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And really, the basis, I think, of achieving some success in what I want to do today comes from my mother's push to get me to read and to make something of myself from the standpoint of an education.

quote by Sam Donaldson
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Push

Step 1... step off to the dance floor
Step 1... step off to the dance floor
Push (hey) ((push up on it))
(good God)
Push - lord (push, yeah) ((push up on it))
Every time u get some
People wanna take it back
They rather see u on the run
Than see u get it like that
Every time they stop u
Change up like a sock
Every time they try 2 clock u
Tick more than they tock
Push I push
Dont let them pull u down, yeah
Push I push
Until u get 2 higher ground
Push
Ure never 2 young, never 2 old
Push
Dont stop until u go
Did u ever stop 2 wonder
Why u put another down?
No man should asunder
The joy that another man found
Maybe bout the business u was worried
Wasnt ever filed in your name
Maybe the cartridge u was playin
Dont fit in your video game
Push I push
Dont let them pull u down
Push I push
Until u get 2 higher ground
Push
Ure never 2 young, never 2 old, yeah
Push
Dont stop until u go, hey
(alright) I push (push) ((push up on it))
(push) I push (push, push, hey)
(push) (come on and push it now, hey push)
((push up on it)) (push) I push
Every time u get some push
People wanna take it back p-push
They rather see u on the run push
Than see u get it like that
Every time they stop u
Change up like a sock push
Every time they try 2 clock u push
U gotta tick more than they can tock
Push I push

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song performed by Prince
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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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Sister Helen

"Why did you melt your waxen man
Sister Helen?
To-day is the third since you began."
"The time was long, yet the time ran,
Little brother."
(O Mother, Mary Mother,
Three days to-day, between Hell and Heaven!)

"But if you have done your work aright,
Sister Helen,
You'll let me play, for you said I might."
"Be very still in your play to-night,
Little brother."
(O Mother, Mary Mother,
Third night, to-night, between Hell and Heaven!)

"You said it must melt ere vesper-bell,
Sister Helen;
If now it be molten, all is well."
"Even so,--nay, peace! you cannot tell,
Little brother."
(O Mother, Mary Mother,
O what is this, between Hell and Heaven?)

"Oh the waxen knave was plump to-day,
Sister Helen;
How like dead folk he has dropp'd away!"
"Nay now, of the dead what can you say,
Little brother?"
(O Mother, Mary Mother,
What of the dead, between Hell and Heaven?)

"See, see, the sunken pile of wood,
Sister Helen,
Shines through the thinn'd wax red as blood!"
"Nay now, when look'd you yet on blood,
Little brother?"
(O Mother, Mary Mother,
How pale she is, between Hell and Heaven!)

"Now close your eyes, for they're sick and sore,
Sister Helen,
And I'll play without the gallery door."
"Aye, let me rest,--I'll lie on the floor,
Little brother."
(O Mother, Mary Mother,
What rest to-night, between Hell and Heaven?)

"Here high up in the balcony,
Sister Helen,

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poem by Dante Gabriel Rossetti
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Push It Up

(push it up! push it up!)
Put your hands up c come on (push it up!)
Huh c yeah, this is it, this is it (push it up!)
This is it
I think they got 2 get ready 4 this one here c come on!
(ooh, everybodys here) say what?
(this is the jam of the year)
Huh, what did I hear? (push it up! push it up!)
Uh, wasnt quite clear
(ooh, everybodys here) say what?
(this is the jam of the year)
Oh, huh - I hear ya, huh (push it up! push it up!)
Come on, uh
If ure ever down draggin on the ground
Face twisted with a funky frown
Let me turn u on 2 somethin that I found
2 make u feel good, feel good
Negativity like gravity
Gotcha fallin fast from reality
U gotta get up, put up, move up
And just do what u should, u should
Realize that u are somebody
Come on, yall, and join the party
Everybody grab a body
And feel good, u should
Chorus:
Push it up - push it up - push it up - push it up
(ooh, everybodys here - this is the jam of the year)
(push it up! push it up!)
Push it up - push it up - push it up - push it up
(ooh, everybodys here - this is the jam of the year)
(push it up! push it up!)
Push it up, push it up 2 the sky
U dont have 2 have a plane 2 fly
If u listen 2 the truth and not the lie
Stop cryin, cryin
In harmony, cant u see
Every color all in the same key
And thats the way jah wants us 2 be
Start tryin, a-tryin
Realize that u are somebody
Come on, yall, and join the party
Everybody grab a body
And feel good, u should
Chorus
Come on - wake up your body, wake up your body
Wake up your body and move it around c come on
Yeah, huh
Where the party at in here, yall?
Where the party goin down in here? uh

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song performed by Prince
Added by Lucian Velea
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Education

In a deep dark jungle long time ago
Lived a lonesome caveman
He was a solitary soul
And he spent his playtime
Chewing meat from bones.
He didnt know how to talk much
He only knew how to groan
Then he lifted up his hands and reached to the sky
Let out a yell and no one replied.
Frustration and torment tore him inside
Then he fell to the ground and he cried and he cried.
But then education saved the day.
He learned to speak and communicate
Education saved the day.
He thanked God for the friends he made.
cos everybody needs an education
Everybody needs an education.
Black skin, red skin, yellow or white,
Everybody needs to read and write
Everybody needs an education.
Thank the day when that primitive man
Learned to talk with his brothers
And live off the land.
He left his cave and he moved far away
And he lived with his friends in a house that theyd made
He learned to think and to work with his brain
And he astounded his friends with all the knowledge he gained
He wrote it down on a rock that he found
And he showed all his friends and they passed it around
And then education came that day.
The day it came was a sacred day.
Education came that day
He thanked God for the friends hed made.
Well man built a boat and he learned how to sail
And he travelled far and wide
Then he looked up above saw the stars in the sky
So he learned how to fly.
Thanks to all the mathematicians
And the inventors with their high i.q.s
And the professors in their colleges
Trying to feed me knowledge
That I know Ill never use.
Thank you sir for the millions of words
That youve handed me down and youve told me to learn
But Ive got words in my ears and my eyes
Ive got so many facts that I must memorize
Because educations doing me in
I want to stop but my heads in a swim
Education drives me insane
I cant recall all the facts on my brain.

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song performed by Kinks
Added by Lucian Velea
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Push Push

Come take a ride
Or a slipnside
To sit astridengliden.
....Push!Push!
Please pull the strings
Bees use their stings
Birds spread their wing and
Some things...Push! Push!
A puss that pures
By settinspures
Is this his or her what stirs?
Now: Push! Push!
Unlock the sloice
Bring up the juce
Just let it loose..Producen
Push! Push!
Refrain
Push! Push! Push!Just a little
Push! Push! Push!A little further
Push! Push! Push!Just a little bit
Push! Push! Push!A little bit mooooore!
Ooh what a blow
Yeah, what a show!
Hey, one more throw...
Lets go now! Push! Push!
Another shot
We hit teh spot
Oh that was hot.. a lot
Now: Push! Push!
Refrain
From stick or stone
To the prick an d bone
Im lyinprone, Im nnnot alone
Push!Push!
With a whip and chain
Theres plesuren pain
And no venture, no gain....again
Now Push!! Push!
Refrain
Our fathers who are from heaven
When kings have come thy will be
done Forgive this day - our dailybread Give ahead!!!
Refrain

song performed by Falco
Added by Lucian Velea
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Prose: On The Existence Of God

A brief statement about certain controversial questions and issues relating to some core religious topics such as:
What is God?
Where is God?
Who Is God?
and a new or old philosophy and perspective (depending on the readers views) offering an explanation to these age old questions.

Prelude:
The proof of That which is not restricted to any construct of the human mind and is beyond imagination is Divine. This is sometimes revealed to a select few in the form of a revelation or philosophy from time to time and is what history calls religion and is also uplifting and blissful.
The ordinary human mind and intellect cannot comprehend or fathom that which is beyond it but only staggers at the attempt, bewildering as it is to the ego which is the seat of the mind and limited individual personality. (See Note #1)

Standpoint 1
It is generally stated that neither the existence nor the non-existence of God can be proven. But if there is absolutely nothing or everything is somehow taken away, then whatever is left or there is that remains can only be the place, source or state from which everything is brought into existence and sustained for a while within its own infinite being and by its own infinite or unlimited latent capacity of power, knowledge and blissful freedom of imagination and creation.

Standpoint 2
The state of absolute nothing (colorless, formless, odorless, indivisible, unfathomable) , if there ever was such a state, would then be the complete and infinite unmanifest state or prior condition of this Boundless and Eternal Being or God from where all the universe, as we have come to know and see to date, has come and in which it still must exist without any exception regardless of what there appears now to be.

Standpoint 3
All the planets, moons, suns, stars, galaxies, nebulae and whatever else there may be are nothing other than, relatively speaking, like the atoms, molecules, compounds, cells etc that go to make up the body of a living physical entity, and in this specific and particular case, the manifest cosmic being known as or called the universe, and the so called black holes would then be found to be the arterial pathways of the energy or substance known as dark energy and matter which is of a non atomic nature (See Note #2) . It should also be noted that the simplest and first atom or atomic substance or element is hydrogen, which is made up of just an electron and a proton, and is the most abundant atomic substance in the universe. In other words from the one formless substance of dark energy and matter come hydrogen) , helium, lithium, etc (in the order of the atomic scale) : from the simplest and lightest to the most complicated, densest and heaviest.

Standpoint 4
This then is the reason why we should consider the infinitely large of the outer universe with all the cosmic forces and objects known and unknown on the one hand, while its opposite, the infinitely small, being that of the inner universe, in the form of man's mind and emotions together with the sub and atomic forces on the other, both co-existing at the same time without an apparent beginning or end, that make up the whole visible and invisible creation which is seemingly expanding, until the endless end, in something greater than itself, for how else could this ever be? (See Note #4)

Standpoint 5
The preceeding points help to validate the statements in the scriptures which say "as above so below" and that "we are made in the image and likeness of God" (ie: our soul or spirit within) , and an aspect of Einstein's theory of Relativity that mentions or postulates of ‘the curvature of space' and certain aspects of Quantum Physics. The preceeding points also bring together both views of the so called ‘Big Bang' and ‘Steady State' theories that have gained popularity in modern times and where the former seems to be the more widely accepted view.

Standpoint 6
The five so called elements of Earth, Water, Fire, Air and Ether mentioned in certain philosophical texts and which correlate to the five lower energy centers (or Chakras) of the human body are complemented by two higher ones being those of Light and Sound of the two higher centers. This also explains the scripture where it is written "in the beginning was the Word and the Word was with God and the Word was God" and where "God said let there be light and there was light" (See Note #3) which indicates that from the ‘Word of God' or primeval sound came light, then ether, air, fire, water and earth in a descending order. The last five mentioned elements deal specifically with life and conditions on our own world and also other worlds where one, some or all of the seven kingdoms of evolution are to be found in various stages of development.

Standpoint 7
If man is made in the image and likeness of God then whatever can be seen outside can also be seen inside in the sense that there is nothing but God that really exists and that the essence of God is in man's soul and spirit. An analogy of this would be to look at a dropp of an infinite ocean (without boundaries or divisions) and to recognize or realize that the dropp of the ocean is nothing other than the ocean itself which may apparently seem to be separate or limited due to a bubble of ignorance and limited perception (the effect of duality or God's Cosmic Illusion or Maya) . The illusion of duality becomes less apparent and is indeed negligible to the point of non existence as man evolves spiritually and realises his oneness with the essence or real part of his inner being which is non other than a dropp in (not separate from) this indivisible infinite ocean of God. This is where an individual sees or perceives the underlying all-pervasive reality everywhere, also known as or called the seeing of 'Unity in Diversity'. When this 'essence' is made the focus of an individual's consciousness and is continually invoked upon by various means it then becomes activated or awakened, so to speak, from a dormant latent state, to one of a highly charged and source seeking intelligent energy that is returning back to its real home or state from the lowest center of consciousness (gross, dense and material) in the human body to the highest centers being those in the higher parts of the body which are of a much finer or subtle consciousness and associated with light and sound (i.e. the primeval sound and light of creation) which come from God or the state of infinite consciousness. This is also the state of Absolute Nothing mentioned in Standpoint 2 above from where Absolutely Everything has come from or manifested within its own Being and the Infinite Existence (all that exists does so within God) due to the infinite latent capacity of power, knowledge and blissful freedom of imagination and creation (Standpoint 1) .
-
Notes:
(#1) See also my other prose titled 'God is the Highest Good'.
(#2) The universe is the infinite creation and creature of God.
(#3) See The Old and New Testaments of The Holy Bible.
(#4) We use a telescope to see into the body of the universe being incredibly large and use a microscope to see things or signs of life that are incredibly small.

poem by George Krokos
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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poem by Innocent Masina Nkhonyo
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Up! Education

Education is important
Right from when an infant

Education is not about college
It entails a wider range of knowledge
Supplying a market of skills shortage

Education is great
It creates and decides upon ones fate
Never leave it too late

Education makes it a priority
To provide you with opportunities

So I say
OK! Up! Education
Feed the Nations
Up! Education

Education is in abundance
A constituent of importance
As we humans advance
It offers us life’s insurance

Education is the key to set you free
From joblessness condemnation

Education is the key to flee
From endless financial frustration

Education provides you with ammunition
To tackle any country, state or nation

Education gives you immunisation
Against surviving global frustration

Education relieves you
From absurd ignorance

Education exempts you and me
From parental allowance
For most adults
It is usually a concerning disturbance

So I say
OK! Up! Education
Feed the Nations
Up! Education

I take my time to stress once more

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poem by Sylvia Chidi
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You Keep Pushing That Bash Back

You can push that bitter bash back.
You can push that bitter bash back.
You can push that bitter bash back.
Don't put any pity in a bitter bashed bag.
To weigh you down like a wet rag had.

You can push that bitter bash back.
You can push that bitter bash back.
You can push that bitter bash back.
Don't put any pity in a bitter bashed bag.
To weigh you down like a wet rag had.

You keep pushing that bash back.
You keep pushing that bash back.
You keep pushing that bash back.
Don't drag that bashing or be tagged.

You can push that bitter bash back.
You can push that bitter bash back.
Push it push it,
That bash back!
You keep pushing,
That bash back!
Push it push it,
That bash back!
You keep pushing,
That bash back!
You can push that bitter bash back.

You can push that bitter bash back.
You can push that bitter bash back.
You can push that bitter bash back.
Don't put any pity in a bitter bashed bag.
To weigh you down like a wet rag had.

Don't put any pity in a bitter bashed bag.
To weigh you down like a wet rag had.

Push it push it,
That bash back!
You keep pushing,
That bash back!
Push it push it,
That bash back!
You keep pushing,
That bash back!
You can push that bitter bash back.

You keep pushing,
That bash back!

[...] Read more

poem by Lawrence S. Pertillar
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Push Push and Pop It

Push push and pop it!
Don't keep it bottled up!
Or you will dropp like slop to mop.
Leaving specs and pieces left,
To kick and knock your 'ouch' about!

To needle and pick!
You gotta stop it.
To needle and pick!
You gotta stop it.
To needle and pick!
You gotta stop it.

Puuussshhh! Keep pushin'

Push push and pop it!
Don't keep it bottled up!
Or you will dropp like slop to mop.
Leaving specs and pieces left,
To kick and knock your 'ouch' about!

Push push and pop it!
Don't keep it bottled up!
Or you will dropp like slop to mop.
Leaving specs and pieces left,
To kick and knock your 'ouch' about!

Puuussshhh! Keep pushin'

You can refuse to feel remorse or guilt.
And let forgiveness handle it!
No need to flip your lid or top.
Learn to love yourself a lot.
If this is not done...
How can you expect others to start.
You don't have to play a part...
Of that panic brewing in your heart!
Denying it is there.

Just...
Puuussshhh! Keep pushin'
Puuussshhh! Keep pushin
Push push and pop it!
Don't even try to stop it.
Just...
Puuussshhh! Keep pushin'
Puuussshhh! Keep pushin
Push push and pop it!
Don't even try to stop it.

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poem by Lawrence S. Pertillar
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First Book

OF writing many books there is no end;
And I who have written much in prose and verse
For others' uses, will write now for mine,–
Will write my story for my better self,
As when you paint your portrait for a friend,
Who keeps it in a drawer and looks at it
Long after he has ceased to love you, just
To hold together what he was and is.

I, writing thus, am still what men call young;
I have not so far left the coasts of life
To travel inland, that I cannot hear
That murmur of the outer Infinite
Which unweaned babies smile at in their sleep
When wondered at for smiling; not so far,
But still I catch my mother at her post
Beside the nursery-door, with finger up,
'Hush, hush–here's too much noise!' while her sweet eyes
Leap forward, taking part against her word
In the child's riot. Still I sit and feel
My father's slow hand, when she had left us both,
Stroke out my childish curls across his knee;
And hear Assunta's daily jest (she knew
He liked it better than a better jest)
Inquire how many golden scudi went
To make such ringlets. O my father's hand,
Stroke the poor hair down, stroke it heavily,–
Draw, press the child's head closer to thy knee!
I'm still too young, too young to sit alone.

I write. My mother was a Florentine,
Whose rare blue eyes were shut from seeing me
When scarcely I was four years old; my life,
A poor spark snatched up from a failing lamp
Which went out therefore. She was weak and frail;
She could not bear the joy of giving life–
The mother's rapture slew her. If her kiss
Had left a longer weight upon my lips,
It might have steadied the uneasy breath,
And reconciled and fraternised my soul
With the new order. As it was, indeed,
I felt a mother-want about the world,
And still went seeking, like a bleating lamb
Left out at night, in shutting up the fold,–
As restless as a nest-deserted bird
Grown chill through something being away, though what
It knows not. I, Aurora Leigh, was born
To make my father sadder, and myself
Not overjoyous, truly. Women know
The way to rear up children, (to be just,)

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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Work To Make It Work

(r palmer)
Push it along
Work work work to make it work
Push it along
Work work work to make it work
Push it along
Work work work if you want to improve it
Push it along
It's all there for you to feel it
Help your self to one that you can't deal with
Ain't no way that you could steal it
You misunderstand if you get greedy
Ah push
Work work work to make it work push it along
Work work work to make it work
Push it along
Work work work to make it work
Push it along
Work work work if you want to improve
Don't confine your dreams to bed
You'll get scared if you get lazy
If you can't take enough to satisfy yourself
Then you'll go crazy
Wont do no good thinking
You got to do it
So it don't come easy the first time
Practice makes perfect, you know that i'll try hard
Use it or lose it
You got to put your heart and soul into it
Yeaheheh
Push it along
Work work work to make it work
Push it along
Work work work if you want to move it
Push it along
Work to make it work
Push it along
Work work work if you want to improve
It's all there for you to feel it
Help your self to one that you can't deal with
Ain't no way that you could steal it
You misunderstand if you get greedy forget wishful thinking
You can do it
You just need a push to make a start
If you don't succeed the first time
Try and try again
Use it or lose it
You got to put your back into it
Work work work to make it work
Push it along

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song performed by Robert Palmer
Added by Lucian Velea
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Push Me

Album: No Excuses
Ever since the world's been turning
It turned away from me
I've been pushed across the planet
To find my destiny
I've been running away from something
Thats deep inside myself
I've been running till that someday
When I reached the border's edge
Refrain:
Push me I'm living on the edge
Push me I'm sick of living like that
Push me living on the edge
The weak play the strong out of fear of what's wrong yeah
Push me I'm living on the edge
Push me I'm sick of living like that
Push me living on the edge
Im sick to death and learned the lesson
I'm still running yet I don't got
Ground beneath my feet - something is tracking me something is wrecking me
I'm still running and I don't have
Time to fall into deep
Refrain:
Push me I'm living on the edge
Push me I'm sick of living like this
Push me living on the edge
Im sick to death and learned the lesson
Push me I'm living on the edge
Push me I'm sick of living like that
Push me living on the edge
Im sick to death and learned the lesson
Push me I'm living on the edge
Push me I'm sick of living like this
Push me living on the edge
The weak play the strong out of fear of what's wrong yeah
Push me I'm living on the edge
Push me I'm sick of living like that
Push me living on the edge
Im sick to death and learned the lesson

song performed by H-BlockX
Added by Lucian Velea
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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Bad Education

Rewrite of Bon Jovi's Bad Medicine

No, there they ain't got a fever
Got what seems to be a permanent disease
It'll take more then the school nurse or PTA committee
To prescribe a remedy

They got loads of money
But it isn't what our kids need
Seems all they ever do anymore is get our little ones
Either shot or knocked up by some overeager teacher
Try to cover this song up
But no way am I going away or letting you silence me

I know
Today's kids got all the symptons
Count 'em 1,4,3

Deny it
But we all know
Today it's all about your greed
Not some desperate kid's need
Hiring sexy young thangs
Got our kids falling in love
Cos they're too darn young to know any better
You got the wrong ones in charge and you know it

When it comes to their learning
You only give 'em a little
Never ever enough
Leave them brainless and on their knees
Begging for a chance at a better life
But never finding none
Cause while you were busy looking the other way
Dealer's got 'em hooked on the drugs

Your teachin' ain't nothin' but bad education
Bad education ain't what today's kids need
All shook up and confused
Led astray by your bad education
Tell me
Why don't you even bother
To try and cure this disease

Nowadays our kids are forced to depend on guitar heroes and druggie needles
Just to be gettin' some attention
Just to be gettin' some thrills
They give in to the pills
Cause of your lazy butt work force
They all got a dirty low down addiction

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poem by Ramona Thompson
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VII. Pompilia

I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.

All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.

Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Rose Mary

Of her two fights with the Beryl-stone
Lost the first, but the second won.

PART I

“MARY mine that art Mary's Rose
Come in to me from the garden-close.
The sun sinks fast with the rising dew,
And we marked not how the faint moon grew;
But the hidden stars are calling you.
“Tall Rose Mary, come to my side,
And read the stars if you'd be a bride.
In hours whose need was not your own,
While you were a young maid yet ungrown
You've read the stars in the Beryl-stone.
“Daughter, once more I bid you read;
But now let it be for your own need:
Because to-morrow, at break of day,
To Holy Cross he rides on his way,
Your knight Sir James of Heronhaye.
“Ere he wed you, flower of mine,
For a heavy shrift he seeks the shrine.
Now hark to my words and do not fear;
Ill news next I have for your ear;
But be you strong, and our help is here.
“On his road, as the rumour's rife,
An ambush waits to take his life.
He needs will go, and will go alone;
Where the peril lurks may not be known;
But in this glass all things are shown.”
Pale Rose Mary sank to the floor:—
“The night will come if the day is o'er!”
“Nay, heaven takes counsel, star with star,
And help shall reach your heart from afar:
A bride you'll be, as a maid you are.”
The lady unbound her jewelled zone
And drew from her robe the Beryl-stone.
Shaped it was to a shadowy sphere,—
World of our world, the sun's compeer,
That bears and buries the toiling year.
With shuddering light 'twas stirred and strewn
Like the cloud-nest of the wading moon:
Freaked it was as the bubble's ball,
Rainbow-hued through a misty pall
Like the middle light of the waterfall.
Shadows dwelt in its teeming girth
Of the known and unknown things of earth;
The cloud above and the wave around,—
The central fire at the sphere's heart bound,
Like doomsday prisoned underground.

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poem by Dante Gabriel Rossetti
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The Key to Success

Education is relevant for a person to be successful.
Education empowers a person to become a leader.
Great opportunities are presented to professionals.
The future of a Person can be unpredictable if she lacks education;
an uneducated person does not have the knowledge
of what the future has to offer for her.
Education is an essential tool to make a pleasant and stable living out of a simple quotidian life.

High Education contributes to the increase of the graduate
in her social economic level.
Education is the main Factor for one to become wealthy,
Millionaire, or even
Multimillionaire.

Education offers the opportunity for a person
to become the owner of a mansion.
Education brings one the opportunity to please herself.
Perhaps, getting to travel often to interesting countries/places, or
to be the owner of the latest new brand sport car.

Education enables one to reach success.
Education makes one become influential.
Education gives one the opportunity to be
at the top with the highest wage.
Education gives one self-fulfillment.

A thief can take away money, a car, a property from a person.
but is definitely impossible to take education away from someone.
Education is worth $10,000 $50,000 $1000,000
0ne puts it value!
Education is certainly the main Element to become successful
and overall to reach one’s goals and dreams.

poem by Sofi Martinez
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Random things about my Mother

My mother whose eyes were strained
By a sadness that stained her eyes
With grey and blue hue

My mother who never blew
Out candles on a birthday cake

My mother who never knew
The thrills of flying in an airplane

My mother who forever threw
Her pearls to swine

My mother who knew
No contentment in living

My who mother never lived
To be even seventy two

My mother who it is true
Stopped living long before she died

My mother from whose mouth flew
Words of disappointment and fury

My mother whose lips
Tasted bitter tears

My mother sat impatiently
In sorrow through her years

My mother who like Kunta Kinte
Was tamed by Diabets

My mother who was tamed
By my father

My mother who was captured by my father

My mother who fought with my father
The two them struggling false teeth piercing each others flesh

My mother who my father told to go and cook the mint

My mother who would beat us and cause wounds and bruises to our skin

My mother who love to walk about

My mother who gave a toe
A day away

[...] Read more

poem by Fleurette Elaine Harris
Added by Poetry Lover
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