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I decided blacks should not have to experience the difficulties I had faced, so I decided to open a flying school and teach other black women to fly.

quote by Bessie Coleman
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Through the eyes of a Field Coronet (Epic)

Introduction

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

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

Prologue

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

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

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

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

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

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

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

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poem by Gert Strydom
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Fly Away

Spread your wings
Flying over frozen mountains
Crystal rivers and geizer fountains
????
Float with the breeze and cross seas to shores
Deserts, cactus, and tumbleweed
Irish meadows and fields of green
Glide through cities of brick and stone
Broken arrows of ancient roan
Fly with me
Come on and fly with me
Come on and fly with me
Come on and fly with me
Come on and fly with me
Won't you come fly with me?
Come on and fly with me
Come on and fly with me
Everybody
Haunted woodlands, forbidden trails
?????
Castle halls, underwater falls
Pyramids crumble when nature calls
Skies of blue become black with stars
Lightning bugs kept within jars
Sand moves slowly through the hour glass
Wings spread, we can all fly last
Everybody come and fly away
You must believe that you can fly away
Spread your wings and come and fly away
Just believe that you will fly away
Rock will melt, coal crystalize
The clouds and skylines materialize
Wings spread take flights over northern lights
Wolves howl over blood-red moonlit nights
We're Kings and Queens within our dreams
The sky rains down into ruby rings
Oceans river lakes and ponds
Lions unicorns birds and ???
Fly with me
Come on and fly with me
Come on and fly with me
Come on and fly with me
Come on and fly with me
Won't you come fly with me?
Come on and fly with me
Come on and fly with me
Everybody
Martians travel to the land of Mecca
Atlantis hidden deep under forever
Iceland golden tombs of pharoah kings

[...] Read more

song performed by Insane Clown Posse
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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 Only Way To Control Things

The only way to control things is with an open hand.
Water on rock
a fist can't do anything to stop the rain
that keeps washing its bloody knuckles
by kissing the raw red buds
of the pain-killing poppies clean.
Anger grows ashamed of itself
in the presence of unopposable compassion
just as planets are humbled by their atmospheres.
The soft supple things of life insist
and the hard brittle ones comply.
Bullies are the broken toys of wimps.
Power limps.
But space is an open hand.
Mass may shape it
but it teaches matter how to move
just as the sky converts its openness
into a cloud and a bird
or the silence nurtures
the embryo of a blue word
in the empty womb of the dark mother
like the echo of something that can't be said.

The only way to control things is with an open hand.
Not a posture of giving.
Not a posture of receiving.
Not a posture of greeting or farewell.
Not hanging on or letting go
but the single bridge they both make
when they're both at peace with the flow.
It's not the branch it's not the trunk
it's not the root it's not the fruit
but the open handedness of its leaves
that is a tree's consummate passion.
Isis tattoos her star on their palms
like sailors and sails
to keep them from drowning
and into the valleys of their open hands
that lie at the foot of their crook-backed mountains
the aloof stars risk the intimacy of fireflies
and fate flows down like tributaries into the mindstream
as life roots its wildflowers on both shores
as if there were no sides to the flowing
of our binary lifelines.

The only way to control things is with an open hand.
You cannot bind the knower to the knowing
as if time had to know where eternity was going
before anything could change.
X marks the spot where all maps are born

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poem by Patrick White
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Open Your Eyes You Can Fly

Intro - speakout
Never be afraid to love
Never be afraid to just be
Just cast away the chains of doubt
Have the courage to be free
Dont cloud your rise with fathers lies
See only what you want to see
To stuplicate the simple truth
Have the courage to be free
Open your eyes you can fly
Open your eyes you can fly
You can fly (uh uh)
You can fly
Never be afraid to love (no, no, no...)
Never be afraid to just be
Cast away the chains of doubt
Have the courage to be free
Open your eyes you can fly (fly away)
Open your eyes you can fly
You can fly (fly, fly, fly)
Open your eyes (yeah) you can fly (fly away)
Open your eyes you can fly
You can fly (mhh)
You can fly (fly away mhhm)
Speakout:
Remember,
You cant wait for others to applaud what you do
So just congratulate youself
And start something new
Open your eyes you can fly (open your eyes)
Open your eyes you can fly (you can fly with me)
You can fly (fly)
Open your eyes (eyes) you can fly (baby yeah)
Open your eyes (fly away with never) you can fly (fly away with never)
You can fly
You can fly (mhh fly away way way)
Open your eyes (open your eyes) you can fly
Open your eyes (baby) you can fly
You can fly (no open this)
Open your eyes

song performed by Vanessa Williams
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Flying

Forever is ending
But you see a deer
Love isn't bending
It's gone with the beer
And I know that I am feeling better
Mary wants to love me so I'll let her
Chains and the irons
Have fallen off of me
I am much much lighter
Everyone can see
And I know that I am feeling better
Suzi wants to love me so I'll let her
I'm flying
I'm flying
Look at me
I'm flying
I'm flying higher than ever before
Ain't lying
No crying
Look at me
I'm flying
I'm flying higher than ever before
Singing so loudly
I'm drowning out the birds
Singing nothing special
Just any happy words
And I know that I'm feeling better
Sally wants to love me so I'll let her
I'm flying
I'm flying
Look at me
I'm flying
I'm flying higher than ever before
Ain't lying
No crying
Look at me
I'm flying
I'm flying higher than ever before
I'm gliding
I'm soaring
I'm riding
I'm sweeping
I'm flying high
I'm flying
And I know that I am feeling better
Mary wants to love me so I'll let her
I'm flying
I'm flying
Look at me
I'm flying

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song performed by Rick Springfield
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02-04-2012 Brother I give you my answer for Black People African Sahara it mesmerizes the wise largest desert it is asked of we What is Africa is to me 3.3 million miles of grea

Brother I give you my answer
for Black People

African Sahara
it mesmerizes the wise
largest desert
it is asked of we
What is Africa is to me
3.3 million miles
of great desert
once a forest
once a great sea
once an empty hole
in space just waiting
to be that it can
birth the blackness
of who my mothers be
3.3 millions
you can not see it all
Trans Saharan trade
is but a child
weather selling slaves
or selling salt
and always
brought and sold
the black man's art, gold
the paintings
was still for the walls
to surround us
a representation of the thing
that be, the God that
rose Africa from the sea
man got his
walking feet
on Africa's soil
Africa Moors
salt caravans
Africa the salt
of the land
what more did Africa
give to man
gold first mimed
found its glow
in the hands of
a black child
oldest gold jewelry
in Queen Zer's tomb
being as old as this
there is nothing
that we can not do

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poem by David E. Patton
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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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Canto the Fifth

I
When amatory poets sing their loves
In liquid lines mellifluously bland,
And pair their rhymes as Venus yokes her doves,
They little think what mischief is in hand;
The greater their success the worse it proves,
As Ovid's verse may give to understand;
Even Petrarch's self, if judged with due severity,
Is the Platonic pimp of all posterity.

II
I therefore do denounce all amorous writing,
Except in such a way as not to attract;
Plain -- simple -- short, and by no means inviting,
But with a moral to each error tack'd,
Form'd rather for instructing than delighting,
And with all passions in their turn attack'd;
Now, if my Pegasus should not be shod ill,
This poem will become a moral model.

III
The European with the Asian shore
Sprinkled with palaces; the ocean stream
Here and there studded with a seventy-four;
Sophia's cupola with golden gleam;
The cypress groves; Olympus high and hoar;
The twelve isles, and the more than I could dream,
Far less describe, present the very view
Which charm'd the charming Mary Montagu.

IV
I have a passion for the name of "Mary,"
For once it was a magic sound to me;
And still it half calls up the realms of fairy,
Where I beheld what never was to be;
All feelings changed, but this was last to vary,
A spell from which even yet I am not quite free:
But I grow sad -- and let a tale grow cold,
Which must not be pathetically told.

V
The wind swept down the Euxine, and the wave
Broke foaming o'er the blue Symplegades;
'T is a grand sight from off the Giant's Grave
To watch the progress of those rolling seas
Between the Bosphorus, as they lash and lave
Europe and Asia, you being quite at ease;
There's not a sea the passenger e'er pukes in,
Turns up more dangerous breakers than the Euxine.

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poem by Byron from Don Juan (1824)
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Don Juan: Canto The Fifth

When amatory poets sing their loves
In liquid lines mellifluously bland,
And pair their rhymes as Venus yokes her doves,
They little think what mischief is in hand;
The greater their success the worse it proves,
As Ovid's verse may give to understand;
Even Petrarch's self, if judged with due severity,
Is the Platonic pimp of all posterity.

I therefore do denounce all amorous writing,
Except in such a way as not to attract;
Plain- simple- short, and by no means inviting,
But with a moral to each error tack'd,
Form'd rather for instructing than delighting,
And with all passions in their turn attack'd;
Now, if my Pegasus should not be shod ill,
This poem will become a moral model.

The European with the Asian shore
Sprinkled with palaces; the ocean stream
Here and there studded with a seventy-four;
Sophia's cupola with golden gleam;
The cypress groves; Olympus high and hoar;
The twelve isles, and the more than I could dream,
Far less describe, present the very view
Which charm'd the charming Mary Montagu.

I have a passion for the name of 'Mary,'
For once it was a magic sound to me;
And still it half calls up the realms of fairy,
Where I beheld what never was to be;
All feelings changed, but this was last to vary,
A spell from which even yet I am not quite free:
But I grow sad- and let a tale grow cold,
Which must not be pathetically told.

The wind swept down the Euxine, and the wave
Broke foaming o'er the blue Symplegades;
'T is a grand sight from off 'the Giant's Grave
To watch the progress of those rolling seas
Between the Bosphorus, as they lash and lave
Europe and Asia, you being quite at ease;
There 's not a sea the passenger e'er pukes in,
Turns up more dangerous breakers than the Euxine.

'T was a raw day of Autumn's bleak beginning,
When nights are equal, but not so the days;
The Parcae then cut short the further spinning
Of seamen's fates, and the loud tempests raise
The waters, and repentance for past sinning

[...] Read more

poem by Byron
Added by Poetry Lover
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Black History

Boom, boom, boom!
That was in 1530 to the Slave Trade;
My Mama told me so,
My Papa told me so,
In the name of our ancestors gone by;
Slaves for arms,
Slaves for powder,
Slaves for hardware,
Slaves for spirits;
Boom, boom, boom! !
All over the West Coast of Africa!
Today, i am a Blackman to tell you a story.

Black History, the Black African, the Black Race;
Of my ancestors gone by,
Boom, boom, boom!
Black head, black sugar, black coffee;
Where are the true identities of the Blacks?
That was in 1530 to the Slave trade.

Black History, black love;
A Black Race to a call.
Tap your fingers and do think about it,
My Mama told me so;
Bllack shoes, black phones;
With the Black History gone too soon,
My Papa told me so.
Black hair, black eyes;
The black coal to steam up the engines!
In the name of my ancestors gone by;
But, where are the black pens of love to share?

Do think about this and learn from it,
Boom, boom, boom!
A Blackman in the house to tell us a story;
Where is William Wilberforce?
Where is Thomas Buxton?
Where is Granville Sharp?
What about the Slaves? !
These men need to tell us more;
They killed my ancestors softly without compensations!
Black love, black stream, a black home to live in;
Like 'Naughty By Nature',
I've got 'Queen Latifah' to tell us more.

Of the Black Songs,
Of the Black race,
With a Black-Limo to keep us going;
This Slave Trade was a Black History to us all.
Boom, boom, boom!

[...] Read more

poem by Edward Kofi Louis
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Orlando Furioso Canto 20

ARGUMENT
Guido and his from that foul haunt retire,
While all Astolpho chases with his horn,
Who to all quarters of the town sets fire,
Then roving singly round the world is borne.
Marphisa, for Gabrina's cause, in ire
Puts upon young Zerbino scathe and scorn,
And makes him guardian of Gabrina fell,
From whom he first learns news of Isabel.

I
Great fears the women of antiquity
In arms and hallowed arts as well have done,
And of their worthy works the memory
And lustre through this ample world has shone.
Praised is Camilla, with Harpalice,
For the fair course which they in battle run.
Corinna and Sappho, famous for their lore,
Shine two illustrious light, to set no more.

II
Women have reached the pinnacle of glory,
In every art by them professed, well seen;
And whosoever turns the leaf of story,
Finds record of them, neither dim nor mean.
The evil influence will be transitory,
If long deprived of such the world had been;
And envious men, and those that never knew
Their worth, have haply hid their honours due.

III
To me it plainly seems, in this our age
Of women such is the celebrity,
That it may furnish matter to the page,
Whence this dispersed to future years shall be;
And you, ye evil tongues which foully rage,
Be tied to your eternal infamy,
And women's praises so resplendent show,
They shall, by much, Marphisa's worth outgo.

IV
To her returning yet again; the dame
To him who showed to her such courteous lore,
Refused not to disclose her martial name,
Since he agreed to tell the style be bore.
She quickly satisfied the warrior's claim;
To learn his title she desired so sore.
'I am Marphisa,' the virago cried:
All else was known, as bruited far and wide.

[...] Read more

poem by Ludovico Ariosto
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Three Women

My love is young, so young;
Young is her cheek, and her throat,
And life is a song to be sung
With love the word for each note.

Young is her cheek and her throat;
Her eyes have the smile o' May.
And love is the word for each note
In the song of my life to-day.

Her eyes have the smile o' May;
Her heart is the heart of a dove,
And the song of my life to-day
Is love, beautiful love.

Her heart is the heart of a dove,
Ah, would it but fly to my breast
Where love, beautiful love,
Has made it a downy nest.

Ah, would she but fly to my breast,
My love who is young, so young;
I have made her a downy nest
And life is a song to be sung.

1
I.
A dull little station, a man with the eye
Of a dreamer; a bevy of girls moving by;
A swift moving train and a hot Summer sun,
The curtain goes up, and our play is begun.
The drama of passion, of sorrow, of strife,
Which always is billed for the theatre Life.
It runs on forever, from year unto year,
With scarcely a change when new actors appear.
It is old as the world is-far older in truth,
For the world is a crude little planet of youth.
And back in the eras before it was formed,
The passions of hearts through the Universe stormed.

Maurice Somerville passed the cluster of girls
Who twisted their ribbons and fluttered their curls
In vain to attract him; his mind it was plain
Was wholly intent on the incoming train.
That great one eyed monster puffed out its black breath,
Shrieked, snorted and hissed, like a thing bent on death,

[...] Read more

poem by Ella Wheeler Wilcox
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Women

Women behind bars, women in fast cars, women in distress, women with no dress
Women in airplanes, women who play games
Women in uniform, see that woman with her clothes gone
Women who satisfy, women you cant buy
Like women in magazines, and women in a limousine
Women who sip champagne, women who feel no pain
Women in a disco, and women who dont wanna know, no no
Oh, women wanting sympathy, women feeling extacy
Women who live in fantasies, bringing man to his knees
Women who boil to love, women who need a shove
Women who cant be beat, get that woman in the back seat, yeah yeah
Women in the usa, those women steal your heart away
Women into rock n roll, women who steal the show, go go go
Women that you write songs about, women that turn around and kick you out
Women you dream about all your life
Women that stab you in the back with a switchblade knife
Oh women, oohoo, talking bout women, all round the world
Yeah women, all the naughty girls, talking bout women, come on baby

song performed by Foreigner
Added by Lucian Velea
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Primer For Blacks

Blackness
is a title,
is a preoccupation,
is a commitment Blacks
are to comprehend—
and in which you are
to perceive your Glory.

The conscious shout
of all that is white is
“It’s Great to be white.”
The conscious shout
of the slack in Black is
'It's Great to be white.'
Thus all that is white
has white strength and yours.

The word Black
has geographic power,
pulls everybody in:
Blacks here—
Blacks there—
Blacks wherever they may be.
And remember, you Blacks, what they told you—
remember your Education:
“one Drop—one Drop
maketh a brand new Black.”
Oh mighty Drop.
______And because they have given us kindly
so many more of our people

Blackness
stretches over the land.
Blackness—
the Black of it,
the rust-red of it,
the milk and cream of it,
the tan and yellow-tan of it,
the deep-brown middle-brown high-brown of it,
the “olive” and ochre of it—
Blackness
marches on.

The huge, the pungent object of our prime out-ride
is to Comprehend,
to salute and to Love the fact that we are Black,
which is our “ultimate Reality,”
which is the lone ground
from which our meaningful metamorphosis,
from which our prosperous staccato,

[...] Read more

poem by Gwendolyn Brooks
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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Women IV. a prise poem for women

Life without life it's not life
Almost every one will remember
Day and night is cycle of life
Life on its own is not matured
I reiterate well spoken words
Hence its admiral, the day i recognize the significant role of women

Some women can bless the day indeed
with their smiles
with their Assimilate of culture admiral
with high concentration of moral fiber

These are the women of integrity
I talk nothing else but
Women like Nthabiseng Mthethwa
Women like Mapaseka Dlamini
Women like Sebolelo Mokoena
Women like Elsie Moganedi
Look around they are there
To reconstitute norms and Values.

I call them women of integrity

As Harley barley, there are honorable women
Full of high concentration of moral fiber
They adhere to walk the walks
And talk the talks; they are extraordinary in every aspect
Women like Delsile Hlophe
Women like Nonhlanhla Ndlovu
Women like Ellah Ngomane
Women like Whitey Mahlangu
Chronically they remain transparent

I call them honorable women of integrity

Fair remain fair as long as it's fair
There are extraordinary women
They are living in their time
And they are in time with their integrity
They deserve honor as they live it
Perfectionism is not enough
They remain constant and consistent
Women like Mapule Tshabalala
Women like Sara Mahlangu
Women like Selina Madihlaba
They are extraordinary women they deserve their Honor
I fore one applaud them for inherent of their heredity

There are women who are making difference
Printing their footprints

[...] Read more

poem by Jacques Sprenkie Mateya
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Open Your Box

Open your box,
Open your box,
Open your trousers,
Open your thighs,
Open your legs,
Open, open, open, open, oooh.
Open, open, open, open,
Open your legs,
Open your flies,
Open your ears,
Open your nose,
Open your mouth,
Open, open, open, open, oooh.
Open.
Open your cold feet,
Open, open,
Open, open, open, let's open, let's open the cities.
Open the cities,
Open, open, open the world,
Open, let's open the world.
Open, open, oooh -
Open, open, ooh!

song performed by Yoko Ono
Added by Lucian Velea
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Open Your Box

Open your box,
Open your box,
Open your trousers,
Open your thighs,
Open your legs,
Open, open, open, open, oooh.
Open, open, open, open,
Open your legs,
Open your flies,
Open your ears,
Open your nose,
Open your mouth,
Open, open, open, open, oooh.
Open.
Open your cold feet,
Open, open,
Open, open, open, let's open, let's open the cities.
Open the cities,
Open, open, open the world,
Open, let's open the world.
Open, open, oooh -
Open, open, ooh!

song performed by Yoko Ono
Added by Lucian Velea
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Queen In The Black

Excuse me please your majesty
I chance this moment nervously
To share with you a fantasy
That I have lived inside of me
And it is so pretty
And it is so fine
Its the kind youd love to last you
Until the end of time
Weve talked of love, weve talked of life
And what would make the world so nice
Weve walked the sand by lovers sea
Ive held your body close to me
And it is so pretty
How Id love to know
For if I had a chance to hold you
Id never let you go
Youre my queen in the black
With your time-stopping body
Queen in the black
With your eyes that hypnotize, girl
Queen in the black
With your voice thats sweet as candy
Queen in the black
Miss ebony, you really turn me on
Theres not a day that passes by
That I dont have you on my mind
If this aint love I have inside
Then my hearts telling me a lie
Cause it feels so special
And it feels so right
And if I could I know Id love you
For the rest of my life
Youre my queen in the black
With your time-stopping body
Queen in the black
With your eyes that hypnotize, girl
Queen in the black
With your voice thats sweet as candy
Queen in the black
With your soft and sexy lips, babe
Queen in the black
I love the way you move your body
Queen in the black
You know you are nothing less than royalty
Queen in the black
Oh, Ill place you on a throne, girl
Queen in the black
Miss ebony, you really turn me on
Queen in the black
With your time-stopping body

[...] Read more

song performed by Stevie Wonder
Added by Lucian Velea
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