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White Supremacist Racist Whore

White Supremacist Racist Whore
Wants interaction
Nothing more
If you think whore's poems lack some class
Then stick you head
Right up your arse

poem by David Keig
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Head For The Barricade

FIGHT, FIGHT
FIGHT, FIGHT
FIGHT, FIGHT
FIGHT, FIGHT
Sometimes you gotta fight for your right
When your not sure you're in a fight for your life right?
If you ain't packin any tactics
You might get ass kicked
Even if you are you little knucklehead
I'm kinda sick of being aggravated
I'm glad I'm hated
I guess I'm doing something right
But that's what happened back in Columbine
You gotta know when to stop
And not go over the top
Cause there's a chamber deep inside the brain
It's covered with chains
So don't be shaking them loose
And if you do I'll be running for the hills
Cause I'm ready to rock and now we're playing for real
I gotta
FIGHT FIGHT
You better watch out when my adrenaline kicks I gotta
FIGHT FIGHT
IT'S TOO LATE, YOU ALREADY BEEN HIT, DAMN!
STICK 'EM STICK 'EM
STICK 'EM HA HAHA STICK 'EM
STICK 'EM STICK 'EM
YEAH! (Head for the barricades)
STICK 'EM STICK 'EM
STICK 'EM HA HAHA STICK 'EM
STICK 'EM STICK 'EM
YEAH! (Head for the barricades)
This world can make you stick to your stomach so I
Put on my headphones, listen to the Deftones
It's getting crowded in my spaceship
Living in a dream
Running from the hate machine
You know it's,
Such a drag when there's people talking down to ya
Such a drag when everything sucks do ya,
Walk away with spit on your face or do ya,
Draw lines and give them a taste cause I,
Know it's never gonna end
If it happens again I'm going straight for the throat
Another note
Don't forget you had a chance
Now I'm over the sidelines and ready to dance
I gotta
FIGHT FIGHT

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song performed by Limp Bizkit
Added by Lucian Velea
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Supremacist

I’m a supremacist
But not like black
Or white, female
or male.
I am a black,
White, female
And male
Supremacist.
I am also a Jewish,
Christian and Muslim
Supremacist.
Furthermore I am a heterosexual,
Homosexual and bisexual
Supremacist.
And let me not forget I am a Disabled,
Able body, young and old
Supremacist.
A Supremacist is a person who believes in
or promotes the supremacy of a particular
group.
I believe in and support the human race so
I am a supremacist of all.

poem by Lore Me34
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Your Racist Friend

This is where the party ends
I cant stand here listening to you
And your racist friend
I know politics bore you
But I feel like a hypocrite talking to you
And your racist friend
It was the loveliest party that Ive ever attended
If anything was broken Im sure it could be mended
My head cant tolerate this bobbing and pretending
Listen to some bullet-head and the madness that hes saying
This is where the party ends
Ill just sit here wondering how you
Can stand by your racist friend
I know politics bore you
But I feel like a hypocrite talking to you
You and your racist friend
This is where the party ends
I cant stand here listening to you
And your racist friend
I know politics bore you
But I feel like a hypocrite talking to you
And your racist friend
Out from the kitchen to the bedroom to the hallway
Your friend apologizes, he could see it my way
He let the contents of the bottle do the thinking
Cant shake the devils hand and say youre only kidding
This is where the party ends
I cant stand here listening to you
And your racist friend
I know politics bore you
But I feel like a hypocrite talking to you
And your racist friend
Notes
Most alternate versions are very similar. the farthest removed is the extended mix dial-a-song version:
This is where the party ends
I cant stand here wondering how you
Can stand by your racist friend
This is where the party ends
I cant stand here wondering how you
Can stand by your racist friend
It was the loveliest party
That Ive ever attended
If anything got broken
Im sure it could be mended
But my head cant stand this bobbin and pretendin
Tolerate some bullethead and the bullshit that hes sayin
This is where the party ends
I cant stand here listening to your
Your racist friend
This is where the party ends

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song performed by They Might Be Giants
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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poem by Innocent Masina Nkhonyo
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The DirtyWhore

The Dirty Whore
Whore whore whore the dirty little whore
With her heavy hips and juicy lips
She is bound by her pimp who gives her, her daily dose
Crack Coke heroine or lsd
In them she her emotions pores
Whore whore whore the dirty little whore
As she tickles your dick and gives you new kicks
Biting down your balls to take it all
She massages your chest as she bears her breasts
Coming close yet staying a far
As her panties she removes to make new moves
Saddeling up your prick up and down she rolls
Whore whore whore the dirty little whore
Her job is tough her beat is rough
Pimps and pushers her companions at night
She dines with gangsters and cops alike
Getting paid well and getting beaten at times
Taking pills to giving new thrills
Whore whore whore the dirty little whore
Either at street corners, in bazaar's or mandi's
My friends you are bound to meet this raandi
500 for a blow 5000 for a shag
She even carries rubbers in her bag
To please you is her job
But you of your morality she will rob
Beware of the whore the dirty little whore

poem by Anuj Tikku
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Held Up With Just A Stick

Held up with just a stick.
Held up with just a stick.
Held up with just a stick.
Held up with just a stick.

Held up with just a stick,
It seems...
Held up with just a stick,
One's head...
Held up with just a stick,
Their arms and their legs...
Needing to be fed.

And...
Held up with just a stick,
One's pride...
Held up with just a stick,
Two eyes and two ears...
Living poverty so near,
To...
Famish it is clear.

And...
Held up with just a stick,
Hunger.
Held up with just a stick,
Life!
Held up with just a stick,
Blight!
And those who fight death in their sight.

Held up with just a stick,
Life!
Held up with just a stick,
Pride!
Held up with just a stick,
Blight!
And those who fight death in their sight.

Held up with just a stick,
And...
There's no benefit to it.

Held up with just a stick,
Life!
Held up with just a stick,
Pride!
Held up with just a stick,
Blight!
And living this is NOT a gift.

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poem by Lawrence S. Pertillar
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Give Your Heart To The Hawks

1 he apples hung until a wind at the equinox,

That heaped the beach with black weed, filled the dry grass

Under the old trees with rosy fruit.

In the morning Fayne Fraser gathered the sound ones into a

basket,

The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.

Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.

Fayne snatched for it and missed;

Michael stood by rejoicing, his rather small

Finely cut features in a dance of delight;

Fayne with one sweep flung at his face

All the bruised and half-spoiled apples in the pan,

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poem by Robinson Jeffers
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Lining Track

This song was first released on the all aboard! album. it is the only album it has been released on.
Mo boys, is you right
Done got it right
All I hate about linin track
These ol boys are gonna break my back
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Down in the holler below the fleld
Angels working on the chariot wheel
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Mary and the babe was a sittin in the shade
Thinking on the money that I aint made
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Moses stood on the red sea shore
Gotta batten down the waves with a 2 by 4
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Now if I could I surely would
Stand on the rock where moses stood
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Matthew, mark, luke and john
All them disciples dead and gone
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Mo boys, is you right
Done got it right
All I hate about lining track
These ol boys about to break my back
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Words and music by huddie ledbetter

song performed by John Denver
Added by Lucian Velea
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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

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poem by Robert Browning from The Ring and the Book
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White Light, White Heat

(as heard on the ziggy farwell concert lp.)
White light - white light gonna drive me out of my brain
White light - white light gonna make me feel so insane
White heat - white heat shapin them down to my toes
White light - white lights got it now, goodness knows
White light - white light gonna drive me out of my mind
White light - white lights surely gonna make me blind
White heat - white heat shaping way down to my toes
White light - white light could kill me now, goodness knows
Oh, oh, white light
Oh, oh, white light
Oh, oh, white heat
Oh, oh, white heat
White light - white light gonna drive me out of my brain
White light - white light gonna make me feel so insane
White heat - white heat shapin them down to my toes
White light - white lights got it now, goodness knows
White light - white light gonna drive me out of my mind
White light - white lights surely gonna make me blind
White heat - white heat shaping way down to my toes
White light - white light could kill me now, goodness knows
Oh, oh, white light
Oh, oh, white light
Oh, oh, white heat
Oh, oh, white heat
Oh, oh, white light
Oh, oh, white light
Oh, oh, white heat
Oh, oh, white heat
White lights a-flashing
White light
Still feels right
Whats that sound, whats that sound
Dont turn on, be dead or alive
No feeling
Here she comes
Oww, yeah
(oh, oh, oh, oh) here she comes
(oh, oh, oh, oh)
(oh, oh, oh, oh)
(ah, ah, ah, ah)

song performed by David Bowie
Added by Lucian Velea
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The History Poems Have Not Been Written

The history poems have not been written
The poems after Milosz
The Wallace Stevens poems will never be written
I can’t come close
I have tried the Blake poems
But of course I am not near them either
I would like to the ironic intellectual poems
I might be able to do them
I could do a kind of surrealistic association mind poem a prose poem
But I don’t like that very much
The poems of Jerusalem have not been good enough
Poems of propaganda are awkward and unacceptable
The small poems that tell of my life
They are for me the chance at real poetry
And I will continue as best I can with them
The American poems I have not yet found the idiom for
I can be epigrammatic in Emerson Thoreau fashion
But not with the hard New England observing eye
Borges poems I love
And the stories of mind and literature
Making the drama of a life of a storyteller
Interest me
But I doubt I could truly do them well
Imitation can only take one so far
And through it one may lose one’s way entirely
I can really do only what I am
Not the Dickinson poems nor the Hopkins poems nor the Wordsworth poems nor the Keats poems nor the Amichai poems nor the poems of many others whose poetry I love
The Biblical poems have been tried
The poems of cosmic and scientific reflection
I could try to improve them
There are too many different kinds of poems to write
And I cannot write almost all of them
This is another poem about poems and poetry
I have written many for a long time now
Perhaps I need to go elsewhere and write in a new way
A way I have not dreamed or even remotely understood possible before.
The poems of the unknown poetry await me
I will go on but I am not sure now I know in which wa

poem by Shalom Freedman
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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poem by Robert Browning (1871)
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Poems About.

There are poems that you will never see
Marked in a folder titled 'privacy'
Poems of hate and anger and personal pain
Poems about greed and hunger and personal gain
Poems about people I would love to see dead
Poems about women I met
Poems about relationships that have gone bad
Poems about issues with mom and dad
Poems about me, the person no one knows
Poems about places where only my soul goes
Poems I wish I could place in the clouds for all to read
Poems about lust, selfishness and greed
Poems I know will hurt those I hate
Poems I write by complete mistake
Poems I have hidden in my heart and my head
Poems about things that are better left unsaid
Poems I want to share and poems I want to retract
Poems of shame and how others might act
They stay in my psyche, they are a part of me
These poems I write, but you will never see.

poem by Mahfooz Ali
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Remember This Lack of Conscience - 'For Maya Angelou'.

When time goes past and dithers not
One sees the blame that gathers moss
To feel akin with woe as one
I'll forgive myself and you to soldier on

Remember this lack of conscience when we meet
I was violated, raped and beaten within to provide a treat

Remember this lack of conscience when I get out
To see through with vision all I espy

Remember this lack of conscience which will know no bounds
To hideously transform love profound

Remember this lack of conscience when I am free
You will lose and you know me

Remember this lack conscience less you forget
That freedom is precious and not a threat

Remember this lack of conscience when the bars are bent
I will slip out into the depths of crass to vent

Remember this lack of conscience to come
The Devil has a new spawn and drum

Remember this lack of conscience gathering
To prove nothing but give a battering

Remember this lack of conscience wild
It has no remorse just like a child

Remember this lack of conscience like the Hawk
Which draws blood, looks on and gawks

Remember this lack of conscience with the Demon within
It's a Golem to clear the the Evil and get even

Remember this lack of conscience when you renege
The death of love can be ones grave

Remember this lack of conscience and tremor not
No fruit you bear or shall ever to care

Remember this lack of conscience that prevails
The trial is over and you have failed

Remember this lack of conscience and grow
To a woman that a man can know

[...] Read more

poem by Azriel Dreams
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The Holocaust Files & Other Theme Poems

Theme: Love Poems (various forms of love,10 poems only)
*any theme category may be extended upon reader interest and requests
A Family Blessing
Changing Scene
For Our Loved Ones
Look Across Time
Memory Of A Lover
My Love
Single Red Ribbon
Snowpowder
Song Of My Love
True Love

The Holocaust Files: (32 poems) are a work in process and this reference will be removed upon completion. This is a collection of holocaust related poems to give voice to the 12 million killed, tortured and enslaved by the SS during World War II. The Poles, Romani and Slavic victims who are sometimes overlooked in brief reviews or marginalized, will hopefully have a poem as their voice by the completion of this project. The poems will ease into and out of the full extent of this horror, to contrast kaleidoscopic images of the holocaust in tribute to the slaughtered, and may provide a differing overview of Nazi Ideology to address succinct examples of how and why in historical perspective. (Historical optional background notes, have been added below some poems to assist in this purpose.)
The cruelty of topic material in some of the main poems may shock or offend innocent readers. Looking up pictorial images of these events is not advised for children.
The poems should be read in the order listed below: -
A Vibrant Life 18.5.2010
Appeasement For Adolf Hitler 15&16.10.2010
Indomitable Will To Survive 12.7.2010
Holocaust Latvia Begins 30.5.2012
Nazi Death Squads Enter Eastern Europe 29.5.2012
SS Single Shot Executioners 28.5.2012
Legal Genocide Committed On Industrial Scale 16.10.2010
Stone Cross Prologue 85 87
Stone Cross 85 87
Hitler's Holocaust Product Of A Demonic Mind 1987
When Satanic Power Ruled A Third Reich 1987
Blind Neo-Nazi Nationalism Hitler's New World Order 1987
How Evil Regenerates Perpetuates 1987
Nazi Evolution Vile Carbon Monoxide Gas To Zyklon-B 1987
Indictment Against Entire Nations 1987
An Image Of The Beast Rules
Fallen Nation Transformation 1987
Cartoon Caricature Of The Master Race 17.5.2010
The SS Who Will You Kill 17.5.2010
Classic Dance Steps 17.2.1989
Peaked Cap; Skull-And-Crossbones Badge 17&18.3.2010
A Moral Civilized World 17.3.2010
The Death Of Adolf Hitler's Personal Physican 17.5.2010
Dagmar Topf A Defence Of Family Ovens 17&18.3.2010
Not To Be Written 7.5.2010
Struck Down With A Thunderbolt 20.4.2010
Love Has Rewards Worth Attaining 19.5.2010
SS Demons 15.12.2010
How Did You Kill Me?
They Did It All Before You 18.5.2010
'Angel Of Death' A Demonic Nazi Doctor 9.3.2011
Proclaiming Retrofit New World Order 9&10.3.2011

[...] Read more

poem by Terence George Craddock
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Mars Landing Party

Embrasse - moi, mets ton doigt dan mon cul,
Embrasse - moi, mets ton doigt dan mon cul,
Une prsence ambige,
Une prsence inconnue,
Jusqua ce que jen peux plus,
Embrasse - moi, mets ton doigt dan mon cul,
Embrasse - moi, mets ton doigt dan mon cul,
Une prsence ambige,
Une prsence inconnue,
Jusqua ce que jen peux plus,
Embrasse - moi, mets ton doigt dan mon cul,
Embrasse - moi, mets ton doigt dan mon cul,
Une prsence ambige,
Une prsence inconnue,
Jusqua ce que jen peux plus,
Translation
Kiss me, put your finger up my arse,
Kiss me, put your finger up my arse,
An ambiguous presence,
An unknown presence,
Until I cant take it anymore,
Kiss me, put your finger up my arse,
Kiss me, put your finger up my arse,
An ambiguous presence,
An unknown presence,
Until I cant take it anymore,
Kiss me, put your finger up my arse,
Kiss me, put your finger up my arse,
An ambiguous presence,
An unknown presence,
Until I cant take it anymore,

song performed by Placebo
Added by Lucian Velea
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Fourth Book

THEY met still sooner. 'Twas a year from thence
When Lucy Gresham, the sick semptress girl,
Who sewed by Marian's chair so still and quick,
And leant her head upon the back to cough
More freely when, the mistress turning round,
The others took occasion to laugh out,–
Gave up a last. Among the workers, spoke
A bold girl with black eyebrows and red lips,–
'You know the news? Who's dying, do you think?
Our Lucy Gresham. I expected it
As little as Nell Hart's wedding. Blush not, Nell,
Thy curls be red enough without thy cheeks;
And, some day, there'll be found a man to dote
On red curls.–Lucy Gresham swooned last night,
Dropped sudden in the street while going home;
And now the baker says, who took her up
And laid her by her grandmother in bed,
He'll give her a week to die in. Pass the silk.
Let's hope he gave her a loaf too, within reach,
For otherwise they'll starve before they die,
That funny pair of bedfellows! Miss Bell,
I'll thank you for the scissors. The old crone
Is paralytic–that's the reason why
Our Lucy's thread went faster than her breath,
Which went too quick, we all know. Marian Erle!
Why, Marian Erle, you're not the fool to cry?
Your tears spoil Lady Waldemar's new dress,
You piece of pity!'
Marian rose up straight,
And, breaking through the talk and through the work,
Went outward, in the face of their surprise,
To Lucy's home, to nurse her back to life
Or down to death. She knew by such an act,
All place and grace were forfeit in the house,
Whose mistress would supply the missing hand
With necessary, not inhuman haste,
And take no blame. But pity, too, had dues:
She could not leave a solitary soul
To founder in the dark, while she sate still
And lavished stitches on a lady's hem
As if no other work were paramount.
'Why, God,' thought Marian, 'has a missing hand
This moment; Lucy wants a drink, perhaps.
Let others miss me! never miss me, God!'

So Marian sat by Lucy's bed, content
With duty, and was strong, for recompense,
To hold the lamp of human love arm-high
To catch the death-strained eyes and comfort them,
Until the angels, on the luminous side

[...] Read more

poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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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.

[...] Read more

poem by Innocent Masina Nkhonyo
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Stick By Me

Stick by me and I'll stick by you
Stick by me and I'll stick by you

My life here on earth would be useless can't you see
If I didn't have you to stick by me
I love you darling and that's no lie
Stick by me and I'll stick by you
When you cry I cry too
Stick by me and I'll stick by you

Friends may try to hurt us
Scandalise our name
But no one (no-one) can tear us apart
You have a place in my heart

I love you darling and that's no lie
Stick by me and I'll stick by you
Remember my heart and love belongs to you
Stick by me and I'll stick by you
When you cry I'll cry too
Stick by me and I'll stick by you

Repeat from "Friends may try to hurt us ..."

song performed by UB40 from Labour Of Love 2
Added by Lucian Velea
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White Light/white Heat

Only one recording of this song by gary numan is known, and no official
Lyrics are available. it seems that gary has combined elements from two
Different versions of the song - the original velvet underground version
And the david bowie cover - and then added some of his own, which is why
Ive elected to credit all three musicians.
Original velvet underground version
White light, go on messing up my mind
Dont you know its gonna make me go blind?
White heat, it tickles me down to my toes
Have mercy, white light, have it, goodness knows
White light, go on messing up my brain
White light, its gonna drive me insane
White heat, it tickles me down to my toes
White light I said now, goodness knows, do it
I surely do love to watch that stuff shooting itself in
Watch that side, watch that side, dont you know, gonna be dead and bright
Yeah, foxy mama, watch her walking down the street
Come upside, your heads gonna make a dead end on your street
White light, move in me and drain my brain
White heat, it tickles me down to my toes
White light, I said now, goodness knows
White light is lighting up my eyes
Dont you know it fills me up with surprise?
White heat, tickle me down to my toes
White light, I tell you now, goodness knows
Oh, she surely do move, speed
Watch that speed freak, watch that speed freak,
Everybody gonna make it every week
Sputter mutter, everbodys gonna kill their mother
Here she comes, here she comes, everybody get it, gonna make me run, do it
Higher
David bowies version
White light - white light gonna drive me out of my brain
White light - white light gonna make me feel so insane
White heat - white shapin them down to my toes
White light - white lights got it now, goodness knows
White light - white light gonna drive me out of my mind
White light - white lights surely gonna make me blind
White heat - white shaping way down to my toes
White light - white light could kill me now, goodness knows
Oh, oh, white light
Oh, oh, white light
Oh, oh, white heat
Oh, oh, white heat
Verse 1
Verse 2
Chorus (twice)
White lights a-flashing
White light
Still feels right

[...] Read more

song performed by Gary Numan
Added by Lucian Velea
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