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Vagabonds in Power

No words
Its lead materials
Or negotiations
And, cut, are the deals
Winks, happiness, bulging pockets
Subjects malnourished
Voices lost, a plight ignored
This is Africa
Eat, it is your turn, it is Africa!
Evil melodica
Malnourished children of Turkana
Dead mother, they suckled!
Tears, tears, tears
Wipe them,
Vagabonds in power
Sang Fela Kuti.

poem by Charles Jagongo Ogola
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Sister Helen

"Why did you melt your waxen man
Sister Helen?
To-day is the third since you began."
"The time was long, yet the time ran,
Little brother."
(O Mother, Mary Mother,
Three days to-day, between Hell and Heaven!)

"But if you have done your work aright,
Sister Helen,
You'll let me play, for you said I might."
"Be very still in your play to-night,
Little brother."
(O Mother, Mary Mother,
Third night, to-night, between Hell and Heaven!)

"You said it must melt ere vesper-bell,
Sister Helen;
If now it be molten, all is well."
"Even so,--nay, peace! you cannot tell,
Little brother."
(O Mother, Mary Mother,
O what is this, between Hell and Heaven?)

"Oh the waxen knave was plump to-day,
Sister Helen;
How like dead folk he has dropp'd away!"
"Nay now, of the dead what can you say,
Little brother?"
(O Mother, Mary Mother,
What of the dead, between Hell and Heaven?)

"See, see, the sunken pile of wood,
Sister Helen,
Shines through the thinn'd wax red as blood!"
"Nay now, when look'd you yet on blood,
Little brother?"
(O Mother, Mary Mother,
How pale she is, between Hell and Heaven!)

"Now close your eyes, for they're sick and sore,
Sister Helen,
And I'll play without the gallery door."
"Aye, let me rest,--I'll lie on the floor,
Little brother."
(O Mother, Mary Mother,
What rest to-night, between Hell and Heaven?)

"Here high up in the balcony,
Sister Helen,

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poem by Dante Gabriel Rossetti
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

[...] Read more

poem by Robert Browning from The Ring and the Book
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The 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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Rosalind and Helen: a Modern Eclogue

ROSALIND, HELEN, and her Child.

SCENE. The Shore of the Lake of Como.

HELEN
Come hither, my sweet Rosalind.
'T is long since thou and I have met;
And yet methinks it were unkind
Those moments to forget.
Come, sit by me. I see thee stand
By this lone lake, in this far land,
Thy loose hair in the light wind flying,
Thy sweet voice to each tone of even
United, and thine eyes replying
To the hues of yon fair heaven.
Come, gentle friend! wilt sit by me?
And be as thou wert wont to be
Ere we were disunited?
None doth behold us now; the power
That led us forth at this lone hour
Will be but ill requited
If thou depart in scorn. Oh, come,
And talk of our abandoned home!
Remember, this is Italy,
And we are exiles. Talk with me
Of that our land, whose wilds and floods,
Barren and dark although they be,
Were dearer than these chestnut woods;
Those heathy paths, that inland stream,
And the blue mountains, shapes which seem
Like wrecks of childhood's sunny dream;
Which that we have abandoned now,
Weighs on the heart like that remorse
Which altered friendship leaves. I seek
No more our youthful intercourse.
That cannot be! Rosalind, speak,
Speak to me! Leave me not! When morn did come,
When evening fell upon our common home,
When for one hour we parted,--do not frown;
I would not chide thee, though thy faith is broken;
But turn to me. Oh! by this cherished token
Of woven hair, which thou wilt not disown,
Turn, as 't were but the memory of me,
And not my scornèd self who prayed to thee!

ROSALIND
Is it a dream, or do I see
And hear frail Helen? I would flee
Thy tainting touch; but former years
Arise, and bring forbidden tears;

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poem by Percy Bysshe Shelley
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The Pride To Be An African

My Africa My Africa My Africa
My Africa of which everybody imitates
My Africa of which culture exceed the Greek
My Africa of which everyone is jealous of

My Africa My Africa My Africa
My Africa of enormous natural endowment
My Africa of Non-Violence
My Africa of Amorous populates

My Africa My Africa My Africa
My Africa of patriot men and women
My Africa of shelter and vintage hospitality
My Africa of great ancestral mythology

My Africa My Africa My Africa
My Africa that bore fruits of black diamonds
My Africa which is a gift to the whole world
My Africa of great leadership

My Africa My Africa My Africa
My Africa of learned youths
My Africa of a bright generation
My Africa true tradition

My Africa My Africa My Africa
My Africa of black pageant women
My Africa of strong men
My Africa from who we all hail from
For every African deserves a Nobel Prize in
Existence.

poem by Fasan paul
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Lead Balloon

Kiss my ass! I said
And I threw my drink
Tequila trickling
Down his business suit
Must be the irish blood
Fight before you think
Turn it now
You cant cowtow
You cant undo it
Its his town
And that went down
Like a lead balloon
Lead lead lead lead balloon
He said sic her, rover
That went over
Like a lead balloon
Lead lead lead lead balloon
Lead balloon
An angry man is just an angry man
But an angry woman
Bitch!
I had to ask him for a helping hand
It came with the heart
Of a bonaparte
Of a frozen fish
Its his town
And that went down
Like a lead balloon
Lead lead lead lead balloon
He said sic her, rover
That went over
Like a lead balloon
Lead lead lead lead balloon
Lead balloon
Lead balloon, lead lead lead lead balloon
Lead balloon, lead lead lead lead balloon
Lead balloon, lead lead lead lead balloon
Lead balloon
Its his town
And that went down
Like a lead balloon
Lead lead lead balloon
He said sic her, rover
That went over
Like a lead balloon
Lead lead lead lead balloon
Lead balloon
Lead lead lead lead balloon
Lead lead lead lead balloon
Lead balloon

song performed by Joni Mitchell
Added by Lucian Velea
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The Tower Beyond Tragedy

I
You'd never have thought the Queen was Helen's sister- Troy's
burning-flower from Sparta, the beautiful sea-flower
Cut in clear stone, crowned with the fragrant golden mane, she
the ageless, the uncontaminable-
This Clytemnestra was her sister, low-statured, fierce-lipped, not
dark nor blonde, greenish-gray-eyed,
Sinewed with strength, you saw, under the purple folds of the
queen-cloak, but craftier than queenly,
Standing between the gilded wooden porch-pillars, great steps of
stone above the steep street,
Awaiting the King.
Most of his men were quartered on the town;
he, clanking bronze, with fifty
And certain captives, came to the stair. The Queen's men were
a hundred in the street and a hundred
Lining the ramp, eighty on the great flags of the porch; she
raising her white arms the spear-butts
Thundered on the stone, and the shields clashed; eight shining
clarions
Let fly from the wide window over the entrance the wildbirds of
their metal throats, air-cleaving
Over the King come home. He raised his thick burnt-colored
beard and smiled; then Clytemnestra,
Gathering the robe, setting the golden-sandaled feet carefully,
stone by stone, descended
One half the stair. But one of the captives marred the comeliness
of that embrace with a cry
Gull-shrill, blade-sharp, cutting between the purple cloak and
the bronze plates, then Clytemnestra:
Who was it? The King answered: A piece of our goods out of
the snatch of Asia, a daughter of the king,
So treat her kindly and she may come into her wits again. Eh,
you keep state here my queen.
You've not been the poorer for me.- In heart, in the widowed
chamber, dear, she pale replied, though the slaves
Toiled, the spearmen were faithful. What's her name, the slavegirl's?
AGAMEMNON Come up the stair. They tell me my kinsman's
Lodged himself on you.
CLYTEMNESTRA Your cousin Aegisthus? He was out of refuge,
flits between here and Tiryns.
Dear: the girl's name?
AGAMEMNON Cassandra. We've a hundred or so other
captives; besides two hundred
Rotted in the hulls, they tell odd stories about you and your
guest: eh? no matter: the ships
Ooze pitch and the August road smokes dirt, I smell like an
old shepherd's goatskin, you'll have bath-water?
CLYTEMNESTRA
They're making it hot. Come, my lord. My hands will pour it.

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poem by Robinson Jeffers
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Eat It

How come youre always such a fussy young man?
Dont want no captain crunch, dont want no raison bran
Well, dont you know that other kids are starving in japan
So eat it, just eat it
Dont want to argue, I dont want to debate
Dont want to hear about what kind of food you hate
You wont get no dessert till you clean off your plate
So eat it
Dont you tell me youre full
Just eat it, eat it, eat it, eat it
Get yourself an egg and beat it
Have some more chicken, have some more pie
It doesnt matter if its boiled or fried
Just eat it, eat it, just eat it, eat it
Just eat it, eat it, just eat it, eat it, ooh
Your table manners are some cryin shame
Youre playin with your food, this aint some kind of game
Now, if you starve to death, youll just have yourself to blame
So eat it, just eat it
You better listen, better do what youre told
You havent even touched your tuna casserole
You better chow down or its gonna get cold
So eat it
I dont care if youre full
Just eat it, eat it, eat it, eat it
Open up your mouth and feed it
Have some more yogurt, have some more spam
It doesnt matter it its fresh or tanned
Just eat it, eat it, eat it, eat it
Dont you make me repeate it
Have a banana, have a whole bunch
It doesnt matter what you had for lunch
Just eat it, eat it, eat it, eat it
Eat it, eat it, eat it, eat it
Eat it, eat it, eat it, eat it
If its gettin cold, reheat it
Have a big dinner, have a light snack
If you dont like it, you cant send it back
Just eat it, eat it, eat it, eat it
Get yourself an egg and beat it (oh lord)
Have some more chicken, have some more pie
It doesnt matter if its boiled or fried
Just eat it, eat it, eat it, eat it
Dont you make me repeat it (oh no)
Have a banana, have a whole bunch
It doesnt matter what you had for lunch
Just eat it, eat it, eat it, eat it

song performed by Weird Al Yankovic
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Canto the First

I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.

II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.

III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.

IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.

V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.

[...] Read more

poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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Go Cut Creator Go

[LL Cool J]
1, 2, 3 'o' clock 4 'o' clock ROCK
5, 6, 7 'o' clock 8 'o' clock ROCK
9, 10, 11 'o' clock 12 'o' clock ROCK
Gonna ROCK (What?) ROCK, ROCK around the clock
Three years ago in St. Albans, Queens
I was rockin at a park called one eighteen
Little kids stood and watched as I rocked the spot
Didn't know that years later I'll be standin on top
Livin near Farmers Boulevard I was born and base-shaw
Stopped the rich and shaked hands with the poor
And this is a story about a brother I know
Cut Creator on the fader no watch him go
[Chorus]
Go, go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go, go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
[LL Cool J]
When back in the days before I clocked some dough
I used to go to the show and sit in the front row
Hopin and prayin one day I'll get on the road
So I had a feeler and a summer and I meet when I'm stoned
Not fearin a thought, got stung like a horse
Don't make fun of my posse, cause each man is a boss
When his only damn way to pull a jam out the crate
One time for your mind
Check out the guitar break
[Chorus]
Go, go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go, go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
[LL Cool J]
This jam just wasn't enough for Jimmy Hendrix to see
He could do lessons of mixin take you under his wing
Straight from the heart cause it ain't the money that we came here for
Ain't no thoughts in the room ain't breakin no roles
And in the Rock 'n' Roll land, a big strivin plan
Just my posse learn the vocals what little they had
It's all about us three: Eve, Phil & Jay
He heard Cut Creator cut now check it out to play

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song performed by LL Cool J
Added by Lucian Velea
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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.

Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

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poem by Gert Strydom
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The Undying One- Canto III

'THERE is a sound the autumn wind doth make
Howling and moaning, listlessly and low:
Methinks that to a heart that ought to break
All the earth's voices seem to murmur so.
The visions that crost
Our path in light--
The things that we lost
In the dim dark night--
The faces for which we vainly yearn--
The voices whose tones will not return--
That low sad wailing breeze doth bring
Borne on its swift and rushing wing.
Have ye sat alone when that wind was loud,
And the moon shone dim from the wintry cloud?
When the fire was quench'd on your lonely hearth,
And the voices were still which spoke of mirth?

If such an evening, tho' but one,
It hath been yours to spend alone--
Never,--though years may roll along
Cheer'd by the merry dance and song;
Though you mark'd not that bleak wind's sound before,
When louder perchance it used to roar--
Never shall sound of that wintry gale
Be aught to you but a voice of wail!
So o'er the careless heart and eye
The storms of the world go sweeping by;
But oh! when once we have learn'd to weep,
Well doth sorrow his stern watch keep.
Let one of our airy joys decay--
Let one of our blossoms fade away--
And all the griefs that others share
Seem ours, as well as theirs, to bear:
And the sound of wail, like that rushing wind
Shall bring all our own deep woe to mind!

'I went through the world, but I paused not now
At the gladsome heart and the joyous brow:
I went through the world, and I stay'd to mark
Where the heart was sore, and the spirit dark:
And the grief of others, though sad to see,
Was fraught with a demon's joy to me!

'I saw the inconstant lover come to take
Farewell of her he loved in better days,
And, coldly careless, watch the heart-strings break--
Which beat so fondly at his words of praise.
She was a faded, painted, guilt-bow'd thing,
Seeking to mock the hues of early spring,
When misery and years had done their worst

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poem by Caroline Elizabeth Sarah Norton
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Canto the Second

I
Oh ye! who teach the ingenuous youth of nations,
Holland, France, England, Germany, or Spain,
I pray ye flog them upon all occasions,
It mends their morals, never mind the pain:
The best of mothers and of educations
In Juan's case were but employ'd in vain,
Since, in a way that's rather of the oddest, he
Became divested of his native modesty.

II
Had he but been placed at a public school,
In the third form, or even in the fourth,
His daily task had kept his fancy cool,
At least, had he been nurtured in the north;
Spain may prove an exception to the rule,
But then exceptions always prove its worth -—
A lad of sixteen causing a divorce
Puzzled his tutors very much, of course.

III
I can't say that it puzzles me at all,
If all things be consider'd: first, there was
His lady-mother, mathematical,
A—never mind; his tutor, an old ass;
A pretty woman (that's quite natural,
Or else the thing had hardly come to pass);
A husband rather old, not much in unity
With his young wife—a time, and opportunity.

IV
Well—well, the world must turn upon its axis,
And all mankind turn with it, heads or tails,
And live and die, make love and pay our taxes,
And as the veering wind shifts, shift our sails;
The king commands us, and the doctor quacks us,
The priest instructs, and so our life exhales,
A little breath, love, wine, ambition, fame,
Fighting, devotion, dust,—perhaps a name.

V
I said that Juan had been sent to Cadiz -—
A pretty town, I recollect it well -—
'T is there the mart of the colonial trade is
(Or was, before Peru learn'd to rebel),
And such sweet girls—I mean, such graceful ladies,
Their very walk would make your bosom swell;
I can't describe it, though so much it strike,
Nor liken it—I never saw the like:

[...] Read more

poem by Byron from Don Juan (1824)
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Don’t Cry For Me Africa

Don’t cry for me Africa
Because I will never let you out of my mind
I hear your voices people of Africa
I hear your cries people of Africa
I see pain in your eyes people of Africa
It is hard to describe what you people of Africa are going through
Poverty strikes you all people of Africa
Don’t cry for me Africa
Because I will keep you in my prayers people of Africa
Power to the people of Africa
People of Africa lift your spirit higher
Lord is the light and truth people of Africa
The Lord sends you a message from his heart to you people of Africa
He said because I love you
I will answer your prayers
I hear your prayers
Don’t cry for me Africa
Because you have a friend that is the Lord
People of Africa continue doing the Lords work
Make a wish people of Africa
The people of Africa are looking at the Lord face to face
Lord here is no paradise
We dream a little dream said the people of Africa to the Lord
The People of Africa Pray that the Lord will give each other strength every day
Don’t cry for me Africa
Save the people of Africa
Strengthened the people of Africa each day
Because I’ll be there in your dreams people of Africa
The people of Africa tells The Lord how much they love him
Don’t cry for me Africa
Lord comes when you are ready people of Africa
Feelings you have for your Lord People of Africa
And I know you will never let it die
Nothing but flowers the people of Africa will plant in the sea shore for the Lord
Don’t cry for me Africa
The people of Africa needs hope to heal there land
The Lord rose up on you people of Africa
Don’t cry for me Africa
My heart will go on
Once I close this door of the ship I will sail across the Atlantic Sea

poem by Aldo Kraas
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The Cenci : A Tragedy In Five Acts

DRAMATIS PERSONÆ

Count Francesco Cenci.
Giacomo, his Son.
Bernardo, his Son.
Cardinal Camillo.
Orsino, a Prelate.
Savella, the Pope's Legate.
Olimpio, Assassin.
Marzio, Assassin.
Andrea, Servant to Cenci.
Nobles, Judges, Guards, Servants.
Lucretia, Wife of Cenci, and Step-mother of his children.
Beatrice, his Daughter.

The Scene lies principally in Rome, but changes during the Fourth Act to Petrella, a castle among the Apulian Apennines.
Time. During the Pontificate of Clement VIII.

ACT I

Scene I.
-An Apartment in the Cenci Palace.
Enter Count Cenci, and Cardinal Camillo.

Camillo.
That matter of the murder is hushed up
If you consent to yield his Holiness
Your fief that lies beyond the Pincian gate.-
It needed all my interest in the conclave
To bend him to this point: he said that you
Bought perilous impunity with your gold;
That crimes like yours if once or twice compounded
Enriched the Church, and respited from hell
An erring soul which might repent and live:-
But that the glory and the interest
Of the high throne he fills, little consist
With making it a daily mart of guilt
As manifold and hideous as the deeds
Which you scarce hide from men's revolted eyes.

Cenci.
The third of my possessions-let it go!
Ay, I once heard the nephew of the Pope
Had sent his architect to view the ground,
Meaning to build a villa on my vines
The next time I compounded with his uncle:
I little thought he should outwit me so!

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poem by Percy Bysshe Shelley
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Percys Song

Bad news, bad news,
Come to me where I sleep,
Turn, turn, turn again.
Sayin one of your friends
Is in trouble deep,
Turn, turn to the rain
And the wind.
Tell me the trouble,
Tell once to my ear,
Turn, turn, turn again.
Joliet prison
And ninety-nine years,
Turn, turn to the rain
And the wind.
Oh whats the charge
Of how this came to be,
Turn, turn, turn again.
Manslaughter
In the highest of degree,
Turn, turn to the rain
And the wind.
I sat down and wrote
The best words I could write,
Turn, turn, turn again.
Explaining to the judge
Id be there on wednesday night,
Turn, turn to the rain
And the wind.
Without a reply,
I left by the moon,
Turn, turn, turn again.
And was in his chambers
By the next afternoon,
Turn, turn to the rain
And the wind.
Could ya tell me the facts?
I said without fear,
Turn, turn, turn again.
That a friend of mine
Would get ninety-nine years,
Turn, turn to the rain
And the wind.
A crash on the highway
Flew the car to a field,
Turn, turn, turn again.
There was four persons killed
And he was at the wheel,
Turn, turn to the rain
And the wind.
But I knew him as good

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song performed by Bob Dylan
Added by Lucian Velea
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Paradise Lost: Book 09

No more of talk where God or Angel guest
With Man, as with his friend, familiar us'd,
To sit indulgent, and with him partake
Rural repast; permitting him the while
Venial discourse unblam'd. I now must change
Those notes to tragick; foul distrust, and breach
Disloyal on the part of Man, revolt,
And disobedience: on the part of Heaven
Now alienated, distance and distaste,
Anger and just rebuke, and judgement given,
That brought into this world a world of woe,
Sin and her shadow Death, and Misery
Death's harbinger: Sad talk!yet argument
Not less but more heroick than the wrath
Of stern Achilles on his foe pursued
Thrice fugitive about Troy wall; or rage
Of Turnus for Lavinia disespous'd;
Or Neptune's ire, or Juno's, that so long
Perplexed the Greek, and Cytherea's son:

If answerable style I can obtain
Of my celestial patroness, who deigns
Her nightly visitation unimplor'd,
And dictates to me slumbering; or inspires
Easy my unpremeditated verse:
Since first this subject for heroick song
Pleas'd me long choosing, and beginning late;
Not sedulous by nature to indite
Wars, hitherto the only argument
Heroick deem'd chief mastery to dissect
With long and tedious havock fabled knights
In battles feign'd; the better fortitude
Of patience and heroick martyrdom
Unsung; or to describe races and games,
Or tilting furniture, imblazon'd shields,
Impresses quaint, caparisons and steeds,
Bases and tinsel trappings, gorgeous knights
At joust and tournament; then marshall'd feast
Serv'd up in hall with sewers and seneshals;
The skill of artifice or office mean,
Not that which justly gives heroick name
To person, or to poem. Me, of these
Nor skill'd nor studious, higher argument
Remains; sufficient of itself to raise
That name, unless an age too late, or cold
Climate, or years, damp my intended wing
Depress'd; and much they may, if all be mine,
Not hers, who brings it nightly to my ear.
The sun was sunk, and after him the star
Of Hesperus, whose office is to bring

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poem by John Milton
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The King of the Vasse

A LEGEND OF THE BUSH.

MY tale which I have brought is of a time
Ere that fair Southern land was stained with crime,
Brought thitherward in reeking ships and cast
Like blight upon the coast, or like a blast
From angry levin on a fair young tree,
That stands thenceforth a piteous sight to see.
So lives this land to-day beneath the sun,—
A weltering plague-spot, where the hot tears run,
And hearts to ashes turn, and souls are dried
Like empty kilns where hopes have parched and died.
Woe's cloak is round her,—she the fairest shore
In all the Southern Ocean o'er and o'er.
Poor Cinderella! she must bide her woe,
Because an elder sister wills it so.
Ah! could that sister see the future day
When her own wealth and strength are shorn away,
A.nd she, lone mother then, puts forth her hand
To rest on kindred blood in that far land;
Could she but see that kin deny her claim
Because of nothing owing her but shame,—
Then might she learn 'tis building but to fall,
If carted rubble be the basement-wall.

But this my tale, if tale it be, begins
Before the young land saw the old land's sins
Sail up the orient ocean, like a cloud
Far-blown, and widening as it neared,—a shroud
Fate-sent to wrap the bier of all things pure,
And mark the leper-land while stains endure.
In the far days, the few who sought the West
Were men all guileless, in adventurous quest
Of lands to feed their flocks and raise their grain,
And help them live their lives with less of pain
Than crowded Europe lets her children know.
From their old homesteads did they seaward go,
As if in Nature's order men must flee
As flow the streams,—from inlands to the sea.

In that far time, from out a Northern land,
With home-ties severed, went a numerous band
Of men and wives and children, white-haired folk:
Whose humble hope of rest at home had broke,
As year was piled on year, and still their toil
Had wrung poor fee from -Sweden's rugged soil.
One day there gathered from the neighboring steads,
In Jacob Eibsen's, five strong household heads,—
Five men large-limbed and sinewed, Jacob's sons,

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poem by John Boyle O'Reilly
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Tom Zart's 52 Best Of The Rest America At War Poems

SONS AND DAUGHTERS OF WORLD WAR III

The White House
Washington
Tom Zart's Poems

March 16,2007
Ms. Lillian Cauldwell
President and Chief Executive Officer
Passionate Internet Voices Radio
Ann Arbor Michigan

Dear Lillian:
Number 41 passed on the CDs from Tom Zart. Thank you for thinking of me. I am thankful for your efforts to honor our brave military personnel and their families. America owes these courageous men and women a debt of gratitude, and I am honored to be the commander in chief of the greatest force for freedom in the history of the world.
Best Wishes.

Sincerely,

George W. Bush

SONS AND DAUGHTERS OF WORLD WAR III

Our sons and daughters serve in harm's way
To defend our way of life.
Some are students, some grandparents
Many a husband or wife.

They face great odds without complaint
Gambling life and limb for little pay.
So far away from all they love
Fight our soldiers for whom we pray.

The plotters and planners of America's doom
Pledge to murder and maim all they can.
From early childhood they are taught
To kill is to become a man.

They exploit their young as weapons of choice
Teaching in heaven, virgins will await.
Destroying lives along with their own
To learn of their falsehoods too late.

The fearful cry we must submit
And find a way to soothe them.
Where defenders worry if we stand down
The future for America is grim.

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poem by Tom Zart
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Three Women

My love is young, so young;
Young is her cheek, and her throat,
And life is a song to be sung
With love the word for each note.

Young is her cheek and her throat;
Her eyes have the smile o' May.
And love is the word for each note
In the song of my life to-day.

Her eyes have the smile o' May;
Her heart is the heart of a dove,
And the song of my life to-day
Is love, beautiful love.

Her heart is the heart of a dove,
Ah, would it but fly to my breast
Where love, beautiful love,
Has made it a downy nest.

Ah, would she but fly to my breast,
My love who is young, so young;
I have made her a downy nest
And life is a song to be sung.

1
I.
A dull little station, a man with the eye
Of a dreamer; a bevy of girls moving by;
A swift moving train and a hot Summer sun,
The curtain goes up, and our play is begun.
The drama of passion, of sorrow, of strife,
Which always is billed for the theatre Life.
It runs on forever, from year unto year,
With scarcely a change when new actors appear.
It is old as the world is-far older in truth,
For the world is a crude little planet of youth.
And back in the eras before it was formed,
The passions of hearts through the Universe stormed.

Maurice Somerville passed the cluster of girls
Who twisted their ribbons and fluttered their curls
In vain to attract him; his mind it was plain
Was wholly intent on the incoming train.
That great one eyed monster puffed out its black breath,
Shrieked, snorted and hissed, like a thing bent on death,

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poem by Ella Wheeler Wilcox
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