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I don't want problems solved for me. I want the fishing rod, not the fish.

quote by Yanni
Added by Veronica Serbanoiu
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Oxymoron

Oxymoron:
fresh fish

*********

JBO:

'The beach at Sanibel... an Arlington Cemetery of shells.'
*
Every suffocated or strangled fish is first given
waterboarding sensations.
*
Fishes more frequently than
mammals or birds are cut open
alive, while their eyes watch
the knifing of others and their
gills struggle for absent air.

Fish cannot scream.
Greed for suffocated fish flesh causes seals to be clubbed in Canada, Norway, S Africa etc., dolphins to be knifed in Japan, whales to be murdered by
Norwegian Japanese Icelandic and American Inuit fishermen, bears
to be murdered in Alaska, untold thousands of fishermen to
be lost in tsunamis,700 Bangladesh fishermen lost in just 1 storm, Thai fishermen working for slave wages, tens of millions around
the world to die of stomach cancer, food poisoning etc.**

What's in fish? unreported Mad Fish
Disease, nuclear toxins a million
times more concentrated than in
sea water, AIDS from unprocessed
human waste dumped into
the oceans, hepatitis, anaphylactic shock, ecoli,
and other food poisoning,
throat, stomach and other cancers,
mercury, lead, cadmium, arsenic, pbb's, pcb's, thousands
of carcinogenic industrial waste products, and heavy metal sired
brain damage, pfiesteria (red tide) which poisons the fishes

FISH CAN'T SCREAM, FISH TOXINS, FISH STORIES

Are all anglers stranglers?

Dick Gregory: Eating fish liver oil is like eating the filter out of a car.

[...] Read more

poem by O. Anna Niemus
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Jubilate Agno: Fragment B, Part 2

LET PETER rejoice with the MOON FISH who keeps up the life in the waters by night.

Let Andrew rejoice with the Whale, who is array'd in beauteous blue and is a combination of bulk and activity.

Let James rejoice with the Skuttle-Fish, who foils his foe by the effusion of his ink.

Let John rejoice with Nautilus who spreads his sail and plies his oar, and the Lord is his pilot.

Let Philip rejoice with Boca, which is a fish that can speak.

Let Bartholomew rejoice with the Eel, who is pure in proportion to where he is found and how he is used.

Let Thomas rejoice with the Sword-Fish, whose aim is perpetual and strength insuperable.

Let Matthew rejoice with Uranoscopus, whose eyes are lifted up to God.

Let James the less, rejoice with the Haddock, who brought the piece of money for the Lord and Peter.

Let Jude bless with the Bream, who is of melancholy from his depth and serenity.

Let Simon rejoice with the Sprat, who is pure and innumerable.

Let Matthias rejoice with the Flying-Fish, who has a part with the birds, and is sublimity in his conceit.

Let Stephen rejoice with Remora -- The Lord remove all obstacles to his glory.

Let Paul rejoice with the Scale, who is pleasant and faithful!, like God's good ENGLISHMAN.

Let Agrippa, which is Agricola, rejoice with Elops, who is a choice fish.

Let Joseph rejoice with the Turbut, whose capture makes the poor fisher-man sing.

Let Mary rejoice with the Maid -- blessed be the name of the immaculate CONCEPTION.

Let John, the Baptist, rejoice with the Salmon -- blessed be the name of the Lord Jesus for infant Baptism.

Let Mark rejoice with the Mullet, who is John Dore, God be gracious to him and his family.

Let Barnabus rejoice with the Herring -- God be gracious to the Lord's fishery.

Let Cleopas rejoice with the Mackerel, who cometh in a shoal after a leader.

Let Abiud of the Lord's line rejoice with Murex, who is good and of a precious tincture.

Let Eliakim rejoice with the Shad, who is contemned in his abundance.

Let Azor rejoice with the Flounder, who is both of the sea and of the river,

Let Sadoc rejoice with the Bleak, who playeth upon the surface in the Sun.

[...] Read more

poem by Christopher Smart
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Problems

I wont take no lies, hanging out all night
The gig is up, enough, its enough
Youre wrong, dead wrong, wont take no more
Cause I see your game and dumb is not my name
Pack your bags, call you a cab
No more laughs
Cause Im not the one that youre gonna play on
Move along, sing a song
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
Got love for you, but I cant stand you
I page you, you wont call
Whats a 2-way for
Strike one, strike two, strike three, no more me
Cause I see the game and dumbs not my name
Pack your bags, call you a cab
No more laughs
Cause Im not the one that youre gonna play on
Move along, sing a song
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
We can do this any way that
You want cause I dont care
Its no problem and Im not the one
Pack your bags, call you a cab
No more laughs
Cause Im not the one that youre gonna play on
Move along, sing a song
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
[over chorus]
Its plain to see, you cant have me

[...] Read more

song performed by Nivea
Added by Lucian Velea
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Problems

Feat. coffee brown
Problems
Problems with your girl today
Problems
Problems with your man today
Situations
Hard to handle
Got me going out of my head
Theres so much pressure
I just cant deal
You think its all about
You and that sex appeal
But I got problems
(slickin around on the l to the hotel, all around town)
Let me know
(whos it gonna be, him or me)
It cant be three
Problems
Problems with your girl today
Problems
Problems with your girl today
[coffee brown]
Here we are
The two of us together
Taking this crazy chance
To be all alone
My man dont know
That we been loving each other
Cuz if he found out
Well have nothing
Nothing but
Problems
Problems with your man today
Problems
Problems with your man today
Problems
Problems with your man today
Problems
Problems with your man today
[next]
Said, can I get a witness
So many problems
Can I get a witness
[coffee]
Can I get a witness
So many problems
Can I get a witness
Problems
Problems with your girl today
Problems

[...] Read more

song performed by Next
Added by Lucian Velea
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Problems (feat. Koffee Brown)

Problems
Problems with your girl today
Problems
Problems with your man today
situations hard to handle
got me goin out ofmy head
theres so much pressure
i just cant deal
you think its all about you
and that sex appeal
but i got problems
(slickin around on the "L" to the hotel all around town) let me know
(whos it gonna be him or me)
it cant be three
problems
problems with your girl today
problems
problems with your girl today
here we are
the two of us together
takin this crazy chance
to be all alone
my man dont know
that we been lovin eachother
cuz if he found out
we'll have nothin
nothin but
Problems
problems with your man today
problems
problems with your man today
problems
problems with your man today
problems
problems with your man today
said can i get a witness
so many problems
can i get a witness
can i get a witness
so many problems
can i get a witness
problems
problems with your girl today
problems
problems with your man today
problems
problems with your girl today
problems
problems with your man today

song performed by Next
Added by Lucian Velea
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The Kalevala - Rune V

WAINAVOINEN'S LAMENTATION.

Far and wide the tidings travelled,
Far away men heard the story
Of the flight and death of Aino,
Sister dear of Youkahainen,
Fairest daughter of creation.
Wainamoinen, brave and truthful,
Straightway fell to bitter weeping,
Wept at morning, wept at evening,
Sleepless, wept the dreary night long,
That his Aino had departed,
That the maiden thus had vanished,
Thus had sunk upon the bottom
Of the blue-sea, deep and boundless.
Filled with grief, the ancient singer,
Wainamoinen of the Northland,
Heavy-hearted, sorely weeping,
Hastened to the restless waters,
This the suitor's prayer and question:
'Tell, Untamo, tell me, dreamer,
Tell me, Indolence, thy visions,
Where the water-gods may linger,
Where may rest Wellamo's maidens?'
Then Untamo, thus made answer,
Lazily he told his dreamings:
'Over there, the mermaid-dwellings,
Yonder live Wellamo's maidens,
On the headland robed in verdure,
On the forest-covered island,
In the deep, pellucid waters,
On the purple-colored sea-shore;
Yonder is the home or sea-maids,
There the maidens of Wellamo,
Live there in their sea-side chambers,
Rest within their water-caverns,
On the rocks of rainbow colors,
On the juttings of the sea-cliffs.'
Straightway hastens Wainamoinen
To a boat-house on the sea-shore,
Looks with care upon the fish-hooks,
And the lines he well considers;
Lines, and hooks, and poles, arid fish-nets,
Places in a boat of copper,
Then begins he swiftly rowing
To the forest-covered island,
To the point enrobed In verdure,
To the purple-colored headland,
Where the sea-nymphs live and linger.

[...] Read more

poem by Elias Lönnrot
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He Knows You Know

(derek disck/steve rothery/ pete trewavas/ micheal pointer/mark kelly/diz minnett/brian jellyman)
He knows, you know, he knows, you know
Problems, problems, problems, problems
Light switch, yellow fever, crawling up your bathroom wall
Singing psychedelic praises to the depths of a china bowl
Youve got venom in your stomach, youve got poison in your head
You should have listened to the priest at the confession
When he offered you the sacred bread
He knows, you know, he knows, you know, he knows, you know
But hes got problems
Fast feed, crystal fever, swarming through a fractured mind
Chilling needles freeze emotion, the blind shall lead the blind
Youve got venom in you stomach, youve got poison in your head
When your conscience whispered, the vein lines stiffened
You were walking with the dead
He knows, you know, he knows, you know, he knows, you know
Hes got experience
Hes got experience, he knows, you know
But hes got problems
Problems, problems, problems, problems, problems, problems.
He knows...
Slash wrist, scarlet fever, crawled under your bathroom door
Pumping arteries ooze the problem, through the gap that the razor tore
Youve got venom in your stomach, youve got poison in your head
You should have listened to your analyst questions when yo lay on his leather bed
He knows, you know, he knows, you know, he knows, you know
But hes got problems
Blank eyes, purple fever, streaming through the frosted pane
You learned your lesson far to late from the links in a chemist chain
Youve got venom in your stomach, youve got poison in your head
You should have stayed at home and talked with father
Listen to the lies he fed
He knows, you know, he knows, you know, he knows, you know
But hes got problems
He knows, you know, he knows, you know, he knows, you know
Hes got experience
Hes got experience, he knows, you know
He knows, you know, you know, you know
You know, you know, you know, you know
Problems, problems, problems, problems, problems, problems
Dont give me your problems

song performed by Marillion
Added by Lucian Velea
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Pickthorn Manor

I

How fresh the Dartle's little waves that day!
A steely silver, underlined with blue,
And flashing where the round clouds, blown away,
Let drop the yellow sunshine to gleam through
And tip the edges of the waves with shifts
And spots of whitest fire, hard like gems
Cut from the midnight moon they were, and sharp
As wind through leafless stems.
The Lady Eunice walked between the drifts
Of blooming cherry-trees, and watched the rifts
Of clouds drawn through the river's azure warp.

II

Her little feet tapped softly down the path.
Her soul was listless; even the morning breeze
Fluttering the trees and strewing a light swath
Of fallen petals on the grass, could please
Her not at all. She brushed a hair aside
With a swift move, and a half-angry frown.
She stopped to pull a daffodil or two,
And held them to her gown
To test the colours; put them at her side,
Then at her breast, then loosened them and tried
Some new arrangement, but it would not do.

III

A lady in a Manor-house, alone,
Whose husband is in Flanders with the Duke
Of Marlborough and Prince Eugene, she's grown
Too apathetic even to rebuke
Her idleness. What is she on this Earth?
No woman surely, since she neither can
Be wed nor single, must not let her mind
Build thoughts upon a man
Except for hers. Indeed that were no dearth
Were her Lord here, for well she knew his worth,
And when she thought of him her eyes were kind.

IV

Too lately wed to have forgot the wooing.
Too unaccustomed as a bride to feel
Other than strange delight at her wife's doing.
Even at the thought a gentle blush would steal
Over her face, and then her lips would frame
Some little word of loving, and her eyes

[...] Read more

poem by Amy Lowell
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The Virtues Of Sid Hamet The Magician’s Rod

The rod was but a harmless wand,
While Moses held it in his hand;
But, soon as e'er he laid it down,
Twas a devouring serpent grown.
Our great magician, Hamet Sid,
Reverses what the prophet did:
His rod was honest English wood,
That senseless in a corner stood,
Till metamorphos'd by his grasp,
It grew an all-devouring asp;
Would hiss, and sting, and roll, and twist.
By the mere virtue of his fist:
But, when he laid it down, as quick
Resum'd the figure of a stick.
So, to her midnight feasts, the hag
Rides on a broomstick for a nag,
That, rais'd by magic of her breech,
O'er sea and land conveys the witch;
But with the morning dawn resumes
The peaceful state of common brooms.
They tell us something strange and odd,
About a certain magic rod,
That, bending down its top, divines
Whene'er the soil has golden mines;
Where there are none, it stands erect,
Scorning to show the least respect:
As ready was the wand of Sid
To bend where golden mines were hid:
In Scottish hills found precious ore,
Where none e'er look'd for it before;
And by a gentle bow divine
How well a cully's purse was lined;
To a forlorn and broken rake,
Stood without motion like a stake.
The rod of Hermes was renown'd
For charms above and under ground;
To sleep could mortal eyelids fix,
And drive departed souls to Styx.
That rod was a just type of Sid's,
Which o'er a British senate's lids
Could scatter opium full as well,
And drive as many souls to hell.
Sid's rod was slender, white, and tall,
Which oft he used to fish withal;
A PLACE was fasten'd to the hook,
And many score of gudgeons took;
Yet still so happy was his fate,
He caught his fish and sav'd his bait.
Sid's brethren of the conj'ring tribe,
A circle with their rod describe,

[...] Read more

poem by Jonathan Swift
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Is it really like fishing?

They say there is many fish in the sea to choose from.
But have you ever gone fishing?
They say do not worry they are like fish you lose one then get a fresh one.
But have you actually gone fishing?
They say you can be picky when fishing your fish.
But have you been in the sea and fished?
They even say some actually smell like fish.
But have you really smelled a fish?
They say there is plenty of fish in the sea.
But have you actually gone and counted the fish in the sea?
They say once you catch that perfect fish, you are bound for a good life.
But have you caught that perfect fish they all speak of?
They say some fish can be beautiful.
But have you seen any beautiful fish?

How can one compare a fish?
They are not alike.
How can one say it is as easy as finding a fish?
It is not a simple task.
How can they say there are so many fish in the sea?
When there are so many fishers who have yet to catch.

Can you really compare life and love to a fish?
The answer is of course not.
You can’t.
Impossible.
Unreal.
Not imaginable.
Unbelievable.
Unrealistic.
A fairy tale.

poem by ReubenJames Rodriguez
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100 STD's 10,000 MTD's

There are STD's, sexually transmitted diseases.
and then there are MTD's, meat transmitted diseases.

The latter take a lot more lives.

*********

In Animal Flesh: Blood Sweat Tears as well as Carcinogens Cholesterol Colon Bacteria

Animal products kill more people annually in the US than
tobacco, alcohol, traffic accidents, war, domestic violence,
guns, and drugs combined. USAMRID wrote that consumption of pig flesh caused the world's most lethal pandemic in WW1,
euphemistically called flu. Anthrax
used to be called wool sorters'
disease. Smallpox used to be called
cow pox or kine pox because of
its origin in animal flesh.
.

WHAT'S IN A BURGER? BLOOD SWEAT AND TEARS (AS WELL AS BIOTERRORISM)

POISONS IN ANIMAL AND FISH FLESH... A PARTIAL LIST

a partial list in alphabetical order

acidification diseases
addiction (to trioxypurines)
adrenalin (secreted by terrorized
animals before and during slaughter)

ANTIBIOTICS (too many to list) (crowded factory farm animals standing in their own feces are often infected)

BACTERIA
creiophilic bacteria survive
the freezing of animal flesh
thermophilic bacteria survive
the baking boiling and roasting

bacteriophages (viruses FDA allows to
be injected)
blood
colon bacteria.. euphemistically
called ecoli animals defecate
all over themselves in terror
John Harvey Kellogg MD studied
the exponential rate into the billions

BSE DISEASES, PRIONS IN SPECIES FROM GELATIN (JELLO ETC)
Mad Chicken

[...] Read more

poem by O. Anna Niemus
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Fishing Rods, Guns And God

Some say: Give me a fishing rod
so when I start to wish
for food I needn’t pray to God:
I’ll catch myself a fish.
Some think that rifles or revolvers
may solve their problems better,
becoming with such problem solvers
to God a lifer debtor.

All fishing rods are just like guns
in any fish’s eyes,
but I feel merciless when one’s
my dinnertime fish prize.

A bank account won’t save a fish
from dying, but with one
you may prepare a sauce that’s pish,
and not be forced to run
away from cops or into church
or synagogue for aid,
for it won’t leave you in the lurch,
demanding debts be paid.

Inspired by Nicholas Kristof’s Op-Ed in the NYT, December 31,2009 “Sparking a Savings Revolution”) :
There’s an old saying about poverty: Give me a fish, and I’ll eat for a day. Give me a fishing rod, and I’ll eat for a lifetime. There are many variations in that theme. In Somalia, I heard a darker version: If I buy food, I’ll eat for a day. If I buy a gun, I’ll eat every day. But these days, there’s evidence that one of the most effective tools to fight global poverty may be neither a fishing rod nor a gun, but a savings accounts. What we need is a savings revolution. Right now, the world’s poor almost never have access to a bank account. Cash sits around and gets spent — and, frankly, often spent badly.

12/31/09

poem by Gershon Hepner
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Fish Out Of Water

I feel so out of place here
With this high society
These high fallutin people
Dont know what to make of me
I feel like a minnow in a sea of moby dicks
A small fry in a big pan
Theyre caviar -- Im fish sticks
Fish out of water
I know I dont belong
Fish out of water
Everything I do is wrong
My style of hair, the clothes I wear
The way I speak, the things I eat
The way I act, my lack of tact
Nothin seems to fit
Fish out of water
Flounderin round
Out of my element
But Im just as good as they are
Why do I feel second rate
Its like, sorry charlie,
We want only tuna with good taste
I guess you could say wal-mart
Is quite a way from guccis
Im timex, theyre rolex
Im captain ds, theyre sushi
Fish out of water
Ive had it to the gills
Fish out of water
With these yuppie-guppie frills
Yeah, Im a square in a round hole
A catfish in a goldfish bowl
A little fish with lots of soul
Out of my element
Fish out of water
Flounderin round just for the halibut
Save me, save me
S.o.s. somebody
Save me, save me
Somebody rescue me
Fish out of water
Somebody throw me in
Fish out of water
On a scale of one to ten
Im a two, perhaps a three
Compared to the big fish in the sea
Im washed ashore so save me please
Im in an awful fix
Fish out of water
Rescue me

[...] Read more

song performed by Dolly Parton
Added by Lucian Velea
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Problems

I have problems, and you have problems
Let's make problems with our problems
When I'm the problem you're the problem
But we know where the problem for one another

I start my day by any other way
Looking under my bed for the metallic crate
Encrypted with a steel isomorphic key
Projecting documents enveloped with two words

"Today's problems"

When I have no problems I make more problems
To entwine the world with inventive problems
What would we do if we did not have problems?
Neglect our security for hypothesizing new problems

Problems, Problems, Problems

An exegesis of problems
Categorized and productized
In rationale arrangements
Ontologically customized
Parasitically neurological
And involuntarily exercised

I empty the glass and make if full
To furbish the center that never holds
Happiness elixirs baseless catchment
Percolating vertices of inverted orphans

So what's the problem?

poem by Kevin Patrick
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Steal

A fishing rod
Stretch into the fishing pond slightly
Sneaking the child
Look around furtively
He did not see
I was at the window
Seeing him

knocked on the window
Ran away the child
Leave a fishing rod
I saw a mouse
Run away like a rushing smoke

The fishing rod
Hung on the iron railing and swayed
Nor fish no fishing rod
The child
The first lesson in life
A cost of stealing

poem by Catherine Yen
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Rejection's Cold

Do you know you talk and talk my vern
And all good things come to her now
And this has been a long time coming
It's too late to make a move
You choke on every word you say
And now its time boy
Rejections cold
You know I told you so
Maybe a less of all but
The problems solved
Rejections cold
You know I told you so
Maybe a less of all but
The problems solved
Can I confess the lessons learned
And now we've seen the tables turned
For giving in isn't even an option
And I would hate to play pretend
Nothing for me to defend
On your way boy
(ya)
Rejections cold
You know I told you so
Maybe a less of all but
The problems solved
Rejections cold
You know I told you so
Maybe a less of all but
The problems solved
(The problem solved)
(No problem)

song performed by Unwritten Law
Added by Lucian Velea
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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poem by Innocent Masina Nkhonyo
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Using Boot Camp

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poem by Caasder Fronds
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31

A fish that drinks like a fish, that is a fish in excess
A fish that fishes in troubled waters, that is a fish taking advantage of another fish in trouble
A fish that fishes or cuts bait, well, to be or not to be, to retreat or to attack, that is the fishy question
A fish that is neither fish nor fowl, is a fish that is neither one nor the other, lacking some convictions
A fish out of water, is a fish feeling left out, no longer in his accustomed environment

Do you have other fish to fry for now?

Is there other matter requiring my attention?

Poor fish,
the lake is finally fished out from his fishy mind.

poem by Ric S. Bastasa
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Some things that can happen with a fish

A fish that drinks like a fish, that is a fish in excess
A fish that fishes in troubled waters, that is a fish taking advantage of another fish in trouble
A fish that fishes or cuts bait, well, to be or not to be, to retreat or to attack, that is the fishy question
A fish that is neither fish nor fowl, is a fish that is neither one nor the other, lacking some convictions
A fish out of water, is a fish feeling left out, no longer in his accustomed environment

Do you have other fish to fry for now?

Is there other matter requiring my attention?

Poor fish,
the lake is finally fished out from his fishy mind.

poem by Ric S. Bastasa
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