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Cabinessence

Light the lamp and fire mellow,
Cabin essence timely hello,
Welcomes the time for a change.
Lost and found, you still remain there.
Youll find a meadow filled with grain there.
Ill give you a home on the range.
Who ran the iron horse?
Who ran the iron horse?
Who ran the iron horse?
Who ran the iron horse?
Who ran the iron horse?
Who ran the iron horse?
Who ran the iron horse?
Who ran the iron horse?
Who ran the iron horse?
Who ran the iron horse?
I want to watch you windblown facing
Waves of wheat for your embracing.
Folks sing a song of the grange.
Nestle in a kiss below there.

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song performed by Beach Boys
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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.

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poem by Innocent Masina Nkhonyo
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The Example of Vertu : Cantos I.-VII.

Here begynneth the boke called the example of vertu.

The prologe.

Whan I aduert in my remembraunce
The famous draughtes of poetes eloquent
Whiche theyr myndes dyd well enhaunce
Bokes to contryue that were expedyent
To be remembred without Impedyment
For the profyte of humanyte
This was the custume of antyquyte.
I now symple and moost rude
And naked in depured eloquence
For dulnes rethoryke doth exclude
Wherfore in makynge I lake intellygence
Also consyderynge my grete neglygence
It fereth me sore for to endyte
But at auenture I wyll now wryte.
As very blynde in the poetys art
For I therof can no thynge skyll

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poem by Stephen Hawes
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Couldn't Get Away

I walked along the avenue,
I never thought i'd meet a girl like you.
Meet a girl like you.
With auburn hair and tauny eyes;
The kind of eyes that hypnotise me through,
Hypnotise me through.
And I ran.
I ran so far away.
Couldn't get away.
A crowd appears above your head.
A beam of light comes shining down on you.
Shining down on you.
The crowd is moving near us still.
Aurora borealis comes in view.
Aurora comes in view.
And I ran.
I ran so far away.
I just ran, I ran all night and day.
Couldn't get away.
You started him to touch your face,

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song performed by Bowling For Soup
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The Libelle of Englyshe Polycye

Here beginneth the Prologe of the processe of the Libelle of Englyshe polycye, exhortynge alle Englande to kepe the see enviroun and namelye the narowe see, shewynge whate profete commeth thereof and also whate worshype and salvacione to Englande and to alle Englyshe menne.

The trewe processe of Englysh polycye
Of utterwarde to kepe thys regne in rest
Of oure England, that no man may denye
Ner say of soth but it is one the best,
Is thys, as who seith, south, north, est and west
Cheryshe marchandyse, kepe thamyralte,
That we bee maysteres of the narowe see.

For Sigesmonde the grete Emperoure,
Whyche yet regneth, whan he was in this londe
Wyth kynge Herry the vte, prince of honoure,
Here moche glorye, as hym thought, he founde,
A myghty londe, whyche hadde take on honde
To werre in Fraunce and make mortalite,
And ever well kept rounde aboute the see.

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poem by Anonymous Olde English
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The Interpretation of Nature and

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

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poem by Sir Francis Bacon
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Escape.... The.... Fate....

She ran ran as running was to escape
escape escape went through her mind
escape escape she beg she ran she screams through out her lungs
ESCAPE! ! ! ! she screamed she ran ran
She tries tries she begs begs to escape escape
she screams through out her lungs
She ran ran she beg beg she screamed ESCAPE! ! ! !

escape escape ran through her mind
mind all over her future future of
the fate fate she ran ran to escape escape
she beg beg she screams through out her lungs
ESCAPE THE FATE! ! ! !
she ran ran till theirs no tomorrow
until the end of her fate
she beg beg she tries tries to escape escape
she screams through out her lungs
ESCAPE THE FATE! ! ! !

The end The end approaches to her

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poem by Linda Anguiano
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Run

-Geronimo ran, and ran, and ran...
And still got stuck
On worthless land;
He and his people were looking for the right side,
- though it was such a long run to go,
He tried and tried,
Along with so many others whom we shall never know...
Yet it seems, when all is said and done
They made it no closer
Than where they'd first begun.

-Jim Thorpe ran, and ran, and ran...
He ran out of desperation,
He had to run
Just to get off from the damned reservation;
He ran and ran
Faster and better than anyone ever had
And for some rancid reason
It made some people mad...
He had run all he could

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poem by Smoky Hoss
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Here Foloweth Colyn Blowbols Testament

Whan that Bachus, the myghti lorde,
And Juno eke, both by one accorde,
Hath sette a-broche of myghti wyne a tone,
And after wardys in to the brayn ran
Of Colyn Blobolle, whan he had dronke a tante
Bothe of Teynt and of wyne Alycaunt,
Till he was drounke as any swyne;
And after this, with a mery chere,
He rensyd had many an ale picher,
That he began to loken and to stare,
Like a wode bole or a wilde mare;
So toty was the brayn of his hede,
That he desirid for to go to bede,
And whan he was ones therin laide,
With hym self mervailously he fraide;
He gan to walow and turn up and downe,
And for to tell in conclucioun,
Sore he spwed, and alle vppe he kest
That he had recevyd in his brest,
So that it was grete pité for to here

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poem by Anonymous Olde English
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The Fyftene Loyes Of Maryage

Somer passed/and wynter well begone
The dayes shorte/the darke nyghtes longe
Haue taken season/and brynghtnes of the sonne
Is lytell sene/and small byrdes songe
Seldon is herde/in feldes or wodes ronge
All strength and ventue/of trees and herbes sote
Dyscendynge be/from croppe in to the rote

And euery creature by course of kynde
For socoure draweth to that countre and place
Where for a tyme/they may purchace and fynde
Conforte and rest/abydynge after grace
That clere Appolo with bryghtnes of his face
Wyll sende/whan lusty ver shall come to towne
And gyue the grounde/of grene a goodly gowne

And Flora goddesse bothe of whyte and grene
Her mantell large/ouer all the erthe shall sprede

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poem by Anonymous Olde English
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