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A democracy cannot exist as a permanent form of government. It can only exist until a majority of voters discover that they can vote themselves largess out of the public treasury.

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A democracy cannot exist as a permanent form of government. It can only exist until the voters discover that they can vote themselves largesse from the public treasury. From that moment on, the majority always votes for the candidates promising the most benefits the public treasury with the result that a democracy always collapses over lousy fiscal policy, always followed by a dictatorship. The average of the world

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Two Hundred Years And Falling

'A democracy cannot exist as a permanent form of government. It can only exist until the voters discover they can vote themselves excessive gratuities from the public treasury.
From that moment on the majority always votes for the candidates promising the most benefits from the treasury, with the result that a democracy collapses over loose fiscal policy, always followed by a dictatorship.'

(Professor Alexander Tyler
The Fall of the Athenian Republic)


The world's greatest civilizations
On average lasted two hundred years.
The Assyrians, Greeks and Babylonians,
Destroyed and fallen, have disappeared.

And even that great Roman Empire,
That mighty conqueror of the West
Fell from its grandeur, state so dire-
Only its ruin can to its name attest.

Consider this then, the time of the States
It is now more than two hundred years
The signs of falling no one negates,
History repeated, that is what we fear.

From bondage to faith of Puritans,
From faith to courage of the pilgrims,
To strength, liberty and abundance,
To leisure, to apathy, and weakness grim.

The final stage is dependency,
That is where the nation is right now.
Repeating the cycle from history,
Tall Uncle Sam is now ready to bow.

The rising again is an urgency
There is need to rebuild the foundations
Strong faith in God and integrity,
Discipline, work, and determination.

Sown in the hearts, nurtured in homes,
For these building blocks are eternal
Inward change and determined reform,
Firm and honest spiritual revival.


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Vote For Me

Vote for me, vote for me
I want the nomination for the presidency
Vote for me, vote for me
If I am elected, this is how it will be
Ill cut your tax in half
Ill make the russians laugh
Ill feed the hungry people everywhere
Ill bring the railroads back
New trains and new track
From waikiki to old deleware
Vote for me, vote for me
I want the nomination for the presidency
Vote for me, vote for me
If I am elected, this is how it will be
Ill give detroit one year
New cars that run on beer
Or anything except gasoline
Im looking to the sun
More power for everyone
And the cleanest sky that youve ever seen
Im not going to kid you, theres a lot to do
Little can I promise, its really up to you
But if we all work together
And I think we can
And if you want some new ideas
Then Im your man
Vote for me, vote for me
I want the nomination for the presidency
Vote for me, vote for me
If I am elected, this is how it will be
Ill work for global peace
And the sweet release
Of the love and human kindness in us all
I would give all Ive got
You just give me a shot
Somehow, I know that I can win the fall

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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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William Cowper

Tirocinium; or, a Review of Schools

It is not from his form, in which we trace
Strength join'd with beauty, dignity with grace,
That man, the master of this globe, derives
His right of empire over all that lives.
That form, indeed, the associate of a mind
Vast in its powers, ethereal in its kind,
That form, the labour of Almighty skill,
Framed for the service of a freeborn will,
Asserts precedence, and bespeaks control,
But borrows all its grandeur from the soul.
Hers is the state, the splendour, and the throne,
An intellectual kingdom, all her own.
For her the memory fills her ample page
With truths pour’d down from every distant age;
For her amasses an unbounded store,
The wisdom of great nations, now no more;
Though laden, not encumber’d with her spoil;
Laborious, yet unconscious of her toil;
When copiously supplied, then most enlarged;
Still to be fed, and not to be surcharged.
For her the Fancy, roving unconfined,
The present muse of every pensive mind,
Works magic wonders, adds a brighter hue
To Nature’s scenes than Nature ever knew.
At her command winds rise and waters roar,
Again she lays them slumbering on the shore;
With flower and fruit the wilderness supplies,
Or bids the rocks in ruder pomp arise.
For her the Judgment, umpire in the strife
That Grace and Nature have to wage through life,
Quick-sighted arbiter of good and ill,
Appointed sage preceptor to the Will,
Condemns, approves, and, with a faithful voice,
Guides the decision of a doubtful choice.
Why did the fiat of a God give birth
To yon fair Sun and his attendant Earth?
And, when descending he resigns the skies,
Why takes the gentler Moon her turn to rise,
Whom Ocean feels through all his countless waves,
And owns her power on every shore he laves?
Why do the seasons still enrich the year,
Fruitful and young as in their first career?
Spring hangs her infant blossoms on the trees,
Rock’d in the cradle of the western breeze:
Summer in haste the thriving charge receives
Beneath the shade of her expanded leaves,
Till Autumn’s fiercer heats and plenteous dews
Dye them at last in all their glowing hues.—
‘Twere wild profusion all, and bootless waste,
Power misemploy’d, munificence misplaced,

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The Ghost - Book IV

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

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Democracy v Liberty

The fathers of democracy.
The ancient Greek philosophers
were dependent on slavery.

Which leaves me in a quandary.
How can it be democracy
to have such inequality?

I think democracy should be
a universal human right.
Though it is not quite obviously.

An ideal to aspire to.
Which one day might be possible.
The time has come now to review.

What we mean by democracy.
If everybody has their say.
It might well lead to anarchy.

When we elect a government.
The will of the majority
is what they’re meant to represent..

But it seems they rarely do.
This cannot be democracy.
the many are ruled by the few.

Who gain control quite legally
because their wealth allows them to
encouraged by our apathy.

The systems open to abuse
The people have the power to
insist on change; which we don’t use.

We vote or not just as we choose.
A facet of democracy.
I would be hesitant to lose.

It seems to me democracy
is something which we can’t achieve
and still retain our liberty.

There is no way that I can see
which will be fair to everyone.
I must admit despondently.

A partial democracy
is what we have and will retain

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The Rosciad

Unknowing and unknown, the hardy Muse
Boldly defies all mean and partial views;
With honest freedom plays the critic's part,
And praises, as she censures, from the heart.

Roscius deceased, each high aspiring player
Push'd all his interest for the vacant chair.
The buskin'd heroes of the mimic stage
No longer whine in love, and rant in rage;
The monarch quits his throne, and condescends
Humbly to court the favour of his friends;
For pity's sake tells undeserved mishaps,
And, their applause to gain, recounts his claps.
Thus the victorious chiefs of ancient Rome,
To win the mob, a suppliant's form assume;
In pompous strain fight o'er the extinguish'd war,
And show where honour bled in every scar.
But though bare merit might in Rome appear
The strongest plea for favour, 'tis not here;
We form our judgment in another way;
And they will best succeed, who best can pay:
Those who would gain the votes of British tribes,
Must add to force of merit, force of bribes.
What can an actor give? In every age
Cash hath been rudely banish'd from the stage;
Monarchs themselves, to grief of every player,
Appear as often as their image there:
They can't, like candidate for other seat,
Pour seas of wine, and mountains raise of meat.
Wine! they could bribe you with the world as soon,
And of 'Roast Beef,' they only know the tune:
But what they have they give; could Clive do more,
Though for each million he had brought home four?
Shuter keeps open house at Southwark fair,
And hopes the friends of humour will be there;
In Smithfield, Yates prepares the rival treat
For those who laughter love, instead of meat;
Foote, at Old House,--for even Foote will be,
In self-conceit, an actor,--bribes with tea;
Which Wilkinson at second-hand receives,
And at the New, pours water on the leaves.
The town divided, each runs several ways,
As passion, humour, interest, party sways.
Things of no moment, colour of the hair,
Shape of a leg, complexion brown or fair,
A dress well chosen, or a patch misplaced,
Conciliate favour, or create distaste.
From galleries loud peals of laughter roll,
And thunder Shuter's praises; he's so droll.
Embox'd, the ladies must have something smart,

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Permanent Reminder Of A Temporary Feeling

By: jimmy buffett
She was no marine back from the philippines
She was their pride and joy, their incarnation
Her parents viewed the chief with shock and disbelief
Looking for some other explanation
The indian on her back was poised for an attack
She said a tatoo is a badge of validation
But the truth of the matter is far more revealing
Its a permanent reminder of a temporary feeling
Permanent reminder
Of a temporary feeling
Amnesiac episodes that never go away
Its no complex momemto its not set of revealing
Just a permanent reminder of a temporary feeling
Vegas in the rain
Drunk on cheap champagne
He hears out of tune synthesized chapel bells painfully ringing
Wheres his limo ride
Whos this foreign bride
Is that really elvis spinning around the ceiling
Permanent reminder
Of a temporary feeling
Forgotten fabrications in the chapels of love
Whats this ring on his finger
Why is he kneeling
Shes just a permanent reminder of a temporary feeling
Chromosomes and genes
Spawn these fateful scenes
Evolution can be mean
Theres no dumbass vaccine
Blame your dna
Youre a victim of your fate
Its human nature to miscalculate
To make up for the fight
They go out for the night
Sex drugs and rock n roll seem like the easiest answer
But a short nine months later
Theres no way of concealing
That permanent reminder of a temporary feeling
Permanent reminder
Of a temporary feeling
Amnesiac episodes that never go away
Complex momentos not subtle revealings
Just a permanent reminder of a temporary feeling
Permanent reminder of a temporary feeling
Permanent reminder of a temporary feeling

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People Evil Leave A Permanent Stain

People evil leave a permanent stain...
Felt like nothing other.
People evil leave a permanent stain...
And forever this is suffered.
People evil leave a permanent stain.
And it remains,
With a paining that continues...
Sustaining and to drain.

People evil leave a permanent stain...
And forever it is suffered.
People evil leave a permanent stain.
And it remains.

We pray that it's forgiveness...
With a hope that it will soothe.
And we do this with a wish,
It is the best that we can do.
But...
Evil never leaves,
Us.
Evil never leaves.

We pray that it's forgiveness...
With a hope that it will soothe.
But...
Evil never leaves,
Us.
Evil never leaves.

People evil leave a permanent stain...
Felt like nothing other.
People evil leave a permanent stain...
And forever this is suffered.
People evil leave a permanent stain.
And it remains,
With a paining that continues...
Sustaining and to drain.

We pray that it's forgiveness...
With a hope that it will soothe.
But...
Evil never leaves,
Us.
Evil never leaves.

We pray that it's forgiveness...
With a hope that it will soothe.
But...
Evil never leaves,

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Macbreath

A Tragedy as Played at Ryde**
Macbreath Mr Henley
Macpuff Mr Terry
The Ghost

ACT I

TIME: The day before the election
SCENE: A Drummoyne tram running past a lunatic asylum.
All present are Reform Leaguers and supporters of Macbreath.
They seat themselves in the compartment.

MACBREATH: Here, I'll sit in the midst.
Be large in mirth. Anon we'll all be fitted
With Parliamentary seats.
(Voter approaches the door.)
There's blood upon thy face.

VOTER: 'Tis Thompsons's, then.

MACBREATH: Is he thrown out? How neatly we beguiled
The guileless Thompson. Did he sign a pledge agreeing to retire?

VOTER: Aye, that he did.

MACBREATH: Not so did I!
Not on the doubtful hazard of a vote
By Ryde electors, cherry-pickers, oafs,
That drive their market carts at dread of night
And sleep all day. Not on the jaundiced choice
Of folks who daily run their half a mile
Just after breakfast, when the steamer hoots
Her warning to the laggard, not on these
Relied Macbreath, for if these rustics' choice
Had fall'n on Thompson, I should still have claimed
A conference. But hold! Is Thompson out?

VOTER: My lord, his name is mud. That I did for him
I paid my shilling and I cast my vote.

MACBREATH: Thou art the best of all the shilling voters.
Prithee, be near me on election day
To see me smite Macpuff, and now we shan't
Be long,
(Ghost of Thompson appears.)
What's this? A vision!
Thou canst not say I did it! Never shake
Thy gory locks at me. Run for some other seat,
Let the woods hide thee. Prithee, chase thyself!
(The ghost of Thompson disappears, and Macbreath revives himself

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My Vote

A single vote may be your victory………..

my vote create the world i live.......a vote that brings my
future near to the distance i see

my vote holds me to achieve..... a reality of my dream to
Conquer, grasp according to my wish

my vote change the chaos i encounter.......a life saving
design of what will be tomorrow of my destiny

my vote wonder every breathe.......a victory to where to
go, beyond uncertain pathways

my vote remember my aspiration.....a longing of joy and
happiness, wonting to know of peace

my vote brings my life......a remembrance of my life of
today, a parting print of my thumbs forever

…..please let my vote be seen, touch and listen for the
wings of the ink, has whisper the truth of what will be
the beginning of history, made this print easy to
count my vote in you is you’re……. victory

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The God-Forgotten Election

Pat M'Durmer brought the tidings to the town of God-Forgotten :
‘There are lively days before ye—commin Parlymint’s dissolved!’
And the boys were all excited, for the State, of course, was ‘rotten,’
And, in subsequent elections, God-Forgotten was involved.
There was little there to live for save in drinking beer and eating;
But we rose on this occasion ere the news appeared in print,
For the boys of God-Forgotten, at a wild, uproarious meeting,
Nominated Billy Blazes for the commin Parlymint.

Other towns had other favourites, but the day before the battle
Bushmen flocked to God-Forgotten, and the distant sheds were still;
Sheep were left to go to glory, and neglected mobs of cattle
Went a-straying down the river at their sweet bucolic will.
William Spouter stood for Freetrade (and his votes were split by Nottin),
He had influence behind him and he also had the tin,
But across the lonely flatlands came the cry of God-Forgotten,
Vote for Blazes and Protection, and the land you’re living in!’

Pat M‘Durmer said, ‘Ye schaymers, please to shut yer ugly faces,
‘Lend yer dirty ears a momint while I give ye all a hint:
‘Keep ye sober till to-morrow and record yer vote for Blazes
‘If ye want to send a ringer to the commin Parlymint.
As a young and growin’ township God-Forgotten’s been neglected,
‘And, if we’d be ripresinted, now’s the moment to begin—
‘Have the local towns encouraged, local industries purtected:
Vote for Blazes, and Protection, and the land ye’re livin’ in.

‘I don’t say that William Blazes is a perfect out-an’ outer,
‘I don’t say he have the larnin’, for he never had the luck;
‘I don’t say he have the logic, or the gift of gab, like Spouter,
‘I don’t say he have the practice—BUT I SAY HE HAVE THE PLUCK!
‘Now the country’s gone to ruin, and the Governments are rotten,
‘But he’ll save the public credit and purtect the public tin;
‘To the iverlastin’ glory of the name of God-Forgotten
Vote for Blazes and Protection, and the land ye’re livin’ in!’

Pat M‘D. went on the war-path, and he worked like salts and senna,
For he organised committees full of energy and push;
And those wild committees riding through the whisky-fed Gehenna
Routed out astonished voters from their humpies in the bush.
Everything on wheels was ‘rinted,’ and half-sobered drunks were shot in;
Said M‘Durmer to the driver, ‘If ye want to save yer skin,
‘Never stop to wet yer whistles—drive like hell to God-Forgotten,
‘Make the villains plump for Blazes, and the land they’re livin, in.’

Half the local long-departed (for the purpose resurrected)
Plumped for Blazes and Protection, and the country where they died;
So he topped the poll by sixty, and when Blazes was elected
There was victory and triumph on the God-Forgotten side.
Then the boys got up a banquet, and our chairman, Pat M‘Durmer,

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Git-Yer-Gun

Thus it happened .... Let me mention, lest I raise an unsought quarrel,
This occurred in times long vanished, in the land of Git-yer-gun.
'Tis a quaint, unlikely story; some folk say it has a moral;
But that's a little matter you may settle when I'm done.


Mr. Foodle led a party that was strongly democratic,
And it represented people with the Christian name of Bill.
And in all his hustings speeches Mr. Foodle was emphatic
That his crowd existed solely to uphold the people's will.


Mr. Boodle led a party that was Liberal - or Tory
(Just according to your view-point) - and it represented those
Christened (by immersion) Percy, whose hot socks proclaimed their glory;
And its policy was such as you may readily supose.


So they strove in an election .... (Now, I wish it noted plainly
That this happened years ago, and in the land of Git-yer-gun) ....
And each side employed its talent to upbraid the other mainly,
While the voters cheered them madly, and the crowd enjoyed the fun.


The Democratic Party (Bill by name) supported Foodle
For such was the convention with this quaint old Party Plan
While the Tories fought like fury to promote the cause of Boodle,
And, of course, the crowd named Percy voted for him to a man.


And the others of the nation - all the Johns and Jeremiahs,
All the Peters, Pauls and Paddys, all the Colins and Carews,
All the Richards and the Roberts, and the Hanks and Hezekiahs
Voted for some bloque or other, each according to his views.


Then they counted up the numbers, when at last the fight was over,
And both Democrats and Tories - Bills and Percys - looked quite sour
When the numbers showed them clearly neither party stood in clover;
For a few odd Independents held the balance of the power.


Mr. Foodle called his Caucus .... And he put it to them plainly:
'Never mind the Bills,' said Foodle; 'we have got them in the box.
If we would escape extinction 'tis our plan to pander mainly
But with caution - to the Percys and the cause of fancy socks.


'For,' said Mr. Foodle gravely, 'understand me, votes are needed!
How to catch and how to keep them is the question of the hour.

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No Residency There Is Permanent

You have a bird's eye view...
With a crowing done you do.
To boast about nonstop.
From your position...
At the top.

And you believe to keep it,
Is an ease to block.
As you remain where you are...
Secured in a safety zone,
Kept locked with eyes on stars.

But like some others,
You can hit rock bottom.
And whether you like it or not...
It is recommended,
To stop and avoid your peacocking.

No residency there is permanent.
It's not fixed or grounded in cement.
Your residency meant...
Is not one permanent.

No residency there is permanent.
Don't try it, do not bother.
It's not fixed or grounded in cement.
Don't try it, do not bother.
Odds you choose will lose.
Don't be that big a fool.

You have a bird's eye view...
Don't be that big a fool.
No residency there is permanent.
Don't try it, do not bother.
It's not fixed or grounded in cement.
Someone's always there to circumvent.

Your residency meant...
Is not one permanent.

And you believe to keep it,
Is an ease to block.
As you remain where you are...
Secured in a safety zone,
Kept locked.

But no...
Residency there is permanent.
Don't try it, do not bother.
It's not fixed or grounded in cement.

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~ Paean ~

Pre Text: ~ Goddess Durga symbolizes the power of the Supreme Being that maintains moral order and justice in the universe. Durga stands for the unified symbol of all divine forces: ~ Strength, Morality, Protector &c.
In India women are given highest honor as embodiment of motherhood. Many Indian women instead of surname like to use Devi. Devi literally stands for goddess. [For info on Goddess Sri Sri Durga please Google]

Humble submission: ~ This poem is not word by word translation of hymns [Slokas] on Goddess Durga. I sincerely admit my incapability. Here I’ve blended with poetic elements. I’ve given transliteration of Sanskrit Slokas [hymns] in the beginning for interested readers. Hope you’ll find glimpse of Indian view to Motherhood. ~ niv

~ PAEAN ~
Ms. Nivedita
UK
29 October 2010

Durga [Devi] Stuti [Paean]

‘Yaa Devii Sarva Bhooteshu Vishnu Maayethi Sabdita
Namastasyai Namastasyai Namastasyai Namo Namaha’ [1]

I bow again and again
O Goddess Mother Durga ~
The dweller in all beings
In the name of
Maya [Delusion] of God Vishnu. [1]

Yaa Devii Sarva Bhooteshu Chetanetyaabhi Dheeyate
Namastasyai Namastasyai Namastasyai Namo Namaha [2]

I bend inexhaustibly
O Goddess Mother Durga ~
The habitant in all livings
As actualization n’ realization. [2].

Yaa Devii Sarva Bhooteshu Buddhi Roopena Samsthita
Namastasyai Namastasyai Namastasyai Namo Namaha [3]

I offer aeonian obeisance
O Goddess Mother Durga ~
That blooms in all pscyche
In the form of cardinal intelligence. [3]

Yaa Devii Sarva Bhooteshu Nidraa Roopena Samsthita
Namastasyai Namastasyai Namastasyai Namo Namaha [4]

I salute unflaggingly
O Goddess Mother Durga ~
The resident in all animates
In the form of salving sleep. [4]

Yaa Devii Sarva Bhooteshu Kshudhaa Roopena Samsthita
Namastasyai Namastasyai Namastasyai Namo Namaha [5]

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Adam Lambert Gay or Straight Part 1

Rewrite of the hit Katy Perry song, Hot N' Cold

Don't change your mind about voting for him
Just because sometimes he likes to get dressed up
In women's clothes
Yeah, for him, I'm sending out this urgent S.O.S.
Winning this show can be a b, I know
But still I think he deserves the title
More than that other lame he-ho

So no need to overthink
Or speak of him overly critically
'Cause by now I think we all know
He's the one to let be
Idol's 2009 rockstar for sure

So if you think he's hot
Then don't you be so cold
Say yes to him
Never no
Take him in
Into your heart
Even through he's come out
Cheer him on
Vote him up
Don't let him down
Leave behind that prejudice wrong
To embrace what's right
Vote for Adam and show the world
Rather he's gay or he's straight
His talent is all that really matters tonight

Before our superstar came along
Idol used to be to me
Just like that old boy band, N'Sync
Empty of anything orignal
Lacking that spark of energy
Now that's all changed
Thanks to him
Lighting up that stage like a non-stop energizer battery

Used to think this reality show hype was all about nothin'
Just so plain boring
Now I know better
That thanks to him it can all change

So if you think he's hot
Then don't you be so cold
Say yes to him
Never no

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William Blake

Book the Second

Thou hearest the Nightingale begin the Song of Spring.
The Lark sitting upon his earthly bed, just as the morn
Apears, listens silent; then springing from the waving Corn-field loud
He leads the Choir of Day! trill, thrill, thrill, trill,
Mounting upon the wings of light into the great Expanse,
Reechoing against the lovely blue & shining heavenly Shell.
His little throat labours with inspiration; every feather
On throat & breast & wings vibrates with the effluence Divine.
All Nature listens silent to him, & the awful Sun
Stands still upon the Mountain looking on this little Bird
With eyes of soft humility & wonder, love & awe.
Then loud from their green covert all the Birds begin their Song:
The Thrush, the Linnet & the Goldfinch, Robin & the Wren
Awake the Sun from his sweet reverie upon the Mountain;
The Nightingale again assays his song, & thro’ the day
And thro’ the night warbles luxuriant, every Bird of Song
Attending his loud harmony with admiration & love.
This is a Vision of the lamentation of Beulah over Ololon.

Thou perceivest the Flowers put forth their precious Odours,
And none can tell how form so small a center comes such sweets,
Forgetting that within that Center Eternity expends
Its ever during doors that Og & Anak fiercely guard.
First, e’er the morning breaks, joy opens in the flowery bosoms,
Joy even to tears, which the
Sun rising dries; first the Wild Thyme
And Meadow-sweet, downy & soft, waving among the reeds,
Light springing on the air, lead the sweet Dance: they wake
The Honeysuckle sleeping on the Oak; the flaunting beauty
Revels along upon the wind; the White-thorn, lovely May,
Opens her many lovely eyes; listening the Rose still sleeps –
None dare to wake her; soon she bursts her crimson curtain’d bed
And comes forth in the majesty of beauty; every Flower,
The Pink, the Jessamine, the Wall-flower, the Carnation,
The Jonquil, the mild Lilly opes her heavens; every Tree
And Flower & Herb soon fill the air with an innumberable Dance,
Yet all in order sweet & lovely. Men are sick with Love.
Such is a Vision of the Lamentation of Beulah over Ololon.
And Milton oft sat upon the Couch of Death, & oft conversed
In vision & dream beatific with the Seven Angels of the Presence:
‘I have turned my back upon these Heavens builded on cruelty.
My Spectre still wandering thro’ them follows my Emanation;
He hunts her footsteps thro’ the snow & the wintry hail & rain.
The idiot Reasoner laughs at the Man of Imagination,
And from laughter proceeds o murder by undervaluing calumny.’
Then Hillel, who is Lucifer, replied over the Couch of Death,
And thus the Seven angels instructed him, & thus they converse:
‘We are not Individuals but States, Combinations of Individuals.
We were Angels of the Divine Presence, & were Druids in Annandale,
Compell’d to combine into Form by Satan, the Spectre of Albion,

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Bryan, Bryan, Bryan, Bryan

I

In a nation of one hundred fine, mob-hearted, lynching, relenting, repenting millions,
There are plenty of sweeping, swinging, stinging, gorgeous things to shout about,
And knock your old blue devils out.

I brag and chant of Bryan, Bryan, Bryan, Bryan,
Candidate for president who sketched a silver Zion,
The one American Poet who could sing outdoors,
He brought in tides of wonder, of unprecedented splendor,
Wild roses from the plains, that made hearts tender,
All the funny circus silks
Of politics unfurled,
Bartlett pears of romance that were honey at the cores,
And torchlights down the street, to the end of the world.

There were truths eternal in the gap and tittle-tattle.
There were real heads broken in the fustian and the rattle.
There were real lines drawn:
Not the silver and the gold,
But Nebraska's cry went eastward against the dour and old,
The mean and cold.

It was eighteen ninety-six, and I was just sixteen
And Altgeld ruled in Springfield, Illinois,
When there came from the sunset Nebraska's shout of joy:
In a coat like a deacon, in a black Stetson hat
He scourged the elephant plutocrats
With barbed wire from the Platte.
The scales dropped from their mighty eyes.
They saw that summer's noon
A tribe of wonders coming
To a marching tune.

Oh the longhorns from Texas,
The jay hawks from Kansas,
The plop-eyed bungaroo and giant giassicus,
The varmint, chipmunk, bugaboo,
The horn-toad, prairie-dog and ballyhoo,
From all the newborn states arow,
Bidding the eagles of the west fly on,
Bidding the eagles of the west fly on.
The fawn, prodactyl, and thing-a-ma-jig,
The rackaboor, the hellangone,
The whangdoodle, batfowl and pig,
The coyote, wild-cat and grizzly in a glow,
In a miracle of health and speed, the whole breed abreast,
The leaped the Mississippi, blue border of the West,
From the Gulf to Canada, two thousand miles long:-
Against the towns of Tubal Cain,

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Public Animal #9

Me and G.B.
We ain't never gonna confess
We cheated at the math test
We carved some dirty words in our desk
Well now it's time for recess
Old man waitin by the monkey bars
Tradin all his ball cards
And they promised him a gold star
And they told him he could go far
Hey Mr. Bluelegs
Where are you takin me?
I'm like a lifer
In the state penitentiary
If I keep my nose clean
I won't get my eyes shined
But I'm proud to be
Public Animal Number Nine
License plates are runnin
Out of my ears
I'd give a month of cigarettes
For just a couple of lousy beers
Or even a bottle of
Real cheap wi-hine
But that's the price you pay to be
Public Animal Number Nine, Number Nine
Hey Mrs. Cranston
Where are you takin me?
I feel like a lifer
In the state penitentiary
She wanted an Einstein
But she got a Frankenstein
Yeah, I'm proud to be
Public Animal Number Niiiirrrrrgh
Public Animal Number Nine
Public Animal Number Nine
Public Animal Number Nine Nine
Public Animal Number Nine Number Nine
Number Nine Number Nine
Number, Number Nine Animal Number Nine
Public Animal Number Nine Nine
Public Animal Numbergh Niiiirrrrrgh
Public Animal Nurrrgh Nirrrgh
Errrrrrrrrrrrgh
Public Animal Number Ni-yine
Public Animal Number Ni-yine
Public Animal Number Number Nine Nine
Public Animal Naaaaaaaagh

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