I do think that kids today miss out on a lot of those guidelines. Parents are always at work; school doesn't necessarily give the framework; politicians are all corruption and scandal; even sporting heroes are tainted with drugs and what have you. Rules are important for kids.
quote by Luc Besson
Added by Veronica Serbanoiu
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Related quotes
Corruption
From the drip drip drip of the teardrops
To the chink chink chink of the cash
To the end end end of the friendships
To the wack wack wack of the bash
Corruption corruption corruption
Rules my soul
Corruption corruption corruption
Rules my soul
From the tick tick tick of your times up
To the yes yes yes of Ill sell
From the fact fact fact of the souless
To the pact pact pact with hell
Corruption corruption corruption
Rules my soul
Corruption corruption corruption
Chills my bones
Corruption corruption corruption
Rules my soul
Corruption corruption corruption
Chills my bones
From the scream scream scream of the babies
To the retch retch retch of the youth
From the lie lie lie of the righteous
To the lost lost lost way I feel
Corruption corruption corruption
Rules my bones
Corruption corruption corruption
Chills my bones
Corruption corruption corruption
Rules my soul
Corruption corruption corruption
Rules my soul
Corruption
Corruption
Order in the court
Decision to abort
The monkey wants to speak
So speak, monkey speak
Speak monkey, speak
Speak monkey, speak
Speak monkey, speak
Everything leads to corruption
Everything leads to corruption
Corruption
song performed by Iggy Pop
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.
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poem by Talile Ali
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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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Give The Po Man A Break
Give po man a break
Give po man a break
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
[...] Read more
song performed by Fatboy Slim
Added by Lucian Velea
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Beowulf
LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able
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poem by Charles Baudelaire
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Work To Make It Work
(r palmer)
Push it along
Work work work to make it work
Push it along
Work work work to make it work
Push it along
Work work work if you want to improve it
Push it along
It's all there for you to feel it
Help your self to one that you can't deal with
Ain't no way that you could steal it
You misunderstand if you get greedy
Ah push
Work work work to make it work push it along
Work work work to make it work
Push it along
Work work work to make it work
Push it along
Work work work if you want to improve
Don't confine your dreams to bed
You'll get scared if you get lazy
If you can't take enough to satisfy yourself
Then you'll go crazy
Wont do no good thinking
You got to do it
So it don't come easy the first time
Practice makes perfect, you know that i'll try hard
Use it or lose it
You got to put your heart and soul into it
Yeaheheh
Push it along
Work work work to make it work
Push it along
Work work work if you want to move it
Push it along
Work to make it work
Push it along
Work work work if you want to improve
It's all there for you to feel it
Help your self to one that you can't deal with
Ain't no way that you could steal it
You misunderstand if you get greedy forget wishful thinking
You can do it
You just need a push to make a start
If you don't succeed the first time
Try and try again
Use it or lose it
You got to put your back into it
Work work work to make it work
Push it along
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song performed by Robert Palmer
Added by Lucian Velea
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Tainted Love
Sometimes i feel i've got to
Run away, i've got to
Get away,
From the pain u drive in the heart of me.
The love we share
Seems to go no where
And i've lost my life
For i toss and turn i cant sleep at night
Once i ran to you, (i ran)
Now i run from you
This tainted love u've given
I give u all a boy could give you,
Take my tears and that not nearly all
Tainted love ohhh
Tainted love ohhh
Now i know ive got to
Run away, i've got to
Get away
Dont reali want any more form me
To make thisg rite
Need some one to hold u tight,
U think most pray, im sorry i dont right away
Once i ran to you, now i run from you
This tainted love you've given
I give u all a boy could give u
Take my tears and not not nearly all
Tainted love ohhh
Tainted love
Dont touch me please
I cannot stand the way you tease
I know u forever and so
Now im gunna pack my things and go
Touch me baby tainted love
Touch me baby tainted love
Touch me baby tainted love
Touch my baby tainted love
Once i ran to u
Now i run from u
This tanied love uve given
I give u all a boy could give you
Take my tears and thats not nearly all
tainted love
tainted love
tainted love
tainted love
song performed by Marilyn Manson
Added by Lucian Velea
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Theater
>this is tainted love! theater duzn't hav any words!
Sometimes I feel I've got to
Run away
I've got to
Get away
From the pain that you drive into the heart of me
The love we share
Seems to go nowhere
And I've lost my lights
For I toss and turn I can't sleep at night
Once I ran to you (I ran)
Now I'll run from you
This tainted love you've given
I give you all a boy could give you
Take my tears and that's not nearly all
Tainted love
Tainted love
Now I know I've got to
Run away
I've got to
Get away
You don't really want any more from me
To make things right
You need someone to hold you tight
You think love is to pray
But I'm sorry I don't pray that way
Once I ran to you (I ran)
Now I'll run from you
This tainted love you've given
I give you all a boy could give you
Take my tears and that's not nearly all
Tainted love
Tainted love
Don't touch me please
I cannot stand the way you tease
I love you though you hurt me so
Now I'm going to pack my things and go
Touch me baby, tainted love
Touch me baby, tainted love
Touch me baby, tainted love
Once I ran to you (I ran)
Now I'll run from you
This tainted love you've given
I give you all a boy could give you
Take my tears and that's not nearly all
Tainted love
Tainted love
Tainted love
song performed by Marilyn Manson
Added by Lucian Velea
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Payment
A tortuous path of neurons arced a call: ‘Awake! ’
I did; in rising, peering, stretching, bearing,
Pained anticipation saw it all:
Foretold, another filthy day.
I drew the drape: diluvian lay the ground
Beneath a lazy leaden cloud – apissing out
The puddles; irksome on the roof –
The drumming drops of bitter glee
Were hounding out a hapless me –
Reinforcing doubt that I am sound.
I left the house
to go to work
to earn a crust
without a perk
then on to bust
another straining vessel.
Trudging on thro’ mud and clay, I pondered:
‘Why a drought of happy times?
Auspicious climes were
Old and fusty books
Atop a dusty shelf
Inside a morgue-of-a-room,
Somewhere in a long-forgotten library
Down a lane without a way.’
I thought again: ‘And still I pay.’
Copyright © Mark R Slaughter 2010
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poem by Mark R Slaughter
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Scandal
Words and music by queen
Scandal - now youve left me all the worlds gonna know
Scandal - theyre gonna turn our lives into a freak show
Theyll see the heart ache,theyll see the love break
Theyll hear me pleading,well say for gods sake
Over and over and over again
Scandal - now youve left me theres no healing the wounds
Hey scandal - and all the world can make us out to be fools
Here come the bad news,open the flood gates
Theyll leave us bleeding,well say you cheapskates
Over and over and over again
So let them know when they start its just a private affair
Theyll have us hung in the air and tell me what do they care
Its only a life to be twisted and broken
Theyll see the heart ache,theyll see our love break - yeah
Theyll hear me pleading,Ill say for gods sake
Over and over and over and over again
Scandal scandal
Scandal
Scandal yes youre breaking my heart again
Scandal yes youre loving on out again
Today the headlines tomorrow hard times
And no-one ever really knows the truth from the lies
And in the end the story deeper must hide
Deeper and deeper and deeper inside
Scandal scandal
Scandal scandal
song performed by Queen
Added by Lucian Velea
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VI. Giuseppe Caponsacchi
Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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We Are All On Drugs
When you're out with your friends
In your new Mercedes-Benz
And you're on drugs
And you show up late for school
'Cause you think you're really cool
When you're on drugs
And you put on your headphones
And you step into the zone
When you're on drugs
But the world don't care
If you are not there
'Cause you're on drugs
GIVE IT TO ME
We are all on drugs yeah
Never getting enough (never get enough)
We are all on drugs yeah
Give me some of that stuff (WOO)
And you twitch in your seat
'Cause you wanna hit the street
When you're on drugs
And you cause such a fuss
'Cause there's no one you can trust
When you're on drugs
And the best of your days
Will vanish into haze
When you're on drugs
And you wish you can quit
'Cause you're really sick of it
But you're on drugs
GIVE IT TO ME
We are all on drugs yeah
Never getting enough (never get enough)
We are all on drugs yeah
Give me some of that stuff (WOO)
I wanna confiscate your drugs
I don't think I can get enough
We are all on drugs yeah
Never getting enough (never get enough)
We are all on drugs yeah
Give me some of that stuff (WOO)
song performed by Weezer
Added by Lucian Velea
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Work To Make It Work 99
Push it along
Work work work to make it work
Push it along
Work work work to make it work
Push it along
Work work work if you want to improve it
Push it along
Its all there for you to feel it
Help your self to one that you cant deal with
Aint no way that you could steal it
You misunderstand if you get greedy
Ah push
Work work work to make it work push it along
Work work work to make it work
Push it along
Work work work to make it work
Push it along
Work work work if you want to improve
Dont confine your dreams to bed
Youll get scared if you get lazy
If you cant take enough to satisfy yourself
Then youll go crazy
Wont do no good thinking
You got to do it
So it dont come easy the first time
Practice makes perfect, you know that Ill try hard
Use it or lose it
You got to put your heart and soul into it
Yeaheheh
Push it along
Work work work to make it work
Push it along
Work work work if you want to move it
Push it along
Work to make it work
Push it along
Work work work if you want to improve
Its all there for you to feel it
Help your self to one that you cant deal with
Aint no way that you could steal it
You misunderstand if you get greedy forget wishful thinking
You can do it
You just need a push to make a start
If you dont succeed the first time
Try and try again
Use it or lose it
You got to put your back into it
Work work work to make it work
Push it along
Work work work if you want to move it
[...] Read more
song performed by Robert Palmer
Added by Lucian Velea
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VII. Pompilia
I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.
All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.
Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Fingal - Book I
ARGUMENT.
Cuthullin (general of the Irish tribes, in the minority of Cormac, king of Ireland) sitting alone beneath a tree, at the gate of Tura, a castle of Ulster (the other chiefs having gone on a hunting party to Cromla, a neighboring hill,) is informed of the landing of Swaran, king of Lochlin, by Moran, the son of Fithil, one of his scouts. He convenes the chiefs; a council is held, and disputes run high about giving battle to the enemy. Connal, the petty king of Togorma, and an intimate friend of Cuthullin, was for retreating, till Fingal, king of those Caledonians who inhabited the north-west coast of Scotland, whose aid had been previously solicited, should arrive; but Calmar, the son of Matha, lord of Lara, a country in Connaught, was for engaging the enemy immediately. Cuthullin, of himself willing to fight, went into the opinion of Calmar. Marching towards the enemy, he missed three of his bravest heroes, Fergus, Duchômar, and Cáthba. Fergus arriving, tells Cuthullin of the death of the two other chiefs: which introduces the affecting episode of Morna, the daughter of Cormac. The army of Cuthullin is descried at a distance by Swaran, who sent the son of Arno to observe the motions of the enemy, while he himself ranged his forces in order of battle. The son of Arno returning to Swaran, describes to him Cuthullin's chariot, and the terrible appearance of that hero. The armies engage, but night coming on, leaves the victory undecided. Cuthullin, according to the hospitality of the times, sends to Swaran a formal invitation to a feast, by his bard Carril, the son of Kinfena. Swaran refuses to come. Carril relates to Cuthullin the story of Grudar and Brassolis. A party, by Connal's advice, is sent to observe the enemy; which closes the action of the first day.
CUTHULLIN sat by Tura's wall; by the tree of the rustling sound. His spear leaned against the rock. His shield lay on the grass by his side. Amid his thoughts of mighty Cairbar, a hero slain by the chief in war; the scout of ocean comes, Moran the son of Fithil!
"Arise," said the youth, "Cuthullin, arise. I see the ships of the north! Many, chief of men, are the foe. Many the heroes of the sea-borne Swaran!" — "Moran!" replied the blue-eyed chief "thou ever tremblest, son of Fithil! Thy fears have increased the foe. It is Fingal, king of deserts, with aid to green Erin of streams." — "I beheld their chief," says Moran, "tall as a glittering rock. His spear is a blasted pine. His shield the rising moon! He sat on the shore! like a cloud of mist on the silent hill! Many, chief of heroes! I said, many are our hands of war. Well art thou named, the mighty man; but many mighty men are seen from Tura's windy walls.
"He spoke, like a wave on a rock, 'Who in this land appears like me? Heroes stand not in my presence: they fall to earth from my hand. Who can meet Swaran in fight? Who but Fingal, king of Selma of storms? Once we wrestled on Malmor; our heels overturned the woods. Rocks fell from their place; rivulets, changing their course, fled murmuring from our side. Three days we renewed the strife; heroes stood at a distance and trembled. On the fourth, Fingal says, that the king of the ocean fell! but Swaran says he stood! Let dark Cuthullin yield to him, that is strong as the storms of his land!'
"No!" replied the blue-eyed chief, "I never yield to mortal man! Dark Cuthullin shall be great or dead! Go, son of Fithil, take my spear. Strike the sounding shield of Semo. It hangs at Tura's rustling gale. The sound of peace is not its voice! My heroes shall hear and obey." He went. He struck the bossy shield. The hills, the rocks reply. The sound spreads along the wood: deer start by the lake of roes. Curach leaps from the sounding rock! and Connal of the bloody spear! Crugal's breast of snow beats high. The son of Favi leaves the dark-brown hind. It is the shield of war, said Ronnart; the spear of Cuthullin, said Lugar! Son of the sea, put on thy arms! Calmar, lift thy sounding steel! Puno! dreadful hero, arise! Cairbar, from thy red tree of Cromla! Bend thy knee, O Eth! descend from the streams of Lena Caolt, stretch thy side as thou movest along the whistling heath of Mora: thy side that is white as the foam of the troubled sea, when the dark winds pour it on rocky Cuthon.
Now I behold the chiefs, in the pride of their former deeds! Their souls are kindled at the battles of old; at the actions of other times. Their eyes are flames of fire. They roll in search of the foes of the land. Their mighty hands are on their swords. Lightning pours from their sides of steel. They come like streams from the mountains; each rushes roaring from the hill. Bright are the chiefs of battle, in the armor of their fathers. Gloomy and dark, their heroes follow like the gathering of the rainy clouds behind the red meteors of heaven. The sounds of crashing arms ascend. The gray dogs howl between. Unequal bursts the song of battle. Rocking Cromla echoes round. On Lena's dusky heath they stand, like mist that shades the hills of autumn; when broken and dark it settles high, and lifts its head to heaven.
"Hail," said Cuthullin, "Sons of the narrow vales! hail, hunters of the deer! Another sport is drawing near: it is like the dark rolling of that wave on the coast! Or shall we fight, ye sons of war! or yield green Erin to Lochlin? O Connal! speak, thou first of men! thou breaker of the shields! thou hast often fought with Lochlin: wilt thou lift thy father's spear?"
"Cuthullin!" calm the chief replied, "the spear of Connal is keen. it delights to shine in battle, to mix with the blood of thousands. But though my hand is bent on fight, my heart is for the peace of Erin. Behold, thou first in Cormac's war, the sable fleet of Swaran. His masts are many on our coasts, like reeds on the lake of Lego. His ships are forests clothed with mists, when the trees yield by turns to the squally wind. Many are his chiefs in battle. Connal is for peace! Fingal would shun his arm, the first of mortal men! Fingal who scatters the mighty, as stormy winds the echoing Cona; and night settles with all her clouds on the hill!"
"Fly, thou man of peace!" said Colmar, "fly," said the son of Matha; "go, Connal, to thy silent hills, where the spear never brightens in war! Pursue the dark-brown deer of Cromla: stop with thine arrows the bounding roes of Lena. But blue-eyed son of Semo, Cuthullin, ruler of the field, scatter thou the Sons of Lochlin! roar through the ranks of their pride. Let no vessel of the kingdom of snow bound on the dark-rolling waves of Inistore. Rise, ye dark winds of Erin, rise! roar, whirlwinds of Lara of hinds! Amid the tempest let me die, torn, in a cloud, by angry ghosts of men; amid the tempest let Calmar die, if ever chase was sport to him, so much as the battle of shields!
"Calmar!" Connal slow replied, "I never fled, young son of Matha! I was swift with my friends in fight; but small is the fame of Connal! The battle was won in my presence! the valiant overcame! But, son of Semo, hear my voice, regard the ancient throne of Cormac. Give wealth and half the land for peace, till Fingal shall arrive on our coast. Or, if war be thy choice, I lift the sword and spear. My joy shall be in midst of thousands; my soul shall alighten through the gloom of the fight!"
"To me," Cuthullin replies, "pleasant is the noise of arms! pleasant as the thunder of heaven, before the shower of spring! But gather all the shining tribes, that I may view the sons of war! Let then pass along the heath, bright as the sunshine before a storm; when the west wind collects the clouds, and Morven echoes over all her oaks! But where are my friends in battle? the supporters of my arm in danger? Where art thou, white-bosomed Câthba? Where is that cloud in war, Duchômar? Hast thou left me, O Fergus! in the day of the storm? Fergus, first in our joy at the feast! son of Rossa! arm of death!
comest thou like a roe from Malmor? like a hart from thy echoing hills? Hall, thou son of Rossa! what shades the soul of war?"
"Four stones," replied the chief, "rise on the grave of Câthba. These hands have laid in earth Duchômar, that cloud in war! Câthba, son of Torman! thou wert a sunbeam in Erin. And thou, O valiant Duchômar! a mist of the marshy Lano; when it moves on the plains of autumn, bearing the death of thousands along. Morna! fairest of maids! calm is thy sleep in the cave of the rock! Thou hast fallen in darkness, like a star, that shoots across the desert; when the traveller is alone, and mourns the transient beam!"
"Say," said Semo's blue-eyed son, "say how fell the chiefs of Erin. Fell they by the sons of Lochlin, striving in the battle of heroes? Or what confines the strong in arms to the dark and narrow house?"
"Câthba," replied the hero, " fell by the sword of Duchômar at the oak of the noisy streams. Duchômar came to Tura's cave; he spoke to the lovely Morna. 'Morna, fairest among women, lovely daughter of strong-armed Cormac! Why in the circle of stones: in the cave of the rock alone? The stream murmurs along. The old tree groans in the wind. The lake is troubled before thee: dark are the clouds of the sky! But thou art snow on the heath; thy hair is the mist of Cromla; when it curls on the hill, when it shines to the beam of the west! Thy breasts are two smooth rocks seen from Branno of streams. Thy arms, like two white pillars in the halls of the great Fingal.'
"'From whence,' the fair-haired maid replied, 'from whence Duchômar, most gloomy of men? Dark are thy brows and terrible! Red are thy rolling eyes! Does Swaran appear on the sea? What of the foe, Duchômar?' 'From the hill I return, O Morna, from the hill of the dark-brown hinds. Three have I slain with my bended yew. Three with my long-bounding dogs of the chase. Lovely daughter of Cormac, I love thee as my soul: I have slain one stately deer for thee. High was his branchy head-and fleet his feet of wind.' 'Duchômar!' calm the maid replied, 'I love thee not, thou gloomy man! hard is thy heart of rock; dark is thy terrible brow. But Câthba, young son of Torman, thou art the love of Morna. Thou art a sunbeam, in the day of the gloomy storm. Sawest thou the son of Torman, lovely on the hill of his hinds? Here the daughter of Cormac waits the coming of Câthba!"
"'Long shall Morna wait,' Duchômar said, 'long shall Morna wait for Câthba! Behold this sword unsheathed! Here wanders the blood of Câthba. Long shall Morna wait. He fell by the stream of Branno. On Croma I will raise his tomb, daughter of blue-shielded Cormac! Turn on Duchômar thine eyes; his arm is strong as a storm.' 'Is the son of Torman fallen?' said the wildly-bursting voice of the maid; 'is he fallen on his echoing hills, the youth with the breast of snow? the first in the chase of hinds! the foe of the strangers of ocean! Thou art dark to me, Duchômar; cruel is thine arm to Morna! Give me that sword, my foe! I loved the wandering blood of Câthba!'
"He gave the sword to her tears. She pierced his manly breast! He fell, like the bank of a mountain stream, and stretching forth his hand, he spoke: 'Daughter of blue-shielded Cormac! Thou hast slain me in youth! the sword is cold in my breast! Morna; I feel it cold. Give me to Moina the maid. Duchômar was the dream of her night! She will raise my tomb; the hunter shall raise my fame. But draw the sword from my breast, Morna, the steel is cold!' She came, in all her tears she came; she drew the sword from his breast. He pierced her white side! He spread her fair locks on the ground! Her bursting blood sounds from her side: her white arm is stained with red. Rolling in death she lay. The cave re-echoed to her sighs."
"Peace," said Cuthullin, "to the souls of the heroes! their deeds were great in fight. Let them ride around me on clouds. Let them show their features of war. My soul shall then be firm in danger; mine arm like the thunder of heaven! But be thou on a moonbeam, O Morna! near the window of my rest; when my thoughts are of peace; when the din of arms is past. Gather the strength of the tribes! Move to the wars of Erin! Attend the car of my battles! Rejoice in the noise of my course! Place three spears by my side: follow the bounding of my steeds! that my soul may be strong in my friends, when battle darken around the beams of my steel!
As rushes a stream of foam from the dark shady deep of Cromla, when the thunder is traveling above, and dark-brown night sits on half the hill. Through the breaches of the tempest look forth the dim faces of ghosts. So fierce, so vast, so terrible rushed on the sons of Erin. The chief, like a whale of ocean, whom all his billows pursue, poured valor forth, as a stream, rolling his might along the shore. The sons of Lochlin heard the noise, as the sound of a winter storm. Swaran struck his bossy shield: he called the son of Arno. "What murmur rolls along the hill, like the gathered flies of the eve? The sons of Erin descend, or rustling winds roar in the distant wood! Such is the noise of Gormal, before the white tops of my waves arise. O son of Arno! ascend the hill; view the dark face of the heath!"
He went. He trembling swift returned. His eyes rolled wildly round. His heart beat high against his side. His words were faltering, broken, slow. "Arise, son of ocean, arise, chief of the dark-brown shields! I see the dark, the mountain-stream of battle! the deep. moving strength of the sons of Erin! the car of war comes on, like the flame of death! the rapid car of Cuthullin, the noble son of Semo! It bends behind like a wave near a rock; like a sun-streaked mist of the heath. Its sides are embossed with stones, and sparkle like the sea round the boat of night. Of polished yew is its beam; its seat of the smoothest bone. The sides are replenished with spears; the bottom is the foot-stool of heroes! Before the right side of the car is seen the snorting horse! the high-maned, broad-breasted, proud, wide-leaping strong steed of the hill. Loud and resounding is his hoof: the spreading of his mane above is like a stream of smoke on a ridge of rocks. Bright are the sides of his steed! his name Sulin-Sifadda!
"Before the left side of the car is seen the snorting horse! The thin-maned, high-headed, strong-hoofed fleet-bounding son of the hill: His name is Dusronnal, among the stormy sons of the sword! A thousand thongs bind the car on high. Hard polished bits shine in wreath of foam. Thin thongs, bright studded with gems, bend on the stately necks of the steeds. The steeds, that like wreaths of mist fly over the streamy vales! The wildness of deer is in their course, the strength of eagles descending on the prey. Their noise is like the blast of winter, on the sides of the snow-headed Gormal.
"Within the car is seen the chief; the strong-armed son of the sword. The hero's name is Cuthullin, son of Semo, king of shells. His red cheek is like my polished yew. The look of his blue-rolling eye is wide, beneath the dark arch of his brow. His hair flies from his head like a flame, as bending forward he wields the spear. Fly, king of ocean, fly! He comes, like a storm along the streamy vale!
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poem by James Macpherson
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Prince Hohenstiel-Schwangau, Saviour of Society
Epigraph
Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.
I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.
You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:
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poem by Robert Browning (1871)
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An Essay on Criticism
Part I
INTRODUCTION. That it is as great a fault to judge ill as to write ill, and a more dangerous one to the public. That a true Taste is as rare to be found as a true Genius. That most men are born with some Taste, but spoiled by false education. The multitude of Critics, and causes of them. That we are to study our own Taste, and know the limits of it. Nature the best guide of judgment. Improved by Art and rules, which are but methodized Nature. Rules derived from the practice of the ancient poets. That therefore the ancients are necessary to be studied by a Critic, particularly Homer and Virgil. Of licenses, and the use of them by the ancients. Reverence due to the ancients, and praise of them.
'Tis hard to say if greater want of skill
Appear in writing or in judging ill;
But of the two less dangerous is th'offence
To tire our patience than mislead our sense:
Some few in that, but numbers err in this;
Ten censure wrong for one who writes amiss;
A fool might once himself alone expose;
Now one in verse makes many more in prose.
'Tis with our judgments as our watches, none
Go just alike, yet each believes his own.
In Poets as true Genius is but rare,
True Taste as seldom is the Critic's share;
Both must alike from Heav'n derive their light,
These born to judge, as well as those to write.
Let such teach others who themselves excel,
And censure freely who have written well;
Authors are partial to their wit, 'tis true,
But are not Critics to their judgment too?
Yet if we look more closely, we shall find
Most have the seeds of judgment in their mind:
Nature affords at least a glimm'ring light;
The lines, tho' touch'd but faintly, are drawn right:
But as the slightest sketch, if justly traced,
Is by ill col'ring but the more disgraced,
So by false learning is good sense defaced:
Some are bewilder'd in the maze of schools,
And some made coxcombs Nature meant but fools:
In search of wit these lose their common sense,
And then turn Critics in their own defence:
Each burns alike, who can or cannot write,
Or with a rival's or an eunuch's spite.
All fools have still an itching to deride,
And fain would be upon the laughing side.
If Mævius scribble in Apollo's spite,
There are who judge still worse than he can write.
Some have at first for Wits, then Poets pass'd;
Turn'd Critics next, and prov'd plain Fools at last.
Some neither can for Wits nor Critics pass,
As heavy mules are neither horse nor ass.
Those half-learn'd witlings, numerous in our isle,
As half-form'd insects on the banks of Nile;
Unfinish'd things, one knows not what to call,
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poem by Alexander Pope
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Tom Zart's 52 Best Of The Rest America At War Poems
SONS AND DAUGHTERS OF WORLD WAR III
The White House
Washington
Tom Zart's Poems
March 16,2007
Ms. Lillian Cauldwell
President and Chief Executive Officer
Passionate Internet Voices Radio
Ann Arbor Michigan
Dear Lillian:
Number 41 passed on the CDs from Tom Zart. Thank you for thinking of me. I am thankful for your efforts to honor our brave military personnel and their families. America owes these courageous men and women a debt of gratitude, and I am honored to be the commander in chief of the greatest force for freedom in the history of the world.
Best Wishes.
Sincerely,
George W. Bush
SONS AND DAUGHTERS OF WORLD WAR III
Our sons and daughters serve in harm's way
To defend our way of life.
Some are students, some grandparents
Many a husband or wife.
They face great odds without complaint
Gambling life and limb for little pay.
So far away from all they love
Fight our soldiers for whom we pray.
The plotters and planners of America's doom
Pledge to murder and maim all they can.
From early childhood they are taught
To kill is to become a man.
They exploit their young as weapons of choice
Teaching in heaven, virgins will await.
Destroying lives along with their own
To learn of their falsehoods too late.
The fearful cry we must submit
And find a way to soothe them.
Where defenders worry if we stand down
The future for America is grim.
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poem by Tom Zart
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Heavy Metal Poisoning
Written by james young
Lead vocals by james young
Murolces odro suvon sitpeoc tiunna
What the devils goin on
Why dont your turn that music down
Youre going deaf and thats for sure
But all you do is scream for more
Get the lead out go for broke
Pop your pills and drink and smoke
Shoot those chemicals into your vein
Anything to ease the pain
Heavy metal (heavy metal) poisoning (its a poison)
A toxic wasteland (got a toxic wasteland) in your ear canal (in your ear canal!)
Overloaded (Im overloaded), suffering (yeah!)
Overloaded (overloaded) on sex and drugs
Everything is black and white
You are wrong and we are right
First well spank your big behinds
Then well twist your little minds
Im dr. righteous (Im dr. righteous), and Im here to sing (yeah!)
That heavy metal (heavy metal) is poisoning
Its a music wasteland, that destroys the young (yeah!)
Theyre overloaded (overloaded) on sex and drugs, sex and drugs, sex and drugs
And rock and roll!
Sterces eht sdloh natas
Im dr. righteous (Im dr. righteous), and Im here to sing (yeah!)
That heavy metal (heavy metal) is poisoning
Its a music wasteland, that destroys the young (yeah!)
Theyre overloaded (overloaded) on sex and drugs, sex and drugs, sex and drugs
And rock and roll!
Heavy metal (heavy metal) poisoning (its a poison)
A toxic wasteland (got a toxic wasteland) in your love canal love canal!)
Overloaded (Im overloaded), suffering (yeah!)
Overloaded (overloaded) on sex and drugs, sex and drugs, sex and drugs
Sex and drugs, sex and drugs, sex and drugs, sex and drugs, sex and drugs
Righteous! righteous!...
Shut up!
...righteous! righteous! righteous! righteous! righteous! yeah!
Shut up! shut up!
[giggles]
song performed by Styx
Added by Lucian Velea
Comment! | Vote! | Copy!
Aint Necessarily So
(slow)
It aint necessarily so
No, it aint necessarily so
These things that youre liable,
To read in the bible.
No it aint necessarily so
(jammin)
You bet that you cant be wrong.
No place where you dont belong.
Theres nothin you dont know.
But it aint necessarily so
To you theres never no doubt.
Its either in or its out.
You sure put up quite a show.
But it aint necessarily so
I said hold, let your bad self go.
Hold on, caus you already know.
Its never maybe or might.
To you its black or its white.
If I say yes you say no.
But it anns necessarily so
Hold on, let your bad self go.
Hold on, cause you already know.
You think that you cant be wrong.
No place where you dont belong.
Theres nothing you dont know.
But it aint necessarily so
Aint necessarily so
Aint necessarily so
No no no no
No it aint necessarily so
No no no no
No no no no
No no no no
No it aint necessarily so.
No no no no
No it aint necessarily so.
song performed by Electric Light Orchestra
Added by Lucian Velea
Comment! | Vote! | Copy!