Rethink
Think think and rethink
Again again and again
Think rethink and invent
Invent and discover
Discover your root
Invent the moot
Who is your father
Father's father and father's father
And the problems
About about and about
And the seed of solution
There in.
Think think and think
Think think and rethink.
poem by Gajanan Mishra
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Related quotes
The Regiment of Princes
Musynge upon the restlees bysynesse
Which that this troubly world hath ay on honde,
That othir thyng than fruyt of bittirnesse
Ne yildith naght, as I can undirstonde,
At Chestres In, right faste by the Stronde,
As I lay in my bed upon a nyght,
Thoght me byrefte of sleep the force and might. 1
And many a day and nyght that wikkid hyne
Hadde beforn vexed my poore goost
So grevously that of angwissh and pyne
No rycher man was nowhere in no coost.
This dar I seyn, may no wight make his boost
That he with thoght was bet than I aqweynted,
For to the deeth he wel ny hath me feynted.
Bysyly in my mynde I gan revolve
The welthe unseur of every creature,
How lightly that Fortune it can dissolve
Whan that hir list that it no lenger dure;
And of the brotilnesse of hir nature
My tremblynge herte so greet gastnesse hadde
That my spirites were of my lyf sadde.
Me fil to mynde how that nat longe agoo
Fortunes strook doun thraste estat rial
Into mescheef, and I took heede also
Of many anothir lord that hadde a fal.
In mene estat eek sikirnesse at al
Ne saw I noon, but I sy atte laste
Wher seuretee for to abyde hir caste.
In poore estat shee pighte hir pavyloun
To kevere hir fro the storm of descendynge 2
For shee kneew no lower descencion
Sauf oonly deeth, fro which no wight lyvynge
Deffende him may; and thus in my musynge
I destitut was of joie and good hope,
And to myn ese nothyng cowde I grope.
For right as blyve ran it in my thoght,
Thogh poore I be, yit sumwhat leese I may.
Than deemed I that seurtee wolde noght
With me abyde; it is nat to hir pay
Ther to sojourne as shee descende may.
And thus unsikir of my smal lyflode,
Thoght leide on me ful many an hevy lode.
I thoghte eek, if I into povert creepe,
Than am I entred into sikirnesse;
[...] Read more
poem by Thomas Hoccleve
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Problems
I wont take no lies, hanging out all night
The gig is up, enough, its enough
Youre wrong, dead wrong, wont take no more
Cause I see your game and dumb is not my name
Pack your bags, call you a cab
No more laughs
Cause Im not the one that youre gonna play on
Move along, sing a song
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
Got love for you, but I cant stand you
I page you, you wont call
Whats a 2-way for
Strike one, strike two, strike three, no more me
Cause I see the game and dumbs not my name
Pack your bags, call you a cab
No more laughs
Cause Im not the one that youre gonna play on
Move along, sing a song
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
We can do this any way that
You want cause I dont care
Its no problem and Im not the one
Pack your bags, call you a cab
No more laughs
Cause Im not the one that youre gonna play on
Move along, sing a song
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
[over chorus]
Its plain to see, you cant have me
[...] Read more
song performed by Nivea
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Athelston
Lord that is off myghtys most,
Fadyr and Sone and Holy Gost,
Bryng us out of synne
And lene us grace so for to wyrke
To love bothe God and Holy Kyrke
That we may hevene wynne.
Lystnes, lordyngys, that ben hende,
Of falsnesse, hou it wil ende
A man that ledes hym therin.
Of foure weddyd bretheryn I wole yow tell
That wolden yn Yngelond go dwel,
That sybbe were nought of kyn.
And all foure messangeres they were,
That wolden yn Yngelond lettrys bere,
As it wes here kynde.
By a forest gan they mete
With a cros, stood in a strete
Be leff undyr a lynde,
And, as the story telles me,
Ylke man was of dyvers cuntrie
In book iwreten we fynde —
For love of here metyng thare,
They swoor hem weddyd bretheryn for evermare,
In trewthe trewely dede hem bynde.
The eldeste of hem ylkon,
He was hyght Athelston,
The kyngys cosyn dere;
He was of the kyngys blood,
Hys eemes sone, I undyrstood;
Therefore he neyghyd hym nere.
And at the laste, weel and fayr,
The kyng him dyyd withouten ayr.
Thenne was ther non hys pere
But Athelston, hys eemes sone;
To make hym kyng wolde they nought schone,
To corowne hym with gold so clere.
Now was he kyng semely to se:
He sendes afftyr his bretheryn thre
And gaff hem here warysoun.
The eldest brothir he made Eerl of Dovere —
And thus the pore man gan covere —
Lord of tour and toun.
That other brother he made Eerl of Stane —
Egelond was hys name,
A man of gret renoun —
And gaff him tyl hys weddyd wyff
Hys owne sustyr, Dame Edyff,
[...] Read more
poem by Anonymous Olde English
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Problems
Feat. coffee brown
Problems
Problems with your girl today
Problems
Problems with your man today
Situations
Hard to handle
Got me going out of my head
Theres so much pressure
I just cant deal
You think its all about
You and that sex appeal
But I got problems
(slickin around on the l to the hotel, all around town)
Let me know
(whos it gonna be, him or me)
It cant be three
Problems
Problems with your girl today
Problems
Problems with your girl today
[coffee brown]
Here we are
The two of us together
Taking this crazy chance
To be all alone
My man dont know
That we been loving each other
Cuz if he found out
Well have nothing
Nothing but
Problems
Problems with your man today
Problems
Problems with your man today
Problems
Problems with your man today
Problems
Problems with your man today
[next]
Said, can I get a witness
So many problems
Can I get a witness
[coffee]
Can I get a witness
So many problems
Can I get a witness
Problems
Problems with your girl today
Problems
[...] Read more
song performed by Next
Added by Lucian Velea
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Problems (feat. Koffee Brown)
Problems
Problems with your girl today
Problems
Problems with your man today
situations hard to handle
got me goin out ofmy head
theres so much pressure
i just cant deal
you think its all about you
and that sex appeal
but i got problems
(slickin around on the "L" to the hotel all around town) let me know
(whos it gonna be him or me)
it cant be three
problems
problems with your girl today
problems
problems with your girl today
here we are
the two of us together
takin this crazy chance
to be all alone
my man dont know
that we been lovin eachother
cuz if he found out
we'll have nothin
nothin but
Problems
problems with your man today
problems
problems with your man today
problems
problems with your man today
problems
problems with your man today
said can i get a witness
so many problems
can i get a witness
can i get a witness
so many problems
can i get a witness
problems
problems with your girl today
problems
problems with your man today
problems
problems with your girl today
problems
problems with your man today
song performed by Next
Added by Lucian Velea
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Chug-a-lug
Here a mug, there a mug, everybody chug-a-lug
Here a mug, there a mug, everybody chug-a-lug
Gary likes a girls tight black pants
Larry knows he doesnt stand a chance
Carl says hurry up and order it quick
Dave gets out to chase that chick
Dennis wonders whats under the hood
A big chrome tach and it sounds real good
I go down to the root beer stand
And drink up all that I can
Give me some root beer (chug-a-lug chug-a-lug chug-a-lug)
Give me some root beer (chug-a-lug chug-a-lug chug-a-lug)
Give me some root beer (chug-a-lug chug-a-lug chug-a-lug)
Cold beer, root beer
Here a mug, there a mug, everybody chug-a-lug
Brians still glued to the radio
Louies lookin out the rear window
Guys got around to orderin fries
But root beers my best buy
Give me some root beer (chug-a-lug chug-a-lug chug-a-lug)
Give me some root beer (chug-a-lug chug-a-lug chug-a-lug)
Give me some root beer (chug-a-lug chug-a-lug chug-a-lug)
Cold beer, root beer
Here a mug, there a mug, everybody chug-a-lug
Give me some root beer (chug-a-lug chug-a-lug chug-a-lug)
Give me some root beer (chug-a-lug chug-a-lug chug-a-lug)
Give me some root beer (chug-a-lug chug-a-lug chug-a-lug)
Cold beer, root beer
Here a mug, there a mug, everybody chug-a-lug
Root beer, need another mug now
Root beer, chug-a-lug-a-lug now
Root beer, need another mug now
Root beer, chug-a-lug-a-lug now
Root beer, need another mug now
Root beer, chug-a-lug-a-lug now
song performed by Beach Boys
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The Letter of Cupid
Cupido, unto whos commandement
The gentil kinrede of goddes on hy
And peple infernal been obedient,
And the mortel folk seruen bisyly,
Of goddesse Sitheree sone oonly,
To alle tho that to our deitee
Been sogettes greetinges senden we.
In general, we wole that yee knowe
That ladies of honour and reverence
And other gentil wommen han ysowe
Swich seed of complainte in our audience
Of men that doon hem outrage and offense
That it our eres greeveth for to heere,
So pitous is th' effect of hir mateere;
And passing alle londes on this yle
That clept is Albioun they moost complaine;
They sayn that ther is croppe and roote of guile,
So can tho men dissimulen and faine
With standing dropes in hir eyen twaine,
Whan that hir herte feeleth no distresse.
To blinde wommen with hir doublenesse,
Hir wordes spoken been so sighingly
And with so pitous cheere and contenance,
That every wight that meeneth trewely
Deemeth that they in herte han swich greuance.
They sayn so importable is hir penance
That but hir lady list to shewe hem grace
They right anoon moot sterven in the place.
"A, lady min," they sayn, "I yow ensure,
Shewe me grace and I shal evere be,
Whiles my lif may lasten and endure,
To yow as humble in every degree
As possible is, and keepe al thing secree
As that yourselven liketh that I do;
And elles moot min herte breste on two."
Ful hard is it to knowe a mannes herte,
For outward may no man the truthe deeme
Whan word out of his mouth may ther noon sterte,
But it sholde any wight by reson queeme
So is it seid of herte, it wolde seeme.
O faithful womman, ful of Innocence,
Thou art betrayed by fals apparence!
By procees wommen, meved of pitee,
Weening al thing were as that tho men saye,
[...] Read more
poem by Thomas Hoccleve
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He Knows You Know
(derek disck/steve rothery/ pete trewavas/ micheal pointer/mark kelly/diz minnett/brian jellyman)
He knows, you know, he knows, you know
Problems, problems, problems, problems
Light switch, yellow fever, crawling up your bathroom wall
Singing psychedelic praises to the depths of a china bowl
Youve got venom in your stomach, youve got poison in your head
You should have listened to the priest at the confession
When he offered you the sacred bread
He knows, you know, he knows, you know, he knows, you know
But hes got problems
Fast feed, crystal fever, swarming through a fractured mind
Chilling needles freeze emotion, the blind shall lead the blind
Youve got venom in you stomach, youve got poison in your head
When your conscience whispered, the vein lines stiffened
You were walking with the dead
He knows, you know, he knows, you know, he knows, you know
Hes got experience
Hes got experience, he knows, you know
But hes got problems
Problems, problems, problems, problems, problems, problems.
He knows...
Slash wrist, scarlet fever, crawled under your bathroom door
Pumping arteries ooze the problem, through the gap that the razor tore
Youve got venom in your stomach, youve got poison in your head
You should have listened to your analyst questions when yo lay on his leather bed
He knows, you know, he knows, you know, he knows, you know
But hes got problems
Blank eyes, purple fever, streaming through the frosted pane
You learned your lesson far to late from the links in a chemist chain
Youve got venom in your stomach, youve got poison in your head
You should have stayed at home and talked with father
Listen to the lies he fed
He knows, you know, he knows, you know, he knows, you know
But hes got problems
He knows, you know, he knows, you know, he knows, you know
Hes got experience
Hes got experience, he knows, you know
He knows, you know, you know, you know
You know, you know, you know, you know
Problems, problems, problems, problems, problems, problems
Dont give me your problems
song performed by Marillion
Added by Lucian Velea
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Paradise Lost: Book X
Thus they in lowliest plight repentant stood
Praying, for from the Mercie-seat above
Prevenient Grace descending had remov'd
The stonie from thir hearts, and made new flesh
Regenerat grow instead, that sighs now breath'd
Unutterable, which the Spirit of prayer
Inspir'd, and wing'd for Heav'n with speedier flight
Then loudest Oratorie: yet thir port
Not of mean suiters, nor important less
Seem'd thir Petition, then when th' ancient Pair
In Fables old, less ancient yet then these,
Deucalion and chaste Pyrrha to restore
The Race of Mankind drownd, before the Shrine
Of Themis stood devout. To Heav'n thir prayers
Flew up, nor missed the way, by envious windes
Blow'n vagabond or frustrate: in they passd
Dimentionless through Heav'nly dores; then clad
With incense, where the Golden Altar fum'd,
By thir great Intercessor, came in sight
Before the Fathers Throne: Them the glad Son
Presenting, thus to intercede began.
See Father, what first fruits on Earth are sprung
From thy implanted Grace in Man, these Sighs
And Prayers, which in this Golden Censer, mixt
With Incense, I thy Priest before thee bring,
Fruits of more pleasing savour from thy seed
Sow'n with contrition in his heart, then those
Which his own hand manuring all the Trees
Of Paradise could have produc't, ere fall'n
From innocence. Now therefore bend thine eare
To supplication, heare his sighs though mute;
Unskilful with what words to pray, let mee
Interpret for him, mee his Advocate
And propitiation, all his works on mee
Good or not good ingraft, my Merit those
Shall perfet, and for these my Death shall pay.
Accept me, and in mee from these receave
The smell of peace toward Mankinde, let him live
Before thee reconcil'd, at least his days
Numberd, though sad, till Death, his doom (which I
To mitigate thus plead, not to reverse)
To better life shall yeeld him, where with mee
All my redeemd may dwell in joy and bliss,
Made one with me as I with thee am one.
To whom the Father, without Cloud, serene.
All thy request for Man, accepted Son,
Obtain, all thy request was my Decree:
But longer in that Paradise to dwell,
The Law I gave to Nature him forbids:
Those pure immortal Elements that know
[...] Read more
poem by John Milton
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The Canterbury Tales; The Clerkes Tale (a)
THE CLERKES TALE - PROLOGUE
Heere folweth the Prologe of the clerkes tale of Oxenford.
'Sire clerk of Oxenford,' oure Hooste sayde,
'Ye ryde as coy and stille as dooth a mayde,
Were newe spoused, sittynge at the bord.
This day ne herde I of youre tonge a word.
I trowe ye studie about som sophyme;
But Salomon seith, `every thyng hath tyme.'
For Goddes sake, as beth of bettre cheere;
It is no tyme for to studien heere,
Telle us som myrie tale, by youre fey.
For what man that is entred in a pley,
He nedes moot unto the pley assente;
But precheth nat as freres doon in Lente,
To make us for oure olde synnes wepe,
Ne that thy tale make us nat to slepe.
Telle us som murie thyng of aventures;
Youre termes, youre colours, and youre figures,
Keep hem in stoor, til so be that ye endite
Heigh style, as whan that men to kynges write.
Speketh so pleyn at this tyme, we yow preye,
That we may understonde what ye seye.'
This worthy clerk benignely answerde,
'Hooste,' quod he, 'I am under youre yerde.
Ye han of us as now the governance;
And therfore wol I do yow obeisance
As fer as resoun axeth, hardily.
I wol yow telle a tale, which that I
Lerned at Padwe of a worthy clerk,
As preved by his wordes and his werk.
He is now deed, and nayled in his cheste;
I prey to God so yeve his soule reste.
Fraunceys Petrark, the lauriat poete,
Highte this clerk, whos rethorike sweete
Enlumyned al Ytaille of poetrie,
As Lynyan dide of philosophie,
Or lawe, or oother art particuler.
But deeth, that wol nat suffre us dwellen heer
But as it were a twynklyng of an eye,
Hem bothe hath slayn, and alle shul we dye.
But forth to tellen of this worthy man,
[...] Read more
poem by Geoffrey Chaucer
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The Georgics
GEORGIC I
What makes the cornfield smile; beneath what star
Maecenas, it is meet to turn the sod
Or marry elm with vine; how tend the steer;
What pains for cattle-keeping, or what proof
Of patient trial serves for thrifty bees;-
Such are my themes.
O universal lights
Most glorious! ye that lead the gliding year
Along the sky, Liber and Ceres mild,
If by your bounty holpen earth once changed
Chaonian acorn for the plump wheat-ear,
And mingled with the grape, your new-found gift,
The draughts of Achelous; and ye Fauns
To rustics ever kind, come foot it, Fauns
And Dryad-maids together; your gifts I sing.
And thou, for whose delight the war-horse first
Sprang from earth's womb at thy great trident's stroke,
Neptune; and haunter of the groves, for whom
Three hundred snow-white heifers browse the brakes,
The fertile brakes of Ceos; and clothed in power,
Thy native forest and Lycean lawns,
Pan, shepherd-god, forsaking, as the love
Of thine own Maenalus constrains thee, hear
And help, O lord of Tegea! And thou, too,
Minerva, from whose hand the olive sprung;
And boy-discoverer of the curved plough;
And, bearing a young cypress root-uptorn,
Silvanus, and Gods all and Goddesses,
Who make the fields your care, both ye who nurse
The tender unsown increase, and from heaven
Shed on man's sowing the riches of your rain:
And thou, even thou, of whom we know not yet
What mansion of the skies shall hold thee soon,
Whether to watch o'er cities be thy will,
Great Caesar, and to take the earth in charge,
That so the mighty world may welcome thee
Lord of her increase, master of her times,
Binding thy mother's myrtle round thy brow,
Or as the boundless ocean's God thou come,
Sole dread of seamen, till far Thule bow
Before thee, and Tethys win thee to her son
With all her waves for dower; or as a star
Lend thy fresh beams our lagging months to cheer,
Where 'twixt the Maid and those pursuing Claws
A space is opening; see! red Scorpio's self
His arms draws in, yea, and hath left thee more
Than thy full meed of heaven: be what thou wilt-
For neither Tartarus hopes to call thee king,
[...] Read more
The Canterbury Tales; the Wyves tale of Bathe
The Prologe of the Wyves tale of Bathe.
Experience, though noon auctoritee
Were in this world, were right ynogh to me
To speke of wo that is in mariage;
For, lordynges, sith I twelf yeer was of age,
Thonked be God, that is eterne on lyve,
Housbondes at chirche-dore I have had fyve-
For I so ofte have ywedded bee-
And alle were worthy men in hir degree.
But me was toold, certeyn, nat longe agoon is,
That sith that Crist ne wente nevere but onis
To weddyng in the Cane of Galilee,
That by the same ensample, taughte he me,
That I ne sholde wedded be but ones.
Herkne eek, lo, which a sharpe word for the nones,
Biside a welle Jesus, God and Man,
Spak in repreeve of the Samaritan.
'Thou hast yhad fyve housbondes,' quod he,
'And thilke man the which that hath now thee
Is noght thyn housbonde;' thus seyde he, certeyn.
What that he mente ther by, I kan nat seyn;
But that I axe, why that the fifthe man
Was noon housbonde to the Samaritan?
How manye myghte she have in mariage?
Yet herde I nevere tellen in myn age
Upon this nombre diffinicioun.
Men may devyne, and glosen up and doun,
But wel I woot expres withoute lye,
God bad us for to wexe and multiplye;
That gentil text kan I wel understonde.
Eek wel I woot, he seyde, myn housbonde
Sholde lete fader and mooder, and take me;
But of no nombre mencioun made he,
Of bigamye, or of octogamye;
Why sholde men speke of it vileynye?
Lo, heere the wise kyng, daun Salomon;
I trowe he hadde wyves mo than oon-
As, wolde God, it leveful were to me
To be refresshed half so ofte as he-
Which yifte of God hadde he, for alle hise wyvys?
No man hath swich that in this world alyve is.
[...] Read more
poem by Geoffrey Chaucer
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Snag It From The Root
Snap and snag it from the root.
Use every resource you have got.
Clip and snip,
To replant.
If that's what you have to do!
Make up your mind,
You will do all the weeding that's done.
Make up your mind,
You will do all the weeding that's done.
Make up your mind,
You will do all the weeding that's done.
From Sunrise until Sunset comes.
Snag it back and get it from the root.
You can snap it back from the root.
Crack it back until you get the main thing done.
You can snag it from the root!
Snap,
And snag it from the root.
You can snap it back from the root.
Crack it back until you get the main thing done.
You can snag it from the root!
Make up your mind,
You will do all the weeding that's done.
Make up your mind,
You will do all the weeding that's done.
Make up your mind,
You will do all the weeding that's done.
From Sunrise until Sunset comes.
Snap,
And snag it from the root.
You can snap it back from the root.
Crack it back until you get the main thing done.
You can snag it from the root!
You can snag it from the root!
Snap,
And snag it from the root.
Crack it back until you get the main thing done.
You can snag it from the root!
poem by Lawrence S. Pertillar
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Paradise Lost: Book 12
As one who in his journey bates at noon,
Though bent on speed; so here the Arch-Angel paused
Betwixt the world destroyed and world restored,
If Adam aught perhaps might interpose;
Then, with transition sweet, new speech resumes.
Thus thou hast seen one world begin, and end;
And Man, as from a second stock, proceed.
Much thou hast yet to see; but I perceive
Thy mortal sight to fail; objects divine
Must needs impair and weary human sense:
Henceforth what is to come I will relate;
Thou therefore give due audience, and attend.
This second source of Men, while yet but few,
And while the dread of judgement past remains
Fresh in their minds, fearing the Deity,
With some regard to what is just and right
Shall lead their lives, and multiply apace;
Labouring the soil, and reaping plenteous crop,
Corn, wine, and oil; and, from the herd or flock,
Oft sacrificing bullock, lamb, or kid,
With large wine-offerings poured, and sacred feast,
Shall spend their days in joy unblamed; and dwell
Long time in peace, by families and tribes,
Under paternal rule: till one shall rise
Of proud ambitious heart; who, not content
With fair equality, fraternal state,
Will arrogate dominion undeserved
Over his brethren, and quite dispossess
Concord and law of nature from the earth;
Hunting (and men not beasts shall be his game)
With war, and hostile snare, such as refuse
Subjection to his empire tyrannous:
A mighty hunter thence he shall be styled
Before the Lord; as in despite of Heaven,
Or from Heaven, claiming second sovranty;
And from rebellion shall derive his name,
Though of rebellion others he accuse.
He with a crew, whom like ambition joins
With him or under him to tyrannize,
Marching from Eden towards the west, shall find
The plain, wherein a black bituminous gurge
Boils out from under ground, the mouth of Hell:
Of brick, and of that stuff, they cast to build
A city and tower, whose top may reach to Heaven;
And get themselves a name; lest, far dispersed
In foreign lands, their memory be lost;
Regardless whether good or evil fame.
But God, who oft descends to visit men
Unseen, and through their habitations walks
To mark their doings, them beholding soon,
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poem by John Milton
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Problems
I have problems, and you have problems
Let's make problems with our problems
When I'm the problem you're the problem
But we know where the problem for one another
I start my day by any other way
Looking under my bed for the metallic crate
Encrypted with a steel isomorphic key
Projecting documents enveloped with two words
"Today's problems"
When I have no problems I make more problems
To entwine the world with inventive problems
What would we do if we did not have problems?
Neglect our security for hypothesizing new problems
Problems, Problems, Problems
An exegesis of problems
Categorized and productized
In rationale arrangements
Ontologically customized
Parasitically neurological
And involuntarily exercised
I empty the glass and make if full
To furbish the center that never holds
Happiness elixirs baseless catchment
Percolating vertices of inverted orphans
So what's the problem?
poem by Kevin Patrick
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Revolution
More calm than a heartbeat that flat lines
Quiet like a dark street under the moonlight
A phrase of action that's been screamed from the guts of men
Ever since they're first experienced
Injustice, prejudice, discrimination
A word louder than a gunshot
And softer than a baby's laugh, it will pass
Just like it always has. Until it spits off the lips of
The next man who's had it up to here.
Did somebody say a Revolution?
Or is it all in my head?
Is that what it takes to make a solution
solution
not the first or the last to imagine it
Acknowledge the concepts, question and grasp it
Rebel against the I, and bring down the self.
Mutiny me! overthrow you
Rebellion starts within, the time is now
Did somebody say a Revolution?
Or is it all in my head?
Is that what it takes to make a solution, solution
Did somebody say a Revolution?
Or is it all in my head?
Is that what it takes to make a solution
Your Revolution
Purple skies, Devil eyes, Hypnotize
Little lies, Compromise, Fireflies
Samurias, Parasite, Fly by night, After light, Materialize,
Look alive, Stereotype, Do with die, lullaby, black and white
Did somebody say a Revolution?
Or is it all in my head? your revolution
Is that what it takes to make a solution, solution, your revolution
Did somebody say a Revolution?
Or at least it's been said, your revolution
Is that what it takes to make a solution?
Your Revolution
No resolution -Your Revolution
what's your solution? -Your Revolution
And no substitution -Your Revolution
And no resolution -Your Revolution
not your solution
song performed by P.O.D.
Added by Lucian Velea
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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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Georgic 2
Thus far the tilth of fields and stars of heaven;
Now will I sing thee, Bacchus, and, with thee,
The forest's young plantations and the fruit
Of slow-maturing olive. Hither haste,
O Father of the wine-press; all things here
Teem with the bounties of thy hand; for thee
With viny autumn laden blooms the field,
And foams the vintage high with brimming vats;
Hither, O Father of the wine-press, come,
And stripped of buskin stain thy bared limbs
In the new must with me.
First, nature's law
For generating trees is manifold;
For some of their own force spontaneous spring,
No hand of man compelling, and possess
The plains and river-windings far and wide,
As pliant osier and the bending broom,
Poplar, and willows in wan companies
With green leaf glimmering gray; and some there be
From chance-dropped seed that rear them, as the tall
Chestnuts, and, mightiest of the branching wood,
Jove's Aesculus, and oaks, oracular
Deemed by the Greeks of old. With some sprouts forth
A forest of dense suckers from the root,
As elms and cherries; so, too, a pigmy plant,
Beneath its mother's mighty shade upshoots
The bay-tree of Parnassus. Such the modes
Nature imparted first; hence all the race
Of forest-trees and shrubs and sacred groves
Springs into verdure.
Other means there are,
Which use by method for itself acquired.
One, sliving suckers from the tender frame
Of the tree-mother, plants them in the trench;
One buries the bare stumps within his field,
Truncheons cleft four-wise, or sharp-pointed stakes;
Some forest-trees the layer's bent arch await,
And slips yet quick within the parent-soil;
No root need others, nor doth the pruner's hand
Shrink to restore the topmost shoot to earth
That gave it being. Nay, marvellous to tell,
Lopped of its limbs, the olive, a mere stock,
Still thrusts its root out from the sapless wood,
And oft the branches of one kind we see
Change to another's with no loss to rue,
Pear-tree transformed the ingrafted apple yield,
And stony cornels on the plum-tree blush.
Come then, and learn what tilth to each belongs
According to their kinds, ye husbandmen,
And tame with culture the wild fruits, lest earth
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poem by Publius Vergilius Maro
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Bible in Poetry: Gospel of St. Matthew (Chapter 13)
Out of the house, then Jesus went
That day, and by the sea, sat down;
Large crowds had gathered around Him
So, sat He in a boat off-shore,
While crowds were standing on the shore.
He spoke in detailed parables:
‘A sower, went to sow, one day,
Some seeds fell on the path, he walked
And birds ate them up, all at once.’
‘Some fell on rocky ground without
Soil adequate and sprouted but,
The soil wasn’t deep and sun that rose
Had scorched while it withered, rootless.’
‘Some seeds had fallen amidst thorns,
And with the passing of the morns,
The faster growing thorns choked them,
And there remained, just stubs of stem! ’
‘Just some seeds fell on soil-rich ground;
They grew so well and it was found
That they produced fruits many-fold
A hundred / sixty / thirty-fold! ’
‘Those who have ears, then ought to hear! ’
His disciples then questioned Him,
‘Why speak to them in parables? ’
And Jesus told them, in reply:
The kingdom’s knowledge. mystery
To you, has been by God granted,
And not to others by the Lord.’
‘To one who has, given is more;
And richer will he always grow;
From those that have a little then,
Ev’n that will be away taken.’
‘In parables, I speak, that’s why
Because they look but cannot pry
They hear but don’t to them pay heed
Nor do they understand the need.’
Isaiah’s prophecy’s fulfilled;
Though you hear, you understand not.
Indeed they look but dot see.’
‘The hearts of people are so gross,
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poem by John Celes
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The Vision Of Piers Plowman - Part 19
Thus I awaked and wroot what I hadde ydremed,
And dighte me derely, and dide me to chirche,
To here holly the masse and to be housled after.
In myddes of the masse, tho men yede to offryng,
I fel eftsoones aslepe - and sodeynly me mette
That Piers the Plowman was peynted al blody,
And com in with a cros bifore the comune peple,
And right lik in alle lymes to Oure Lord Jesu.
And thanne called I Conscience to kenne me the sothe
'Is this Jesus the justere,' quod I, 'that Jewes dide to dethe?
Or it is Piers the Plowman! Who peynted hym so rede?'
Quod Conscience, and kneled tho, ' Thise arn Piers armes -
Hise colours and his cote armure; ac he that cometh so blody
Is Crist with his cros, conquerour of Cristene.'
'Why calle ye hym Crist?' quod I, 'sithen Jewes called hym Jesus?
Patriarkes and prophetes prophecied bifore
That alle kynne creatures sholden knelen and bowen
Anoon as men nempned the name of God Jesu.
Ergo is no name to the name of Jesus,
Ne noon so nedeful to nempne by nyghte ne by daye.
For alle derke develes arn adrad to heren it,
And synfulle aren solaced and saved by that name;
And ye callen hym Crist; for what cause, telleth me?
Is Crist moore of myght and moore worthi name
Than Jesu or Jesus, that al oure joye com of?'
'Thow knowest wel,' quod Conscience, 'and thow konne reson,
That knyght, kyng, conquerour may be o persone.
To be called a knyght is fair, for men shul knele to hym;
To be called a kyng is fairer, for he may knyghtes make;
Ac to be conquerour called, that cometh of special grace,
And of hardynesse of herte and of hendemesse -
To make lordes of laddes, of lond that he wynneth,
And fre men foule thralles, that folwen noght hise lawes.
'The Jewes, that were gentil men, Jesu thei despised -
Bothe his loore and his lawe; now are thei lowe cherles.
As wide as the world is, wonyeth ther noon
But under tribut and taillage as tikes and cherles;
And tho that bicome Cristene bi counseil of the Baptiste
Aren frankeleyns, free men thorugh fullynge that thei toke
And gentil men with Jesu - for Jesus was yfulled
And upon Calvarie on cros ycrouned kyng of Jewes.
' It bicometh to a kyng to kepe and to defende,
And conqueror of his conquest hise lawes and his large.
And so dide Jesus the Jewes - he justified and taughte hem
The lawe of lif that laste shal evere,
And fended from foule yveles, feveres and fiuxes,
And from fendes that in hem was, and false bileve.
Tho was he Jesus of Jewes called, gentile prophete,
And kyng of hir kyngdom, and croune bar of thornes.
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poem by William Langland
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