Artistic development is a thing of the past, sadly.
quote by David Coverdale
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Related quotes
Washed Away Under Work Loads
artists feel frustrated
when achieving not
when producing art not
not realizing images
in shifting vision mind
artists should
be producing art
no time for cooking
no time for cleaning
no time for hair cut
artists should not
not be able to keep up
with fermenting ideas
rain weather changes
haunting wake up calls
not creating art
is wasting artistic souls
is wasting artistic lives
in dry season droughts
withering artistic minds
work income human activities
life necessity farming for wages
dependent on salary climates
fifty sixty wage slave hours
is change devastating for artists
this drought no time for artistic activities
is crop failure starvation of artistic minds
leading to artistic suffering on massive scales
droughts are caused by lack of fertility rains
extended over long periods of wage slave times
slight brief rains slight artistic showers
is normality artistic not enough spring rains
to ground absorb artistic evaporated minds
artist is dehydrated lacking soul rejuvenations
plants animals need sustaining life waters
artists need self generated creativity waters
least art dies death of artistic dehydrations
art is main ingredient in artistic food chains
plants die from lack of water therefore animals
eating these plants will also die in drought cycles
artists true artists deprived of art wither drought dies
in mind soul lacking artistic flowering rejuvenations
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poem by Terence George Craddock
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Artistic
Artistic
It's artistic
Grace in your movement
Is artistic.
Artistic
It's artistic
Sweetness in your voice
Is artistic.
Artistic
It's artistic
Gleam in your eye
Is artistic.
I'm filled with inspiration
In my dormant artistic pursuit...
With brush in hand
I'll paint your every move
With hidden treasure of words
I'll weave poems of what you say
And I'll move as you command
By the gleam of your eye.
poem by Tirupathi Chandrupatla
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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.
[...] Read more
poem by Innocent Masina Nkhonyo
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Soccer Rollback
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poem by Rwetewrt Erwtwer
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Veterinary Camps
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poem by Caasder Fronds
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Journey Man
Eclipsin' the sun, with the moon blue,
Traipsin' off the path beaten, true,
He's got the world in an empty can,
Sadly nowhere is the Journey Man.
Son of none, of daughters unsure,
He's the disease to his own cure,
Consilience with many a spirited clan,
Sadly farsighted is the Journey Man.
Oh, he be recallin' those dark days,
Spent in a maze of evanescent haze,
Lone the sigh, in his hand a trepan,
Sadly passionate is the Journey Man.
Call forth his sun, a black star,
His wyrd shall his radiance mar,
Life sacrificed for Destiny's plan,
Sadly condemned is the Journey Man.
Hallucinate in oblivion, encore,
Brewing the past on future shore,
The present is aflight! If ye still can,
Sadly capture it, O Journey Man!
The time's a- goin', a sword's cut,
From palace now to a humble hut,
Death to free from a cruel lifespan,
Sadly shackled is the Journey Man.
poem by Lucius Sulla
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Economic Development
Economic development is the precondition of higher living standard
Therefore we should focus on economic development at first
We know infrastructural development is a must
For economic development of any country
So the government should go for it in the first place
And if necessary they should go for partnership with private entrepreneurs
Now it’s an open market economy
If we want to take off to the sky of prosperity
We need to utilize our own resources including manpower
We need to figure out our competitive advantages
Because it’s not a hard task for us in the information era
Now-a-days tourism is a lucrative sector for any government
Because we are living in the time of globalization
Protectionism is now a history
That’s why
The role of commercial banks and other financial institutions
Is more pivotal than ever
They should provide loan to the industrialists
In such a manner and style
So that the latter can import cutting-edge tech
In order to survive in the fierce competition of open market
poem by Asif Andalib
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In Development
Bedecked with sequins.
And with the spark,
Of fire diamonds on fingers shown.
They own them.
Or at best...
They are leased.
To flash and please,
The onlookers teased.
And unbearably beseeched.
As they stroll across the sands,
With designer attire...
And leather bags clutched in hands.
The placements they have selected,
Are exquisite.
Centered for attention.
To achieve an acceptance and consent.
They would love to think those gawking as shallow.
They would love to think they harbor thoughts like that!
To give themselves reasons...
To perform acts found attractive.
And solict crowds to surround,
As they sunbath...
Swatting the appearance of annoying flies and ants!
And the billowing sand,
Kicking up from such activity...
Needlessly released.
In development...
Are the awkward poses they expose.
They are nouveau riche.
First time on a public beach.
And wanting folks to be aware...
Of the flaunting of their 'wares'.
In development...
And with fresh pretentions of their gains.
Aiming for quick glances...
They hope some hold and maintain.
Bedecked and bejeweled...
Bedazzled and much 'blinged'.
Wanting to stir up excitement.
From those chasing waves...
And caring less,
How inappropriate 'some' behave.
In development...
There they sit.
[...] Read more
poem by Lawrence S. Pertillar
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Betty Marsden
She loves green Mother Nature with all her heart and soul
And in the fight to save Birdsland from the developers she played a leading role
And to the cause of Nature she remains ever true
The noble Betty Marsden her equals only few.
She fought for Mother Nature to save her trees and grass
And for the woman who saved Birdsland from development let us raise the toasting glass
For Mother Nature and her Planet suffer due to human greed
And those who protest against development more of their type we need.
The woman who saved Birdsland from development in her achievement can take pride
And in the Shire of Yarra Ranges she is known far and wide
So many places of great beauty have been needlessly destroyed
And hats off to everybody who stand on Nature's side.
The woman who saved Birdsland from development her name in the Yarra Ranges will live on
For without her a place of beauty would have been forever lost and gone
She led the fight for Birdsland against the men of greed
And she's a friend of Mother Nature's and Nature's case she plead.
poem by Francis Duggan
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Not Everybody Is Capable Of Closeness
sadly some cannot feel close to anyone
sadly some cannot love another person
sadly some are so afraid of being hurt
sadly some do not care who they hurt
sadly emotional dysfunctions are tragic
it is hard to solve other people's unresolved problems
it is hard to solve our own pressing present problems
it is true female suicide attempts are desperate crys for help
it is true male depression can be sign suicidal dangerous
it is a suicide success rate steeper than female attempts
not all people think reason in complex thought patterns
not all people cross child adult boundaries in calculated thoughts
not all marriages are unions of two hearts compatible deeply in love
not all parents love their children as centre of their entire world
not all people play love calculation games to achieve limited goals
poem by Terence George Craddock
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The Lang Coortin'
THE ladye she stood at her lattice high,
Wi' her doggie at her feet;
Thorough the lattice she can spy
The passers in the street,
"There's one that standeth at the door,
And tirleth at the pin:
Now speak and say, my popinjay,
If I sall let him in."
Then up and spake the popinjay
That flew abune her head:
"Gae let him in that tirls the pin:
He cometh thee to wed."
O when he cam' the parlour in,
A woeful man was he!
"And dinna ye ken your lover agen,
Sae well that loveth thee?"
"And how wad I ken ye loved me, Sir,
That have been sae lang away?
And how wad I ken ye loved me, Sir?
Ye never telled me sae."
Said - "Ladye dear," and the salt, salt tear
Cam' rinnin' doon his cheek,
"I have sent the tokens of my love
This many and many a week.
"O didna ye get the rings, Ladye,
The rings o' the gowd sae fine?
I wot that I have sent to thee
Four score, four score and nine."
"They cam' to me," said that fair ladye.
"Wow, they were flimsie things!"
Said - "that chain o' gowd, my doggie to howd,
It is made o' thae self-same rings."
"And didna ye get the locks, the locks,
The locks o' my ain black hair,
Whilk I sent by post, whilk I sent by box,
Whilk I sent by the carrier?"
"They cam' to me," said that fair ladye;
"And I prithee send nae mair!"
Said - "that cushion sae red, for my doggie's head,
It is stuffed wi' thae locks o' hair."
[...] Read more
poem by Lewis Carroll from Phantasmagoria and Other Poems
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The Lang Coortin
The ladye she stood at her lattice high,
Wi' her doggie at her feet;
Thorough the lattice she can spy
The passers in the street,
'There's one that standeth at the door,
And tirleth at the pin:
Now speak and say, my popinjay,
If I sall let him in.'
Then up and spake the popinjay
That flew abune her head:
'Gae let him in that tirls the pin:
He cometh thee to wed.'
O when he cam' the parlour in,
A woeful man was he!
'And dinna ye ken your lover agen,
Sae well that loveth thee?'
'And how wad I ken ye loved me, Sir,
That have been sae lang away?
And how wad I ken ye loved me, Sir?
Ye never telled me sae.'
Said - 'Ladye dear,' and the salt, salt tear
Cam' rinnin' doon his cheek,
'I have sent the tokens of my love
This many and many a week.
'O didna ye get the rings, Ladye,
The rings o' the gowd sae fine?
I wot that I have sent to thee
Four score, four score and nine.'
'They cam' to me,' said that fair ladye.
'Wow, they were flimsie things!'
Said - 'that chain o' gowd, my doggie to howd,
It is made o' thae self-same rings.'
'And didna ye get the locks, the locks,
The locks o' my ain black hair,
Whilk I sent by post, whilk I sent by box,
Whilk I sent by the carrier?'
'They cam' to me,' said that fair ladye;
'And I prithee send nae mair!'
Said - 'that cushion sae red, for my doggie's head,
It is stuffed wi' thae locks o' hair.'
[...] Read more
poem by Lewis Carroll
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Joseph's Gloss On God
When Joseph tells his brothers: “I
am not God, ” he perhaps implies
that unlike God he sometimes lies,
and unlike Him, is doomed to die.
The words that Joseph never said
are wrong, as we find out when burned;
God often lies, a lesson learned
from history, and God is dead.
Inspired by a review by Paul Buhle of R. Crumb’s The Whole Book of Genesis, in Forward, October 10,2009 (“In the Image of God: The Ambition of R. Crumb’s Graphic Genesis”:
To say this book is a remarkable volume or even a landmark volume in comic art is somewhat of an understatement. It doesn’t hurt that excerpts of the book appeared during the summer in the New Yorker and that the Hammer Museum in Los Angeles is opening an exhibit of the original drawings from which the book’s contents were adapted. “The Book of Genesis, ” Robert Crumb’s version, nevertheless stands on its own as one of this century’s most ambitious artistic adaptations of the West’s oldest continuously told story.
No comic artist has been more influential than Crumb. In terms of sales, his work is dwarfed by the superheroes and, in comic art prestige. Art Spiegelman, and a short list of others including Alison Bechdel and Marjane Sartrapi may have displaced Crumb. But Crumb’s influence abides and endures in his occasional LP/CD covers, in his volumes of collected work (16 volumes so far and counting) , his artistic prizes and a generation of artists who have incorporated his particular view of humanity.
Surprisingly, his best work in 20 years has actually been in the genre of adaptation, specifically an adaptation of Franz Kafka, dating to the mid 1990s. On that highly curious point, any consideration of this “Genesis, ” as a highly personal comic art, properly begins. Notoriously, Crumb is a gentile who fled from his deeply dysfunctional Delaware family to the Cleveland neighborhood of Harvey Pekar and the arms of the first of two Jewish wives. “Crumb, ” the 1994 film documentary, was in many ways about emotional pain (including a brother doomed to suicide) and his craving for a certain kind of woman, who, although possibly any female with a bemuscled backside, was in fact most likely to be Jewish. She, reality and image, was his consolation. The strips that he drew of Jewish-American life, nevertheless, reworked stereotypes, some funny (he visits Florida with his second wife, and holds a tiny grandfather on his knee) , and some, doubtless, insulting to many readers.
In the pages of “Introducing Kafka, ” Crumb became his fictional protagonist with such depth of insight into the logic of the doomed writer, as well as of Kafka’s famed works, that many readers were simply astonished, this reviewer among them. Kafka is the exemplar par excellence of a type of ambiguous, tortured mittel European Jewish personality as it hovered between faith and uncertainty, shortly before the Holocaust. Not Spiegelman, not Ben Katchor, nor Sharon Rudahl, nor others who drew historical or quasi-historical strips about Jewish history, had taken the characterization as far as Crumb. An earlier escape from Middle American culture had propelled Crumb toward his satirical protagonist Mister Natural, a Zen-like, robed quasi-prophet of the 1970s-80s. Three decades later, Crumb’s robed prophets are far from Zen.
Crumb’s “Genesis” is then perfectly serious and the author wants us to know it. As he says on the cover, “Nothing Left Out! ” Every “beget” from the King James Bible can be found here, along with plenty of scenes censored from previous graphic adaptations. And more prose, in the final “Commentary” segment of the book, than non-writer Crumb may have put on the page anywhere, aside from his published letters. More striking for anyone but the seasoned Crumb fan: unlike previous Biblical comic adaptations, including some published and drawn by Jews, Crumb’s characters actually look Jewish, the women even more than the men. The contrast to the classic work, EC Comics’ “Picture Stories from the Bible” (1945) in that respect is most illuminating. But more recent works like the best-selling “Manga Bible” (2000) are not much different (nor was the “The Wolverton Bible” by one of the strangest of comic artists Basil Wolverton) . Close readers will see Crumb’s wife Aline Kominsky, to whom the book is dedicated, again and again, in various guises; perhaps only Chagall drew his beloved wife so often and with such varied imagination.
Not only are the characters Jewish here, they are all ages and sizes. If, for instance, there are more drawings of Jewish elders in any single volume of comic art anywhere, I have never seen them. The women here are beautiful when young, heavily busted with large, muscular thighs. The men are strong, their beards full and noble. The deity has a really big beard and retains his notoriously bad temper, as well as his commanding presence, and absolute demand for loyalty. The animals of Genesis (in Noah’s ark and elsewhere) may be where Crumb is most similar to earlier comic art adaptations of Biblical texts, but they are drawn, like everything else, with such loving care that they are special and demand repeated viewing.
In those extensive notes at the end, Crumb comes as close as he is ever likely to revealing the sources and depth of his commitment to the text. He had been puzzling, no doubt under a wave of feminist criticism, about the gender struggle, until Torah scholar Savina Teubel’s “Sarah the Priestess” (1984) gave him new insight: a matriarchal background, female deities and actual female power, in a society turning toward patriarchy but retaining some elements of women’s prehistorical strength and centrality to the direction of early civilization. If anything is reinterpreted purposefully in “Genesis, ” it is in gender, and Crumb does so not by scoring points but by rearranging the visual subtext. Gender issues also help him reframe somewhat the class dimension of tribal society, which endures not through brute force but because of the strength of its women.
The commentary on his visual choices and his broader interpretations explores and explains his few intentional deviations, not only in the name of narrative clarity but artistic intent. Mainly, his notes drive home how he struggled to interpret the text in suitable graphic form, chapter by chapter, sometimes even character by character. There is no doubting the artist’s integrity or hard work, in no small part because he redrew again and again, trying to find historically accurate clothing and scenery. The Old Testament of cinematic Charlton Heston, so to speak, became the Genesis of lived and perceived experience, socially real and super-real. Clues are provided with translations of specific Hebrew names within the visual text, essentially metaphorical in meaning. These clues may be the closest to footnotes that Crumb has ever provided.
Comics scholar Jeet Heer, has noted in “Bookforum” that Crumb’s biblical characters, with the exception of the deity, have no internal lives: only the deity has depth and personality. As with the original text, much more is implied in Crumb’s visual text than can be stated, because scenes rush by so fast and because the artist forever works out, pen or brush in hand, a unique meaning that escapes easy interpretation. Even closer to the mark, Heer argues that above all, this is a book about bodies, the natural expression of an artist whose work has, possibly more than any other master of comic art, been concerned with body structure and expression.
And offending the deity? Crumb treads with a caution all the more remarkable for an artist, who, short decades ago, allowed himself the full run of his imagination, heedless of the consequences. Crumb’s innovation might be summed up in his characterization of Joseph, brilliant in subjugating Egypt but weary of his own powers. In the final phrases of the book, the artist suggests a radical view several thousand years previous to Jewish Karl Marx. “In the very last chapter, when his obstreperous brothers fling themselves at this feet and proclaim, ‘Here we are, your slaves, ’ he says to them, “I am not God, am I’ Joseph has learned a much finer humility than the fear-driven kind shown by his barbaric brothers.” So says a humble Crumb.
10/22/09
poem by Gershon Hepner
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Kitsch Object
Just like every lichen, how you stick to me
If your luck is dying, go and plant a tree
With artistic license, always comes for free
Just like every lichen, how you stick to me
Snook your way backstage
Paris sets the rage
Coursing on your brain
So now I slip away
Just like every lichen, how you stick to me
If your luck is dying, go and plant a tree
With artistic license, always comes for free
Just like every lichen, how you stick to me
Weightless.. bare.. faithless... scared
Know that bitches face? ?
All seen better days
So quick to blow your fuse
But thats the life you choose
Just like every lichen, how you stick to me
If your luck is dying, go and plant a tree
With artistic license, always comes for free
Just like every lichen, how you stick to me
Weightless.. bare.. faithless... scared
Snook yourself backstage
Paris sets the rage
Coursing on your brain
So now I slip away
Just like every lichen, how you stick to me
If your luck is dying now, go and plant a tree
With poetic license, always comes for free
Just like every lichen, how you stick to me
Weightless.. bare.. faithless... scared
song performed by Placebo
Added by Lucian Velea
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Kitsch Object (live)
Just like every lichen, how you stick to me
If your luck is dying, go and plant a tree
With artistic license, always comes for free
Just like every lichen, how you stick to me
Snook your way backstage
Paris sets the rage
coursing on your brain
so now I slip away
Just like every lichen, how you stick to me
If your luck is dying, go and plant a tree
With artistic license, always comes for free
Just like every lichen, how you stick to me
Weightless.. Bare.. Faithless... Scared
Know that bitches face??
All seen better days
So quick to blow your fuse
But that's the life you choose
Just like every lichen, how you stick to me
If your luck is dying, go and plant a tree
With artistic license, always comes for free
Just like every lichen, how you stick to me
Weightless.. Bare.. Faithless... Scared
Snook yourself backstage
Paris sets the rage
coursing on your brain
so now I slip away
Just like every lichen, how you stick to me
If your luck is dying now, go and plant a tree
With poetic license, always comes for free
Just like every lichen, how you stick to me
Weightless.. Bare.. Faithless... Scared
[Posted by Erez
song performed by Placebo
Added by Lucian Velea
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Artistic Consummations Unending
Man when it comes to romance
commitment to long term courtship
speak not of rocking artistic me;
and my constant consistent courtship
with my dated loose laying poetry.
In more than twenty
predominantly neglected years
I’ve never been through them all;
caught up with my neglected years
my dated draft diary entries.
I’ve got so many
loose lines lines lines
hanging heavy in my restless head;
I can never get them lines
all laid down right.
There’s too many
to save, for, a rainy day.
Multiple droplets; in their hundreds trillions;
adorn, all objects; visible on rainy days.
Hang from, transformed, rain dewed trees.
But even when the sun is still shining.
I’m still two timing, multiple poetic pieces.
I’m still too time starved; for catch up poetic binding.
I’m afraid I’m never, going to get written pieces,
through; to that last eternally unwritten line.
Hanging out waiting around for me
in expectation, of artistically, desired pick up.
When will such a courtship; finally end?
When the muse may, no longer, dances up,
her dazzling; or simplistic lines entwining me.
When I’m too tired to write my nights
my days, my artistic life, poetically away.
Then poetry will find; another poet to daze;
for days, for nights; to artistic life write away.
Then poetry will find, another poet, to courtship bard.
Copyright © Terence George Craddock
Written in July 1999 on the 17.7.99.
poem by Terence George Craddock
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Creative Soul Quite Out Of Sorts
creative soul quite out of sorts
are you really source defined
by what you have done?
remembered by what you have written?
does not forest, lakes, rivers,
windswept beaches, ocean tides,
ebb flow in kiwi artistic souls?
do you not hunger starve feel
beginnings are glory dawn chorus
with an eternal day sun bean streams
birth begging come write me?
past writes be they haka or poi songs
lilting lullaby soft night whispered blessings
stretching dark far back to jaw thigh bones
stretch dark far back to ancestor jaw thigh bones
ancestor blessings running sleeping
dream running in waking
eye infant sleep listening...
eye infant ancient sleep listening...
artistic walking time lines
artistic walking seed own time lines
hooks fishing catch spirit minds...
wear colour cloak rainbow bird feathers...
poem by Terence George Craddock
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Walking Seed Own Time Lines
creative soul quite out of sorts
are you really source defined
by what you past have done?
remembered by what you have written?
does not forest, lakes, rivers,
windswept beaches, ocean tides,
ebb flow in kiwi artistic souls?
do you not hunger starve feel
beginnings are glory dawn chorus
with an eternal day sun bean streams
birth begging come write me?
past writes be they haka or poi songs
lilting lullaby soft night whispered blessings
stretching dark far back to jaw thigh bones
stretch dark far back to ancestor jaw thigh bones
ancestor blessings running sleeping
dream running in waking
eye infant sleep listening...
eye infant ancient sleep listening...
artistic walking time lines
artistic walking seed own time lines
hooks fishing catch spirit minds
wear colour cloak rainbow bird feathers...
to be an artist and deny art
is to deny self decades
may be devoted invested
into deep wound near fever social causes
delving into tunnels lighting candles
holding lamps high warming other hands
but art denied crucifies poetic souls
song of self is wine sung trodden in life caverns
art is not mainstream commercials remix copycat dance routines
gaga sales pitch rip offs
never climb stairways
to heaven sung unique songs
are tuned in distempered souls
mānuka honey is kiwi wild
wind clover flax fibre twist plait knot
ropes pull waka
[...] Read more
poem by Terence George Craddock
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My Artistic Intent
My artistic intent kept me up all night without relent,
I wanted to paint you a monet or a turner
But art was never my strong point
And being a slow learner
I painted a tiny flower instead
My artistic intent drew me to a small corner cafe
With a seat for one
Even after a sleepingless night
This stubborn muse wasn't done
Instead half dead I sat for hours
With a noteook and pen
Re writing the same sentence
Over and over again
I told the waitress it was my first draft
Her english was poor and so closing the door
She laughed, ''Do you feel warmer now? '
At closing time I left two sentences better off
Than before!
My artistic intent fired me on without relent
I wanted to compose an epic or
A poem of some great worth
But after a certain hour I lost the power
Forgot to feed the metre and in the dark
Couldn't complete her!
At dawn
[...] Read more
poem by Yvette Smith
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Governmental aid is a drawback rather than an assistance, as, although it may facilitate in the routine of artistic production, it is an impediment to the development of true artistic genius.
quote by John Philip Sousa
Added by Lucian Velea
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