A Boy Named Zach
There was a young boy
Who lived with his dad,
His name was Zach,
He was never sad.
When he wasn't in school
He'd ride his bike
Or swim in the pool
With his buddy Mike.
Fishing with dad was a huge delight,
They'd fish for hours
And return in the night.
Zach was a nice boy,
He would never complain,
The approval from dad
Was his greatest gain.
(our neighbor in Hemet, Ca.)
poem by Debora Soramaki
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Related quotes
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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Virginia's Story
Elizabeth Gates-Wooten is my Grand mom.
She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.
When she was old enough she got married.
First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.
Agnes was my mother.
Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.
Then they moved to West Virginia in the United States.
Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.
Anna was a maid and cook.
She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth
They were both good cooks
They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.
My moms name was Agnes Barrie Gates.
She married James Wright and moved to Cleveland.
[...] Read more
poem by Talile Ali
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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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I Better Be Good
If I ain't cool
My daddy gonna send me
To Military School
If I ain't nice
My girlie gonna freeze me
With cold shoulder ice
If I'm real late
My teacher gonna use me
For alligator bait
So, I better be good
I better be good
If I jump on the gas
The cops are gonna jump
All over my back
If I smoke too much
Doctor says he's gonna
Put my lungs in a crutch
If I'm caught without my pants
Consuelo's dad is gonna shoot
Until he sees me dance
So, I better be good
I had better be good
You better be nice
You better be nice
You better be nice
You better be nice
Nice, nice, nice - you better be
Nice, nice, nice - you better be
Nice, nice, nice - Uh, uh, uh, uh
Nice, nice, nice
Nice, nice, nice
Nice, nice, nice
You better be nice tonight
If I spray it on the seat
Lady gonna tie a big knot
In the meat
If I spewey too fast
Lover's gonna stick
My Wrangler in a cast
If zipper grabs skin
I'll know I had it out
When I shoulda kept it in
Ow.
I better be good
I better be good
I better be good
Ooh.
You better be nice
You better be nice
You better be nice
[...] Read more
song performed by Alice Cooper
Added by Lucian Velea
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The Victories Of Love. Book I
I
From Frederick Graham
Mother, I smile at your alarms!
I own, indeed, my Cousin's charms,
But, like all nursery maladies,
Love is not badly taken twice.
Have you forgotten Charlotte Hayes,
My playmate in the pleasant days
At Knatchley, and her sister, Anne,
The twins, so made on the same plan,
That one wore blue, the other white,
To mark them to their father's sight;
And how, at Knatchley harvesting,
You bade me kiss her in the ring,
Like Anne and all the others? You,
That never of my sickness knew,
Will laugh, yet had I the disease,
And gravely, if the signs are these:
As, ere the Spring has any power,
The almond branch all turns to flower,
Though not a leaf is out, so she
The bloom of life provoked in me;
And, hard till then and selfish, I
Was thenceforth nought but sanctity
And service: life was mere delight
In being wholly good and right,
As she was; just, without a slur;
Honouring myself no less than her;
Obeying, in the loneliest place,
Ev'n to the slightest gesture, grace
Assured that one so fair, so true,
He only served that was so too.
For me, hence weak towards the weak,
No more the unnested blackbird's shriek
Startled the light-leaved wood; on high
Wander'd the gadding butterfly,
Unscared by my flung cap; the bee,
Rifling the hollyhock in glee,
Was no more trapp'd with his own flower,
And for his honey slain. Her power,
From great things even to the grass
Through which the unfenced footways pass,
Was law, and that which keeps the law,
Cherubic gaiety and awe;
Day was her doing, and the lark
Had reason for his song; the dark
In anagram innumerous spelt
Her name with stars that throbb'd and felt;
[...] Read more
poem by Coventry Patmore
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Push
Step 1... step off to the dance floor
Step 1... step off to the dance floor
Push (hey) ((push up on it))
(good God)
Push - lord (push, yeah) ((push up on it))
Every time u get some
People wanna take it back
They rather see u on the run
Than see u get it like that
Every time they stop u
Change up like a sock
Every time they try 2 clock u
Tick more than they tock
Push I push
Dont let them pull u down, yeah
Push I push
Until u get 2 higher ground
Push
Ure never 2 young, never 2 old
Push
Dont stop until u go
Did u ever stop 2 wonder
Why u put another down?
No man should asunder
The joy that another man found
Maybe bout the business u was worried
Wasnt ever filed in your name
Maybe the cartridge u was playin
Dont fit in your video game
Push I push
Dont let them pull u down
Push I push
Until u get 2 higher ground
Push
Ure never 2 young, never 2 old, yeah
Push
Dont stop until u go, hey
(alright) I push (push) ((push up on it))
(push) I push (push, push, hey)
(push) (come on and push it now, hey push)
((push up on it)) (push) I push
Every time u get some push
People wanna take it back p-push
They rather see u on the run push
Than see u get it like that
Every time they stop u
Change up like a sock push
Every time they try 2 clock u push
U gotta tick more than they can tock
Push I push
[...] Read more
song performed by Prince
Added by Lucian Velea
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The Dream
'TWAS summer eve; the changeful beams still play'd
On the fir-bark and through the beechen shade;
Still with soft crimson glow'd each floating cloud;
Still the stream glitter'd where the willow bow'd;
Still the pale moon sate silent and alone,
Nor yet the stars had rallied round her throne;
Those diamond courtiers, who, while yet the West
Wears the red shield above his dying breast,
Dare not assume the loss they all desire,
Nor pay their homage to the fainter fire,
But wait in trembling till the Sun's fair light
Fading, shall leave them free to welcome Night!
So when some Chief, whose name through realms afar
Was still the watchword of succesful war,
Met by the fatal hour which waits for all,
Is, on the field he rallied, forced to fall,
The conquerors pause to watch his parting breath,
Awed by the terrors of that mighty death;
Nor dare the meed of victory to claim,
Nor lift the standard to a meaner name,
Till every spark of soul hath ebb'd away,
And leaves what was a hero, common clay.
Oh! Twilight! Spirit that dost render birth
To dim enchantments; melting Heaven with Earth,
Leaving on craggy hills and rumning streams
A softness like the atmosphere of dreams;
Thy hour to all is welcome! Faint and sweet
Thy light falls round the peasant's homeward feet,
Who, slow returning from his task of toil,
Sees the low sunset gild the cultured soil,
And, tho' such radliance round him brightly glows,
Marks the small spark his cottage window throws.
Still as his heart forestals his weary pace,
Fondly he dreams of each familiar face,
Recalls the treasures of his narrow life,
His rosy children, and his sunburnt wife,
To whom his coming is the chief event
Of simple days in cheerful labour spent.
The rich man's chariot hath gone whirling past,
And those poor cottagers have only cast
One careless glance on all that show of pride,
Then to their tasks turn'd quietly aside;
But him they wait for, him they welcome home,
Fond sentinels look forth to see him come;
The fagot sent for when the fire grew dim,
The frugal meal prepared, are all for him;
For him the watching of that sturdy boy,
[...] Read more
poem by Caroline Elizabeth Sarah Norton
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Ride Sally Ride
Sit yourself down
Bang out a tune on that grand piano
Sit yourself down
Lay languidly down upon that sofa
Ooohhh, isnt it nice
When your heart is made out of ice
Ride, sally, ride
Its not your time or way of confusion
Ride, sally, ride
cause if you dont, youll get a contusion
Ooohhh, isnt it nice
When your heart is made out of ice
Sit yourself down
Take of your pants, dont you know this is a party
Sit yourself down
Why do you think we brought all these people, miss brandy
Ooohhh, isnt it nice
When you find your hearts made out of ice
Ride, sally, ride
Its not your time, its just your confusion
Ride, sally, ride
Its not your time, youll get a contusion
Ooohhh, isnt it nice
When you find your heart is made out of ice
(ride, sally ride)
(ride, ride, ride, ride, sally ride) ride, sally, ride
(ride, ride, ride, ride, sally ride) hey, ride, sally, ride
(ride, ride, ride, ride, sally ride) ride, sally, ride
(ride, ride, ride, ride, sally ride, oh-oh-oh, oh)
(ride, ride, ride, ride, sally ride, hey-hey-hey, hey-hey)
song performed by Lou Reed
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XI. Guido
You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock
[...] Read more
poem by Robert Browning from The Ring and the Book
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The Parish Register - Part III: Burials
THERE was, 'tis said, and I believe, a time
When humble Christians died with views sublime;
When all were ready for their faith to bleed,
But few to write or wrangle for their creed;
When lively Faith upheld the sinking heart,
And friends, assured to meet, prepared to part;
When Love felt hope, when Sorrow grew serene,
And all was comfort in the death-bed scene.
Alas! when now the gloomy king they wait,
'Tis weakness yielding to resistless fate;
Like wretched men upon the ocean cast,
They labour hard and struggle to the last;
'Hope against hope,' and wildly gaze around
In search of help that never shall be found:
Nor, till the last strong billow stops the breath,
Will they believe them in the jaws of Death!
When these my Records I reflecting read,
And find what ills these numerous births succeed;
What powerful griefs these nuptial ties attend;
With what regret these painful journeys end;
When from the cradle to the grave I look,
Mine I conceive a melancholy book.
Where now is perfect resignation seen?
Alas! it is not on the village-green: -
I've seldom known, though I have often read,
Of happy peasants on their dying-bed;
Whose looks proclaimed that sunshine of the breast,
That more than hope, that Heaven itself express'd.
What I behold are feverish fits of strife,
'Twixt fears of dying and desire of life:
Those earthly hopes, that to the last endure;
Those fears, that hopes superior fail to cure;
At best a sad submission to the doom,
Which, turning from the danger, lets it come.
Sick lies the man, bewilder'd, lost, afraid,
His spirits vanquish'd, and his strength decay'd;
No hope the friend, the nurse, the doctor lend -
'Call then a priest, and fit him for his end.'
A priest is call'd; 'tis now, alas! too late,
Death enters with him at the cottage-gate;
Or time allow'd--he goes, assured to find
The self-commending, all-confiding mind;
And sighs to hear, what we may justly call
Death's common-place, the train of thought in all.
'True I'm a sinner,' feebly he begins,
'But trust in Mercy to forgive my sins:'
(Such cool confession no past crimes excite!
Such claim on Mercy seems the sinner's right!)
'I know mankind are frail, that God is just,
And pardons those who in his Mercy trust;
[...] Read more
poem by George Crabbe
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The Castle Of Indolence
The castle hight of Indolence,
And its false luxury;
Where for a little time, alas!
We lived right jollily.
O mortal man, who livest here by toil,
Do not complain of this thy hard estate;
That like an emmet thou must ever moil,
Is a sad sentence of an ancient date:
And, certes, there is for it reason great;
For, though sometimes it makes thee weep and wail,
And curse thy star, and early drudge and late;
Withouten that would come a heavier bale,
Loose life, unruly passions, and diseases pale.
In lowly dale, fast by a river's side,
With woody hill o'er hill encompass'd round,
A most enchanting wizard did abide,
Than whom a fiend more fell is no where found.
It was, I ween, a lovely spot of ground;
And there a season atween June and May,
Half prankt with spring, with summer half imbrown'd,
A listless climate made, where, sooth to say,
No living wight could work, ne cared even for play.
Was nought around but images of rest:
Sleep-soothing groves, and quiet lawns between;
And flowery beds that slumbrous influence kest,
From poppies breathed; and beds of pleasant green,
Where never yet was creeping creature seen.
Meantime, unnumber'd glittering streamlets play'd,
And hurled every where their waters sheen;
That, as they bicker'd through the sunny glade,
Though restless still themselves, a lulling murmur made.
Join'd to the prattle of the purling rills
Were heard the lowing herds along the vale,
And flocks loud bleating from the distant hills,
And vacant shepherds piping in the dale:
And, now and then, sweet Philomel would wail,
Or stock-doves plain amid the forest deep,
That drowsy rustled to the sighing gale;
And still a coil the grasshopper did keep;
Yet all these sounds yblent inclined all to sleep.
Full in the passage of the vale, above,
A sable, silent, solemn forest stood;
Where nought but shadowy forms was seen to move,
As Idless fancied in her dreaming mood:
And up the hills, on either side, a wood
Of blackening pines, aye waving to and fro,
Sent forth a sleepy horror through the blood;
And where this valley winded out, below,
The murmuring main was heard, and scarcely heard, to flow.
[...] Read more
poem by James Thomson
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Canto the Second
I
Oh ye! who teach the ingenuous youth of nations,
Holland, France, England, Germany, or Spain,
I pray ye flog them upon all occasions,
It mends their morals, never mind the pain:
The best of mothers and of educations
In Juan's case were but employ'd in vain,
Since, in a way that's rather of the oddest, he
Became divested of his native modesty.
II
Had he but been placed at a public school,
In the third form, or even in the fourth,
His daily task had kept his fancy cool,
At least, had he been nurtured in the north;
Spain may prove an exception to the rule,
But then exceptions always prove its worth -—
A lad of sixteen causing a divorce
Puzzled his tutors very much, of course.
III
I can't say that it puzzles me at all,
If all things be consider'd: first, there was
His lady-mother, mathematical,
A—never mind; his tutor, an old ass;
A pretty woman (that's quite natural,
Or else the thing had hardly come to pass);
A husband rather old, not much in unity
With his young wife—a time, and opportunity.
IV
Well—well, the world must turn upon its axis,
And all mankind turn with it, heads or tails,
And live and die, make love and pay our taxes,
And as the veering wind shifts, shift our sails;
The king commands us, and the doctor quacks us,
The priest instructs, and so our life exhales,
A little breath, love, wine, ambition, fame,
Fighting, devotion, dust,—perhaps a name.
V
I said that Juan had been sent to Cadiz -—
A pretty town, I recollect it well -—
'T is there the mart of the colonial trade is
(Or was, before Peru learn'd to rebel),
And such sweet girls—I mean, such graceful ladies,
Their very walk would make your bosom swell;
I can't describe it, though so much it strike,
Nor liken it—I never saw the like:
[...] Read more
poem by Byron from Don Juan (1824)
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Narrative And Dramatic The Wanderings Of Oisin
BOOK I
S. Patrick. You who are bent, and bald, and blind,
With a heavy heart and a wandering mind,
Have known three centuries, poets sing,
Of dalliance with a demon thing.
Oisin. Sad to remember, sick with years,
The swift innumerable spears,
The horsemen with their floating hair,
And bowls of barley, honey, and wine,
Those merry couples dancing in tune,
And the white body that lay by mine;
But the tale, though words be lighter than air.
Must live to be old like the wandering moon.
Caoilte, and Conan, and Finn were there,
When we followed a deer with our baying hounds.
With Bran, Sceolan, and Lomair,
And passing the Firbolgs' burial-motmds,
Came to the cairn-heaped grassy hill
Where passionate Maeve is stony-still;
And found On the dove-grey edge of the sea
A pearl-pale, high-born lady, who rode
On a horse with bridle of findrinny;
And like a sunset were her lips,
A stormy sunset on doomed ships;
A citron colour gloomed in her hair,
But down to her feet white vesture flowed,
And with the glimmering crimson glowed
Of many a figured embroidery;
And it was bound with a pearl-pale shell
That wavered like the summer streams,
As her soft bosom rose and fell.
S. Patrick. You are still wrecked among heathen dreams.
Oisin. 'Why do you wind no horn?' she said
'And every hero droop his head?
The hornless deer is not more sad
That many a peaceful moment had,
More sleek than any granary mouse,
In his own leafy forest house
Among the waving fields of fern:
The hunting of heroes should be glad.'
'O pleasant woman,' answered Finn,
'We think on Oscar's pencilled urn,
And on the heroes lying slain
[...] Read more
poem by William Butler Yeats
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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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I Think I Can Beat Mike Tyson
Artist: jazzy jeff & the fresh prince
2 old men:
Hey...hey leroy...leroy
Yeah
Did you hear about that boy mike tyson?
Mike...mike tyson hes the boy
That played football from montreal aint he?
No no you old coop, he a...he a boxer man
Yeah
Let me tell ya I went to his fight a couple months ago.
I seen him hit this boy, and he hit the boy so hard
His head flew off into the eigtheenth row
(laughing)
They had to get his head out of the eighteenth row
[prince & jeff]
I was in jeffs crib one night about eight
And we were watchina couple of mike tyson fight tapes
Jeff was like...
Man, you see how hard mikes punchin?
Come on jeff the other guy was just lungin
Left, right, left, right, another k.o.
If that was me Id a been ok though
The very next day I gave russell a ring
With j.l. and omar we all called don king
I said yeah, don I got a problem
Tell em prince
yeah whats up? what you sayin? you tryin to solve em?
forget the small talk lets get to the nitty gritty
me and mike, two months, trump, atlantic city
Yo, you got this you gonna bust dude up
Yeah, you can be my trainer
Word up?
Im rough like a freight train smooth like ice
And yo jeff, straight up, I think I can mike tyson
Man, you can beat him, you can beat him
Yo man, word up
Yo I put on a couple of pounds man we can do this
You can do it
Newspaper boy, old men:
Extra, extra read all about it
Fresh prince challenges iron mike tyson to a fight
(laughing)
Ah hes crazy
Aint that the boy who knocked the guys head in the fifthteen row?
Hey leroy, you read the paper?
That boy done lost his man
[prince, barber]
There was press conference to see what training I was doing
Before then I had never heard reporters booing
Cameras flashing I was in the middle
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song performed by Will Smith
Added by Lucian Velea
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Canto the First
I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.
II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.
III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.
IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.
V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.
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poem by Byron from Don Juan (1824)
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Song of Wink Star
The Song of Wink Star
a happy story for children of all ages
story and text © Raj Arumugam, June 2008
☼ ☼
☼ Preamble
Come…children all, children of all ages…sit close and listen…
Come and listen to this happy story of the stars and of life…
Come children of the universe, children of all nations and of all races, and of all climates and of all kinds of space and dimensions and universes…
Come, dearest children of all beings of the living universe, come and listen to The Song of Wink Star…
Come and listen to this story, this happy story…listen, as the story itself sings to you…
Sit close then, and listen to the story that was not made by any, or written by a poet, or fashioned by grandfathers and grandmothers warming themselves at the fire of burning stars…
O dearest children all, come and listen to the story that lives
of itself, and that glows bright and happy….
Come…children all, children of all ages, come and listen to this happy story, the story so natural and smooth as life, as it sings itself to you….
☼ The Song of Wink Star
a happy story for children of all ages
☼ 1
Night Child, always so light and gentle, slept on a flower.
And every night, before he went to sleep, he would look up at the sky.
He would look at the eastern corner, five o’clock.
And there he would see all the stars in near and distant galaxies that were only visible to the People of Star Eyes.
Night Child was one of the People of Star Eyes. And so he could see the stars. And of all the stars he could see, he loved to watch Wink Star.
Wink Star twinkled and winked and laughed.
Every night Wink Star did that. Winked and laughed.
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poem by Raj Arumugam
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Thespis: Act I
DRAMATIS PERSONAE
GODS
Jupiter, Aged Diety
Apollo, Aged Diety
Mars, Aged Diety
Diana, Aged Diety
Mercury
THESPIANS
Thespis
Sillimon
TimidonTipseion
Preposteros
Stupidas
Sparkeio n
Nicemis
Pretteia
Daphne
Cymon
ACT I - Ruined Temple on the Summit of Mount Olympus
[Scene--The ruins of the The Temple of the Gods, on summit of
Mount Olympus. Picturesque shattered columns, overgrown with
ivy, etc. R. and L. with entrances to temple (ruined) R. Fallen
columns on the stage. Three broken pillars 2 R.E. At the back of
stage is the approach from the summit of the mountain. This
should be "practicable" to enable large numbers of people to
ascend and descend. In the distance are the summits of adjacent
mountains. At first all this is concealed by a thick fog, which
clears presently. Enter (through fog) Chorus of Stars coming off
duty as fatigued with their night's work]
CHO. Through the night, the constellations,
Have given light from various stations.
When midnight gloom falls on all nations,
We will resume our occupations.
SOLO. Our light, it's true, is not worth mention;
What can we do to gain attention.
When night and noon with vulgar glaring
A great big moon is always flaring.
[During chorus, enter Diana, an elderly goddess. She is carefully
wrapped up in cloaks, shawls, etc. A hood is over her head, a
respirator in her mouth, and galoshes on her feet. During the
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poem by William Schwenck Gilbert
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The Parish Register - Part I: Baptisms
The year revolves, and I again explore
The simple Annals of my Parish poor;
What Infant-members in my flock appear,
What Pairs I bless'd in the departed year;
And who, of Old or Young, or Nymphs or Swains,
Are lost to Life, its pleasures and its pains.
No Muse I ask, before my view to bring
The humble actions of the swains I sing. -
How pass'd the youthful, how the old their days;
Who sank in sloth, and who aspired to praise;
Their tempers, manners, morals, customs, arts,
What parts they had, and how they 'mploy'd their
parts;
By what elated, soothed, seduced, depress'd,
Full well I know-these Records give the rest.
Is there a place, save one the poet sees,
A land of love, of liberty, and ease;
Where labour wearies not, nor cares suppress
Th' eternal flow of rustic happiness;
Where no proud mansion frowns in awful state,
Or keeps the sunshine from the cottage-gate;
Where young and old, intent on pleasure, throng,
And half man's life is holiday and song?
Vain search for scenes like these! no view appears,
By sighs unruffled or unstain'd by tears;
Since vice the world subdued and waters drown'd,
Auburn and Eden can no more be found.
Hence good and evil mixed, but man has skill
And power to part them, when he feels the will!
Toil, care, and patience bless th' abstemious few,
Fear, shame, and want the thoughtless herd pursue.
Behold the Cot! where thrives th' industrious
swain,
Source of his pride, his pleasure, and his gain;
Screen'd from the winter's wind, the sun's last ray
Smiles on the window and prolongs the day;
Projecting thatch the woodbine's branches stop,
And turn their blossoms to the casement's top:
All need requires is in that cot contain'd,
And much that taste untaught and unrestrain'd
Surveys delighted; there she loves to trace,
In one gay picture, all the royal race;
Around the walls are heroes, lovers, kings;
The print that shows them and the verse that sings.
Here the last Louis on his throne is seen,
And there he stands imprison'd, and his Queen;
To these the mother takes her child, and shows
What grateful duty to his God he owes;
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poem by George Crabbe
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The House Of Dust: Complete
I.
The sun goes down in a cold pale flare of light.
The trees grow dark: the shadows lean to the east:
And lights wink out through the windows, one by one.
A clamor of frosty sirens mourns at the night.
Pale slate-grey clouds whirl up from the sunken sun.
And the wandering one, the inquisitive dreamer of dreams,
The eternal asker of answers, stands in the street,
And lifts his palms for the first cold ghost of rain.
The purple lights leap down the hill before him.
The gorgeous night has begun again.
'I will ask them all, I will ask them all their dreams,
I will hold my light above them and seek their faces.
I will hear them whisper, invisible in their veins . . .'
The eternal asker of answers becomes as the darkness,
Or as a wind blown over a myriad forest,
Or as the numberless voices of long-drawn rains.
We hear him and take him among us, like a wind of music,
Like the ghost of a music we have somewhere heard;
We crowd through the streets in a dazzle of pallid lamplight,
We pour in a sinister wave, ascend a stair,
With laughter and cry, and word upon murmured word;
We flow, we descend, we turn . . . and the eternal dreamer
Moves among us like light, like evening air . . .
Good-night! Good-night! Good-night! We go our ways,
The rain runs over the pavement before our feet,
The cold rain falls, the rain sings.
We walk, we run, we ride. We turn our faces
To what the eternal evening brings.
Our hands are hot and raw with the stones we have laid,
We have built a tower of stone high into the sky,
We have built a city of towers.
Our hands are light, they are singing with emptiness.
Our souls are light; they have shaken a burden of hours . . .
What did we build it for? Was it all a dream? . . .
Ghostly above us in lamplight the towers gleam . . .
And after a while they will fall to dust and rain;
Or else we will tear them down with impatient hands;
And hew rock out of the earth, and build them again.
II.
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poem by Conrad Potter Aiken
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