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The bee nest

In Primary school
we played in the field
above the school
in break time.

There we discovered
a hive of bees
under a overhanging
shelve of rock
and I told the other kids
to leave it alone
and went away
to play on my own.

One of the kids
(Peter Conn)
threw three broken bricks
into that bee nest
and that swarm of bees
came like lightning bolts
thundering in.

He ran like a flash
and passed me
with great speed
where I was playing
with some dinky toy cars
and when I looked up
I saw the sky
turning black with bees
and that fool escaped
the consequence of his deeds.

I hardly had time to get up,
never mind to run
when there were bees stinging
and targeting in
from everywhere.

Like a scapegoat the bees
took me for the enemy
and buzzed in
and they came
in great numbers
and that whole swarm stung me
all over my body.

I was swollen up
like a inflated doll,
couldn’t see through my eyes,

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poem by Gert Strydom
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Peter Bell, A Tale

PROLOGUE

There's something in a flying horse,
There's something in a huge balloon;
But through the clouds I'll never float
Until I have a little Boat,
Shaped like the crescent-moon.

And now I 'have' a little Boat,
In shape a very crescent-moon
Fast through the clouds my boat can sail;
But if perchance your faith should fail,
Look up--and you shall see me soon!

The woods, my Friends, are round you roaring,
Rocking and roaring like a sea;
The noise of danger's in your ears,
And ye have all a thousand fears
Both for my little Boat and me!

Meanwhile untroubled I admire
The pointed horns of my canoe;
And, did not pity touch my breast,
To see how ye are all distrest,
Till my ribs ached, I'd laugh at you!

Away we go, my Boat and I--
Frail man ne'er sate in such another;
Whether among the winds we strive,
Or deep into the clouds we dive,
Each is contented with the other.

Away we go--and what care we
For treasons, tumults, and for wars?
We are as calm in our delight
As is the crescent-moon so bright
Among the scattered stars.

Up goes my Boat among the stars
Through many a breathless field of light,
Through many a long blue field of ether,
Leaving ten thousand stars beneath her:
Up goes my little Boat so bright!

The Crab, the Scorpion, and the Bull--
We pry among them all; have shot
High o'er the red-haired race of Mars,
Covered from top to toe with scars;
Such company I like it not!

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poem by William Wordsworth
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Peter Bell The Third

BY MICHING MALLECHO, Esq.

Is it a party in a parlour,
Crammed just as they on earth were crammed,
Some sipping punch-some sipping tea;
But, as you by their faces see,
All silent, and all-damned!

Peter Bell, by W. Wordsworth.

Ophelia.-What means this, my lord?
Hamlet.-Marry, this is Miching Mallecho; it means mischief.
~Shakespeare.

PROLOGUE
Pet er Bells, one, two and three,
O'er the wide world wandering be.-
First, the antenatal Peter,
Wrapped in weeds of the same metre,
The so-long-predestined raiment
Clothed in which to walk his way meant
The second Peter; whose ambition
Is to link the proposition,
As the mean of two extremes-
(This was learned from Aldric's themes)
Shielding from the guilt of schism
The orthodoxal syllogism;
The First Peter-he who was
Like the shadow in the glass
Of the second, yet unripe,
His substantial antitype.-
Then came Peter Bell the Second,
Who henceforward must be reckoned
The body of a double soul,
And that portion of the whole
Without which the rest would seem
Ends of a disjointed dream.-
And the Third is he who has
O'er the grave been forced to pass
To the other side, which is,-
Go and try else,-just like this.
Peter Bell the First was Peter
Smugger, milder, softer, neater,
Like the soul before it is
Born from that world into this.
The next Peter Bell was he,
Predevote, like you and me,
To good or evil as may come;
His was the severer doom,-

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poem by Percy Bysshe Shelley
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The peter-bird

Out of the woods by the creek cometh a calling for Peter,
And from the orchard a voice echoes and echoes it over;
Down in the pasture the sheep hear that strange crying for Peter,
Over the meadows that call is aye and forever repeated.
So let me tell you the tale, when, where, and how it all happened,
And, when the story is told, let us pay heed to the lesson.

Once on a time, long ago, lived in the State of Kentucky
One that was reckoned a witch--full of strange spells and devices;
Nightly she wandered the woods, searching for charms voodooistic--
Scorpions, lizards, and herbs, dormice, chameleons, and plantains!
Serpents and caw-caws and bats, screech-owls and crickets and adders--
These were the guides of that witch through the dank deeps of the forest.
Then, with her roots and her herbs, back to her cave in the morning
Ambled that hussy to brew spells of unspeakable evil;
And, when the people awoke, seeing that hillside and valley
Sweltered in swathes as of mist--"Look!" they would whisper in terror--
"Look! the old witch is at work brewing her spells of great evil!"
Then would they pray till the sun, darting his rays through the vapor,
Lifted the smoke from the earth and baffled the witch's intentions.

One of the boys at that time was a certain young person named Peter,
Given too little to work, given too largely to dreaming;
Fonder of books than of chores, you can imagine that Peter
Led a sad life on the farm, causing his parents much trouble.
"Peter!" his mother would call, "the cream is a'ready for churning!"
"Peter!" his father would cry, "go grub at the weeds in the garden!"
So it was "Peter!" all day--calling, reminding, and chiding--
Peter neglected his work; therefore that nagging at Peter!

Peter got hold of some books--how, I'm unable to tell you;
Some have suspected the witch--this is no place for suspicions!
It is sufficient to stick close to the thread of the legend.
Nor is it stated or guessed what was the trend of those volumes;
What thing soever it was--done with a pen and a pencil,
Wrought with a brain, not a hoe--surely 't was hostile to farming!

"Fudge on all readin'!" they quoth; or "that's what's the ruin of
Peter!"

So, when the mornings were hot, under the beech or the maple,
Cushioned in grass that was blue, breathing the breath of the blossoms,
Lulled by the hum of the bees, the coo of the ring-doves a-mating,
Peter would frivol his time at reading, or lazing, or dreaming.
"Peter!" his mother would call, "the cream is a'ready for churning!"
"Peter!" his father would cry, "go grub at the weeds in the garden!"
"Peter!" and "Peter!" all day--calling, reminding, and chiding--
Peter neglected his chores; therefore that outcry for Peter;
Therefore the neighbors allowed evil would surely befall him--
Yes, on account of these things, ruin would come upon Peter!

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poem by Eugene Field
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Sir Peter Harpdon's End

In an English Castle in Poictou. Sir Peter Harpdon, a Gascon knight in the English service, and John Curzon, his lieutenant.

John Curzon

Of those three prisoners, that before you came
We took down at St. John's hard by the mill,
Two are good masons; we have tools enough,
And you have skill to set them working.

Sir Peter

So-
What are their names?

John Curzon

Why, Jacques Aquadent,
And Peter Plombiere, but-

Sir Peter

What colour'd hair
Has Peter now? has Jacques got bow legs?

John Curzon

Why, sir, you jest: what matters Jacques' hair,
Or Peter's legs to us?

Sir Peter

O! John, John, John!
Throw all your mason's tools down the deep well,
Hang Peter up and Jacques; they're no good,
We shall not build, man.

John Curzon

going.

Shall I call the guard
To hang them, sir? and yet, sir, for the tools,
We'd better keep them still; sir, fare you well.

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poem by William Morris
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I Rockrefore I Am

Uh huh
Npg to the maximum
All the time world wide
96 sound better
Legendary tune
I rock (I rock) therefore I am (therefore I am)
I dont need you to tell me Im in the band ([...] please)
I rock (I rock) therefore I am (therefore I am)
Right or wrong I sing my song the best I can
I dont need you to tell me what clothes to wear
I dont want suggestions about my hair
If the whole world buys your bullshit I dont care
Id rather put on something that you wont dare
I rock (legendary to the maximum) (I rock)
Therefore I am (therefore I am)
I dont need you to tell me Im in the band (I dont need it) (no)
I rock
Legendary to the maximum
Npg for now and forever
Welcome to mendacity, sign your name
See the world so pretty, wealth and fame
They can put you on the field (yeah)
But you wont get in the game (wo no)
How many suckers knew that before they came (woo yeah)
Now you know
I rock (I rock) therefore I am (therefore I am) ([...])
I dont need you to tell me (I dont need it)
Im in the band (legendary all the time)
I rock (I rock) therefore I am (therefore I am) (npg to the maximum)
Right or wrong I sing my song the best I can (show em)
Therefore I am
All you mean to npg to the maximum want you to understand somethin-asta
[come/when] me say [no/love] me say unto another
Watcha them attack each and every vulture
Or do you wants forget that p-r-o starts via pro
Teachin things in life youll never know
What for they dabble they dont understandsa
They caught me comin from the other minnesota
My flava will burn their earsa
Awhen it comes to music this sir is no stranger
Is the same kids you compliment
The same ones that you were meant
To rob an education from
In a private school as opposed to one
That yearly spits out another group of fools
Into a system designed to fail
Wait a minute, I just got some e-mail
Somebody selling 12 cds for a dollar
Make me wanna holler (yeah)
Alright to the maximum

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song performed by Prince
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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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poem by Gert Strydom
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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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R.I.P. (Rock In Peace)

Aaaaaah
Leave me alone
Like a dog with a bone
Like a stone that's been thrown
Let me be on my own
Let me rock
Let me rock
Let me rock
Let me rock in peace
Outta my way
Got a boogie to play
Every dog has his day
Rock 'n' roll's here to stay
Let me rock
Let me roll
Let me rock
Let me rock in peace
Ohhh, feels good, Mumma Mumma
Just like I knew it would
I get my kicks
Outta playin' my licks
Outta layin' my chicks
Down on Route 66
Let me rock
Let me rock
Let me rock
Let me rock in peace
(Rock, rock, rock in peace)
I wanna
(Rock, rock, rock in peace)
Just let me rock
(Rock, rock, rock in peace)
I wanna
(Rock, rock, rock in peace)
I wanna rock
Let me rock in peace
Oooh, that feels good
Hey Mumma
Just like I knew it would
Outta my way
Got a boogie to play
Every dog has his day
Rock 'n' roll's here to stay
Let me rock
Let me roll
Let me rock
Let me rock in peace
(Rock, rock, rock in peace)
I wanna rock
(Rock, rock, rock in peace)

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song performed by AC-DC
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VI. Giuseppe Caponsacchi

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

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poem by Robert Browning from The Ring and the Book
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V. Count Guido Franceschini

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

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poem by Robert Browning from The Ring and the Book
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

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poem by Robert Browning from The Ring and the Book
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Ælla, A Tragical Interlude - Act I

SCENE I.
CELMONDE, att BRYSTOWE.
Before yonne roddie sonne has droove hys wayne
Throwe halfe hys joornie, dyghte yn gites of goulde,
Mee, happeless mee, hee wylle a wretche behoulde,
Mieselfe, and al that's myne, bounde ynn myschaunces chayne.
Ah! Birtha, whie dydde Nature frame thee fayre?
Whie art thou all thatt poyntelle canne bewreene ?
Whie art thou nott as coarse as odhers are?--
Butte thenn thie soughle woulde throwe thy vysage sheene,
Yatt shemres onn thie comelie semlykeene,
Lyche nottebrowne cloudes, whann bie the sonne made redde,
Orr scarlette, wythe waylde lynnen clothe ywreene ,
Syke would thie spryte uponn thie vysage spredde.
Thys daie brave Ælla dothe thyne honde and harte
Clayme as hys owne to be, whyche nee from hys moste parte.
And cann I lyve to see herr wythe anere?
Ytt cannotte, muste nott, naie, ytt shalle not bee.
Thys nyghte I'll putte stronge poysonn ynn the beere,
And hymm, herr, and myselfe, attenes wyll slea.
Assyst mee, Helle! lett Devylles rounde mee tende,
To slea mieself, mie love, & eke mie doughtie friende.

SCENE II.
ÆLLA, BIRTHA.
ÆLLA.
Notte, whanne the hallie prieste dyd make me knyghte,
Blessynge the weaponne, tellynge future dede,
Howe bie mie honde the prevyd Dane should blede,
Howe I schulde often bee, and often wynne, ynn fyghte;
Notte, whann I fyrste behelde thie beauteous hue,
Whyche strooke mie mynde, and rouzed mie softer soule;
Nott, whann from the barbed horse yn fyghte dyd viewe
The flying Dacians oere the wyde playne roule,
Whan all the troopes of Denmarque made grete dole,
Dydd I fele joie wyth syke reddoure as nowe,
Whan hallie preest, the lechemanne of the soule,
Dydd knytte us both ynn a caytysnede vowe:
Now hallie Ælla's selynesse ys grate;
Shap haveth nowe ymade hys woes for to emmate .
BIRTHA.
Mie lorde, and husbande, syke a joie ys myne;
Botte mayden modestie moste ne soe saie,
Albeytte thou mayest rede ytt ynn myne eyne,
Or ynn myne harte, where thou shalte be for aie;
Inne sothe, I have butte meeded oute thie faie;
For twelve tymes twelve the mone hathe bin yblente,
As manie tymes hathe vyed the Godde of daie,
And on the grasse her lemes of sylverr sente,
Sythe thou dydst cheese mee for thie swote to bee,

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poem by Thomas Chatterton
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The Borough. Letter XXII: Peter Grimes

Old Peter Grimes made fishing his employ,
His wife he cabin'd with him and his boy,
And seem'd that life laborious to enjoy:
To town came quiet Peter with his fish,
And had of all a civil word and wish.
He left his trade upon the sabbath-day,
And took young Peter in his hand to pray:
But soon the stubborn boy from care broke loose,
At first refused, then added his abuse:
His father's love he scorn'd, his power defied,
But being drunk, wept sorely when he died.

Yes! then he wept, and to his mind there came
Much of his conduct, and he felt the shame,--
How he had oft the good old man reviled,
And never paid the duty of a child;
How, when the father in his Bible read,
He in contempt and anger left the shed:
"It is the word of life," the parent cried;
--"This is the life itself," the boy replied;
And while old Peter in amazement stood,
Gave the hot spirit to his boiling blood:--
How he, with oath and furious speech, began
To prove his freedom and assert the man;
And when the parent check'd his impious rage,
How he had cursed the tyranny of age,--
Nay, once had dealt the sacrilegious blow
On his bare head, and laid his parent low;
The father groan'd--"If thou art old," said he,
"And hast a son--thou wilt remember me:
Thy mother left me in a happy time,
Thou kill'dst not her--Heav'n spares the double-crime."

On an inn-settle, in his maudlin grief,
This he revolved, and drank for his relief.

Now lived the youth in freedom, but debarr'd
From constant pleasure, and he thought it hard;
Hard that he could not every wish obey,
But must awhile relinquish ale and play;
Hard! that he could not to his cards attend,
But must acquire the money he would spend.

With greedy eye he look'd on all he saw,
He knew not justice, and he laugh'd at law;
On all he mark'd he stretch'd his ready hand;
He fish'd by water, and he filch'd by land:
Oft in the night has Peter dropp'd his oar,
Fled from his boat and sought for prey on shore;
Oft up the hedge-row glided, on his back

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poem by George Crabbe
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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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poem by Robert Browning from The Ring and the Book
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Georgic 4

Of air-born honey, gift of heaven, I now
Take up the tale. Upon this theme no less
Look thou, Maecenas, with indulgent eye.
A marvellous display of puny powers,
High-hearted chiefs, a nation's history,
Its traits, its bent, its battles and its clans,
All, each, shall pass before you, while I sing.
Slight though the poet's theme, not slight the praise,
So frown not heaven, and Phoebus hear his call.
First find your bees a settled sure abode,
Where neither winds can enter (winds blow back
The foragers with food returning home)
Nor sheep and butting kids tread down the flowers,
Nor heifer wandering wide upon the plain
Dash off the dew, and bruise the springing blades.
Let the gay lizard too keep far aloof
His scale-clad body from their honied stalls,
And the bee-eater, and what birds beside,
And Procne smirched with blood upon the breast
From her own murderous hands. For these roam wide
Wasting all substance, or the bees themselves
Strike flying, and in their beaks bear home, to glut
Those savage nestlings with the dainty prey.
But let clear springs and moss-green pools be near,
And through the grass a streamlet hurrying run,
Some palm-tree o'er the porch extend its shade,
Or huge-grown oleaster, that in Spring,
Their own sweet Spring-tide, when the new-made chiefs
Lead forth the young swarms, and, escaped their comb,
The colony comes forth to sport and play,
The neighbouring bank may lure them from the heat,
Or bough befriend with hospitable shade.
O'er the mid-waters, whether swift or still,
Cast willow-branches and big stones enow,
Bridge after bridge, where they may footing find
And spread their wide wings to the summer sun,
If haply Eurus, swooping as they pause,
Have dashed with spray or plunged them in the deep.
And let green cassias and far-scented thymes,
And savory with its heavy-laden breath
Bloom round about, and violet-beds hard by
Sip sweetness from the fertilizing springs.
For the hive's self, or stitched of hollow bark,
Or from tough osier woven, let the doors
Be strait of entrance; for stiff winter's cold
Congeals the honey, and heat resolves and thaws,
To bees alike disastrous; not for naught
So haste they to cement the tiny pores
That pierce their walls, and fill the crevices
With pollen from the flowers, and glean and keep

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poem by Publius Vergilius Maro
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The Aeneid of Virgil: Book 12

WHEN Turnus saw the Latins leave the field,
Their armies broken, and their courage quell’d,
Himself become the mark of public spite,
His honor question’d for the promis’d fight;
The more he was with vulgar hate oppress’d, 5
The more his fury boil’d within his breast:
He rous’d his vigor for the last debate,
And rais’d his haughty soul to meet his fate.
As, when the swains the Libyan lion chase,
He makes a sour retreat, nor mends his pace; 10
But, if the pointed jav’lin pierce his side,
The lordly beast returns with double pride:
He wrenches out the steel, he roars for pain;
His sides he lashes, and erects his mane:
So Turnus fares; his eyeballs flash with fire, 15
Thro’ his wide nostrils clouds of smoke expire.
Trembling with rage, around the court he ran,
At length approach’d the king, and thus began:
“No more excuses or delays: I stand
In arms prepar’d to combat, hand to hand, 20
This base deserter of his native land.
The Trojan, by his word, is bound to take
The same conditions which himself did make.
Renew the truce; the solemn rites prepare,
And to my single virtue trust the war. 25
The Latians unconcern’d shall see the fight;
This arm unaided shall assert your right:
Then, if my prostrate body press the plain,
To him the crown and beauteous bride remain.”
To whom the king sedately thus replied: 30
“Brave youth, the more your valor has been tried,
The more becomes it us, with due respect,
To weigh the chance of war, which you neglect.
You want not wealth, or a successive throne,
Or cities which your arms have made your own: 35
My towns and treasures are at your command,
And stor’d with blooming beauties is my land;
Laurentum more than one Lavinia sees,
Unmarried, fair, of noble families.
Now let me speak, and you with patience hear, 40
Things which perhaps may grate a lover’s ear,
But sound advice, proceeding from a heart
Sincerely yours, and free from fraudful art.
The gods, by signs, have manifestly shown,
No prince Italian born should heir my throne: 45
Oft have our augurs, in prediction skill’d,
And oft our priests, a foreign son reveal’d.
Yet, won by worth that cannot be withstood,
Brib’d by my kindness to my kindred blood,
Urg’d by my wife, who would not be denied, 50

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poem by Publius Vergilius Maro
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The Independent Bee

A hive of bees, as I've heard say,
Said to their Queen one sultry day,
"Please your Majesty's high position,
The hive is full and the weather is warm,
We rather think, with a due submission,
The time has come when we ought to swarm."
Buzz, buzz, buzz, buzz.
Up spake their Queen and thus spake she -
"This is a matter that rests with me,
Who dares opinions thus to form?
I'LL tell you when it is time to swarm!"
Buzz, buzz, buzz, buzz.

Her Majesty wore an angry frown,
In fact, her Majesty's foot was down -
Her Majesty sulked - declined to sup -
In short, her Majesty's back was up.
Buzz, buzz, buzz, buzz.
Her foot was down and her back was up!

That hive contained one obstinate bee
(His name was Peter), and thus spake he -
"Though every bee has shown white feather,
To bow to tyranny I'm not prone -
Why should a hive swarm all together?
Surely a bee can swarm alone?"
Buzz, buzz, buzz, buzz.
Upside down and inside out,
Backwards, forwards, round about,
Twirling here and twisting there,
Topsy turvily everywhere -
Buzz, buzz, buzz, buzz.
Pitiful sight it was to see
Respectable elderly high-class bee,
Who kicked the beam at sixteen stone,
Trying his best to swarm alone!
Buzz, buzz, buzz, buzz.
Trying his best to swarm alone!

The hive were shocked to see their chum
(A strict teetotaller) teetotum -
The Queen exclaimed, "How terrible, very!
It's perfectly clear to all the throng
Peter's been at the old brown sherry.
Old brown sherry is much too strong -
Buzz, buzz, buzz, buzz.
Of all who thus themselves degrade,
A stern example must be made,
To Coventry go, you tipsy bee!"
So off to Coventry town went he.

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poem by William Schwenck Gilbert
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The Rock Stops Here

(eric carmen/fred carmen)
(recorded by eric carmen)
Cool 101 / 1986
A dj in cleveland brought some bands to town
When the music got started
They tore the house down
People said everybody just went out of control
Alan freed grabbed a mike and called it rock and roll
They started bandstand in philly back in 55
And elvis rock-a-billy brought memphis alive
L.a. gave us surfers and detroits got soul
But theres only one home of rock and roll
And kids a hundred thousand strong
Burned the phone lines all night long
To send a message loud and clear
In the u.s.a., I said, the rock stops here
The rock stops here
Little richard brought miss molly
The rock stops here
Peggy sues with buddy holly
The rock stops here
Everybodys gettin down
The rock stops here
Oww! here comes the great james brown
The rock stops here
Chuck berrys with maybelline
The rock stops here
Jerry lees pianos screamin
The rock stops here
Elvis singin blue suede shoes
I need a shot of rock-a-billy
With my rhythm and blues
They looked from new york to l.a. to find the spot
Every city in the nation took their very best shot
When the dust all settled, one city stood tall
And they knew who deserved the rock and roll hall
So to prove the facts they already knew
They took a nationwide poll
That made the front page news
When the votes were counted, the results all showed
In cleveland, we eat, sleep and drink rock and roll
Kids a hundred thousand strong
Shouted, put the hall where it belongs
Now heres the message loud and clear
In the u.s.a., you know the rock stops here
I said the rock stops here
Cathys clowns with don and phil
The rock stops here
Fats is up on blueberry hill
The rock stops here

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song performed by Eric Carmen
Added by Lucian Velea
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III. The Other Half-Rome

Another day that finds her living yet,
Little Pompilia, with the patient brow
And lamentable smile on those poor lips,
And, under the white hospital-array,
A flower-like body, to frighten at a bruise
You'd think, yet now, stabbed through and through again,
Alive i' the ruins. 'T is a miracle.
It seems that, when her husband struck her first,
She prayed Madonna just that she might live
So long as to confess and be absolved;
And whether it was that, all her sad life long
Never before successful in a prayer,
This prayer rose with authority too dread,—
Or whether, because earth was hell to her,
By compensation, when the blackness broke
She got one glimpse of quiet and the cool blue,
To show her for a moment such things were,—
Or else,—as the Augustinian Brother thinks,
The friar who took confession from her lip,—
When a probationary soul that moved
From nobleness to nobleness, as she,
Over the rough way of the world, succumbs,
Bloodies its last thorn with unflinching foot,
The angels love to do their work betimes,
Staunch some wounds here nor leave so much for God.
Who knows? However it be, confessed, absolved,
She lies, with overplus of life beside
To speak and right herself from first to last,
Right the friend also, lamb-pure, lion-brave,
Care for the boy's concerns, to save the son
From the sire, her two-weeks' infant orphaned thus,
And—with best smile of all reserved for him—
Pardon that sire and husband from the heart.
A miracle, so tell your Molinists!

There she lies in the long white lazar-house.
Rome has besieged, these two days, never doubt,
Saint Anna's where she waits her death, to hear
Though but the chink o' the bell, turn o' the hinge
When the reluctant wicket opes at last,
Lets in, on now this and now that pretence,
Too many by half,—complain the men of art,—
For a patient in such plight. The lawyers first
Paid the due visit—justice must be done;
They took her witness, why the murder was.
Then the priests followed properly,—a soul
To shrive; 't was Brother Celestine's own right,
The same who noises thus her gifts abroad.
But many more, who found they were old friends,
Pushed in to have their stare and take their talk

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poem by Robert Browning from The Ring and the Book
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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.

When she was old enough she got married.

First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.

Agnes was my mother.

Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.

Then they moved to West Virginia in the United States.

Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.

Anna was a maid and cook.

She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth

They were both good cooks

They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

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poem by Talile Ali
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