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My musical development stopped when Frank Sinatra died.

quote by Alex Trebek
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Anything You Can Do

ANNIE: Anything you can do I can do better
......I can do anything better than you
FRANK: No, you can't
ANNIE: Yes, I can
FRANK: No, you can't
ANNIE: Yes, I can
FRANK: No, you can't
ANNIE: Yes, I can, yes, I can
FRANK: Anything you can be I can be greater
......Sooner or later I'm greater than you
ANNIE: No, you're not
FRANK: Yes, I am
ANNIE: No, you're not
FRANK: Yes, I am
ANNIE: No, you're not
FRANK: Yes, I am, yes I am
FRANK: I can shoot a partridge with a single cartridge
ANNIE: I can get a sparrow with a bow and arrow
FRANK: I can live on bread and cheese
ANNIE: And only on that?
FRANK: Yes
ANNIE: So can a rat
FRANK: Any note you can reach I can go higher
ANNIE: I can sing anything higher than you
FRANK: No, you can't
ANNIE: Yes, I can
FRANK: No, you can't
ANNIE: Yes, I can
FRANK: No, you can't
ANNIE: Yes, I can
FRANK: No, you can't
ANNIE: Yes, I can
FRANK: No, you can't
ANNIE: Yes, I can
ANNIE: Anything you can buy I can buy cheaper
......I can buy anything cheaper than you
FRANK: Fifty cents
ANNIE: Forty cents
FRANK: Thirty cents
ANNIE: Twenty cents
FRANK: No, you can't
ANNIE: Yes, I can, yes, I can
FRANK: Anything you can say I can say softer
ANNIE: I can say anything softer than you
FRANK: No, you can't
ANNIE: Yes, I can
FRANK: No, you can't
ANNIE: Yes, I can
FRANK: No, you can't
ANNIE: Yes, I can, yes, I can

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song performed by Irving Berlin
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Allegany Camp

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poem by Rwetewrt Erwtwer
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Tamerton Church-Tower, Or, First Love

I.
We left the Church at Tamerton
In gloomy western air;
To greet the day we gallop'd on,
A merry-minded pair.
The hazy East hot noon did bode;
Our horses sniff'd the dawn;
We made ten Cornish miles of road
Before the dew was gone.
We clomb the hill where Lanson's Keep
Fronts Dartmoor's distant ridge;
Thence trotted South; walk'd down the steep
That slants to Gresson Bridge;
And paused awhile, where Tamar waits,
In many a shining coil,
And teeming Devon separates
From Cornwall's sorry soil.

II.
Our English skies contain'd, that Spring,
A Caribbean sun;
The singing birds forgot to sing,
The rivulets to run.
For three noons past, the skies had frown'd,
Obscured with blighting shades
That only mock'd the thirsty ground
And unrejoicing glades.
To-day, before the noon was nigh,
Bright-skirted vapours grew,
And on the sky hung languidly;
The sky was languid too.
Our horses dropp'd their necks, and nosed
The dusty wayside grass,
Whilst we beneath still boughs reposed
And watch'd the water pass.
We spoke of plighted Bertha: Frank
Shot pebbles in the stream;
And I lay by him on the bank,
But dreamt no lover's dream.
She was a blythe and bashful maid,
Much blushing in her glee;
Yet gracing all she did and said
With sweet sufficiency.
‘Is Blanche as fair?’ ask'd I, who yearn'd
To feel my life complete;
To taste unselfish pleasures earn'd
By service strict and sweet.
‘Well, some say fairer: she'll surprise
Your heart with crimson lips;

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poem by Coventry Patmore
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The Man Who Never Heard of Frank Sinatra

The man who had never heard of Frank Sinatra: he lived
A perfectly ordinary life in America. Born in 1915,
He followed all the fads, read the newspapers, listened

To Television, knew who Dean Martin and Sammy whathisname
Were (Sinatra's friends), but somehow, by a one in a
Zillion fluke, whenever Sinatra came up, he was out of the room.

Or his attention was diverted by something else, and
(You will say this is impossible, that it cannot be), never
Heard him sing, like a man in my generation who somehow

Missed the Beatles though he had heard everything else.
Once, just as he was about to hear the name Frank Sinatra
A plane flew overhead--he was fifty-five years old--his hearing

A little more impaired. He had heard of Humphrey Bogart,
Of Elizabeth Taylor, of Walter Cronkite, and of perhaps a hundred
Forty thousand other celebrities names by the time he died,

And yet he had never heard of Frank Sinatra. The Greeks had
That famous saying, "The luckiest man is he who was never born."
Which is kind of gloomy, but I think they were wrong.

The luckiest man is he who never heard of Frank Sinatra.

poem by Aaron Fogel
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Frank & Lola

Frank and lola
By: jimmy buffett, steve goodman
1982
Lucy and ricky, fred and ethel, laurel and hardy, spanky
And buckwheat, rocky and bullwinkle, and frank and lola...
Theyre all good for a laugh.
Lola loves frank, frankie loves lola
On their second honeymoon in pensacola
Tryin to find a little privacy
Oh me there been too much screamin, fussin and fightin
The doggies were yellin, the children were bitin
Frank and lola tryin to get together again
So he took her to this movie called body heat
She said the junior mints were mushy and the sex was neat
Oh my, frankie werent we better than that, before our spat
Frank told lola, honey cant you see
That Ill jump start you if youll kick start me
Frank and lola tryin to get together again
So they strolled along the highway, they walked along the beach
They stopped at several raw bars where they slurped a dozen each
Bought a bunch of popcorn from the fat man on the dock
Baby turn back the pages, turn round the clock
Lola told frankie time we put it to the test
After frankie told lola she was still the best
They fell asleep in the sand underneath the florida moon, in june
Lola counted rainbows, frankie counted sheep
til they almost got run over by the lifeguards jeep
Frank and lola tryin to get together again
Go, frank, go
Lo la, lo
Go, frank, go, wow
(instrumental)
So they strolled along the highway, they walked along the beach
Stopped at several raw bars where they slurped a dozen each
Bought a bunch of popcorn from the fat man on the dock
Baby turn back the pages, turn round the clock
Lola loves frank, frankie loves lola
On their second honeymoon in pensacola
Tryin to find a little priva-
Tryin to find a little priva-
Tryin to find a little privacy
Go, frank, go
Lo la, lo
Go, mango
- notes:
Featuring the harmonica of fingers taylor

song performed by Jimmy Buffett
Added by Lucian Velea
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Frank And Lola

Lola loves Frank, Frankie loves Lola
On their second honeymoon in Pensacola
Tryin' to find a little privacy, oh me
There'd been too much screamin', fussin' and fightin'
The doggies were yellin;, the children were bitin'
Frank and Lola tryin' to get together again
So he took her to this movie called "Body Heat"
She said, "The Junior Mints were mushy and the sex was neat.
Oh my, Frankie weren't we better than that before our spat."
Frankie told Lola, "Honey, can't you see that I'll jump start you if
you'll kick start me."
Frankie and Lola, tryin' to get together again.
So they strolled along the highway, they walked along the beach
They stopped at several raw bars where they slurped a dozen each
Bought a bunch of popcorn from the fat man on the dock
Baby, turn back the pages, turn round the clock.
Lola told Frank, "Time we put it to the test."
After Frankie told Lola she was still the best
They fell asleep in the sand underneath the Florida moon in June.
Lola counted rainbows, Frankie counted sheep
Til they almost got run over by the lifeguards' jeep
Frank and Lola tryin' to get together again.
Go, Frank, go
Lola, Lo
Go Frank, go, wow
So they strolled along the highway, they walked along the beach
They stopped at several raw bars, ......ETC.
.......turn round the clock.
Lola loves Frank, Frankie loves Lola
On their second honeymoon in Pensacola
Trying to find a little priva
Trying to find a little priva
Trying to find a little privacy
Go, Frank, go
Lola, lo
Go, Mango

song performed by Jimmy Buffett
Added by Lucian Velea
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My Defenses Are Down

FRANK BUTLER:
I've had my way with so many girls
An' was lots of fun.
My scheme was to know many girls
To keep me safe from one
I find it can be done.
My defenses are down
She's broken my resistance
And I don't know where I am
I went into the fight like a lion
But I came out like a lamb.
My defenses are down
She's got me where she wants me
And I can't escape no how
I could speak to my heart when it wakened
But my heart won't listen now.
Like a toothless, clawless tiger,
Like an organ-grinder's bear,
Like a knight without his armor,
Like Samson without his hair.
My defenses are down
I might as well surrender
For the battle can't be won.
But I must confess that I like it,
So there's nothing to be done.
Yes, I must confess that I like it
Being miserable's gonna be fun
MALE CHORUS:
His defenses are down
She's broken my resistance
And he's in an awful jam.
FRANK BUTLER:
I went into the fight like a lion
MALE CHORUS:
But you came out like a lamb.
FRANK BUTLER:
My defenses are down
MALE CHORUS:
She's got you where she wants you
And you can't escape no how
FRANK BUTLER:
I could speak to my heart when it wakened
MALE CHORUS:
But my heart won't listen now.
FRANK BUTLER:
Like a toothless, clawless tiger,
Like an organ-grinder's bear,
MALE CHORUS:
Like a knight without his armor,
FRANK BUTLER:

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song performed by Irving Berlin
Added by Lucian Velea
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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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Unfaithful To Myself (Beware. Beware!)

When I ran away,
I thought that I would stay...
Where it was,
I chose to be.

When I ran away,
It was from myself...
And,
I was not that able...
To remain unfaithful.

I looked in the mirror and my heart stopped.
I saw the anger there.
I looked in the mirror and my heart stopped.
Beware. Beware!
I looked in the mirror and my heart stopped.
I saw the anger there.
And I knew,
It was me who had been untrue.

When I ran away,
It was from myself...
And,
I was not able...
To remain unfaithful.

Oh, when I ran away,
I thought that I would stay...
Where it was,
I chose to be.
But...
I looked in the mirror and my heart stopped.
I saw the anger there.
I looked in the mirror and my heart stopped.
Beware. Beware!
I looked in the mirror and my heart stopped.
I saw the anger there.
And I knew,
It was me who had been untrue.

I looked in the mirror and my heart stopped.
I saw the anger there.
I looked in the mirror and my heart stopped.
Beware. Beware!
Yes,
I looked in the mirror and my heart stopped.
I saw the anger there.
With a feeding of myself wrong beliefs...
That other people made me bleed.
But it wasn't other people it was me.

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poem by Lawrence S. Pertillar
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Died

I could climb until I reach where angels reside
Ask around to find out where the junkies applied
You just up and left me on this rock all alone
Its my fault for knowing now what I should have known
Ohhhh oh oh
My heart is tired of beating slow
Ohh ohh
Its been depleating since you died
Died
Since you died
You died
I could drop until I touch the sinister side
Visit all attractions flippin back and aside
Still you leave me rotting on this rock all alone
Its my fault for knowing not what I should have known
Ohhhh oh oh
My heart is tired of beating slow
Ohh ohh
Its been depleating since you died
Died
Since you died
You died
Ohhh oh oh
My heart is tired of beating slow
Uhh ohh
Its been depleating since you died
Died
Since you died
You died
I could climb until I reach where angels reside
I could drop until I touch the sinister side
Ohhhh oh
My heart is tired of beating slow
Uhh ohh
Its been depleating since you died
Died
Since you died
You died
Died
You died
Died
You died

song performed by Alice In Chains
Added by Lucian Velea
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

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

When she was old enough she got married.

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

Agnes was my mother.

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

Then they moved to West Virginia in the United States.

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

Anna was a maid and cook.

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

They were both good cooks

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

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

[...] Read more

poem by Talile Ali
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Fly Me To The Moon

george speaking:
Hey frances i don't know about you but i kinda need a break.
Maybe a trip or something.
Frank-
Fly me to the moon
Let me play up there with those stars
George-
Let me see what spring is like on jupiter and mars
Frank-
In other words
Hold my hand
George-
In other words
Baby kiss me
Fill my heart with song
And let me sing forever more
You are all i long for
All i worship and adore
Frank-
In other words (george echos)
Frank & george-
Please be true
In other words i'm in love with you
George-
In other words hold my hand
In other words baby kiss me
Frank-
Fill my heart with song
Frank & george-
Let me sing forever more
George-
You are all i long for
All i worship and adore
Frank-
In other words
Please be true
Frank & george-
In other words
In other words
In other words
I love you

song performed by George Strait
Added by Lucian Velea
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Third Book

'TO-DAY thou girdest up thy loins thyself,
And goest where thou wouldest: presently
Others shall gird thee,' said the Lord, 'to go
Where thou would'st not.' He spoke to Peter thus,
To signify the death which he should die
When crucified head downwards.
If He spoke
To Peter then, He speaks to us the same;
The word suits many different martyrdoms,
And signifies a multiform of death,
Although we scarcely die apostles, we,
And have mislaid the keys of heaven and earth.

For tis not in mere death that men die most;
And, after our first girding of the loins
In youth's fine linen and fair broidery,
To run up hill and meet the rising sun,
We are apt to sit tired, patient as a fool,
While others gird us with the violent bands
Of social figments, feints, and formalisms,
Reversing our straight nature, lifting up
Our base needs, keeping down our lofty thoughts,
Head downward on the cross-sticks of the world.
Yet He can pluck us from the shameful cross.
God, set our feet low and our forehead high,
And show us how a man was made to walk!

Leave the lamp, Susan, and go up to bed.
The room does very well; I have to write
Beyond the stroke of midnight. Get away;
Your steps, for ever buzzing in the room,
Tease me like gnats. Ah, letters! throw them down
At once, as I must have them, to be sure,
Whether I bid you never bring me such
At such an hour, or bid you. No excuse.
You choose to bring them, as I choose perhaps
To throw them in the fire. Now, get to bed,
And dream, if possible, I am not cross.

Why what a pettish, petty thing I grow,–
A mere, mere woman,–a mere flaccid nerve,-
A kerchief left out all night in the rain,
Turned soft so,–overtasked and overstrained
And overlived in this close London life!
And yet I should be stronger.
Never burn
Your letters, poor Aurora! for they stare
With red seals from the table, saying each,
'Here's something that you know not.' Out alas,
'Tis scarcely that the world's more good and wise

[...] Read more

poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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Soccer Rollback

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[...] Read more

poem by Rwetewrt Erwtwer
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Classic Dance Steps

“Would you?
Like to see
your coloured cousins?
Rule The World! ”

Look at yourself.
Surprised? Shocked?
By what you see?
“All You Have To Do Is Follow.”

“Would you like to see?
Your coloured cousins?
Rule the World?
All You Have To Do Is Follow.”

The Dance Master. Mass Puppet.
Conductor! Conspirator! Siren who stole!
Dictatorial hypnotic lead regimented regime!

Highlighted in hysteria horrific history.
In racially intolerant massacre making!
Contemporary culturally indifferent ethnic spot-light!

The Leader! Of Who?
What? Leading Where?
Look at yourself! Surprised? Shocked? By what you see?

Bongo beat of bombastic speech!
Pounding upon reasons reaches!
“All You Have To Do Is Follow.”

The shake rattle and roll
of the tank tank tank!
Screaming rhythm of vibrating,
flesh hating,
marvelous musical toy;
with which to safely give Mr Otto Frank,
the sub-human guy;
a spank spank spank!

The shake rattle and roll of the tank tank tank!
Screaming rhythm of vibrating, flesh hating, marvelous musical toy!
With which to safely give, selected scapegoat, the sub-human guy!
A spank spank spank! Father of Anne Frank Frank Frank!

Copyright © Terence George Craddock
See also The Holocaust Files!
Adapted quotations from the song 'Stop' by Pink Floyd, from The Wall album. This poem is about racism and is in no way intend to insult the memory of the Frank family or any Jewish people living or deceased.

poem by Terence George Craddock
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The Parish Register - Part III: Burials

THERE was, 'tis said, and I believe, a time
When humble Christians died with views sublime;
When all were ready for their faith to bleed,
But few to write or wrangle for their creed;
When lively Faith upheld the sinking heart,
And friends, assured to meet, prepared to part;
When Love felt hope, when Sorrow grew serene,
And all was comfort in the death-bed scene.
Alas! when now the gloomy king they wait,
'Tis weakness yielding to resistless fate;
Like wretched men upon the ocean cast,
They labour hard and struggle to the last;
'Hope against hope,' and wildly gaze around
In search of help that never shall be found:
Nor, till the last strong billow stops the breath,
Will they believe them in the jaws of Death!
When these my Records I reflecting read,
And find what ills these numerous births succeed;
What powerful griefs these nuptial ties attend;
With what regret these painful journeys end;
When from the cradle to the grave I look,
Mine I conceive a melancholy book.
Where now is perfect resignation seen?
Alas! it is not on the village-green: -
I've seldom known, though I have often read,
Of happy peasants on their dying-bed;
Whose looks proclaimed that sunshine of the breast,
That more than hope, that Heaven itself express'd.
What I behold are feverish fits of strife,
'Twixt fears of dying and desire of life:
Those earthly hopes, that to the last endure;
Those fears, that hopes superior fail to cure;
At best a sad submission to the doom,
Which, turning from the danger, lets it come.
Sick lies the man, bewilder'd, lost, afraid,
His spirits vanquish'd, and his strength decay'd;
No hope the friend, the nurse, the doctor lend -
'Call then a priest, and fit him for his end.'
A priest is call'd; 'tis now, alas! too late,
Death enters with him at the cottage-gate;
Or time allow'd--he goes, assured to find
The self-commending, all-confiding mind;
And sighs to hear, what we may justly call
Death's common-place, the train of thought in all.
'True I'm a sinner,' feebly he begins,
'But trust in Mercy to forgive my sins:'
(Such cool confession no past crimes excite!
Such claim on Mercy seems the sinner's right!)
'I know mankind are frail, that God is just,
And pardons those who in his Mercy trust;

[...] Read more

poem by George Crabbe
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The Guilt

I still look upon the stars
They're still forever changing and rearranging.
A musical collaboration.
A fantastic sensation and it is with out you.

Oh how I wish I could undo the things I have said and done to you.
It's all my fault.
I'll take all the blame hand to god.
Every time you cried I claim it as my own.
And now I'm living a shallow life all alone.
Their is some things you just can't condone.

I still look upon the stars
They're still forever changing and rearranging.
A musical collaboration.
A fantastic sensation and it is with out you.

To move on is so hard.
Love has retarded all my movements.
Slow has slow can be.
A distinguished defeat.
A gallant retreat.
Is never full of such deceit.

I still look upon the stars
They're still forever changing and rearranging.
A musical collaboration.
A fantastic sensation and it is with out you.

The people have spoken.
Capital punishment for a capital crime.
Maybe not in your eyes.
But most certainly in mine.
Grinding the steel down to tip so fine.
A brutal way to inflict the pain.
I do this to myself in your name.

I still look upon the stars
They're still forever changing and rearranging.
A musical collaboration.
A fantastic sensation and it is with out you.

How can I defend my actions.
How could I have walk down this road of hate and rage.
How can I claim to even be a poet of this day and age.
Mere ramblings that now feel so fake.
Everyone I've written was for her sake.
Everyone was just another page of mistakes.

I still look upon the stars

[...] Read more

poem by Ace Of Black Hearts
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Strange

Strange, how you stopped loving me!
How you stopped needing me!
When you came along, oh how strange!
Strange, how you stopped loving me!
How you stopped needing me!
When you came along, oh how strange!
Strange, you change like night and day
Just stopped and walked away
When you came along, oh how strange!
Well I guess that I was meant to be
A puppet on a string
To think I found you really love me
Look what love can bring
Strange, youre still in all my dreams
Oh what a foolish me
I still care for you, oh how strange!
How strange!
Well I guess that I was meant to be
A puppet on a string
To think I found you really love me
Look what love can bring
Strange, how you stopped loving me!
How you stopped needing me!
When you came along, oh how strange!
Strange, you change like night and day
Just stopped and walked away
When you came along, oh how strange!
Strange, youre still in all my dreams
Oh what a foolish me
I still care for you, oh how strange!
Well I guess that I was meant to be
A puppet on a string
To think I found you really love me
Look what love can bring
Strange, youre still in all my dreams
Oh what a foolish me
I still care for you, oh how strange!
Strange, how you stopped loving me!
How you stopped needing me!
When you came along, oh how strange!
Strange, youre still in all my dreams
Oh what a foolish me
I still care for you, oh...

song performed by Boney M.
Added by Lucian Velea
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Give Your Heart To The Hawks

1 he apples hung until a wind at the equinox,

That heaped the beach with black weed, filled the dry grass

Under the old trees with rosy fruit.

In the morning Fayne Fraser gathered the sound ones into a

basket,

The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.

Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.

Fayne snatched for it and missed;

Michael stood by rejoicing, his rather small

Finely cut features in a dance of delight;

Fayne with one sweep flung at his face

All the bruised and half-spoiled apples in the pan,

[...] Read more

poem by Robinson Jeffers
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