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An elephant is a mouse, built to government specifications.

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An Extraordinary Friendship

There happened to be an Elephant with purple skin
Which caused many a little child, to laugh and to grin?
They considered it so strange, and so ‘out of place’
That, a cheeky smirk ne’er left each mischievous face.
They laughed so much that they even shed tears:

A Purple Elephant, with purple ears!
Who ever heard such a ridiculous thing,
Next we’ll be hearing the Elephant sing.”

On this did continue, for many a day,
Each time he felt more hurt and full of dismay.
He thought about travelling, far, far away –
“Perhaps then, my skin will be the normal grey? ”
Thus he did reason inside his mind,
This way he would be leaving his shame behind.
But, as he thought on, he began to realise
That his shame wasn’t what they saw with their eyes
But, how they made him feel, deep inside,
All this is what continued to wound his pride.

Suddenly, one bright and cheerful day
A small Blue Mouse just happened by his way.
The Purple Elephant instinctively let out a scream
From the fear and shock, at what he had just seen!
He was just about to turn, quickly away,
When, his attention was caught, as the Blue Mouse did say:
“Please, there’s no need for you to fear me
I’m only a little, quiet Blue Mouse, as you can see.
Why is it that you’re afraid and nervous too?
Please, tell me how I can help – I would really like to.”

And so, the Purple Elephant related his troubles and woes;
How he seemed to have few friends, but much more foes.
The little Blue Mouse gave him such caring advice,
Of which he thought was ever so nice:

“Don’t you worry about how others see you,
Because, when it comes to real beauty, they haven’t a clue.
Your strength of character is something I admire.
You battle on, where others weaken and tire;
You’re tall in stature, big hearted as well.
How do I know? I’ve observed you and can tell.”

The Purple Elephant smiled, and a tear glistened in his eye,
He found her words very touching, and did thus reply:

“O thank you so much, for your kind words so true,
Now, I wonder, is there any favour I can do for you? ”

[...] Read more

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We Built This City

Chorus:
We built this city, we built this city on rock and roll
Built this city, we built this city on rock and roll
Say you dont know me or recognize my face
Say you dont care who goes to that kind of place
Knee deep in the hoopla sinking in your fight
Too many runaways eating up the night
Marconi plays the mamba, listen to the radio, dont you remember
We built this city, we built this city on rock and roll
Chorus:
We built this city, we built this city on rock and roll
Built this city, we built this city on rock and roll
Someone always playing corporation games
Who cares theyre always changing corporation names
We just want to dance here someone stole the stage
They call us irresponsible write us off the page
Marconi plays the mamba, listen to the radio, dont you remember
We built this city, we built this city on rock and roll
We built this city, we built this city on rock and roll
Built this city, we built this city on rock and roll
Its just another sunday, in a tired old street
Police have got the choke hold, oh then we just lost the beat
Who counts the money underneath the bar
Who rides the wrecking ball in two rock guitars
Dont tell us you need us, cos were the ship of fools
Looking for america, coming through your schools
(Im looking out over that golden gate bridge
Out on another gorgeous sunny saturday, not seein that bumper to bumper traffic)
Dont you remember (member)(member)
(whats your favorite radio station, in your favorite radio city
The city by the bay, the city that rocks, the city that never sleeps)
Marconi plays the mamba, listen to the radio, dont you remember
We built this city, we built this city on rock and roll
We built this city, we built this city on rock and roll
Built this city, we built this city on rock and roll
Built this city, we built this city on rock and roll
Built this city, we built this city on rock and roll
(we built, we built this city) built this city (we built, we built this city)
(repeats out)

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Instead Of You Today One Black Mouse

Instead of you today
one black mouse.

It arrives the first
day of your departure.
It catches the corner
of my eye, my blood eye,
as you call it, and I
think at first that this
is only sunlight reflecting
from a window being closed
across the street but
my beating heart, faster,
holding my breath, tells
me it is a mouse that
precedes its smell in
the house, that is, if
it takes up residence,
and the curtains remain
permanently closed.

I do nothing but note
all this as briefly as
the flash, then return
to my grieving.

*

I see it true,
a mouse true, as
was and is the
affection I felt
and feel for you
but I do not want
to make this a
love poem unless
it is to a black
mouse claiming
vacated space

*

You must leave now,
black mouse of sorrow,
now formally named,
take up in another
residence. Do not
borrow my things,
do not move them
with your tail or tongue

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Slow And Steady (Based on the Tortoise and the Hare)

As usual an argument
An argument arose
In the poppy field
Next to the red rose

It was between the mouse and the cat
(No worse enemies existed than that!)
In the end they had a bet
Whoever won, he would get
The poppy field for his own to live in
While the one who lost would be given
"Exile, banished from here forever! "
Said the cat (who really was very clever.)

The mouse thought: "What nonsense!
But it'll be ME who'll win
And that cat will have to live
In the garbage bins! "

But before the mouse could get a word out,
The cat who had been prancing about
Cleared his throat, "I declare!
The competition shall be judged by the hare.
We are going to have a magnificent race,
Poor mousie won't be able to keep up the pace! "

There mouse stood, flabbergasted as ever!
Really, that cat, was sly and clever,
He knew mouse couldn't run at all!
He'd just trip over his tail and fall!
But (though worried he was) he had to do it,
Yes, mouse had to go and prove it,
He would run faster than any cat,
He would run like the wind and knock- them- flat!

The next day dawned, pearly and white,
But the poor mouse was pale with fright!
As he stood in his place
Ready for the race
The cat yawned, as if bored with all this!
When the starting goose gave a hiss,
"Ready, set, GO! "Shouted the hare aloud
The cat ran fast, leaving behind a cloud
Of dust, and the mouse ran as fast as he could
"I'll win this race! I'd do anything to, I would! "

As the cat ran ahead he couldn't help but think:
"There's no way that the mouse can pass me! "
I got ahead in an eye's blink!
Why don't I settle down for a nap?

[...] Read more

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GOD's Elephant - Beating Back The Lion...

GOD Pulled The Lion’s Teeth
GOD Crushed The Lion’s Claws
GOD Took The Lion’s Roar
… and made it very small

GOD Tore Off The Lion’s Tail
GOD Cut The Lion’s Mane
‘Til The Lion’s Voracious Voice
Became Lame and Tamed … and Shamed

Because That Lion Was A Coward
That Crazed Lion Was A Bully
Looking Only For The Weak
To Feast On Them Fully

Not Because It Was Hungry
Not Because It Was In Need
Terror Became Its Creed
Because Its Favorite Taste … Was Greed

It Was The Nature Of That Beast
To Be The Enemy Of My Peace
But GOD Changed Me Into An Elephant
When GOD Saw Me On My Knees

That Lion Chose Me As Victim
It Thought I’d Be Irrelevant
Because It Had No Idea …
I’d Become GOD’ Elephant

… I Am One Of GOD’s Messengers
Hear Me Trumpet HIS Sound
See How Christian Courage Charge
and Shake Lions Underground

See My Ivory Tusks Of Hope
Raised High In Silhouette Moonlight
Gleaming As I Spoke
My Prayers Thru Every Night

See My Ears So Huge To Cool
Fiery Heat That Must Come
Caressing My Full Faith Form
As Heart Beats A Thunder-Drum

GOD Gave Me Wings Of The Wind
GOD Gave Me Echoes Of The Sea
Gave Me A Stand Like A Snowcapped Mountain
And A Trunk Like A Baobab Tree

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Modest Mouse

To the modest mouse,
Whose home, remotely shrouded
With the clutters of the cat's fallen eyesight,
Filled with such vitriol that none could grasp with coarse palms

And the cat, in her abode
Flourishing with jewels that glint like her devotion
To the pleasurable amenities of beauty and splendor
Why, have the heavens lost such bountiful ardor?

The lynx, the beau of indifference, forsaken with lips of crimson red,
Embedded with jewelry in a variation of halycon, sapphire, zircon
Inquisitive mouse, 'You glint so much, you fade in the light.'
Cat quips, irate with claws razor sharp, 'I beg your pardon? '

Oh, such absence of complications
As he prances across the wood, with reflux of blood in his tail,
Only exhibiting a weary face, of tombstone pale;
The cat walks eloquently, only embellishing what pride she has

Walking on thin, rusting wires with such prowess,
The modest mouse, puzzled, bewildered by such striding,
Resembling a hurricane, whose tempestuous whirling hurls edges that lacerate,
'There is no need to act like this! ' the mouse, judgment in surfeit

With such strife, arrogant like a lion,
The cat moves in sync with celestial aeons
With her whiskers, beaming towards the horizon,
None of this, the modest mouse could ever fathom

The modest mouse's confusion, 'Why pounce in such exuberant poise? '
Untoward feline's retalitation, 'Insecurity is a blight.' with such metallic alloy
The modest mouse, was not precarious, his eyes were too good for decoys
The cat's carnal eyes luster with so much flamboyance.

The modest mouse, in pure content, seeing his pale color of gray,
'You are charcoal gray, you should revel.' He told himself humbly.
And subtly, with silent distinctions, the cat stood behind the modest mouse,
With a condescending smirk in her face, for she is adorned in a multitude of colors.

'You seem to shine, like the rainbow! ' Oh, such humility this mouse beholds
The humility that withstands the fiery Summer, and the winter cold.
'I am, more than the rainbow.' Of this you see, the feral audacity?
With such depth, does she serenade herself incessantly.

'Your tail is horrendous! ' Said the cat, waving her emerald tail
Comparatively seeing, careening over her distinctions, the arrogance is ubiquitous.
Thus, the modest mouse cannot be stopped, he stood presumptuously,
Assuming a stance on all fours, with a face as meek as a lily.

[...] Read more

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a mouse teaches Diogenes

You see Diogenes living in the slums. He lives in a barrel. This is the man even Alexander the Great admires. So it makes you wonder about Diogenes.

So you pretend to be there quite by accident and you ask: “Diogenes…Who was your teacher? ”

A mouse was my teacher, ” says Diogenes.

You are quite confused. And you say: 'A mouse is your teacher? And how is that, Diogenes? '

“Well, most exquisite Sir, ” says Diogenes to you. “Most cultured Sir, ” he says. “I had no home and I was in the streets. I almost killed myself. Then I saw mouse. Mouse ran around and looked for food and it found some and I observed mouse for over two days. And I realized how resourceful mouse was. And then I said to myself: ‘Learn of the mouse, Diogenes- and all will be well.’ And so I learned of mouse. And every time I have a problem, I simply ask myself: ‘How will mouse solve this? ’ And so mouse became my teacher. And now, most Exquisite Sir, I have a problem. You. I want to get rid of you and I ask myself: ‘How would mouse solve this problem? ’ He would bite…”

You listen to this and you are afraid – and you run. And Diogenes has done well; he has learned well from his teacher. And you can hear him shouting to you: “By the way, who was your teacher? ”

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zy A Mousetrap (a Fable ~ Author Unknown)

A country mouse heard a rustling noise and looked through a crack in the wall to see what might be going on. He saw the farmer and his wife opening a box. To the mouse’s great dismay the box contained a mousetrap. Alarmed the mouse rushed out to the farmyard to spread a warning. “There is a mousetrap in the house! There is a mousetrap in the house! ”

The chicken, who had been clucking and scratching the earth, raised her head and said: “Mr. Mouse I can tell this is a grave concern to you, but it is of no consequence to me. So I shall not allow myself to be bothered by it.”

The mouse turned to the pig and told him: “There is a mousetrap in the house! There is a mousetrap in the house! The pig sympathized, but said; “I am so very sorry Mr. Mouse, but there is nothing I can do about it. Be assured however, that you will be in my prayers”.

Next the mouse went to the cow and repeated his alarm: “There is a mousetrap in the house! There is a mousetrap in the house! ”. The cow looked at him and said: “Gee Mr. Mouse that’s is to bad for you, but it’s no skin off my nose”.

Mr. Mouse returned to the farmhouse head down and dejected. Left to face the mousetrap alone. That very night the loud snap of a mousetrap snapping shut was heard throughout the farmhouse.

The farmers wife got up from bed and rushed out to see what had been caught in the trap. In the darkness she did not see that it was a venomous snake which had gotten its tail caught in the trap. As she stepped near the trap the snake struck out and bit her on her foot. The farmer rushed her to the hospital where the doctors gave the only treatment available but could not guarantee a full recovery. The farmer’s wife asked to be allowed to return to the farmhouse to recuperate.

Once home the farmer’s wife continued to feel ill. She developed a fever so the farmer, hoping to make her feel well, went out to the farmyard and killed the chicken to make his wife some soup. But her sickness continued and many friends and neighbors stopped by to wish her well and offer assistance. Grateful for their concern the farmer went out to the farmyard and slaughtered the pig so that he could feed the well-wishers.

Alas the farmer’s wife continued to decline in health and after some days she passed away. Knowing that many friends and relatives would arrive for the funeral the farmer had the cow butchered so that he would have meat to feed these mourners.

The mouse could only watch from his little crack in the wall. Saddened at the loss of his farmyard friends, but knowing that he had done all he could to warn them of the danger posed by the mousetrap.

The next time you hear someone is facing a problem and shares their concern with you, Remember the story of the Mr. Mouse and the mousetrap. We are all connected in life in what may seem mysterious ways, so when one of us is threatened we are all at risk.

Author Unknown

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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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Elefans' Fans - Elefans' Fans - Gray Eulogy written in a Country Backyard

Enormous fan ears,
Like trees legs large, small rope tail,
Ends pointed, tusk spears.
Flanks walls, pack I derm trunk snake
ANSwer: blind faith tale's trumps wake.

21 March 2009 robi3_1871_saxe1_0003 PAH_NXX
Acrostic Tanka Elefans

The Blind Men and the Elephant

It was six men of Hindostan
To learning much inclined
Who went to see the Elephant
[Though all of them were blind];
That each by observation
Might satisfy his mind.

The first approached the Elephant,
And happening to fall
Against his broad and sturdy side,
At once began to bawl:
"Bless me, it seems the Elephant
Is very like a wall."

The second, feeling of his tusk,
Cried, "Ho! what have we here
So very round and smooth and sharp.
To me ‘tis mighty clear
This wonder of an Elephant
Is very like a spear."

The third approached the animal,
And happening to take
The squirming trunk within his hands,
Then boldly up and spake:
"I see, " quoth he, "the Elephant
Is very like a snake."

The fouth stretched out his eager hand
And felt about the knee,
"What most this mighty beast is like
Is mighty plain, " quoth he:
"'Tis clear enough, the Elephant
Is very like a tree."

The fifth who chanced to touch the ear
Said, "Even the blindest man
Can tell what this resembles most;
Deny the fact who can,

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Elefans' Fans' Grey Tanka Eulogy written on a Grass Green Country Backyard after John Godfrey Saxe The Blind Men and the Elephant

The King was ill. A travelling monk told him to look upon the healing colour of green. The king spent lakhs and lakhs of money hiring artists to paint the entire country green. The monk once again travelled in the vicinity and came to court. He said to the king: 'Would it not have been better to put on green glasses? ' Paraphrased from a story told by Sathya Sai Baba

Guard us from advice
Responses aping logic
As King in a trice
Should have rejected both monk,
Story artists' green leafed trunk.

Green dreams in dark night
Reveal lies theologic
Emerald eyes quite
Express blood red as black junk -
Simplistic suggestions sunk.

Enormous fan ears,
Like trees legs large, small rope tail,
Ends pointed, tusk spears.
Flanks walls, pack I derm trunk snake
ANSwer: blind faith tale's trumps wake.

Guard from blind minds blind
Leads up undermined mined path
As grass green scene signed
Shows more than meets eye. debunk
Surface virid, vivid drunk.

The Blind Men and the Elephant
It was six men of Hindostan
To learning much inclined
Who went to see the Elephant
[Though all of them were blind];
That each by observation
Might satisfy his mind.

The first approached the Elephant,
And happening to fall
Against his broad and sturdy side,
At once began to bawl:
"Bless me, it seems the Elephant
Is very like a wall."

The second, feeling of his tusk,
Cried, "Ho! what have we here
So very round and smooth and sharp.
To me ‘tis mighty clear
This wonder of an Elephant
Is very like a spear."

The third approached the animal,
And happening to take

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Built For Comfort

By willie james dixon
Arr. by howlin wolf (chester arthur burnett)
Some folk built like this, some folk built like that
But the way Im built, you shouldnt call me fat
Because Im built for comfort, I aint built for speed
But I got everything all the good girls need
I dont have no diamond, and I dont have no gold
But Ive got a lot of lovin and I want you to know
That Im built for comfort, I aint built for speed
But I got everything all the good girls need
Some folk built like this, some folk built like that
But the way Im built, you shouldnt call me fat
Because Im built for comfort, I aint built for speed
But I got everything all the good girls need
Some folk rip and roar, some folk blieve in signs
But if you want me, you got to take your time
Because Im built for comfort, I aint built for speed
But I got everything all the good girls need
But I got everything all the good girls need
I ... I love you baby
I ... I love you baby
But I got everything all of the good girls need
And I dont got no diamonds, dont have no gold
Got a lot of lovin to satisfy your soul
Im built for comfort, I aint built for speed
But I got everything all the good girls need
(lyrics as recorded in 1968 for the howlin wolf album)

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A Legal Mouse

A lawyer had a legal mouse,
A naughty one they say,
That took possession of his house
And papers ev'ry day,

His books and records it would gnaw,
Without regard for loss,
Its disrespect and lack of awe
Just kept the owner cross.

When no revenge the man could get,
His anger blazed so high,
Till he declared when next they met,
The mouse would surely die.

The murder, all the world should know,
He planned with ire intense,
To strike the mouse a fatal blow
And call it self-defence.

One day the desk he opened wide,
The mouse in regal state,
Sat in a pigeon hole, inside,
In style the scene was great.

A stroke the lawyer at it gave,
A star it made to flee,
Into a hole its life to save,
To find security.

When he had guarded well the hole,
It scrambled for the floor,
Again he kept it from the goal,
Its life endangered more.

The door of hope he seemed to close
Upon the enemy;
Its feelings then, nobody knows,
Its longings to be free.

Up through his sleeve it made a break,
In search of freedom sweet;
His arm he then began to shake,
To bring it to his feet.

His cuff was thrown away, no doubt,
The button had to go;
His coat and vest he tore about,
The mouse had scared him so.

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Some Ways Of Looking At A Black Mouse

[to the reader:
This is part of a series poem...this one
follows 'Instead of You Today One Black Mouse'
which should be read before this one for greater
context. There is a playing going on in both
poems which is not only about love had and lost,
a black mouse that shows up, as well as a dove,
the day before the lover returns permanently
to live in native country of India. There is
a Wallace Stevens' playing with notions of
poetry, meaning, and more, and a playing with
language and signs which shall hopefully lend
some jarring but enjoyable takes/slants/songs/
glyphs.

When you see the 'x's
in the poem, read
'times' as in the
math sign for multi-
plication. & of course
the = sign should
be read as 'equals']

keep saying/
writing 'mouth'
when I want to
speak of the
black 'mouse'
which seems to
have left soon
after it appeared
as you departed.


'Mouth' and
'mouse',
'black mouth',
open and shut.

The window,
the casings
fall, clatter
scattering the
dove brown
upon the space
between the

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Poetry: Ode To A Little Mouse

Ode To A Little Mouse
By Laijon Liu 20091009

'Misery acquaints a man with strange bedfellows.'
- Shakespeare, The Tempest Act 2, scene 2, Line 40

01
In my tiny room, there’s a little mouse
A New Yorker he is, a resident of Queens
He’s lonely like me and nameless he is
He works all the days to see who he really is
Oh, my heart cries for you, my little friend
This world too big and your life too frail
In my roommate rooms they set the clip traps
And in each corner they prepared your last meal
But you still, running wise and boring brave
To be a master of your own fate, not a slave!

02
For that sweet cheese cake! You try to nose
For whole life among the rooms and traps
Oh dream of fulfillment, drives living purpose
That one day you may gain fat like those rats
But no, you are in my room, but I only have books
This is not a restaurant, nor subway tracks
And out there on street, too many wild cats
They are not house pets that live on diet food
So, you must be patient and do with what you have
For you haven’t met any girl mouse yet

03
Oh, love for a little mouse? Too unreal!
How that 2-second intimacy can make you feel?
What’s after, still loneliness, emptiness,
Such state even human wail and gods pale
In this mice and rats crowded capital,
How many couples truly find their nest?
Once you were born into this cold world
Then you must walk and search alone
Btwn the walls, sneak in and out the pipes
And hoping to find your sweet cheese

04
Go! You little mouse! Be smart and brave!
Don’t just hide in my tiny room
Even though you moved in here first
But your life is not staying here and starve
Even though I never wanted to trap you
Nor I’m too wicked to poison you
Still, you must go out and be stuffed

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We Must Be Liberal

I remember when I called you a honky.
And you called me a black ugly monkey.
Now both of us ride on a donkey.
'Haw hee haw.'

The brainiacs are on the attack.
Trying to cover their dirty tracks.
Those conservative try to debate...
How an elephant's gait can keep up the pace.

'Haw hee haw.'

I remember when I called you a honky.
And you called me a black ugly monkey.
Now both of us ride on a donkey.
'Haw hee haw.'

I remember when I called you a honky.
And you called me a black ugly monkey.
Now both of us ride on a donkey.
'Haw hee haw.'

Are we liberal?
'Haw hee haw haw...whoa!
I don't know that.
But an elephant's trying to crush my back! '

Are we liberal?
'Haw hee haw haw...whoa!
I don't know that.
But an elephant's trying to crush my back! '

The brainiacs are on the attack.
Trying to cover their dirty tracks.
Those conservative try to debate...
How an elephant's gait can keep up the pace.

'Haw hee haw haw...whoa!

Are we liberal?
'Haw hee haw haw...whoa!
I don't know that.
But an elephant's trying to crush my back! '

Are we liberal?
'Haw hee haw haw...whoa! '
Are we liberal?
'Haw hee haw haw...whoa! '
Are we liberal?
'Haw hee haw haw...whoa! '

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The Mouse and the Grouse

The teeny, tiny mouse said to the finely feathered grouse
“I’d like to come and visit you in your lofty, lovely house.”
The finely feathered grouse smiled at the teeny, tiny mouse
And said, “You can’t since I'm saving it for my future spouse.”

The sad teeny, tiny mouse said, as tears started to douse,
“I’m lonely and just wanted to say hello, finely feathered grouse.”
Well, the finely feathered grouse with his lofty, lovely house
Was lonely too since he hadn’t yet found his future spouse.

But how could a mouse so teeny, tiny and a grouse so fine of feather
Ever visit each other and have a talk together?
They had nothing in common and their lives had different starts.
Although one thing was the same; they both had hurting hearts.

No one had ever visited the finely feathered grouse
And he did like friendly words uttered by the teeny, tiny mouse.
As mister mouse gazed aloft, sir grouse returned that smile
And suddenly blurted out, “Come on up and we’ll chat for awhile.”

Overjoyed, the teeny, tiny mouse jumped, but just bumped the tree.
Then tears wet ears to tail as teeny tiny moaned mournfully,
“You can fly free through the air, but alas, I’m earthbound.
There’s no hope since you live in a tree, but my house is on the ground.”

Suddenly, a star from the heavens flashed an idea for these two.
Perhaps they could visit together if both tried something new.
The finely feathered grouse left his lofty, lovely house
And eagerly landed in a bush near the star struck tiny mouse.
In one hop teeny, tiny leapt toward the bush, and I’ve heard tell
That the friendship of grouse and mouse has been doing very well.
(Illustrated book available direct from author)

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Why Are You Gloating?

Why are you gloating?
You look as if you were a mouse,
Who was just awarded...
A lifetime supply of cheese.

'That's almost funny.
No.
But...
Say I 'was' that mouse.'

Okay...
Mouse.

'And that mouse was suspected of stealing cheese.
And those who made the cheese...
Did all they could to find the mouse guilty of the crime.'

Go ahead,
I'm listening.

'And...
The mouse,
Kept telling the makers of cheese...
They actually befriended rats!
And those rats were the culprits of the theft all along.'

I don't get it.
What has that got to do with you?

'You see...
The folks had their eyes focused on the mouse closely.
Under microscope.
Not realizing they socialized and entertained disguised rats.
Masquerading as wholesome folks with undeniable integrity.'

What became the outcome?

'Well...
Not only was the mouse awarded that lifetime of cheese you mentioned.
But efforts long dismissed achieved notoriety for that same mouse.'

Soooo,
'Why' are 'you' gloating?

'Forget it.
Just forget it.'

Hey,
Wait a minute.
Don't get angry with me.

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I Was A Bustlemaker Once, Girls

When I was a lad of twenty and was working in High Street, Ken.,
I made quite a pile in a very little while - I was a bustle maker then.
Then there was work in plenty, and I was a thriving man
But things have decayed in the bustle making trade, since the bustle making trade began.
I built bustles with a will then, I made bustles with a wit,
I made bustles as a Yankee hustles, simply for the love of it.
I built bustles with a skill then, surpassed, they say, by none,
But those were the days when bustles were the craze, and now those days are done.
I was a bustle maker once, girls, many many years ago,
I put my heart in the bustle maker's art and I don't mind saying so.
I may have had the brains of a dunce, girls, I may have had the mind of a muff,
I may have been plain and deficient in the brain but I did know a bustle maker's stuff.
I built bustles for the slender, I built bustles for the stout,
I built bustles for the girls with muscles, and bustles for the girls without.
I built bustles by the thousands, in the good old days of yore,
But things have decayed in the bustle making trade and I don't build bustles any more.
Many were the models worn once; but mine were unique, tis said,
No rival design was so elegant as mine; I was a bustle maker bred.
I was a bustle maker born once, an artist through and through,
But things have decayed in the bustle making trade
And what can a bustle maker do?
I built bustles to enchant, girls, I built bustles to amaze,
I built bustles for the skirt that rustles, and bustles for the skirt that sways.
I built bustles for my aunt, girls, when other business fled,
But a bustle maker can't make bustles for his aunt when a bustle maker's aunt is dead.
I was a bustle maker once, girls, once in the days gone by,
I lost my heart to the bustle maker's art, and that I don't deny.
I may have had the brains of a dunce, girls, as many men appear to suppose,
I may have been obtuse and of little other use
But I could make a bustle when I chose.
I built bustles for the bulging, I built bustles for the lithe,
I built bustles for the girls in Brussels and bustles for the girls in Hythe.
I built bustles for all Europe once, but I've been badly hit,
          Things have decayed in the bustle making trade
                    And that it the truth of it.

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The Incubus

Who wants a nice white elephant,
Quite fit in wind and limb?
An ornament for any gent
Who can find use for him.
It won't pay us to kill the cuss;
But we can't afford his keep.
Who wants a nice white elephant?
We'll sell or lease him cheap.

Who wants a nice white elephant?
He'd make a lovely pet.
In rich, fat days we loved his way,
But in these times of fret
He's sort of grown too big for us
To fondle, groom and feed.
Who wants a fine white elephant
Of most exclusive breed?

Who wants a nice white elephant?
Of noble lineage he.
His breed is by State Jealousy
Out of Prosperity.
The rich years thro' he grew and grew,
And, ah, we loved him so.
But we can't afford his bed and board,
And we'd like to let him go.

Who'll buy a nice white elephant?
No decent bid refused.
We love him yet, altho' our pet
Has often been abused.
But come on, gents, walk up, walk up.
Our funds, alas, are scant.
Altho' we once were sold a pup
Who'll buy an elephant?

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