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Shouting...

i cannot sleep for this constant shouting...
the shouting of trees, the shouting of alleyways,
the shouting of rats crawling through trash.
the shouting of needles and Family Bibles,
the shouting of flags folded and given.
the shouting of machines, abandoned and morose,
the shouting of fields gone barren.
the shouting of poverty ripping color from being,
the shouting of hunger in faces silent.
the shouting of guns loaded and unloaded,
the shouting of clinics, filled without names.
the shouting of prayers wriiten in pavement,
the shouting of rivers filled with sewage.
the shouting of birth, and the shouting of death...
the shouting of love, distant and forgotten.
the shouting of god, in doubt's innumerable forms.

poem by Eric Cockrell
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A Day at the Office (Minimum Wage)

I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants,
And then I folded a pair of pants.

poem by Tim Stensloff
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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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Fitration Bags

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poem by Rwetewrt Erwtwer
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Trash Bag

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poem by Rwetewrt Erwtwer
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The Georgics

GEORGIC I

What makes the cornfield smile; beneath what star
Maecenas, it is meet to turn the sod
Or marry elm with vine; how tend the steer;
What pains for cattle-keeping, or what proof
Of patient trial serves for thrifty bees;-
Such are my themes.
O universal lights
Most glorious! ye that lead the gliding year
Along the sky, Liber and Ceres mild,
If by your bounty holpen earth once changed
Chaonian acorn for the plump wheat-ear,
And mingled with the grape, your new-found gift,
The draughts of Achelous; and ye Fauns
To rustics ever kind, come foot it, Fauns
And Dryad-maids together; your gifts I sing.
And thou, for whose delight the war-horse first
Sprang from earth's womb at thy great trident's stroke,
Neptune; and haunter of the groves, for whom
Three hundred snow-white heifers browse the brakes,
The fertile brakes of Ceos; and clothed in power,
Thy native forest and Lycean lawns,
Pan, shepherd-god, forsaking, as the love
Of thine own Maenalus constrains thee, hear
And help, O lord of Tegea! And thou, too,
Minerva, from whose hand the olive sprung;
And boy-discoverer of the curved plough;
And, bearing a young cypress root-uptorn,
Silvanus, and Gods all and Goddesses,
Who make the fields your care, both ye who nurse
The tender unsown increase, and from heaven
Shed on man's sowing the riches of your rain:
And thou, even thou, of whom we know not yet
What mansion of the skies shall hold thee soon,
Whether to watch o'er cities be thy will,
Great Caesar, and to take the earth in charge,
That so the mighty world may welcome thee
Lord of her increase, master of her times,
Binding thy mother's myrtle round thy brow,
Or as the boundless ocean's God thou come,
Sole dread of seamen, till far Thule bow
Before thee, and Tethys win thee to her son
With all her waves for dower; or as a star
Lend thy fresh beams our lagging months to cheer,
Where 'twixt the Maid and those pursuing Claws
A space is opening; see! red Scorpio's self
His arms draws in, yea, and hath left thee more
Than thy full meed of heaven: be what thou wilt-
For neither Tartarus hopes to call thee king,

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poem by Virgil
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Color

Performed by the steeles
Composed by prince
Color me black if u color me just like u
Color me angry if u color me less than I do
(whoa, whats your color? )
Yeah, whats your color?
(whoa, whats your color? )
Whats your color?
Color me happy if u teach me what I need 2 know
Color me gone if u dont, if u dont cuz every child needs 2 grow
This I know
(whoa, whats your color? )
Oh, whats your color, yeah?
I wanna know
(whoa, whats your color? )
Oh, whats your color?
Listen (listen)
Love is my color when Im shown love in return
But when I am not, its a bet u can guess what I have learned
Whats my color?
Hey
Color me green (color me green) if I cannot have what uve got
Color me blue (blue) until I do cuz the fire will shonuff be hot
Yes it will
(whoa, whats your color? )
Whats your color, yeah?
Hey yeah
(whoa, whats your color? )
Whats your color, yeah?
Oh, make me a promise (make me a promise)
Oh, make me a promise (that whatever u color me) that whatever u color me
U will at least color me then I can color u 2
Whats your color?
(whoa, whats your color? )
Whats your color, yeah?
Hey
Color
(whoa, whats your color? )
Whats your color?
(whoa, whats your color? )
Whats your color, yeah?
Whats your color?
Make it love
Whats your color?
Mine is love
(whoa, whats your color? ) yeah
(whoa, whats your color? )
Whats your color?
(whoa, whats your color? )

song performed by Prince
Added by Lucian Velea
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Slave To The Wage

Run away from all your boredom
Run away from all your whoredom and wave
Your worries and cares
Goodbye
All it takes is one decision
A lot of guts, a little vision to wave
Your worries and cares
Goodbye
Its a maze for rats to try
Its a maze for rats to try
Its a race, a race for rats
A race for rats to die
Its a race, a race for rats
A race for rats to die
Sick and tired of maggies farm
Shes a bitch with broken arms to wave
Your worries and cares
Goodbye
Its a maze for rats to try
Its a maze for rats to try
Its a race, a race for rats
A race for rats to die
Its a race, a race for rats
A race for rats to die
Its a race, a race for rats
A race for rats to die
Its a race, a race for rats
A race for rats to die
Burn away
Run away, run away
Run away, run away
Run away, run away
Run away, run away

song performed by Placebo
Added by Lucian Velea
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The Pied Piper of Hamelin

A Child's Story

I.

Hamelin Town's in Brunswick,
By famous Hanover city;
The river Weser, deep and wide,
Washes its wall on the southern side
A pleasanter spot you never spied;
But when begins my ditty,
Almost five hundred years ago,
To see the townsfolk suffer so
From vermin, was a pity.

II.

Rats!
They fought the dogs and killed the cats,
And bit the babies in the cradles,
And ate the cheeses out of the vats,
And licked the soup from the cooks' own ladles.
Split open the kegs of salted sprats,
Made nests inside men's Sunday hats,
And even spoiled the women's chats
By drowning their speaking
With shrieking and squeaking
In fifty different sharps and flats.

III.

At last the people in a body
To the town hall came flocking:
"'Tis clear," cried they, "our mayor's a noddy;
And as for our corporation—shocking
To think we buy gowns lined with ermine
For dolts that can't or won't determine
What's best to rid us of our vermin!
You hope, because you're old and obese,
To find in the furry civic robe ease?
Rouse up, sirs! Give your brains a racking
To find the remedy we're lacking,
Or, sure as fate, we'll send you packing!"
At this the Mayor and Corporation
Quaked with a mighty consternation.

IV.

An hour they sat in council;
At length the Mayor broke silence
"For a guilder I'd my ermine gown sell;

[...] Read more

poem by Robert Browning from Cavalier Tunes (1842)
Added by Veronica Serbanoiu
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Admit The Rat

I got a story
Bout all these rats
All the sewer rats
All these gun rats
Im talkin bout all these gold diggen rats
These hood rats
My grandmothers a rat
Shes just an old school rat
My mothers a rat
Shes just a high class rat
My sisters rats
Shes just a middle class rat
My cousins rats
They just low class rats
Im tired of rats tryin to get into my boyz pockets
Im tired of rats tryin to ride around in my cars
Im tired of rats talkin all that jibber jabber to their friends
But ond day these rats are gonna be straight
No diss to rats
Cuz there are some rats that I love too
My message to you today is admit the rat in you
To all women admitt the rat in you
Admit the rat in you
Admit the rat in you
Admit the rat in you

song performed by Next
Added by Lucian Velea
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Admit The Rat (Interlude)

I got a story
bout all these rats
all the sewer rats
all these gun rats
im talkin bout all these gold diggen rats
these hood rats
my grandmothers a rat
she's just an old school rat
my mothers a rat
she's just a high class rat
my sisters rats
she's just a middle class rat
my cousins rats
they just low class rats
im tired of rats tryin to get into my boyz pockets
im tired of rats tryin to ride around in my cars
im tired of rats talkin all that jibber jabber to their friends
but ond day these rats are gonna be straight
no diss to rats
cuz there are some rats that i love too
my message to you today is admit the rat in you
to all women admitt the rat in you
admit the rat in you
admit the rat in you
admit the rat in you

song performed by Next
Added by Lucian Velea
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Pied Piper Of Hamelin, The

A CHILD'S STORY.

(_Written for, and inscribed to, W. M. the Younger._)

I.

Hamelin Town's in Brunswick,
By famous Hanover city;
The river Weser, deep and wide,
Washes its wall on the southern side;
A pleasanter spot you never spied;
But, when begins my ditty,
Almost five hundred years ago,
To see the townsfolk suffer so
From vermin, was a pity.

II.

Rats!
They fought the dogs and killed the cats,
And bit the babies in the cradles,
And ate the cheeses out of the vats,
And licked the soup from the cooks' own ladles,
Split open the kegs of salted sprats,
Made nests inside men's Sunday hats,
And even spoiled the women's chats
By drowning their speaking
With shrieking and squeaking
In fifty different sharps and flats.

III.

At last the people in a body
To the Town Hall came flocking:
``'Tis clear,'' cried they, ``our Mayor's a noddy;
``And as for our Corporation---shocking.
``To think we buy gowns lined with ermine
``For dolts that can't or won't determine
``What's best to rid us of our vermin!
``You hope, because you're old and obese,
``To find in the furry civic robe ease?
``Rouse up, sirs! Give your brains a racking
``To find the remedy we're lacking,
``Or, sure as fate, we'll send you packing!''
At this the Mayor and Corporation
Quaked with a mighty consternation.

IV.

An hour they sat in council,

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poem by Robert Browning
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Narrative And Dramatic The Wanderings Of Oisin

BOOK I

S. Patrick. You who are bent, and bald, and blind,
With a heavy heart and a wandering mind,
Have known three centuries, poets sing,
Of dalliance with a demon thing.

Oisin. Sad to remember, sick with years,
The swift innumerable spears,
The horsemen with their floating hair,
And bowls of barley, honey, and wine,
Those merry couples dancing in tune,
And the white body that lay by mine;
But the tale, though words be lighter than air.
Must live to be old like the wandering moon.

Caoilte, and Conan, and Finn were there,
When we followed a deer with our baying hounds.
With Bran, Sceolan, and Lomair,
And passing the Firbolgs' burial-motmds,
Came to the cairn-heaped grassy hill
Where passionate Maeve is stony-still;
And found On the dove-grey edge of the sea
A pearl-pale, high-born lady, who rode
On a horse with bridle of findrinny;
And like a sunset were her lips,
A stormy sunset on doomed ships;
A citron colour gloomed in her hair,

But down to her feet white vesture flowed,
And with the glimmering crimson glowed
Of many a figured embroidery;
And it was bound with a pearl-pale shell
That wavered like the summer streams,
As her soft bosom rose and fell.

S. Patrick. You are still wrecked among heathen dreams.

Oisin. 'Why do you wind no horn?' she said
'And every hero droop his head?
The hornless deer is not more sad
That many a peaceful moment had,
More sleek than any granary mouse,
In his own leafy forest house
Among the waving fields of fern:
The hunting of heroes should be glad.'

'O pleasant woman,' answered Finn,
'We think on Oscar's pencilled urn,
And on the heroes lying slain

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poem by William Butler Yeats
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Georgic 2

Thus far the tilth of fields and stars of heaven;
Now will I sing thee, Bacchus, and, with thee,
The forest's young plantations and the fruit
Of slow-maturing olive. Hither haste,
O Father of the wine-press; all things here
Teem with the bounties of thy hand; for thee
With viny autumn laden blooms the field,
And foams the vintage high with brimming vats;
Hither, O Father of the wine-press, come,
And stripped of buskin stain thy bared limbs
In the new must with me.
First, nature's law
For generating trees is manifold;
For some of their own force spontaneous spring,
No hand of man compelling, and possess
The plains and river-windings far and wide,
As pliant osier and the bending broom,
Poplar, and willows in wan companies
With green leaf glimmering gray; and some there be
From chance-dropped seed that rear them, as the tall
Chestnuts, and, mightiest of the branching wood,
Jove's Aesculus, and oaks, oracular
Deemed by the Greeks of old. With some sprouts forth
A forest of dense suckers from the root,
As elms and cherries; so, too, a pigmy plant,
Beneath its mother's mighty shade upshoots
The bay-tree of Parnassus. Such the modes
Nature imparted first; hence all the race
Of forest-trees and shrubs and sacred groves
Springs into verdure.
Other means there are,
Which use by method for itself acquired.
One, sliving suckers from the tender frame
Of the tree-mother, plants them in the trench;
One buries the bare stumps within his field,
Truncheons cleft four-wise, or sharp-pointed stakes;
Some forest-trees the layer's bent arch await,
And slips yet quick within the parent-soil;
No root need others, nor doth the pruner's hand
Shrink to restore the topmost shoot to earth
That gave it being. Nay, marvellous to tell,
Lopped of its limbs, the olive, a mere stock,
Still thrusts its root out from the sapless wood,
And oft the branches of one kind we see
Change to another's with no loss to rue,
Pear-tree transformed the ingrafted apple yield,
And stony cornels on the plum-tree blush.
Come then, and learn what tilth to each belongs
According to their kinds, ye husbandmen,
And tame with culture the wild fruits, lest earth

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poem by Publius Vergilius Maro
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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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Silver Needles

(ian hunter)
Youre just a stranger in the past
Just another mug that could never last
You came up slow but you burned out fast (didnt ya)
It aint silver needles on the run
No it aint silver needles on the run
It aint silver needles on the run
Shh you make me feel so bad
You thought you was the only one that got messed up
Me n all the others never had it so rough
Well how come youre dead and Im still stood up
Well it aint silver needles on the run
Silver needles on the run
No it aint silver needles on the run
Oh I remember....
All your plans were made on some pr floor
n all your bags were packed, they never reached the door.
Out ordering (? ) your thought exchange
All your brains were acting strange
You never lied in dreams before
There must be more to life than getting sore
(what do you think? )
I seen in some music paper that you was gone
And I went right out and wrote you a farewell song
Boy, they had you dead before you was born
And its a shame - you were such a great mover
But it aint silver needles on the run
No it aint silver needles on the run
Silver needles on the run
Silver needles on the run
Silver needles on the run
Silver needles on the run
(next)

song performed by Ian Hunter
Added by Lucian Velea
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Night Runners Competition Counted

we enjoy counting the rats
running around at night,
when we are arriving home
on our faithful motorbike,

usually two or three rats to see,
Kayla and I have a competition
counting first spied rats we see,
who can spot local drain rats first

the biggest rats seen truthfully
are as big as healthy pet cats,
we go look at pets frequently
in BSD once a week we peep,

in at a pet shop when we watch,
a movie in expedition BSD every week
a family movie is a special treat,
our two happy daughters think it so neat

our neigbour concreted over their open drain
next door rats love their drains seldom stray,
so less rats outside rats too close we do disdain
rats who venture close in life peril cannot stay,

if any bold rats venture into our house ceiling,
these rats are disposed of poisoned very quickly
our rule is no entry for any rats poison strictly,
tropical rat best learn trespass has no pity feeling.

poem by Terence George Craddock
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Your Cash Ain't Nothing But Trash

(c. calhoun)
Walking down the main drag one night
I met a fine chick that looked- just right
She stopped in and i flashed my roll
I told her she could have all of my dough
She turned around, and with a fround
She said this ain't no circus and i don't need a clown
Your cash ain't nothin' but trash
Your cash ain't nothin' but trash
Your cash ain't nothin' but trash
So there ain't no need in your hangin' around
Just to make the hit with that chick
I tried to get a cadillac right quick
The man at the place looked so strange
I had nine hundred bucks and some change
We disagreed, i tried to pleed
He said i ain't no chicken and i don't need your feed
Your cash ain't nothin' but trash
Your cash ain't nothin' but trash
Your cash ain't nothin' but trash
Then brother you're crawling we passed your speed
I'm walking and countin my bucks
The man with the gun said hands up
I tried to get away but i was too slow
He caught me and took all of my dough
I heard him shout, as he cut out
"you really lost nothing what you're crying about?"
Your cash ain't nothin' but trash
Your cash ain't nothin' but trash
Your cash ain't nothin' but trash
And he took my watch and i passed out
I woke in the arms of a big cop
Police station next stop
The judge swung his fist down plunk plunk
Twenty dollar fine 'cause you're drunk
Dig up the dough, and you can go
And all i had was a buffalo
Your cash ain't nothin' but trash
Your cash ain't nothin' but trash
Your cash ain't nothin' but trash
But i sure better get me some more

song performed by Huey Lewis And The News
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What is the Color of love?

Written by: Wilfred C. Mellers Monday, February 12,2007

I have dated different people before and the one thing that I have found out is that we all want the same thing. To love and be loved, to be understood and appreciated, to be valued as a human being, and to be respected as a couple.
It doesn’t matter who you are or where you come from.
What matters the most is what is on the inside.

Trust doesn’t come with a color
Honesty doesn’t come with a color
Commitment doesn’t come with a color
Hope doesn’t come with a color
Sharing doesn’t come with a color
Faith doesn’t come with a color
Sacrifice doesn’t come with a color
Wanting doesn’t come with a color
Despair and loneliness doesn’t come with a color
Unfaithfulness doesn’t come with a color
Longevity doesn’t come with a color
Caring doesn’t come with a color
Wanting to be with someone doesn’t come with a color
Spending your life with someone doesn’t come with a color
Giving oneself doesn’t come with a color
Sharing values doesn’t come with a color

If all these things don’t come with a color, then why do we look at the superficial than the substance of love? It doesn’t matter who you are with but that you are with someone that loves and cares for you. That someone that will be there for you in your darkest hour of need is what that is important. We train our kids to look at the differences that we have than look at the content of ones character. We all belong to the human family and this is what makes us the same. We are all like flowers blooming in a great garden we call earth. We come in many different colors, shades, and styles. What makes us different is what makes us the same. A bee doesn’t care about the color of the flower only that the nectar is sweet.

You my friend are sweet nectar that blooms only for awhile just to disappear till time again to bloom. Cherish the differences that make us all human. A color is nothing more than just that; a color.

poem by Wilfred Mellers
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Grains

What's the relationship
between a grain of rice
and its stalk or the stem of the
rice plants? The corelation between
the two is in other words
the source and the results
that will reap what the source
had told it to produce
in the beginning when
the source let the stem out
in a sprout form
the weed that many farmers had to toil
in hot sunny days to replant
in another rice field with some water
underneath. Water! Yes.
It's the source for life along with
the source that is planted under the ground
where the water was filled in with.
'I am going to see if the rice pad is safe
from this night storm.' In my bed side
I heard father say these words before
he put on his rain coat and boots
at 2 or 3 in the morning the good farmer
the good father the good pharmacist father
my father, he was so worried to think about
the rice fields with so much water ruin them.
It's in the midnight or after that and he...
with no other assistants was willing to
walk through the pouring rain on one
day in July that summer when he asked
me to stay in bed cozy while leaving for the
fields by himself. I slid down the blanket
though it was the summer time, was a bit
chilly for the storm the pouring rain
made the temperature quite low and
I felt cold after father had gone a far from
the house. I was so lone that moment
thinking about my father wondering where
he might be on which road he might be
treading upon what kind of gravels or
maybe some frogs dead flat or some
wet insects like the Yochee or Maettugee.
The rain usually wet those small insects
only to make them jump high and tremble
with cold and shake off the water from
their bodies. But it's the water that gives
them the life the food the fresh air, the feeling
of aliveness the inspiration God had granted
to all His creations. Yes, those small creatures
might have to escape from my father's boots

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poem by Sangnam Nam
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Adrienne Vittadini

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poem by Caasder Fronds
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