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I went to graduate school at Harvard for one year I worked in the state legislature in Sacramento for one year. I taught school in Compton for two years.

quote by Harry Shearer
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Social Netowrking Of Robots

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poem by Rwetewrt Erwtwer
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Sacramento's sacraments

Sacramento, Sacramento a city under twilight dusk
From your deserted streets the people one by one will not last
Where are all the lights and the young lads gone?
Where are all the flowers and the nightly gowns?
 
Solely and slowly the homeless roam in the ghostly streets
Searching morsels and shredded company in dark allies pits
Poverty and desolation scream from every corner wall
An inferno wall of fear cankering the human soul
 
A shady tattered figure with torn vomits on the side walk stone
His lungs and soul all widely, publically blown
His pal lays his liquids in comfort on a bank of murky creek
while a salty dropp slides down my dusty cheek

Sacramento, Sacramento in your elongated gardens
the black bat night has flown
In his path a wooden bench of lovers lane is unattended alone
And the roses by the hush of the moon lost their pardons

The nightly beasts will not come out of their den banned by fright
The little birds winged their way shrieking out of their natural game
As the broad moon rises looming like a beacon flame
against the red murky evening light.

Gothic ornaments attached to buildings with granite pillars broad and tall
Standing in support shoulder to shoulder, brother to brother
as the night shades on the weary city fall
their claws grasp and wrap your avenues like blight
Lovers will not whisper to each other
“be by the roses tonight”.

A granite bright silhouette appears streamed into the air by the gable wall
As slowly steals the moon in a silver flame
Along her rarely naked breast she announces the starry night her proclaim
There among the tall pillars the glory of the night holds its fall

I muse upon her high state as the broad moon laves
The lawn by the cathedral through the door
Hearing the holy organ waves
Of sound rolling on roof and floor

Odd ominous is that lunar light
The granite rock column which stands on
Confronting the sanguine beam bright
Seems to change into a pillar of crimson

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poem by Isaac Ziv
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California Love

California love!
Chorus -- roger troutman
California...knows how to party.
California...knows how to party.
In the citaaay of l.a.
In the citaaay of good ol watts
In the citaaay, the city of compton.
We keep it rockin! we keep it rockin!
(dre)
Now let me welcome everybody to the wild, wild west
A state thats untouchable like elliot ness
The track hits ya eardrum, like a slug to ya chest
Pack a vest for your jimmy in the city of sex
We in that sunshine state with a bomb ass hemp beat
The state where ya never find a dance floor empty.
And pimps be on a mission for them greens
Lean mean money-makin-machines servin fiends.
I been in the game for ten years makin rap tunes
Ever since honeys was wearin sassoon.
Now its 95
And they clock me and watch me
Diamonds shinin
Lookin like I robbed liberace.
Its all good, from diego to tha bay
Your city is tha bomb if your city makin pay
Throw up a finger if ya feel the same way
Dre puttin it down for
Californ-i-a.
Chorus -- roger troutman
California....knows how to party
California....knows how to party
In tha citaaay of la
In tha citaaay of good ol watts
In tha citaaay of compton
We keep it rockin
We keep it rockin
(dre)
Yeah, now make it shake! come on!
Chorus #2 -- roger troutman
Shake shake it baby
Shake shake it, shake it baby
Shake shake it, shake it cali
(shake it cali)
Shake shake it baby
Shake shake it
Shake shake it mama
Shake it cali
(tupac)
Out on bail
Fresh outta jail

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song performed by 2 Pac
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Poem For The Two Hundred And Fiftieth Anniversary Of The Founding Of Harvard College

TWICE had the mellowing sun of autumn crowned
The hundredth circle of his yearly round,
When, as we meet to-day, our fathers met:
That joyous gathering who can e'er forget,
When Harvard's nurslings, scattered far and wide,
Through mart and village, lake's and ocean's side,
Came, with one impulse, one fraternal throng,
And crowned the hours with banquet, speech, and song?

Once more revived in fancy's magic glass,
I see in state the long procession pass
Tall, courtly, leader as by right divine,
Winthrop, our Winthrop, rules the marshalled line,
Still seen in front, as on that far-off day
His ribboned baton showed the column's way.
Not all are gone who marched in manly pride
And waved their truncheons at their leader's side;
Gray, Lowell, Dixwell, who his empire shared,
These to be with us envious Time has spared.

Few are the faces, so familiar then,
Our eyes still meet amid the haunts of men;
Scarce one of all the living gathered there,
Whose unthinned locks betrayed a silver hair,
Greets us to-day, and yet we seem the same
As our own sires and grandsires, save in name.
There are the patriarchs, looking vaguely round
For classmates' faces, hardly known if found;
See the cold brow that rules the busy mart;
Close at its side the pallid son of art,
Whose purchased skill with borrowed meaning clothes,
And stolen hues, the smirking face he loathes.
Here is the patient scholar; in his looks
You read the titles of his learned books;
What classic lore those spidery crow's-feet speak!
What problems figure on that wrinkled cheek!
For never thought but left its stiffened trace,
Its fossil footprint, on the plastic face,
As the swift record of a raindrop stands,
Fixed on the tablet of the hardening sands.
On every face as on the written page
Each year renews the autograph of age;
One trait alone may wasting years defy,--
The fire still lingering in the poet's eye,
While Hope, the siren, sings her sweetest strain,--
_Non omnis moriar_ is its proud refrain.

Sadly we gaze upon the vacant chair;
He who should claim its honors is not there,--
Otis, whose lips the listening crowd enthrall

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poem by Oliver Wendell Holmes
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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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Hudibras: Part 3 - Canto II

THE ARGUMENT

The Saints engage in fierce Contests
About their Carnal interests;
To share their sacrilegious Preys,
According to their Rates of Grace;
Their various Frenzies to reform,
When Cromwel left them in a Storm
Till, in th' Effigy of Rumps, the Rabble
Burns all their Grandees of the Cabal.

THE learned write, an insect breeze
Is but a mungrel prince of bees,
That falls before a storm on cows,
And stings the founders of his house;
From whose corrupted flesh that breed
Of vermin did at first proceed.
So e're the storm of war broke out,
Religion spawn'd a various rout
Of petulant Capricious sects,
The maggots of corrupted texts,
That first run all religion down,
And after ev'ry swarm its own.
For as the Persian Magi once
Upon their mothers got their sons,
That were incapable t' enjoy
That empire any other way;
So PRESBYTER begot the other
Upon the good old Cause, his mother,
Then bore then like the Devil's dam,
Whose son and husband are the same.
And yet no nat'ral tie of blood
Nor int'rest for the common good
Cou'd, when their profits interfer'd,
Get quarter for each other's beard.
For when they thriv'd, they never fadg'd,
But only by the ears engag'd:
Like dogs that snarl about a bone,
And play together when they've none,
As by their truest characters,
Their constant actions, plainly appears.
Rebellion now began, for lack
Of zeal and plunders to grow slack;
The Cause and covenant to lessen,
And Providence to b' out of season:
For now there was no more to purchase
O' th' King's Revenue, and the Churches,
But all divided, shar'd, and gone,
That us'd to urge the Brethren on;
Which forc'd the stubborn'st for the Cause,

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poem by Samuel Butler
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Allegany Camp

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poem by Rwetewrt Erwtwer
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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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The Ghost - Book IV

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

[...] Read more

poem by Charles Churchill
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Graduate

Can I graduate
Can I graduate
Can I look in faces that I meet
Can I get my punk ass off the street
Ive been living on for so long
Can I graduate
To the bastard talking down to me
Your whipping boy calamity
Cross your fingers, Im going to knock it all down
Can I graduate
Echo fading we cant let go
She goes walking by in slow mo
Sell your heart out for a buck
Go on fade out before I get stuck
Talking to somebody like you
Do you live the days you go through
Will this song live on long after we do
Can I graduate
Can I look in faces that I meet
Can I get my punk ass off the street
Wont die on the vine I want to knock it all down
Can I graduate
Echo fading, candle blow
Did you flash out long ago
Cross my fingers, I dont know
Someone poked you down below
Can I graduate
Can I graduate
Can I graduate
Can I graduate
Can I graduate
Can I get my punk ass off the street
Can I look in faces that I meet
Im not waiting here for you to die
Will this song live on long after we do

song performed by Third Eye Blind
Added by Lucian Velea
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Harvard Crimson

Harvard..
crimson with the blood of hundreds of millions of animals
dead in their underground vivisection labs
Harvard crimson, as the US university with the largest endowment,
invested in war, animal and fish flesh, factory farms, killer drugs
Harvard crimson, with the dollars it has stolen from the US poor.

Harvard which lost prion discoverer Stanley Prusiner, who was tired
of the university's animal flesh investments putting his research on
the back burner.

Harvard economists, destabilizers of the Russian economy

Harvard, driving the poor out of their homes, paying $4000 in the 70's
for homes in surrounding neighborhoods

Harvard, way behind Oberlin in ending exclusion of women and African
Americans

***************** ****************
Boston is the vivisection capital of the US, and Harvard receives more
vivisection dollars than any other university.

poem by O. Anna Niemus
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Gunface

Gonna go downtown
Gonna get my gun
Gonna dress real sharp
Gonna beat my drum
I ain't gonna lie

Gonna walk so slow
Gonna talk just right
And my diamond ring
Gonna shine so bright
I ain't gonna lie

I've got a debt to repay
I ain't gonna cry
I put a gun in your face
You'll pay with your life

And I got my ears
And I got my eyes
And I got my narks
And my alibis
I won't waste your time

You made one false move
You made one mistake
When the juice is squeezed
That's the way it breaks
You'll pay for your crime

Your tongue lickin' way out of place
I'll rip it out
I'll stick a gun in your face
You'll pay with your life

I taught her everything I taught her how to dream
I taught her everything
I'm gonna teach her how to scream
I taught her all she knows
I taught her how to lie
I taught her everything
I'm gonna teach her how to cry

And you cause me hurt
And you cause me pain
And you turned the tap
On my burning rage
And I can't put it out

Gonna leave no sign
Gonna leave no trace

[...] Read more

song performed by Rolling Stones from Bridges To Babylon
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Gotham - Book II

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

[...] Read more

poem by Charles Churchill
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Polyhymnia

[Polyhymnia: Describing, The honourable Triumph at Tylt,
before her Maiestie, on the 17. of Nouember, last past,
being the first day of the three and thirtith yeare of
her Highnesse raigne. With Sir Henrie Lea, his resignation
of honour at Tylt, to her Maiestie, and receiued by the right
honourable, the Earle of Cumberland.]

[Polyhimnia. Entituled, with all dutie to the Right
Honourable, Lord Compton of Compton.]

Therefore, when thirtie two were come and gone,
Years of her raigne, daies of her countries peace,
Elizabeth great Empresse of the world,
Britanias Atlas, Star of Englands globe,
That swaies the massie scepter of her land,
And holdes the royall raynes of Albion:
Began the gladsome sunnie day to shine,
That drawes in length date of her golden raigne:
And thirtie three shee numbreth in her throne:
That long in happinesse and peace (I pray)
May number manie to these thirtie three.
Wherefore it fares as whilom and of yore,
In armour bright and sheene, faire Englands knights
In honour of their peerelesse Soueraigne:
High Maistresse of their seruice, thoughtes and liues
Make to the Tyltamaine: and trumpets sound,
And princelie Coursers neigh, and champ the byt,
When all addrest for deeds of high deuoyre,
Preace to the sacred presence of their Prince.

The 1. couple. Sir Henrie Lea. The Earle of Cumberland.

Mightie in Armes, mounted on puissant horse,
Knight of the Crown in rich imbroderie,
And costlie faire Caparison charg'd with Crownes,
Oreshadowed with a withered running Vine,
As who would say, My spring of youth is past:
In Corslet gylt of curious workmanship,
Sir Henry Lea, redoubted man at Armes.
Leades in the troopes, whom woorthie Cumberland
Thrice noble Earle, aucutred as became
So greate a Warriour and so good a Knight.
Encountred first, yclad in coate of steele,
And plumes and pendants al as white as Swanne,
And speare in rest, right readie to performe
What long'd vnto the honour of the place.
Together went these Champions, horse and man,
Thundring along the Tylt, that at the shocke

[...] Read more

poem by George Peele
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Attica State

-"it is my pleasure and privilige at this very solumn moment to introduce a young man and his wife.
Who saw fit to put down in music and lyrics so that it will never be forgotten in our country, by anyone, the tragedy of attica state.
There's no more that i can say, ladies and gentlemen. i would like to introduce you to john and yoko lennon."
-"i'd just like to say, it's an honour and a pleasure to be here at the apollo and for the reasons we're all here.
This song, yoko and i wrote, is called 'attica state'"
One, two, three, four!
What a waste of human power,
What a waste of human lives.
Shoot the pris'ners in the towers,
Forty-three poor widowed wives.
Attica state, attica state,
We're all mates with attica state.
Media blames it on the pris'ners,
But the pris'ners did not kill.
"rockefeller pulled the trigger,"
That is what the people feel.
Attica state, attica state,
We're all mates with attica state.
Free the pris'ners, jail the judges,
Free all pris'ners ev'rywhere.
All they need is truth and justice,
All the want is love and care.
Attica state, attica state,
We're all mates with attica state.
They all live in suffocation,
Let's not watch them die in sorrow.
Now's the time for revolution,
Give them all a chance to grow.
Attica state, attica state,
We're all mates with attica state.
Come together, join the movement,
Take a stand for human rights.
Fear and hatred clouds our judgement,
Free us all from endless night.
Attica state, attica state,
We're all mates with attica state.
Attica state, attica state,
We all live in attica state.
Attica state, attica state,
Attica, attica, attica state.
-"thank you, aah, thank you, thank you, aah,. some of you, eh, wonder what i'm doinh here with no drummers and no nothin' like that.
Well, you might know i lost my me old band, or i left it. i'm puttin' a, i'm puttin' an elecric band together, it's not ready yet.
Ah, things like this keep comin' up so, i just have to busk it. so i'm gonna sing you a song now you might know
It's called 'imagine'

song performed by Yoko Ono
Added by Lucian Velea
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Attica State

-"it is my pleasure and privilige at this very solumn moment to introduce a young man and his wife.
Who saw fit to put down in music and lyrics so that it will never be forgotten in our country, by anyone, the tragedy of attica state.
There's no more that i can say, ladies and gentlemen. i would like to introduce you to john and yoko lennon."
-"i'd just like to say, it's an honour and a pleasure to be here at the apollo and for the reasons we're all here.
This song, yoko and i wrote, is called 'attica state'"
One, two, three, four!
What a waste of human power,
What a waste of human lives.
Shoot the pris'ners in the towers,
Forty-three poor widowed wives.
Attica state, attica state,
We're all mates with attica state.
Media blames it on the pris'ners,
But the pris'ners did not kill.
"rockefeller pulled the trigger,"
That is what the people feel.
Attica state, attica state,
We're all mates with attica state.
Free the pris'ners, jail the judges,
Free all pris'ners ev'rywhere.
All they need is truth and justice,
All the want is love and care.
Attica state, attica state,
We're all mates with attica state.
They all live in suffocation,
Let's not watch them die in sorrow.
Now's the time for revolution,
Give them all a chance to grow.
Attica state, attica state,
We're all mates with attica state.
Come together, join the movement,
Take a stand for human rights.
Fear and hatred clouds our judgement,
Free us all from endless night.
Attica state, attica state,
We're all mates with attica state.
Attica state, attica state,
We all live in attica state.
Attica state, attica state,
Attica, attica, attica state.
-"thank you, aah, thank you, thank you, aah,. some of you, eh, wonder what i'm doinh here with no drummers and no nothin' like that.
Well, you might know i lost my me old band, or i left it. i'm puttin' a, i'm puttin' an elecric band together, it's not ready yet.
Ah, things like this keep comin' up so, i just have to busk it. so i'm gonna sing you a song now you might know
It's called 'imagine'

song performed by Yoko Ono
Added by Lucian Velea
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The Epic Of Sadness

Your love taught me to grieve
and I have been in need, for centuries
a woman to make me grieve
for a woman, to cry upon her arms
like a sparrow
for a woman to gather my pieces
like shards of broken crystal

Your love has taught me, my lady, the worst habits
it has taught me to read my coffee cups
thousands of times a night
to experiment with alchemy,
to visit fortune tellers

It has taught me to leave my house
to comb the sidewalks
and search your face in raindrops
and in car lights
and to peruse your clothes
in the clothes of unknowns
and to search for your image
even…..even…..
even in the posters of advertisements
your love has taught me
to wander around, for hours
searching for a gypsies hair
that all gypsies women will envy
searching for a face, for a voice
which is all the faces and all the voices…

Your love entered me…my lady
into the cities of sadness
and I before you, never entered
the cities of sadness
I did not know…
that tears are the person
that a person without sadness
is only a shadow of a person…

Your love taught me
to behave like a boy
to draw your face with chalk
upon the wall
upon the sails of fishermen's boats
on the Church bells, on the crucifixes,
your love taught me, how love,
changes the map of time…
Your love taught me, that when I love
the earth stops revolving,
Your love taught me things

[...] Read more

poem by Nizar Qabbani
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Stages Of Life

There’s always a present and always a past.
But when you go to the future, it will seem so fast
That you’ve grown out of preschool and went to Harvard.
But you played on their football team; you can’t be called a nerd.
Once you look through the past, you feel so big
Compared to ten years ago, you can’t just dig
A hole into the ground to bury your memories.
You just waste your time, but burn a few calories.
So you mind as well go pick a rose
But don’t waste your time, here it goes!

At four years old you’re already in preschool
And you’re at the top of your class, that’s pretty cool.
So you feel that anything can be done
Except making Brittney’s hair grow back, that’s just wrong
Once you graduate and now you’re in kindergarten,
You probably won’t dream of becoming a barten-der.
Now it’s first grade, you finally get a test
To see how smart you are, to see if you’re the best
So you get into AP math, you’re really smart
But right now you’re as strong as a SweetTart™

Skip a few years, you’re now in middle
Keep working on those muscles, they’re as thick as a fiddle
Now these are the grades where everyone gets detention
So if you don’t want one of those, pay attention
You need to be respectful, don’t fool around
Or else you’ll be heading town-bound
But you want to graduate to go to high school
So don’t act that way, just keep your cool
Just keep your chill; it’ll help you
Now take a look! You’re in high school, FOO!

Dang! You’re in high school and check out the classes
They’re on your sheet, you don’t need glasses
What do you want to take? Math or band?
When voting for president, will you take a stand?
You get four years in high school before you graduate
But you need to keep the grades up, you need to assiduate.
What group do you want to be in? Nerd or Jock?
Or will you be an artist wearing a frock?
It all depends on your grades, not group
‘Cause if you think, you’re as good as soup.

*sigh* You’re out of school and you’re finally free
You can now do anything but be just like me
What kind of a degree did you get from Harvard?
Was it chemical science, or was it computing, nerd?
It all depends on your area of skill
Your job will rise and fall on a hill

[...] Read more

poem by Chris Y
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The Columbiad: Book IX

The Argument

Vision suspended. Night scene, as contemplated from the mount of vision. Columbus inquires the reason of the slow progress of science, and its frequent interruptions. Hesper answers, that all things in the physical as well as the moral and intellectual world are progressive in like manner. He traces their progress from the birth of the universe to the present state of the earth and its inhabitants; asserts the future advancement of society, till perpetual peace shall be established. Columbus proposes his doubts; alleges in support of them the successive rise and downfal of ancient nations; and infers future and periodical convulsions. Hesper, in answer, exhibits the great distinction between the ancient and modern state of the arts and of society. Crusades. Commerce. Hanseatic League. Copernicus. Kepler. Newton, Galileo. Herschel. Descartes. Bacon. Printing Press. Magnetic Needle. Geographical discoveries. Federal system in America. A similar system to be extended over the whole earth. Columbus desires a view of this.

But now had Hesper from the Hero's sight
Veil'd the vast world with sudden shades of night.
Earth, sea and heaven, where'er he turns his eye,
Arch out immense, like one surrounding sky
Lamp'd with reverberant fires. The starry train
Paint their fresh forms beneath the placid main;
Fair Cynthia here her face reflected laves,
Bright Venus gilds again her natal waves,
The Bear redoubling foams with fiery joles,
And two dire dragons twine two arctic poles.
Lights o'er the land, from cities lost in shade,
New constellations, new galaxies spread,
And each high pharos double flames provides,
One from its fires, one fainter from the tides.

Centred sublime in this bivaulted sphere,
On all sides void, unbounded, calm and clear,
Soft o'er the Pair a lambent lustre plays,
Their seat still cheering with concentred rays;
To converse grave the soothing shades invite.
And on his Guide Columbus fixt his sight:
Kind messenger of heaven, he thus began,
Why this progressive laboring search of man?
If men by slow degrees have power to reach
These opening truths that long dim ages teach,
If, school'd in woes and tortured on to thought,
Passion absorbing what experience taught,
Still thro the devious painful paths they wind,
And to sound wisdom lead at last the mind,
Why did not bounteous nature, at their birth,
Give all their science to these sons of earth,
Pour on their reasoning powers pellucid day,
Their arts, their interests clear as light display?
That error, madness and sectarian strife
Might find no place to havock human life.

To whom the guardian Power: To thee is given
To hold high converse and inquire of heaven,
To mark untraversed ages, and to trace
Whate'er improves and what impedes thy race.
Know then, progressive are the paths we go
In worlds above thee, as in thine below
Nature herself (whose grasp of time and place
Deals out duration and impalms all space)

[...] Read more

poem by Joel Barlow
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Attica State

What a waste of human power
What a waste of human lives
Shoot the prisoners in the towers
Forty-three poor widowed wives
Attica state, attica state,
Were all mates with attica state
Media blames it on the prisoners
But the prisoners did not kill
Rockefeller pulled the trigger
That is what the people feel
Attica state, attica state,
Were all mates with attica state
Free the prisoners, jail the judges
Free all prisoners everywhere
All they want is truth and justice
All they need is love and care
Attica state, attica state,
Were all mates with attica state
They all live in suffocation
Lets not watch them die in sorrow
Nows the time for revolution
Give them all a chance to grow
Attica state, attica state,
Were all mates with attica state
Come together join the movement
Take a stand for human rights
Fear and hatred clouds our judgement
Free us all from endless night
Attica state, attica state,
Were all mates with attica state
Attica state, attica state,
We all live in attica state
Attica state, attica state,
Attica, attica, attica state

song performed by Lennon John
Added by Lucian Velea
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