“You may think I’m small, but I have a universe inside my mind.” - Yoko Ono
The Eagle
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GOAL SETTING IS THE KEY TO SUCCESS!
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4 Signs that you're a great teacher. page 8
THE THEATRE OF THE OPEN
THE ART OF LEARNING page 11
ASSESSMENT 2
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Soul-ent rancing poetry!!! Arts and Culture page 16 On page 9
The Thinking Cap: HOW DO I BALANCE SCHOOL, WORK AND PERSONAL LIFE? page 2 page 2 page 14
FIGHT MEDIOCRITY!
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The Thinking Cap: Advice Column
HOW DO I BALANCE
SCHOOL, WORK AND PERSONAL LIFE? As The Eagle, we want to start a little segment where each Eagle edition I’ll do an advice column in response to a widely asked question that people need help with. So here's a question for this month's edition: "Hello, the Eagle. I need help with school. How do you balance school work and fun? I mean I want to work hard but I still want to enjoy myself" The concept of balancing is already a complex matter to comprehend. It’s truly a phenomenon that you can balance objects, even of different weights sizes and shapes, perfectly. Using that picture finding a balance also requires prioritizing. Since you can balance objects of different weights, that means a balance between school and fun also requires you to find which is of more importance and
holds “more weight” to you and allocate more time and focus to it. Once you establish this, even though it seems so “extra”, it’s all about the extra mile to spice up your study and academic life. Invest in pretty notes with coloured pens, highlighters and sticky notes, etc. That extra 10 minutes of study after prep. That extra, that extra, that extra. It’s all about the extra. When it comes to personal life really capitalize on your time with friends and family. School can be demanding, draining and saddening but the revitalisation comes from God, family and friends. The balance shifts with seasons and sometimes the heavier weight is on personal life considering circumstances. But it’s all about being adaptable. Becoming used to change, and moving with the flow. After all, we are Eagles. I mean, we do ride the storm. - Sharon Marangwanda
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The balance shifts with seasons and sometimes the heavier weight is on personal life considering circumstances. But it’s all about being adaptable. Becoming used to change, and moving with the flow.
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knowledge, and helps you to organize your time and your resources so that you can make the most of your life.
GOAL SETTING IS THE KEY TO SUCCESS!
"A movement without vision would be a movement without foundation" - Nelson Mandela
To be able set a goal you need to have a vision VISION (noun) the ability to think about or plan the future with imagination or wisdom Say for instance you’re stuck in a maze. No map, just a picnic basket with some sandwiches, snacks, water and a few drinks. Your mission is to get to the other side of the maze. You have your teammates and the last words the instructor says are “All the best Sam!” Think about it, you have no map no instructions, and you don’t even know where to begin. Are you going to take every twist and turn you see? Relax and tell yourself that this is not for you? Eat what is in the picnic basket with your teammates? Or come up with a plan to get out of the maze. Your plan needs to have a vision so you’re able to complete the mission. It’s the same with success you need to have a vision to achieve your goals. Setting goals gives you long-term vision and short-term motivation. It focuses your acquisition of
What initiatives are you taking to help you achieve your goals ? It could be: Creating a goal plan Eliminating bad habits Avoiding procrastination Setting a reminder Deciding what you want to achieve in your life Separating what's important from what's irrelevant, or a distraction Motivating yourself Telling your friends/family so that you have support By setting sharp, clearly defined goals, you can measure and take pride in the achievement of those goals, and you'll see forward progress in what might previously have seemed a long pointless grind. They push you forward and help you track your progress. 3
A useful way of making goals more powerful is to use the SMART mnemonic. While there are plenty of variants (some of which we've included in parenthesis), SMART usually stands for:
S – Specific (or Significant). M – Measurable (or Meaningful). A – Attainable (or Action-Oriented). R – Relevant (or Rewarding). T – Time-bound (or Trackable). For example, instead of having "to sail around the world" as a goal, it's more powerful to use the SMART goal "To have completed my trip around the world by December 31, 2027." Obviously, this will only be attainable if a lot of preparation has been completed beforehand!
“It always seems impossible until it's done.” – Nelson Mandela.
If you're setting big goals they should feel nearly impossible to achieve. ... Challenge yourself to set huge goals and chunk them down to build momentum and make them happen. If you don't already set goals, do so, starting now. As you make this technique part of your life, you'll find your career accelerating, and you'll wonder how you did without it! - Nicole Mpehla
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THE THEATRE OF THE OPEN Have you ever been in a fight? Have you felt the adrenaline rush, the singular almost tunnel-vision-esque concentration upon your opponent? The intoxicating inebriation of cheering, jeering crowds. The thrill of the fight. That's it! If you have, then you may have experienced 'The Theatre of the Open'.
WHAT'S THAT? "Now what is that?" I almost hear you saying. The Theatre of the Open is an event, a moment within monumentous history, where you are one of the many targets of attention. You are a spectacle, the 'Big Thing'. Everyone is looking at you... Well, that's if you've been in a public fight that is, not just some silly old private brawl that gets settled plainly (blandly) with tears, an apology and (urgh!)... reconciliation. No. I speak of the gladiatorial brawls you may have heard whispered of in passing conversation, the ones which you gorged upon on social media. Those ones, with the jubilant mobs and masses on the sidelines as someone gets pummeled to a pulp. Apologies if the apparent bloodlust in my tone is, well, uncomfortable to you, dear reader. But I think I'm on to something here when I speak so intensely of fighting
in relation to this 'Theatre', I speak of. See, when a fight happens in public space, it's as if the stage lights have been turned on - everyone is watching now. The 'champions' are now not just duking it out to solve some petty dispute or other amongst themselves, they're at arms to please the crowd, to ensure their reputation is maintained (or increased, a classic case of an attempt at scaling the social ladder), to make sure they don't look weak. 'The fight' is the most obvious example of the 'Theatre of the Open', but you can find it in a ton of other places as well.
ENTER: STEWARD Our next exhibit: The Steward, freshly minted and choke-full of the kind of fervour to punish you'll only get to see in the strictest arch-disciplinarian nuns of a mission school, confronts The Trouble-Maker (usually a form 3, but form 1's and 2's have been known to get a little out of hand these days). The setting, the DH, total silence has been rung in. Like an old-style western, the Steward spots the kid talking. He or she waltzing over to them, their stripes a piercing red (or gold. It's not uncommon for Head Stewards to get into these kinds of confrontations), and tells the young hoodlum to stand. Likely (if the Trouble-Maker lives up to their Hostel legends) the kid will refuse, or to the very least grudgingly rise whilst still defending their actions. If the Steward is alone, not particularly feared or influential,
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and is a girl (a lethal combination), there will be bloodshed. Typically, the Trouble-Maker (99.87% probability it's a boy), spurred on by the watchful eyes of his fellow 'boys' will pull off some kind of stunt. Nothing too radical I assure you. Maybe a laugh, a mild retort (not really offensive in normal conversation but in the high-stakes atmosphere of a DH confrontation, quite qualifies as insubordination), or sometimes but rarely a blatant and curt "no". It all really depends on the notoriety of the student, but gone are the days of wall-scaling expeditions to Steers or brattish form ones. It's all quite kosher in Hostel. But the outcome of these confrontations does still matter.
ANALYSIS A lot is going on in such a scene, particularly in the social and 1 psychological fields. On a very deep level, what's happening is a contest of wills between the Steward and the Trouble-Maker, a duel of sorts. The Steward desires to have the junior submit to their authority, their respectability and long-term viability as a judicial force within the character hangs in the balance. The junior on the other hand (I say junior because such confrontations rarely happen so publicly amongst seniors at such a level because they're pretty much on the same side) desires the respect of his comrades and peers, to appear tough. He won't be bossed around by some Steward.
These feelings are particularly intense when it's a confrontation between a female Steward and a male junior. I do not know why, perhaps it owes to some subconscious sense of masculine superiority, or some idea of feminine hysteria and overbearingness, maybe both? It eludes me! However, for as long as these feelings and stakes are at play, very little compromise is possible, and there will be a loser (likely the Steward, whether male or female who desires their will be obeyed). This is the nature of the 'Theatre of the Open'. It truly is a theatre, a gladiatorial ring, a stage where passions are borne out and fight for supremacy. Peer pressure and social status are key components into turning what was supposed to be a normal confrontation into a public spectacle where the stakes are higher. Thus the solution must be something that addresses these issues.
TURNING LIGHTS!!!
OFF
THE
Firstly, remember: A confrontation in public becomes more than what the confrontation was originally about. Posturing and posing jump into it, creating an entangled mess. So untangle the mess. Take it outside! Make it a private affair. This kills the social and peer influences that divert your goal of addressing the real problems - student behaviour (in the Steward case) or a personal gripe (in a fight scenario).
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ADVICE! ADVICE! ADVICE! An additional tip: There's this old adage that goes like so, "criticize in private, praise in public". People don't like being humiliated in front of their friends, if they are that'll likely lead to them respecting you less, less likely to heed your advice and more likely to be a problem later on. Of course, not all issues should be communicated privately, and not all praises must be made publicly. As one blogger put it, these "cannot be followed 100% of the 3 time". You must be malleable in your method. Some people dread public praise, maybe they're an introvert and being singled out (even for praise!) is jarring, and some issues must never be relegated to a private conversation.
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Remember: A confrontation in public becomes more than what the confrontation was originally about. Posturing and posing jump into it, creating an entangled mess. So untangle the mess.
SOME MORE ADVICE Now, I'm sure, dear reader, you've seen that my advice here has been rather one-sided. More concentrated on those in leadership capabilities or positions of authority. But I assure sure, much of this advice can be easily translated for the average student: 1. Don't fight in public 2. If you do get into a physical fight in public, well then... (a quick and decisive blow is best) 3. Any public non-physical fights require you realise that you're in a Colosseum, there are spectators - get out of the Colosseum!
Some confrontations must be public, such as
a serious public display of disrespect to 2 you. This, when dealt with privately, may solve the interpersonal conflict and trouble, but it will not solve the public fallout, namely a loss of respect or appearing to look weak. Maybe such an issue can be dealt with as such: Firstly, you communicate with the person at a private level, then secondly, you move to communicate publicly the sanction/punishment they will receive. In instances of high-stakes importance where there's no time for private-talk, I suggest you get your comrades. 2
A duel can easily be won if you bring an army. It tips the social and psychological scales in your favour (the consequences for slighting you are higher for the Trouble-Maker, so they'd rather not continue to offend you in that moment).
Another interesting result of not confronting people in public as noted by Harvard Business Review: "If you’re like most leaders, you believe in the adage “praise in public and criticize in private.” So when a team member does something that negatively affects the team, you usually talk to the team member in private. But this can be a dangerous adage to follow because it significantly reduces accountability, the quality of team decisions, and your team’s ability to manage itself." - https://hbr.org/2013/03/howcriticizing-in-private-und
- Kundai-Karl Mpame
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"...[a)]In particular, the increased importance of peers may increase adolescents’ susceptibility to the influence of negative peer models (Dishion and Andrews 1995). As a consequence, many middle school environments contain social norms that support violence as an appropriate path to achieve social status or seek revenge for perceived injustices (Fagan and Wilkinson 1998)...[b)]Peer pressure for fighting was frequently cited as a barrier to nonviolent behavior [in the resolution of fights]...bystander pressure is a very public form of peer pressure that occurs when an individual’s response to a problem situation is influenced by an audience of peers...[c)}“boosting them up” using chants, taunts, ridicule, threats, and other actions. They noted that many students enjoy fights and view them as a form of entertainment."https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2938874/#:~:text=Students%20explained%20that%20 fighting%20is,the%20crowd%20and%20hit%20you.%E2%80%9D [My own note: It is prudent to note that this 'peer pressure' aspect was one of many other factors (such as family influences and socio-economic background) that influenced the occurrance and outcomes of fights in school.
3 https://www.safetytalkideas.com/safetyprofessional/rethinking-rulecriticize-private-praise-public/
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2. GREAT
4 Signs that you're TEACHERS ARE CHILLED a great teacher.
Are you unsure if you are a great teacher? Well, here are 4 signs that may help shed light on your situation:
1. GREAT TEACHERS EAT APPLES A man by the name of Azul Terronez tested this theory by eating an apple every day frequently at school. He ate apples in the morning before class during class, during break and lunch and even when he was going home. Students noticed this and began to bring him apples, why they did this is because students want to see a teacher as someone who is willing to receive a gift from them. They give you the apple with a smile to symbolize their relationship with you to see if you will receive it with a smile and confirm with them that there is trust and a relationship between you two.
What this simply means is that a great teacher is calm in all situations, they don’t get overwhelmed and lose their cool. Students have their own language, it is a natural aspect of life in the teen cycle. One of these aspects is for them to develop their own language, sometimes we may say we are fine when really it’s the total opposite and what we want from you is for you to be on our wavelength. Students want teachers who understand them like they are a child as well, they want teachers to be in their mind because they have so many ideas. We want you to be more childlike but not childish… meaning in a situation we want you to understand us and not freak out but help us. That means for you to be calm (the high school slang for this is to be ‘chill’) and protect us in every situation.
Students will always put out signs, great teachers display their love for things and students feel the need to give the thing they love as a gift to them. So do students give back to you? Are your lessons bursting with fun discussions about the subject because everyone came back with information to share with the teacher who loves the subject? 8
3. A GREAT TEACHER LOVES TO LEARN. Ever had a situation when you were in a class discussion and a random question came up that you didn’t know the answer to? Ever noticed for some reason when you said that you didn’t know the answer many students hands go up to share their idea on the matter? Funny right? Why is that so? Well, it's simple, students love a teacher that likes to learn with them. If you don’t believe me have a lesson where you walk in and say the name of the topic that’s meant to be taught but you say you don’t know how to teach it. 70% of the time the students will come up with many ways to teach and learn the subject together, you may have volunteers to explain, some may be looking for videos, some may be drawing diagrams on the board and when the teacher displays excitement to learn what they are explaining the chances of the lesson being forgotten are low. So are you walking in the classroom with a stack of exercises and notes to teach and write insane notes on the board or are you walking in with a book in hand and some markers waiting to learn too?
4. LASTLY A GREAT TEACHER LISTENS… Have you asked your students how you would like the class to be conducted but still gotten bad results and no effort from them at all? Well, the chances are you didn’t listen. Many teachers ask questions like, "What should I do in order to help you?" Or, "What would make me a good teacher?" with no intention to follow the ideas. They simply ask those questions for the sake of it because 3 weeks down the line their answers would be long forgotten. But the students won't forget… Many teachers already have their set ideas of how they are going to teach, if I ask you to teach me how to ride a bike, the natural answer is "Sure let's get a bicycle and figure it out." When you're being taught how to ride a bike you find the only way to learn is by being on a bike and figuring it out, the person helping you provides support when you need it and advises on what you did wrong if you fall. Once you figure it out you never forget how to ride a bike, you may get rusty but you never forget the lessons of the one who helped you learn no matter how many times you fell because it was an experience you asked for, and someone who listened gave it to you.
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The same goes for teaching; if I asked you how to ride a bike and you told me: "Ok, but first you have to understand its parts and be able to draw a labelled diagram of a bicycle, and after that, you should research the history of bicycles and come with as essay explaining how they came to be, and after that, I'll have you write a short exercise to test your understanding of that," I would just settle for walking because all of that sounds like pointless pain. If I ask for a white cat don’t give me a brown dog painted white with cat ears and say it’s the same thing because it’s not, it's setting yourself up for a painful future.
THE IMPORTANCE ALL THIS.
The most beautiful thing a school can have is healthy relationships between the teachers and students because those are the only people that are there, it’s about both of you. Thank You. - Melissa Ngwenya
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The importance of this all was to bestow the art of teaching. It is a skill that cannot be measured and there is no wrong or right way to do it. There is only the 'try' way. Trying is all it takes, if you find yourself giving a lecture every week then you are not trying, something might need to change in your method. Students put in the effort as well, because in the end, it's your life and your opportunity to learn, do not let anyone sway you from your goals.
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THE ART OF LEARNING “Ultimately I like to learn, not to say I like school, I’m not quite in tune with the whole system, I think mostly I’ve grown to love to discover and gain knowledge. Yes I don’t just want to know a bit of everything, but a lot of it, if possible all of it” - Rufaro Muroyiwa, Upper Six Sciences Student The quiet that once hovered over the college is completely gone. Two weeks back they were silent murmurs due to the low intake of pupils but now the college is screaming. Endless sounds of footsteps, pages flipping, pulling back of chairs and teachers and students in class; altogether now make up the beautiful symphony of a complete school. This marks the near end of this year's virtual period for most and the dreadful continuance of it for but a few. For those that weren’t already; now is the time to get into full throttle in actually learning. In the last release one of my fellow writers, touched on the Art of Teaching, in this month’s release I dare to touch on the Art of Learning. This article seeks to honour and celebrate one of our very own eagles who seems to have perfected the very art of learning, it fills the shoes of one of the greatest academics to ever walk the college corridors. It seeks to answer the obvious questions on how exactly one achieves great grades consistently, and do more so as to get the true sense of how it is living as an 'A*' student.
From a common point of view, the life of a constant 'A' student seems like a hell of its own. Endless hours of study with your head buried in books. Incredible sacrifices of one’s social life and nothing but stationery shopping for the next set of notes. Contrary to popular belief for our very own Rufaro Muroyiwa, that is not the case. AS: It is believed that if one achieves such grades it’s definitely obvious that they are academically gifted. A few stand with the notion that extreme hard work can also guarantee great grades. RM: “To an extent I know I’m gifted, I can’t deny it, but I know to a greater extent I work very hard. It’s a coupled approach but where I only rely on my gifting and don’t work, it won’t end with the 'A'. I’ve learnt to not blindly rely on the fact that I’ve gotten good marks before, believe me, you have to put in the work. It doesn’t necessarily have to be endless hours, night and day, but it has to be enough. What is enough varies for all of us. You have to find your balance with all you’re doing at school. I dare not be a hypocrite but I’ve never really liked sport, I came from a school where sport was optional and you could get out of it, but now with MCC I had to balance doing sport seriously and all these other extracurricular activities. It was tough at first but it had to be done.” AS: She said it rightfully, you have to find your balance. Workable distribution of time and effort through all activities ensuring your academics are never compromised. 11
RM: “I’ve learnt to understand the difference between working hard and working smart. I know myself, I know what I’m not sure of, I know where my strengths and weaknesses lie and thanks to that I know the smartest way to work. I think we all need to get into some serious introspection in order to fully understand how we are to work smart. Hard as it may, we also need to connect with our teachers to find out the best advice that can help us in working smart.” AS: Indeed, many of us are plagued by this idea of working super hard, yet we’ve seen countless examples of extremely hard workers who never quite get the grades they want. Rufaro says we should work smart, and if we haven’t figured out how ‘working smart’ looks like, we need to seriously start enquiring. RM: “Don’t get me wrong, I’m not saying cancel out the long hours of study, tear up the rigorous timetable and be all too relaxed. I’m saying you have to find a way to utilize those hours and that timetable as smartly as possible so that you’re not just flipping through pages.” AS: I went on to ask, How does one deal with the pressure of having created such a great academic record and constantly have to work at keeping it that way? RM: “I won’t say it’s all roses and sunshine, more times than once I’m always under pressure to perform. My teachers expect me to, my friends expect me to, my parents expect me to and I expect myself to perform greatly.
It doesn’t plague me all night but I know there are a lot of people with very high expectations for me and to think of dropping the ball and seeing a slump in my grades would be another nightmare of its own. I feel like everyone who gets good grades has this pressure over them. We can’t stop getting good grades not because we want them in ourselves but it’s also other people who want to see us get them, and for all of us we don’t want to disappoint anyone. A friend of mine jokingly once said, ‘Rufaro you have to study for all of us, because when we don’t get things we are coming to you'; as much as I hate to say it I feel I don’t study for just myself, I don’t mean it in a boastful way or anything but I know that I need to know things because everyone will look to me when they fail to connect with what the teacher is saying. It’s a responsibility that’s been put on me by virtue of my good grades, I never want to mislead anyone. I don’t want to be the only one in the class with great grades.” AS: Again rightfully said, it’s not all prizes and certificates. There is a responsibility that comes with being the 'A' student and that is to help everyone else get there. The Art of learning calls for teamwork, calls for us all to help our classmates when they are not connecting with concepts and ideas the teacher is trying to put forth. I asked, "Do you have a timetable? " RM: “Of course Alban, I’m not putting my academic life to a coin toss. Poor planning results in poor execution which leads to poor results. I need a timetable 12
to act as the basis of my plan. I’ve heard of people who study as the Spirit leads, I found that hilarious but I won’t judge deeply, though I strongly feel our studying should be properly schemed out.” "I won’t lie and say I follow my timetable strictly but I try and do something quite academic each day five days a week. A rule sometimes broken is better than no rule at all.”
I see people doze off in class most times, and I’ve dozed off a couple of times but I know that’s just shooting myself in the foot.” AS: So there you have it - some tricks, tips and some opening up from Rufaro. All too valuable to pass out on. Your academics are in your hands, Eagles. Seek to improve them and let’s all become the 'A' students. - Alban A.A. Sianaga
AS: What does Rufaro do during lessons that gives her the advantage?
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There is a responsibility that comes with being the 'A' student and that is to help everyone else get there. The Art of learning calls for teamwork, calls for us all to help our classmates when they are not connecting with concepts and ideas the teacher is trying to put forth.
RM: “I take my 'in classroom' learning very seriously, even during this virtual period I took them with extreme sacrilege. Above my own personal study I more than value the amazing insights my teachers give. I make sure to listen attentively and though impossible I’m set on not missing a single word. I can’t afford to jump out of my lessons unsure. I won’t lie I don’t ask a lot of questions, I’ve never been the most extroverted person but I make sure when I see an opening to inquire I use it. 13
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FIGHT MEDIOCRITY! ASSESSMENT 2 His palms are sweaty. There is a sudden heaviness in his person. He cracks his neck up, cranes his whole body towards the speakers. The form teacher looks at him wearily. His name doesn’t get called out. Not again. No doubt the pressure is always going to be on. It’s always going to be a constant battle between sleeping and homework. The temptations will never cease. So how do they do it? How are they owning this game? Everything has a price, the domino effect, all your actions bloom with consequence. We must be able to understand our mistakes and build on them. It’s not as simple as it sounds, sacrifices must be made.
You’re estimated to spend 15% of your life in school. How convenient? In addition to 15% of your life being spent in a school set up, you’re estimated to spend an average of $65 000 on primary and secondary education only, now imagine an estimate encompassing all the expensive university tuitions. Surely all this sacrifice can’t go to a weary cause! I mean the average salary in Zimbabwe is currently set at approx. $150 (USD). This means that if you settle for the least without going an extra mile it’ll take you around 36 years to get your pockets, your parents pockets rather, reimbursed for all funds taken out for 15 years of education. Double the time.
I read somewhere, I’m not sure where, ‘In this world, no matter who you are and whatever you believe in, you will always find what you’re looking for’. And I believe that if you have not found it, then it is not what you seek. Lastly and not in any way the least. Congrats to Martial house, congrats to everyone who achieved whatever little goal they had, congrats to all who were called out for quality results in Assessment 2. - Kaylee L. Ncube
All sports bunked + All opportunities wasted (Allied arts, writing contests…) = A wasted percentage of the 15%, increased possibility of a mediocre return on all funds invested in education. 14
The best way to avoid a mediocre return on funds spent on education is to maximize on literally everything education institutions have to offer! The college offers a wide array of opportunities (Believe me, last year I participated in the Vocal Allied Arts Festival and the college choir & our ensemble won honours grades). Fellow Eagles, as exam season approaches, capitalize on all examinations and let your script be Cambridge’s mark scheme, you’re capable! - Karl Makahamadze
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Arts and Culture
Poetry: Its windy, My head is spinning, Can’t seem to calm down. Locked away, Parents away, Far away. Can’t seem to calm down. Told there is no way. I can’t go home. Trapped in school. Trapped in thought. But a greater joy arises within, A time of joy approaches, Anticlot my sorrow, A glimpse of hope. Easter The gift of my Lord, Wiping my tears away. Longing replaced with love Love and gratitude. Home can wait The King awaits. - Thembinkosi Mkhosana
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The Light through the plight.
When nightfall withers, With my eyes still wide open, and daybreak begins to linger, I see the morning for which I've been the birds let out their song hoping. and my heart is led by their tune. I begin to cherish what I thought was gory. On a new day so bright, I see the world way more clearly, my dreams start to take flight. with all its color and its light.
With this righteous light, When the sun shines its light, I feel safe, without fright. I see where I am and where I want to be.
My mind begins to run wild, When I am consumed by darkness, like rusty clockwork on an old machine. The I know I have a saving grace, weariness of the night is long my God, my Father, forgotten He is the light of my life. because today is the good day that the Lord He dwells within me, and I lose all fear. He has made. shows me the way so that I know all roads.
He is the light that shines bright, But alas! When darkness falls, and the eerie night in the dead of the night. calls
all that had been rejoiced is null and void, Your God, your Father, He is all that you then fear begins to surface and at no cost at need, all. let Him be your light so that you may take I hope for a new day, a morning with no heed night, of the ways of the world and on what sin because at night I'm alone, you feed. I'm blind, without sight! Let Him be your light so that no darkness
befalls you. I'm led into the unknown, No more fright, no more doubt, where I'm lost and have no home. only sight and The Everlasting Light! The sounds of the creaking trees, the crackle of
the rustling leaves, - Nadine Ncube the calls of the gawking crow make me fear and want to live no more.
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Eagl e h e T
Est. MARCH 2021
W ri
te o utsid e th e b ox
Writers for the April Edition:
CREDITS
Karl Makahamadze, Lower Six Sharon Marangwanda, Lower Six Nadine Ncube, Lower Six Alban Sianaga, Upper Six Thembinkosi Mkhosana, Form Four Kaylee Ncube, Upper Six Melissa Ngwenya, Vice-Editor, Upper Six Nicole Mpehla, Lower Six Kundai-Karl Mpame, Editor, Upper Six We'd like to thank Mrs. Deysel and the College Administration for allowing the publication of this edition, we couldn't have done it without you.