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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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poem by Rwetewrt Erwtwer
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poem by Rwetewrt Erwtwer
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poem by Rwetewrt Erwtwer
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Canto the Sixth

I
"There is a tide in the affairs of men
Which, -- taken at the flood," -- you know the rest,
And most of us have found it now and then;
At least we think so, though but few have guess'd
The moment, till too late to come again.
But no doubt every thing is for the best --
Of which the surest sign is in the end:
When things are at the worst they sometimes mend.

II
There is a tide in the affairs of women
Which, taken at the flood, leads -- God knows where:
Those navigators must be able seamen
Whose charts lay down its current to a hair;
Not all the reveries of Jacob Behmen
With its strange whirls and eddies can compare:
Men with their heads reflect on this and that --
But women with their hearts on heaven knows what!

III
And yet a headlong, headstrong, downright she,
Young, beautiful, and daring -- who would risk
A throne, the world, the universe, to be
Beloved in her own way, and rather whisk
The stars from out the sky, than not be free
As are the billows when the breeze is brisk --
Though such a she's a devil (if that there be one),
Yet she would make full many a Manichean.

IV
Thrones, worlds, et cetera, are so oft upset
By commonest ambition, that when passion
O'erthrows the same, we readily forget,
Or at the least forgive, the loving rash one.
If Antony be well remember'd yet,
'T is not his conquests keep his name in fashion,
But Actium, lost for Cleopatra's eyes,
Outbalances all Caesar's victories.

V
He died at fifty for a queen of forty;
I wish their years had been fifteen and twenty,
For then wealth, kingdoms, worlds are but a sport -- I
Remember when, though I had no great plenty
Of worlds to lose, yet still, to pay my court, I
Gave what I had -- a heart: as the world went, I
Gave what was worth a world; for worlds could never
Restore me those pure feelings, gone forever.

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poem by Byron from Don Juan (1824)
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Don Juan: Canto The Sixth

'There is a tide in the affairs of men
Which,--taken at the flood,'--you know the rest,
And most of us have found it now and then;
At least we think so, though but few have guess'd
The moment, till too late to come again.
But no doubt every thing is for the best-
Of which the surest sign is in the end:
When things are at the worst they sometimes mend.

There is a tide in the affairs of women
Which, taken at the flood, leads- God knows where:
Those navigators must be able seamen
Whose charts lay down its current to a hair;
Not all the reveries of Jacob Behmen
With its strange whirls and eddies can compare:
Men with their heads reflect on this and that-
But women with their hearts on heaven knows what!

And yet a headlong, headstrong, downright she,
Young, beautiful, and daring- who would risk
A throne, the world, the universe, to be
Beloved in her own way, and rather whisk
The stars from out the sky, than not be free
As are the billows when the breeze is brisk-
Though such a she 's a devil (if that there be one),
Yet she would make full many a Manichean.

Thrones, worlds, et cetera, are so oft upset
By commonest ambition, that when passion
O'erthrows the same, we readily forget,
Or at the least forgive, the loving rash one.
If Antony be well remember'd yet,
'T is not his conquests keep his name in fashion,
But Actium, lost for Cleopatra's eyes,
Outbalances all Caesar's victories.

He died at fifty for a queen of forty;
I wish their years had been fifteen and twenty,
For then wealth, kingdoms, worlds are but a sport- I
Remember when, though I had no great plenty
Of worlds to lose, yet still, to pay my court, I
Gave what I had- a heart: as the world went, I
Gave what was worth a world; for worlds could never
Restore me those pure feelings, gone forever.

'T was the boy's 'mite,' and, like the 'widow's,' may
Perhaps be weigh'd hereafter, if not now;
But whether such things do or do not weigh,
All who have loved, or love, will still allow
Life has nought like it. God is love, they say,

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poem by Byron
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Well, there's no question that the law passed in 1996 was flawed. It deregulated the wholesale market, meaning the price that the utilities had to pay energy companies for power, but not the retail market.

quote by Gray Davis
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A Witch At Church After Service Meeting

I was extremely lucky
early in life at primary school
I had the misfortune of

being taught several years
in a row by an extremely
opinionated female teacher?

Her learned perception
all small boys were bad...
I was seated in a group

she never taught
never talked to
never answered

questions from...
only down spoke to
with insulting

condescending remarks.
I as example was destined
at later primary school

she enthusiastically
informed her entire class in
another rage anger fit...

was destined to be arrested
put in prison where I belonged
being of no use to society.

Years later she recognized me
at a church after service meeting
stared at me with loathing hate

obviously church was not
where I belonged in her scheme
of judgement cosmic certainties...

I pleasantly ignored her
having missed her prophecy
incarceration destination

by then I was a journeyman
accredited qualified tradesman
bonus a university degree

never was I a vindictive
child soul destroying teacher

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poem by Terence George Craddock
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Mother Nigeria Africa?

Mother Nigeria Africa,
Can a tree make forest?
Few out of dozens.
Man without woman,
Light without darkness,
Words without ears,
Say my prayers,
To a cherished countrywoman
A proud country in riches,
Unity in diversities says,
Saved prayers to save a nation,
To give Africa a voice.

Searched and found for love,
Criticisms and hatred engross mind each,
Where is a proud country Nigeria?
Deceits and deceived founds in final statement,
Mother Nigeria Africa?

Give a nation a voice,
Africans par say.
Remembered creche childhood,
Remembered primary beginning,
Remembered secondary lifestyle,
Remembered higher learning race,
Yet no love of countrywoman,
Mother Nigeria Africa?

Taught in primary one,
Taught in primary two,
Taught in primary three,
So and so in subsequent classes of a nation,
Yet no love of countrywoman,
Oh! mother Nigeria Africa?

Brought in love with them through,
Ate with them in love through,
Taught with them in love through,
Yet no love of countrywoman,
My songs,
Give Africa a voice,
Mother Nigeria Africa.

poem by Bunmi Orogun Samuel
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poem by Rwetewrt Erwtwer
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And what's interesting, and I don't think a lot of Americans understand this fact, is that, one, most new jobs are created by small businesses; two, most small businesses pay tax at the individual income tax, or many small businesses pay tax there.

quote by George W. Bush
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Extraordinary

There is nothing in my life,
Found extraordinary.
There's not a creditor I have,
That doesn't want to get paid.
I'm not saved from a rent I pay.
Utilities are there and just wont go away.

Nothing in my life I find extraordinary.
I do what I do to get things done.
I'm accountable for what I do and don't try to run.

There is nothing in my life,
Found extraordinary.
I do what I say and that's what it is.
No multiple choice I give as a quiz.

There is nothing in my life,
Found extraordinary.
There's not a creditor I have,
That doesn't want to get paid.
I'm not saved from a rent I pay.
Utilities are there and just wont go away.

poem by Lawrence S. Pertillar
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Canto the Eleventh

I
When Bishop Berkeley said "there was no matter,"
And proved it -- 't was no matter what he said:
They say his system 't is in vain to batter,
Too subtle for the airiest human head;
And yet who can believe it? I would shatter
Gladly all matters down to stone or lead,
Or adamant, to find the world a spirit,
And wear my head, denying that I wear it.

II
What a sublime discovery 't was to make the
Universe universal egotism,
That all's ideal -- all ourselves! -- I'll stake the
World (be it what you will) that that's no schism.
Oh Doubt! -- if thou be'st Doubt, for which some take thee;
But which I doubt extremely -- thou sole prism
Of the Truth's rays, spoil not my draught of spirit!
Heaven's brandy, though our brain can hardly bear it.

III
For ever and anon comes Indigestion,
(Not the most "dainty Ariel") and perplexes
Our soarings with another sort of question:
And that which after all my spirit vexes,
Is, that I find no spot where man can rest eye on,
Without confusion of the sorts and sexes,
Of beings, stars, and this unriddled wonder,
The world, which at the worst's a glorious blunder --

IV
If it be chance; or if it be according
To the old text, still better: -- lest it should
Turn out so, we'll say nothing 'gainst the wording,
As several people think such hazards rude.
They're right; our days are too brief for affording
Space to dispute what no one ever could
Decide, and everybody one day will
Know very clearly -- or at least lie still.

V
And therefore will I leave off metaphysical
Discussion, which is neither here nor there:
If I agree that what is, is; then this I call
Being quite perspicuous and extremely fair;
The truth is, I've grown lately rather phthisical:
I don't know what the reason is -- the air
Perhaps; but as I suffer from the shocks
Of illness, I grow much more orthodox.

[...] Read more

poem by Byron from Don Juan (1824)
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Don Juan: Canto the Eleventh

I
When Bishop Berkeley said "there was no matter,"
And proved it--'twas no matter what he sald:
They say his system 'tis in vain to batter,
Too subtle for the airiest human head;
And yet who can believe it! I would shatter
Gladly all matters down to stone or lead,
Or adamant, to find the World a spirit,
And wear my head, denying that I wear it.II
What a sublime discovery 'twas to make the
Universe universal egotism,
That all's ideal--all ourselves: I'll stake the
World (be it what you will) that that's no schism.
Oh Doubt!--if thou be'st Doubt, for which some take thee,
But which I doubt extremely--thou sole prism
Of the Truth's rays, spoil not my draught of spirit!
Heaven's brandy, though our brain can hardly bear it.III

For ever and anon comes Indigestion
(Not the most "dainty Ariel") and perplexes
Our soarings with another sort of question:
And that which after all my spirit vexes,
Is, that I find no spot where Man can rest eye on,
Without confusion of the sorts and sexes,
Of beings, stars, and this unriddled wonder,
The World, which at the worst's a glorious blunder--IV

If it be chance--or, if it be according
To the Old Text, still better: lest it should
Turn out so, we'll say nothing 'gainst the wording,
As several people think such hazards rude.
They're right; our days are too brief for affording
Space to dispute what no one ever could
Decide, and everybody one day will
Know very clearly--or at least lie still.V

And therefore will I leave off metaphysical
Discussion, which is neither here nor there:
If I agree that what is, is; then this I call
Being quite perspicuous and extremely fair.
The truth is, I've grown lately rather phthisical:
I don't know what the reason is--the air
Perhaps; but as I suffer from the shocks
Of illness, I grow much more orthodox.VI

The first attack at once prov'd the Divinity
(But that I never doubted, nor the Devil);
The next, the Virgin's mystical virginity;
The third, the usual Origin of Evil;
The fourth at once establish'd the whole Trinity

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poem by Byron
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Feeling Headaches Occasionally PMS Intense

my PMS is secondary not primary
secondary is collateral range fallout
consequences lapping lunar cycles
birth red rose booms periodic flowers

my PMS is primary not secondary
work intense pressure creation created
back aches legs ache long sitting days
birth labour new life passage tunnel costs

your PMS is primary not secondary
i think sorry yours is bad lots of headaches
some more soon monthly regular pms headaches
post modern syndrome suffer gender regardless

poem by Terence George Craddock
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You can only cure retail but you can prevent wholesale.

quote by Brock Chisholm
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The god whom science recognizes must be a God of universal laws exclusively, a God who does a wholesale, not a retail business. He cannot accommodate his processes to the convenience of individuals.

quote by William James
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Yes, Money grows on trees

Yes money grows on tress
Plant the tree of labour
Plant the tree of honesty
Plant the tree of integrity
And you go for reaping money
Use local economy and local people
Both in wholesale and in retail
In gold tree you can reap gold
And in Coal tree you must reap coal
Going with coal you look black
And Black will take no other hues.

poem by Gajanan Mishra
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Playboy Charisma

Being exceptionally rich
is purchase bulk buying.
Beautiful women retail.
Instead of passive watching
women go by wholesale.

poem by Terence George Craddock
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The Cap And Bells; Or, The Jealousies: A Faery Tale -- Unfinished

I.
In midmost Ind, beside Hydaspes cool,
There stood, or hover'd, tremulous in the air,
A faery city 'neath the potent rule
Of Emperor Elfinan; fam'd ev'rywhere
For love of mortal women, maidens fair,
Whose lips were solid, whose soft hands were made
Of a fit mould and beauty, ripe and rare,
To tamper his slight wooing, warm yet staid:
He lov'd girls smooth as shades, but hated a mere shade.

II.
This was a crime forbidden by the law;
And all the priesthood of his city wept,
For ruin and dismay they well foresaw,
If impious prince no bound or limit kept,
And faery Zendervester overstept;
They wept, he sin'd, and still he would sin on,
They dreamt of sin, and he sin'd while they slept;
In vain the pulpit thunder'd at the throne,
Caricature was vain, and vain the tart lampoon.

III.
Which seeing, his high court of parliament
Laid a remonstrance at his Highness' feet,
Praying his royal senses to content
Themselves with what in faery land was sweet,
Befitting best that shade with shade should meet:
Whereat, to calm their fears, he promis'd soon
From mortal tempters all to make retreat,--
Aye, even on the first of the new moon,
An immaterial wife to espouse as heaven's boon.

IV.
Meantime he sent a fluttering embassy
To Pigmio, of Imaus sovereign,
To half beg, and half demand, respectfully,
The hand of his fair daughter Bellanaine;
An audience had, and speeching done, they gain
Their point, and bring the weeping bride away;
Whom, with but one attendant, safely lain
Upon their wings, they bore in bright array,
While little harps were touch'd by many a lyric fay.

V.
As in old pictures tender cherubim
A child's soul thro' the sapphir'd canvas bear,
So, thro' a real heaven, on they swim
With the sweet princess on her plumag'd lair,
Speed giving to the winds her lustrous hair;

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poem by John Keats
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