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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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Open Book's Monologue Part 5: Welcome To The Library!

Welcome to the library! come one come all
Welcome to the library! come with your brethren on this wall
Welcome to the library! come all you books tattered or new
Welcome to the library! come tired and overdue

Yes welcome to the library the place where you're most mundane
Yes welcome to the library the place where you're to endure most pain
Yes welcome to the library where you'll sit unwanted
Yes welcome to the library where you'll sit haunted
Yes welcome to the library where everyone's just like you
Yes welcome to the library where we're all books too!
Yes welcome to the library where you can take comfort
Yes welcome to the library where In the fact you're no longer unique
Yes welcome to the library You're just pen marks ink

Departing the library? I think not, even if you get out we'll bring you back
Departing the library? Here you rot, but we'll dust you to ease your passing
Departing the library? Don't make me laugh, here you're black and white
Departing the library? Nobody argues on your behalf, look more amassing

Welcome to the library! A place of keeping and safety
Welcome to the library! Take your place you'll like it, just wait and see
Welcome to the library! New books don't mind the old they're disillusioned
Welcome to the library! You've sold your soul... but it's too late for you

so WELCOME

poem by David Knox
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Education

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

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song performed by Kinks
Added by Lucian Velea
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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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Happiness Is Not Comforts

‘Does Happiness depend upon comfort? ’
The answer is definitely a big, ‘No! ’
Happiness lies in not comforts alone!
Happiness is not a static quality of the human mind, body and soul.

All can’t remain happy all the time.
It would be foolishness to wish for a life, filled with happiness alone;
Happiness is more when woes come in-between.
Happiness is just a feeling weird!

Life could become boring and monotonous, when happiness is prolonged.
Even the pauper can be happier than the prince.
Even the beggar smiles and sleeps well, despite much strife.

Happiness is a frame of mind that’s dynamic in nature;
Happiness is a kind of mood of feeling very well;
Happiness is a state of one, when life seems worth living;
Happiness is something strange that varies with time, experience and wisdom.

Happiness is all within;
Happiness is in giving;
Happiness is in sharing;
Happiness is the ceiling, whatever you fix!

Happiness does not wholly depend on comforts;
Happiness cannot be bought by money;
Happiness is not all luxury;
Happiness is abstract to the core!

Happiness is in being child-like, though adult;
Happiness is in making and seeing the less fortunate ones, smile;
Happiness is in acting adult-like, although a child
Happiness is in giving something to someone, although you still need it.

Happiness is in sacrificing for others’ sake;
Happiness is in giving up your chance to someone, who most needs it;
Happiness is in doing acts of charity;
Happiness is when you’ve led a righteous life.

Happiness to some is in dreams alone;
Happiness to some doing risky feats;
Happiness to a few is in a sheer lazy life;
Happiness to some is in yeoman service to mankind.

Happiness is a phenomenon;
Happiness is a quirk of fate;
Happiness is quite rare and scarce at times;
Happiness to some is in living in a virtual world!

Happiness is in braving the storms of life;

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poem by John Celes
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Up! Education

Education is important
Right from when an infant

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

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

Education makes it a priority
To provide you with opportunities

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

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

Education is the key to set you free
From joblessness condemnation

Education is the key to flee
From endless financial frustration

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

Education gives you immunisation
Against surviving global frustration

Education relieves you
From absurd ignorance

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

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

I take my time to stress once more

[...] Read more

poem by Sylvia Chidi
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Love In The Library

Love in the library
By: jimmy buffett, mac mcanally
1994
On the corner of government and bay avenue
The old doomsday fanatic wore a crown of kudzu
Sirens were wailing in the gulf coastal heat
And it seemed like the whole world was in forced retreat
Paid no attention, revolved through the door
Past the newspaper racks on the worn marble floor
Near civil war history my heart skipped a beat
She was standing in fiction stretched high on bare feet
Chorus:
Love in the library
Quiet and cool
Love in the library
There are no rules
Surrounded by stories
Surreal and sublime
I fell in love in the library
Once upon a time
I was the pirate, she was the queen
Sir francis and elizabeth, the best theres ever been
Then she strolled past my table and stopped at the stairs
Then sent me a smile as she reached for flaubert
Chorus:
Love in the library
Quiet and cool
Love in the library
There are no rules
Surrounded by stories
Surreal and sublime
I fell in love in the library
Once upon a time
She gathered her books, walked while she read
Words never spoken, but so much was said
You can read all you want into this rendezvous
But its safer than most things that lovers can do
Well stories have endings, fantasies fade
And the guard by the door starts drawing the shade
So write your own ending and hope it comes true
For the lovers and strangers on bay avenue
Chorus:
Love in the library
Quiet and cool
Love in the library
There are no rules
Surrounded by stories
Surreal and sublime
I fell in love in the library
Once upon a time

[...] Read more

song performed by Jimmy Buffett
Added by Lucian Velea
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The Key to Success

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

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

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

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

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

poem by Sofi Martinez
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Bad Education

Rewrite of Bon Jovi's Bad Medicine

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

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

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

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

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

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

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

[...] Read more

poem by Ramona Thompson
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Education Celebration

(An 'Education Week' Rap)

Education, education;
There's nothing quite like education!
It gives you hope and lets you cope
And offers great remuneration.

Education, education;
The path to many a great vacation;
A fancy car and caviar;
A life of fun and relaxation.

Education, education;
Provides a firm and strong foundation
For better lives improved by drive,
By effort and by motivation.

Education, education;
Sing aloud in exultation!
And when you pass that final class
We'll shake your hand in admiration.

Education, education;
Requires a lot of perspiration.
You can bet - a lot of sweat,
And just a pinch of inspiration.

Education, education;
Let's all sing in jubilation!
For, those who strive and have the drive
May someday own a 'corporation'!

poem by Lone Dog
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Happiness To Me

Does Happiness depend upon comfort? ’
The answer is definitely a big, ‘No! ’
Happiness lies in not comforts alone!
Happiness is not a static quality of the
human mind, body and soul.

All can’t remain happy all the time.
It would be foolishness to wish for a life,
filled with happiness alone;

Life could become boring, when happiness is prolonged.
Even A pauper can be happier than the prince.
Even A beggar smiles and sleeps well, despite much strife.

Happiness is a frame of mind that’s dynamic in nature;
Happiness is a kind of mood of feeling very well;
Happiness is a state of one, when life seems worth living;

Happiness is all within;
Happiness is in giving;
Happiness is in sharing;

Happiness does not depend on comforts;
Happiness cannot be bought by money;
Happiness is not all luxury;

Happiness is in being child-like, though adult;
Happiness is in sacrificing for others’ sake;
Happiness is in doing acts of charity;
Happiness is when you’ve led a righteous life.

Happiness to some is in dreams alone;
Happiness to some doing risky feats;
Happiness to a few is in a sheer lazy life;
Happiness to me is in loving.

poem by Richard Maginness
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Happiness

(b. anderson jr.)
Lea:
You know some kids ask us what happiness really is.
Well, to me happiness is a hamburger, going to the movies, new clothes.
Well, what's your happiness, gerard?
Gerard:
My happiness is a hotdog sandwich, new rubber shoes, new t-shirts,
New jeans and also my favorite part of happiness is love.
Lea:
Happiness is two kinds of ice cream
Finding your skate key, telling the time
Happiness is learning to whistle
Tying your shoe for the very first time
Happiness is playing the drum in your own school band
And happiness is walking hand in hand
Gerard:
Happiness is five different crayons
Knowing a secret, climbing a tree
Happiness is finding a nickel
Catching a firefly, setting him free
Happiness is being alone every now and then
And happiness is coming home again
Lea:
Happiness is morning and evening
Gerard:
Daytime and nighttime, too
Both:
For happiness is anyone and anything at all
That's loved by you
Gerard:
Happiness is having a sister
Lea:
Sharing a sandwich
Both:
Getting along
Happiness is singing together when day is through
And happiness is those who sing with you
Happiness is morning and evening
Daytime and nighttime, too
For happiness is anyone and anything at all
That's loved by you

song performed by Lea Salonga
Added by Lucian Velea
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Happiness Is An Option

It is not easy
It is not easy
Looking from a window
At the edge of a house
At the edge of a town
Its grey like the day
When I lost it
Clouds overhead
I talked to a flower
That was almost dead
My body a prison
Why did I do it
Someone want me not to
But I still went through it
(living it upside, you gotta remember, that happiness is an option)
It is not easy
But dont give up now
(so dont give up)
It is not easy
Happiness is an option
(but happiness is an option)
Needed somewhere to clear my head
Find some strength a warmer bed
Maximum love in a minimal world
Id never achieved it
But then I believed it
So when I lost it - how
Im not sure - now
It was a strange feeling
Like a law repealing itself
It is not easy
But dont give up now
(so dont give up)
It is not easy
Happiness is an option
(but happiness is an option)
It is not easy
But dont give up now
(so dont give up)
It is not easy
Happiness is an option
(giving it up, if you are giving it up, if you are giving it up)
I can wake up in the morning
And not believe what I see
Look in a mirror and think
If thats really me
I dont think I suit my face
Its not a catastrophe
Its more a philosophy
Like the russians wondering why

[...] Read more

song performed by Pet Shop Boys
Added by Lucian Velea
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Berenice by edgar allan poe

MISERY is manifold. The wretchedness of earth is multiform. Overreaching the wide horizon as the rainbow, its hues are as various as the hues of that arch, -as distinct too, yet as intimately blended. Overreaching the wide horizon as the rainbow! How is it that from beauty I have derived a type of unloveliness? -from the covenant of peace a simile of sorrow? But as, in ethics, evil is a consequence of good, so, in fact, out of joy is sorrow born. Either the memory of past bliss is the anguish of to-day, or the agonies which are have their origin in the ecstasies which might have been.

My baptismal name is Egaeus; that of my family I will not mention. Yet there are no towers in the land more time-honored than my gloomy, gray, hereditary halls. Our line has been called a race of visionaries; and in many striking particulars -in the character of the family mansion -in the frescos of the chief saloon -in the tapestries of the dormitories -in the chiselling of some buttresses in the armory -but more especially in the gallery of antique paintings -in the fashion of the library chamber -and, lastly, in the very peculiar nature of the library's contents, there is more than sufficient evidence to warrant the belief.

The recollections of my earliest years are connected with that chamber, and with its volumes -of which latter I will say no more. Here died my mother. Herein was I born. But it is mere idleness to say that I had not lived before -that the soul has no previous existence. You deny it? -let us not argue the matter. Convinced myself, I seek not to convince. There is, however, a remembrance of aerial forms -of spiritual and meaning eyes -of sounds, musical yet sad -a remembrance which will not be excluded; a memory like a shadow, vague, variable, indefinite, unsteady; and like a shadow, too, in the impossibility of my getting rid of it while the sunlight of my reason shall exist.

In that chamber was I born. Thus awaking from the long night of what seemed, but was not, nonentity, at once into the very regions of fairy-land -into a palace of imagination -into the wild dominions of monastic thought and erudition -it is not singular that I gazed around me with a startled and ardent eye -that I loitered away my boyhood in books, and dissipated my youth in reverie; but it is singular that as years rolled away, and the noon of manhood found me still in the mansion of my fathers -it is wonderful what stagnation there fell upon the springs of my life -wonderful how total an inversion took place in the character of my commonest thought. The realities of the world affected me as visions, and as visions only, while the wild ideas of the land of dreams became, in turn, -not the material of my every-day existence-but in very deed that existence utterly and solely in itself.

Berenice and I were cousins, and we grew up together in my paternal halls. Yet differently we grew -I ill of health, and buried in gloom -she agile, graceful, and overflowing with energy; hers the ramble on the hill-side -mine the studies of the cloister -I living within my own heart, and addicted body and soul to the most intense and painful meditation -she roaming carelessly through life with no thought of the shadows in her path, or the silent flight of the raven-winged hours. Berenice! -I call upon her name -Berenice! -and from the gray ruins of memory a thousand tumultuous recollections are startled at the sound! Ah! vividly is her image before me now, as in the early days of her light-heartedness and joy! Oh! gorgeous yet fantastic beauty! Oh! sylph amid the shrubberies of Arnheim! -Oh! Naiad among its fountains! -and then -then all is mystery and terror, and a tale which should not be told. Disease -a fatal disease -fell like the simoom upon her frame, and, even while I gazed upon her, the spirit of change swept, over her, pervading her mind, her habits, and her character, and, in a manner the most subtle and terrible, disturbing even the identity of her person! Alas! the destroyer came and went, and the victim -where was she, I knew her not -or knew her no longer as Berenice.

Among the numerous train of maladies superinduced by that fatal and primary one which effected a revolution of so horrible a kind in the moral and physical being of my cousin, may be mentioned as the most distressing and obstinate in its nature, a species of epilepsy not unfrequently terminating in trance itself -trance very nearly resembling positive dissolution, and from which her manner of recovery was in most instances, startlingly abrupt. In the mean time my own disease -for I have been told that I should call it by no other appelation -my own disease, then, grew rapidly upon me, and assumed finally a monomaniac character of a novel and extraordinary form -hourly and momently gaining vigor -and at length obtaining over me the most incomprehensible ascendancy. This monomania, if I must so term it, consisted in a morbid irritability of those properties of the mind in metaphysical science termed the attentive. It is more than probable that I am not understood; but I fear, indeed, that it is in no manner possible to convey to the mind of the merely general reader, an adequate idea of that nervous intensity of interest with which, in my case, the powers of meditation (not to speak technically) busied and buried themselves, in the contemplation of even the most ordinary objects of the universe.

To muse for long unwearied hours with my attention riveted to some frivolous device on the margin, or in the topography of a book; to become absorbed for the better part of a summer's day, in a quaint shadow falling aslant upon the tapestry, or upon the door; to lose myself for an entire night in watching the steady flame of a lamp, or the embers of a fire; to dream away whole days over the perfume of a flower; to repeat monotonously some common word, until the sound, by dint of frequent repetition, ceased to convey any idea whatever to the mind; to lose all sense of motion or physical existence, by means of absolute bodily quiescence long and obstinately persevered in; -such were a few of the most common and least pernicious vagaries induced by a condition of the mental faculties, not, indeed, altogether unparalleled, but certainly bidding defiance to anything like analysis or explanation.

Yet let me not be misapprehended. -The undue, earnest, and morbid attention thus excited by objects in their own nature frivolous, must not be confounded in character with that ruminating propensity common to all mankind, and more especially indulged in by persons of ardent imagination. It was not even, as might be at first supposed, an extreme condition or exaggeration of such propensity, but primarily and essentially distinct and different. In the one instance, the dreamer, or enthusiast, being interested by an object usually not frivolous, imperceptibly loses sight of this object in a wilderness of deductions and suggestions issuing therefrom, until, at the conclusion of a day dream often replete with luxury, he finds the incitamentum or first cause of his musings entirely vanished and forgotten. In my case the primary object was invariably frivolous, although assuming, through the medium of my distempered vision, a refracted and unreal importance. Few deductions, if any, were made; and those few pertinaciously returning in upon the original object as a centre. The meditations were never pleasurable; and, at the termination of the reverie, the first cause, so far from being out of sight, had attained that supernaturally exaggerated interest which was the prevailing feature of the disease. In a word, the powers of mind more particularly exercised were, with me, as I have said before, the attentive, and are, with the day-dreamer, the speculative.

My books, at this epoch, if they did not actually serve to irritate the disorder, partook, it will be perceived, largely, in their imaginative and inconsequential nature, of the characteristic qualities of the disorder itself. I well remember, among others, the treatise of the noble Italian Coelius Secundus Curio 'de Amplitudine Beati Regni dei'; St. Austin's great work, the 'City of God'; and Tertullian 'de Carne Christi, ' in which the paradoxical sentence 'Mortuus est Dei filius; credible est quia ineptum est: et sepultus resurrexit; certum est quia impossibile est' occupied my undivided time, for many weeks of laborious and fruitless investigation.

Thus it will appear that, shaken from its balance only by trivial things, my reason bore resemblance to that ocean-crag spoken of by Ptolemy Hephestion, which steadily resisting the attacks of human violence, and the fiercer fury of the waters and the winds, trembled only to the touch of the flower called Asphodel. And although, to a careless thinker, it might appear a matter beyond doubt, that the alteration produced by her unhappy malady, in the moral condition of Berenice, would afford me many objects for the exercise of that intense and abnormal meditation whose nature I have been at some trouble in explaining, yet such was not in any degree the case. In the lucid intervals of my infirmity, her calamity, indeed, gave me pain, and, taking deeply to heart that total wreck of her fair and gentle life, I did not fall to ponder frequently and bitterly upon the wonder-working means by which so strange a revolution had been so suddenly brought to pass. But these reflections partook not of the idiosyncrasy of my disease, and were such as would have occurred, under similar circumstances, to the ordinary mass of mankind. True to its own character, my disorder revelled in the less important but more startling changes wrought in the physical frame of Berenice -in the singular and most appalling distortion of her personal identity.

During the brightest days of her unparalleled beauty, most surely I had never loved her. In the strange anomaly of my existence, feelings with me, had never been of the heart, and my passions always were of the mind. Through the gray of the early morning -among the trellised shadows of the forest at noonday -and in the silence of my library at night, she had flitted by my eyes, and I had seen her -not as the living and breathing Berenice, but as the Berenice of a dream -not as a being of the earth, earthy, but as the abstraction of such a being-not as a thing to admire, but to analyze -not as an object of love, but as the theme of the most abstruse although desultory speculation. And now -now I shuddered in her presence, and grew pale at her approach; yet bitterly lamenting her fallen and desolate condition, I called to mind that she had loved me long, and, in an evil moment, I spoke to her of marriage.

And at length the period of our nuptials was approaching, when, upon an afternoon in the winter of the year, -one of those unseasonably warm, calm, and misty days which are the nurse of the beautiful Halcyon*, -I sat, (and sat, as I thought, alone,) in the inner apartment of the library. But uplifting my eyes I saw that Berenice stood before me.

*For as Jove, during the winter season, gives twice seven days of warmth, men have called this clement and temperate time the nurse of the beautiful Halcyon -Simonides.

Was it my own excited imagination -or the misty influence of the atmosphere -or the uncertain twilight of the chamber -or the gray draperies which fell around her figure -that caused in it so vacillating and indistinct an outline? I could not tell. She spoke no word, I -not for worlds could I have uttered a syllable. An icy chill ran through my frame; a sense of insufferable anxiety oppressed me; a consuming curiosity pervaded my soul; and sinking back upon the chair, I remained for some time breathless and motionless, with my eyes riveted upon her person. Alas! its emaciation was excessive, and not one vestige of the former being, lurked in any single line of the contour. My burning glances at length fell upon the face.

The forehead was high, and very pale, and singularly placid; and the once jetty hair fell partially over it, and overshadowed the hollow temples with innumerable ringlets now of a vivid yellow, and Jarring discordantly, in their fantastic character, with the reigning melancholy of the countenance. The eyes were lifeless, and lustreless, and seemingly pupil-less, and I shrank involuntarily from their glassy stare to the contemplation of the thin and shrunken lips. They parted; and in a smile of peculiar meaning, the teeth of the changed Berenice disclosed themselves slowly to my view. Would to God that I had never beheld them, or that, having done so, I had died!

The shutting of a door disturbed me, and, looking up, I found that my cousin had departed from the chamber. But from the disordered chamber of my brain, had not, alas! departed, and would not be driven away, the white and ghastly spectrum of the teeth. Not a speck on their surface -not a shade on their enamel -not an indenture in their edges -but what that period of her smile had sufficed to brand in upon my memory. I saw them now even more unequivocally than I beheld them then. The teeth! -the teeth! -they were here, and there, and everywhere, and visibly and palpably before me; long, narrow, and excessively white, with the pale lips writhing about them, as in the very moment of their first terrible development. Then came the full fury of my monomania, and I struggled in vain against its strange and irresistible influence. In the multiplied objects of the external world I had no thoughts but for the teeth. For these I longed with a phrenzied desire. All other matters and all different interests became absorbed in their single contemplation. They -they alone were present to the mental eye, and they, in their sole individuality, became the essence of my mental life. I held them in every light. I turned them in every attitude. I surveyed their characteristics. I dwelt upon their peculiarities. I pondered upon their conformation. I mused upon the alteration in their nature. I shuddered as I assigned to them in imagination a sensitive and sentient power, and even when unassisted by the lips, a capability of moral expression. Of Mad'selle Salle it has been well said, 'que tous ses pas etaient des sentiments, ' and of Berenice I more seriously believed que toutes ses dents etaient des idees. Des idees! -ah here was the idiotic thought that destroyed me! Des idees! -ah therefore it was that I coveted them so madly! I felt that their possession could alone ever restore me to peace, in giving me back to reason.

And the evening closed in upon me thus-and then the darkness came, and tarried, and went -and the day again dawned -and the mists of a second night were now gathering around -and still I sat motionless in that solitary room; and still I sat buried in meditation, and still the phantasma of the teeth maintained its terrible ascendancy as, with the most vivid hideous distinctness, it floated about amid the changing lights and shadows of the chamber. At length there broke in upon my dreams a cry as of horror and dismay; and thereunto, after a pause, succeeded the sound of troubled voices, intermingled with many low moanings of sorrow, or of pain. I arose from my seat and, throwing open one of the doors of the library, saw standing out in the antechamber a servant maiden, all in tears, who told me that Berenice was -no more. She had been seized with epilepsy in the early morning, and now, at the closing in of the night, the grave was ready for its tenant, and all the preparations for the burial were completed.

I found myself sitting in the library, and again sitting there alone. It seemed that I had newly awakened from a confused and exciting dream. I knew that it was now midnight, and I was well aware that since the setting of the sun Berenice had been interred. But of that dreary period which intervened I had no positive -at least no definite comprehension. Yet its memory was replete with horror -horror more horrible from being vague, and terror more terrible from ambiguity. It was a fearful page in the record my existence, written all over with dim, and hideous, and unintelligible recollections. I strived to decypher them, but in vain; while ever and anon, like the spirit of a departed sound, the shrill and piercing shriek of a female voice seemed to be ringing in my ears. I had done a deed -what was it? I asked myself the question aloud, and the whispering echoes of the chamber answered me, 'what was it? '

On the table beside me burned a lamp, and near it lay a little box. It was of no remarkable character, and I had seen it frequently before, for it was the property of the family physician; but how came it there, upon my table, and why did I shudder in regarding it? These things were in no manner to be accounted for, and my eyes at length dropped to the open pages of a book, and to a sentence underscored therein. The words were the singular but simple ones of the poet Ebn Zaiat, 'Dicebant mihi sodales si sepulchrum amicae visitarem, curas meas aliquantulum fore levatas.' Why then, as I perused them, did the hairs of my head erect themselves on end, and the blood of my body become congealed within my veins?

There came a light tap at the library door, and pale as the tenant of a tomb, a menial entered upon tiptoe. His looks were wild with terror, and he spoke to me in a voice tremulous, husky, and very low. What said he? -some broken sentences I heard. He told of a wild cry disturbing the silence of the night -of the gathering together of the household-of a search in the direction of the sound; -and then his tones grew thrillingly distinct as he whispered me of a violated grave -of a disfigured body enshrouded, yet still breathing, still palpitating, still alive!

He pointed to garments; -they were muddy and clotted with gore. I spoke not, and he took me gently by the hand; -it was indented with the impress of human nails. He directed my attention to some object against the wall; -I looked at it for some minutes; -it was a spade. With a shriek I bounded to the table, and grasped the box that lay upon it. But I could not force it open; and in my tremor it slipped from my hands, and fell heavily, and burst into pieces; and from it, with a rattling sound, there rolled out some instruments of dental surgery, intermingled with thirty-two small, white and ivory-looking substances that were scattered to and fro about the floor.

poem by Erie Morganmaples
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Educate Woman

To educate a woman is to educate a nation
Do not deprive the woman of education
Do let her know what she is to mention
Wherever she goes throughout the nation

Let her use skill in estimation
Let her learn what is real; not hallucination
Give her a chance to get that that salutation
Which men do get because of education

A woman that has much education
Will teach her children motivation
She’ll train them to support the nation
They’ll always have the best of intention

Knowledge is essential in every institution
The family too needs education
The woman’s own is more to mention
Educated women save the nation

When a woman excels in education
That woman can then build a mansion
A real estate not imagination
All because of worthy education

Fellow women I need your attention
Let seeking for knowledge be your aspiration
Stick to it with all devotion
Absence of knowledge causes indignation

A woman too observes the nation
She knows what goes in and out in motion
For her to be accurate in observation
A woman needs some sort of intuition

Think of knowledge with deep emotion
Illiterates know nothing but mere illusion
A strong nation is built by education
Illiteracy burns and destroys a nation

A nation in a fatal situation
Needs educated men and women in combination
Support them in their various occupations
They’ll unite and be strong and build the nation

Illiterate women are easy preys for seduction
They live in houses of corruption
Making money quickly is their desperation
A rich man’s camp is their destination

[...] Read more

poem by Saudatu Kabir
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Hard Times (from Michigan)

In these hard times
Of unreported unemployed voices
Of ignored college graduates
Of desperate youth
As well as desperate old
In these times
Education is overlooked
Pale profit wins over ethics
Our youth gets pushed further
Further away from their hard earned achievements
Further away from their intricate dreams
In these times
Fresh bread is left behind to turn into mold
Experience overtakes knowledge
Education becomes a burden
The educated are the punished
When they should be awarded
Education is no longer counted as experience
Our interactions with one another
Is no longer experience
They become experience (in the eyes of employers) by the documentation of a paycheck
To be qualified
We must be paid to interact with each other
We must be paid to use our knowledge
We must be paid to develop our skills
When in reality
We pay for our education ourselves
And in our education in which we pay
We interact and learn from others without demanding to be paid
In the eyes of the employer
Education is not experience
Eight years of college and achieving a P.H.D.
Is no longer experience
What employers don't realize is...
Education is a full-time job
A full time job that we do not get paid for
Education doesn't employ us
We employ education for ourselves
Yet...education is still not experience
When will they open their eyes and enlighten their minds?
Education should never have to come last
But should always come first
No wonder we are behind

poem by Diana Poems
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What Happiness Is

happiness
is bliss

happiness,
is when you get a new puppy
happiness,
is when you get married
happiness,
is when you go on you first date
happiness,
is making your own decisions
happiness,
is graduating
happiness,
is getting you first job
happiness,
is falling in love
happiness
is being proud of who you are

happiness
is bliss

happiness,
is glowing
happiness,
is fun
happiness,
is an amazing feeling
happiness,
is when you smile all day
happiness,
is giving someone a hug just because you can
happiness,
is that light in your eyes
happiness,
is what makes the world go around

happiness,
is bliss

poem by Sam Byron
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Right to education

Right to education

Free and compulsory
Education to all

Free and compulsory
Education through mother tongue

Right to education
Education to maintain
Peace and harmony
Education to keep
The world order
And discipline

Right to education
Education to earn
For livelihood
Education to provide
Food clothing and shelter
Without depending others

Right to education
Free and compulsory
To educate all
That we all are
Brothers and sisters

poem by Gajanan Mishra
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Education Gives Luster to Motherland

Wise education, vital breath
Inspires an enchanting virtue;
She puts the Country in the lofty seat
Of endless glory, of dazzling glow,
And just as the gentle aura's puff
Do brighten the perfumed flower's hue:
So education with a wise, guiding hand,
A benefactress, exalts the human band.

Man's placid repose and earthly life
To education he dedicates
Because of her, art and science are born
Man; and as from the high mount above
The pure rivulet flows, undulates,
So education beyond measure
Gives the Country tranquility secure.

Where wise education raises a throne
Sprightly youth are invigorated,
Who with firm stand error they subdue
And with noble ideas are exalted;
It breaks immortality's neck,
Contemptible crime before it is halted:
It humbles barbarous nations
And it makes of savages champions.
And like the spring that nourishes
The plants, the bushes of the meads,
She goes on spilling her placid wealth,
And with kind eagerness she constantly feeds,
The river banks through which she slips,
And to beautiful nature all she concedes,
So whoever procures education wise
Until the height of honor may rise.

From her lips the waters crystalline
Gush forth without end, of divine virtue,
And prudent doctrines of her faith
The forces weak of evil subdue,
That break apart like the whitish waves
That lash upon the motionless shoreline:
And to climb the heavenly ways the people
Do learn with her noble example.

In the wretched human beings' breast
The living flame of good she lights
The hands of criminal fierce she ties,
And fill the faithful hearts with delights,
Which seeks her secrets beneficent
And in the love for the good her breast she incites,
And it's th' education noble and pure

[...] Read more

poem by Jose Rizal
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Happiness

What is happiness?
Happiness is complete bliss.
Happiness is eating ice cream with extra cookie dough.
Happiness is reading an intense novel.
Happiness is being cured of depression.
Happiness is jumping up &down for no good reason and watching peoples faces light up with joy on seeing u acting crazy
Happiness is the felling u get when u help the guy u might have a crush on get the girl he wants.
Happiness is making sure evreyone around u is happy before u r.
Happiness is crying all that bottled up stress away.
HAPPINESS IS COVERING UP YOUR PAIN SO PEOPLE CAN THINK YOUR HAPPY, TO BE HAPPY
Happiness is seeing the cute smile of 'the guy 'who is in your science class.
Happiness ios seeing 'that guy'act like an idiot so many times my stomach hurts from laughing to hard
Happiness is seeing your 2 year old brother hug &kiss ur 3 month year old sister
Happiness is looking at the extravigent stars and plants at night
Happiness is seeing the 'O Matra Luna, Regina Noces '-o mother moon queen of the night
Happiness is happiness there is no other way to explain it better = ]

poem by Beth Vasquez
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