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Gallant Trip To Nyc And D.c.

Flying into Washington D.C.

I caught a train then to NYC,

arriving in Penn Station about

a quarter to three,

I was tired and needed

to sleep.

Reminded me of

my runaway days

long ago,

with my friend Mary

from Mexico.

Now this trip was

special yes, indeed,

I gave out 500

Coloring Books with Poem

“Saving the Seas”

To Performince school

by Time Square,

Has this poem in it

and other coloring

books I did share.

Trip was a success,

I gave out the rest,

In D.C.

Then laminated

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Mary had a Little Vamp and Other Parodies after Sarah Josepha HALE

Mary had a little vamp,
whose teeth glowed white as snow,
each night from sightly vent – no cramp -
the crimson droplets flow.

Some followed her from school one day;
though stalking's 'gainst the rules;
it made goose pimples grow and stay
to see them play at ghouls.

But they were caught, their tale remains
from history well hid,
though we discovered their remains
beneath oak coffin lid.

And so blood flowed from inside out,
none dared to lingered near
when shadows shiver, hang about
until Vamps disappear.

'Why does the Vamp love Mary so? '
the eager children cry;
'Why, Mary loves the Vamp, you know, '
the teacher did reply.

Sleep-overs followed, - little Vamp
A, B, AB, O, drew
by light of Mary’s lurid lamp
new haemoglobulu.

Thus vampire Vlad made Mary glad
hark! men well-read may read,
from kid school lad to college grad, -
mark then welt's red fey bead.

He wore a scarlet cape to match
sweet Mary’s ruddy lips,
attached thereto a cup to catch
the rhesus drips he sips.

No fly-by-night awed Mary’s Vamp,
he could fear blend at need,
though sky high flight soared scary champ -
we here end batty screed.

© Jonathan Robin parody written 3 May 2007 revised 3 September 2008 - for previous version see below


Mary had a little vamp,
whose teeth were white as snow,

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Runaway Jim

I had a dog.
His name was Jim
(Runaway, runaway, runaway)
Took all of my old clothes with him.
(Runaway, runaway, runaway)
Whoa-ooooooooooooooo oh Runaway Jim
Whoa-ooooooooooooooo oh Runaway Jim
He was twelve years old when his trip began,
(Runaway, runaway, runaway)
Hauling down the highway in my old sedan.
(Runaway, runaway, runaway.)
Whoa-ooooooooooooooo oh Runaway Jim
Whoa-ooooooooooooooo oh Runaway Jim
Now I wish someone'd tell me where old Jim went,
(Runaway, runaway, runaway)
'Cause he took all the money that I saved for rent.
(Runaway, runaway, runaway)
Whoa-ooooooooooooooo oh Runaway Jim
Whoa-ooooooooooooooo oh Runaway Jim
By the time he came home he was seventeen.
(Runaway, runaway, runaway)
That's a hundred nineteen to you and me.
(Runaway, runaway, runaway)
Whoa-ooooooooooooooo oh Runaway Jim
Whoa-ooooooooooooooo oh Runaway Jim
Now I'm gonna go up to the mountain.
(Runaway, runaway, runaway)
Singing for Jim who's swimming in the fountain.
(Runaway, runaway, runaway)
Whoa-ooooooooooooooo oh Runaway Jim
Whoa-ooooooooooooooo oh Runaway Jim
"By the time he came home..."
before the 1st break, and comes out of it with:
He ran away again on the night he died
(Runaway, runaway, runaway)
'Cause I knew I would miss him from the other side *
(Runaway, runaway, runaway)*
or
"Cause I knew I'd be with him on the other side

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Meet Me At The Station

(brother williams memphis sanctified singers)
Well if I get to heaven before you do
I will meet you at the station when your train comes along
Ill be watching and waiting, mother dear, for you
I will meet you at the station when your train comes along
Father, when the train
Father, when the train
Meet me at the station when the train comes along
When the train
Father, when the train comes along
I will meet you at the station when your train comes along
Well if my eyes see the glory, before yours do
I will meet you at the station when your train comes along
Ill be watching and waiting, father, for you
I will meet you at the station whe your train comes along
Father, when the train
Father, when the train
Meet me at the station when the train comes along
Father, when the train
Father, when the train comes along
I will meet you at the station when your train comes along
Now if my feet touch the homeline before yours do
I will meet you at the station when the train comes along
Ill be watching and waiting, my brother, for you
I will meet you at the station when the train comes along
When the train
When the train
Meet me at the station when the train comes along
When the train
When the train comes along
Meet me at the station when the train comes along
When the train
When the train
Meet me at the station when the train comes along
When the train
When the train comes along
Meet me at the station when the train comes along
Now if you see gods country before I do
Will you meet me at the station when my train comes along
Will you be there watching, sister, for me
Will you meet me at the station when my train comes along
When my train
When my train
Meet me at the station when my train comes along
When my train
Sister, when my train comes along
Will you meet me at the station when my train comes along
When the train
When the train
Meet me at the station when my train comes along

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To Mary in Heaven

I.
I met thee first in May, Mary!
The flower-crowned month of May;
But now thou art away, Mary!
Away from me—away!
Thou wert that all to me, Mary!
That all on earth to me,
That I will be to thee, Mary!
In Heaven above to thee.

II.
Ah! then thine eyes were mild, Mary!
Thy deep blue eyes were mild;
For thou wert then a child, Mary!
And I another child.
Thou wert that all to me, Mary!
That all on earth to me,
That I will be to thee, Mary!
In Heaven above to thee.

III.
Thy face was then so meek, Mary!
So saintly mild, so meek,
Thy lily-form seemed weak, Mary!
And mine for thine grew weak
For thou wert that to me, Mary!
That all on earth to me,
That I will be to thee, Mary!
In Heaven above to thee.

IV.
You led me through the meads, Mary!
The flower-enameled meads,
By brooks of rustling reeds, Mary!
By brooks of rustling reeds—
Where thou wert that to me, Mary!
That all on earth to me,
That I will be to thee, Mary!
In Heaven above to thee.


V.
Wherever you then went, Mary!
No matter where you went—
I followed with content, Mary!
Because you were content.
For thou wert that to me, Mary!
That all on earth to me,
That I will be to thee, Mary!
In Heaven above to thee.

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Mind Train

Dub-dub, dub-dub,
Dub-dub, dub-dub,
Oh, ooh, oh, oh,
Dub-dub train,
Dub-dub train, dub train, dub train, dub.
Dub-dub, dub-dub,
Dub train, dub, dub-dub train passed through my mind,
Dub, dub-dub train passed through my mind,
Oh, oh, ah, ah.
I thought of killing that man,
Oh, oh, dub-dub train passed through my mind.
Oh, oh.
33 windows shining,
33 windows shining like, shining like, shining like a...
Dub-dub, dub-dub, oh, oh, oh,
Dub-dub, dub-dub, oh, oh, oh,...
Shining the clouds, shining the trees,
Shining empty buildings, shining empty buildings, shining my mind.
Dub-dub, dub-dub, passed many signs, passed many towns,
Ooh, ooh, ooh...
Dub-dub, dub-dub, dub train, oh, train, dub, oh, oh,...
Dub-dub, dub-dub, ooh, train, ooh, pain, train, oh.
I thought of killing that man,
I thought of killing that man.
Dub-dub, dub-dub,
Dub train passed through my mind,
Train passed through my mind, oh, ooh...
Dub-dub, dub-dub, oh train, oh, train.
33 windows shining through my mind,
Shining through my...ooh
Dub-dub, dub-dub, oh, dub-dub,
Ooh, ooh,
Dub-dub train passed through my mind,
Oh, the dub-dub train passed through my mind,
Passed through my mind, ooh, ooh....
Oh, train, dub train,
Dub-dub, oh, dub-dub, oh.
Oh, oh,...
I thought of killing, i thought of killing that man.
A-dub-dub train, oh, oh, train, train, train, train,
Oh, oh, oh...
Train, train, dub-dub-dub-dub train, dub-dub.
Shining the clouds, shining the trees,
Shining empty buildings, shine, shine, shine, shine, shine -
33 windows, 33 windows shining like a...
Shine, shine, shine.
Dub-dub, dub-dub, ooh, oh...
Passed many signs, passed many signs,
Oh, yes, yes, dub-dub, oh, yes,
Dub-dub, dub-dub, oh, oh,...

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Mind Train

Dub-dub, dub-dub,
Dub-dub, dub-dub,
Oh, ooh, oh, oh,
Dub-dub train,
Dub-dub train, dub train, dub train, dub.
Dub-dub, dub-dub,
Dub train, dub, dub-dub train passed through my mind,
Dub, dub-dub train passed through my mind,
Oh, oh, ah, ah.
I thought of killing that man,
Oh, oh, dub-dub train passed through my mind.
Oh, oh.
33 windows shining,
33 windows shining like, shining like, shining like a...
Dub-dub, dub-dub, oh, oh, oh,
Dub-dub, dub-dub, oh, oh, oh,...
Shining the clouds, shining the trees,
Shining empty buildings, shining empty buildings, shining my mind.
Dub-dub, dub-dub, passed many signs, passed many towns,
Ooh, ooh, ooh...
Dub-dub, dub-dub, dub train, oh, train, dub, oh, oh,...
Dub-dub, dub-dub, ooh, train, ooh, pain, train, oh.
I thought of killing that man,
I thought of killing that man.
Dub-dub, dub-dub,
Dub train passed through my mind,
Train passed through my mind, oh, ooh...
Dub-dub, dub-dub, oh train, oh, train.
33 windows shining through my mind,
Shining through my...ooh
Dub-dub, dub-dub, oh, dub-dub,
Ooh, ooh,
Dub-dub train passed through my mind,
Oh, the dub-dub train passed through my mind,
Passed through my mind, ooh, ooh....
Oh, train, dub train,
Dub-dub, oh, dub-dub, oh.
Oh, oh,...
I thought of killing, i thought of killing that man.
A-dub-dub train, oh, oh, train, train, train, train,
Oh, oh, oh...
Train, train, dub-dub-dub-dub train, dub-dub.
Shining the clouds, shining the trees,
Shining empty buildings, shine, shine, shine, shine, shine -
33 windows, 33 windows shining like a...
Shine, shine, shine.
Dub-dub, dub-dub, ooh, oh...
Passed many signs, passed many signs,
Oh, yes, yes, dub-dub, oh, yes,
Dub-dub, dub-dub, oh, oh,...

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Sister Helen

"Why did you melt your waxen man
Sister Helen?
To-day is the third since you began."
"The time was long, yet the time ran,
Little brother."
(O Mother, Mary Mother,
Three days to-day, between Hell and Heaven!)

"But if you have done your work aright,
Sister Helen,
You'll let me play, for you said I might."
"Be very still in your play to-night,
Little brother."
(O Mother, Mary Mother,
Third night, to-night, between Hell and Heaven!)

"You said it must melt ere vesper-bell,
Sister Helen;
If now it be molten, all is well."
"Even so,--nay, peace! you cannot tell,
Little brother."
(O Mother, Mary Mother,
O what is this, between Hell and Heaven?)

"Oh the waxen knave was plump to-day,
Sister Helen;
How like dead folk he has dropp'd away!"
"Nay now, of the dead what can you say,
Little brother?"
(O Mother, Mary Mother,
What of the dead, between Hell and Heaven?)

"See, see, the sunken pile of wood,
Sister Helen,
Shines through the thinn'd wax red as blood!"
"Nay now, when look'd you yet on blood,
Little brother?"
(O Mother, Mary Mother,
How pale she is, between Hell and Heaven!)

"Now close your eyes, for they're sick and sore,
Sister Helen,
And I'll play without the gallery door."
"Aye, let me rest,--I'll lie on the floor,
Little brother."
(O Mother, Mary Mother,
What rest to-night, between Hell and Heaven?)

"Here high up in the balcony,
Sister Helen,

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Catholic Contradictions

This Poem will speak to Peter,
Of the priest and the folly,
This poem doubts not the sincerity of true worshipers,
It will speak to the cult, the club, their Peter, the images of idolatry
This poem will address the indoctrination, the assumptions and contradictions,
This poem will expose and explode,
This poem will speak of the council of Valencia and the “forbidden book”
This poem will speak of the mass “hoc est enim corpus meum'
And the continuous re-enactment of the Death of Jesus
This poem will smite the conscience, rend the hearts, and heal the willing
This poem will speak of purgatory
Of priesthood
Of indulgences
Of penance
Of confessions and the “confessors”
Of papal decrees
And of the mortal and venial sins,
This Poem, this poem will speak of the “Virgin Maryand the harlot,
This poem will confirm the marriage of Christ’s Peter
Of the Roman Universal contradictions and papal infallibility
This poem will speak of the assurance of salvation
And the curse of the Council of Trent
This poem will speak of the “Arian heresy”
Of “Cyprian and the lapsed”
Of the works of “Athanasius Contra Mundum”
Of Athanasius to the Bishop of Egypt
This poem will speak of the incarnation of the divine word
Orations against the Arians and against Apollinaris
This poem will speak of John Chrysostom, (golden mouth)
This poem will speak of his ethical applications and the trouble with the emperor’s wife
This poem will speak of Augustine and his forgotten works,
In the spirit and the letter”, “Confession”, the “city of God “
The battle against the “Donatist” “Manichean” The “Arians” the “Pelagians”
This poem will speak of the Theology of “Anselm”
Of “Thomas Aquinas” and the Sum of Theology
This poem will talk of the “council of Nicea”
This poem will speak of Constantine and his cross of battle
The grandeur of “St Peter’s Basilica” the glory of man void of God’s presence
This poem will speak of the “Patriarchal City” and the protagonist
This poem will be persecuted, burnt, torn and ridiculed
This poem will never be read by Catholics,
It will not be verified to see the deception of Rome and the Pope,
This poem can read your mind, how you think Pope can never do wrong
This poem sees your bent determination to resist Truth
This poem will talk of Martin Luther, Ulrich Zwingli and John Calvin
This poem will be rejected by America, Britain, France, Russian, and Africa
This poem must be hated, by worshiper of Dead Mary and his statue
This poem will be scorned and attacked
This poem will bring shame to the writer; he will be sick or insane in the mind of the readers
This poem will not be read in Jerusalem, Rome, Alexandria, and Antioch,

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Sola Christos, Sola Scriptura, Sola Gracious, Sola Fide' and the Priesthood

This Poem will speak to Peter,
Of the priest and the folly,
This poem doubts not the sincerity of true worshipers,
It will speak to the cult, the club, their Peter, the images of idolatry
This poem will address the indoctrination, the assumptions and contradictions,
This poem will expose and explode,
This poem will speak of the council of Valencia and the “forbidden book”
This poem will speak of the mass “hoc est enim corpus meum'
And the continuous re-enactment of the Death of Jesus
This poem will smite the conscience, rend the hearts, and heal the willing
This poem will speak of purgatory
Of priesthood
Of indulgences
Of penance
Of confessions and the “confessors”
Of papal decrees
And of the mortal and venial sins,
This Poem, this poem will speak of the “Virgin Maryand the harlot,
This poem will confirm the marriage of Christ’s Peter
Of the Roman Universal contradictions and papal infallibility
This poem will speak of the assurance of salvation
And the curse of the Council of Trent
This poem will speak of the “Arian heresy”
Of “Cyprian and the lapsed”
Of the works of “Athanasius Contra Mundum”
Of Athanasius to the Bishop of Egypt
This poem will speak of the incarnation of the divine word
Orations against the Arians and against Apollinaris
This poem will speak of John Chrysostom, (golden mouth)
This poem will speak of his ethical applications and the trouble with the emperor’s wife
This poem will speak of Augustine and his forgotten works,
In the spirit and the letter”, “Confession”, the “city of God “
The battle against the “Donatist” “Manichean” The “Arians” the “Pelagians”
This poem will speak of the Theology of “Anselm”
Of “Thomas Aquinas” and the Sum of Theology
This poem will talk of the “council of Nicea”
This poem will speak of Constantine and his cross of battle
The grandeur of “St Peter’s Basilica” the glory of man void of God’s presence
This poem will speak of the “Patriarchal City” and the protagonist
This poem will be persecuted, burnt, torn and ridiculed
This poem will never be read by Catholics,
It will not be verified to see the deception of Rome and the Pope,
This poem can read your mind, how you think Pope can never do wrong
This poem sees your bent determination to resist Truth
This poem will talk of Martin Luther, Ulrich Zwingli and John Calvin
This poem will be rejected by America, Britain, France, Russian, and Africa
This poem must be hated, by worshiper of Dead Mary and his statue
This poem will be scorned and attacked
This poem will bring shame to the writer; he will be sick or insane in the mind of the readers
This poem will not be read in Jerusalem, Rome, Alexandria, and Antioch,

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Rose Mary

Of her two fights with the Beryl-stone
Lost the first, but the second won.

PART I

MARY mine that art Mary's Rose
Come in to me from the garden-close.
The sun sinks fast with the rising dew,
And we marked not how the faint moon grew;
But the hidden stars are calling you.
“Tall Rose Mary, come to my side,
And read the stars if you'd be a bride.
In hours whose need was not your own,
While you were a young maid yet ungrown
You've read the stars in the Beryl-stone.
“Daughter, once more I bid you read;
But now let it be for your own need:
Because to-morrow, at break of day,
To Holy Cross he rides on his way,
Your knight Sir James of Heronhaye.
“Ere he wed you, flower of mine,
For a heavy shrift he seeks the shrine.
Now hark to my words and do not fear;
Ill news next I have for your ear;
But be you strong, and our help is here.
On his road, as the rumour's rife,
An ambush waits to take his life.
He needs will go, and will go alone;
Where the peril lurks may not be known;
But in this glass all things are shown.”
Pale Rose Mary sank to the floor:—
The night will come if the day is o'er!”
“Nay, heaven takes counsel, star with star,
And help shall reach your heart from afar:
A bride you'll be, as a maid you are.”
The lady unbound her jewelled zone
And drew from her robe the Beryl-stone.
Shaped it was to a shadowy sphere,—
World of our world, the sun's compeer,
That bears and buries the toiling year.
With shuddering light 'twas stirred and strewn
Like the cloud-nest of the wading moon:
Freaked it was as the bubble's ball,
Rainbow-hued through a misty pall
Like the middle light of the waterfall.
Shadows dwelt in its teeming girth
Of the known and unknown things of earth;
The cloud above and the wave around,—
The central fire at the sphere's heart bound,
Like doomsday prisoned underground.

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Mary Mary Magdalene

Mary Mary Magdalene,
what do all those stories mean?
Mary, Mary, is it true,
Jesus had a thing for you?

Mary, Mary – He lay with you?
Mary, Mary, tell me true
Mary, Mary, red hair wild,
did He leave you great with child?

Mary, was your love so steady,
that you had had His kids already?
Mary, Mary, at the Cross,
did it feel a gain or loss?

Mary, Maryon that third day,
what was it like with the stone rolled away?
Mary, Mary, running there with love,
what did you think when He rose above?

Mary, Mary – what was it like, after?
Were there tears or joyful laughter?
Mary, Marythe kids you had –
did they turn out like their Dad?

Mary, Mary, whore redeemed,
did it work out like you dreamed?
Mary, Mary – your afterlife –
was it mostly love, or mostly strife?

Mary, Mary, were you worshipped or despised
As Mary’s daughter-in-law, Mrs. Christ?
Mary, Mary, did you stay,
or feel you had to take the kids away?

Mary, Mary, with so much love,
did you, too, rise to heaven above?
Mary, Mary, in the sky,
all we ask are the reasons why…

Mary, Mary Magdalene,
What is really true? What does it really mean?

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Lazarus

“No, Mary, there was nothing—not a word.
Nothing, and always nothing. Go again
Yourself, and he may listen—or at least
Look up at you, and let you see his eyes.
I might as well have been the sound of rain,
A wind among the cedars, or a bird;
Or nothing. Mary, make him look at you;
And even if he should say that we are nothing,
To know that you have heard him will be something.
And yet he loved us, and it was for love
The Master gave him back. Why did he wait
So long before he came? Why did he weep?
I thought he would be glad—and Lazarus—
To see us all again as he had left us—
All as it was, all as it was before.”

Mary, who felt her sister’s frightened arms
Like those of someone drowning who had seized her,
Fearing at last they were to fail and sink
Together in this fog-stricken sea of strangeness,
Fought sadly, with bereaved indignant eyes,
To find again the fading shores of home
That she had seen but now could see no longer
Now she could only gaze into the twilight,
And in the dimness know that he was there,
Like someone that was not. He who had been
Their brother, and was dead, now seemed alive
Only in death again—or worse than death;
For tombs at least, always until today,
Though sad were certain. There was nothing certain
For man or God in such a day as this;
For there they were alone, and there was he—
Alone; and somewhere out of Bethany,
The Master—who had come to them so late,
Only for love of them and then so slowly,
And was for their sake hunted now by men
Who feared Him as they feared no other prey—
For the world’s sake was hidden. “Better the tomb
For Lazarus than life, if this be life,”
She thought; and then to Martha, “No, my dear,”
She said aloud; “not as it was before.
Nothing is ever as it was before,
Where Time has been. Here there is more than Time;
And we that are so lonely and so far
From home, since he is with us here again,
Are farther now from him and from ourselves
Than we are from the stars. He will not speak
Until the spirit that is in him speaks;
And we must wait for all we are to know,
Or even to learn that we are not to know.

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Give Your Heart To The Hawks

1 he apples hung until a wind at the equinox,

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

Under the old trees with rosy fruit.

In the morning Fayne Fraser gathered the sound ones into a

basket,

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

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

Fayne snatched for it and missed;


Michael stood by rejoicing, his rather small

Finely cut features in a dance of delight;

Fayne with one sweep flung at his face

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

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I Saw It Myself (Short Verse Drama)

Dramatis Personae: Adrian, his wife Ester, his sisters Rebecca and Johanna, his mother Elizabeth, the high priest Chiapas, the disciple Simon Peter, the disciple John, Mary Magdalene, worshipers, priests, two angels and Jesus Christ.

Act I

Scene I.- Adrian’s house in Jerusalem. Adrian has just returned home after a business journey in Galilee, in time to attend the Passover feast. He sits at the table with his wife Ester and his sisters, Rebecca and Johanna. It’s just before sunset on the Friday afternoon.

Adrian. (Somewhat puzzled) Strange things are happening,
some say demons dwell upon the earth,
others angelic beings, miracles take place
and all of this when they had put a man to death,
had crucified a criminal. Everybody knows
the cross is used for degenerates only!

Rebecca. (With a pleasant voice) Such harsh words used,
for a good, a great man brother?
They say that without charge
he healed the sick, brought back sight,
cured leprosy, even made some more food,
from a few fishes and loafs of bread…

Adrian. (Somewhat harsh) They say many things!
That he rode into Jerusalem
to be crowned as the new king,
was a rebel against the state,
even claimed to be
the very Son of God,
now that is blasphemy
if there is no truth to it!

Johanna. I met him once.
He’s not the man
that you make him, brother.
There was a strange tranquilly to Him.
Some would say a divine presence,
while He spoke of love that is selfless,
visited the sick, the poor
and even the destitute, even harlots.

Adrian. (Looks up) There you have it!
Harlots! Tax collecting thieves!
A man is know by his friends,
or so they say and probably
there is some truth to it.

Ester. Husband, do not be so quick to judge.
I have seen Him myself, have seen
Roman soldiers marching Him to the hill
to take His life, with a angry crowd
following and mocking Him.

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Tom Zart's 52 Best Of The Rest America At War Poems

SONS AND DAUGHTERS OF WORLD WAR III

The White House
Washington
Tom Zart's Poems


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

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

Sincerely,

George W. Bush


SONS AND DAUGHTERS OF WORLD WAR III


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

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

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

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

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

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VII. Pompilia

I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.

All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.

Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—

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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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Through the eyes of a Field Coronet (Epic)

Introduction

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

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


Prologue

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

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

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

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

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

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

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

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Soccer Under 20

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Sobre Horizontes

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