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We cannot forget that our flag received its first foreign salute from a Dutch officer, nor that the Province of Friesland gave to our independence its first formal recognition.

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Orlando Furioso Canto 9

ARGUMENT
So far Orlando wends, he comes to where
He of old Proteus' hears the cruel use
But feels such pity for Olympia fair,
Wronged by Cymosco, who in prison mews
Her plighted spouse, that ere he makes repair
Further, he gives her hope to venge the abuse:
He does so, and departs; and with his spouse
Departs Bireno, to repeat his vows.

I
What cannot, when he has a heart possess'd
This false and cruel traitor Love? since he
Can banish from Orlando's faithful breast
Such tried allegiance and due loyalty?
Wise, full of all regards, and of the blest
And glorious church the champion wont to be,
Now, little for himself or uncle, driven
By a vain love, he cares, and less for heaven.

II
But I excuse him well, rejoiced to know
I have like partner in my vice: for still
To seek my good I too am faint and slow,
But sound and nimble in pursuit of ill.
The count departs, disguised in sable show,
Nor for so many friends, with froward will,
Deserted cares; and comes where on the plain
Are camped the hosts of Afric and of Spain;

III
Rather uncamped: for, in less troops or more,
Rains under shed and tree had driven the band.
Here ten, there twenty, seven or eight, or four,
Near or further off, Orlando scanned.
Each sleeps, oppressed with toil and wearied sore;
This stretched on earth, that propped upon his hand:
They sleep, and many might the count have slain,
Yet never bared his puissant Durindane.

IV
So generous is Orlando's heart, he base
Esteems it were to smite a sleeping foe.
Now this he seeks, and now that other place;
Yet cannot track his lady, high or low.
If he finds any one in waking case,
Sighing, to him he paints her form and show;
Then prays him that for courtesy, he where
The damsel is, will reach him to repair.

[...] Read more

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Pass That Dutch

>[Intro]
Listen up everyone! we have been just informed
That there's an unknown virus that's attacking all clubs
Symptoms have been said to be - heaving breathing
Wild dancing, coughing
So when you hear the sound - WHO-DI-WHOOOO!
Run for cover..
WOOOOOO! Ahh daddy! Ooooo! Ah! oh, ooh!
Pass that dutch (ah), pass that dutch (ooh)
Pass that dutch (ah), pass that dutch (ah)
Pass that dutch (ah), pass that dutch (ah)
Pass that dutch (whoo), pass that dutch
[Verse 1]
Misdemeanor on the floor, pretty boy here I come
Pumps in the bunk make you wanna hurt something
I can take your man I don't have to sex em
Hang em out the window call me Micheal Jackson (hehehee!)
I'm a pain in your rectum, I am that bitch y'all slept on
Heavy hitter, rhyme spitter, call me Re-Run
Hey hey hey, I'm what's happ'nin
Hypnotic to get my drink (that's right!)
Shake ya ass till it stink (that's right!)
Mr. Mos' on the beat (that's right!)
Put it down for the streets (that's right!)
[Chorus]
(WHO-DI-WHOOOOOOOOOOOOO!)
Pass that dutch, pass that dutch
Pass that dutch, pass that dutch, pass that dutch
Come on pass the dutch baby! (ahh!)
Shake-shake shake ya stuff ladies!
(WHO-DI-WHOOOOOOOOOOOOO!)
Pass that dutch, pass that dutch
Pass that dutch, pass that dutch
Pop that, pop that, jiggle that fat (ahh!)
Don't stop, get it till ya clothes get wet
[Verse 2]
Number one - drums go bump, bump, bump
This beat here will make you boomp, boomp, jump
If you's a fat one, put your clothes back on
Before you start putting pot holes in my lawn
Oh my God, show em I'm large
Shove my beat up, attack like my name was Saddam
I am the bomb from New York to Milan
And I can write a song sicker than Jeffrey Dahm'
(Woop woop!) Don't touch my car alarm
Break in my car you will hear "Viper Armed"
I've been a superstar since Daddy Kane was raw
I'm live on stage, c'mon and give me some applause [applause]
"Thank you! oh thank you, you all are so wonderful!"
[Chorus]

[...] Read more

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Last Instructions to a Painter

After two sittings, now our Lady State
To end her picture does the third time wait.
But ere thou fall'st to work, first, Painter, see
If't ben't too slight grown or too hard for thee.
Canst thou paint without colors? Then 'tis right:
For so we too without a fleet can fight.
Or canst thou daub a signpost, and that ill?
'Twill suit our great debauch and little skill.
Or hast thou marked how antic masters limn
The aly-roof with snuff of candle dim,
Sketching in shady smoke prodigious tools?
'Twill serve this race of drunkards, pimps and fools.
But if to match our crimes thy skill presumes,
As th' Indians, draw our luxury in plumes.
Or if to score out our compendious fame,
With Hooke, then, through the microscope take aim,
Where, like the new Comptroller, all men laugh
To see a tall louse brandish the white staff.
Else shalt thou oft thy guiltless pencil curse,
Stamp on thy palette, not perhaps the worse.
The painter so, long having vexed his cloth--
Of his hound's mouth to feign the raging froth--
His desperate pencil at the work did dart:
His anger reached that rage which passed his art;
Chance finished that which art could but begin,
And he sat smiling how his dog did grin.
So mayst thou pérfect by a lucky blow
What all thy softest touches cannot do.

Paint then St Albans full of soup and gold,
The new court's pattern, stallion of the old.
Him neither wit nor courage did exalt,
But Fortune chose him for her pleasure salt.
Paint him with drayman's shoulders, butcher's mien,
Membered like mules, with elephantine chine.
Well he the title of St Albans bore,
For Bacon never studied nature more.
But age, allayed now that youthful heat,
Fits him in France to play at cards and treat.
Draw no commission lest the court should lie,
That, disavowing treaty, asks supply.
He needs no seal but to St James's lease,
Whose breeches wear the instrument of peace;
Who, if the French dispute his power, from thence
Can straight produce them a plenipotence..
Nor fears he the Most Christian should trepan
Two saints at once, St Germain, St Alban,
But thought the Golden Age was now restored,
When men and women took each other's word.

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Pass The Dutch

[Intro]
Listen up everyone! we have been just informed That there's an unknown virus that's attacking all clubs Symptoms have been said to be - heaving breathing Wild dancing, coughing So when you hear the sound - WHO-DI-WHOOOO! Run for cover.. WOOOOOO! Ahh daddy! Ooooo! Ah! oh, ooh! Pass that dutch (ah), pass that dutch (ooh) Pass that dutch (ah), pass that dutch (ah) Pass that dutch (ah), pass that dutch (ah) Pass that dutch (whoo), pass that dutch
[Verse 1]
Misdemeanor on the flow, pretty boy here I come Pumps in the bunk make you wanna hurt something I can take your man I don't have to sex em Hang em out the window call me Micheal Jackson (hehehee!) I'm a pain in your rectum, I am that bitch y'all slept on Heavy hitter, rhyme spitter, call me Re-Run Hey hey hey, I'm what's happ'nin Now to get my drink (that's right!) Shake ya ass till it stink (that's right!) Mr. Mos' on the beat (that's right!) Put it down for the streets (that's right!)
[Chorus]
(WHO-DI-WHOOOOOOOOOOOOO!) Pass that dutch, pass that dutch Pass that dutch, pass that dutch, pass that dutch Come on pass the dutch baby! (ahh!) Shake-shake shake ya stuff baby! (WHO-DI-WHOOOOOOOOOOOOO!) Pass that dutch, pass that dutch Pass that dutch, pass that dutch Pop that, pop that, jiggle that fat (ahh!) Don't stop, get it till ya clothes get wet
[Verse 2]
Number one - drums go bump, bump, bump This beat here will make you hoomp, boomp, jump If you's a fat one, put your clothes back on Before you start putting pot holes in my lawn Oh my God, show em I'm large Shove my beat up, attack like my name was Saddam I am the bomb from New York to Milan And I can write a song sicker than Jeffrey Dahm' (Woop woop!) Don't touch my car alarm Break in my car you will hear "Viper Armed" I've been a superstar since Daddy Kane was raw I'm live

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John Dryden

Annus Mirabilis, The Year Of Wonders, 1666

1
In thriving arts long time had Holland grown,
Crouching at home and cruel when abroad:
Scarce leaving us the means to claim our own;
Our King they courted, and our merchants awed.

2
Trade, which, like blood, should circularly flow,
Stopp'd in their channels, found its freedom lost:
Thither the wealth of all the world did go,
And seem'd but shipwreck'd on so base a coast.

3
For them alone the heavens had kindly heat;
In eastern quarries ripening precious dew:
For them the Idumaean balm did sweat,
And in hot Ceylon spicy forests grew.

4
The sun but seem'd the labourer of the year;
Each waxing moon supplied her watery store,
To swell those tides, which from the line did bear
Their brimful vessels to the Belgian shore.

5
Thus mighty in her ships, stood Carthage long,
And swept the riches of the world from far;
Yet stoop'd to Rome, less wealthy, but more strong:
And this may prove our second Punic war.

6
What peace can be, where both to one pretend?
(But they more diligent, and we more strong)
Or if a peace, it soon must have an end;
For they would grow too powerful, were it long.

7
Behold two nations, then, engaged so far
That each seven years the fit must shake each land:
Where France will side to weaken us by war,
Who only can his vast designs withstand.

8
See how he feeds the Iberian with delays,
To render us his timely friendship vain:
And while his secret soul on Flanders preys,
He rocks the cradle of the babe of Spain.

9
Such deep designs of empire does he lay

[...] Read more

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For Those About To Rock We Salute You

For Those About To Rock (We Salute You) (1981)
Who Made Who (1986)
LIVE (1992)
SINGLE: Big Gun/For Those About To Rock-Shoot To Thrill(live) (1993)
(Young, Young, Johnson)
We roll tonight [We're on tonight]
To the guitar bite
Yeah, yeah, oh
Stand up and be counted
For what you are about to receive
We are the dealers
We'll give you everything you need
Hail hail to the good times
'Cause rock has got the right of way
We ain't no legend, ain't no cause
We're just livin' for today
For those about to rock, we salute you
For those about to rock, we salute you
We rock at dawn on the front line
Like a bolt right out of the blue
The sky's alight with the guitar bite
Heads will roll and rock tonight
For those about to rock, we salute you
For those about to rock, we salute you
For those about to rock, we salute you
Yes we do
For those about to rock, we salute you
Oooh, salute!
Oooh, ooooh yeah
We're just a battery for hire with a guitar fire
Ready and aimed at you
Pick up your balls and load up your cannon
For a twenty-one gun salute
For those about to rock - fire
We salute you
For those about to rock, we salute you
Those about to rock - fire
We salute you
Fire
We salute you
We salute you
Come on, whooa
For those about to rock, we salute you (x4)
Shoot, shoot (x2)
For those of you, for those who ????
Yeah
(Ain't gonna get tired, won't take a break, we salute you.)
We salute you (x3)
Fire

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Happy Independence Day

Blow up them firecrackers.
Light up the sky.
Because it's Happy Independence Day.
I've been meaning to say..

Happy, Happy, Happy, Happy, Happy, Happy, Happy, Happ..
Happy Independence Day, Happy Independence Day.
Happy Independence Day.Happy Independence Day.

Sparklers glowing.Stars and stripes showing.
Nothing but happy people.Celebrating the Fourth Of July.
The birth of our country.The birth of our flag.
Because our founding fathers.Always wanted it this way.

Happy, Happy, Happy, Happy, Happy, Happy, Happy, Happ..
Happy Independence Day.Happy Independence Day.
Happy Independence Day.Happy Independence Day.

Fifty stars and thirteen stripes.
The flag still flies.The American way.
Old Glory's the name.Old Glory's the same.
Join with the crowd, for the American dream.

So blow up them firecrackers.
Light up the sky.
Because it's Happy Independence Day.
I've been meaning to say.

Happy, Happy, Happy, Happy, Happy, Happy, Happy, Happ..
Happy Independence Day.Happy Independence Day.
Happy Independence Day.Happy Independence Day.

Independence Day-Song Poetry By Kim Robin Edwards
Copyright 2006,2009..
ALL rights reserved..

Note; This wonderful Song-Poem was written on the Fourth Of July,
in the year 2006..

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For Those About To Rock

We roll tonight [we're on tonight]
To the guitar bite
Yeah, yeah, oh
Stand up and be counted
For what you are about to receive
We are the dealers
We'll give you everything you need
Hail hail to the good times
'cause rock has got the right of way
We ain't no legend, ain't no cause
We're just livin' for today
For those about to rock, we salute you
For those about to rock, we salute you
We rock at dawn on the front line
Like a bolt right out of the blue
The sky's alight with the guitar bite
Heads will roll and rock tonight
For those about to rock, we salute you
For those about to rock, we salute you
For those about to rock, we salute you
Yes we do
For those about to rock, we salute you
Oooh, salute!
Oooh, ooooh yeah
We're just a battery for hire with a guitar fire
Ready and aimed at you
Pick up your balls and load up your cannon
For a twenty-one gun salute
For those about to rock - fire
We salute you
For those about to rock, we salute you
Those about to rock - fire
We salute you
Fire
We salute you
We salute you
Come on, whooa
For those about to rock, we salute you (x4)
Shoot, shoot (x2)
For those of you, for those who ????
Yeah
(ain't gonna get tired, won't take a break, we salute you.)
We salute you (x3)
Fire

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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.


Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

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The Pure Norwegian Flag

I
Tri-colored flag, and pure,
Thou art our hard-fought cause secure;
Thor's hammer-mark of might
Thou bearest blue in Christian white,
And all our hearts' red blood
To thee streams its full flood.

Thou liftest us high when life's sternest,
Exultant, thou oceanward turnest;
Thy colors of freedom are earnest
That spirit and body shall never know dearth.-
Fare forth o'er the earth!

II
'The pure flag is but pure folly,'
You 'wise' men maintain for true.
But the flag is the truth poetic,
The folly is found in you.
In poetry upward soaring,
The nation's immortal soul
With hands invisible carries
The flag toward the future goal.
That soul's every toil and trial,
That soul's every triumph sublime,
Are sounding in songs immortal,-
To their music the flag beats time.
We bear it along surrounded
By mem'ry's melodious choir,
By mild and whispering voices,
By will and stormy desire.
It gives not to others guidance,
Can not a Swedish word say;
It never can flaunt allurement:-
Clear the foreign colors away!

III
The sins and deceits of our nation
Possess in the flag no right;
The flag is the high ideal
In honor's immortal light.
The best of our past achievements,
The best of our present prayers,
It takes in its folds from the fathers
And bears to the sons and heirs;
Bears it all pure and artless,
By tokens that tempt us unmarred,
Is for our will's young manhood
Leader as well as guard.

[...] Read more

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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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John Milton

Samson Agonistes (excerpts)

[Samson's Opening Speech]
A little onward lend thy guiding hand
To these dark steps, a little further on;
For yonder bank hath choice of sun or shade,
There I am wont to sit, when any chance
Relieves me from my task of servile toil,
Daily in the common prison else enjoin'd me,
Where I a prisoner chain'd, scarce freely draw
The air imprison'd also, close and damp,
Unwholesome draught: but here I feel amends,
The breath of Heav'n fresh-blowing, pure and sweet,
With day-spring born; here leave me to respire.
This day a solemn feast the people hold
To Dagon, their sea-idol, and forbid
Laborious works; unwillingly this rest
Their superstition yields me; hence with leave
Retiring from the popular noise, I seek
This unfrequented place to find some ease;
Ease to the body some, none to the mind
From restless thoughts, that like a deadly swarm
Of hornets arm'd, no sooner found alone,
But rush upon me thronging, and present
Times past, what once I was, and what am now.
O wherefore was my birth from Heaven foretold
Twice by an angel, who at last in sight
Of both my parents all in flames ascended
From off the altar, where an off'ring burn'd,
As in a fiery column charioting
His godlike presence, and from some great act
Of benefit reveal'd to Abraham's race?
Why was my breeding order'd and prescrib'd
As of a person separate to God,
Design'd for great exploits; if I must die
Betray'd, captiv'd, and both my eyes put out,
Made of my enemies the scorn and gaze;
To grind in brazen fetters under task
With this Heav'n-gifted strength? O glorious strength
Put to the labour of a beast, debas'd
Lower than bondslave! Promise was that I
Should Israel from Philistian yoke deliver;
Ask for this great deliverer now, and find him
Eyeless in Gaza at the mill with slaves,
Himself in bonds under Philistian yoke.
Yet stay, let me not rashly call in doubt
Divine prediction; what if all foretold
Had been fulfill'd but through mine own default,
Whom have I to complain of but myself?
Who this high gift of strength committed to me,
In what part lodg'd, how easily bereft me,
Under the seal of silence could not keep,

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Orlando Furioso Canto 10

ARGUMENT
Another love assails Bireno's breast,
Who leaves one night Olympia on the shore.
To Logistilla's holy realm addressed,
Rogero goes, nor heeds Alcina more:
Him, of that flying courser repossest,
The hippogryph on airy voyage bore:
Whence he the good Rinaldo's levy sees,
And next Angelica beholds and frees.

I
Of all the loves, of all fidelity
Yet proved, of all the constant hearts and true,
Of all the lovers, in felicity
Or sorrow faithful found, a famous crew,
To Olympia I would give the first degree
Rather than second: if this be not due,
I well may say that hers no tale is told
Of truer love, in present times or old.

II
And this she by so many proofs and clear,
Had made apparent to the Zealand lord,
No woman's faith more certain could appear
To man, though he her open heart explored:
And if fair truth such spirits should endear,
And they in mutual love deserve reward,
Bireno as himself, nay, he above
Himself, I say, should kind Olympia love.

III
Not only should he nevermore deceive
Her for another, were that woman she
Who so made Europe and wide Asia grieve,
Or fairer yet, if one more fair there be;
But rather that quit her the light should leave,
And what is sweet to taste, touch, hear, and see,
And life and fame, and all beside; if aught
More precious can in truth be styled, or thought.

IV
If her Bireno loved, as she had loved
Bireno, if her love he did repay
With faith like hers, and still with truth unmoved,
Veered not his shifting sail another way;
Or ingrate for such service - cruel proved
For such fair love and faith, I now will say;
And you with lips comprest and eye-brows bent,
Shall listen to the tale for wonderment;

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Orlando Furioso Canto 10

ARGUMENT
Another love assails Bireno's breast,
Who leaves one night Olympia on the shore.
To Logistilla's holy realm addressed,
Rogero goes, nor heeds Alcina more:
Him, of that flying courser repossest,
The hippogryph on airy voyage bore:
Whence he the good Rinaldo's levy sees,
And next Angelica beholds and frees.

I
Of all the loves, of all fidelity
Yet proved, of all the constant hearts and true,
Of all the lovers, in felicity
Or sorrow faithful found, a famous crew,
To Olympia I would give the first degree
Rather than second: if this be not due,
I well may say that hers no tale is told
Of truer love, in present times or old.

II
And this she by so many proofs and clear,
Had made apparent to the Zealand lord,
No woman's faith more certain could appear
To man, though he her open heart explored:
And if fair truth such spirits should endear,
And they in mutual love deserve reward,
Bireno as himself, nay, he above
Himself, I say, should kind Olympia love.

III
Not only should he nevermore deceive
Her for another, were that woman she
Who so made Europe and wide Asia grieve,
Or fairer yet, if one more fair there be;
But rather that quit her the light should leave,
And what is sweet to taste, touch, hear, and see,
And life and fame, and all beside; if aught
More precious can in truth be styled, or thought.

IV
If her Bireno loved, as she had loved
Bireno, if her love he did repay
With faith like hers, and still with truth unmoved,
Veered not his shifting sail another way;
Or ingrate for such service - cruel proved
For such fair love and faith, I now will say;
And you with lips comprest and eye-brows bent,
Shall listen to the tale for wonderment;

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Gee, Officer Krupkee

Salt-n-pepa, left eye, etc.
(appears on the songs of west side story)
Excuse me mr. officer
You think were bad, huh?
You wanna clean up the streets, huh?
Well you better put society in handcuffs
Ha ha, you got a hard job
Music by bernstein
Lyrics by sondheim
Im talkin bout west side story
Its before my time
Police sweat me like the sharks & the jets
Because I do what I does
So they wanna hit me
If you let me
Ill explain the game
Clear my name
And show you aint a damn thing changed
So dont criticize the way that I ball hey
This aint broadway
We learned it the hard way
Dear kindly sergeant krupke
You gotta understand
Its just our bringin upke
That gets us out of hand
Our mothers all are junkies
Our fathers all are drunks
Golly moses, naturally were punks
Gee, officer krupke
Were very upset
We never had the love
That every child oughta get
We aint no deliquents
Were misunderstood
Deep down inside us there is good
There is good!
There is good, there is good
There is untapped good
Like inside, the worst of us is good
You see, officer krupkee
You gotta have some compassion
You know, you always harrassin me
But what you dont understand is
I come from a broken home
My momma dont care about me
My daddy dont care about me
And you always gettin on my case
It aint me homeboy
Its society
Dear kindly judge, your honour

[...] Read more

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Foreign Lands

You may roam the wide seas over, follow, meet, and cross the sun,
Sail as far as ships can sail, and travel far as trains can run;
You may ride and tramp wherever range or plain or sea expands,
But the crowd has been before you, and you’ll not find ‘Foreign Lands;’
For the Early Days are over,
And no more the white-winged rover
Sinks the gale-worn coast of England bound for bays in Foreign Lands.
Foreign Lands are in the distance dim and dreamlike, faint and far,
Long ago, and over yonder, where our boyhood fancies are,
For the land is by the railway cramped as though with iron bands,
And the steamship and the cable did away with Foreign Lands.
Ah! the days of blue and gold!
When the news was six months old—
But the news was worth the telling in the days of Foreign Lands.

Here we slave the dull years hopeless for the sake of Wool and Wheat
Here the homes of ugly Commerce—niggard farm and haggard street;
Yet our mothers and our fathers won the life the heart demands—
Less than fifty years gone over, we were born in Foreign Lands.

When the gipsies stole the children still, in village tale and song,
And the world was wide to travel, and the roving spirit strong;
When they dreamed of South Sea Islands, summer seas and coral strands—
Then the bravest hearts of England sailed away to Foreign Lands,
‘Fitting foreign’—flood and field—
Half the world and orders sealed—
And the first and best of Europe went to fight in Foreign Lands.

Canvas towers on the ocean—homeward bound and outward bound—
Glint of topsails over islands—splash of anchors in the sound;
Then they landed in the forests, took their strong lives in their hands,
And they fought and toiled and conquered—making homes in Foreign Lands,
Through the cold and through the drought—
Further on and further out—
Winning half the world for England in the wilds of Foreign Lands.

Love and pride of life inspired them when the simple village hearts
Followed Master Will and Harry—gone abroad to ‘furrin parts’
By our townships and our cities, and across the desert sands
Are the graves of those who fought and died for us in Foreign Lands—
Gave their young lives for our sake
(Was it all a grand mistake?)
Sons of Master Will and Harry born abroad in Foreign Lands!

Ah, my girl, our lives are narrow, and in sordid days like these,
I can hate the things that banished ‘Foreign Lands across the seas,’
But with all the world before us, God above us—hearts and hands,
I can sail the seas in fancy far away to Foreign Lands.

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Independence Day

Well papa go to bed now its getting late
Nothing we can say is gonna change anything now
Ill be leaving in the morning from st. marys gate
We wouldnt change this thing even if we could somehow
'cause the darkness of this house has got the best of us
Theres a darkness in this town thats got us too
But they cant touch me now and you cant touch me now
They aint gonna do to me what I watched them do to you
So say goodbye its independence day
Its independence day all down the line
Just say goodbye its independence day
Its independence day this time
Now I dont know what it always was with us
We chose the words and yeah we drew the lines
There was just no way this house could hold the two of us
I guess that we were just too much of the same kind
Well say goodbye its independence day
All boys must run away come independence day
So say goodbye its independence day
All men must make their way come independence day
Now the rooms are all empty down at frankies joint
And the highway shes deserted down to breakers point
Theres a lot of people leaving town now
Leaving their friends their homes
At night they walk that dark and dusty highway all alone
Well papa go to bed now its getting late
Nothing we can say can change anything now
Because theres just different people coming down here now
And they see things in different ways
And soon everything weve known will just be swept away
So say goodbye its independence day
Papa now I know the things you wanted that you could not say
But wont you just say goodbye its independence day
I swear I never meant to take those things away

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The Flag

There's a flag hangs over my threshold, whose folds are more dear to me
Than the blood that thrills in my bosom its earnest of liberty;
And dear are the stars it harbors in its sunny field of blue
As the hope of a further heaven that lights all our dim lives through.

But now should my guests be merry, the house is in holiday guise,
Looking out, through its burnished windows like a score of welcoming eyes.
Come hither, my brothers who wander in saintliness and in sin!
Come hither, ye pilgrims of Nature! my heart doth invite you in.

My win is not of the choicest, yet bears it an honest brand;
And the bread that I bid you lighten I break with no sparing hand;
But pause, ere you pass to taste it, one act must accomplished be:
Salute the flag in its virtue, before ye sit down with me.

The flag of our stately battles, not struggles of wrath and greed:
Its stripes were a holy lesson, its spangles a deathless creed;
'Twas red with the blood of freemen, and white with the fear of the foe,
And the stars that fight in their courses 'gainst tyrants its symbols know.

Come hither, thou son of my mother! we were reared in the selfsame arms;
Thou hast many a pleasant gesture, thy mind hath its fights and charms,
But my heart is as stern to question as mine eyes are of sorrows full:
Salute the flag in its virtue, or pass on where others rule.

Thou lord of a thousand acres, with heaps of uncounted gold,
The steeds of thy stall are haughty, thy lackeys cunning and bold:
I envy no jot of thy splendor, I rail at thy follies none:
Salute the flag in its virtue, or leave my poor house alone.

Fair lady with silken trappings, high waving thy stainless plume,
We welcome thee to our numbers, a flower of costliest bloom:
Let a hundred maids live widowed to furnish thy bridal bed;
But pause where the flag doth question, and bend thy triumphant head.

Take down now your flaunting banner, for a scout comes breathless and pale,
With the terror death upon him; of failure is all his tale:
'They have fled while the flag waved o'er them! they have turned to the foe their back!
They are scattered, pursued, and slaughtered! the fields are all rout and wrack!'

Pass hence, then, the friends I gathered, a goodly company!
All ye that have manhood in you, go, perish for Liberty!
But I and the babes God gave me will wait with uplifted hearts,
With the firm smile ready to kindle, and the will to perform our parts.

When the last true heart lies bloodless, when the fierce and the false have won,
I'll press in turn to my bosom each daughter and either son;
Bid them loose the flag from its bearings, and we'll lay us down to rest
With the glory of home about us, and its freedom locked in our breast.

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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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State Of Independance (feat. J. Anderson)

State of life-may I live-may I love
Coming out the sky, I name me a name
Coming out-silver word-what it is
It is the very nature of the sound the game
Siamese, indionese. to tibet treat the life
As a game, if you please
(hey)
Coming up-carabi-this sense of freedom
Derives from a medative state
Movin on, believe thats it, call it magic
Third world, it is, I only guessed it
Shablam idi shablam ida
Shablam idi shablam ida
Shablam idi shablam ida
Shot to the soul-the flame of oroladin
The essence of the word
The state of independence
[interlude]
Sounds like a signal from you
Bring me to meet your sound
And I will bring you to my heart
Love like a signal you call
Touching my body my soul
Bring to me, you to meet me here
Home be the temple of your heart
Home be the body of your love
Just like holy water to my lips
(hey, hey)
Yes I do know how I survive
(yes I do know) know why Im alive
To love and be with you
Day by day by day by day
(hey, hey)
Say-aye yaya oh
(yayah yaya oh)
be the sound of higher love today
(yayah)
(hey, hey)
Time, time again, it is said
We will hear, we will see
See it all-in his wisdom-hear
His truth will abound the land
This truth will abound the land
This state of independence shall be
This state of independence shall be
Time, time again, it is said
We will hear, we will see
See it all-in his wisdom-hear
His truth will abound the land
This truth will abound the land

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