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For the next approximately three years, I have got Nathan to take care of. I know that once he graduates from high school, he will be off doing whatever it is he is going to be doing - probably playing ice hockey.

quote by Barbara Mandrell
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University Of Central Florida Volleyball

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poem by Caasder Fronds
Added by Poetry Lover
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Ice Ice Baby

(vanilla ice, earthquake, m. smooth)
Yo, vip, lets kick it!
Ice ice baby, ice ice baby
All right stop, collaborate and listen
Ice is back with my brand new invention
Something grabs a hold of me tightly
Then I flow like a harpoon daily and nightly
Will it ever stop? yo -- I dont know
Turn off the lights and Ill glow
To the extreme I rock a mic like a vandal
Light up a stage and wax a chump like a candle.
Dance, bum rush the speaker that booms
Im killing your brain like a poisonous mushroom
Deadly, when I play a dope melody
Anything less than the best is a felony
Love it or leave it, you better gain way
You better hit bulls eye, the kid dont play
If there was a problem, yo, Ill solve it
Check out the hook while my dj revolves it
Ice ice baby vanilla, ice ice baby vanilla
Ice ice baby vanilla, ice ice baby vanilla
Now that the party is jumping
With the bass kicked in, the vegas are pumpin
Quick to the point, to the point no faking
Im cooking mcs like a pound of bacon
Burning them if theyre not quick and nimble
I go crazy when I hear a cymbal
And a hi hat with a souped up tempo
Im on a roll and its time to go solo
Rollin in my 5.0
With my ragtop down so my hair can blow
The girlies on standby, waving just to say hi
Did you stop? no -- I just drove by
Kept on pursuing to the next stop
I busted a left and Im heading to the next block
That block was dead
Yo -- so I continued to a1a beachfront ave.
Girls were hot wearing less than bikinis
Rockman lovers driving lamborghinis
Jealous cause Im out geting mine
Shay with a gauge and vanilla with a nine
Reading for the chumps on the wall
The chumps acting ill because theyre so full of eight balls
Gunshots ranged out like a bell
I grabbed my nine -- all I heard were shells
Falling on the concrete real fast
Jumped in my car, slammed on the gas
Bumper to bumper the avenues packed
Im trying to get away before the jackers jack
Police on the scene, you know what I mean

[...] Read more

song performed by Vanilla Ice
Added by Lucian Velea
Comment! | Vote! | Copy!

Ice Ice Baby

(vanilla ice, earthquake, m. smooth)
Yo, vip, lets kick it!
Ice ice baby, ice ice baby
All right stop, collaborate and listen
Ice is back with my brand new invention
Something grabs a hold of me tightly
Then I flow like a harpoon daily and nightly
Will it ever stop? yo -- I dont know
Turn off the lights and Ill glow
To the extreme I rock a mic like a vandal
Light up a stage and wax a chump like a candle.
Dance, bum rush the speaker that booms
Im killing your brain like a poisonous mushroom
Deadly, when I play a dope melody
Anything less than the best is a felony
Love it or leave it, you better gain way
You better hit bulls eye, the kid dont play
If there was a problem, yo, Ill solve it
Check out the hook while my dj revolves it
Ice ice baby vanilla, ice ice baby vanilla
Ice ice baby vanilla, ice ice baby vanilla
Now that the party is jumping
With the bass kicked in, the vegas are pumpin
Quick to the point, to the point no faking
Im cooking mcs like a pound of bacon
Burning them if theyre not quick and nimble
I go crazy when I hear a cymbal
And a hi hat with a souped up tempo
Im on a roll and its time to go solo
Rollin in my 5.0
With my ragtop down so my hair can blow
The girlies on standby, waving just to say hi
Did you stop? no -- I just drove by
Kept on pursuing to the next stop
I busted a left and Im heading to the next block
That block was dead
Yo -- so I continued to a1a beachfront ave.
Girls were hot wearing less than bikinis
Rockman lovers driving lamborghinis
Jealous cause Im out geting mine
Shay with a gauge and vanilla with a nine
Reading for the chumps on the wall
The chumps acting ill because theyre so full of eight balls
Gunshots ranged out like a bell
I grabbed my nine -- all I heard were shells
Falling on the concrete real fast
Jumped in my car, slammed on the gas
Bumper to bumper the avenues packed
Im trying to get away before the jackers jack
Police on the scene, you know what I mean

[...] Read more

song performed by Vanilla Ice
Added by Lucian Velea
Comment! | Vote! | Copy!

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poem by Caasder Fronds
Added by Poetry Lover
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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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Using Boot Camp

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poem by Caasder Fronds
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Allegany Camp

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poem by Rwetewrt Erwtwer
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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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Too Cold

(vanilla ice, earthquake, m. smooth)
All right stop, collaborate and listen
Ice is back I got a brand new invention
Something grabs a hold of me tightly
Flow like a harpoon daily and nightly
Will it ever stop? yo-i dont know
Now turn off the lights (huh) and Ill glow
And to the extreme I rock a mic like a vandal
Light up a stage and wax a chump like a candle
Too cold, too cold
Too cold, too cold
Too cold, too cold
Too cold
But you be talkin that shi*(repeating until next verse)
Dance, bum rush the speaker that booms
Im killing your brain like a poisonous mushroom
Deadly, now as I play a dope melody
Anything less than the best is a felony
Love it or leave it, you better gain way
You better hit the bulls eye, the kid dont play
And if there was a problem, yo, Ill solve it
Check out the hook while my dj revolves it
Ice ice baby, ice ice baby
Ice ice baby, ice ice baby
Take heed, cause Im a lyrical poet
Miamis on the scene just in case you didnt know it
My town, that created all the bass sound
Enough to shake and kick holes in the ground
cause my style is like a chemical spill
Feasible rhymes you can vision and feel
Conducted and formed, this is a hell of a concept
We make it hype and know you wanna step with this
Swamp plays on the fade, slice like a ninja
Cut like a razor blade so fast, other djs say damn
If rhyme was a drug, you know Id sell it by the gram
Keep my composure when its time to get loose
Magnetized by the mic and when I kick my juice
And if there was a problem, you know that I would solve it
Check out the hook while my dj revolves it.
Ice ice baby (throw your hands in the air, let me know youre out there)
Ice ice baby, ice ice baby (throw your hands in the air, let me know youre out there)
Ice ice baby, too fuc*in cold
Too cold, too cold, too cold, too cold
Ice ice baby
Too cold, too cold
Ice ice baby
Too cold, too cold
Ice ice baby
Too cold, too cold
Ice ice baby

[...] Read more

song performed by Vanilla Ice
Added by Lucian Velea
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Jonathan Nathan Go Do Your Homework

JONATHAN NATHAN GO DO YOUR HOMEWORK!

Little Jonathan Nathan looked at his mama.
“Juan wasn’t at school today.
His family are illegal immigrants. They’re being deported.”
“Good, they have no business being here.”

“He was looking through the fence at school,
And he was crying. Why was he sad? ”
“He’s being sent back to Mexico where he belongs.
You know he and his family are here illegally.”

“Are we here legally? ”
“Why Jonathan Nathan, of course we are! ”
And, I am a Daughter of the Revolution.
This country was built on such as we.”

“Were we here before anyone else? ”
“Well, no, there were some Indians and Mexicans.
But they don’t count. We count.”
“Why do we count and they don’t? ”

“JONATHAN NATHAN GO DO YOUR HOMEWORK! ”

“I can’t. I keep seeing Juan crying at the fence, ”
“We had a right to this land by the Doctrine of Manifest Destiny.
That means from sea to sea, we have a right to this land.
God gave us that right.” “MAMA! Did you hear God say so? ”

“JONATHAN NATHAN GO DO YOUR HOMEWORK! ”

“Mama, where did we come from? ”
“Well, they took us out of jails in England, mostly,
because we had to steal food for our families,
And they sent us to America.”

“Mama, that’s almost like Juan’s Mama and Daddy!
They came here to earn money to feed their family!
And they do work no one else wants to do.
They’re like we were long ago! ”

“JONATHAN NATHAN GO DO YOUR HOMEWORK! ”

“But Mama…” “We fought a war for this land and won.”
“Didn’t it belong to the Mexican people first? ”
“Well, yes, and we offered them money for the land,
But they refused to be reasonable about it.”

“Our teacher says our Constitution is the hope of the world.
I was just wondering, since they were here first,

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poem by Mary Naylor
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Haunted By Tigers

NATHAN BEANS and William Lambert were two wild New England boys,
Known from infancy to revel only in forbidden joys.
Many a mother of Nantucket bristled when she heard them come,
With a horrid skulking whistle, tempting her good lad from home.
But for all maternal bristling little did they seem to care,
And they loved each other dearly, did this good-for-nothing pair.

So they lived till eighteen summers found them in the same repute,—
They had well-developed muscles, and loose characters to boot.
Then they did what wild Nantucket boys have never failed to do,—
Went and filled two oily bunks among a whaler's oily crew.
And the mothers,—ah! they raised their hands and blessed the lucky day,
While Nantucket waved its handkerchief to see them sail away.

On a four years' cruise they started in the brave old 'Patience Parr,'
And were soon initiated in the mysteries of tar.
There they found the truth that whalers' tales are unsubstantial wiles,—
They were sick and sore and sorry ere they passed the Western Isles;
And their captain, old-man Sculpin, gave their fancies little scope,
For he argued with a marlinspike and reasoned with a rope.
But they stuck together bravely, they were Ishmaels with the crew:
Nathan's voice was never raised but Bill's support was uttered too;
And whenever Beans was floored by Sculpin's cruel marlinspike,
Down beside him went poor Lambert, for his hand was clenched to strike.
So they passed two years in cruising, till one breathless burning day
The old 'Patience Parr' in Sunda Straits with flapping canvas lay.
On her starboard side Sumatra's woods were dark beneath the glare,
And on her port stretched Java, slumbering in the yellow air,—
Slumbering as the jaguar slumbers, as the tropic ocean sleeps,
Smooth and smiling on its surface with a devil in its deeps.
So swooned Java's moveless forest, but the jungle round its root
Knew the rustling anaconda and the tiger's padded foot.
There in Nature's rankest garden, Nature's worst alone is rife,
And a glorious land is wild-beast ruled for want of human life.
Scarce a harmless thing moved on it, not a living soul was near
From the frowning rocks of Java Head right northward to Anjier.
Crestless swells, like wind-raised canvas, made the whaler rise and dip,
Else she lay upon the water like a paralytic ship;

And beneath a topsail awning lay the lazy, languid crew,
Drinking in the precious coolness of the shadow,—all save two:
Two poor Ishmaels,—they were absent, Heaven help them!— roughly tied
'Neath the blistering cruel sun-glare in the fore-chains, side by side.
Side by side as it was always, each one with a word of cheer
For the other, and for his sake bravely choking back the tear.
Side by side, their pain or pastime never yet seemed good for one;
But whenever pain came, each in secret wished the other gone.

You who stop at home and saunter o'er your flower scattered path,
With life's corners velvet cushioned, have you seen a tyrant's wrath? —

[...] Read more

poem by John Boyle O'Reilly
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Burn The School Down

She said
I lost my best friend last week at school
He got shot
Someone thought that he was part of something that
He was not
Now I'm watching all the cheerleaders show just how sad they are
When my friend used to come 'round
They used to laugh and egg his car
Now I'm gonna do my part as a concerned citizen
I think we should burn the school down
And start again
Burn it
'Till there's nothing left
Burn it
Just like all the rest
Burn it
Clear up all this mess
Burn it down
Education for the nation
Kids retaliate on each station
Expectation, violation
Pressure increased in each generation
Burn the school down
Burn the school down
Burn the school down, she said
Burn the school down
Burn the school down
Burn the school down, start again
'Cause now what I want to know
Will the eyes inside the back of your mind let it go?
Now all I want to know
Will the eyes inside the back of your mind let it go?
She says
I want to feel more comfort in my own skin
But everyone around me makes me feel like
I'm worth less than them
Burn the school down
Burn the school down
Burn the school down, she said
Burn the school down
Burn the school down
Burn the school down, start again
Burn it
'Till there's nothing left
Burn it
Just like all the rest
Burn it
Clear up all this mess
Burn it down
'Cause now what I want to know

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song performed by Zebrahead
Added by Lucian Velea
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I Don't Care Anymore

Well you can tell ev'ryone I'm a down disgrace
So drag my name all over the place.
I don't care anymore. (I don't care)
You can tell ev'rybody 'bout the state I'm in
You won't catch me crying 'cos I just can't win.
I don't care anymore I don't care anymore
I don't care what you say
I don't play the same games you play.
'Cos I've been talking to the people that you call your friends
And it seems to me there's a means to and end.
They don't care anymore. (they don't care)
And as for me I can sit here and bide my time
I got nothing to lose if I speak my mind.
I don't care anymore I don't care no more
I don't care what you say
We never played by the same rules anyway.
I won't be there anymore
Get out of my way
Let me by
I got better things to do with my time
I don't care anymore I don't care anymore
I don't care anymore I don't care anymore
Well, I don't care now what you say (I don't care what you say)
'Cos ev'ry day (everyday)
I'm feeling fine with myself (I'm feeling fine with myself)
And I don't care now what you say (I don't care what you say)
Hey I'll do alright by myself (I'll be alright by myself)
I don't care (I don't care) anymore (anymore)
I don't care (I don't care) anymore (anymore)
I don't care (I don't care) anymore (anymore)
I don't care anymore
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
'Cos I remember all the times I tried so hard
And you laughed in my face 'cos ya held all the cards.
I don't care anymore.

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song performed by Kelis
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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The White Cliffs

I
I have loved England, dearly and deeply,
Since that first morning, shining and pure,
The white cliffs of Dover I saw rising steeply
Out of the sea that once made her secure.
I had no thought then of husband or lover,
I was a traveller, the guest of a week;
Yet when they pointed 'the white cliffs of Dover',
Startled I found there were tears on my cheek.
I have loved England, and still as a stranger,
Here is my home and I still am alone.
Now in her hour of trial and danger,
Only the English are really her own.

II
It happened the first evening I was there.
Some one was giving a ball in Belgrave Square.
At Belgrave Square, that most Victorian spot.—
Lives there a novel-reader who has not
At some time wept for those delightful girls,
Daughters of dukes, prime ministers and earls,
In bonnets, berthas, bustles, buttoned basques,
Hiding behind their pure Victorian masks
Hearts just as hot - hotter perhaps than those
Whose owners now abandon hats and hose?
Who has not wept for Lady Joan or Jill
Loving against her noble parent's will
A handsome guardsman, who to her alarm
Feels her hand kissed behind a potted palm
At Lady Ivry's ball the dreadful night
Before his regiment goes off to fight;
And see him the next morning, in the park,
Complete in busbee, marching to embark.
I had read freely, even as a child,
Not only Meredith and Oscar Wilde
But many novels of an earlier day—
Ravenshoe, Can You Forgive Her?, Vivien Grey,
Ouida, The Duchess, Broughton's Red As a Rose,
Guy Livingstone, Whyte-Melville— Heaven knows
What others. Now, I thought, I was to see
Their habitat, though like the Miller of Dee,
I cared for none and no one cared for me.

III
A light blue carpet on the stair
And tall young footmen everywhere,
Tall young men with English faces
Standing rigidly in their places,
Rows and rows of them stiff and staid

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poem by Alice Duer Miller
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Turning The Heat To Hotter

Nobody came to party knew somebody who sat,
In a corner to sigh.
This was a heat to hotter party.

Nobody came to party knew somebody who sat,
In a corner to sigh.
This was a heat to hotter party.

Everybody here took off the roof to cry,
'High, high, high...high.'
With their hands up,
'High, high, high...high.'
And sweating bodies soakin'.
'High, high, high...high.'

Everybody on the scene holla'd and screamed...
'High, high, high...high.'
With their hands up,
'High, high, high...high.'

Nobody came to this party knew somebody who sat.
This was a heat to hotter party.

Everybody here took off the roof to cry,
'High, high, high...high.'
With their hands up,
'High, high, high...high.'
And sweating bodies soakin'.
'High, high, high...high.'
Turning the heat to hotter.
'High, high, high...high.'
Turning the heat to hotter.
'High, high, high...high.'
Turning the heat to hotter.
'High, high, high...high.'

poem by Lawrence S. Pertillar
Added by Poetry Lover
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Its A Mans World

(ice cube)
Women theyre good for nothing no maybe one thing
To serve needs to my ding-a-ling
Im a man who loves the one-night stand
Cause after I do ya
Huh I never knew ya
Cause to kick it man it gives me the fits
They wanna lay with they nose under your armpits
Ice cube wont wait so give it up cow
After we do it you can go home now
Im a brother with a big long...
(yo-yo)
First of all let me tell you my name its yo-yo
When down on a girl first the fist and thats a no-no
Yo-yo thinks the kitchen sink should be thrown in
Niggas be scheming and fiending to stick the bone in
No, yo-yos not a hoe or a whore
And if thats what youre here for
Exit through the door
Theres more
To see of me but youre blind so
Women like me are fading brothers in the 9-0
(ice cube)
Ay what up buttercupper miss yo-yo
I know you like to rap and like to flow so
But when it comes to hip-hop this is a mans world
Stay down and play the playground you little girl
(yo-yo)
What youre saying I dont consider it as rapping
Cause youre on rewind and Im the new whats-happening
It never fails Ill always get respect
And you lose so take a rain check
(ice cube)
Hell no cause you know that Im first and youre second
If it wasnt for me you probably be pregnant
And barefoot complaining that your back is aching
Shaking and faking while Im bringing home the bacon
(yo-yo)
Well youre mistaken
Its not going that far
I make brothers like you play the back yard
You used to flow with the title but I took it
Bring home the bacon but find another hoe to cook it
(ice cube)
Damn it look it
Cause youre talking a lot of bull
(yo-yo)
Well Im not your puppet so dont even try to pull
(ice cube)
This is a mans world thank you very much

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song performed by Ice Cube
Added by Lucian Velea
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Domino College

By: jimmy buffett, dan fogelberg
1986
Found myself a matchbook
Beside some hotel bed
Opened it up and looked inside
And this is what it said
Chorus:
Get on back to school
Domino college, back to school
Boneyard full of knowledge
W-w-w-orking vacation in a third world nation
Back to school (going back to school, going back, back to school)
Fly down to miami
Get yourself a boat
Fill it full of suntan oil
And rent yourself a goat
Aint no registration
Aint no student loan
You may not learn to read or write
But you will surely learn to roll dem bones
Chorus:
Get on back to school
Domino college, back to school
Boneyard full of knowledge
W-w-w-orking vacation in a third world nation
Back to school (going back to school, going back, back to school)
They dont rap your knuckles
If you cut the class
They just track you through the jungle boy
Then they kick your ass
Its a different kind of domino theory
They teach you down in butler town
If you lose you buy the booze
And then the student body all falls down
Chorus:
They cant get back to school
Domino college, back to school
Fountain of knowledge
W-w-w-orking vacation in a third world nation
Back to school (going back, back to school)
Get on back
Make your parents hate you
Be a big disgrace
Act just like a domino
And fall on your face
Chorus:
You cant get back to school
Domino college, back to school
Fountain of knowledge
There aint no graduation from this kind of education

[...] Read more

song performed by Jimmy Buffett
Added by Lucian Velea
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Blighted Trees

Like flowers in the spring, youth proves
that winter’s ended, and its bloom
can’t sense the distant horses’ hooves
that come to trample its perfume.

Like blighted trees, we’re doomed to die,
first at the top, although our roots
help us, when falling from the sky,
to greet the gloom without our boots.

Sexless, we lose all respect
from those we love, though we still cast
a shadow which they can’t dissect
till our life, like a day, has passed.

James Wood reviews “Exit Ghost” by Philip Roth in The New Yorker, October 15,2007:

Before his death, Jonathan Swift pointed to a blighted tree and said to a friend, “I shall be like that tree; I shall die first at the top.” Philip Roth’s dying animals, at loose in the twilit carnival of his late work, reverse Swift’s prophecy: they fear they will die from the bottom up. Their minds are ripe with sexual energy, with transgressive vitality, but their bodies are sour with decline. The aging David Kepesh, in “The Dying Animal, ” makes the mistake of growing infatuated with one of his many young conquests, and becomes the toy of her youthful sexual mastery. The elderly nameless protagonist of “Everyman, ” Roth’s previous novel, weakened by heart surgery, watches young women jogging along a New Jersey boardwalk, aware of the absurd disparity between his waxing mind and his waning body. He starts a foolishly flirtatious conversation with one of them, who then changes her route and never returns, “thereby thwarting his longing for the last great outburst of everything.”…
Suddenly, isolation in the Berkshires has given way to a “crazed hope of rejuvenation.” (The novel is set during the week of the election of 2004, and the bitter madness of those days is a kind of Forest of Arden in which Nathan’s antic moment can be played out.) Now Amy is pulled into the swirl, too, since Nathan must seek her out to hear her account of Lonoff’s “great secret.” He finds her in a grim walkup on First Avenue. Movingly, grotesquely, the dying woman who was once the object of Nathan’s desire has ceded her power to the thirty-year-old Jamie, and is now good only for the sexless respect of posterity. She will have a little place in literary history as Lonoff’s final partner, but there is no erotic gravitational pull on the seventy-one-year-old Nathan. Amy confirms Kliman’s hunch, but Nathan rejects the fact and, more important, the premise of the fact, which is that fiction can be read confessionally. If Lonoff was writing a novel about incestuous relations, Nathan argues, then that was the fiction he was making. A fiction, not a report. “Fiction for him was never representation, ” he tells Amy. “It was rumination in narrative form. He thought, I’ll make this my reality.”

poem by Gershon Hepner
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Paradise Regained

THE FIRST BOOK

I, WHO erewhile the happy Garden sung
By one man's disobedience lost, now sing
Recovered Paradise to all mankind,
By one man's firm obedience fully tried
Through all temptation, and the Tempter foiled
In all his wiles, defeated and repulsed,
And Eden raised in the waste Wilderness.
Thou Spirit, who led'st this glorious Eremite
Into the desert, his victorious field
Against the spiritual foe, and brought'st him thence 10
By proof the undoubted Son of God, inspire,
As thou art wont, my prompted song, else mute,
And bear through highth or depth of Nature's bounds,
With prosperous wing full summed, to tell of deeds
Above heroic, though in secret done,
And unrecorded left through many an age:
Worthy to have not remained so long unsung.
Now had the great Proclaimer, with a voice
More awful than the sound of trumpet, cried
Repentance, and Heaven's kingdom nigh at hand 20
To all baptized. To his great baptism flocked
With awe the regions round, and with them came
From Nazareth the son of Joseph deemed
To the flood Jordan--came as then obscure,
Unmarked, unknown. But him the Baptist soon
Descried, divinely warned, and witness bore
As to his worthier, and would have resigned
To him his heavenly office. Nor was long
His witness unconfirmed: on him baptized
Heaven opened, and in likeness of a Dove 30
The Spirit descended, while the Father's voice
From Heaven pronounced him his beloved Son.
That heard the Adversary, who, roving still
About the world, at that assembly famed
Would not be last, and, with the voice divine
Nigh thunder-struck, the exalted man to whom
Such high attest was given a while surveyed
With wonder; then, with envy fraught and rage,
Flies to his place, nor rests, but in mid air
To council summons all his mighty Peers, 40
Within thick clouds and dark tenfold involved,
A gloomy consistory; and them amidst,
With looks aghast and sad, he thus bespake:--
"O ancient Powers of Air and this wide World
(For much more willingly I mention Air,
This our old conquest, than remember Hell,
Our hated habitation), well ye know
How many ages, as the years of men,

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poem by John Milton
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