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A Christian high school is just like any other high school in the sense of the politics and all of these levels of who's cool and what to wear.

quote by Jena Malone
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Cool, Cool Water

Coolin so coolin coolin me
Coolin so coolin coolin me
Have some cool clear water
(drink a little drip drip drip drip drink a little)
(water coolin me)
Have some cool clear water
(drink a little drip drip drip drip drink a little)
(water coolin me)
Have some cool clear water
Have some cool clear water
Have some cool clear water
(drink a little drip drip drip drip drink a little)
Have some water
Coolin so coolin coolin me
Coolin so coolin coolin me
Have some cool clear water
(drink a little drip drip drip drip drink a little)
(water coolin me)
Have some cool clear water
Have some cool clear water
(drink a little drip drip drip drip drink a little)
Have some cool clear water
Have some cool clear water
(drink a little drip drip drip drip drink a little)
Have some water
Water water water water water water
Now now-now-now-now
Now now-now-now-now
Now now-now-now-now
Now now-now-now-now
Now now-now-now-now
Now now-now-now-now
Now now-now-now-now
Ah ah ah ah
Wa ah ah wa ah oo oo oo oo ah ah
Coolin so cool coolin me
Coolin so cool coolin me
(drip drip drip drip drink a little drip drip drip drip)
Coolin so cool coolin me
(drip drip drip drip drink a little drip drip drip drip)
Coolin so cool coolin me
(drip drip drip drip drink a little drip drip drip drip)
Coolin so cool coolin me
(drip drip drip drip drink a little drip drip drip drip)
When the heats got you down
Heres what you oughta
Get yourself in that cool cool water
(coolin so cool coolin me)
Cool cool water
Get yourself in that cool cool water

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song performed by Beach Boys
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Too Too Cool

You've gotten too cool.
And you've got me,
Curious.
What did you do to yourself,
That makes you appear this cool.

You've gotten too cool.
And you've got me,
Quite curious.
Whatchu do to yo' self,
That makes you appear this cool.

Did you get yourself another new pet?
Has someone come back confessing regret?
Did you win the last minute of a bet?
And this has lifted,
Up your chest!

You've gotten too cool.
And you've got me,
Curious.
What did you do to yourself,
That makes you appear this cool.

Did you get yourself another new pet?
Cool.
Has someone confessed regret?
That's cool.
Did you win the last minute of a bet?
So cool.
And this is a boost,
To your chest.

Did you get yourself another new pet?
Cool.
Has someone confessed regret?
That's cool.
Did you win the last minute of a bet?
So cool.
And this is a boost,
To your chest.

You've gotten too cool.
And you've got me,
Curious.
What did you do to yourself,
That makes you appear this cool.

You've gotten too cool.
And you've got me,

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poem by Lawrence S. Pertillar
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Cool

I got a penthouse in Manhattan
2 more in Malibu
I bought a '87 Cadillac Seville
Girl, I got a Mazerati 2
I wear diamonds on my fingers
I got a couple on my toes
I wear the finest perfume money can buy
It keeps me smellin' like a rose
If U wonder how I do it
There's just one simple rule
I'm just cool (Cool)
Oh oh - Honey, baby can't U see?
Girl, I'm so cool (Cool)
Ain't nobody bad like me, hey
(C-O-O-L) What's that spell?
(C-O-O-L)
I might dine in San Francisco
Dance all night in Rome
I go any freakin' place I want 2
And my lear jet brings me home (Listen darlin')
I got ladies by the dozens
I got money by the ton
Just ain't nobody better
Heaven knows that I'm the one
And it's all because of something
That I didn't learn in school
I'm just cool (Cool)
Cool - Honey, baby can't U see?
Girl, I'm so cool (Cool)
Cool - Ain't nobody bad like me
Sing it, baby
(C-O-O-L) What's that spell?
(C-O-O-L) That spell cool
(Cool) Cool
Sweeter than sex
(Cool) That spell cool
(Cool) Cool
So what U think?
(Cool) Cool
What time is it? Ooh
Listen baby, it takes a lot of lovin' and a little money
2 be a friend of mine
But baby, if U know how 2 shake that thing
I'll try 2 squeeze a little time
Cuz I make love, love every mornin'
2 who's ever by my side
Well, U might say that I'm a nymphomaniac
But it keeps me satisfied
When I look into the mirror
It just tells me something I already know

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song performed by Prince
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The Believer's Principles : Chap. IV.

Faith and Sense Natural, compared and distinguished.

When Abram's body, Sarah's womb,
Were ripe for nothing but the tomb,
Exceeding old, and wholly dead,
Unlike to bear the promis'd seed:

Faith said, 'I shall an Isaac see;'
'No, no,' said Sense, 'it cannot be;'
Blind Reason, to augment the strife,
Adds, 'How can death engender life?'

My heart is like a rotten tomb,
More dead than ever Sarah's womb;
O! can the promis'd seed of grace
Spring forth from such a barren place?

Sense gazing but on flinty rocks,
My hope and expectation chokes:
But could I, skill'd in Abram's art,
O'erlook my dead and barren heart;

And build my hope on nothing less
That divine pow'r and faithfulness;
Soon would I find him raise up sons
To Abram, out of rocks and stones.

Faith acts as busy boatmen do,
Who backward look and forward row;
It looks intent to things unseen,
Thinks objects visible too mean.

Sense thinks it madness thus to steer,
And only trusts its eye and ear;
Into faith's boat dare thrust its oar,
And put it further from the shore.

Faith does alone the promise eye;
Sense won't believe unless it see;
Nor can it trust the divine guide,
Unless it have both wind and tide.

Faith thinks the promise sure and good;
Sense doth depend on likelihood;
Faith ev'n in storms believes the seers;
Sense calls all men, ev'n prophets, liars.

Faith uses means, but rests on none;
Sense sails when outward means are gone:

[...] Read more

poem by Ralph Erskine
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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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Cool, Daddy Cool (feat. Joe C)

(Daddy Cool)
(ohhh, yeah, yeah)
(Oh, wo, wo, yeah)
Verse 1 - Joe C.
See me cruisin' in my caddy
Ho's they like to call me "Daddy Cool"
When I'm stylin'
Just rollin on the island
Now just in case I pack heat
Keep a case of brew in my back seat
Got a pocket full of cash hey
Got a fatty in my ashtray
I'm Cool (Daddy Cool)
Call Me Cool (Daddy Cool)
I'm Cool (Daddy Cool)
Call Me Cool (Daddy Cool)
(Bad Ass) (Daddy Cool)
(Bad Ass) (Daddy Cool)
(Bad Ass) (Daddy Cool)
(Bad Ass)
Verse 2 - Kid Rock
Mackin' to this phat beat
Bass pushin' through my back seat
You know I got that gangsta lean
Ho's they all adore me
I stop and they all swarm me
To check out all my fly gold rings
The treat my like the mayor
Cause I'm the biggest player
(Joe C) Mackin' all honeys up here in the "D" baby (Kid Rock) You know I do
Grubbin' on some pork rinds
Kickin' out them sex rhymes
Everybody wants to be my friend
But I can't be your friend no
Unless you got some endo to smoke
(Joe C.) I ain't no joke
(Joe C.)
Call Me Cool (Daddy Cool)
I'm Cool (Daddy Cool)
Call Me Cool (Daddy Cool)
I'm Cool (yeah, yeah, yeah)
(Bad Ass) (Daddy Cool)
(Bad Ass) (Daddy Cool)
(Bad Ass) (Daddy Cool)
(Bad Ass)
(Female singer)
I like the way you profile
Them posey's they got style
Daddy can I roll with you?
Here's some money for your gas tank

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song performed by Kid Rock
Added by Lucian Velea
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The Ghost - Book IV

Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;

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poem by Charles Churchill
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The Ballad of the White Horse

DEDICATION

Of great limbs gone to chaos,
A great face turned to night--
Why bend above a shapeless shroud
Seeking in such archaic cloud
Sight of strong lords and light?

Where seven sunken Englands
Lie buried one by one,
Why should one idle spade, I wonder,
Shake up the dust of thanes like thunder
To smoke and choke the sun?

In cloud of clay so cast to heaven
What shape shall man discern?
These lords may light the mystery
Of mastery or victory,
And these ride high in history,
But these shall not return.

Gored on the Norman gonfalon
The Golden Dragon died:
We shall not wake with ballad strings
The good time of the smaller things,
We shall not see the holy kings
Ride down by Severn side.

Stiff, strange, and quaintly coloured
As the broidery of Bayeux
The England of that dawn remains,
And this of Alfred and the Danes
Seems like the tales a whole tribe feigns
Too English to be true.

Of a good king on an island
That ruled once on a time;
And as he walked by an apple tree
There came green devils out of the sea
With sea-plants trailing heavily
And tracks of opal slime.

Yet Alfred is no fairy tale;
His days as our days ran,
He also looked forth for an hour
On peopled plains and skies that lower,
From those few windows in the tower
That is the head of a man.

But who shall look from Alfred's hood

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poem by Gilbert Keith Chesterton
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You Wear It So Well

All of those things
Yeah, that you got to give
Yeah, you wear it so well
Hey, you wear it so well
All of those stories
Honey, that i know you could tell
Yeah, you wear it so well
And your face hides it so we can't tell
That you knew we would wear it so well
You wear it so well
Yeah darling, you wear it so well
(you wear it so well)
Yeah baby, you wear it so well
(you wear it so well)
Yeah now baby, you wear it so well
(you wear it so well)
Hey now darling now, yeah, you wear it so well
(you wear it so well)
All of those things
That make poets sing
You wear it so well
Yeah, you hide it so well
And all of those pain
That you used to tell
You hide it so well
Can't tell from your face that you knew it so well
Hey, now that you have such a story to tell
Yeah, you got style and grace and you wear it so well
You wear it so well
And you got, you got such a story to tell
Yeah, yeah, yeah, you wear it so well
Grace and style equals you so well
Yeah, yeah, yeah, you wear it so well, well, yeah, so well
Yeah, you wear it, wear it, wear it now, wear it now, baby
Yeah, now you wear it so well
And you got such a story to tell
(ooohhh, ooohhh, ooohhh)
(ooohhh, you wear it so well)
(you wear it so well)
(you wear it so well)

song performed by Lou Reed
Added by Lucian Velea
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Gotham - Book II

How much mistaken are the men who think
That all who will, without restraint may drink,
May largely drink, e'en till their bowels burst,
Pleading no right but merely that of thirst,
At the pure waters of the living well,
Beside whose streams the Muses love to dwell!
Verse is with them a knack, an idle toy,
A rattle gilded o'er, on which a boy
May play untaught, whilst, without art or force,
Make it but jingle, music comes of course.
Little do such men know the toil, the pains,
The daily, nightly racking of the brains,
To range the thoughts, the matter to digest,
To cull fit phrases, and reject the rest;
To know the times when Humour on the cheek
Of Mirth may hold her sports; when Wit should speak,
And when be silent; when to use the powers
Of ornament, and how to place the flowers,
So that they neither give a tawdry glare,
'Nor waste their sweetness in the desert air;'
To form, (which few can do, and scarcely one,
One critic in an age, can find when done)
To form a plan, to strike a grand outline,
To fill it up, and make the picture shine
A full and perfect piece; to make coy Rhyme
Renounce her follies, and with Sense keep time;
To make proud Sense against her nature bend,
And wear the chains of Rhyme, yet call her friend.
Some fops there are, amongst the scribbling tribe,
Who make it all their business to describe,
No matter whether in or out of place;
Studious of finery, and fond of lace,
Alike they trim, as coxcomb Fancy brings,
The rags of beggars, and the robes of kings.
Let dull Propriety in state preside
O'er her dull children, Nature is their guide;
Wild Nature, who at random breaks the fence
Of those tame drudges, Judgment, Taste, and Sense,
Nor would forgive herself the mighty crime
Of keeping terms with Person, Place, and Time.
Let liquid gold emblaze the sun at noon,
With borrow'd beams let silver pale the moon;
Let surges hoarse lash the resounding shore,
Let streams meander, and let torrents roar;
Let them breed up the melancholy breeze,
To sigh with sighing, sob with sobbing trees;
Let vales embroidery wear; let flowers be tinged
With various tints; let clouds be laced or fringed,
They have their wish; like idle monarch boys,
Neglecting things of weight, they sigh for toys;

[...] Read more

poem by Charles Churchill
Added by Poetry Lover
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University Of Central Florida Volleyball

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[...] Read more

poem by Caasder Fronds
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Ain't No Stoppin' This

[Laughter]
[LL Cool J]
Party people are you with me? (Cool J)
Party people are you with me? (Cool J)
Party people are you with me? (Cool J)
Party people are you with me? (Cool J, uh)
Party people are you with me? (Cool J)
Party people are you with me? (Cool J)
Party people are you with me? (Cool J)
Party people are you with me? (Hit it)
[LL Cool J]
Newcomers, step on back and if you hid last summer
catch a heart-attack, cause I'm back
I'm bad, you write rhymes made are blad
I'm mad cause they said I wasn't bad
No recognition cause they said I'm from the ghetto
Carryin' nine millimeters and stiletto's
I guess I need a TV show to get mine
But I don't feel like kissin' no director's behind
That's too soft for L
I'ma write a rhyme-fighter inside of the rebel "Yell"
Hour jack loops and dancer troops
Watch out for the gangsta-machine-gun-loose
[Chorus: LL Cool J]
Ain't no stoppin' this
Nah, nah, ain't no stoppin' this
Nah, nah, ain't no stoppin' this
No way, huh, ain't no stoppin' this
Nah, nah, ain't no stoppin' this
Never, ever, no, ain't no stoppin' this
Nah, nah, ain't no stoppin' this
Nah, nah, ain't no stoppin' this
[LL Cool J]
Last year pop rappers got awards
And don't know a damn thing about a block party mic-cord
They see LL, they know the brothers' real
But the flies can tell you exactly how they feel
When I come in the door it's like I'm made of dynamite
I gotta blow up more and more
Shakin' the rafters from here on after
Puttin' an end to all the laughter
There ain't no way they can win
with the band all in, plus the turntable spin
Strip-searchin' competition, you can call 'em competition
but there ain't no competition cause I'm on a mission
I'ma rip this game, I want the soul train families and anybody with a name
Superstars step aside this year
And all you other little crumbs that wanna try and come near
I'm sick and tired of political setbacks
Too much red tape-the-box, so forget that

[...] Read more

song performed by LL Cool J
Added by Lucian Velea
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Prejudice

IN yonder red-brick mansion, tight and square,
Just at the town's commencement, lives the mayor.
Some yards of shining gravel, fenced with box,
Lead to the painted portal--where one knocks :
There, in the left-hand parlour, all in state,
Sit he and she, on either side the grate.
But though their goods and chattels, sound and new,
Bespeak the owners very well to do,
His worship's wig and morning suit betray
Slight indications of an humbler day

That long, low shop, where still the name appears,
Some doors below, they kept for forty years :
And there, with various fortunes, smooth and rough,
They sold tobacco, coffee, tea, and snuff.
There labelled drawers display their spicy row--
Clove, mace, and nutmeg : from the ceiling low
Dangle long twelves and eights , and slender rush,
Mix'd with the varied forms of genus brush ;
Cask, firkin, bag, and barrel, crowd the floor,
And piles of country cheeses guard the door.
The frugal dames came in from far and near,
To buy their ounces and their quarterns here.
Hard was the toil, the profits slow to count,
And yet the mole-hill was at last a mount.
Those petty gains were hoarded day by day,
With little cost, for not a child had they ;
Till, long proceeding on the saving plan,
He found himself a warm, fore-handed man :
And being now arrived at life's decline,
Both he and she, they formed the bold design,
(Although it touched their prudence to the quick)
To turn their savings into stone and brick.
How many an ounce of tea and ounce of snuff,
There must have been consumed to make enough !

At length, with paint and paper, bright and gay,
The box was finished, and they went away.
But when their faces were no longer seen
Amongst the canisters of black and green ,
--Those well-known faces, all the country round--
'Twas said that had they levelled to the ground
The two old walnut trees before the door,
The customers would not have missed them more.
Now, like a pair of parrots in a cage,
They live, and civic honours crown their age :
Thrice, since the Whitsuntide they settled there,
Seven years ago, has he been chosen mayor ;
And now you'd scarcely know they were the same ;
Conscious he struts, of power, and wealth, and fame ;

[...] Read more

poem by Jane Taylor
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The Siege of Corinth

In the year since Jesus died for men,
Eighteen hundred years and ten,
We were a gallant company,
Riding o'er land, and sailing o'er sea
Oh ! but we went merrily !
We forded the river, and clomb the high hill,
Never our steeds for a day stood still;
Whether we lay in the cave or the shed,
Our sleep fell soft on the hardest bed:
Whether we couch'd in our rough capote,
On the rougher plank of our gliding boat.
Or stretch'd on the beach, or our saddles spread
As a pillow beneath the resting head,
Fresh we woke upon the morrow:
All our thoughts and words had scope,
We had health, and we had hope,
Toil and travel, but no sorrow.
We were of all tongues and creeds; ---
Some were those who counted beads,
Some of mosque, and some of church;
Yet through the wide world might ye search,
Nor find a motlier crew nor blither.
But some are dead, and some are gone,
And some are scatter'd and alone,
And some are rebels on the hills
That look along Epirus' valleys,
Where freedom still at moments rallies,
And pays in blood oppression's ills;
And some are in a far countree,
And some all restlessly at home;
But never more, oh ! never, we
Shall meet to revel and to roam.
But those hardy days flew cheerily !
And when they now fall drearily,
My thoughts, like swallows, skim the main,
And bear my spirit back again
Over the earth, and through the air,
A wild bird and a wanderer.
'Tis this that ever wakes my strain,
And oft, too oft, implores again
The few who may endure my lay,
To follow me so far away.
Stranger --- wilt thou follow now,
And sit with me on Acro-Corinth's brow?

I
Many a vanish'd year and age,
And tempest's breath, and battle's rage,
Have swept o'er Corinth; yet she stands,
A fortress form'd to Freedom's hands.

[...] Read more

poem by Byron (1816)
Added by Veronica Serbanoiu
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It Makes More Sense

It makes more sense,
Stopping something not to start.
Yes it makes more sense,
Not to tear things all apart.
Or bring up filthy garbage,
Knowing it is just a farce.

It makes more sense,
To walk away than to be petty.
And it makes more sense,
To prevent a thumping headache.
And it makes more sense,
Not to argue with a fool.
Knowing this is something done,
Many fools love to do.

And it makes more sense,
Stopping something not to start.
Yes it makes more sense,
Not to tear things all apart.
Or bring up filthy garbage,
Knowing it is just a farce.
And it makes more sense,
Not to argue with a fool.
Knowing this is something done,
Fools love to do.

And it makes more sense,
To keep the peace with every neighbor.
And it makes more sense,
To chase all bitterness away.
And it makes more sense,
To say, 'You're right' than build a hate.
Knowing that tomorrow promises another day.

And it makes more sense,
To keep the peace with every neighbor.
And it makes more sense,
To chase all bitterness away.
And it makes more sense,
To say, 'You're right' than build a hate.
Knowing that tomorrow promises another day.

Yes it makes more sense,
To keep the peace with every neighbor.
And it makes more sense,
To say, 'You're right' than build a hate.
Knowing that tomorrow promises another day.
Yes it makes more sense,
To keep the peace with every neighbor.

[...] Read more

poem by Lawrence S. Pertillar
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Three Cool Cats

Three cool cats,
Three cool cats
Are coming up in a beat up car,
Spitting up a lift of candy bar
Talking on about how sharp they are.
Three cool cats.
Three cool chicks
Are walking down the street
Swinging their hips,
Splitting up a bag of potatoe chips
I think cool cats really did flip.
Three cool chicks
Three cool chicks.
Well up came that first cool cat,
He said: man look at that.
Man, do you see what i see?
Well i want that middle chick
I want that little chick.
Hey man save once chick for me.
Well three cool chicks.
Three cool chicks.
Well they love like
Angels from up above
And three cool cats
Really fell in love.
But three cool chicks
Made three fools out of
Three cool cats.
Three cool cats.
Well up came that first cool cat,
He said: man look at that.
Man do you see what i see?
Well i want that middle chick,
I want that little chick.
Hey man, save one chick for me.
Three cool chicks.
Three cool chicks.
They look like
Angels from up above
And three cool cats
Really fell in love.
And three cool chicks
Made three fools out of
Three cool cats.
Three cool cats.
Three cool cats.
Three cool cats.

song performed by Beatles
Added by Lucian Velea
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A School Is So Not Cool

School Is Not So Cool

School, School, School,
A school is not cool
We're here 5 days a week
8 hours a day.
School, School, School,
A school is not cool.
People laugh when we fall
we just have to make a call.
School, School, School
A school is not cool.
We have to work hard to get good grades
I'm not going to do it no more
I do it every day.
We can’t go on the grass
We can’t bother another class
We can’t save spots at lunch
We have to go as a bunch.
We have 3 minutes in the hall
I'm always late what a ball.
We have to pay attention
if not we get detention.
School, School, School,
A school is not cool.
They have too many rules
they play us as fools
if we get A's
the parents jump Hip Hip Hooray.
If we get F's
we tell them we need to take a rest.
We always have homework
we never have class work
they have to many rules
they need to take it cool.
School, School, School,
A school is so not cool!

poem by Fahed Sharaf
Added by Poetry Lover
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Moonbeam Levels

Yesterday I tried 2 write a novel but I didn't know where 2 begin
So I laid down in the grass tryin' 2 feel the world turn
Boy loses girl in a rain storm, nuclear World War III
All that's left is pain and sorrow, as far as he's concerned
CHORUS:
He says please send all your moonbeam levels 2 me
Please send all your moonbeam levels 2 me
Please send all your moonbeam levels 2 me
I'm lookin' 4 a better place 2 die
Maybe he's lookin' 4 a different world
Maybe he's lookin' 4 a brand new high
Maybe he would like a nice condo overlookin' the rings of Saturn
Maybe he wants affection instead of a plastic life
Maybe he doesn't know what he wants at all
CHORUS
A newborn child knows nothing of destruction
Nothing of love and hate
What happens in between is a mystery
Because we don't give a damn about his fate
He said he'll never keep diaries 2 learn from his mistakes
Instead he'll just repeat all the good things that he's done
Fight 4 perfect love until it's perfect love he makes
When he's happy then his battle will be won (It's never 2 late)
Please send all your moonbeam levels 2 me
(Send your.. send 2 me)
Please send all your moonbeam levels 2 me
(Send your levels 2 me)
Please send all your moonbeam levels 2 me
(Sending me your.. send 2 me)
I'm lookin' 4 a better place 2 die (Better place 2 die)
Please send all your moonbeam levels 2 me (Oh yeah!)
Please send all your moonbeam levels 2 me {x2}
He don't, he don't, he don't really wanna die
He don't wanna, he don't wanna, he don't wanna die {x2}
He don't really wanna die

song performed by Prince
Added by Lucian Velea
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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.

When she was old enough she got married.

First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.

Agnes was my mother.

Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.

Then they moved to West Virginia in the United States.

Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.

Anna was a maid and cook.

She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth

They were both good cooks

They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

[...] Read more

poem by Talile Ali
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School Is Not So Cool

School, School, School,
A school is not so cool
We're here 5 days a week
8 hours a day.
School, School, School,
A school is not so cool.
People laugh when we fall
we just have to make a call.
School, School, School
A school is not so cool.
We have to work hard to get good grades
I'm not going to do it no more
I do it everyday.
We cant go on the grass
We cant bother another class
We cant save spots at lunch
We have to go as a bunch.
We have 3 minutes in the hall
I'm always late what a ball.
We have to pay attention
if not we get detention.
School, School, School,
A school is not so cool.
They have to many rules
they play us as fools
if we get A's
the parents jump Hip Hip Hooray.
If we get F's
we tell them we need to take a rest.
We always have homework
we never have classwork
they have to many rules
they need to take it cool.
School, School, School,
A school is so not cool!

poem by Chantel Braatz
Added by Poetry Lover
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