Peace as a goal is an ideal which will not be contested by any government or nation, not even the most belligerent.
quote by Aung San Suu Kyi
Added by Lucian Velea
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Related quotes
Peace
Peace (it's what I prayer for)
Peace (oh my)
Peace
Peace (all around the world)
Peace (it's what I pray for)
Peace (oh my)
Peace
Peace (hurry)
Come on in this house children
The war has started
Light the candles right now
It's about to be darkness, oh yeah
There's no telling when the sun will shine again, no
When it's over there's a question asked
Who wins? Who wins?
Spirit (ooh)
Through the land (ooh)
Spirit of peace (ooh)
Oh yeah (ooh)
Spirit move (ooh)
Oh move (ooh)
Oh yeah (ooh)
Heaven send down (ooh)
Peace (it's what I prayer for)
Peace (oh my)
Peace
Peace (all around the world)
Peace (it's what I pray for)
Peace (oh my)
Peace
Peace (hurry)
Turn your head, close your eyes
There's people out there dying, oh
With so much wealth in the land
Why is this thing staving? Oh
As I look over this place
There's so much hatred
If I could I'd pack my bags
And hitch hike to heaven, yeah
Spirit move (ooh)
Oh move (ooh)
Spirit move (ooh)
All through the land (ooh)
Won't you move (ooh)
Oh move, oh move, oh move (ooh)
Oh move, yeah (ooh)
This is what I prayer for (ooh)
Peace (for peace)
Peace (all around the world)
Peace (whoa)
[...] Read more
song performed by R. Kelly
Added by Lucian Velea
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Belligerence
Those who sat on the fence,
Yesterday.
Today,
Are belligerent.
And escape from being maced.
Or locked up,
In a cell in haste
.
But what takes place,
Could have been prevented.
But racism descended,
To keep divisions defended.
Those who sat on the fence,
Yesterday.
Today...
Are belligerent.
Because they've been hoodwinked again.
And they're belligerent.
Those who sat on the fence,
Yesterday.
Today...
Are,
Belligerent.
And dismissing what's been said,
Yet choosing to be...
Belligerent.
Yes they choose to stay,
And be this way...
Belligerent.
And dismissing what's been said,
Out of ignorance.
Those who sat on the fence,
Yesterday.
Today...
Are,
Belligerent.
And dismissing what's been said,
Yet choosing to be...
Belligerent.
Yes they choose to stay,
And be this way...
Belligerent.
And dismissing what's been said,
Out of ignorance.
[...] Read more
poem by Lawrence S. Pertillar
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Chain of love and peace
One moment of love and peace,
Several moments of love and peace, it can make.
Several moments of love and peace,
One minute of love and peace, it can make.
One minute of love and peace,
Several minutes of love and peace, it can make.
Several minutes of love and peace,
One hour of love and peace, it can make.
One hour of love and peace,
Several hours of love and peace, it can make.
One hour of love and peace,
Several hours of love and peace, it can make.
Several hours of love and peace,
One day of love and peace, it can make.
One day of love and peace,
Several days of love and peace, it can make.
Several days of love and peace,
One week of love and peace, it can make.
One week of love and peace,
Several weeks of love and peace, it can make.
Several weeks of love and peace,
One month of love and peace, it can make.
One month of love and peace,
Several months of love and peace, it can make.
Several months of love and peace,
One year of love and peace, it can make
One year of love and peace,
Several years of love and peace, it can make
Several years of love and peace,
One life of love and peace, it can make
One life of love and peace,
Several lives of love and peace, it can make
Several lives of love and peace,
One family of love and peace, it can make
[...] Read more
poem by Lino Jones
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Peace Came
When peace came,
I showered under streaming light
- Silent, settling -
Effectuating over all -
The reassurance drunk
From Mother Nature's breast.
And rays channeled through
The greys of ancient gloom
That paste the hopelessness of
Dying on the battlefield or
The losing out upon a risk
In love;
Byes to precious life
(A husband, child, a wife) :
Or failure:
Crashed careers; bleak depression,
The fallen - ruined, spurned -
Covered in veneers of rasping blight.
When peace came, a gate begged
A gentle path inviting me to
Stroll through verdant fields of spring,
Bristling with a bouncing life
Of colour; flowers cheering to
The air ‘We have a chance in nature! '
When peace came, my addled head was
Reconciling, airing, ringing true -
The sense of crushing pressure dead;
Instead, I flamed a faith anew!
When peace came, I saw our youth
Inside a multicultural womb; our
Death was pointing to a proud
And glorious tomb engraved with words of
Freedom for the soul that was when
Once a body whence it thrived.
When peace came, there happened you -
A fragrance dancing ‘gainst a new and
Frightened innocence of beauty
- Eyes ready; slender arms of care -
A tender skin to be caressed.
And we were blessed by starting fresh
In rhythms of pervading warmth;
[...] Read more
poem by Mark R Slaughter
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Soccer–Passion Song
Soccer–Passion Song
Soccer in the evening;
Soccer in the morning;
Soccer in spring and fall.
Soccer in the raining;
Soccer in the snowing;
Soccer in winter and summer.
Soccer in between my feet,
where I walk;
Soccer in my heart and mind,
how I live;
Soccer my love and life.
Soccer I wake up and play;
Soccer I hold it to sleep;
Soccer my work and rest.
Soccer I sing a new song;
Soccer I dance the magic steps;
Soccer my tears and joy.
Soccer my Mom buys it for me to play;
Soccer my Dad brings me to the game;
Soccer my dear Love watches me to score.
Soccer I dribble and shoot;
Soccer I pass and fall;
Soccer my glory and downfall.
Soccer I strike to attack;
Soccer I tackle to defend;
Soccer my struggle and survival.
Soccer I receive the flags and the whistles;
Soccer I get the yellow and red card;
Soccer my moves and stop.
Soccer I meet my friends;
Soccer I make my enemies;
Soccer my conflict and peace.
Soccer I play and watch;
Soccer I watch but cannot play;
Soccer my dream and reality.
Soccer I learn the rights;
Soccer I confess the fouls;
[...] Read more
poem by Laijon Liu
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Z. Comments
CRYSTAL GLOW
Madhur Veena Comment: Who is she? ? ? ? ? ? ? ? ? ? ? ....You write good!
Margaret Alice Comment: Beautiful, it stikes as heartfelt words and touches the heart, beautiful sentiments, sorry, I repeat myself, but I am delighted. Your poem is like the trinkets I collect to adorn my personal space, pure joy to read, wonderful! Only a beautiful mind can harbour such sentiments, you have a beautiful mind. I am glad you have found someone that inspires you to such heights and that you share it with us, you make the world a mroe wonderful place.
Margaret Alice Comment: Within the context set by the previous poem, “Cosmic Probe”, the description of a lover’s adoration for his beloved becomes a universal ode sung to the abstract values of love, joy and hope personified by light, colours, fragrance and beauty, qualities the poet assigns to his beloved, thus elevating her to the status of an uplifting force because she brings all these qualities to his attention. The poet recognises that these personified values brings him fulfilment and chose the image of a love relationship to illustrate how this comes about; thus a love poem becomes the vehicle to convey spiritual epiphany.
FRAGRANT JASMINE
Margaret Alice Comment: Your words seem to be directed to a divine entity, you seem to be addressing your adoration to a divinity, and it is wonderful to read of such sublime sentiments kindled in a human soul. Mankind is always lifted up by their vision and awareness of divinity, thank you for such pure, clear diction and sharing your awareness of the sublime with us, you have uplifted me so much by this vision you have created!
Margaret Alice Comment: The poet’s words seem to be directed to a divine entity, express adoration to a divinity who is the personification of wonderful qualities which awakens a sense of the sublime in the human soul. An uplifting vision and awareness of uplifting qualities of innocence represented by a beautiful person.
I WENT THERE TO BID HER ADIEU
Kente Lucy Comment: wow great writing, what a way to bid farewell
Margaret Alice Comment: Sensory experience is elevated by its symbolical meaning, your description of the scene shows two souls becoming one and your awareness of the importance of tempory experience as a symbol of the eternal duration of love and companionship - were temporary experience only valid for one moment in time, it would be a sad world, but once it is seen as a symbol of eternal things, it becomes enchanting.
I’M INCOMPLETE WITHOUT YOU
Margaret Alice Comment: You elevate the humnan experience of longing for love to a striving for sublimity in uniting with a beloved person, and this poem is stirring, your style of writing is effective, everything flows together perfectly.
Margaret Alice Comment:
'To a resplendent glow of celestial flow
And two split halves unite never to part.'
Reading your fluent poems is a delight, I have to tear myself away and return to the life of a drudge, but what a treasure trove of jewels you made for the weary soul who needs to contemplate higher ideals from time to time!
IN CELESTIAL WINGS
Margaret Alice Comment: When you describe how you are strengthened by your loved one, it is clear that your inner flame is so strong that you need not fear growing old, your spirit seems to become stronger, you manage to convey this impression by your striking poetry. It is a privilege to read your work.
Obed Dela Cruz Comment: wow.... i remembered will shakespeare.... nice poem!
Margaret Alice Comment: The poet has transcended the barriers of time and space by becoming an image of his beloved and being able to find peace in the joy he confers to his beloved.
'You transcend my limits, transcend my soul, I forget my distress in your thoughts And discover my peace in your joy, For, I’m mere image of you, my beloved.'
Margaret Alice Comment: You are my peace and solace, I know, I am, yours too; A mere flash of your thoughts Enlivens my tired soul And fills me with light, peace and solace, A giant in new world, I become, I rise to divine heights in celestial wings. How I desire to reciprocate To fill you with light and inner strength raise you to divine heights; I must cross over nd hold you in arms, light up your soul, Fill you with strength from my inner core, Wipe away your tears burst out in pure joy How I yearn to instill hope and confidence in you we never part And we shall wait, till time comes right. the flame in my soul always seeks you, you transcend my limits, transcend my soul, I forget my distress in your thoughts And discover my peace in your joy, For, I’m mere image of you, my beloved.
RAGING FIRE
[...] Read more
poem by Praveen Kumar
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Hudibras: Part 3 - Canto II
THE ARGUMENT
The Saints engage in fierce Contests
About their Carnal interests;
To share their sacrilegious Preys,
According to their Rates of Grace;
Their various Frenzies to reform,
When Cromwel left them in a Storm
Till, in th' Effigy of Rumps, the Rabble
Burns all their Grandees of the Cabal.
THE learned write, an insect breeze
Is but a mungrel prince of bees,
That falls before a storm on cows,
And stings the founders of his house;
From whose corrupted flesh that breed
Of vermin did at first proceed.
So e're the storm of war broke out,
Religion spawn'd a various rout
Of petulant Capricious sects,
The maggots of corrupted texts,
That first run all religion down,
And after ev'ry swarm its own.
For as the Persian Magi once
Upon their mothers got their sons,
That were incapable t' enjoy
That empire any other way;
So PRESBYTER begot the other
Upon the good old Cause, his mother,
Then bore then like the Devil's dam,
Whose son and husband are the same.
And yet no nat'ral tie of blood
Nor int'rest for the common good
Cou'd, when their profits interfer'd,
Get quarter for each other's beard.
For when they thriv'd, they never fadg'd,
But only by the ears engag'd:
Like dogs that snarl about a bone,
And play together when they've none,
As by their truest characters,
Their constant actions, plainly appears.
Rebellion now began, for lack
Of zeal and plunders to grow slack;
The Cause and covenant to lessen,
And Providence to b' out of season:
For now there was no more to purchase
O' th' King's Revenue, and the Churches,
But all divided, shar'd, and gone,
That us'd to urge the Brethren on;
Which forc'd the stubborn'st for the Cause,
[...] Read more
poem by Samuel Butler
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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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Whatever
ideal feat. r.l.: whatever
(r.l.:)
Yeah, ideal
Y2 kay gee and r.l. collabo
Uh-oh make 'em, make 'em
Make 'em dance to this
Uh yeah ideal come on
Make 'em, make 'em
Make 'em dance to this
Let's go
1:
(ideal:)
Whatever you
Wanna do, uh-huh
Whether it's at
The crib or club
It's all up to you, what?
What?
Whatever you wanna do
So you wanna
Groove, uh-huh
Show me how
You move, uh-huh
What'cha gonna do?
What? what?
'cause i wanna
Rock with you
Whatever you wanna do
(ideal:)
Tonight you're with me
I'm talking vip
Cristal, moet
Don p tonight, oh
Nice suite at
The double tree
You and me in
Between the sheets
It's whatever you
Like baby, tell me
2:
(lil' mo:)
I like when you
Move up close to me
Sexy grinding holding me
Real close cause you're
Supposed to be, baby
(ideal:)
I like it when you
Put that thing on me
Pushin' it up against the jeans
[...] Read more
song performed by Ideal
Added by Lucian Velea
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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.)
[...] Read more
poem by John Dryden
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Through the eyes of a Field Coronet (Epic)
Introduction
In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.
Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.
Prologue
The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain
mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact
that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals
becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,
who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight
in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.
Let them then also be patriotic
into their souls,
believe in and read
out of the word of God
[...] Read more
poem by Gert Strydom
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Peacefully Delight In Peace
Peacefully delight in peace
Peace be peacefully in peace,
Peacefully to peaceful
Peace seekers on peaceful
Peace missions, who in peaceful peace,
Peacefully ended up peace in peace
Peacefully,
Peacefully, peaceful Peace peacefully in peace is like a peacefully peaceful
Peace piece pinned at a peaceful
Peacefully pitch in Peace, Peered in Peace
Peacefully by every peacefully
Peaceful eye in the name of peace,
Peaceful Peace peacefully in peace peaceful is passed peacefully in Peace, peaceful from peacefully
Peaceful peace believers in peace peacefully to peaceful peace
Peaceful peace seekers,
Peacefully
Peace in peace be peacefully to peaceful
Peace believers of peace who in Peace peacefully peaceful delight in peaceful
Peace.
Peacefully in peaceful peace peacefully delight in peaceful peace peacefully for peace in peace.
poem by Iyamuremye Wilfred
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As I Sat Alone By Blue Ontario's Shores
AS I sat alone, by blue Ontario's shore,
As I mused of these mighty days, and of peace return'd, and the dead
that return no more,
A Phantom, gigantic, superb, with stern visage, accosted me;
Chant me the poem, it said, that comes from the soul of America--
chant me the carol of victory;
And strike up the marches of Libertad--marches more powerful yet;
And sing me before you go, the song of the throes of Democracy.
(Democracy--the destin'd conqueror--yet treacherous lip-smiles
everywhere,
And Death and infidelity at every step.)
A Nation announcing itself,
I myself make the only growth by which I can be appreciated, 10
I reject none, accept all, then reproduce all in my own forms.
A breed whose proof is in time and deeds;
What we are, we are--nativity is answer enough to objections;
We wield ourselves as a weapon is wielded,
We are powerful and tremendous in ourselves,
We are executive in ourselves--We are sufficient in the variety of
ourselves,
We are the most beautiful to ourselves, and in ourselves;
We stand self-pois'd in the middle, branching thence over the world;
From Missouri, Nebraska, or Kansas, laughing attacks to scorn.
Nothing is sinful to us outside of ourselves, 20
Whatever appears, whatever does not appear, we are beautiful or
sinful in ourselves only.
(O mother! O sisters dear!
If we are lost, no victor else has destroy'd us;
It is by ourselves we go down to eternal night.)
Have you thought there could be but a single Supreme?
There can be any number of Supremes--One does not countervail
another, any more than one eyesight countervails another, or
one life countervails another.
All is eligible to all,
All is for individuals--All is for you,
No condition is prohibited--not God's, or any.
All comes by the body--only health puts you rapport with the
universe. 30
Produce great persons, the rest follows.
[...] Read more
poem by Walt Whitman
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L'Idéal (The Ideal)
Ce ne seront jamais ces beautés de vignettes,
Produits avariés, nés d'un siècle vaurien,
Ces pieds à brodequins, ces doigts à castagnettes,
Qui sauront satisfaire un coeur comme le mien.
Je laisse à Gavarni, poète des chloroses,
Son troupeau gazouillant de beautés d'hôpital,
Car je ne puis trouver parmi ces pâles roses
Une fleur qui ressemble à mon rouge idéal.
Ce qu'il faut à ce coeur profond comme un abîme,
C'est vous, Lady Macbeth, âme puissante au crime,
Rêve d'Eschyle éclos au climat des autans;
Ou bien toi, grande Nuit, fille de Michel-Ange,
Qui tors paisiblement dans une pose étrange
Tes appas façonnés aux bouches des Titans!
The Ideal
It will never be the beauties that vignettes show, Those damaged products of a good-for-nothing age,
Their feet shod with high shoes, hands holding castanets,
Who can ever satisfy any heart like mine.
I leave to Gavarni, poet of chlorosis,
His prattling troop of consumptive beauties,
For I cannot find among those pale roses
A flower that is like my red ideal.
The real need of my heart, profound as an abyss,
Is you, Lady Macbeth, soul so potent in crime,
The dream of Aeschylus, born in the land of storms;
Or you, great Night, daughter of Michelangelo,
Who calmly contort, reclining in a strange pose
Your charms molded by the mouths of Titans!
— Translated by William Aggeler
The Ideal
It's not with smirking beauties of vignettes,
The shopsoiled products of a worthless age,
With buskined feet and hands for castanets —
A heart like mine its longing could assuage.
I leave Gavarni, poet of chloroses,
His twittering flock, anaemic and unreal.
I could not find among such bloodless roses,
[...] Read more
poem by Charles Baudelaire
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Paradise Lost: Book X
Thus they in lowliest plight repentant stood
Praying, for from the Mercie-seat above
Prevenient Grace descending had remov'd
The stonie from thir hearts, and made new flesh
Regenerat grow instead, that sighs now breath'd
Unutterable, which the Spirit of prayer
Inspir'd, and wing'd for Heav'n with speedier flight
Then loudest Oratorie: yet thir port
Not of mean suiters, nor important less
Seem'd thir Petition, then when th' ancient Pair
In Fables old, less ancient yet then these,
Deucalion and chaste Pyrrha to restore
The Race of Mankind drownd, before the Shrine
Of Themis stood devout. To Heav'n thir prayers
Flew up, nor missed the way, by envious windes
Blow'n vagabond or frustrate: in they passd
Dimentionless through Heav'nly dores; then clad
With incense, where the Golden Altar fum'd,
By thir great Intercessor, came in sight
Before the Fathers Throne: Them the glad Son
Presenting, thus to intercede began.
See Father, what first fruits on Earth are sprung
From thy implanted Grace in Man, these Sighs
And Prayers, which in this Golden Censer, mixt
With Incense, I thy Priest before thee bring,
Fruits of more pleasing savour from thy seed
Sow'n with contrition in his heart, then those
Which his own hand manuring all the Trees
Of Paradise could have produc't, ere fall'n
From innocence. Now therefore bend thine eare
To supplication, heare his sighs though mute;
Unskilful with what words to pray, let mee
Interpret for him, mee his Advocate
And propitiation, all his works on mee
Good or not good ingraft, my Merit those
Shall perfet, and for these my Death shall pay.
Accept me, and in mee from these receave
The smell of peace toward Mankinde, let him live
Before thee reconcil'd, at least his days
Numberd, though sad, till Death, his doom (which I
To mitigate thus plead, not to reverse)
To better life shall yeeld him, where with mee
All my redeemd may dwell in joy and bliss,
Made one with me as I with thee am one.
To whom the Father, without Cloud, serene.
All thy request for Man, accepted Son,
Obtain, all thy request was my Decree:
But longer in that Paradise to dwell,
The Law I gave to Nature him forbids:
Those pure immortal Elements that know
[...] Read more
poem by John Milton
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The Truce And The Peace
(NOVEMBER, 1918)
Peace now for every fury has had her day,
Their natural make is moribund, they cease,
They carry the inward seeds of quick decay,
Build breakwaters for storm but build on peace.
The mountains' peace answers the peace of the stars,
Our petulances are cracked against their term.
God built our peace and plastered it with wars,
Those frescoes fade, flake off, peace remains firm.
In the beginning before light began
We lay or fluttered blind in burdened wombs,
And like that first so is the last of man,
When under death for husband the amorous tombs
Are covered and conceived; nine months go by
No midwife called, nine years no baby's cry.
II
Peace now, though purgatory fires were hot
They always had a heart something like ice
That coldly peered and wondered, suffering not
Nor pleased in any park, nor paradise
Of slightly swelling breasts and beautiful arms
And throat engorged with very carnal blood.
It coldly peered and wondered, 'Strong God your charms
Are glorious, I remember solitude.
Before youth towered we knew a time of truth
To have eyes was nearly rapture.' Peace now, for war
Will find the cave that childhood found and youth.
Ten million lives are stolen and not one star
Dulled; wars die out, life will die out, death cease,
Beauty lives always and the beauty of peace.
III
Peace to the world in time or in a year,
In the inner world I have touched the instant peace.
Man's soul's a flawless crystal coldly clear,
A cold white mansion that he yields in lease
To tenant dreams and tyrants from the brain
And riotous burnings of the lovelier flesh.
We pour strange wines and purples all in vain.
The crystal remains pure, the mansion fresh.
All the Asian bacchanals and those from Thrace
Lived there and left no wine-mark on the walls.
What were they doing in that more sacred place
All the Asian and the Thracian bacchanals?
Peace to the world to-morrow or in a year,
Peace in that mansion white, that crystal clear.
IV
Peace now poor earth. They fought for freedom's sake,
[...] Read more
poem by Robinson Jeffers
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Sun And Steel
You killed your first man at 13
Killer instinct, Animal supreme
By 16 you had learned to fight
The way of the warrior, you took it as your right
Sunlight, falling on your steel
Death in life is your ideal
Life is like a wheel
Sunlight, falling on your steel
Death in life is your ideal
Life is like a wheel
Through earth and water, fire and wind
You came at last - nothing was the end
Make a cut by fire and stone
Take you and your blade and break you both in two
Break you both in two
Sunlight, falling on your steel
Death in life is your ideal
Life is like a wheel
Sunlight, falling on your steel
Death in life is your ideal
Life is like a wheel - rolling on and on
Sunlight, falling on your steel
Death in life is your ideal
Life is like a wheel
Sunlight, falling on your steel
Death in life is your ideal
Life is like a wheel
Sunlight, falling on your steel
Death in life is your ideal
Life is like a wheel
Sunlight, falling on your steel
Death in life is your ideal
Life is like a wheel - and it's rolling still
song performed by Iron Maiden
Added by Lucian Velea
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Towards a Corruption-free India
Cleanse the nation’s democracy;
Cleanse the nation’s bureaucracy;
Cleanse the nation’s polity;
Cleanse the nation’s authority.
Cleanse the nation’s systems’ machinery;
Cleanse the nation’s judiciary;
Cleanse the nation’s property;
Cleanse the nation’s ill-gotten money.
Let people’s power permeate the Parliament;
Let there be accountability of all citizens;
Let the poor and down-trodden be never ignored;
Let India become rejuvenated.
Bring back the wealth kept outside the land;
Enact laws for the welfare of the Motherland;
Act with responsibility and amity with all;
Console the aggrieved, comfort the dying.
Put the mighty nation on the road to progress;
This is no place for vices and evils of all kind;
Install a sense of security for all;
Infuse morality and patriotism.
Those voted to power must be clean;
Those in authority should not be mean;
Those in high office should not demean;
The future should belong to the youth and the teen.
Enough is enough, rethink on everything;
Corruption is the main issue to be curbed;
The law-makers should not be the worst law-breakers;
The law should serve the purpose it is meant for.
Let’s create a new India where peace prevails;
Let’s make our country prosperous;
Let’s work with zeal and honesty;
Let hearts be filled with sensibility and sensitivity.
The nation with a billion must forge ahead;
The nation should be truly independent;
The nation must regain its former glory;
The nation must be freed from corruption.
Thanks to Anna Hazare’s yeoman service and mighty efforts!
Copyright by Dr John Celes 20-08-11
poem by John Celes
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Bishop Blougram's Apology
No more wine? then we'll push back chairs and talk.
A final glass for me, though: cool, i' faith!
We ought to have our Abbey back, you see.
It's different, preaching in basilicas,
And doing duty in some masterpiece
Like this of brother Pugin's, bless his heart!
I doubt if they're half baked, those chalk rosettes,
Ciphers and stucco-twiddlings everywhere;
It's just like breathing in a lime-kiln: eh?
These hot long ceremonies of our church
Cost us a little—oh, they pay the price,
You take me—amply pay it! Now, we'll talk.
So, you despise me, Mr. Gigadibs.
No deprecation—nay, I beg you, sir!
Beside 't is our engagement: don't you know,
I promised, if you'd watch a dinner out,
We'd see truth dawn together?—truth that peeps
Over the glasses' edge when dinner's done,
And body gets its sop and holds its noise
And leaves soul free a little. Now's the time:
Truth's break of day! You do despise me then.
And if I say, "despise me"—never fear!
1 know you do not in a certain sense—
Not in my arm-chair, for example: here,
I well imagine you respect my place
(Status, entourage, worldly circumstance)
Quite to its value—very much indeed:
—Are up to the protesting eyes of you
In pride at being seated here for once—
You'll turn it to such capital account!
When somebody, through years and years to come,
Hints of the bishop—names me—that's enough:
"Blougram? I knew him"—(into it you slide)
"Dined with him once, a Corpus Christi Day,
All alone, we two; he's a clever man:
And after dinner—why, the wine you know—
Oh, there was wine, and good!—what with the wine . . .
'Faith, we began upon all sorts of talk!
He's no bad fellow, Blougram; he had seen
Something of mine he relished, some review:
He's quite above their humbug in his heart,
Half-said as much, indeed—the thing's his trade.
I warrant, Blougram's sceptical at times:
How otherwise? I liked him, I confess!"
Che che, my dear sir, as we say at Rome,
Don't you protest now! It's fair give and take;
You have had your turn and spoken your home-truths:
The hand's mine now, and here you follow suit.
[...] Read more
poem by Robert Browning from Men and Women (1855)
Added by Veronica Serbanoiu
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The Ideal And The Actual Life
Forever fair, forever calm and bright,
Life flies on plumage, zephyr-light,
For those who on the Olympian hill rejoice--
Moons wane, and races wither to the tomb,
And 'mid the universal ruin, bloom
The rosy days of Gods--With man, the choice,
Timid and anxious, hesitates between
The sense's pleasure and the soul's content;
While on celestial brows, aloft and sheen,
The beams of both are blent.
Seekest thou on earth the life of gods to share,
Safe in the realm of death?--beware
To pluck the fruits that glitter to thine eye;
Content thyself with gazing on their glow--
Short are the joys possession can bestow,
And in possession sweet desire will die.
'Twas not the ninefold chain of waves that bound
Thy daughter, Ceres, to the Stygian river--
She plucked the fruit of the unholy ground,
And so--was hell's forever!
The weavers of the web--the fates--but sway
The matter and the things of clay;
Safe from change that time to matter gives,
Nature's blest playmate, free at will to stray
With gods a god, amidst the fields of day,
The form, the archetype [39], serenely lives.
Would'st thou soar heavenward on its joyous wing?
Cast from thee, earth, the bitter and the real,
High from this cramped and dungeon being, spring
Into the realm of the ideal!
Here, bathed, perfection, in thy purest ray,
Free from the clogs and taints of clay,
Hovers divine the archetypal man!
Dim as those phantom ghosts of life that gleam
And wander voiceless by the Stygian stream,--
Fair as it stands in fields Elysian,
Ere down to flesh the immortal doth descend:--
If doubtful ever in the actual life
Each contest--here a victory crowns the end
Of every nobler strife.
Not from the strife itself to set thee free,
But more to nerve--doth victory
Wave her rich garland from the ideal clime.
Whate'er thy wish, the earth has no repose--
Life still must drag thee onward as it flows,
Whirling thee down the dancing surge of time.
But when the courage sinks beneath the dull
[...] Read more
poem by Friedrich Schiller
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