Pioneer. storypoem
John Willy was a collier lad
and life for him was not too bad
Until the day that he took bad
and could no longer dig for coal.
He had to fill his time somehow.
He found life boring on the dole.
He had left school soon as he could
because it was then understood.
Lads followed Dads just they should.
John Willy was a clever lad
so he returned to studying.
He seized the chance he never had.
John Will chose to study law,
that no pit lad had done before.
He finished with the highest score.
He was awarded his degree
and worked for a solicitor.
For several years successfully.
He became well known to the courts
and took on cases of all sorts
and never sold his client short.
He very rarely lost a case.
His success was phenomenal.
For pit lads are a hardy race.
The time had come to specialise
and he had come to realise
That men who suffer injuries
Should sue for compensation
and make employers pay the cost.
This caused great consternation.
Amongst the greedy coal owners
Prone to cutting corners
and exploiting their coalminers.
They were content to let men die
Because they chose to penny pinch.
John Willy thought he’d show them why.
His client had an injured spine
a family man of twenty nine
Who had been injured down the mine.
John Willy proved successfully
Poor safety practice was the cause.
The mine owner was found guilty.
The judge decreed that he must pay
[...] Read more
poem by Ivor Or Ivor.e Hogg
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Related quotes
I Dig Love
I dig love
I dig love
I dig love
Hm, I dig love in the morning
I dig love in the evening
I dig love and I want you to know I dig love
I love dig
I love dig
I love dig
Hm, I love dig in the morning
I love dig every evening
I dig love and I want you to know I dig love
Small love, big love, I dont care
Loves all good love to me
Left love, right love, anywhere love
Theres a rare love, come on and get it, its free
I dig love
I dig love
I dig love
Hm, I dig love in the morning
I dig love in the evening
I dig love and I want you to know I dig love
Bought love, short love, in any port
Loves always there to see
Make love, take love, but you should give love
And try to live love, come on thats where you should be
I dig love
I dig love
I dig love
Hm, I dig love in the morning
I dig love in the evening
I dig love and I want you to know I dig love
Yes, I want you to know I dig love
Yes, I want you to know I dig love
To know I dig love
Yes, I do
I dig love (repeat and fade)
song performed by George Harrison
Added by Lucian Velea
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The Grandmother
I.
And Willy, my eldest-born, is gone, you say, little Anne?
Ruddy and white, and strong on his legs, he looks like a man.
And Willy's wife has written: she never was over-wise,
Never the wife for Willy: he would n't take my advice.
II.
For, Annie, you see, her father was not the man to save,
Had n't a head to manage, and drank himself into his grave.
Pretty enough, very pretty! but I was against it for one.
Eh!--but he would n't hear me--and Willy, you say, is gone.
III.
Willy, my beauty, my eldest-born, the flower of the flock;
Never a man could fling him: for Willy stood like a rock.
`Here's a leg for a babe of a week!' says doctor; and he would be bound,
There was not his like that year in twenty parishes round.
IV.
Strong of his hands, and strong on his legs, but still of his tongue!
I ought to have gone before him: I wonder he went so young.
I cannot cry for him, Annie: I have not long to stay;
Perhaps I shall see him the sooner, for he lived far away.
V.
Why do you look at me, Annie? you think I am hard and cold;
But all my children have gone before me, I am so old:
I cannot weep for Willy, nor can I weep for the rest;
Only at your age, Annie, I could have wept with the best.
VI.
For I remember a quarrel I had with your father, my dear,
All for a slanderous story, that cost me many a tear.
I mean your grandfather, Annie: it cost me a world of woe,
Seventy years ago, my darling, seventy years ago.
VII.
For Jenny, my cousin, had come to the place, and I knew right well
That Jenny had tript in her time: I knew, but I would not tell.
And she to be coming and slandering me, the base little liar!
But the tongue is a fire as you know, my dear, the tongue is a fire.
VIII.
And the parson made it his text that week, and he said likewise,
That a lie which is half a truth is ever the blackest of lies,
That a lie which is all a lie may be met and fought with outright,
But a lie which is part a truth is a harder matter to fight.
IX.
And Willy had not been down to the farm for a week and a day;
[...] Read more
poem by Alfred Lord Tennyson
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III. The Other Half-Rome
Another day that finds her living yet,
Little Pompilia, with the patient brow
And lamentable smile on those poor lips,
And, under the white hospital-array,
A flower-like body, to frighten at a bruise
You'd think, yet now, stabbed through and through again,
Alive i' the ruins. 'T is a miracle.
It seems that, when her husband struck her first,
She prayed Madonna just that she might live
So long as to confess and be absolved;
And whether it was that, all her sad life long
Never before successful in a prayer,
This prayer rose with authority too dread,—
Or whether, because earth was hell to her,
By compensation, when the blackness broke
She got one glimpse of quiet and the cool blue,
To show her for a moment such things were,—
Or else,—as the Augustinian Brother thinks,
The friar who took confession from her lip,—
When a probationary soul that moved
From nobleness to nobleness, as she,
Over the rough way of the world, succumbs,
Bloodies its last thorn with unflinching foot,
The angels love to do their work betimes,
Staunch some wounds here nor leave so much for God.
Who knows? However it be, confessed, absolved,
She lies, with overplus of life beside
To speak and right herself from first to last,
Right the friend also, lamb-pure, lion-brave,
Care for the boy's concerns, to save the son
From the sire, her two-weeks' infant orphaned thus,
And—with best smile of all reserved for him—
Pardon that sire and husband from the heart.
A miracle, so tell your Molinists!
There she lies in the long white lazar-house.
Rome has besieged, these two days, never doubt,
Saint Anna's where she waits her death, to hear
Though but the chink o' the bell, turn o' the hinge
When the reluctant wicket opes at last,
Lets in, on now this and now that pretence,
Too many by half,—complain the men of art,—
For a patient in such plight. The lawyers first
Paid the due visit—justice must be done;
They took her witness, why the murder was.
Then the priests followed properly,—a soul
To shrive; 't was Brother Celestine's own right,
The same who noises thus her gifts abroad.
But many more, who found they were old friends,
Pushed in to have their stare and take their talk
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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I Dig Everything
Ive got the village I love - dig everything
I walk along beside the garbagemen and I dig everything - dig everything
I wave to the policemen, but they dont wave back
They dont dig anything - dig everything
Aint had a job for a year or more and I dont know a thing - dig everything
Everythings spent and I dig everything
Everythings spent and I dig everything
Dig
I feed the lions in trafalgar square and I dig everything - dig everything
Ive sit just behind my window, till my cigarettes were low and dug
Everything -dig everything
Got a backstreet room in the bad part of town and I dig everything - dig everything
Id see people in the street below, who dont know where theyre going
They dont dig anything - dig everything
Everythings spent and I dig everything
Everythings spent and I dig everything
Dig
Ive got more friends than I had out for dinners
Some of them were losers, but the rest of them are winners
Rick, john, sally, a connection named paul
Holy low on money, their intentions are tall
We smoke and talk in my room and we dig everything
Dig
Ive made myself at home -dig everything
Ive made good friends which the time-check girl on the end of the phone
All the movie shows - dig everything
I sunbathe for love - dig everything
Even when its not too hot - dig everything
cause I dig everything -dig everything
Oh yeah
song performed by David Bowie
Added by Lucian Velea
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The White Cliffs
I
I have loved England, dearly and deeply,
Since that first morning, shining and pure,
The white cliffs of Dover I saw rising steeply
Out of the sea that once made her secure.
I had no thought then of husband or lover,
I was a traveller, the guest of a week;
Yet when they pointed 'the white cliffs of Dover',
Startled I found there were tears on my cheek.
I have loved England, and still as a stranger,
Here is my home and I still am alone.
Now in her hour of trial and danger,
Only the English are really her own.
II
It happened the first evening I was there.
Some one was giving a ball in Belgrave Square.
At Belgrave Square, that most Victorian spot.—
Lives there a novel-reader who has not
At some time wept for those delightful girls,
Daughters of dukes, prime ministers and earls,
In bonnets, berthas, bustles, buttoned basques,
Hiding behind their pure Victorian masks
Hearts just as hot - hotter perhaps than those
Whose owners now abandon hats and hose?
Who has not wept for Lady Joan or Jill
Loving against her noble parent's will
A handsome guardsman, who to her alarm
Feels her hand kissed behind a potted palm
At Lady Ivry's ball the dreadful night
Before his regiment goes off to fight;
And see him the next morning, in the park,
Complete in busbee, marching to embark.
I had read freely, even as a child,
Not only Meredith and Oscar Wilde
But many novels of an earlier day—
Ravenshoe, Can You Forgive Her?, Vivien Grey,
Ouida, The Duchess, Broughton's Red As a Rose,
Guy Livingstone, Whyte-Melville— Heaven knows
What others. Now, I thought, I was to see
Their habitat, though like the Miller of Dee,
I cared for none and no one cared for me.
III
A light blue carpet on the stair
And tall young footmen everywhere,
Tall young men with English faces
Standing rigidly in their places,
Rows and rows of them stiff and staid
[...] Read more
poem by Alice Duer Miller
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It Fills You Up
Theres something going on
It fill you up, it fill you up, it fill you up now
Theres something going on
It fill you up, it fill you up, it fill you up now
But you dont know what it is
But you dont know what it is
But you dont have to know
You just take it for what it is (spoken)
Within this melody
It fill you up, it fill you up, it fill you up now
Theres more then you can see
It fill you up, it fill you up, it fill you up now
Theres another realm
Theres another world
With kings and queens
Yeah yeah
Thats why you got to face the facts
Thats why you gotta testify (suggested)
You gotta do and die (suggested)
It fill you up, it fill you up, it fill you up now
You got to do in that
It fill you up, it fill you up, it fill you up now
You got to sing with the music and groove
You got to turn on the music and groove
Every every every day
You know what Im talking about (spoken)
It fill you up, it fill you up (spoken)
It fill you up, it fill you up, it fill you up now
Yeah!
It fill you up, it fill you up, it fill you up now
Yeah!
It fill you up, it fill you up, it fill you up now
Get you rolling in the money
It fill you up, it fill you up, it fill you up now
Work out a few kinks
It fill you up, it fill you up, it fill you up now
It fill you up to the brim jim
It fill you up, it fill you up, it fill you up now
Lord have mercy
It fill you up, it fill you up, it fill you up now
It fill you up, it fill you up, it fill you up now
Come here baby
It fill you up, it fill you up, it fill you up now
song performed by Van Morrison
Added by Lucian Velea
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It Fill You Up
There's something going on
It fill you up, it fill you up, it fill you up now
There's something going on
It fill you up, it fill you up, it fill you up now
But you don't know what it is
But you don't know what it is
But you don't have to know
You just take it for what it is (spoken)
Within this melody
It fill you up, it fill you up, it fill you up now
There's more then you can see
It fill you up, it fill you up, it fill you up now
There's another realm
There's another world
With kings and queens
Yeah yeah
That's why you got to face the facts
That's why you gotta testify (suggested)
You gotta do and die (suggested)
It fill you up, it fill you up, it fill you up now
You got to do in that
It fill you up, it fill you up, it fill you up now
You got to sing with the music and groove
You got to turn on the music and groove
Every every every day
You know what I'm talking about (spoken)
It fill you up, it fill you up (spoken)
It fill you up, it fill you up, it fill you up now
Yeah!
It fill you up, it fill you up, it fill you up now
Yeah!
It fill you up, it fill you up, it fill you up now
Get you rolling in the money
It fill you up, it fill you up, it fill you up now
Work out a few kinks
It fill you up, it fill you up, it fill you up now
It fill you up to the brim Jim
It fill you up, it fill you up, it fill you up now
Lord have mercy
It fill you up, it fill you up, it fill you up now
It fill you up, it fill you up, it fill you up now
Come here baby
It fill you up, it fill you up, it fill you up now
(Transcribed by ear; corrections requested and welcomed!)
song performed by Van Morrison
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.
[...] Read more
poem by Innocent Masina Nkhonyo
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Rays Dads Cadillac
Rays dads cadillac
Rollin past the rink
Past the record shack
Pink fins in the falling rain
Rollin
To the blue lights past the water mains
Rays dads cadillac
Weekends wed get
Rays dads cadillac
Rock n roll in the dashboard
Romance in the back of
Rays dads cadillac
Rays dad teaches math
Zero
Im a dunce
Im a decimal in his class
Last nights kisses wont erase
Zero
I just cant keep the numbers in their place
Rays dads cadillac
Last night we had
Rays dads cadillac
Rock n roll in the dashboard
Romance in the back of
Rays dads cadillac
When it comes to mathematics
I got static in the attic
No sir, nothins clear!
Ill be blackboard blind on monday
Dreamin of blue runways
On the edge of here
A little atmosphere
Blue lights out on airport road
Motown, in a field in a farmers grove
Big planes comin overhead
Lowdown
You can see the bolts
You can see the tire treads
Rays dads cadillac
Weekends wed get
Rays dads cadillac
Oh, little darlin
Rock n roll in the dashboard
Romance in the back of
Rays dads cadillac
Rays dads cadillac
Rays dads cadillac
Rays dads cadillac
song performed by Joni Mitchell
Added by Lucian Velea
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V. Count Guido Franceschini
Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Little Willy
Little willy knows a secret
Little willy likes to lie
He is getting so excited
Willys a very emotional guy
Little willy gets nervous, but he aint super shy
Unless some stuck-up skirt makes fun of his size
Chorus
Little willy likes to bang his drum
(little willy likes to play in the band)
Little willy he aint so dumb
(little willy shrinks up when the girls get chilly
Takes a whole lot of lovin just to warm up willy)
Rap
Little willy doesnt get nervous but he aint shy
Unless lovely ladies make fun of his size
Little willy likes to bang his drum
Little willys in the band
Little willy, he aint so dumb
Willy shrinks up when the girls get chilly
Takes a whole lot of lovin just to warm up willy
Willy, dont cry
Willy, go zip up your fly
Chorus repeat
song performed by Poison
Added by Lucian Velea
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Robin Hood and the Monk
In somer, when the shawes be sheyne,
And leves be large and long,
Hit is full mery in feyre foreste
To here the foulys song,
To se the dere draw to the dale,
And leve the hilles hee,
And shadow hem in the leves grene,
Under the grene wode tre.
Hit befel on Whitson
Erly in a May mornyng,
The son up feyre can shyne,
And the briddis mery can syng.
'This is a mery mornyng,' seid Litull John,
'Be Hym that dyed on tre;
A more mery man then I am one
Lyves not in Cristianté.
'Pluk up thi hert, my dere mayster,'
Litull John can sey,
'And thynk hit is a full fayre tyme
In a mornyng of May.'
'Ye, on thyng greves me,' seid Robyn,
'And does my hert mych woo:
That I may not no solem day
To mas nor matyns goo.
'Hit is a fourtnet and more,' seid he,
'Syn I my Savyour see;
To day wil I to Notyngham,' seid Robyn,
'With the myght of mylde Marye.'
Than spake Moche, the mylner sun,
Ever more wel hym betyde!
'Take twelve of thi wyght yemen,
Well weppynd, be thi side.
Such on wolde thi selfe slon,
That twelve dar not abyde.'
'Of all my mery men,' seid Robyn,
'Be my feith I wil non have,
But Litull John shall beyre my bow,
Til that me list to drawe.'
'Thou shall beyre thin own,' seid Litull Jon,
'Maister, and I wyl beyre myne,
And we well shete a peny,' seid Litull Jon,
[...] Read more
poem by Anonymous Olde English
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XI. Guido
You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock
[...] Read more
poem by Robert Browning from The Ring and the Book
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Sir Peter Harpdon's End
In an English Castle in Poictou. Sir Peter Harpdon, a Gascon knight in the English service, and John Curzon, his lieutenant.
John Curzon
Of those three prisoners, that before you came
We took down at St. John's hard by the mill,
Two are good masons; we have tools enough,
And you have skill to set them working.
Sir Peter
So-
What are their names?
John Curzon
Why, Jacques Aquadent,
And Peter Plombiere, but-
Sir Peter
What colour'd hair
Has Peter now? has Jacques got bow legs?
John Curzon
Why, sir, you jest: what matters Jacques' hair,
Or Peter's legs to us?
Sir Peter
O! John, John, John!
Throw all your mason's tools down the deep well,
Hang Peter up and Jacques; they're no good,
We shall not build, man.
John Curzon
going.
Shall I call the guard
To hang them, sir? and yet, sir, for the tools,
We'd better keep them still; sir, fare you well.
[...] Read more
poem by William Morris
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Tale XXI
The Learned Boy
An honest man was Farmer Jones, and true;
He did by all as all by him should do;
Grave, cautious, careful, fond of gain was he,
Yet famed for rustic hospitality:
Left with his children in a widow'd state,
The quiet man submitted to his fate;
Though prudent matrons waited for his call,
With cool forbearance he avoided all;
Though each profess'd a pure maternal joy,
By kind attention to his feeble boy;
And though a friendly Widow knew no rest,
Whilst neighbour Jones was lonely and distress'd;
Nay, though the maidens spoke in tender tone
Their hearts' concern to see him left alone,
Jones still persisted in that cheerless life,
As if 'twere sin to take a second wife.
Oh! 'tis a precious thing, when wives are dead,
To find such numbers who will serve instead;
And in whatever state a man be thrown,
'Tis that precisely they would wish their own;
Left the departed infants--then their joy
Is to sustain each lovely girl and boy:
Whatever calling his, whatever trade,
To that their chief attention has been paid;
His happy taste in all things they approve,
His friends they honour, and his food they love;
His wish for order, prudence in affairs,
An equal temper (thank their stars!), are theirs;
In fact, it seem'd to be a thing decreed,
And fix'd as fate, that marriage must succeed:
Yet some, like Jones, with stubborn hearts and
hard,
Can hear such claims and show them no regard.
Soon as our Farmer, like a general, found
By what strong foes he was encompass'd round,
Engage he dared not, and he could not fly,
But saw his hope in gentle parley lie;
With looks of kindness then, and trembling heart,
He met the foe, and art opposed to art.
Now spoke that foe insidious--gentle tones,
And gentle looks, assumed for Farmer Jones:
'Three girls,' the Widow cried, 'a lively three
To govern well--indeed it cannot be.'
'Yes,' he replied, 'it calls for pains and care:
But I must bear it.'--'Sir, you cannot bear;
Your son is weak, and asks a mother's eye:'
'That, my kind friend, a father's may supply.'
[...] Read more
poem by George Crabbe
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Courtship of Miles Standish, The
I
MILES STANDISH
In the Old Colony days, in Plymouth the land of the Pilgrims
To and fro in a room of his simple and primitive dwelling,
Clad in doublet and hose, and boots of Cordovan leather,
Strode, with a martial air, Miles Standish the Puritan Captain.
Buried in thought he seemed, with his hands behind him, and pausing
Ever and anon to behold his glittering weapons of warfare,
Hanging in shining array along the walls of the chamber, --
Cutlass and corselet of steel, and his trusty sword of Damascus,
Curved at the point and inscribed with its mystical Arabic sentence,
While underneath, in a corner, were fowling-piece, musket, and matchlock.
Short of stature he was, but strongly built and athletic,
Broad in the shoulders, deep-chested, with muscles and sinews of iron;
Brown as a nut was his face, but his russet beard was already
Flaked with patches of snow, as hedges sometimes in November.
Near him was seated John Alden, his friend and household companion,
Writing with diligent speed at a table of pine by the window:
Fair-haired, azure-eyed, with delicate Saxon complexion,
Having the dew of his youth, and the beauty thereof, as the captives
Whom Saint Gregory saw, and exclaimed, "Not Angles, but Angels."
Youngest of all was he of the men who came in the Mayflower.
Suddenly breaking the silence, the diligent scribe interrupting,
Spake, in the pride of his heart, Miles Standish the Captain of Plymouth.
"Look at these arms," he said, "the war-like weapons that hang here
Burnished and bright and clean, as if for parade or inspection!
This is the sword of Damascus I fought with in Flanders; this breastplate,
Well I remember the day! once save my life in a skirmish;
Here in front you can see the very dint of the bullet
Fired point-blank at my heart by a Spanish arcabucero.
Had it not been of sheer steel, the forgotten bones of Miles Standish
Would at this moment be mould, in their grave in the Flemish morasses."
Thereupon answered John Alden, but looked not up from his writing:
"Truly the breath of the Lord hath slackened the speed of the bullet;
He in his mercy preserved you, to be our shield and our weapon!"
Still the Captain continued, unheeding the words of the stripling:
"See, how bright they are burnished, as if in an arsenal hanging;
That is because I have done it myself, and not left it to others.
Serve yourself, would you be well served, is an excellent adage;
So I take care of my arms, as you of your pens and your inkhorn.
Then, too, there are my soldiers, my great, invincible army,
Twelve men, all equipped, having each his rest and his matchlock,
Eighteen shillings a month, together with diet and pillage,
And, like Caesar, I know the name of each of my soldiers!"
This he said with a smile, that danced in his eyes, as the sunbeams
Dance on the waves of the sea, and vanish again in a moment.
Alden laughed as he wrote, and still the Captain continued:
"Look! you can see from this window my brazen howitzer planted
[...] Read more
poem by Henry Wadsworth Longfellow
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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.
[...] Read more
poem by Talile Ali
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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:
[...] Read more
poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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Evangeline: A Tale of Acadie
This is the forest primeval. The murmuring pines and the hemlocks,
Bearded with moss, and in garments green, indistinct in the twilight,
Stand like Druids of eld, with voices sad and prophetic,
Stand like harpers hoar, with beards that rest on their bosoms.
Loud from its rocky caverns, the deep-voiced neighboring ocean
Speaks, and in accents disconsolate answers the wail of the forest.
This is the forest primeval; but where are the hearts that beneath it
Leaped like the roe, when he hears in the woodland the voice of the huntsman
Where is the thatch-roofed village, the home of Acadian farmers,--
Men whose lives glided on like rivers that water the woodlands,
Darkened by shadows of earth, but reflecting an image of heaven?
Waste are those pleasant farms, and the farmers forever departed!
Scattered like dust and leaves, when the mighty blasts of October
Seize them, and whirl them aloft, and sprinkle them far o'er the ocean
Naught but tradition remains of the beautiful village of Grand-Pre.
Ye who believe in affection that hopes, and endures, and is patient,
Ye who believe in the beauty and strength of woman's devotion,
List to the mournful tradition still sung by the pines of the forest;
List to a Tale of Love in Acadie, home of the happy.
PART THE FIRST
I
In the Acadian land, on the shores of the Basin of Minas,
Distant, secluded, still, the little village of Grand-Pre
Lay in the fruitful valley. Vast meadows stretched to the eastward,
Giving the village its name, and pasture to flocks without number.
Dikes, that the hands of the farmers had raised with labor incessant,
Shut out the turbulent tides; but at stated seasons the flood-gates
Opened, and welcomed the sea to wander at will o'er the meadows.
West and south there were fields of flax, and orchards and cornfields
Spreading afar and unfenced o'er the plain; and away to the northward
Blomidon rose, and the forests old, and aloft on the mountains
Sea-fogs pitched their tents, and mists from the mighty Atlantic
Looked on the happy valley, but ne'er from their station descended
There, in the midst of its farms, reposed the Acadian village.
Strongly built were the houses, with frames of oak and of hemlock,
Such as the peasants of Normandy built in the reign of the Henries.
Thatched were the roofs, with dormer-windows; and gables projecting
Over the basement below protected and shaded the doorway.
There in the tranquil evenings of summer, when brightly the sunset
Lighted the village street and gilded the vanes on the chimneys,
Matrons and maidens sat in snow-white caps and in kirtles
Scarlet and blue and green, with distaffs spinning the golden
Flax for the gossiping looms, whose noisy shuttles within doors
[...] Read more
poem by Henry Wadsworth Longfellow
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The Courtship of Miles Standish
I
MILES STANDISH
In the Old Colony days, in Plymouth the land of the Pilgrims
To and fro in a room of his simple and primitive dwelling,
Clad in doublet and hose, and boots of Cordovan leather,
Strode, with a martial air, Miles Standish the Puritan Captain.
Buried in thought he seemed, with his hands behind him, and pausing
Ever and anon to behold his glittering weapons of warfare,
Hanging in shining array along the walls of the chamber, --
Cutlass and corselet of steel, and his trusty sword of Damascus,
Curved at the point and inscribed with its mystical Arabic sentence,
While underneath, in a corner, were fowling-piece, musket, and matchlock.
Short of stature he was, but strongly built and athletic,
Broad in the shoulders, deep-chested, with muscles and sinews of iron;
Brown as a nut was his face, but his russet beard was already
Flaked with patches of snow, as hedges sometimes in November.
Near him was seated John Alden, his friend and household companion,
Writing with diligent speed at a table of pine by the window:
Fair-haired, azure-eyed, with delicate Saxon complexion,
Having the dew of his youth, and the beauty thereof, as the captives
Whom Saint Gregory saw, and exclaimed, "Not Angles, but Angels."
Youngest of all was he of the men who came in the Mayflower.
Suddenly breaking the silence, the diligent scribe interrupting,
Spake, in the pride of his heart, Miles Standish the Captain of Plymouth.
"Look at these arms," he said, "the war-like weapons that hang here
Burnished and bright and clean, as if for parade or inspection!
This is the sword of Damascus I fought with in Flanders; this breastplate,
Well I remember the day! once save my life in a skirmish;
Here in front you can see the very dint of the bullet
Fired point-blank at my heart by a Spanish arcabucero.
Had it not been of sheer steel, the forgotten bones of Miles Standish
Would at this moment be mould, in their grave in the Flemish morasses."
Thereupon answered John Alden, but looked not up from his writing:
"Truly the breath of the Lord hath slackened the speed of the bullet;
He in his mercy preserved you, to be our shield and our weapon!"
Still the Captain continued, unheeding the words of the stripling:
"See, how bright they are burnished, as if in an arsenal hanging;
That is because I have done it myself, and not left it to others.
Serve yourself, would you be well served, is an excellent adage;
So I take care of my arms, as you of your pens and your inkhorn.
Then, too, there are my soldiers, my great, invincible army,
Twelve men, all equipped, having each his rest and his matchlock,
Eighteen shillings a month, together with diet and pillage,
And, like Caesar, I know the name of each of my soldiers!"
This he said with a smile, that danced in his eyes, as the sunbeams
Dance on the waves of the sea, and vanish again in a moment.
Alden laughed as he wrote, and still the Captain continued:
"Look! you can see from this window my brazen howitzer planted
[...] Read more
poem by Henry Wadsworth Longfellow
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