I was for two years a pupil at the Model School in Fort street which was then conducted upon the Irish national system, and if any special religious instruction was given in connection with that system, I do not recollect it.
quote by Edmund Barton
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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.
[...] Read more
poem by Innocent Masina Nkhonyo
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L.a. Connection
Oh, carry home my broken bones and lay me down to rest
Forty days of cries and moans i guess i've failed to pass the test
I've been sent away not a thing to say
I'm banished from the fold
I'm a fallen angel who's lost his wings and left out in the cold
Ooooh l.a. connection
Oh l.a. connection
L.a. connection, yeah
Operator place a call keep secret but it through
Investigator knows it all he's at the window i wonder who
I've got to cut the line and let me drift find a haven in the storm
I got no time i need a lift to where it's sweet and close and warm
I say
Ooooh l.a. connection
Oh l.a. connection
L.a. connection
Hey, carry home my broken bones and lay me down to rest
Forty days of cries and moans well i've just failed the test
Feel i'm balanced on the brim should i lean another way
Like a flame that's going on the dim needs blessing from the day, oh
Ooooh l.a. connection, l.a. connection
Oh take me away i got nothing to say
It's got to be an l.a. connection, oh
Ooooh l.a. connection, l.a. connection
Ooooh, l.a., l.a., l.a., l.a., l.a. connection
Connection, oh
Ooooh l.a. connection, l.a. connection
Oh l.a., oh, l.a. connection
L.a., l.a. inspection
Ooooh l.a. connection, l.a. connection
Oh i'm down, oh i'm down
I can't take a rejection
L.a., need an l.a. connection
L.a., yeah, oh l.a. connection
L.a. connection
I'm flying away
Take me back home, i gotta get home to l.a.
L.a., l.a. connection, l.a.
Oh, l.a. connection, l.a. connection
Ooooh, ooooh, l.a. connection, l.a.
song performed by Rainbow
Added by Lucian Velea
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Virginia's Story
Elizabeth Gates-Wooten is my Grand mom.
She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.
When she was old enough she got married.
First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.
Agnes was my mother.
Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.
Then they moved to West Virginia in the United States.
Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.
Anna was a maid and cook.
She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth
They were both good cooks
They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.
My moms name was Agnes Barrie Gates.
She married James Wright and moved to Cleveland.
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poem by Talile Ali
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Make That Connection
Oh what would I do
Oh what would I do babe
Honey I have this feeling
Its never ever ever explained
Yeah Im afraid a part of my heart
Would always feel misunderstood babe
I would never know honey
I never meant to drive you away
Whats wrong?
I want to make that connection, that connection to you
I want to make that connection, that connection to you
What would I give if I could have you now
Baby what would I give to see your smiling face again
You know theres nothing I would not do
No river I would not swim, no mountain I would not climb baby
If I could have you right here once again
I want to make that connection, that connection to you
I want to make that connection, that connection to you
Tell me baby is it something I might have said?
Is it something I might have done wrong to change your mind?
Tell me baby is it something Ive have said?
Is it something I couldve done?
Honey somehow let me right all your wrongs
I want to make that connection, that connection to you
I want to make that connection, that connection to you
Oh what would I give if you would tell me just one thing
Honey what would I give if you would stroke my hand with your brow
Or whisper sweet things into my ear I would smile like a baby
I would be happy like a child if I could have you right here, right here, right here
Right here with me now
I want to make that connection, that connection to you
I want to make that connection, yes I do
I want to make that connection, that connection to you
I want to make that connection, whats wrong?
I want to make that connection, that connection to you
song performed by Tom Petty
Added by Lucian Velea
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Man Is Especially Special!
Man is something special,
Man has something special!
Man thinks special,
And finds something special,
His smile and laugh are special
And this made him more social.
Man's heart is special,
And always feels special!
Man feels pain and happiness,
Not only of him, but also of others
Man acts and does something special!
So he learnt to fly high, live simple,
Think high
and dive deep
Man is potential,
as he is learner,
Man is potential and can be good teacher!
Man is inventor,
Man is discoverer!
Man is developer,
And man is engineer!
Man is special, as he is a dreamer,
Man is special because,
He can correct himself!
Man became more a man
As he more and more became human,
Man is special, as he is social and cultural,
Man is an artist,
as he able to express
Man is special, as he can understand,
Man can Play, plays and games,
Man is special, as man can be sportive!
Man is special, as man can discuss
Man can be channel
For flow of knowledge.
Man is special, always curious to learn,
Man is special in imaginations!
Man is special, he looked far into space,
Man is special, he looks deep into his own!
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poem by Ramdas Bhandarkar
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Model Citizen
Be an Arab
Be a Jew
Be a boxing
Kangaroo
Beat yourself
All black and blue
I don't care
Be a bleeder
Be a Cancer
A hemophiliac
Romancer
Be a crippled disco
Dancer
Oooh... What a pair
He's a model citizen
I think I've got them fooled them again
He's an ultra-sweety guy
And a master of disguise
He's a model citizen
Just keep believing that my friends
I'm a model citizen
I'm a model citizen
I'm a model citizen
I'm a model citizen
I'm an all American!!!
I'm a hostage
In a city of creeps
They've got mercenary guards
That watch me sleep
They'd like to kill me slow
Bury me deep
In the heart of Texas
I'm a martyr
I'm a sadist
I might be the Saviour here to save us
I'm a friend of Sammy Davis, casually
He's a model citizen
I think I've got them fooled again
He's an ultra-sweety guy
I won't let down my disguise
He's a model citizen
Just keep believing that my friends
I'm a model citizen
I'm a model citizen
I'm a model citizen
I'm a model citizen
I'm an all American
I'm a model citizen
I'm a model citizen
I'm a model citizen
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song performed by Alice Cooper
Added by Lucian Velea
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Sobre Horizontes
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poem by Rwetewrt Erwtwer
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Give Ireland Back To The Irish
Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today
Great britian you are tremendous
And nobody knows like me
But really what are you doin
In the land across the sea
Tell me how would you like it
If on your way to work
You were stopped by irish soliders
Would you lie down do nothing
Would you give in, or go berserk
Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today
Great britian and all the people
Say that all people must be free
Meanwhile back in ireland
Theres a man who looks like me
And he dreams of God and country
And hes feeling really bad
And hes sitting in a prison
Should he lie down do nothing
Should give in or go mad
Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today
Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today
song performed by Paul McCartney
Added by Lucian Velea
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Prince Hohenstiel-Schwangau, Saviour of Society
Epigraph
Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.
I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.
You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:
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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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Burn The School Down
She said
I lost my best friend last week at school
He got shot
Someone thought that he was part of something that
He was not
Now I'm watching all the cheerleaders show just how sad they are
When my friend used to come 'round
They used to laugh and egg his car
Now I'm gonna do my part as a concerned citizen
I think we should burn the school down
And start again
Burn it
'Till there's nothing left
Burn it
Just like all the rest
Burn it
Clear up all this mess
Burn it down
Education for the nation
Kids retaliate on each station
Expectation, violation
Pressure increased in each generation
Burn the school down
Burn the school down
Burn the school down, she said
Burn the school down
Burn the school down
Burn the school down, start again
'Cause now what I want to know
Will the eyes inside the back of your mind let it go?
Now all I want to know
Will the eyes inside the back of your mind let it go?
She says
I want to feel more comfort in my own skin
But everyone around me makes me feel like
I'm worth less than them
Burn the school down
Burn the school down
Burn the school down, she said
Burn the school down
Burn the school down
Burn the school down, start again
Burn it
'Till there's nothing left
Burn it
Just like all the rest
Burn it
Clear up all this mess
Burn it down
'Cause now what I want to know
[...] Read more
song performed by Zebrahead
Added by Lucian Velea
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Heavy Connection
In the land of a thousand dances
I dance with you
I was out I was taking my chances
When dreams came true
When you came into my dream
Like from a whisper to a scream
And its a real heavy connection
Its just a real heavy connection
Its a real heavy connection
Lalalala......
I remember when I got your message in amsterdam
I was going through my letters
And found a picture-postcard of the reeperbahn
When you came into the room
Not too late and not too soon
And its a real heavy connection
And its a real heavy connection
And its a real heavy connection
Lalalala......
And you came into my dreams
From a whisper to a scream
And its a real heavy connection
And its a real heavy connection
Its just a real heavy connection
Lalalalalalalalalalalalalalalalalalalala
And its a real heavy connection
And its a real heavy connection
And its a real heavy connection
Lalalala.....
Baby, baby, baby
I cant stop this rainbow
Touching my soul
I cant stop this rainbow
In my soul
Baby, baby, baby
Baby, baby, baby
Baby, baby, baby
Baby, baby, baby
Baby, baby, baby
song performed by Van Morrison
Added by Lucian Velea
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Veterinary Camps
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[...] Read more
poem by Caasder Fronds
Added by Poetry Lover
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Domino College
By: jimmy buffett, dan fogelberg
1986
Found myself a matchbook
Beside some hotel bed
Opened it up and looked inside
And this is what it said
Chorus:
Get on back to school
Domino college, back to school
Boneyard full of knowledge
W-w-w-orking vacation in a third world nation
Back to school (going back to school, going back, back to school)
Fly down to miami
Get yourself a boat
Fill it full of suntan oil
And rent yourself a goat
Aint no registration
Aint no student loan
You may not learn to read or write
But you will surely learn to roll dem bones
Chorus:
Get on back to school
Domino college, back to school
Boneyard full of knowledge
W-w-w-orking vacation in a third world nation
Back to school (going back to school, going back, back to school)
They dont rap your knuckles
If you cut the class
They just track you through the jungle boy
Then they kick your ass
Its a different kind of domino theory
They teach you down in butler town
If you lose you buy the booze
And then the student body all falls down
Chorus:
They cant get back to school
Domino college, back to school
Fountain of knowledge
W-w-w-orking vacation in a third world nation
Back to school (going back, back to school)
Get on back
Make your parents hate you
Be a big disgrace
Act just like a domino
And fall on your face
Chorus:
You cant get back to school
Domino college, back to school
Fountain of knowledge
There aint no graduation from this kind of education
[...] Read more
song performed by Jimmy Buffett
Added by Lucian Velea
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Street Fighting Man
Everywhere I hear the sound of marching, charging feet, boy
cause summers here and the time is right for fighting in the street, boy
Tell me what can a poor boy do
cept for sing for a rock n roll band
cause in this sleepy l.a. town
Theres just no place for a street fighting man
A street fighting man
A street fighting man
A street fighting man
Do you think the time is right for a palace revolution
Where I live the game to play is compromise solution
Well then what can a poor boy
cept for sing for a rock n roll band
cause in this sleepy l.a. town
Theres just no place for a street fighting man
A street fighting man
A street fighting man
A street fighting man
Well what else can a poor boy do?
Well what else can a poor boy do?
Well what else can a poor boy do?
Well what else can a poor boy do?
Hey my name is called disturbance
Ill shout and scream, Ill kill the king, Ill rail at all his servants
Well what can a poor boy do
For sing for a rock n roll band
In this sleepy l.a. town
Theres just no place for
For a street fighting man
A street fighting man
For a street fighting man
A street fighting man
For a street fighting man
A street fighting man
For a street fighting man
A street fighting man
For a street fighting man
A street fighting man
A street fighting man
A street fighting man
A street fighting man
A street fighting man
A street fighting man
A street fighting man
A street fighting man
song performed by Rage Against The Machine
Added by Lucian Velea
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Faces In The Street
They lie, the men who tell us in a loud decisive tone
That want is here a stranger, and that misery's unknown;
For where the nearest suburb and the city proper meet
My window-sill is level with the faces in the street --
Drifting past, drifting past,
To the beat of weary feet --
While I sorrow for the owners of those faces in the street.
And cause I have to sorrow, in a land so young and fair,
To see upon those faces stamped the marks of Want and Care;
I look in vain for traces of the fresh and fair and sweet
In sallow, sunken faces that are drifting through the street --
Drifting on, drifting on,
To the scrape of restless feet;
I can sorrow for the owners of the faces in the street.
In hours before the dawning dims the starlight in the sky
The wan and weary faces first begin to trickle by,
Increasing as the moments hurry on with morning feet,
Till like a pallid river flow the faces in the street --
Flowing in, flowing in,
To the beat of hurried feet --
Ah! I sorrow for the owners of those faces in the street.
The human river dwindles when 'tis past the hour of eight,
Its waves go flowing faster in the fear of being late;
But slowly drag the moments, whilst beneath the dust and heat
The city grinds the owners of the faces in the street --
Grinding body, grinding soul,
Yielding scarce enough to eat --
Oh! I sorrow for the owners of the faces in the street.
And then the only faces till the sun is sinking down
Are those of outside toilers and the idlers of the town,
Save here and there a face that seems a stranger in the street,
Tells of the city's unemployed upon his weary beat --
Drifting round, drifting round,
To the tread of listless feet --
Ah! My heart aches for the owner of that sad face in the street.
And when the hours on lagging feet have slowly dragged away,
And sickly yellow gaslights rise to mock the going day,
Then flowing past my window like a tide in its retreat,
Again I see the pallid stream of faces in the street --
Ebbing out, ebbing out,
To the drag of tired feet,
While my heart is aching dumbly for the faces in the street.
And now all blurred and smirched with vice the day's sad pages end,
For while the short `large hours' toward the longer `small hours' trend,
[...] Read more
poem by Henry Lawson
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Death Of The Middle Class
Oligarchs and Banksters tighten financial screws
In a bold attempt to kill the global Middle Class
Heads of State unable/unwilling to halt this ruse
The “Great Depression of 1929” we soon surpass
ROTMS
By Andrew Gavin Marshall - Global Research
We now stand at the edge of the global financial abyss of a ‘Great Global Debt Depression, ’ where nations, mired in extreme debt, are beginning to implement ‘fiscal austerity’ measures to reduce their deficits, which will ultimately result in systematic global social genocide, as the middle classes vanish and the social foundations upon which our nations rest are swept away. How did we get here? Who brought us here? Where is this road leading? These are questions I will briefly attempt to answer.
At the heart of the global political economy is the central banking system. Central banks are responsible for printing a nation’s currency and setting interest rates, thus determining the value of the currency. This should no doubt be the prerogative of a national government, however, central banks are of a particularly deceptive nature, in which while being imbued with governmental authority, they are in fact privately owned by the world’s major global banks, and are thus profit-seeking institutions. How do central banks make a profit? The answer is simple: how do all banks make a profit? Interest on debt. Loans are made, interest rates are set, and profits are made. It is a system of debt, imperial economics at its finest.
In the United States, President Woodrow Wilson signed the Federal Reserve Act in 1913, creating the Federal Reserve System, with the Board located in Washington, appointed by the President, but where true power rested in the 12 regional banks, most notably among them, the Federal Reserve Bank of New York. The regional Fed banks were private banks, owned in shares by the major banks in each region, which elected the board members to represent them, and who would then share power with the Federal Reserve Board in Washington.
In the early 1920s, the Council on Foreign Relations was formed in the United States as the premier foreign policy think tank, dominated by powerful banking interests. In 1930, the Bank for International Settlements (BIS) was created to manage German reparations payments, but it also had another role, which was much less known, but much more significant. It was to act as a “coordinator of the operations of central banks around the world.” Essentially, it is the central bank for the world’s central banks, whose operations are kept ‘strictly confidential.’ As historian Carroll Quigley wrote:
'The powers of financial capitalism had another far-reaching aim, nothing less than to create a world system of financial control in private hands able to dominate the political system of each country and the economy of the world as a whole. This system was to be controlled in a feudalist fashion by the central banks of the world acting in concert, by secret agreements arrived at in frequent private meetings and conferences. The apex of the system was to be the Bank for International Settlements in Basel, Switzerland, a private bank owned and controlled by the world’s central banks which were themselves private corporations.'
In 1954, the Bilderberg Group was formed as a secretive global think tank, comprising intellectual, financial, corporate, political, military and media elites from Western Europe and North America, with prominent bankers such as David Rockefeller, as well as European royalty, such as the Dutch royal family, who are the largest shareholders in Royal Dutch Shell, whose CEO attends every meeting. This group of roughly 130 elites meets every year in secret to discuss and debate global affairs, and to set general goals and undertake broad agendas at various meetings. The group was initially formed to promote European integration. The 1956 meeting discussed European integration and a common currency. In fact, the current Chairman of the Bilderberg Group told European media last year that the euro was debated at the Bilderberg Group.
In 1973, David Rockefeller, Chairman and CEO of Chase Manhattan Bank, Chairman of the Council on Foreign Relations and a member of the Steering Committee of the Blderberg Group, formed the Trilateral Commission with CFR academic Zbigniew Brzezinski. That same year, the oil price shocks created a wealth of oil money, which was discussed at that years Bilderberg meeting 5 months prior to the oil shocks, and the money was funneled through western banks, which loaned it to ‘third world’ nations desperately in need of loans to finance industrialization.
When Jimmy Carter became President in 1977, he appointed over two dozen members of the Trilateral Commission into his cabinet, including himself, and of course, Zbigniew Brzezinski, who was his National Security Adviser. In 1979, Carter appointed David Rockefeller’s former aide and friend, Paul Volcker, who had held various positions at the Federal Reserve Bank of New York and the U.S. Treasury Department, and who also happened to be a member of the Trilateral Commission, as Chairman of the Federal Reserve. When another oil shock took place in 1979, Volcker decided to raise interest rates from 2% in the late 70s, to 18% in the early 80s. The effect this had was that the countries of the developing world suddenly had to pay enormous interest on their loans, and in 1982, Mexico announced it could no longer afford to pay its interest, and it defaulted on its debt, which set off the 1980s debt crisis – collapsing nations in debt across Latin America, Africa and parts of Asia.
It was the IMF and the World Bank came to the ‘assistance’ of the Third World with their ‘structural adjustment programs’, which forced countries seeking assistance to privatize all state owned industries and resources, devalue their currencies, liberalize their economies, dismantle health, education and social services; ultimately resulting in the re-colonization of the ‘Third World’ as Western corporations and banks bought all their assets and resources, and ultimately created the conditions of social genocide, with the spread of mass poverty, and the emergence of corrupt national elites who were subservient to the interests of Western elites. The people in these nations would protest, riot and rebel, and the states would clamp down with the police and military.
In the West, corporations and banks saw rapid, record-breaking profits. This was the era in which the term ‘globalization’ emerged. While profits soared, wages for people in the West did not. Thus, to consume in an economy in which prices were rising, people had to go into debt. This is why this era marked the rise of credit cards fueling consumption, and the middle class became a class based entirely on debt.
In the 1990s, the ‘new world order’ was born, with America ruling the global economy, free trade agreements began integrating regional and global markets for the benefit of global banks and corporations, and speculation dominated the economy.
The global economic crisis arose as a result of decades of global imperialism – known recently as ‘globalization’ – and the reckless growth of– speculation, derivatives and an explosion of debt. As the economic crisis spread, nations of the world, particularly the United States, bailed out the major banks (which should have been made to fail and crumble under their own corruption and greed) , and now the West has essentially privatized profits for the banks, and socialized the risk. In other words, the nations bought the debt from the banks, and now the people have to pay for it. The people, however, are immersed in their own personal debt to such degrees that today, the average Canadian is $39,000 in debt, and students are graduating into a jobless market with tens to hundreds of thousands of dollars of student debt that they will never repay. Hence, we are now faced with a global debt crisis.
To manage the economic crisis, the G20 was established as the major international forum for cooperation among the 20 major economies of the world, including the major developing – or emerging – economies, such as India, Brazil, South Africa and China. At the onset of the financial crisis, China and Russia’s central banks began calling for the establishment of a global currency to replace the U.S. dollar as the world reserve currency. This proposal was backed by the UN and the IMF. It should be noted, however, that the Chinese and Russian central banks cooperate with the Western central banks through the Bank for International Settlements – which the President of the European Central Bank, Jean-Claude Trichet, recently said was the principle forum for “governance of central bank cooperation” and that the G20 is “the prime group for global economic governance.” In 2009, the IMF stated that the BIS “is the central and the oldest focal point for coordination of global governance arrangements.” The President of the European Union, appointed to the position after attending a Bilderberg meeting, declared 2009 as the “first year of global governance.” The 2009 Bilderberg meeting reported on the desire to create a global treasury, or global central bank, to manage the world economy. In 2009, prior to the Bilderberg meeting in fact, the G20 set in motion plans to make the IMF a global central bank of sorts, issuing and even printing its own currency – called Special Drawing Rights (SDRs) – which is valued against a basket of currencies. In May of 2010, the IMF Managing Director stated that “crisis is an opportunity, ” and while Special Drawing Rights are a step in the right direction, ultimately what is needed is “a new global currency issued by a global central bank, with robust governance and institutional features.” Thus, we see the emergence of a process towards the formation of a global central bank and a global currency, totally unaccountable to any nation or people, and totally controlled by global banking interests.
In 2010, Greece was plunged into a debt crisis, a crisis which is now spreading across Europe, to the U.K. and eventually to Japan and the United States. If we look at Greece, we see the nature of the global debt crisis. The debt is owed to major European and American banks. To pay the interest on the debt, Greece had to get a loan from the European Central Bank and the IMF, which forced the country to impose ‘fiscal austerity’ measures as a condition for the loans, pressuring Greece to commit social genocide. Meanwhile, the major banks of America and Europe speculate against the Greek debt, further plunging the country into economic and social crisis. The loan is granted, to pay the interest, yet simply has the effect of adding to the overall debt, as a new loan is new debt. Thus, Greece is caught in the same debt trap that re-colonized the Third World.
At the recent G20 meeting in Toronto, the major nations of the world agreed to impose fiscal austerity – or in other words, commit social genocide – within their nations, in a veritable global structural adjustment program. So now we will see the beginnings of the Great Global Debt Depression, in which major western and global nations cut social spending, create mass unemployment by dismantling health, education, and social services. Further, state infrastructure – such as roads, bridges, airports, ports, railways, prisons, hospitals, electric transmission lines and water – will be privatized, so that global corporations and banks will own the entirely of national assets. Simultaneously, of course, taxes will be raised dramatically to levels never before seen. The BIS said that interest rates should rise at the same time, meaning that interest payments on debt will dramatically increase at both the national and individual level, forcing governments to turn to the IMF for loans – likely in the form of its new global reserve currency – to simply pay the interest, and will thus be absorbing more debt. Simultaneously, of course, the middle class will in effect have its debts called in, and since the middle class exists only as an illusion, the illusion will vanish.
Already, towns, cities, and states across America are resorting to drastic actions to reduce their debts, such as closing fire stations, scaling back trash collection, turning off street lights, ending bus services and public transportation, cutting back on library hours or closing them altogether, school districts cutting down the school day, week or year. Simultaneously, this is occurring with a dramatic increase in the rate of privatizations or “public-private partnerships” in which even libraries are being privatized.
No wonder then, that this month, the Managing Director of the IMF warned that America and Europe, in the midst of the worst jobs crisis since the Great Depression, face an “explosion of social unrest.” Just yesterday, Europe experienced a wave of mass protests and social unrest in opposition to ‘austerity measures’, with a general strike in Spain involving millions of people, and a march on the EU headquarters in Brussels of nearly 100,000 people. As social unrest spreads, governments will likely react – as we saw in the case of the G20 in Toronto – with oppressive police state measures. Here, we see the true relevance of the emergence of ‘Homeland Security States’, designed not to protect people from terrorists, but to protect the powerful from the people.
So while things have never seemed quite so bleak, there is a dim and growing beacon of hope, in what Zbigniew Brzezinski has termed as the greatest threat to elite interests everywhere – the ‘global political awakening’. The global political awakening is representative of the fact that for the first time in all of human history, mankind is politically awakened and stirring, activated and aware, and that generally – as Zbigniew Brzezinski explains – generally is aware of global inequalities, exploitation, and disrespect. This awakening is largely the result of the information revolution – thus revealing the contradictory nature of the globalization project – as while it globalizes power and oppression, so too does it globalize awareness and opposition. This awakening is the greatest threat to entrenched elite interests everywhere. The awakening, while having taken root in the global south – already long subjected to exploitation and devastation – is now stirring in the west, and will grow as the economy crumbles. As the middle classes realize their consumption was an illusion of wealth, they will seek answers and demand true change, not the Wall Street packaged ‘brand-name’ change of Obama Inc., but true, inspired, and empowering change.
In 1967, Martin Luther King delivered a speech in which he spoke out against the Vietnam War and the American empire, and he stated that, “It seems as if we are on the wrong side of a world revolution.” So now it seems to me that the time has come for that to change.
Andrew Gavin Marshall is a Research Associate with the Centre for Research on Globalization (CRG) .
poem by Ray Lucero
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The Potatoes' Dance
(A Poem Game.)
I
"Down cellar," said the cricket,
"Down cellar," said the cricket,
"Down cellar," said the cricket,
"I saw a ball last night,
In honor of a lady,
In honor of a lady,
In honor of a lady,
Whose wings were pearly-white.
The breath of bitter weather,
The breath of bitter weather,
The breath of bitter weather,
Had smashed the cellar pane.
We entertained a drift of leaves,
We entertained a drift of leaves,
We entertained a drift of leaves,
And then of snow and rain.
But we were dressed for winter,
But we were dressed for winter,
But we were dressed for winter,
And loved to hear it blow
In honor of the lady,
In honor of the lady,
In honor of the lady,
Who makes potatoes grow,
Our guest the Irish lady,
The tiny Irish lady,
The airy Irish lady,
Who makes potatoes grow.
II
"Potatoes were the waiters,
Potatoes were the waiters,
Potatoes were the waiters,
Potatoes were the band,
Potatoes were the dancers
Kicking up the sand,
Kicking up the sand,
Kicking up the sand,
Potatoes were the dancers
Kicking up the sand.
Their legs were old burnt matches,
Their legs were old burnt matches,
Their legs were old burnt matches,
[...] Read more
poem by Vachel Lindsay
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Using Boot Camp
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[...] Read more
poem by Caasder Fronds
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VIII. Dominus Hyacinthus de Archangelis, Pauperum Procurator
Ah, my Giacinto, he's no ruddy rogue,
Is not Cinone? What, to-day we're eight?
Seven and one's eight, I hope, old curly-pate!
—Branches me out his verb-tree on the slate,
Amo-as-avi-atum-are-ans,
Up to -aturus, person, tense, and mood,
Quies me cum subjunctivo (I could cry)
And chews Corderius with his morning crust!
Look eight years onward, and he's perched, he's perched
Dapper and deft on stool beside this chair,
Cinozzo, Cinoncello, who but he?
—Trying his milk-teeth on some crusty case
Like this, papa shall triturate full soon
To smooth Papinianian pulp!
It trots
Already through my head, though noon be now,
Does supper-time and what belongs to eve.
Dispose, O Don, o' the day, first work then play!
—The proverb bids. And "then" means, won't we hold
Our little yearly lovesome frolic feast,
Cinuolo's birth-night, Cinicello's own,
That makes gruff January grin perforce!
For too contagious grows the mirth, the warmth
Escaping from so many hearts at once—
When the good wife, buxom and bonny yet,
Jokes the hale grandsire,—such are just the sort
To go off suddenly,—he who hides the key
O' the box beneath his pillow every night,—
Which box may hold a parchment (someone thinks)
Will show a scribbled something like a name
"Cinino, Ciniccino," near the end,
"To whom I give and I bequeath my lands,
"Estates, tenements, hereditaments,
"When I decease as honest grandsire ought."
Wherefore—yet this one time again perhaps—
Shan't my Orvieto fuddle his old nose!
Then, uncles, one or the other, well i' the world,
May—drop in, merely?—trudge through rain and wind,
Rather! The smell-feasts rouse them at the hint
There's cookery in a certain dwelling-place!
Gossips, too, each with keepsake in his poke,
Will pick the way, thrid lane by lantern-light,
And so find door, put galligaskin off
At entry of a decent domicile
Cornered in snug Condotti,—all for love,
All to crush cup with Cinucciatolo!
Well,
Let others climb the heights o' the court, the camp!
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Experiencia Religiosa (remix)
Un poco de ti para sobrevivir
Esta noche ue viene fria y sola
Un aire de extasis en la ventana
Para vestirme de fiesta y ceremonia
Cada vez que estoy contigo
Yo descubro el infinito
Tiembla el suelo
La noche se ilumina
El silencio se vuelve melodia
Y es casi un
experiencia religiosa
Sentir que resucito si me tocas
Subir al firmamento prendido de tu
cuerpo
es un experiencia religiosa
Casi una experiencia religiosa
Contigo cada instante en cada cosa
Besar la boca tuya merece
un aleluya
Es una experiencia religiosa
Vuelve pronto mi amor
te necesito ya
Porque esta noche tan honda
me da miedo
Necesito la musica de tu alegria
Para callar los demonios que
llevo dentro
Cada vez que estoy contigo
Yo descubro el infinito
Tiembla el suelo
La noche se ilumina
El silencio se vuelve melodia
Y es casi un
experiencia religiosa
Sentir que resucito si me tocas
Subir al firmamento prendido de tu
cuerpo
es un experiencia religiosa
Casi una experiencia religiosa
Contigo cada instante
en cada cosa
Besar la boca tuya merece
un aleluya
Es una experiencia religiosa
Y es casi un
experiencia religiosa
Sentir que resucito si me tocas
Subir al firmamento
prendido de tu cuerpo
Es un experiencia religiosa
[...] Read more
song performed by Enrique Iglesias
Added by Lucian Velea
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