For how long, how long indeed will this Jean Begheni Ndeh kid continue his narrow agenda and his doomed attempt to cause the people of God to continue singing the Lord's song in a strange land? 
Page from Chludov Psalter
Is it a curse?
Fellow must be cursed.
Psalm 137
King James Version (KJV)
137 By the rivers of Babylon, there we sat down, yea, we wept, when we remembered Zion.
2 We hanged our harps upon the willows in the midst thereof.
3 For there they that carried us away captive required of us a song; and they that wasted us required of us mirth, saying, Sing us one of the songs of Zion.
4 How shall we sing the Lord's song in a strange land?
5 If I forget thee, O Jerusalem, let my right hand forget her cunning.
6 If I do not remember thee, let my tongue cleave to the roof of my mouth; if I prefer not Jerusalem above my chief joy.
7 Remember, O Lord, the children of Edom in the day of Jerusalem; who said, Rase it, rase it, even to the foundation thereof.
8 O daughter of Babylon, who art to be destroyed; happy shall he be, that rewardeth thee as thou hast served us.
9 Happy shall he be, that taketh and dasheth thy little ones against the stones.
Psalm 137
From Wikipedia, the free encyclopedia
Psalm 137 (Greek numbering: Psalm 136) is one of the best known of the Biblical psalms. Its opening lines, "By the rivers of Babylon..." (Septuagint: "By the waters of Babylon...") have been set to music on several occasions.
The psalm is a hymn expressing the yearnings of the Jewish people in exile following the Babylonian conquest of Jerusalem in 586 BCE. The rivers of Babylon are the Euphrates river, its tributaries, and theTigris river (possibly the river Habor, the Chaboras, or modern Khabur, which joins the Euphrates at Circesium).[1] In its whole form, the psalm reflects the yearning for Jerusalem as well as hatred for the Holy City's enemies with sometimes violent imagery. Rabbinical sources attributed the poem to the prophet Jeremiah,[2] and the Septuagint version of the psalm bears the superscription: "For David. By Jeremias, in the Captivity."[3]
The early lines of the poem are very well known, as they describe the sadness of the Israelites, asked to "sing the Lord's song in a foreign land". This they refuse to do, leaving their harps hanging on trees. The poem then turns into self-exhortation to remember Jerusalem. It ends with violent fantasies of revenge, telling a "Daughter of Babylon" of the delight of "he who seizes your infants and dashes them against the rocks." (New International Version).
On Fri, May 30, 2014 at 8:57 AM, 'Lucas T. TANDAP' ltandap@yahoo.com [cameroon_politics] <cameroon_politics@yahoogroups.com> wrote:
This is a very powerful contribution to the debate on Anglophones "needing" to shift into technical education.L. TandapOn Friday, May 30, 2014 12:06 AM, "Pa Fru Ndeh PaFruNdeh@YAHOO.COM [cameroon_politics]" <cameroon_politics@yahoogroups.com> wrote:
How do the teachers expect two presidents in 50 years, non-PAAWCEsto implement an Anglo-Saxon educational system?
Why did CATTU or other paper presenters not present a paper on thePAAWCE Presidency?They fell short of speaking in ONE voice on the PAAWCE Presidency.The PAAWCE FIGHT lives on.Blessed Be Cameroon
Pa Fru Ndeh
From: "NDI MANJONG ngahndi@yahoo.com [cameroon_politics]" <cameroon_politics@yahoogroups.com>
To: "boba-list@yahoogroups.com" <boba-list@yahoogroups.com>; WICUDA <wimbum@yahoogroups.com>; camnetwork Camnetwork <camnetwork@yahoogroups.com>; Cameroon Politics <cameroon_politics@yahoogroups.com>
Sent: Thursday, May 29, 2014 7:00 PM
Subject: Fw: [cameroon_politics] Fwd: Churches Accuse Biya Of Destroying Anglophone Education
The reporter here (Chris Mbunwe) is neither a member of the imaginary "Ndi Manjong Cabal" nor was he influenced in his reporting in anyway by the said cabal.NDI MANJONGOn Thursday, May 29, 2014 10:11 AM, "Ofege Ntemfac ntemfacnchwete@gmail.com [cameroon_politics]" <cameroon_politics@yahoogroups.com> wrote:
FYI
---------- Forwarded message ----------
From: Aleuh <baleng03@ymail.com>
Date: Wed, 28 May 2014 04:34:04 -0700 (PDT)
Subject: Churches Accuse Biya Of Destroying Anglophone Education
..................................................................................
Churches Accuse Biya Of Destroying Anglophone Education
Friday, May 23, 2014
By Chris Mbunwe
Anglophone educationists, the clergy, civil society organisations
(CSOs) and human rights activists met recently in Bamenda and
lambasted President Biya's Government for the systematic destruction
of Anglophone education.
At a heavily attended Public Conference organised and coordinated by
the Cameroon Teachers' Trade Union, CATTU, at the Bamenda-British
Council Library, speaker after speaker resolved that, if Anglophones
do not rise like one man, as they did during the struggle against the
complete assimilation of Anglophones for the period Dr. Dorothy Njuema
was Vice Minister of Education and during the fight for the GCE Board
or the fight for the Higher Teachers Technical Training College in
Bambili; that will be the end of Anglo-Saxon education, especially
technical education.
The Executive Secretary General of CATTU, Wilfred Tassang, pledged to
carry on such open conferences on Anglophone education and fight to
the end, to ensure that Francophone educational authorities should not
ram down the throats of Anglophones such dangerous and destructive
reforms carefully designed to kill Anglo-Saxon education in Cameroon.
Presenting a chronological synopsis of attempts at assimilating or
annihilating the English subsystem of education in Cameroon, renown
educationist, John Taiti Fodje, said the Ombe Technical College
trained technicians in motor mechanics, civil engineering, woodworks,
building construction, electricity and electronics, and so on, and was
meant to grow from the training of middle-skilled engineers and
technicians.
"But as soon as we merged (West Cameroon and La Republique du
Cameroun), Ombe Technical College suffered a worse fate than CCAST
Bambili. A new Principal was appointed there who knew nothing of the
original plan of the Southern Cameroons for the college or he might
have feigned ignorance of the plans. The institution was plundered and
diminished almost to a skeleton of its former self. The destruction of
Ombe Technical College led almost to the death of Technical Education
for the English subsystem. Students were taught in a language that was
neither English, nor French nor Pidgin, nor any of the Cameroonian
local languages," Fodje lamented.
He argued that the opening of more of such so-called Technical
Colleges and Technical High Schools in other parts of Southern
Cameroons later West Cameroon, did not improve the situation.
"This is testified by the technical examination taken by the
English-speaking children of this country for 53 years of our
unification," Fodje stated. He said it took more than 30 years since
Unification for a Grade I Technical Teachers Training College to be
created to train Grade I Technical Teachers in the Anglophone zone
(GTTC Mbengwi) and in the first year it was created, it was not
advertised in the Northwest and Southwest Provinces to the effect that
more than 70 percent of the pioneers trained there were Francophones.
Until 2010, ENSET Douala was the only institution to train Teachers
for Technical Colleges and High Schools and was almost exclusively
training only Francophones. Very few Anglophones were admitted there.
By 2010, not up to two percent of the total numbers of teachers
trained in Douala were Anglophones. In 2010, an HTTTC was created in
Bambili, purportedly to train teachers for Anglophone Technical
Colleges and High Schools, "but, unfortunately, again, very few
Anglophones are being admitted to this school. Instead, more than 60
percent of the students are Francophones and, in some Departments,
Francophones are more than 80 percent of the undergraduates," Fodje
continued.
According to Fodje, as long as policy makers in this country are
basically Francophones, "it seems that Anglophones have to be
constantly on the watch out to cry foul whenever attempts are made to
assimilate or annihilate their subsystem of Education which has proven
to be high quality not only in Cameroon but every where in the world."
He said, as individuals, Francophone parents cherish the Anglophone
system of education, which is why there is a big rush into Anglophone
type of schools by them for their children. "But policy makers seem to
be bent on wiping out the special characteristics of Anglophone system
of education."
After 53 years, Fodje said, the only way to ensure that Anglophones
and their subsystem are protected is to "return to a federation in
which the Anglophones can determine polices regarding those subsystems
reserved for the federal states. Until then, we are condemned to be on
the watch out at all times."
Another key speaker, Rev. Father Tatah Mbuy, in a discourse titled:
"Retrieving and consolidating values of Anglo-Saxon Educational system
- A pre-requisite for an Emerging Cameroon in 2035," said the future
of any country depends on the quality of education that she puts in
place.
"Any one who does not care about the future should never be given
husbandry of the present," he sated.
"We can do nothing of our past except to use it to plan our future in
the present," he stated, dwelling on basic values of Anglo-Saxon
education such as; holistic education, education for life,
meritocracy, good citizenship and professional teachers.
"We can still turn the pendulum if we are sincerely eager to bequeath
a good country to the generation coming after us," Rev. Mbuy intimated
"When one gets out of this country and sees the talents and high
profile technicians that this country has, one can only cry the
beloved country," he said adding that there are young Cameroonian
educationists who can deliver the goods in Uncle Sam's country and in
the land of the Kaiser and in the Gulag
Archipelago of Mao Tse Tung.
"If they have run away from their country, it needs to be a worry to
us all," he stated.
He said people can only be attracted back home if the powers-that-be
reward merit and give it a chance. He condemned the politisation of
education in Cameroon, where appointments to top posts are on party
lines, not competence based.
"Our hope in this country still lies in the Confessional schools," he
stated. He said though they produce the best, their situation is
compromised by the salary situation of the teachers and teaching
conditions. Since very few of the poor parents can afford to send
their children to mission schools, Mbuy suggested that Government
should pay mission teachers or recruit them for the greater good of
the country.
Hounourable Lucas Tasi Ntang, an educationist and former MP, in his
paper titled "Democracy and the minority question; The case of the
English subsystem of Education in Cameroon", said when you destroy the
cultural, political and economic institutions that a people stand for,
"you destroy everything including their citizenship and patriotism
which is reflected in their educational system."
He continued that: "Unlike the United Kingdom, UK, and the United
States of America, USA, that have a good functional democracy because
the citizens are at the centre of every Government action, in Cameroon
we are submerged in a dysfunctional democracy. In UK, USA and others,
the rule of law, policy, affluence and sophistication for integrity,
openness, impartiality, accountability and transparency, as well as
efficiency and effectiveness, are critical."
The masses complain, are frustrated and bedevilled by self deluding,
arbitrary and oppressive leaders who protect themselves. The
Parliament is lame; the judiciary is pitted by the executive," Tasi
Ntang lamented.
He warned that, though Anglophones are in the minority, they have very
active and big brains and should not be taken for granted.
A nation is known not by how it treats its highest citizens but how it
treats its lowest citizens. Madiba Nelson Mandela
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