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(Africa poems) Gloom is what they confuse with true teaching

Old teacher!
You said...
If you're going to be
A street sweeper
Have the decency to be
The Oscar winning street sweeper!
Old teacher!
You said...
If you're going to be a mother
Make sure you mother them
To be responsible patriotic Africans!
Old teacher!
You said...
If you're going to be teachers
And doctors and lawyers
If you're going to represent Africa
In the sports arenas and the world forums
Do so with pride and dignity and brilliance!
Old teacher!
You said....
Be not like the plastic teachers
You see whose lessons lack the verve
And the soul and the love
Gloom is what they confuse with
The noble art of teaching
Don't be like them and
Their easy to forget lessons
That are without depth
And it reflects in the backlash of their pupils
Ad they loath their weak teachers
They don't respect them because
They are false teachers

poem by Ngaka Motaung
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Oscar Of Alva: A Tale

How sweetly shines through azure skies,
The lamp of heaven on Lora's shore;
Where Alva's hoary turrets rise,
And hear the din of arms no more!

But often has yon rolling moon
On Alva's casques of silver play'd;
And view'd at midnight's silent noon,
Her chief's in gleaming mail array'd:

And on the crimson'd rocks beneath,
Which scowl o'er ocean's sullen flow,
Pale in the scatter'd runks of death,
She saw the gasping warrior low;

While many an eye which ne'er again
Could mark the rising orb of day,
T'urn'd feebly from the gory plain,
Beheld in death her fading ray.

Once to those eyes the lamp of Love,
They blest her dear propitious light;
But now she glimmer'd from above,
A sad, funereal torch of night.

Faded is Alva's noble race,
And gray her towers are seen afar;
No more her heroes urge the chase,
Or roll the crimson tide of war.

But who was last of Alva's clan?
Why grows the moss on Alva's stone?
Her towers resound no steps of man,
They echo to the gale alone.

And when that gale is fierce and high,
A sound is heard in yonder hall;
It rises hoarsely through the sky,
And vibrates o'er the mould'ring wall.

Yes, when the eddying tempest sighs,
It shakes the shield of Oscar brave;
But there no more his banners rise,
No more his plumes of sable wave.

Fair shone the sun on Oscar's birth,
When Angus hail'd his eldest born
The vassals round their chieftain's hearth
Crowd to applaud the happy morn.

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poem by Byron
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Temora - Book I

ARGUMENT.

Cairbar, the son of Borbar-duthul, lord of Atha, in Connaught, the most Potent chief of the race of the Fir-bolg, having murdered, at Temora, the royal palace, Cormac, the son of Artho, the young king of Ireland, usurped the throne. Cormac was lineally descended from Conar, the son of Trenmor, the great-grandfather of Fingal, king of those Caledonians who inhabited the western coast of Scotland. Fingal resented the behavior of Cairbar, and resolved to pass over into Ireland with an army, to re-establish the royal family on the Irish throne. Early intelligence of his designs coming to Cairbar, he assembled some of his tribes in Ulster, and at the same time ordered his brother Cathmor to follow him speedily with an army from Temora. Such was the situation of affairs when the Caledonian invaders appeared on the coast of Ulster.

The poem opens in the morning. Cairbar is represented as retired from the rest of the army, when one of his scouts brought him news of the landing of Fingal. He assembles a council of his chiefs. Foldath, the chief of Moma, haughtily despises the enemy; and is reprimanded warmly by Malthos. Cairbar, after hearing their debate, orders a feast to be prepared, to which, by his bard Olla, he invites Oscar, the son of Ossian; resolving to pick a quarrel with that hero, and so have some pretext for killing him. Oscar came to the feast; the quarrel happened; the followers of both fought, and Cairbar and Oscar fell by mutual wounds. The noise of the battle reached Fingal's army. The king came on to the relief of Oscar, and the Irish fell back to the army of Cathmor, who was advanced to the banks of the river Lubar, on the heath of Moi-lena. Fingal, after mourning over his grandson, ordered Ullin, the chief of his bards, to carry his body to Morven, to be there interred. Night coming on, Althan, the son of Conachar, relates to the king the particulars of the murder of Cormac. Fillan, the son of Fingal, is sent to observe the motions of Cathmor, by night, which concludes the action of the first day. The scene of this book is a plain, near the hill of Mora, which rose on the borders of the heath of Moi-lena in Ulster.

THE blue waves of Erin roll in light. The mountains are covered with day. Trees shake their dusky heads in the breeze. Gray torrents pour their noisy streams. Two green hills, with aged oaks, surround a narrow plain. The blue course of a stream is there. On its banks stood Cairbar of Atha. His spear supports the king: the red eye of his fear is sad. Cormac rises in his soul, with all his ghastly wounds. The gray form of the youth appears in darkness. Blood pours from his airy side. Cairbar thrice threw his spear on earth. Thrice he stroked his beard. His steps are short. He often stops. He tosses his sinewy arms. He is like a cloud in the desert, varying its form to every blast. The valleys are sad around, and fear, by turns, the shower! The king at length resumed his soul. He took his pointed spear. He turned his eye to Moi-lena. The scouts of blue ocean came. They came with steps of fear, and often looked behind. Cairbar knew that the mighty were near. He called his gloomy chiefs.

The sounding steps of his warriors came. They drew at once their swords. There Morlath stood with darkened face. Hidalla's long hair sighs in the wind. Red-haired Cormar bends on his spear, and rolls his sidelong-looking eyes. Wild is the look of Malthos, from beneath two shaggy brows. Foldath stands, like an oozy rock, that covers its dark sides with foam. His spear is like Slimora's fir, that meets the wind of heaven. His shield is marked with the strokes of battle. His red eye despises danger. These, and a thousand other chiefs, surrounded the king of Erin, when the scout of ocean came, Mor-annal, from streamy Moi-lena, His eyes hang forward from his face. His lips are trembling pale!

"Do the chiefs of Erin stand," he said, "silent as the grove of evening? Stand they, like a silent wood, and Fingal on the coast? Fingal, who is terrible in battle, the king of streamy Morven!" "Hast thou seen the warrior?" said Cairbar with a sigh. "Are his heroes many on the coast? Lifts he the spear of battle? or comes the king in peace?" "In peace be comes not, king of Erin; I have seen his forward spear. It is a meteor of death. The blood of thousands is on its steel. He came first to the shore, strong in the gray hair of age. Full rose his sinewy limbs, as he strode in his might. That sword is by his side, which gives no second wound. His shield is terrible, like the bloody moon, ascending through a storm. Then came Ossian, king of songs. Then Morni's son, the first of men. Connal leaps forward on his spear. Dermid spreads his dark-brown locks. Fillan bends his bow, the young hunter of streamy Moruth. But who is that before them, like the terrible course of a stream? It is the son of Ossian, bright between his locks! His long hair falls on his back. His dark brows are half enclosed in steel. His sword hangs loose on his side. His spear glitters as he moves. I fled from his terrible eyes, king of high Temora!"

"Then fly, thou feeble man," said Foldath's gloomy wrath. "Fly to the gray streams of thy land, son of the little soul! Have not I seen that Oscar? I beheld the chief in war. He is of the mighty in danger: but there are others who lift the spear. Erin has many sons as brave, king of Temora of groves. Let Foldath meet him in his strength. Let me stop this mighty stream. My spear is covered with blood. My shield is like the wall of Tura!"

"Shall Foldath alone meet the foe?" replied the dark-browed Malthos? "Are they not on our coast, like the waters of many streams? Are not these the chiefs who vanquished Swaran, when the sons of green Erin fled? Shall Foldath meet their bravest hero? Foldath of the heart of pride! Take the strength of the people! and let Malthos come. My sword is red with slaughter, but who has heard my words?"

"Sons of green Erin," said Hidalla, "let not Fingal hear your words. The foe might rejoice, and his arm be strong in the land. Ye are brave, O warriors! Ye are tempests in war. Ye are like storms, which meet the rocks without fear, and overturn the woods! But let us move in our strength, slow as a gathered cloud! Then shall the mighty tremble; the spear shall fall from the hand of the valiant. We see the cloud of death, they will say, while shadows fly over their face. Fingal will mourn in his age. He shall behold his flying fame. The steps of his chiefs will cease in Morven. The moss of years shall grow in Selma!"

Cairbar heard their words in silence, like the cloud of a shower: it stands dark on Cromla, till the lightning bursts its side. The valley gleams with heaven's flame; the spirits of the storm rejoice. So stood the silent king of Temora; at length his words broke forth. "Spread the feast on Moi-lena. Let my hundred bards attend. Thou red-haired Olla, take the harp of the king. Go to Oscar, chief of swords. Bid Oscar to our joy. To-day we feast and hear the song; to-morrow break the spears! Tell him that I have raised the tomb of Cathol; that bards gave his friend to the winds. Tell him that Cairbar has heard of his fame, at the stream of resounding Carun. Cathmor, my brother, is not here. He is not here with his thousands, and our arms are weak. Cathmor is a foe to strife at the feast! His soul is bright as that sun! But Cairbar must fight with Oscar, chiefs of woody Temora, His words for Cathol were many! the wrath of Cairbar burns! He shall fall on Moi-lena. My fame shall rise in blood!"

Their faces brightened round with joy. They spread over Moi-lena. The feast of shells is prepared. The songs of bards arise. The chiefs of Selma heard their joy. We thought that mighty Cathmor came. Cathmor, the friend of strangers! the brother of red-haired Cairbar. Their souls were not the same. The light of heaven was in the bosom of Cathmor. His towers rose on the banks of Atha: seven paths led to his halls. Seven chiefs stood on the paths, and called the stranger to the feast! But Cathmor dwelt in the wood, to shun the voice of praise!

Olla came with his songs. Oscar went to Cairbar's feast. Three hundred warriors strode along Moi-lena of the streams. The gray dogs bounded on the heath: their howling reached afar. Fingal saw the departing hero. The soul of the king was sad. He dreaded Cairbar's gloomy thoughts, amidst the feast of shells. My son raised high the spear of Cormac. A hundred bards met him with songs. Cairbar concealed, with smiles, the death that was dark in his soul. The feast is spread. The shells resound. Joy brightens the face of the host. But it was like the parting beam of the sun, when he is to hide his red head in a storm!

Cairbar rises in his arms. Darkness gathers on his brow. The hundred harps cease at once. The clang of shields is heard. Far distant on the heath Olla raised a song of wo. My son knew the sign of death; and rising seized his spear. "Oscar," said the dark-red Cairbar, "I behold the spear of Erin. The spear of Temora glitters in thy hand, son of woody Morven! It was the pride of a hundred kings. The death of heroes of old. Yield it, son of Ossian, yield it to car-borne Cairbar!"

"Shall I yield," Oscar replied, "the gift of Erin's injured king; the gift of fair-haired Cormac, when Oscar scattered his foes? I came to Cormac's halls of joy, when Swaran fled from Fingal. Gladness rose in the face of youth. He gave the spear of Temora. Nor did he give it to the feeble: neither to the weak in soul. The darkness of thy face is no storm to me: nor are thine eyes the flame of death. Do I fear thy clanging shield? Tremble I at Olla's song? No Cairbar, frighten the feeble; Oscar is a rock!"

"Wilt thou not yield the spear?" replied the rising pride of Cairbar." Are thy words so mighty, because Fingal is near? Fingal with aged locks, from Morven's hundred groves! He has fought with little men. But he must vanish before Cairbar, like a thin pillar of mist before the winds of Atha!" — "Were he who fought with little men, near Atha's haughty chief, Atha's chief would yield green Erin to avoid his rage! Speak not of the mighty, O Cairbar! Turn thy sword on me. Our strength is equal: but Fingal is renowned! the first of mortal men!"

Their people saw the darkening chiefs. Their crowding steps are heard. Their eyes roll in fire. A thousand swords are half unsheathed. Red-haired Olla raised the song of battle. The trembling joy of Oscar's soul arose: the wonted joy of his soul when Fingal's horn was heard. Dark as the swelling wave of ocean before the rising winds, when it bends its head near the coast, came on the host of Cairbar!

Daughter of Toscar! why that tear? He is not fallen yet. Many were the deaths of his arm before my hero fell!

Behold they fall before my son, like groves in the desert; when an angry ghost rushes through night, and takes their green heads in his hand! Morlath falls. Maronnan dies. Conachar trembles in his blood. Cairbar shrinks before Oscar's sword! He creeps in darkness behind a stone. He lifts the spear in secret, he pierces my Oscar's side! He falls forward on his shield, his knee sustains the chief. But still his spear is in his hand! See, gloomy Cairbar falls! The steel pierced his forehead, and divided his red hair behind. He lay like a shattered rock, which Cromla shakes from its shaggy side, when the green-valleyed Erin shakes its mountains from sea to sea!

But never more shall Oscar rise! He leans on his bossy shield. His spear is in his terrible hand. Erin's sons stand distant and dark. Their shouts arise, like crowded streams. Moi-lena echoes wide. Fingal heard the sound. He took the spear of Selma. His steps are before us on the heath. He spoke the words of wo. "I hear the noise of war. Young Oscar is alone. Rise, sons of Morven: join the hero's sword!"

Ossian rushed along the heath. Fillan bounded over Moi-lena. Fingal strode in his strength. The light of his shield is terrible. The sons of Erin saw it far distant. They trembled in their souls. They knew that the wrath of the king arose: and they foresaw their death. We first arrived. We fought. Erin's chiefs withstood our rage. But when the king came, in the sound of his course, what heart of steel could stand? Erin fled over Moi-lena. Death pursued their flight. We saw Oscar on his shield. We saw his blood around. Silence darkened on every face. Each turned his back and wept. The king strove to hide his tears. His gray beard whistled in the wind. He bends his head above the chief. His words are mixed with sighs.

"Art thou fallen, O Oscar! in the midst of thy course? the heart of the aged beats over thee! He sees thy coming wars! The wars which ought to come he sees! They are cut off from thy fame! When shall joy dwell at Selma? When shall grief depart from Morven? My sons fall by degrees: Fingal is the last of his race. My fame begins to pass away. Mine age will be without friends. I shall sit a gray cloud in my hall. I shall not hear the return of a son, in his sounding arms. Weep, ye heroes of Morven! never more shall Oscar rise!"

And they did weep, O Fingal! Dear was the hero to their souls. He went out to battle, and the foes vanished. He returned in peace, amidst their joy. No father mourned his son slain in youth: no brother his brother of love. They fell without tears, for the chief of the people is low! Bran is howling at his feet: gloomy Luath is sad; for he had often led them to the chase; to the bounding roe of the desert!

When Oscar saw his friends around, his heaving breast arose. "The groans," he said, "of aged chiefs; the howling of my dogs; the sudden bursts of the song of grief, have melted Oscar's soul. My soul, that never melted before. It was like the steel of my sword. Ossian, carry me to my hills! Raise the stones of my renown. Place the horn of a deer: place my sword by my side; The torrent hereafter may raise the earth: the hunter may find the steel, and say, 'This has been Oscar's sword, the pride of other years!'" "Fallest thou, son of my fame? shall I never see thee, Oscar? When others hear of their sons, shall I not hear of thee? The moss is on thy four gray stones. The mournful wind is there. The battle shall be fought without thee. Thou shalt not pursue the dark-brown hinds. When the warrior returns from battles, and tells of other lands; 'I have seen a tomb,' he will say, 'by the roaring stream, the dark dwelling of a chief. He fell by car-borne Oscar, the first of mortal men.' I, perhaps, shall hear his voice. A beam of joy will rise in my soul."

Night would have descended in sorrow, and morning returned in the shadow of grief. Our chiefs would have stood, like cold-dropping rocks on Moi-lena, and have forgot the war; did not the king disperse his grief, and raise his mighty voice. The chiefs, as new-wakened from dreams, lift up their heads around.

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poem by James Macpherson
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Plastic Man

A man lives at the corner of the street,
And his neighbors think hes helpful and hes sweet,
cause he never swears and he always shakes you by the hand,
But no one knows he really is a plastic man.
Hes got plastic heart, plastic teeth and toes,
(yeah, hes plastic man)
Hes got plastic knees and a perfect plastic nose.
(yeah, hes plastic man)
Hes got plastic lips that hide his plastic teeth and gums,
And plastic legs that reach up to his plastic bum.
(plastic bum)
Plastic man got no brain,
Plastic man dont feel no pain,
Plastic people look the same,
Yeah, yeah, yeah.
Kick his shin or tread on his face,
Pull his nose all over the place,
He cant disfigure, or disgrace,
Plastic man (plastic man).
Hes got plastic flowers growing up the walls,
He eats plastic food with a plastic knife and fork,
He likes plastic cups and saucers cause they never break,
And he likes to lick his gravy off a plastic plate.
Plastic man got no brain,
Plastic man dont feel no pain,
Plastic people look the same,
Yeah, yeah, yeah.
Kick his shin or tread on his face,
Pull his nose all over the place,
He cant disfigure, or disgrace,
Plastic man (plastic man).
Hes got a plastic wife who wears a plastic mac,
(yeah, hes plastic man)
And his children wanna be plastic like their dad,
(yeah, hes plastic man)
Hes got a phony smile that makes you think he understands,
But no one ever gets the truth from plastic man (plastic man)
Plastic man (plastic man).

song performed by Kinks
Added by Lucian Velea
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Trash Bag

1 bag cement mold
10 inch leather titleist golf bag
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11 gallon garbage bags
306 leather tour sissy bag

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poem by Rwetewrt Erwtwer
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The Pride To Be An African

My Africa My Africa My Africa
My Africa of which everybody imitates
My Africa of which culture exceed the Greek
My Africa of which everyone is jealous of

My Africa My Africa My Africa
My Africa of enormous natural endowment
My Africa of Non-Violence
My Africa of Amorous populates

My Africa My Africa My Africa
My Africa of patriot men and women
My Africa of shelter and vintage hospitality
My Africa of great ancestral mythology

My Africa My Africa My Africa
My Africa that bore fruits of black diamonds
My Africa which is a gift to the whole world
My Africa of great leadership

My Africa My Africa My Africa
My Africa of learned youths
My Africa of a bright generation
My Africa true tradition

My Africa My Africa My Africa
My Africa of black pageant women
My Africa of strong men
My Africa from who we all hail from
For every African deserves a Nobel Prize in
Existence.

poem by Fasan paul
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The War Of Caros

Caros is probably the noted usurper Carausius, by birth a Menapran, who assumed the purple in the year 284; and, seizing on Britain, defeated the emperor Maximinian Herculius in several naval engagements, which gives propriety to his being called in this poem "the king of ships." He repaired Agricola's wall, in order to obstruct the incursions of the Caledonians, and when he was employed in that work, it appears he was attacked by a party under the command of Oscar the son of' Ossian. This battle is the foundation of the present poem, which is addressed to Malvina, the daughter of Toscar.

Bring, daughter of Toscar, bring the harp! the light of the song rises in Ossian's soul! It is like the field, when darkness covers the hills around, and the shadow grows slowly on the plain of the sun. I behold my son, O Malvina! near the mossy rock of Crona. But it is the mist of the desert, tinged with the beam of the west! Lovely is the mist that assumes the form of Oscar! turn from it, ye winds, when ye roar on the side of Ardven!

Who comes towards my son, with the murmur of a song? His staff is in his hand, his gray hair loose on the wind. Surly joy lightens his face. He often looks back to Caros. It is Ryno of songs, he that went to view the foe. "What does Caros, king of ships?" said the son of the now mournful Ossian: "spreads he the wings of his pride, bard of the times of old?" "He spreads them, Oscar," replied the bard," but it is behind his gathered heap. He looks over his stones with fear. He beholds thee terrible, as the ghost of night, that rolls the waves to his ships!"

"Go, thou first of my bards!" says Oscar, "take the spear of Fingal. Fix a flame on its point. Shake it to the winds of heaven. Bid him in songs, to advance, and leave the rolling of his wave. Tell to Caros that I long for battle; that my bow is weary of the chase of Cona. Tell him the mighty are not here; and that my arm is young."

He went with the murmur of songs. Oscar reared his voice on high. It reached his heroes on Ardven, like the noise of a cave, when the sea of Togorma rolls before it, and its trees meet the roaring winds. They gather round my son like the streams of the hill; when, after rain, they roll in the pride of their course. Ryno came to the mighty Caros. He struck his flaming spear. Come to the battle of Oscar. O thou that sittest on the rolling waves! Fingal is distant far; he hears the songs of bards in Morven: the wind of his hall is in his hair. His terrible spear is at his side; his shield that is like the darkened moon Come to the battle of Oscar; the hero is alone.

He came not over the streamy Carun. The bard returned with his song. Gray night grows dim on Crona. The feast of shells is spread. A hundred oaks burn to the wind; faint light gleams over the heath. The ghosts of Ardven pass through the beam, and show their dim and distant forms. Comala is half unseen on her meteor; Hidallan is sullen and dim, like the darkened moon behind the mist of night.

" Why art thou sad?" said Ryno; for he alone beheld the chief. "Why art thou sad, Hidallan! hast thou not received thy fame? The songs of Ossian have been heard , thy ghost has brightened in wind, when thou didst bend from thy cloud to hear the song of Morven's bard!"—-" And do thine eyes," said Oscar, " behold the chief, like the dim meteor of night? Say, Ryno, say, how fell Hidallan, the renowned in the days of my fathers! His name remains on the rocks of Cona. I have often seen the streams of his hills!"

Fingal, replied the bard, drove Hidallan from his wars. The king's soul was sad for Comala, and his eyes could not behold the chief. Lonely, sad, along the heath he slowly moved, with silent steps. His arms hung disordered on his side. His hair flies loose from his brow. The tear is in his downcast eyes; a sigh half silent in his breast! Three days he strayed unseen, alone, before he came to Lamor's halls: the mossy halls of his fathers, at the stream of Balva. There Lamor sat alone beneath a tree; for he had sent his people with Hidallan to war. The stream ran at his feet; his gray head rested on his staff. Sightless are his aged eyes. He hums the song of other times. The noise of Hidallan's feet came to his ear: he knew the tread of his son.

"Is the son of Lamor returned; or is it the sound of his ghost? Hast thou fallen on the banks of Carun, son of the aged Lamor? Or, if I hear the sound of Hidallan's feet, where are the mighty in the war? where are my people, Hidallan! that were wont to return with their echoing shields? Have they fallen on the banks of Carun?"

"No," replied the sighing youth, "the people of Lamor live. They are renowned in war, my father! but Hidallan is renowned no more. I must sit alone on the banks of Balva, when the roar of the battle grows."

" But thy fathers never sat alone," replied the rising pride of Lamor. "They never sat alone on the banks of Balva, when the roar of battle rose. Dost thou not behold that tomb? My eyes discern it not; there rests the noble Garmállon, who never fled from war! Come, thou renowned in battle, he says, come to thy father's tomb. How am I renowned, Garmállon? my son has fled from war!"

"King of the streamy Balva!" said Hidallan with a sigh, "why dost thou torment my soul? Lamor, I never fled. Fingal was sad for Comala; he denied his wars to Hidallan. Go to the gray streams of thy land, he said; moulder like a leafless oak, which the winds have bent over Balva, never more to grow."

"And must I hear," Lamor replied, "the lonely tread of Hidallan's feet? When thousands are renowned in battle, shall he bend over my gray streams? Spirit of the noble Garmállon! carry Lamor to his place; his eyes are dark, his soul is sad, his son has lost his fame."

"Where," said the youth, " shall I search for fames to gladden the soul of Lamor? From whence shall return with renown, that the sound of my arms may be pleasant in his ear? If I go to the chase of hinds, my name will not be heard. Lamor will not feel my dogs with his hands, glad at my arrival from the hill. He will not inquire of his mountains, or of the dark-brown deer of his deserts!"

"I must fall," said Lamor, "like a leafless oak: it grew on a rock! it was overturned by the winds! My ghost will be seen on my hills, mournful for my young Hidallan. Will not ye, ye mists, as ye rise, hide him from my sight! My son, go to Lamor's ball: there the arms of our fathers hang. Bring the sword of Garmállon: he took it from a foe!"

He went and brought the sword with all its studded thongs. He gave it to his father. The gray-haired hero felt the point with his hand.

"My son, lead me to Garmállon's tomb: it rises beside that rustling tree. The long grass is withered; I hear the breezes whistling there. A little fountain murmurs near, and sends its waters to Balva. There let me rest; it is noon: the sun is on our fields!"

He led him to Garmállon's tomb. Lamor pierced the side of his son. They sleep together: their ancient halls moulder away. Ghosts are seen there at noon: the valley is silent, and the people shun the place of Lamor.

"Mournful is thy tale," said Oscar, "son of the times of old! My soul sighs for Hidallan; he fell in the days of his youth. He flies on the blast of the desert: his wandering is in a foreign land. Sons of the echoing Morven! draw near to the foes of Fingal. Send the night away in songs; watch the strength of Caros. Oscar goes to the people of other times; to the shades of silent Ardven, where his fathers sit dim in their clouds, and behold the future war. And art thou there, Hidallan, like a half-extinguished meteor? Come to my sight, in thy sorrow, chief of the winding Balva!"

The heroes move with their songs. Oscar slowly ascends the hill. The meteors of night set on the heath before him. A distant torrent faintly roars. Unfrequent blasts rush through aged oaks. The half enlightened moon sinks dim and red behind her hill. Feeble Voices are heard on the heath. Oscar drew his sword! " Come," said the hero, " O ye ghosts of my fathers! ye that fought against the kings of the world! Tell the deeds of future times; and your converse in our caves, when you talk together, and behold your sons in the fields of the brave!"

Trenmo came from his hill at the voice of his mighty son. A cloud, like the steed of the stranger, supported his airy limbs. His robe is of the mist of Lano, that brings death to the people. His sword is a green meteor, half-extinguished. His face is without form, and dark. He sighed thrice over the hero; thrice the winds of night roared around! Many were his words to Oscar; but they only came by halves to our ears; they were dark as the tales of other times, before the light of the song arose. He slowly vanished, like a mist that melts on the sunny hill. it was then, O daughter of Toscar! my son began first to be sad. He foresaw the fall of his race. At times he was thoughtful and dark, like the sun when he carries a cloud on his face, but again he looks forth from his darkness on the green hills of Cona.

Oscar passed the night among his fathers: gray morning met him on Carun's banks. A green vale surrounded a tomb which arose in the times of old. Little hills lift their heads at a distance, and stretch their old trees to the wind. The warriors of Caros sat there, for they had passed the stream by night. They appeared like the trunks of aged pines, to the pale light of the morning. Oscar stood at the tomb, and raised thrice his terrible voice. The rocking hills echoed around; the starting roes bounded away: and the trembling ghosts of the dead fled, shrieking on their clouds. So terrible was the voice of my son, when he called his friends!

A thousand spears arose around; the people of Caros rose. Why, daughter of Toscar, why that tear? My son, though alone, is brave. Oscar is like a beam of the sky; he turns around, and the people fall. his hand is the arm of a ghost, when he stretches it from a cloud; the rest of his thin form is unseen; but the people die in the vale! My son beheld the approach of the foe; he stood in the silent darkness of his strength. " Am I alone," said Oscar, " in the midst of a thousand foes? Many a spear is there! many a darkly-rolling eye. Shall I fly to Ardven? But did my fathers ever fly? The mark of their arm is in a thousand battles. Oscar too shall be renowned. Come, ye dim ghosts of my fathers, and behold my deeds in war! I may fall; but I will be renowned like the race of the echoing Morven." He stood, growing in his place, like a flood in a narrow vale! The battle came, but they fell: bloody was the sword of Oscar!

The noise reached his people at Crona; they came like a hundred streams. The warriors of Caros fled; Oscar remained like a rock left by the ebbing sea. Now dark and deep, with all his steeds, Caros rolled his might along: the little streams are lost in his course: the earth is rocking round. Battle spreads from wing to wing; ten thousand swords gleam at once in the sky. But why should Ossian sing of battles? For never more shall my steel shine in war. I remember the days of my youth with grief, when I feel the weakness of my arm. Happy are they who fell in their youth, in the midst of their renown! They have not beheld the tombs of their friends, or failed to bend the bow of their strength. Happy art thou, O Oscar, in the midst of thy rushing blast! Thou often goest to the fields of thy fame, where Caros fled from thy lifted sword!

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poem by James Macpherson
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Don’t Cry For Me Africa

Don’t cry for me Africa
Because I will never let you out of my mind
I hear your voices people of Africa
I hear your cries people of Africa
I see pain in your eyes people of Africa
It is hard to describe what you people of Africa are going through
Poverty strikes you all people of Africa
Don’t cry for me Africa
Because I will keep you in my prayers people of Africa
Power to the people of Africa
People of Africa lift your spirit higher
Lord is the light and truth people of Africa
The Lord sends you a message from his heart to you people of Africa
He said because I love you
I will answer your prayers
I hear your prayers
Don’t cry for me Africa
Because you have a friend that is the Lord
People of Africa continue doing the Lords work
Make a wish people of Africa
The people of Africa are looking at the Lord face to face
Lord here is no paradise
We dream a little dream said the people of Africa to the Lord
The People of Africa Pray that the Lord will give each other strength every day
Don’t cry for me Africa
Save the people of Africa
Strengthened the people of Africa each day
Because I’ll be there in your dreams people of Africa
The people of Africa tells The Lord how much they love him
Don’t cry for me Africa
Lord comes when you are ready people of Africa
Feelings you have for your Lord People of Africa
And I know you will never let it die
Nothing but flowers the people of Africa will plant in the sea shore for the Lord
Don’t cry for me Africa
The people of Africa needs hope to heal there land
The Lord rose up on you people of Africa
Don’t cry for me Africa
My heart will go on
Once I close this door of the ship I will sail across the Atlantic Sea

poem by Aldo Kraas
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poem by Rwetewrt Erwtwer
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

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

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

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

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

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

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

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

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

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

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

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

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

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

LIST OF REFERENCES.

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

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

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

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

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poem by Innocent Masina Nkhonyo
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Fingal - Book IV

ARGUMENT.

The action of the poem being suspended by night, Ossian takes the opportunity to relate his own actions at the lake of Lego, and his courtship of Everallin, who was the mother of Oscar, and had died some time before the expedition of Fingal into Ireland. Her ghost appears to him, and tells him that Oscar, who had been sent, the beginning of the night, to observe the enemy, was engaged with an advanced party, and almost overpowered. Ossian relieves his son; and an alarm is given to Fingal of the approach of Swaran. The king rises, calls his army together, and, as he had promised the preceding night, devolves the command on Gaul the son of Morni, while he himself, after charging his sons to behave gallantly and defend his people, retires to a hill, from whence he could have a view of the battle. The battle joins; the poet relates Oscar's great actions. But when Oscar, in conjunction with his father, conquered in one wing, Gaul, who was attacked by Swaran in person, was on the point of retreating in the other. Fingal sends Ullin his bard to encourage them with a war song, but notwithstanding Swaran prevails; and Gaul and his army are obliged to give way. Fingal descending from the hill, rallies them again; Swaran desists from the pursuit, possesses himself of a rising ground, restores the ranks, and waits the approach of Fingal. The king, having encouraged his men, gives the necessary orders, and renews the battle. Cuthullin, who, with his friend Connal, and Carril his bard, had retired to the cave of Tura, hearing the noise, came to the brow of the hill, which overlooked the field of battle, where he saw Fingal engaged with the enemy. He, being hindered by Connal from joining Fingal, who was himself upon the point of obtaining a complete victory, sends Carril to congratulate that hero on success.

Who comes with her songs from the hill, like the bow of the showery Lena? It is the maid of the voice of love: the white-armed daughter of Toscar! Often hast thou heard my song; often given the tear of beauty. Hast thou come to the wars of thy people? to hear the actions of Oscar? When shall I cease to mourn, by the streams of resounding Cona? My years have passed away in battle. My age is darkened with grief!

"Daughter of the hand of snow, I was not so mournful and blind; I was not so dark and forlorn, when Everallin loved me! Everallin with the dark-brown hair, the white-bosomed daughter of Branno. A thousand heroes sought the maid, she refused her love to a thousand. The sons of the sword were despised: for graceful in her eyes was Ossian. I went, in suit of the maid, to Lego's sable surge. Twelve of my people were there, the sons of streamy Morven! We came to Branno, friend of strangers! Branno of the sounding mail! 'From whence,' he said, 'are the arms of steel? Not easy to win is the maid, who has denied the blue-eyed sons of Erin. But blest be thou, O son of Fingal! Happy is the maid that waits thee! Though twelve daughters of beauty were mine, thine were the choice, thou son of fame!'

"He opened the hall of the maid, the dark-haired Everallin. Joy kindled in our manly breasts. We blest the maid of Branno. Above us on the hill appeared the people of stately Cormac. Eight were the heroes of the chief. The heath flamed wide with their arms. There Colla; there Durra of wounds; there mighty Toscar, and Tago; there Fresta the victorious stood; Dairo of the happy deeds; Dala the battle's bulwark in the narrow way! The sword flamed in the hand of Cormac. Graceful was the look of the hero! Eight were the heroes of Ossian. Ullin, stormy son of war. Mullo of the generous deeds. The noble, the graceful Scelacha. Oglan, and Cerdan the wrathful. Dumariccan's brows of death. And why should Ogar be the last; so wide-renowned on the hills of Ardven?

"Ogar met Dala the strong face to face, on the field of heroes. The battle of the chiefs was like wind, on ocean's foamy waves. The dagger is remembered by Ogar; the weapon which he loved. Nine times he drowned it in Dala's side. The stormy battle turned. Three times I broke on Cormac's shield: three times he broke his spear. But, unhappy youth of love! I cut his head away. Five times I shook it by the lock. The friends of Cormac fled. Whoever would have told me, lovely maid, when then I strove in battle, that blind, forsaken, and forlorn, I now should pass the night; firm ought his mail to have been; unmatched his arm in war."

On Lena's gloomy heath the voice of music died away. The inconstant blast blew hard. The high oak shook its leaves around. Of Everallin were my thoughts, when in all the light of beauty she came; her blue eyes rolling in tears. She stood on a cloud before my sight, and spoke with feeble voice! "Rise, Ossian, rise, and save my son; save Oscar, prince of men. Near the red oak of Luba's stream he fights with Lochlin's sons." She sunk into her cloud again. I covered me with steel. My spear supported my steps; my rattling armor rung. I hummed, as I was wont in danger, the songs of heroes of old. Like distant thunder Lochlin heard. They fled; my son pursued.

I called him like a distant stream. "Oscar, return over Lena. No further pursue the foe," I said, "though Ossian is behind thee." He came! and pleasant to my ear was Oscar's sounding steel. "Why didst thou stop my hand," he said, "till death had covered all? For dark and dreadful by the stream they met thy son and Fillin. They watched the terrors of the night. Our swords have conquered some. But as the winds of night pour the ocean over the white sands of Mora, so dark advance the sons of Lochlin, over Lena's rustling heat! The ghosts of night shriek afar: I have seen the meteors of death. Let me awake the king of Morven, he that smiles in danger! He that is like the sun of heaven, rising in a storm!"

Fingal had started from a dream, and leaned on Trenmor's shield! the dark-brown shield of his fathers, which they had lifted of old in war. The hero had seen, in his rest, the mournful form of Agandecca. She came from the way of the ocean. She slowly, lonely, moved over Lena. Her face was pale, like the mist of Cromla. Dark were the tears of her cheek. She often raised her dim hand from her robe, her robe which was of the clouds of the desert: she raised her dim hand over Fingal, and turned away silent eyes! "Why weeps the daughter of Starno?" said Fingal with a sigh; "why is thy face so pale, fair wanderer of the clouds?" She departed on the wind of Lena. She left him in the midst of the night. She mourned the sons of her people, that were to fall by the hand of Fingal.

The hero started from rest. Still he beheld her in his soul. The sound of Oscar's steps approached. The king saw the gray shield on his side: for the faint beam of the morning came over the waters of Ullin. "What do the foes in their fear?" said the rising king of Morven: "or fly they through ocean's foam, or wait they the battle of steel? But why should Fingal ask? I hear their voice on the early wind! Fly over Lena's heath: O Oscar, awake our friends!"

The king stood by the stone of Lubar. Thrice he reared his terrible voice. The deer started from the fountains of Cromla. The rocks shook, on all their hills. Like the noise of a hundred mountain-streams, that burst, and roar, and foam! like the clouds, that gather to a tempest on the blue face of the sky! so met the sons of the desert, round the terrible voice of Fingal. Pleasant was the voice of the king of Morven to the warriors of his land. Often had he led them to battle; often returned with the spoils of the foe.

"Come to battle," said the king, "ye children of echoing Selma! Come to the death of thousands! Comhal's son will see the fight. My sword shall wave on the hill, the defence of my people in war. But never may you need it, warriors; while the son of Morni fights, the chief of mighty men! He shall lead my battle, that his fame may rise in song! O ye ghosts of heroes dead! ye riders of the storm of Cromla! receive my falling people with joy, and bear them to your hills. And may the blast of Lena carry them over my seas, that they may come to my silent dreams, and delight my soul in rest. Fillan and Oscar of the dark-brown hair! fair Ryno, with the pointed steel! advance with valor to the fight. Behold the son of Morni! Let your swords be like his in strife: behold the deeds of his hands. Protect the friends of your father. Remember the chiefs of old. My children, I will see you yet, though here you should fall in Erin. Soon shall our cold pale ghosts meet in a cloud, on Cona's eddying winds."

Now like a dark and stormy cloud, edged round with the red lightning of heaven, flying westward from the morning's beam, the king of Selma removed. Terrible is the light of his armor; two spears are in his hand. His gray hair falls on the wind. He often looks back on the war. Three bards attend the son of fame, to bear his words to the chiefs high on Cromla's side he sat, waving the Lightning of his sword, and as he waved we moved.

Joy rises in Oscar's face. His cheek is red. His eye sheds tears. The sword is a beam of fire in his hand. He came, and smiling, spoke to Ossian. "O ruler of the fight of steel! my father, hear thy son! Retire with Morven's mighty chief. Give me the fame of Ossian. If here I fall, O chief, remember that breast of snow, the lonely sunbeam of my love, the white-handed daughter of Toscar! For, with red cheek from the rock, bending over the stream, her soft hair flies about her bosom, as she pours the sigh for Oscar. Tell her I am on my hills, a lightly-bounding son of the wind; tell her, that in a cloud I may meet the lovely maid of Toscar." "Raise, Oscar, rather raise my tomb. I will not yield the war to thee. The first and bloodiest in the strife, my arm shall teach thee how to fight. But remember, my son, to place this sword, this bow, the horn of my deer, within that dark and narrow house, whose mark is one gray stone! Oscar, I have no love to leave to the care of my son. Everallin is no more, the lovely daughter of Branno!"

Such were our words, when Gaul's loud voice came growing on the wind. He waved on high the sword of his father. We rushed to death and wounds. As waves, white bubbling over the deep, come swelling, roaring on; as rocks of ooze meet roaring waves; so foes attacked and fought. Man met with man, and steel with steel. Shields sound and warriors fall. As a hundred hammers on the red son of the furnace, so rose, so rung their swords!

Gaul rushed on, like a whirlwind in Ardven. The destruction of heroes is on his sword. Swaran was like the fire of the desert in the echoing heath of Gormal! How can I give to the song the death of many spears? My sword rose high, and flamed in the strife of blood. Oscar, terrible wert thou, my best, my greatest son! I rejoiced in my secret soul, when his sword flamed over the slain. They fled amain through Lena's heath. We pursued and slew. As stones that bound from rock to rock; as axes in echoing woods; as thunder rolls from hill to hill, in dismal broken peals; so blow succeeded to blow, and death to death, from the hand of Oscar and mine.

But Swaran closed round Morni's son, as the strength of the tide of Inistore. The king half rose from his hill at the sight. He half-assumed the spear. "Go, Ullin, go, my aged bard," began the king of Morven. "Remind the mighty Gaul of war. Remind him of his fathers. Support the yielding fight with song; for song enlivens war." Tall Ullin went, with step of age, and spoke to the king of swords. "Son of the chief of generous steeds! high-bounding king of spears! Strong arm in every perilous toil! Hard heart that never yields! Chief of the pointed arms of death! Cut down the foe; let no white sail bound round dark Inistore. Be thine arm like thunder, thine eyes like fire, thy heart of solid rock. Whirl round thy sword as a meteor at night: lift thy shield like the flame of death. Son of the chief of generous steeds, cut down the foe! Destroy!" The hero's heart beat high. But Swaran came with battle. He cleft the shield of Gaul in twain. The sons of Selma fled.

Fingal at once arose in arms. Thrice he reared his dreadful voice. Cromla answered around. The sons of the desert stood still. They bent their blushing faces to earth, ashamed at the presence of the king. He came like a cloud of rain in the day of the sun, when slow it rolls on the hill, and fields expect the shower. Silence attends its slow progress aloft; but the tempest is soon to rise. Swaran beheld the terrible king of Morven. He stopped in the midst of his course. Dark he leaned on his spear, rolling his red eyes around. Silent and tall he seemed as an oak on the banks of Lubar, which had its branches blasted of old by the lightning of heaven. It bends over the stream: the gray moss whistles in the wind: so stood the king. Then slowly he retired to the rising heath of Lena. His thousands pour round the hero. Darkness gathers on the hill!

Fingal, like a beam of heaven, shone in the midst of his people. His heroes gather around him. He sends forth the voice of his power. "Raise my standards on high; spread them on Lena's wind, like the flames of a hundred hills! Let them sound on the wind of Erin, and remind us of the fight. Ye sons of the roaring streams, that pour from a thousand hills be near the king of Morven! attend to the words of his power! Gaul, strongest arm of death! O Oscar, of the future fights! Connal, son of the blue shields of Sora! Dermid, of the dark-brown hair! Ossian, king of many songs, be near your father's arm!" We reared the sunbeam of battle; the standard of the king! Each hero exulted with joy, as, waving, it flew on the wind. It was studded with gold above, as the blue wide shell of the nightly sky. Each hero had his standard too, and each his gloomy men!

"Behold," said the king of generous shells, "how Lochlin divides on Lena! They stand like broken clouds on a hill, or a half-consumed grove of oaks, when we see the sky through its branches, and the meteor passing behind! Let every chief among the friends of Fingal take a dark troop of those that frown so high: nor let a son of the echoing groves bound on the waves of Inistore!"

"Mine," said Gaul, "be the seven chiefs that came from Lano's lake." "Let Inistore's dark king," said Oscar, "come to the sword of Ossian's son." "To mine the king of Iniscon," said Connal, heart of steel!" Or Mudan's chief or I," said brown-haired Dermid, "shall sleep on clay-cold earth." My choice, though now so weak and dark, was Terman's battling king; I promised with my hand to win the hero's dark-brown shield, "Blest and victorious be my chiefs," said Fingal of the mildest look. "Swaran, king of roaring waves, thou art the choice of Fingal!"

Now, like a hundred different winds that pour through many vales, divided, dark the sons of Selma advanced. Cromla echoed around! How can I relate the deaths, when we closed in the strife of arms? O, daughter of Toscar, bloody were our hands! The gloomy ranks of Lochlin fell like the banks of roaring Cona! Our arms were victorious on Lena: each chief fulfilled his promise. Beside the murmur of Branno thou didst often sit, O maid! thy white bosom rose frequent, like the down of the swan when slow she swims on the lake, and sidelong winds blow on her ruffled wing. Thou hast seen the sun retire, red and slow behind his cloud: night gathering round on the mountain, while the unfrequent blast roared in the narrow vales. At length the rain beats hard: thunder rolls in peals. Lightning glances on the rocks! Spirits ride on beams of fire! The strength of the mountain streams comes roaring down the hills. Such was the noise of battle, maid of the arms of snow! Why. daughter of Toscar, why that tear? The maids of Lochlin have cause to weep! The people of their country fell. Bloody were the blue swords of the race of my heroes! But I am sad, forlorn, and blind: no more the corn ion of heroes! Give, lovely maid to me thy tears. I have seen the tombs of all my friends!

It was then, by Fingal's hand, a hero fell, to his grief! Gray-haired he rolled in the dust. He lifted his faint eyes to the king. "And is it by me thou hast fallen," said the son of Comhal, "thou friend of Agandecca? I have seen thy tears for the maid of my love in the halls of the bloody Starno! Thou hast been the foe of the foes of my love, and hast thou fallen by my hand? Raise Ullin, raise the grave of Mathon, and give his name to Agandecca's song. Dear to my soul hast thou been, thou darkly-dwelling maid of Ardven!"

Cuthullin, from the cave of Cromla, heard the noise of the troubled war. He called to Connal, chief of swords: to Carril of other times. The gray-haired heroes heard his voice. They took their pointed spears. They came, and saw the tide of battle, like ocean's crowded waves, when the dark wind blows from the deep, and rolls the billows through the sandy vale! Cuthullin kindled at the sight. Darkness gathered on his brow. His hand is on the sword of his fathers: his red-rolling eyes on the foe. He thrice attempted to rush to battle. He thrice was stopped by Connal. "Chief of the isle of mist," he said, "Fingal subdues the foe. Seek not a part of the fame of the king; himself is like the storm!"

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poem by James Macpherson
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Happy Teacher’s Day in India,2010

Teachers teach students to learn;
Teachers show them how to earn;
Teachers guide students to read;
Teachers help them if they need.

Teachers share with pupils, ken;
Teachers show them how to pen;
Teachers train them in most things;
Teachers make them good earthlings!

Teachers mould their character;
Teachers act facilitator;
Teachers are a boon on earth;
Teachers bring students, mirth!

Teachers care for children-wards;
Teachers don’t expect rewards;
Teachers slog throughout life-span;
Teachers make them man / woman.

Teachers are a humble lot;
Teachers make learning, an art;
Teachers perform well their part;
Teachers love students in heart!

Teachers are next to parents;
Teachers are a nation’s wealth;
Teachers make a student great;
Teachers are a must for all.

Revere teachers on this Day;
Thank them truly in some way;
Emulate them, if you may;
‘Give them good health, God’, you pray!

“Happy Teachers’ Day! ”

Most lovingly dedicated to all my teachers,
Living and dead, who made me,
‘What I am, today! ’

Copyright by Dr John Celes 05-09-2010

poem by John Celes
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Teacher’s Day in India,2010

Teachers teach students to learn;
Teachers show them how to earn;
Teachers guide students to read;
Teachers help them if they need.

Teachers share with pupils, ken;
Teachers show them how to pen;
Teachers train them in most things;
Teachers make them good earthlings!

Teachers mould their character;
Teachers act facilitator;
Teachers are a boon on earth;
Teachers bring students, mirth!

Teachers care for children-wards;
Teachers don’t expect rewards;
Teachers slog throughout life-span;
Teachers make them man / woman.

Teachers are a humble lot;
Teachers make learning, an art;
Teachers perform well their part;
Teachers love students in heart!

Teachers are next to parents;
Teachers are a nation’s wealth;
Teachers make a student great;
Teachers are a must for all.

Revere teachers on this Day;
Thank them truly in some way;
Emulate them, if you may;
‘Give them good health, God’, you pray!

“Happy Teachers’ Day! ”

Most lovingly dedicated to all my teachers,
Living and dead, who made me,
‘What I am, today! ’

Copyright by Dr John Celes 05-09-2010

poem by John Celes
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The War Of Inis-Thona

Reflections on the poet's youth. An apostrophe to Selma. Oscar obtains leave to go to Inis-thona, an island of Scandinavia. The mournful story of Argon and Ruro, the two sons of the king of Inis-thona. Oscar revenges their death, and returns in triumph to Selma. A soliloquy by the poet himself.

Our youth is like the dream of the hunter on the hill of heath. He sleeps in the mild beams of the sun: he awakes amidst a storm; the red lightning flies around: trees shake their heads to the wind! He looks back with joy on the day of the sun, and the pleasant dreams of his rest! When shall Ossian's youth return? When his ear delight in the sound of arms? When shall I, like Oscar, travel in the light of my steel? Come with your streams, ye hills of Cona! listen to the voice of Ossian. The song rises, like the sun, in my soul. I feel the joys of other times.

I behold thy towers, O Selma! the oaks of thy shaded wall: thy streams sound in my ear; thy heroes gather round. Fingal sits in the midst. He leans on the shield of Trenmor; his spear stands against the wall; he listens to the songs of his bards. The deeds of his arm are heard; the actions of the king in his youth! Oscar had returned from the chase, and heard the hero's praise. He took the shield of Branno from the wall; his eyes were filed with tears. Red was the cheek of youth. His voice was trembling low. My spear shook its bright head in his hand: he spoke to Morven's king.

"Fingal! thou king of heroes! Ossian, next to him in war! ye have fought in your youth; your names are renowned in song. Oscar is like the mist of Cona; I appear and I vanish away. The bard will not know my name. The hunter will not search in the heath for my tomb. Let me fight, O heroes, in the battles of Inis-thona. Distant is the land of my war! ye shall not hear of Oscar's fall: some bard may find me there; some bard may give my name to song. The daughter of the stranger shall see my tomb, and weep over the youth, that came from afar. The bard shall say, at the feast, Hear the song of Oscar from the distant land!"

" Oscar," replied the king of Morven, " thou shalt fight, son of my fame! Prepare my dark-bosomed ship to carry my hero to Inis-thona. Son of my son, regard our fame; thou art of the race of renown: let not the children of strangers say, Feeble are the sons of Morven! Be thou, in battle, a roaring storm: mild as the evening sun in peace! Tell, Oscar, to Inis-thona's king, that Fingal remembers his youth; when we strove in the combat together, in the days of Agandecca."

They lifted up the sounding sail: the wind whistled through the thongs of their masts. Waves lashed the oozy rocks: the strength of ocean roars. My son beheld, from the wave, the land of groves. He rushed into Runa's sounding bay, and sent his sword to Annir of spears. The gray-headed hero rose, when he saw the sword of Fingal. His eyes were full of tears; he remembered his battles in youth. Twice had they lifted the spear before the lovely Agandecca.: heroes stood far distant, as if two spirits were striving in winds.

" But now," began the king, " I am old; the Sword lies useless in my hall. Thou who art of Morven's race! Annir has seen the battle of spears; but now he is pale and withered, like the oak of Lano. I have no son to meet thee with joy, to bring thee to the halls of his fathers. Argon is pale in the tomb, and Ruro is no more. My daughter is in the hall of strangers: she longs to behold my tomb. Her spouse shakes ten thousand spears; he comes a cloud of death from Lano. Come, to share the feast of Annir, son of echoing Morven?

Three days they feasted together. On the fourth, Annir heard the name of Oscar. They rejoiced in the shell. They pursued the boars of Runa. Beside the fount of mossy stones the weary heroes rest. The tear steals in secret from Annir: he broke the rising sigh. "Here darkly rest," the hero said, "the children of my youth. This stone is the tomb of Ruro; that tree sounds over the grave of Argon. Do ye hear my voice, O my sons, within your narrow house? Or do ye speak in these rustling leaves, when the wind of the desert rises?"

"King of Inis-thona," said Oscar, "how fell the children of youth? The wild boar rushes over their tombs, but he does not disturb their repose. They pursue deer formed of clouds, and bend their airy bow. They still love the sport of their youth; and mount the wind with joy."

"Cormalo," replied the king, " is a chief of ten thousand spears. He dwells at the waters of Lano which sends forth the vapor of death. He came to Runa's echoing halls, and sought the honor of the spear. The youth was lovely as the first beam of the sun; few were they who could meet him in fight. My heroes yielded to Cormalo; my daughter was seized in his love. Argon and Ruro returned from the chase; the tears of their pride descend: they roll their silent eyes on Runa's heroes, who had yielded to stranger. Three days they feasted with Cormalo; on the fourth young Argon fought. But who could light with Argon? Cormalo is overcome. His heart swelled with the grief of pride; he resolved in secret to behold the death of my sons. They went to the hills of Runa; they pursued the dark-brown hinds. The arrow of Cormalo flew in secret; my children fell in blood. He came to the maid of his love; to Inis-thona's long-haired maid. They fled over the desert, Annir remained alone. Night came on, and day appeared; nor Argon's voice nor Ruro's came. At length their much-loved dog was seen; the fleet and bounding Runa. He came into the hall and howled; and seemed to look towards the place of their fall. We followed him; we found them here: we laid them by this mossy stream. This is the haunt of Annir, when the chase of the hinds is past. I bend like the trunk of an aged oak; my tears for ever flow!"

" O Ronnan!" said the rising Oscar, "Osgar, king of spears! call my heroes to my side, the sons of streamy Morven. To-day we go to Lano's water, that sends forth the vapor of death. Cormalo will not long rejoice: death is often at the point of our swords!"

They came over the desert like stormy clouds, when the winds roll them along the heath; their edges are tinged with lightning; the echoing groves foresee the storm! The horn of Oscar's battle is heard; Lano shook over all its waves. The children of the lake convened around the sounding shield of Cormalo. Oscar fought as he was wont in war. Cormalo fell beneath his sword: the sons of dismal Lano fled to their secret vales! Oscar brought the daughter of Inis-thona to Annir's echoing halls. The face of age is bright with joy; he blest the king of swords.

How great was the joy of Ossian, when he beheld the distant sail of his son! it was like a cloud of light that rises in the east, when the traveller is sad in a land unknown: and dismal night with her ghosts, is sitting around in shades! We brought him with songs to Selma's halls. Fingal spread the feast of shells. A thousand bards raised the name of Oscar: Morven answered to the sound. The daughter of Toscar was there; her voice was like the harp, when the distant sound comes in the evening, on the soft rustling breeze of the vale!

O lay me, ye that see the light, near some rock of my hills! let the thick hazels be around, let the rustling oak be near. Green be the place of my rest; let the sound of the distant torrent be heard. Daughter of Toscar, take the harp, and raise the lovely song of Selma; that sleep may overtake my soul in the midst of joy; that the dreams of my youth may return, and the days of the mighty Fingal. Selma! I behold thy towers, thy trees, thy shaded wall! I see the heroes of Morven; I hear the song of bards: Oscar lifts the sword of Cormalo; a thousand youths admire its studded thongs. They look with wonder on my son: they admire the strength of his arm. They mark the joy of his father's eyes; they long for an equal fame, and ye shall have your fame, O sons of streamy Morven! My soul is often brightened with song; I remember the friends of my youth. But sleep descends in the sound of the harp! pleasant dreams begin to rise! Ye Sons of the chase, stand far distant nor disturb my rest The bard of other times holds discourse with his fathers! the chiefs of the days of old! Sons of the chase, stand far distant! disturb not the dreams of Ossian!

poem by James Macpherson
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University Of Central Florida Volleyball

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poem by Caasder Fronds
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Adrienne Vittadini

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poem by Caasder Fronds
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02-04-2012 Brother I give you my answer for Black People African Sahara it mesmerizes the wise largest desert it is asked of we What is Africa is to me 3.3 million miles of grea

Brother I give you my answer
for Black People

African Sahara
it mesmerizes the wise
largest desert
it is asked of we
What is Africa is to me
3.3 million miles
of great desert
once a forest
once a great sea
once an empty hole
in space just waiting
to be that it can
birth the blackness
of who my mothers be
3.3 millions
you can not see it all
Trans Saharan trade
is but a child
weather selling slaves
or selling salt
and always
brought and sold
the black man's art, gold
the paintings
was still for the walls
to surround us
a representation of the thing
that be, the God that
rose Africa from the sea
man got his
walking feet
on Africa's soil
Africa Moors
salt caravans
Africa the salt
of the land
what more did Africa
give to man
gold first mimed
found its glow
in the hands of
a black child
oldest gold jewelry
in Queen Zer's tomb
being as old as this
there is nothing
that we can not do

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poem by David E. Patton
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Plastic Passion

Plastic passion is a hard to handle
Plastic passion is a sold out scandal
Oh it's a plastic passion
It's a plastic passion
Plastic passion is the ladies lover
Plastic passion is the marble mother
Oh it's a plastic passion
It's a plastic passion
Plastic passion is a diamond delight
Plastic passion is the nadir of night
Oh it's a plastic passion
It's a plastic passion
It's a plastic passion
Plastic passion is a hycoscine heart
Plastic passion is a transparent tart
Oh it's a plastic passion
It's a plastic passion
Plastic passion is a gold guarantee
The plastic passion is murdering me
Oh it's a plastic passion
It's a plastic passion
It's a plastic passion

song performed by Cure
Added by Lucian Velea
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A Cry For My Mama Land

It is 1.50 a.m.
And sleep evades me….because I weep for my motherland!

Sons of Africa,
Daughters of Africa,
Awaken: you have slumbered so long.

Look at the cloudless skies that cover your motherland,
Look at the leafless trees….the barrenness that fills the atmosphere
Look at the evolving deserts, that swallow up your birthright
Listen to the cry of your sons and daughters,
Empty stomachs, jiggered feet, tatters for clothes…..barely enough education if any

Feel the desperation of this land,
Feel the emptiness that engulfs our cradle
See the vanishing green,
See the greed that exists,
oh daughters and sons of Africa!

For how long shall we sit and watch?
While Africa destroys herself?
For how long shall we be divided on the basis of our ethnicity?
Instead of using out diversity as our strength?
For how long shall we be misguided: by our very own kinsmen?
Instead of standing for our own convictions?
For how long shall micro-nationalism take the place of nationhood?
For how long shall we be brainwashed? manipulated? Brainwashed?
For how long will our collective hard-worn freedom and independence be a luxury of only few?
Tell me daughters and sons of Africa, for how long, shall we wallow in the miasma of poverty?

Not anymore, sons and daughters of Africa, nay not anymore!
Because all I need is several more hearts sold to the cause of this continent.
A few souls who will dare dream, of a land that mama Africa could be!
A few who will raise their voices in the streets and condemn: evil, greed, selfishness,
At the expense of their comfort, and even their lives!

Just dream with me,
Mmmh…aaaah….Economic stability, oneness, food security,
Sound leadership, quality and affordable education, employment opportunities,
Good affordable healthcare, good governance policies, …….clean air!

Look at our land, beautiful, divine!
The proud white peaked mountains,
The meandering bold rivers,
The ever peaceful lakes,
The diverse wild life,
The rich culture and heritage,
The diversity of her people,
The dynamism and creativity,
The artstic value that equals none other

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poem by Mukami Mbaabu
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Africans

Intro: woh nah, na, na, nah, na, nigh
Woh deh, deh, woh
Greetings, is like the first God mankind
On hurt hurt ever pray to is the sun, woh, deh, deh
Den di evil priest, come wid a God name atom
Atom mean one God and one God only
Rasta man discover that is three in one one in three
Blessed be on to thee only trinity for iver, for iver
And iver more, woh, deh, deh, lord, woh
Chorus: we-e-e-e-e-e-e-e-e, we are africans
We-e-e-e-e-e-e-e-e-e, free africans
We-e-e-e-e-e-e-e-e-e, we are africans
We-e-e-e-e-e-e-e-e, free africans
Verse 1: down the jungle, the quite jungle
The lion sleeps tonight
Farracan led the million man march
Di lion dance tonight
Africans in america
Dem cal dem afro american
But the inhabitants dem fi understand
Sey america a capture land
Europe land is fi european
And is there white man belong
Now the indians who own di land
Naw lives on reservation, but!
Chorus we-e-e-e-e-e-e-e-e, woh na, na, na, na, nigh
We are africans, woh lord
Fr-e-e-e-e-e-e-e, woh, na, na, na, na, nigh
Free africans
We-e-e-e-e-e-e , woh, na, na, na, na, nigh
We are africans, lordy, lord
Fr-e-e-e-e-e-e-e, woh, na, na, na, nigh
Free africans
Verse 2: o.j. simpson one ting mi deh warn yuh
Sey fi stick to yuh owner kind, woh
Yuh switch from yuh kind
And yuh nearly serve time
Could a mix up in a babylon
If yuh guilty you know the story
But yuh bless by selassi hands
Now yuh bust di case
Put a smile pon yuh face
And join repartriation
Rodney king, look how bad dem beat him
Pon public television
Full time we get it straight
Dem nuh like we race
Mek we pack up and leave dis place, cause
Chorus
Verse 3: marcus garvey & malcolm & martin luther

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song performed by Beenie Man
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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