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The government would have preferred not to take a stand, but the constant presence of the Israeli-Arab conflict on our television screens made it an issue that could no longer be avoided.

quote by Jean-Marie Le Pen
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Future Watch Burma To Syria Conflicts Rising

been watching
the future today...

from past lens astray

Burma as expected
has developed
ethnic problems

with sudden absence
of strict communist
dictatorship firm leash

Burmese are no longer
all brother communists
controlled by the state

past civic grievances
rise from postmortem
state of frozen stasis

past horrors play
on revenge rabid minds
need exercising?

past spectre struggles
post World War II conflicts
leave skeletons in closets

frozen nightmares divisions
war atrocities split Yugoslavia
post familiar communist thaw

emotively haunted people
seem to need to grim settle
past trauma before each

can move on embrace
future possibilities opportunities
in free market societies

when no longer linked
in brotherhood communist
cast iron citizenships

emotively many people
seem to need to settle
the past before they can

move on

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poem by Terence George Craddock
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Telemaniaco / Tele Maniac

Un cavernícola golpea a su amada / A caveman hits his lover
y se la lleva de los pelos a la cueva / and it takes it to him from the hair to the cave
no se preocupe no ha pasado nada / don't worry it has not passed anything
el noticiero de las nueve lo comprueba / the news report of nine o'clock checks it

Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV

Me siento bién definitivamente / I feel so good definitively
necesitaba esa dosis de novelas / I really needed that dosis of novels
ya he llorado por cuatro horas y media / I´ve been crying for four hours and a half
ahora cambio para ver una comedia / and now I´m change to see some comedy

Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV

Los dibujitos animados son lo máximo / The cartoons are the maximum thing
me gusta verlos una y otra vez / I like to see them an and another time
luego con mis amigotes los imito / later with my pals I imitate them
y hacemos gala de nuestra inmadurez / and we make Gallic of our immaturity

Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV

Las heroínas buscando chicos malos / The heroines looking for bad boys
los chicos malos buscando diversión / the bad boys looking for amusement
los superhéroes volando por los cielos / the superheros flying for the skies
las chicas pierden sus ligas en el bronx / the girls lose their suspenders in the bronx

Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV

Cómo me aburro estudiando y trabajando / How I get bored studying and working
con mis papeles y con el profesor / with my papers and with the professor
tan solo quiero volver corriendo a casa / all I want is to return running home
para sentarme frente al televisor / to sit down in front of the television

Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV

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poem by Ramiro 2 Burgos
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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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Stand By Your Man

[LL Cool J]
Yeah this one goes out to all the ladies in the house
[LL Cool J]
I need two to stand by me when the chips are down and
Stick around while I defend my crown and
No sell-out, the chip is too rough and
I'll blow your skin to sofa, leave your mind to be tough
And I might seem rough but life is much rougher
To see success sometimes you gotta suffer
I need a woman that's stronger than material needs
And isn't motivated by green
Dry my tear-drops and feelin' my pain and
Watchin' my back while I strive to maintain and
Makin' love like a medicine doctor
I knew that she was bad from the day that I clocked her
[Chorus: Dawn Greene]
Stand by your, man, stand by your man
You got to stand by your baby
Stand by your, man, stand by your man
You got to stand by your baby
[LL Cool J]
My enemies come and my break-bread's tough but
You recognize game from your eyes and walkin'
Baby ain't no way I'll let the vultures attack you
So I'll teach you the game and tell you how to react to
The conversation, sexy vibration
Visual stimulation, slick persuasion
Times are hard, I need a woman that rolls by God
And the only man she loves is Todd
But will you be around when the raindrops fallin'
Or could it be you never loved me at all and
I need a trooper, a soldier, a agent
I need someone who can roll with my arrangement
The reap reducer factor and
The Queen of the Universe, not an actor and
Standin' by her man till the end
Not only as a lover but a friend
[Chorus: Dawn Greene]
Stand by your, man, stand by your man
You got to stand by your baby (yeah)
Stand by your, man, stand by your man
You got to stand by your baby
[LL Cool J]
Man, do things get better?
We can look back at the whole aerators
Remember the times when they said I couldn't do it
But I was rougher than rough and baby you knew it and
You held back when your loved jobs called in
You had faith when they said they're not callin'
You understood that what we had was good

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song performed by LL Cool J
Added by Lucian Velea
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Get Up, Stand Up

Get up, stand up: stand up for your rights!
Get up, stand up: stand up for your rights!
Get up, stand up: stand up for your rights!
Get up, stand up: dont give up the fight!
Preacherman, dont tell me,
Heaven is under the earth.
I know you dont know
What life is really worth.
Its not all that glitters is gold;
alf the story has never been told:
So now you see the light, eh!
Stand up for your rights. come on!
Get up, stand up: stand up for your rights!
Get up, stand up: dont give up the fight!
Get up, stand up: stand up for your rights!
Get up, stand up: dont give up the fight!
Most people think,
Great God will come from the skies,
Take away everything
And make everybody feel high.
But if you know what life is worth,
You will look for yours on earth:
And now you see the light,
You stand up for your rights. jah!
Get up, stand up! (jah, jah!)
Stand up for your rights! (oh-hoo!)
Get up, stand up! (get up, stand up!)
Dont give up the fight! (life is your right!)
Get up, stand up! (so we cant give up the fight!)
Stand up for your rights! (lord, lord!)
Get up, stand up! (keep on struggling on!)
Dont give up the fight! (yeah!)
We sick an tired of-a your ism-skism game -
Dyin n goin to heaven in-a jesus name, lord.
We know when we understand:
Almighty God is a living man.
You can fool some people sometimes,
But you cant fool all the people all the time.
So now we see the light (what you gonna do? ),
We gonna stand up for our rights! (yeah, yeah, yeah!)
So you better:
Get up, stand up! (in the morning! git it up!)
Stand up for your rights! (stand up for our rights!)
Get up, stand up!
Dont give up the fight! (dont give it up, dont give it up!)
Get up, stand up! (get up, stand up!)
Stand up for your rights! (get up, stand up!)
Get up, stand up! ( ... )
Dont give up the fight! (get up, stand up!)
Get up, stand up! ( ... )

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song performed by Bob Marley
Added by Lucian Velea
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Henry And Emma. A Poem.

Upon the Model of The Nut-Brown Maid. To Cloe.

Thou, to whose eyes I bend, at whose command
(Though low my voice, though artless be my hand.
I take the sprightly reed, and sing and play,
Careless of what the censuring world may say;
Bright Cloe! object of my constant vow,
Wilt thou a while unbend thy serious brow?
Wilt thou with pleasure hear thy lover's strains,
And with one heavenly smile o'erpay his pains?
No longer shall the Nut-brown Maid be old,
Though since her youth three hundred years have roll'd:
At thy desire she shall again be raised,
And her reviving charms in lasting verse be praised.

No longer man of woman shall complain,
That he may love and not be loved again;
That we in vain the fickle sex pursue,
Who change the constant lover for the new.
Whatever has been writ, whatever said
Henceforth shall in my verse refuted stand,
Be said to winds, or writ upon the sand:
And while my notes to future times proclaim
Unconquer'd love and ever-during flame,
O, fairest of the sex, be thou my muse;
Deign on my work thy influence to diffuse:
Let me partake the blessings I rehearse,
And grant me love, the just reward of verse.

As beauty's potent queen with every grace
That once was Emma's has adorn'd thy face,
And as her son has to my bosom dealt
That constant flame which faithful Henry felt,
O let the story with thy life agree,
Let men once more the bright example see;
What Emma was to him be thou to me:
Nor send me by thy frown from her I love,
Distant and sad, a banish'd man to rove:
But, oh! with pity long entreated crown
My pains and hopes: and when thou say'st that one
Of all mankind thou lovest, oh! think on me alone.

Where beauteous Isis and her husband Thame
With mingled waves for ever flow the same,
In times of yore an ancient baron lived,
Great gifts bestowed, and great respect received.

When dreadful Edward, with successful care
Led his free Britons to the Gallic war,

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poem by Matthew Prior
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The Rain

(rock the joint)
Me i'm supa fly (uh-huh)
Supa dupa fly (uh-huh)
Supa dupa fly
{singing} i can't stand the rain!
(uh) me i'm supa fly (uh-huh)
{singing} 'gainst my window
Supa dupa fly (uh-huh)
Supa dupa fly
{singing} i can't stand the rain!
(uh) me i'm supa fly (uh-huh)
{singing} 'gainst my window
Supa dupa fly (uh-huh)
Supa dupa fly
{singing} i can't stand the rain!
(uh-huh) me i'm supa fly (uh-huh)
{singing} 'gainst my window
When the rain hits my window
I take and {inhale, cough} me some indo
Me and timbaland, ooh, we sang a jangle
We so tight, that you get our styles tango
Sway on dosie-do like you loco
{singing} can we get kinky tonight?
Like coco, so-so
You don't wanna play with my yo-yo
I smoke my hydro on the dee-low
{singing} i can't stand the rain! (uh-huh, uh-huh)
{singing} 'gainst my window (against my window)
{singing} i can't stand the rain! (uh-huh, uh-huh)
{singing} 'gainst my window (against my window)
{singing} i can't stand the rain! (uh-huh, uh-huh)
{singing} 'gainst my window (against my window)
{singing} i can't stand the rain! (uh-huh, uh-huh)
{singing} 'gainst my window (say what?)
Yeah..
Beep beep, who got the keys to the jeep? v-r-rrrrrrrooooom!
(uh-huh) i'm drivin to the beach
Top down, loud sounds, see my peeps (uhh)
Give them pounds, now look who it be (who it be)
It be me me me and timothy (me me!)
Look like it's bout to rain, what a shame (uh-huh)
I got the armor-all to shine up the stain
Oh missy, try to maintain
Icky-icky-icky-icky-icky-icky-icky..
{singing} i can't stand the rain! (uh-huh, uh-huh)
(uh-huh)
{singing} i can't stand the rain! (say what? uh-huh, uh-huh)
{singing} 'gainst my window (uh-huh)
{singing} i can't stand the rain! (uh-huh, uh-huh)
{singing} 'gainst my window (yeah)

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song performed by Missy Elliott
Added by Lucian Velea
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Hudibras: Part 3 - Canto II

THE ARGUMENT

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

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

[...] Read more

poem by Samuel Butler
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Absalom and Achitophel

In pious times, e'er Priest-craft did begin,
Before Polygamy was made a sin;
When man, on many, multiply'd his kind,
E'r one to one was, cursedly, confind:
When Nature prompted, and no law deny'd
Promiscuous use of Concubine and Bride;
Then, Israel's monarch, after Heaven's own heart,
His vigorous warmth did, variously, impart
To Wives and Slaves; And, wide as his Command,
Scatter'd his Maker's Image through the Land.
Michal, of Royal blood, the Crown did wear,
A Soyl ungratefull to the Tiller's care;
Not so the rest; for several Mothers bore
To Godlike David, several Sons before.
But since like slaves his bed they did ascend,
No True Succession could their seed attend.
Of all this Numerous Progeny was none
So Beautifull, so brave as Absalon:
Whether, inspir'd by some diviner Lust,
His father got him with a greater Gust;
Or that his Conscious destiny made way
By manly beauty to Imperiall sway.
Early in Foreign fields he won Renown,
With Kings and States ally'd to Israel's Crown
In Peace the thoughts of War he could remove,
And seem'd as he were only born for love.
What e'er he did was done with so much ease,
In him alone, 'twas Natural to please.
His motions all accompanied with grace;
And Paradise was open'd in his face.
With secret Joy, indulgent David view'd
His Youthfull Image in his Son renew'd:
To all his wishes Nothing he deny'd,
And made the Charming Annabel his Bride.
What faults he had (for who from faults is free?)
His Father could not, or he would not see.
Some warm excesses, which the Law forbore,
Were constru'd Youth that purg'd by boyling o'r:
And Amnon's Murther, by a specious Name,
Was call'd a Just Revenge for injur'd Fame.
Thus Prais'd, and Lov'd, the Noble Youth remain'd,
While David, undisturb'd, in Sion raign'd.
But Life can never be sincerely blest:
Heaven punishes the bad, and proves the best.
The Jews, a Headstrong, Moody, Murmuring race,
As ever try'd th' extent and stretch of grace;
God's pamper'd people whom, debauch'd with ease,
No King could govern, nor no God could please;
(Gods they had tri'd of every shape and size
That Gods-smiths could produce, or Priests devise.)

[...] Read more

poem by John Dryden
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Syrian Civil War Blood Shed Radical

Syria
has no
decades

long economic
prosperity stability
to fall back on?

instability
in Syria
impacts

on Jordan
Iraq Turkey
Lebanon?

Syria
has heated
up Syrian

Israeli border tensions
since October in an attempt
at unification against

a common
traditional enemy?
but far too

much Syrian
civil war blood
has been shed

now contemporary
President of Turkey
Arab praise rising

on hate
Israeli rhetoric
agenda?

shares an old Israeli
misfortune Syrian shells
cross Turkish borders

and Israeli borders
cheer up worried Turkey
you have it easy?

hundreds of Palestinian
missiles kill not your citizens

[...] Read more

poem by Terence George Craddock
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Stand By Love

You know my heart beats rhythm and my dreams still take me higher
Ive travelled round the world but they cant cure my desire
The city looks pretty tonight
Hold on now lets go till morning
Get up on love and stand by me
Stand by love, stand by me
Im a shell shocked lover, under cover thats my game
Im your long lost brother, little sister whats your name
I feel so alone
Im stranded and so far from home Im calling
Get up on love and stand by me
Stand by love, and stand by me
Stand by love
Love - stand by love stand by me
Stand by love stand by me
Give me one good reason why you dont come play with fire
cos when the earth starts moving you know Im no liar
The city looks pretty tonight
Oh hold on now lets go till morning
Get up on love and stand by me
Stand by love, and stand by me
Stand by love stand by
Stand by love
Stand by love stand by me
Stand by love stand by me
Stand by love stand by me
Stand by love stand by me
Stand by love stand by me
Stand by love stand by love
Stand by love stand by love
Stand by me
Written by : kerr/burchill reproduced without permission

song performed by Simple Minds
Added by Lucian Velea
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I Would Go Up To Jerusalem

It is Friday morning
the Holy Day in Islam
I would enter into the
ancient city of Jerusalem

Oh Holy City to Judaism Christianity
Islam all three worshipping the one God
all three recognizing the same almighty God
as creator of heaven and earth and all life

I would enter into the
ancient city of Jerusalem
yet every road leading up is blocked
every street closed off by Israeli police

they do this to protect me
they do this to keep my blood
from staining their innocent hands
they do this to keep me safe from harm

like locusts Palestinian children
descend upon the ancient city
like the plagues upon Pharaohs’ Egypt
dark angel of hate sown into their hearts

their parents have fostered
fed them message of hate
their parents have taught
them to be slingers of stones

road after road we try
back road we enter now
God willing finally we may
enter into this his Holy City

the last few Israeli police
are shedding their plastic armour
the last few of hundreds
stone guards protecting innocent flesh

this will not be shown
on your home television
throw a stone in Jerusalem
echo is heard felt world wide

your television is full of Israeli

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poem by Terence George Craddock
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Tom Zart's 52 Best Of The Rest America At War Poems

SONS AND DAUGHTERS OF WORLD WAR III

The White House
Washington
Tom Zart's Poems

March 16,2007
Ms. Lillian Cauldwell
President and Chief Executive Officer
Passionate Internet Voices Radio
Ann Arbor Michigan

Dear Lillian:
Number 41 passed on the CDs from Tom Zart. Thank you for thinking of me. I am thankful for your efforts to honor our brave military personnel and their families. America owes these courageous men and women a debt of gratitude, and I am honored to be the commander in chief of the greatest force for freedom in the history of the world.
Best Wishes.

Sincerely,

George W. Bush

SONS AND DAUGHTERS OF WORLD WAR III

Our sons and daughters serve in harm's way
To defend our way of life.
Some are students, some grandparents
Many a husband or wife.

They face great odds without complaint
Gambling life and limb for little pay.
So far away from all they love
Fight our soldiers for whom we pray.

The plotters and planners of America's doom
Pledge to murder and maim all they can.
From early childhood they are taught
To kill is to become a man.

They exploit their young as weapons of choice
Teaching in heaven, virgins will await.
Destroying lives along with their own
To learn of their falsehoods too late.

The fearful cry we must submit
And find a way to soothe them.
Where defenders worry if we stand down
The future for America is grim.

[...] Read more

poem by Tom Zart
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Television Man

Im looking and Im dreaming for the first time
Im inside and Im outside at the same time
And everything is real
Do I like the way I feel?
When the world crashes in into my living room
Television man made me what I am
People like to put the television down
But we are just good friends
(Im a) television man
I knew a girl, she was a macho man
But its alright, I wasnt fooled for long
This is the place for me
Im the king, and youre the queen
Chorus
Take a walk in the beautiful garden
Everyone would like to say hello
It doesnt matter what you say
Come and take us away
The world crashes in, into my living room
The world crashes in, into my living room
The world crashes in, into my living room
The world crashes in, into my living room
And we are still good friends...(television man)
Im watching everything...(television man)
Television man...(television man)
Im watching everything...(television man)
Television man...and Im gonna say
We are still good friends...and Im trying to be
Watchin everything...and I gotta say
We are still good friends...you know the way it is
Television man...Ive got what you need
We are still good friends...i know the way you are
Television man...i know what youre tryin to be
Watchin everything...and I gotta say
Thats how the story ends.

song performed by Talking Heads
Added by Lucian Velea
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Pharsalia - Book VI: The Fight Near Dyrhachium. Scaeva's Exploits. The Witch Of Thessalia.

Now that the chiefs with minds intent on fight
Had drawn their armies near upon the hills
And all the gods beheld their chosen pair,
Caesar, the Grecian towns despising, scorned
To reap the glory of successful war
Save at his kinsman's cost. In all his prayers
He seeks that moment, fatal to the world,
When shall be cast the die, to win or lose,
And all his fortune hang upon the throw.
Thrice he drew out his troops, his eagles thrice,
Demanding battle; thus to increase the woe
Of Latium, prompt as ever: but his foes,
Proof against every art, refused to leave
The rampart of their camp. Then marching swift
By hidden path between the wooded fields
He seeks, and hopes to seize, Dyrrhachium's fort;
But Magnus, speeding by the ocean marge,
First camped on Petra's slopes, a rocky hill
Thus by the natives named. From thence he keeps
Watch o'er the fortress of Corinthian birth
Which by its towers alone without a guard
Was safe against a siege. No hand of man
In ancient days built up her lofty wall,
No hammer rang upon her massive stones:
Not all the works of war, nor Time himself
Shall undermine her. Nature's hand has raised
Her adamantine rocks and hedged her in
With bulwarks girded by the foamy main:
And but for one short bridge of narrow earth
Dyrrhachium were an island. Steep and fierce,
Dreaded of sailors, are the cliffs that bear
Her walls; and tempests, howling from the west,
Toss up the raging main upon the roofs;
And homes and temples tremble at the shock.

Thirsting for battle and with hopes inflamed
Here Caesar hastes, with distant rampart lines
Seeking unseen to coop his foe within,
Though spread in spacious camp upon the hills.
With eagle eye he measures out the land
Meet to be compassed, nor content with turf
Fit for a hasty mound, he bids his troops
Tear from the quarries many a giant rock:
And spoils the dwellings of the Greeks, and drags
Their walls asunder for his own. Thus rose
A mighty barrier which no ram could burst
Nor any ponderous machine of war.
Mountains are cleft, and level through the hills
The work of Caesar strides: wide yawns the moat,
Forts show their towers rising on the heights,

[...] Read more

poem by Marcus Annaeus Lucanus
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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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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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How Much Longer

I'm stuck
Inside
Can't get this done wish I could hide
This scene is really such a pain
I just
Can't see
How this is any use to me
This work is drivin' me insane
All I really want is to get away (can anybody tell me)
How much longer
Till I'm done
How much longer
Wanna feel the sun
How much longer
I can't wait
How much longer until I can play that game
It's on
My mind
I think I'm runnin out of time
This weight is more than I can take
That clock
Is slow
It's never gonna let me go
This time I need more than just a break
All I really want is to get away (can anybody tell me)
How much longer
Till I'm done
How much longer
Wanna feel the sun
How much longer
I can't wait
How much longer until I can play that game
How much longer
Till I'm done
How much longer
Wanna feel the sun
How much longer
I can't wait
How much longer until I can play that game
And here I go again (and here I go again)
Wondering when (when)
I can have my time to play
(Can anybody tell me)
(Can anybody, can anybody tell me)
How much longer
Till I'm done
How much longer
Wanna feel the sun
How much longer
I can't wait

[...] Read more

song performed by Yu-Gi-Oh
Added by Lucian Velea
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Book Fifth-Books

WHEN Contemplation, like the night-calm felt
Through earth and sky, spreads widely, and sends deep
Into the soul its tranquillising power,
Even then I sometimes grieve for thee, O Man,
Earth's paramount Creature! not so much for woes
That thou endurest; heavy though that weight be,
Cloud-like it mounts, or touched with light divine
Doth melt away; but for those palms achieved
Through length of time, by patient exercise
Of study and hard thought; there, there, it is
That sadness finds its fuel. Hitherto,
In progress through this Verse, my mind hath looked
Upon the speaking face of earth and heaven
As her prime teacher, intercourse with man
Established by the sovereign Intellect,
Who through that bodily image hath diffused,
As might appear to the eye of fleeting time,
A deathless spirit. Thou also, man! hast wrought,
For commerce of thy nature with herself,
Things that aspire to unconquerable life;
And yet we feel--we cannot choose but feel--
That they must perish. Tremblings of the heart
It gives, to think that our immortal being
No more shall need such garments; and yet man,
As long as he shall be the child of earth,
Might almost 'weep to have' what he may lose,
Nor be himself extinguished, but survive,
Abject, depressed, forlorn, disconsolate.
A thought is with me sometimes, and I say,--
Should the whole frame of earth by inward throes
Be wrenched, or fire come down from far to scorch
Her pleasant habitations, and dry up
Old Ocean, in his bed left singed and bare,
Yet would the living Presence still subsist
Victorious, and composure would ensue,
And kindlings like the morning--presage sure
Of day returning and of life revived.
But all the meditations of mankind,
Yea, all the adamantine holds of truth
By reason built, or passion, which itself
Is highest reason in a soul sublime;
The consecrated works of Bard and Sage,
Sensuous or intellectual, wrought by men,
Twin labourers and heirs of the same hopes;
Where would they be? Oh! why hath not the Mind
Some element to stamp her image on
In nature somewhat nearer to her own?
Why, gifted with such powers to send abroad
Her spirit, must it lodge in shrines so frail?

[...] Read more

poem by William Wordsworth
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The Prelude. (book V )

WHEN Contemplation, like the night-calm felt
Through earth and sky, spreads widely, and sends deep
Into the soul its tranquillising power,
Even then I sometimes grieve for thee, O Man,
Earth's paramount Creature! not so much for woes
That thou endurest; heavy though that weight be,
Cloud-like it mounts, or touched with light divine
Doth melt away; but for those palms achieved
Through length of time, by patient exercise
Of study and hard thought; there, there, it is
That sadness finds its fuel. Hitherto,
In progress through this Verse, my mind hath looked
Upon the speaking face of earth and heaven
As her prime teacher, intercourse with man
Established by the sovereign Intellect,
Who through that bodily image hath diffused,
As might appear to the eye of fleeting time,
A deathless spirit. Thou also, man! hast wrought,
For commerce of thy nature with herself,
Things that aspire to unconquerable life;
And yet we feel--we cannot choose but feel--
That they must perish. Tremblings of the heart
It gives, to think that our immortal being
No more shall need such garments; and yet man,
As long as he shall be the child of earth,
Might almost "weep to have" what he may lose,
Nor be himself extinguished, but survive,
Abject, depressed, forlorn, disconsolate.
A thought is with me sometimes, and I say,--
Should the whole frame of earth by inward throes
Be wrenched, or fire come down from far to scorch
Her pleasant habitations, and dry up
Old Ocean, in his bed left singed and bare,
Yet would the living Presence still subsist
Victorious, and composure would ensue,
And kindlings like the morning--presage sure
Of day returning and of life revived.
But all the meditations of mankind,
Yea, all the adamantine holds of truth
By reason built, or passion, which itself
Is highest reason in a soul sublime;
The consecrated works of Bard and Sage,
Sensuous or intellectual, wrought by men,
Twin labourers and heirs of the same hopes;
Where would they be? Oh! why hath not the Mind
Some element to stamp her image on
In nature somewhat nearer to her own?
Why, gifted with such powers to send abroad
Her spirit, must it lodge in shrines so frail?

[...] Read more

poem by William Wordsworth
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