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What Do They Think Is Wrong?

'What was that, I think that is wrong,
Decision ever made by society alone!
But I do not blame you, nor them!
From the bottom of the ocean of Sea!

Knowledge is a precious gift from God
it's divided among believers the other Lord
'Bis-Mil-La-Hir-Rak-Ma-Nir-Ra-Him'
My invitation is not.

Except Righteous person without
Education is not wrong for other peoples
to follow sins are invited to search in society
more about my characteristic than God today.

The translation is, I thought was wrong but
Today I realize you were correct?
In memory of Prophet Ibrahim alone!

Therefore, Award-winning respect and honor to be listed
it is unfortunate not my name ever added to be proud of,
But yours glory of freedom of corruption!

Worship is path of my life in search of death in peace!
The victory of discrimination in this world it's your!
My friends as 'God' not his or her but mine,
if you are ever unsure of bilingual's language?

I can not promise, I will never understand,
'Ga-Fu-Rur-Ra-Him'
The search is not belonging my death given but
today proud of myself the enemy is added
My name instead of God under their enemy listed? '

poem by Abdul Haye Amin
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Book Of The Duchesse

THE PROEM

I have gret wonder, be this lighte,
How that I live, for day ne nighte
I may nat slepe wel nigh noght,
I have so many an ydel thoght
Purely for defaute of slepe
That, by my trouthe, I take no kepe
Of no-thing, how hit cometh or goth,
Ne me nis no-thing leef nor loth.
Al is y-liche good to me --
Ioye or sorowe, wherso hyt be --
For I have feling in no-thinge,
But, as it were, a mased thing,
Alway in point to falle a-doun;
For sorwful imaginacioun
Is alway hoolly in my minde.
And wel ye wite, agaynes kynde
Hit were to liven in this wyse;
For nature wolde nat suffyse
To noon erthely creature
Not longe tyme to endure
Withoute slepe, and been in sorwe;
And I ne may, ne night ne morwe,
Slepe; and thus melancolye
And dreed I have for to dye,
Defaute of slepe and hevinesse
Hath sleyn my spirit of quiknesse,
That I have lost al lustihede.
Suche fantasies ben in myn hede
So I not what is best to do.
But men myght axe me, why soo
I may not slepe, and what me is?
But natheles, who aske this
Leseth his asking trewely.
My-selven can not telle why
The sooth; but trewely, as I gesse,
I holde hit be a siknesse
That I have suffred this eight yere,
And yet my bote is never the nere;
For ther is phisicien but oon,
That may me hele; but that is doon.
Passe we over until eft;
That wil not be, moot nede be left;
Our first matere is good to kepe.
So whan I saw I might not slepe,
Til now late, this other night,
Upon my bedde I sat upright
And bad oon reche me a book,
A romaunce, and he hit me took

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poem by Geoffrey Chaucer
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The Canterbury Tales; The Clerkes Tale (a)

THE CLERKES TALE - PROLOGUE

Heere folweth the Prologe of the clerkes tale of Oxenford.

'Sire clerk of Oxenford,' oure Hooste sayde,
'Ye ryde as coy and stille as dooth a mayde,
Were newe spoused, sittynge at the bord.
This day ne herde I of youre tonge a word.
I trowe ye studie about som sophyme;

But Salomon seith, `every thyng hath tyme.'
For Goddes sake, as beth of bettre cheere;
It is no tyme for to studien heere,
Telle us som myrie tale, by youre fey.
For what man that is entred in a pley,

He nedes moot unto the pley assente;
But precheth nat as freres doon in Lente,
To make us for oure olde synnes wepe,
Ne that thy tale make us nat to slepe.
Telle us som murie thyng of aventures;

Youre termes, youre colours, and youre figures,
Keep hem in stoor, til so be that ye endite
Heigh style, as whan that men to kynges write.
Speketh so pleyn at this tyme, we yow preye,
That we may understonde what ye seye.'

This worthy clerk benignely answerde,
'Hooste,' quod he, 'I am under youre yerde.
Ye han of us as now the governance;
And therfore wol I do yow obeisance
As fer as resoun axeth, hardily.

I wol yow telle a tale, which that I
Lerned at Padwe of a worthy clerk,
As preved by his wordes and his werk.
He is now deed, and nayled in his cheste;
I prey to God so yeve his soule reste.

Fraunceys Petrark, the lauriat poete,
Highte this clerk, whos rethorike sweete
Enlumyned al Ytaille of poetrie,
As Lynyan dide of philosophie,
Or lawe, or oother art particuler.

But deeth, that wol nat suffre us dwellen heer
But as it were a twynklyng of an eye,
Hem bothe hath slayn, and alle shul we dye.
But forth to tellen of this worthy man,

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poem by Geoffrey Chaucer
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The Parliament Of Fowles

Here begynyth the Parlement of Foulys

THE PROEM

The lyf so short, the craft so long to lerne,
Thassay so hard, so sharp the conquering,
The dredful Ioy, that alwey slit so yerne,
Al this mene I by love, that my feling
Astonyeth with his wonderful worching
So sore y-wis, that whan I on him thinke,
Nat wot I wel wher that I wake or winke.

For al be that I knowe nat love in dede,
Ne wot how that he quyteth folk hir hyre,
Yet happeth me ful ofte in bokes rede
Of his miracles, and his cruel yre;
Ther rede I wel he wol be lord and syre,
I dar not seyn, his strokes been so sore,
But God save swich a lord! I can no more.

Of usage, what for luste what for lore,
On bokes rede I ofte, as I yow tolde.
But wherfor that I speke al this? not yore
Agon, hit happed me for to beholde
Upon a boke, was write with lettres olde;
And ther-upon, a certeyn thing to lerne,
The longe day ful faste I radde and yerne.

For out of olde feldes, as men seith,
Cometh al this newe corn fro yeer to yere;
And out of olde bokes, in good feith,
Cometh al this newe science that men lere.
But now to purpos as of this matere --
To rede forth hit gan me so delyte,
That al the day me thoughte but a lyte.

This book of which I make of mencioun,
Entitled was al thus, as I shal telle,
`Tullius of the dreme of Scipioun.';
Chapitres seven hit hadde, of hevene and helle,
And erthe, and soules that therinnr dwelle,
Of whiche, as shortly as I can hit trete,
Of his sentence I wol you seyn the grete.

First telleth hit, whan Scipion was come
In Afrik, how he mette Massinisse,
That him for Ioye in armes hath y nome.
Than telleth hit hir speche and al the blisse
That was betwix hem, til the day gan misse;
And how his auncestre, African so dere,

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poem by Geoffrey Chaucer
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The Canterbury Tales; the Wyves tale of Bathe

The Prologe of the Wyves tale of Bathe.

Experience, though noon auctoritee
Were in this world, were right ynogh to me
To speke of wo that is in mariage;
For, lordynges, sith I twelf yeer was of age,
Thonked be God, that is eterne on lyve,

Housbondes at chirche-dore I have had fyve-
For I so ofte have ywedded bee-
And alle were worthy men in hir degree.
But me was toold, certeyn, nat longe agoon is,
That sith that Crist ne wente nevere but onis

To weddyng in the Cane of Galilee,
That by the same ensample, taughte he me,
That I ne sholde wedded be but ones.
Herkne eek, lo, which a sharpe word for the nones,
Biside a welle Jesus, God and Man,

Spak in repreeve of the Samaritan.
'Thou hast yhad fyve housbondes,' quod he,
'And thilke man the which that hath now thee
Is noght thyn housbonde;' thus seyde he, certeyn.
What that he mente ther by, I kan nat seyn;

But that I axe, why that the fifthe man
Was noon housbonde to the Samaritan?
How manye myghte she have in mariage?
Yet herde I nevere tellen in myn age
Upon this nombre diffinicioun.

Men may devyne, and glosen up and doun,
But wel I woot expres withoute lye,
God bad us for to wexe and multiplye;
That gentil text kan I wel understonde.
Eek wel I woot, he seyde, myn housbonde

Sholde lete fader and mooder, and take me;
But of no nombre mencioun made he,
Of bigamye, or of octogamye;
Why sholde men speke of it vileynye?
Lo, heere the wise kyng, daun Salomon;

I trowe he hadde wyves mo than oon-
As, wolde God, it leveful were to me
To be refresshed half so ofte as he-
Which yifte of God hadde he, for alle hise wyvys?
No man hath swich that in this world alyve is.

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poem by Geoffrey Chaucer
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The Regiment of Princes

Musynge upon the restlees bysynesse
Which that this troubly world hath ay on honde,
That othir thyng than fruyt of bittirnesse
Ne yildith naght, as I can undirstonde,
At Chestres In, right faste by the Stronde,
As I lay in my bed upon a nyght,
Thoght me byrefte of sleep the force and might. 1

And many a day and nyght that wikkid hyne
Hadde beforn vexed my poore goost
So grevously that of angwissh and pyne
No rycher man was nowhere in no coost.
This dar I seyn, may no wight make his boost
That he with thoght was bet than I aqweynted,
For to the deeth he wel ny hath me feynted.

Bysyly in my mynde I gan revolve
The welthe unseur of every creature,
How lightly that Fortune it can dissolve
Whan that hir list that it no lenger dure;
And of the brotilnesse of hir nature
My tremblynge herte so greet gastnesse hadde
That my spirites were of my lyf sadde.

Me fil to mynde how that nat longe agoo
Fortunes strook doun thraste estat rial
Into mescheef, and I took heede also
Of many anothir lord that hadde a fal.
In mene estat eek sikirnesse at al
Ne saw I noon, but I sy atte laste
Wher seuretee for to abyde hir caste.

In poore estat shee pighte hir pavyloun
To kevere hir fro the storm of descendynge 2
For shee kneew no lower descencion
Sauf oonly deeth, fro which no wight lyvynge
Deffende him may; and thus in my musynge
I destitut was of joie and good hope,
And to myn ese nothyng cowde I grope.

For right as blyve ran it in my thoght,
Thogh poore I be, yit sumwhat leese I may.
Than deemed I that seurtee wolde noght
With me abyde; it is nat to hir pay
Ther to sojourne as shee descende may.
And thus unsikir of my smal lyflode,
Thoght leide on me ful many an hevy lode.

I thoghte eek, if I into povert creepe,
Than am I entred into sikirnesse;

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poem by Thomas Hoccleve
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The Letter of Cupid

Cupido, unto whos commandement
The gentil kinrede of goddes on hy
And peple infernal been obedient,
And the mortel folk seruen bisyly,
Of goddesse Sitheree sone oonly,
To alle tho that to our deitee
Been sogettes greetinges senden we.

In general, we wole that yee knowe
That ladies of honour and reverence
And other gentil wommen han ysowe
Swich seed of complainte in our audience
Of men that doon hem outrage and offense
That it our eres greeveth for to heere,
So pitous is th' effect of hir mateere;
And passing alle londes on this yle
That clept is Albioun they moost complaine;
They sayn that ther is croppe and roote of guile,
So can tho men dissimulen and faine
With standing dropes in hir eyen twaine,
Whan that hir herte feeleth no distresse.
To blinde wommen with hir doublenesse,

Hir wordes spoken been so sighingly
And with so pitous cheere and contenance,
That every wight that meeneth trewely
Deemeth that they in herte han swich greuance.
They sayn so importable is hir penance

That but hir lady list to shewe hem grace
They right anoon moot sterven in the place.

"A, lady min," they sayn, "I yow ensure,
Shewe me grace and I shal evere be,
Whiles my lif may lasten and endure,
To yow as humble in every degree
As possible is, and keepe al thing secree
As that yourselven liketh that I do;
And elles moot min herte breste on two."

Ful hard is it to knowe a mannes herte,
For outward may no man the truthe deeme
Whan word out of his mouth may ther noon sterte,
But it sholde any wight by reson queeme
So is it seid of herte, it wolde seeme.
O faithful womman, ful of Innocence,
Thou art betrayed by fals apparence!

By procees wommen, meved of pitee,
Weening al thing were as that tho men saye,

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poem by Thomas Hoccleve
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The Canterbury Tales; the Seconde Nonnes Tale

The Prologe of the Seconde Nonnes Tale.

The ministre and the norice unto vices,
Which that men clepe in Englissh ydelnesse,
That porter of the gate is of delices,
To eschue, and by hir contrarie hir oppresse,
(That is to seyn by leveful bisynesse),
Wel oghten we to doon al oure entente,
Lest that the feend thurgh ydelnesse us shente.

For he, that with hise thousand cordes slye
Continuelly us waiteth to biclappe,
Whan he may man in ydelnesse espye,
He kan so lightly cacche hym in his trappe,
Til that a man be hent right by the lappe,
He nys nat war the feend hath hym in honde.
Wel oghte us werche, and ydelnesse withstonde.

And though men dradden nevere for to dye,
Yet seen men wel by resoun, doutelees,
That ydelnesse is roten slogardye,
Of which ther nevere comth no good encrees;
And seen that slouthe hir holdeth in a lees,
Oonly to slepe, and for to ete and drynke,
And to devouren al that othere swynke.

And for to putte us fro swich ydelnesse,
That cause is of so greet confusioun,
I have heer doon my feithful bisynesse,
After the legende, in translacioun
Right of thy glorious lyf and passioun,
Thou with thy gerland wroght with rose and lilie,
Thee meene I, mayde and martir, seint Cecilie.

Invocacio ad Mariam.

And thow that flour of virgines art alle,
Of whom that Bernard list so wel to write,
To thee at my bigynnyng first I calle,
Thou confort of us wrecches, do me endite
Thy maydens deeth, that wan thurgh hir merite

The eterneel lyf, and of the feend victorie,
As man may after reden in hir storie.

Thow mayde and mooder, doghter of thy sone,
Thow welle of mercy, synful soules cure,
In whom that God for bountee chees to wone,
Thow humble and heigh, over every creature
Thow nobledest so ferforth oure nature,

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poem by Geoffrey Chaucer
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Confessio Amantis. Explicit Liber Septimus

Incipit Liber Octavus

Que favet ad vicium vetus hec modo regula confert,
Nec novus e contra qui docet ordo placet.
Cecus amor dudum nondum sua lumina cepit,
Quo Venus impositum devia fallit iter.

------------------------------------ -----------------------------------------------
The myhti god, which unbegunne
Stant of himself and hath begunne
Alle othre thinges at his wille,
The hevene him liste to fulfille
Of alle joie, where as he
Sit inthronized in his See,
And hath hise Angles him to serve,
Suche as him liketh to preserve,
So that thei mowe noght forsueie:
Bot Lucifer he putte aweie,
With al the route apostazied
Of hem that ben to him allied,
Whiche out of hevene into the helle
From Angles into fendes felle;
Wher that ther is no joie of lyht,
Bot more derk than eny nyht
The peine schal ben endeles;
And yit of fyres natheles
Ther is plente, bot thei ben blake,
Wherof no syhte mai be take.
Thus whan the thinges ben befalle,
That Luciferes court was falle
Wher dedly Pride hem hath conveied,
Anon forthwith it was pourveied
Thurgh him which alle thinges may;
He made Adam the sexte day
In Paradis, and to his make
Him liketh Eve also to make,
And bad hem cresce and multiplie.
For of the mannes Progenie,
Which of the womman schal be bore,
The nombre of Angles which was lore,
Whan thei out fro the blisse felle,
He thoghte to restore, and felle
In hevene thilke holy place
Which stod tho voide upon his grace.
Bot as it is wel wiste and knowe,
Adam and Eve bot a throwe,
So as it scholde of hem betyde,
In Paradis at thilke tyde
Ne duelten, and the cause why,
Write in the bok of Genesi,

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poem by John Gower
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The Vision Of Piers Plowman - Part 10

Thanne hadde Wit a wif, was hote Dame Studie,
That lene was of lere and of liche bothe.
She was wonderly wroth that Wit me thus taughte,
And al staiynge Dame Studie sterneliche seide.
'Wel artow wis,' quod she to Wit, 'any wisdomes to telle
To flatereres or to fooles that frenetike ben of wittes!' -
And blamed hym and banned hym and bad hym be stille -
'With swiche wise wordes to wissen any sottes!'
And seide, ' Nolite mittere, man, margery perles
Among hogges that han hawes at wille.
Thei doon but dryvele theron - draf were hem levere
Than al the precious perree that in paradis wexeth.
I seye it by swiche,' quod she, 'that sheweth by hir werkes
That hem were levere lond and lordshipe on erthe,
Or richesse or rentes and reste at hir wille
Than alle the sooth sawes that Salamon seide evere.

'Wisdom and wit now is noght worth a kerse
But if it be carded with coveitise as clotheres kemben hir wolle.
Whoso can contreve deceites and conspire wronges
And lede forth a loveday to lette with truthe - .
That swiche craftes kan to counseil [are] cleped ;
Thei lede lordes with lesynges and bilieth truthe.
' Job the gentile in hise gestes witnesseth
That wikked men, thei welden the welthe of this worlde,
And that thei ben lordes of ech a lond, that out of lawe libbeth
Quare impii vivunt ? bene est omnibus qui prevaricantur et inique agunt ?
'The Sauter seith the same by swiche that doon ille
Ecce ipsi peccatores habundantes in seculo obtinuerunt divicias.
' Lo!' seith holy lettrure, ' whiche lordes beth thise sherewes!'
Thilke that God moost gyveth, leest good thei deleth,
And moost unkynde to the commune, that moost catel weldeth
Que perfecisti destruxerunt, iustus autem &c.
'Harlotes for hir harlotrie may have of hir goodes,
And japeris and jogelours and jangleris of gestes;
Ac he that hath Holy Writ ay in his mouthe
And kan telle of Tobye and of the twelve Apostles
Or prechen of the penaunce that Pilat wroghte
To Jesu the gentile, that Jewes todrowe -
Litel is he loved that swich a lesson sheweth,
Or daunted or drawe forth - I do it on God hymselve!
'But thoo that feynen hem foolis and with faityng libbeth
Ayein the lawe of Oure Lord, and lyen on hemselve,
Spitten and spuen and speke foule wordes,
Drynken and drevelen and do men for to gape,
Likne men and lye on hem that leneth hem no yiftes -
Thei konne na moore mynstralcie ne musik men to glade

Than Munde the Millere of Multa fecit Deus.
Ne were hir vile harlotrye, have God my trouthe,

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poem by William Langland
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Confessio Amantis. Explicit Liber Tercius

Incipit Liber Quartus

Dicunt accidiam fore nutricem viciorum,
Torpet et in cunctis tarda que lenta bonis:
Que fieri possent hodie transfert piger in cras,
Furatoque prius ostia claudit equo.
Poscenti tardo negat emolumenta Cupido,
Set Venus in celeri ludit amore viri.

Upon the vices to procede
After the cause of mannes dede,
The ferste point of Slowthe I calle
Lachesce, and is the chief of alle,
And hath this propreliche of kinde,
To leven alle thing behinde.
Of that he mihte do now hier
He tarieth al the longe yer,
And everemore he seith, 'Tomorwe';
And so he wol his time borwe,
And wissheth after 'God me sende,'
That whan he weneth have an ende,
Thanne is he ferthest to beginne.
Thus bringth he many a meschief inne
Unwar, til that he be meschieved,
And may noght thanne be relieved.
And riht so nowther mor ne lesse
It stant of love and of lachesce:
Som time he slowtheth in a day
That he nevere after gete mai.
Now, Sone, as of this ilke thing,
If thou have eny knowleching,
That thou to love hast don er this,
Tell on. Mi goode fader, yis.
As of lachesce I am beknowe
That I mai stonde upon his rowe,
As I that am clad of his suite:
For whanne I thoghte mi poursuite
To make, and therto sette a day
To speke unto the swete May,
Lachesce bad abide yit,
And bar on hond it was no wit
Ne time forto speke as tho.
Thus with his tales to and fro
Mi time in tariinge he drowh:
Whan ther was time good ynowh,
He seide, 'An other time is bettre;
Thou schalt mowe senden hire a lettre,
And per cas wryte more plein
Than thou be Mowthe durstest sein.'

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poem by John Gower
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The Vision Of Piers Plowman - Part 15

Ac after my wakynge it was wonder longe
Er I koude kyndely knowe what was Dowel.
And so my wit weex and wanyed til I a fool weere;
And some lakked my lif - allowed it fewe -
And leten me for a lorel and looth to reverencen
Lordes or ladies or any lif ellis -
As persons in pelure with pendaunts of silver;
To sergeaunts ne to swiche seide noght ones,
' God loke yow, lordes!' - ne loutede faire,
That folk helden me a fool; and in that folie I raved,
Til reson hadde ruthe on me and rokked me aslepe,
Til I seigh, as it sorcerie were, a sotil thyng withalle -
Oon withouten tonge and teeth, tolde me whider I sholde
And wherof I cam and of what kynde. I conjured hym at the laste,
If he were Cristes creature for Cristes love me to tellen.
' I am Cristes creature,' quod he, 'and Cristene in many a place,
In Cristes court yknowe wel, and of his kyn a party.
Is neither Peter the Porter, ne Poul with the fauchon,
That wole defende me the dore, dynge I never so late.
At mydnyght, at mydday, my vois is so yknowe
That ech a creature of his court welcometh me faire.'
'What are ye called?' quod I, 'in that court among Cristes peple?'
'The whiles I quykne the cors,' quod he, 'called am I Anima;
And whan I wilne and wolde, Animus ich hatte;
And for that I kan and knowe, called am I Mens;
And whan I make mone to God, Memoria is my name;
And whan I deme domes and do as truthe techeth,
Thanne is Racio my righte name - ''reson'' on Englissh;
And whan I feele that folk telleth, my firste name is Sensus -
And that is wit and wisdom, the welle of alle craftes;
And whan I chalange or chalange noght, chepe or refuse,

Thanne am I Conseience ycalled, Goddes clerk and his notarie;
And whan I love leelly Oure Lord and alle othere,
Thanne is ''lele Love'' my name, and in Latyn Amor;
And whan I flee fro the flessh and forsake the careyne,
Thanne am I spirit spechelees - and Spiritus thanne ich hatte.
Austyn and Ysodorus, either of hem bothe
Nempnede me thus to name - now thow myght chese
How thow coveitest to calle me, now thow knowest alle my names.
Anima pro diversis accionibus diversa nomina sortiturdum
vivificat corpus, anima est; dum vult, animus est; dum scit,
mens est; dum recolit, memoria est; dum iudicat, racio est;
dum sentit, sensus est; dum amat, Amor est ; dum negat vel
consentit, consciencia est; dum spirat, spiritus est.'
'Ye ben as a bisshop,' quod I, al bourdynge that tyme,
' For bisshopes yblessed, thei bereth manye names -
Presul and Pontifex and Metropolitanus,
And othere names an heep, Episcopus and Pastor.'
'That is sooth,' seide he, 'now I se thi wille!

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poem by William Langland
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Satan Absolved

(In the antechamber of Heaven. Satan walks alone. Angels in groups conversing.)
Satan. To--day is the Lord's ``day.'' Once more on His good pleasure
I, the Heresiarch, wait and pace these halls at leisure
Among the Orthodox, the unfallen Sons of God.
How sweet in truth Heaven is, its floors of sandal wood,
Its old--world furniture, its linen long in press,
Its incense, mummeries, flowers, its scent of holiness!
Each house has its own smell. The smell of Heaven to me
Intoxicates and haunts,--and hurts. Who would not be
God's liveried servant here, the slave of His behest,
Rather than reign outside? I like good things the best,
Fair things, things innocent; and gladly, if He willed,
Would enter His Saints' kingdom--even as a little child.

[Laughs. I have come to make my peace, to crave a full amaun,
Peace, pardon, reconcilement, truce to our daggers--drawn,
Which have so long distraught the fair wise Universe,
An end to my rebellion and the mortal curse
Of always evil--doing. He will mayhap agree
I was less wholly wrong about Humanity
The day I dared to warn His wisdom of that flaw.
It was at least the truth, the whole truth, I foresaw
When He must needs create that simian ``in His own
Image and likeness.'' Faugh! the unseemly carrion!
I claim a new revision and with proofs in hand,
No Job now in my path to foil me and withstand.
Oh, I will serve Him well!
[Certain Angels approach. But who are these that come
With their grieved faces pale and eyes of martyrdom?
Not our good Sons of God? They stop, gesticulate,
Argue apart, some weep,--weep, here within Heaven's gate!
Sob almost in God's sight! ay, real salt human tears,
Such as no Spirit wept these thrice three thousand years.
The last shed were my own, that night of reprobation
When I unsheathed my sword and headed the lost nation.
Since then not one of them has spoken above his breath
Or whispered in these courts one word of life or death
Displeasing to the Lord. No Seraph of them all,
Save I this day each year, has dared to cross Heaven's hall
And give voice to ill news, an unwelcome truth to Him.
Not Michael's self hath dared, prince of the Seraphim.
Yet all now wail aloud.--What ails ye, brethren? Speak!
Are ye too in rebellion? Angels. Satan, no. But weak
With our long earthly toil, the unthankful care of Man.

Satan. Ye have in truth good cause.

Angels. And we would know God's plan,
His true thought for the world, the wherefore and the why
Of His long patience mocked, His name in jeopardy.

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poem by Wilfrid Scawen Blunt
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Trash Bag

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poem by Rwetewrt Erwtwer
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The Canterbury Tales; Prologue

Whan that Aprille, with hise shoures soote,
The droghte of March hath perced to the roote
And bathed every veyne in swich licour,
Of which vertu engendred is the flour;
Whan Zephirus eek with his swete breeth

Inspired hath in every holt and heeth
The tendre croppes, and the yonge sonne
Hath in the Ram his halfe cours yronne,
And smale foweles maken melodye,
That slepen al the nyght with open eye-

So priketh hem Nature in hir corages-
Thanne longen folk to goon on pilgrimages
And palmeres for to seken straunge strondes
To ferne halwes, kowthe in sondry londes;
And specially, from every shires ende

Of Engelond, to Caunturbury they wende,
The hooly blisful martir for the seke
That hem hath holpen, whan that they were seeke.
Bifil that in that seson, on a day,
In Southwerk at the Tabard as I lay,

Redy to wenden on my pilgrymage
To Caunterbury, with ful devout corage,
At nyght were come into that hostelrye
Wel nyne and twenty in a compaignye
Of sondry folk, by aventure yfalle

In felaweshipe, and pilgrimes were they alle,
That toward Caunterbury wolden ryde.
The chambres and the stables weren wyde,
And wel we weren esed atte beste;
And shortly, whan the sonne was to reste,

So hadde I spoken with hem everychon
That I was of hir felaweshipe anon,
And made forward erly for to ryse
To take our wey, ther as I yow devyse.
But nathelees, whil I have tyme and space,

Er that I ferther in this tale pace,
Me thynketh it acordaunt to resoun
To telle yow al the condicioun
Of ech of hem, so as it semed me,
And whiche they weren, and of what degree,

And eek in what array that they were inne;
And at a knyght than wol I first bigynne.

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poem by Geoffrey Chaucer
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Fitration Bags

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poem by Rwetewrt Erwtwer
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The Canterbury Tales; The Phisiciens Tale

Heere folweth the Phisiciens tale.

Ther was, as telleth Titus Livius,
A knyght that called was Virginius,
Fulfild of honour and of worthynesse,
And strong of freendes, and of greet richesse.
This knyght a doghter hadde by his wyf,

No children hadde he mo in al his lyf.
Fair was this mayde in excellent beautee
Aboven every wight that man may see.
For Nature hath with sovereyn diligence
Yformed hir in so greet excellence,

As though she wolde seyn, 'Lo, I, Nature,
Thus kan I forme and peynte a creature
Whan that me list; who kan me countrefete?
Pigmalion noght, though he ay forge and bete,
Or grave, or peynte, for I dar wel seyn

Apelles, Zanzis sholde werche in veyn
Outher to grave or peynte, or forge, or bete,
If they presumed me to countrefete.
For He that is the former principal
Hath maked me his vicaire general

To forme and peynten erthely creaturis
Right as me list, and ech thyng in my cure is
Under the Moone, that may wane and waxe,
And for my werk right nothyng wol I axe.
My lord and I been ful of oon accord;

I made hir to the worship of my lord,
So do I alle myne othere creatures,
What colour that they han, or what figures.'
Thus semeth me that Nature wolde seye.
This mayde of age twelf yeer was and tweye,

Is which that Nature hadde swich delit.
For right as she kan peynte a lilie whit,
And reed a rose, right with swich peynture
She peynted hath this noble creature,
Er she were born, upon hir lymes fre,

Where as by right swiche colours sholde be.
And Phebus dyed hath hir treses grete,
Lyk to the stremes of his burned heete;
And if that excellent was hir beautee,
A thousand foold moore vertuous was she.

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poem by Geoffrey Chaucer
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The Vision Of Piers Plowman - Part 11

Thanne Scriptare scorned me and a skile tolde,
And lakked me in Latyn and light by me sette,
And seide, ' Multi multa sciunt et seipsos nesciunt.'
Tho wepte I for wo andwrathe of hir speche
And in a wynkynge w[o]rth til I [weex] aslepe.

A merveillous metels mette me thanne.
For I was ravysshed right there - for Fortune me fette
And into the lond of longynge and love she me broughte,
And in a mirour that highte Middelerthe she made me to biholde.
Sithen she seide to me,-Here myghtow se wondres,
And knowe that thow coveitest, and come therto, peraunter.'
Thanne hadde Fortune folwynge hire two faire damyseles
Concupiscencia Carnis men called the elder mayde,
And Coveitise of Eighes ycalled was that oother.
Pride of Parfit Lyvynge pursued hem bothe,
And bad me for my contenaunce acounten Clergie lighte.
Concupiscencia Carnis colled me aboute the nekke
And seide, 'Thow art yong and yeep and hast yeres ynowe
For to lyve longe and ladies to lovye;
And in this mirour thow might se myrthes ful manye
That leden thee wole to likynge al thi lif tyme.'
The secounde seide the same' I shal sewe thi wille;
Til thow be a lord and have lond, leten thee I nelle
That I ne shal folwe thi felawship, if Fortune it like.'
' He shal fynde me his frend,' quod Fortune therafter;
'The freke that folwede my wille failled nevere blisse.'
Thanne was ther oon that highte Elde, that hevy was of chere,
' Man,' quod he, 'if I mete with thee, by Marie of hevene
Thow shalt fynde Fortune thee faille at thi mooste nede,
And Concupiscencia Carnis clene thee forsake.
Bittrely shaltow banne thanne, bothe dayes and nyghtes,
Coveitise of Eighe, that evere thow hir knewe;
And Pride of Parfit Lyvynge to muche peril thee brynge.'
' Ye? Recche thee nevere!' quod Rechelesnesse, stood forth in raggede clothes
' Folwe forth that Fortune wole - thow has wel fer til Elde.
A man may stoupe tyme ynogh whan he shal tyne the crowne.

''Homo proponit,'' quod a poete, and Plato he highte,
''And Deus disponit'' quod he, 'lat God doon his wille.''
If Truthe wol witnesse it be wel do, Fortune to folwe,
Concupiscencia Carnis ne Coveitise of Eighes
Ne shal noght greve thee graithly, ne bigile thee but thow wolt.'
' Ye, farewel Phippe! ' quod Faunteltee, and forth gan me drawe,
Til Concupiscencia Carnis acorded til alle my werkes.
'Allas, eighe!' quod Elde and Holynesse bothe,
'That wit shal torne to wrecchednesse for wil to have his likyng!'
Coveitise of Eighes conforted me anoon after
And folwed me fourty wynter and a fifte moore,
That of Dowel ne Dobet no deyntee me thoughte.

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poem by William Langland
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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poem by Innocent Masina Nkhonyo
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The Vision Of Piers Plowman - Part 12

' I am Ymaginatif,' quod he, 'ydel was I nevere,
Though I sitte by myself, in siknesse nor in helthe.
I have folwed thee, in feith, thise fyve and fo
And manye tymes have meved thee to [mlyn[n]e on thyn ende,
And how fele fernyeres are faren, and so fewe to come
And of thi wilde wantownesse [whan] thow yong were,
To amende it in thi myddel age, lest myght the faille
In thyn olde elde, that yvele kan suffre
Poverte or penaunce, or preyeres bidde
Si non in prima vigilia nec in secunda &c.

'Amende thee while thow myght; thow hast ben warned ofte
With poustees of pestilences, with poverte and with angres -
And with thise bittre baleises God beteth his deere children
Quem diligo, castigo.
And David in the Sauter seith, of swiche that loveth Jesus,
'' Virga tua et baculus tuus, ipsa me consolata sunt.
Although thow strike me with thi staf, with stikke or with yerde,
It is but murthe as for me to amende my soule.''
And thow medlest thee with makynges - and myghtest go seye thi Sauter,
And bidde for hem that yyveth thee breed; for ther are bokes ynowe
To telle men what Dowel is, Dobet and Dobest bothe,
And prechours to preve what it is, of many a peire freres.'
I seigh wel he seide me sooth and, somwhat me to excuse,
Seide, 'Caton conforted his sone that, clerk though he were,
To solacen hym som tyme - a[lso] I do whan I make
Interpone tuis interdum gaudia curis.
'And of holy men I herde,' quod I, 'how thei outherwhile
Pleyden, the parfiter to ben, in [places manye].
Ac if ther were any wight that wolde me telle
What were Dowel and Dobet and Dobest at the laste,
Wolde I nevere do werk, but wende to holi chirche
And there bidde my bedes but whan ich ete or slepe.'
'Poul in his pistle,' quod he, 'preveth what is Dowel
Fides, spes, caritas, et maior horum &c -
Feith, hope and charitee, and alle ben goode,
And saven men sondry tymes, ac noon so soone as charite.
For he dooth wel, withouten doute, that dooth as lewte techeth;
That is, if thow be man maryed, thi make thow lovye,
And lyve forth as lawe wole while ye lyven bothe.
' Right so, if thow be religious, ren thow nevere ferther
To Rome ne to Rochemador, but as thi rule techeth,

And holde thee under obedience, that heigh wey is to hevene.
'And if thow be maiden to marye, and myght wel continue,
Seke thow nevere seint ferther for no soule helthe!
For what made Lucifer to lese the heighe hevene,
Or Salomon his sapience, or Sampson his strengthe?
job the Jew his joye deere he it aboughte;
Aristotle and othere mo, Ypocras and Virgile,

[...] Read more

poem by William Langland
Added by Poetry Lover
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Two Divided By Zero

(two divided by zero, zero)
(two divided by zero, zero, zero)
Lets not go home, well catch the late train
Ive got enough money to pay all the way
When the postman calls, hell deliver the letter
Ive explained everything; its better that way
(divided by, divided by) I think they heard a rumour
(divided by, divided by) or someone tipped them off
(divided by, divided by) its better to go sooner
(divided by, divided by) than call it all off
Well catch a plane to new york, and a cab going down
Cross the bridges and tunnels, straight into town
Tomorrow morning well be miles away
On another continent and another day
(divided by, divided by) lets not go home
(divided by, divided by) or call it a day
(divided by, divided by) you wont be alone
(divided by, divided by) lets run away
(two divided by zero, zero)
(two divided by zero, zero, zero)
(d...d...d...d...d...divided by)
(divided by, divided by)
(z...z...z...z...z...zero, zero)
(divided by)
(turn of that noise...)
(divided by, divided by) someone spread a rumour
(divided by, divided by zero, zero)
(divided by, divided by) better to go sooner
(divided by, divided by) lets run away
So why hang around for the deed to be done
You can give it all up for a place in the sun
When the postman calls well be miles away
On a plane to new york and another day
(divided by, divided by) I think they heard a rumour
(divided by, divided by) or someone tipped them off
(divided by, divided by) better to go sooner
(divided by, divided by) than call it all off
(divided by, divided by) someone spread a rumour
(divided by, divided by) and someone has to pay
(divided by, divided by) lets not go home
(divided by, divided by) lets run away
(divided by, divided by) lets not go home
(divided by, divided by) lets run away

song performed by Pet Shop Boys
Added by Lucian Velea
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