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Egos Fly High

Over a deal to purchase a football team.
People of notoriety,
Have elected themselves to use the media,
To demean.

People are losing lives.
And treasures they once owned.
Folks are being ostracized,
Not only from their families...
But also removed from foreclosed homes.

Folks with money and influential friends,
Are making their tantrums a priority.
At the expense of common sense,
For them that has yet to begin.

Egos fly high when little boys play together.
With more concern shown for their toys.
Than those homeless living in shelters.

And everyday they show evidence,
A taste to pride decadence is top on their list.
As millions of people,
Struggle to maintain an existence.
In a remorseful abyss.

Idiots with power,
Insist they have the right...
To ignite,
Their petty infighting.

As those they consider dispensible die!
Just to keep themselves in the limelight,
With perceptions they are adored day and night,
As millions cry.

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Soccer Under 20

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Make Me Rich

Purchase purchase buy buy
Purchase purchase buy buy
Purchase purchase buy buy
Purchase purchase buy buy.

Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)

'Horns and tambourines'

Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)

'Congas'

Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)

' And to the bridge'

Purchase purchase buy buy
Purchase purchase buy buy

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University Of Central Florida Volleyball

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Twin State

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Veterinary Camps

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Using Boot Camp

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Stop, Choosing to Demean

You've got your meaning,
And still you are choosing to demean...
My love?

Ya gotcha meaning,
But-cha choosing to demean.
Ya gotcha meaning,
But-cha choosing to demean.
Ya gotcha meaning,
But-cha choosing to demean.

Baby!
I gotcha meaning that demeans,
What I say.
And why it is I feel this way.

You're choosing to demean,
How I pray.
For us...
With faith and love,
Everyday!

Baby!
You're choosing to demean.
I see,
You're choosing to demean.
My compassion,
You're choosing to demean.
And..
My strong beliefs.

Yo, Baby!
You're choosing to demean.
I see,
You're choosing to demean.
My compassion,
You're choosing to demean.
And..
My love for you so deep.
But, you choose to be so mean.

And baby...
Stop, choosing to demean.
Baby!
Stop, choosing to demean.
Yo' baby!
Stop, choosing to demean.
Yo' baby!
Stop, choosing to demean.
Yo' baby,

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We Need Some Demean Time

Give me,
Some demean time.
You need,
Some demean time.
We need,
Some demean time...
To get things off our minds.
And select those days to spew and whine.
Oh...
Give me,
Some demean time.
You need,
Some demean time.
We need,
Some demean time...
To get things off our minds.
And select those days to spew and whine.
At least twice a week sometimes.

Give me,
Some demean time.
You need,
Some demean time.
We need,
Some demean time...
To get things off our minds.
Oh...
Give me,
Some demean time.
You need,
Some demean time.
We need,
Some demean time...
To get things off our minds.
Oh...
Give me,
Some demean time.
You need,
Some demean time.
We need,
Some demean time...
To get things off our minds.
And select those days to spew and whine.
At least twice a week sometimes.

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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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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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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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Allegany Camp

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amelia earhart in japanese war camp

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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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Elected (live)

I'm your top prime cut of meat, I'm your choice
I wanna be elected
I'm a yankee doodle dandy in a gold Rolls Royce
I wanna be elected
The kids need a savior, they don't want a fake
I wanna be elected
We're all gonna rock to the rules that I make
I wanna be elected
Elected
Elected
Respected
I wanna be selected
I never lied to you, I've always been cool
I wanna be elected
I have to get the votes, I told you about school
I wanna be elected
Elected
Elected
Hallelujah
I wanna be selected, come on
Ooh yeah
We're gonna rock this place, take the country by storm
I wanna be elected
You and me together, young and strong
I wanna be elected
Elected
Elected
Respected, selected, call collected
I wanna be elected, oh, oh, come on
This time

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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,
Andwith 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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Old Friends

Old friends
Are the best friends
All my old friends
Are my best friends
Old friends
Are the best friends
All my old friends
Are my best friends
Saw you walk into the club last night
Could not even believe what I was seein
How do I even stop thinkin of you?
cause in my eyes youre still mine
Nobody told me I would feel like this
Wanting you more as the years walk on by
Now Im not afraid to say what i, I believe
But I wish you were my wife
My old friend
Old friends
Are the best friends
All my old friends
Are my best friends
(my old friend)
Old friends
Are the best friends
All my old friends
Are my best friends
First time we met so cool, cool I never knew
You would become so closely to my heart
And now when I look back, girl I was so blessed
The rest never passed the test
Im choosy when it comes to newfound friends
And I wish they could be so smooth
(just like you)
And you never sweated me girl that was so tight
You were an angel in my life, oh, if
(I knew then)
What I know now
(what I know now)
Oh, yeah
(you wouldnt be with him)
You would be here
(youd be here with me)
My old friend
Old friends
Are the best friends
All my old friends
Are my best friends
(my old friend)
Old friends
Are the best friends

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Wednesday's Child (Sheffield Wednesday Soccer Club)

It eats soccer. It breathes soccer. It lives soccer. It fades when it's team fades and it blooms when it's team blooms. It has the letters S.W. permanently etched upon it's brain and it probably even arranges it's Monopoly money in S.W. formations. What is it, you ask? It's a soccer fan. You knew that, didn't you? But it isn't just any soccer fan. It is specifically a Sheffield Wednesday soccer fan. Or addict, for want of a better word.

Yes, of course, even I know about Liverpool, Everton, Arsenal and Man. United fans. They're the normal, run-of-the-mill type but Owls supporters are really Something Else!

I have had the somewhat dubious good fortune of becoming rather well acquainted with one of these strange 'animals' but until today, I'd managed to evade any one-to-one discourse on the merits or demerits of one man's passion for his team. On the face of it, you could say I asked for it. In a weak moment, I queried how his team had fared over the past week or so. It was like asking a hypochondriac the state of his health.

Well, there I was, supposedly having a cup of tea with his wife, my friend Sheila. But Sheila knew the signs and, together with two equally clued-up daughters, had opportunely beaten a hasty retreat into the garden. They had long since paid their dues. Now, it was my turn.

It was a reasonably tentative beginning. It is more than probable that Ken, the addict, suspected I would never stay the course but feeling somewhat emotionally trapped by the knowledge that he had no sons with whom to share his enthrallment of the game, what else could I do but don my interested-looking mask, take a deep breath and settle back to hear him out. By tacit consent, we both knew that I was a victim of sorts. Destiny rides again!

My heart sunk a little when I realised that he was starting from scratch. From the actual day when his team first started playing. His enthusiasm was boundless but somehow I found myself becoming absorbed in what he was saying. His eyes took on a bright, azure sparkle and his mouth was motoring at twice the speed of sound as it travelled back and forth in time. I stared in mute fascination. This was for real! This was the guy's life. Dear Lord, where was I when enthusiasm for anything was dished out? I raised my eyes Heavenwards and found myself looking straight into those of a grey, woolly owl who was peering down at me from a built-in show-case. The Sheffield Wednesday Football Club mascot. I knew I was a gonner when I found myself asking how the Club had come to be so named.

Sheffield Wednesday, as we know it today, Ken told me, came into being in 1867 as the football section of the Wednesday Cricket Club, which had been in existence since 1820. The cricket club had been the creation of a group of Sheffield craftsmen who gave it the name 'Wednesday' for the simple reason that that was the day when they took regular afternoons off to pursue their sporting enthusiasms.

Not surprisingly, perhaps, the meeting at which the football section was formed took place on a Wednesday and this, at a local sporting pub, The Adelphi. Members of the cricket club called the meeting because they wanted a way of keeping everybody together during the winter months but the step was probably partly inspired by the dramatic increase in football's popularity in the town over the previous ten years.

Ken's eyes misted over somewhat as he proudly told me that it had been Sheffield who had led the way in organised football even before the birth of the national FA in 1863. So Wednesday no doubt felt it appropriate to have their own football section. At the very least, it would mean that their players would not be tempted to drift off to other clubs at the end of the summer and forget to return in the following spring.

The founders could not have imagined that the infant football section would become the dominant partner. So strong, in fact, that within sixteen years it would break free and Wednesday Football Club would become one of the most famous names in English football - and a force in the professional game to boot (no pun intended!) Would they also have believed that the Cricket Club would survive only until 1924 and then die through lack of support, so that today, it is all but forgotten.

By now, there was no doubt that Ken knew he had my attention for I was leaning forward in my chair, hanging onto every word. Vortex-like, my concentration was being pulled and drawn into the centre of what could only be described as the secret world of the soccer-addict; a passionate and breathtaking intensity which would encompass anything related thereto, from a humble soccer boot to a moth-eaten ticket to some long-ago and memorable match played.

'Look! ' he said, paging through a well-thumbed book, 'here's a picture of Wednesday's first match at Olive Grove. This site was bought from the Duke of Norfolk. Did you know that? ' As if I would! But no reply was necessary as he pressed on regardless to tell me about how officials at the time were unable to persuade either Preston or Aston Villa to provide the opposition for a match but Blackburn Rovers did decide to accept the invitation to play. Things weren't going too well but I wanted to fall off my chair to show him how thrilled I was too when Wednesday recovered from a three-goal deficit to draw 4-4 but he wouldn't have noticed. He was in another world.

And then he was down in the depths again as he showed me pictures of headlines proclaiming how Dooley had broken his leg at Deepdale way back in 1953. It was to be the end of the big centre-forward's career. Oh, shame, Ken, I said. And I really meant it.

1954-55 proved to be a disastrous season with Wednesday finishing bottom of the table, nine points below relegation companions Leicester City. The Owls won only 8 games, losing 24 and conceding 100 goals. However, Ken assured me, they won the Second Division Championship in 1955-56 with three points to spare and in the following season they finished mid-table. But, oh dear, by 1957-58 they were down again. The Addict's voice faded and I thought he had been called by the angels.

'And then....? ' I encouraged. Momentarily, he seemed to surface.

'Go on, get along with you, ' he said with a half-smile, 'you're not really interested.'

'Oh, I am, I am, ' I protested gamely, whereupon he went on to tell me all about the so-called bribes scandal or betting-coup revelations which broke in the Sunday newspapers of 1964. Not only did Wednesday suffer in terms of its reputation but it also lost two of its best players.

The situation sounded sufficiently grave for me to try my mournful-look but no, it wasn't necessary as The Addict changed course and went on to tell me the good news about how in 1971, that bloke Dooley, (who'd broken his leg 18 years or so earlier and subsequently had to have it amputated) had been made manager of the club. He was still an idol in the city and the folk-hero of Hillsborough. But his magic was limited and he proved that he was as human as anyone else in his lack of anticipated performance.

But Sheila was rattling crockery in the kitchen and the thought of a nice cup of tea was becoming more and more enticing. Escape was out of the question. We still had about twenty years more to work through! There's a limit to a body's endurance and a feminine mind's appreciation of a predominantly masculine interest.

So, a little less stoically now, I went 'up' with the Owls and 'down' with the Owls as we travelled through from one Division to another over a timespan of many years. But much of their pain was to dissolve in relief when in 1985, they reached their highest position for 25 years by coming fifth in the FA Cup semi-Final. Even if they did lose to Everton.

In that same year, Wednesday were to equalise in the dying seconds of the match with Chelsea. They were 3-O up at half-time and I can well imagine how Ken had nearly fallen off his chair when hearing on the BBC World Service later that evening that the game had ended at 4-4. He still hasn't got over the sheer horror of it all.

There was no stopping him now and I just had to give in and hear about how the next time round, Chelsea lost the toss with the Owls' Chairman tossing the coin and the replay going to Stamford Bridge. Wednesday lost 2-1 proving that the Chelsea bogey had struck again. 'We can't even beat a bunch of pensioners, ' the Addict grinned. I was impressed by his ability not to take himself and his beloved team too seriously.

'And last year, you actually visited the Club, didn't you? ' I asked, determined to hastily gobble up the few remaining years so that I could go and have my tea. I knew of course that the highlight of his addicthood had been when Wednesday were promoted to First Division by beating Man. United in the Rumbelows League Cup Final at Wembley and didn't want to go into all that lot again. Like I said, there's a limit........

'Ah yes, ' he replied dreamily. Even he was beginning to tire. But no, not yet. I had a feeling we were about to move into extra time. More like injury-time, one would say.

'Come, ' he said, leading me towards a cupboard filled with everything and anything that could have any association whatsoever with his team. I'd seen it all before and I would see it again, but there's an indisputable thrill of sharing both old-time and current mementoes and memorabilia of a soccer club, some six thousand miles away, right here in the living room of one of its most ardent supporters.

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Money, Money

My baby gives me the finance blues, tax me to the limit of my revenues.
Here she comes finger-poppin, clickety-click
She says furs or diamonds, you take your pick.
She wants money, what she wants, she wants money, what she wants,
She wants money, what she wants, she wants money, what she wants,
Money money, money money money. money money, money money money.
She say, money, honey, Id rob a bank,
I just load my gun and mosey down to the bank.
Knockin off my neighborhood savings and load,
To keep my sweet chiquita in eau de cologne.
She wants money, what she wants, she wants money, what she wants,
Money money, money money money. money money, money money money.
Mama dont send me down to rob that bank again,
I got a notion that your leadin me to sin.
Wont you relax, wont you lay way back,
Dont you bug your honey bout no cadillac.
Its only bucks, you dont need no jack.
So wont you please relax and lay way back.
My babys lovin gives me such a thrill;
It gives me inspiration makin counterfeit bills.
Now some folks say the best things in life are free,
She wants money, what she wants, she wants money, what she wants,
Money money, money money money. money money, money money money.
Lord made a lady out of adams rib, next thing you know, you got womens lib.
Lovely to look upon, heaven to touch;
Its a real shame that they got to cost so much.

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Spectator ab Extra

As I sat in the Café I said to myself,
They may talk as they please about what they call pelf,
They may sneer as they like about eating and drinking,
But help it I cannot, I cannot help thinking
How pleasant it is to have money, heigh-ho!
How pleasant it is to have money.

I sit at my table en grand seigneur,
And when I have done, throw a crust to the poor;
Not only the pleasure itself of good living,
But also the pleasure of now and then giving:
So pleasant it is to have money, heigh-ho!
So pleasant it is to have money.

They may talk as they please about what they call pelf,
And how one ought never to think of one’s self,
How pleasures of thought surpass eating and drinking—
My pleasure of thought is the pleasure of thinking
How pleasant it is to have money, heigh-ho!
How pleasant it is to have money.

II
Le Diner

Come along, ‘tis the time, ten or more minutes past,
And he who came first had to wait for the last;
The oysters ere this had been in and been out;
Whilst I have been sitting and thinking about
How pleasant it is to have money, heigh-ho!
How pleasant it is to have money.

A clear soup with eggs, voilà tout; of the fish
The filets de sole are a moderate dish
A la Orly, but you’re for the red mullet, you say:
By the gods of good fare, who can question today
How pleasant it is to have money, heigh-ho!
How pleasant it is to have money.

After oysters, sauterne; then sherry; champagne,
Ere one bottle goes, comes another again;
Fly up, thou bold cork, to the ceiling above,
And tell to our ears in the sound that they love
How pleasant it is to have money, heigh-ho!
How pleasant it is to have money.

I’ve the simplest of palates; absurd it may be,
But I almost could dine on a poulet-au-riz,
Fish and soup and omelette and thatbut the deuce –
There were to be woodcocks, and not Charlotte Russe!
So pleasant it is to have money, heigh-ho!

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IV. Tertium Quid

True, Excellency—as his Highness says,
Though she's not dead yet, she's as good as stretched
Symmetrical beside the other two;
Though he's not judged yet, he's the same as judged,
So do the facts abound and superabound:
And nothing hinders that we lift the case
Out of the shade into the shine, allow
Qualified persons to pronounce at last,
Nay, edge in an authoritative word
Between this rabble's-brabble of dolts and fools
Who make up reasonless unreasoning Rome.
"Now for the Trial!" they roar: "the Trial to test
"The truth, weigh husband and weigh wife alike
"I' the scales of law, make one scale kick the beam!"
Law's a machine from which, to please the mob,
Truth the divinity must needs descend
And clear things at the play's fifth act—aha!
Hammer into their noddles who was who
And what was what. I tell the simpletons
"Could law be competent to such a feat
"'T were done already: what begins next week
"Is end o' the Trial, last link of a chain
"Whereof the first was forged three years ago
"When law addressed herself to set wrong right,
"And proved so slow in taking the first step
"That ever some new grievance,—tort, retort,
"On one or the other side,—o'ertook i' the game,
"Retarded sentence, till this deed of death
"Is thrown in, as it were, last bale to boat
"Crammed to the edge with cargo—or passengers?
"'Trecentos inseris: ohe, jam satis est!
"'Huc appelle!'—passengers, the word must be."
Long since, the boat was loaded to my eyes.
To hear the rabble and brabble, you'd call the case
Fused and confused past human finding out.
One calls the square round, t' other the round square—
And pardonably in that first surprise
O' the blood that fell and splashed the diagram:
But now we've used our eyes to the violent hue
Can't we look through the crimson and trace lines?
It makes a man despair of history,
Eusebius and the established fact—fig's end!
Oh, give the fools their Trial, rattle away
With the leash of lawyers, two on either side—
One barks, one bites,—Masters Arcangeli
And Spreti,—that's the husband's ultimate hope
Against the Fisc and the other kind of Fisc,
Bound to do barking for the wife: bow—wow!
Why, Excellency, we and his Highness here
Would settle the matter as sufficiently

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