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D10d

the word is
detained.

the technical term
is custodial investigation,

the government forces
are too many
to hold a single person
and claim that it is
destroying the system.

the next word is
injustice,

the government has more words
to suppress the other words:

denials are clones
and there are just too many of them
all clones since the original is dead.

the only original word is
honesty and Billy Joel says

it is the most lonely word
and include the generals and the
president

everyone is so
untrue

and back to the first word

detained..

poem by Ric S. Bastasa
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Denials Kept

Denials kept,
Victimize and kill.
Denials kept,
Protect the sick from ills.
Denials kept,
Do not warm but chill.
Denials kept,
Keep the truth concealed.
Denials kept,
Produce conflicts to fulfill.
Denials kept,
Hides inside those minds that lie...
To themselves with alibis.

Denials kept,
Victimize and kill.
Denials kept,
Protect the sick from ills.
Denials kept,
Do not warm but chill.
Denials kept,
Keep the truth concealed.
Denials kept,
Hides inside those minds that lie...
To themselves with alibis.

Denials kept,
Destroys not create.
Denials kept,
Chases with debates.
Denials kept,
Confuses those who lose.
Denials kept,
Is the choice of fools.
Denials kept,
Hides inside those minds that lie...
To themselves with alibis.

Denials kept,
Victimize and kill.
Denials kept,
Protect the sick from ills.
Denials kept,
Do not warm but chill.
Denials kept,
Keep the truth concealed.
Denials kept,
Produce conflicts...
To fulfill.

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poem by Lawrence S. Pertillar
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2012

no investigation no investigation
no investigation
no investigation
no investigation
no investigation
no investigation
no investigation
no investigation
no investigation
no investigation
no investigation
no investigation
no investigation no investigation no investigation

no investigation
no investigation
no investigation
no investigation
no investigation
no investigation
no investigation
no investigation no investigation no investigation

poem by Nyein Way
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Billy Barlow In Australia

When I was at home I was down on my luck,
And I earned a poor living by drawing a truck;
But old aunt died, and left me a thousand—"Oh, oh,
I'll start on my travels," said Billy Barlow.
Oh dear, lackaday, oh,
So off to Australia came Billy Barlow.
When to Sydney I got, there a merchant I met,
Who said he would teach me a fortune to get;
He'd cattle and sheep past the colony's bounds,
Which he sold with the station for my thousand pounds.
Oh dear, lackaday, oh,
He gammon'd the cash out of Billy Barlow.
When the bargain was struck, and the money was paid,
He said, "My dear fellow, your fortune is made;
I can furnish supplies for the station, you know,
And your bill is sufficient, good Mr. Barlow."
Oh dear, lackaday, oh,
A gentleman settler was Billy Barlow.
So I got my supplies, and I gave him my bill,
And for New England started, my pockets to fill;
But by bushrangers met, with my traps they made free,
Took my horse and left Billy bailed to a tree.
Oh dear, lackaday, oh,
"I shall die of starvation," thought Billy Barlow.

At last I got loose, and I walked on my way;
A constable came up, and to me did say,
"Are you free?" Says I, "Yes, to be sure; don't you know?"
And I handed my card, "Mr. William Barlow."
Oh dear, lackaday, oh,
He said, "That's all gammon," to Billy Barlow.
Then he put on the handcuffs, and brought me away
Right back down to Maitland, before Mr. Day.
When I said I was free, why the J.P. replied,
"I must send you down to be i—dentified."
Oh dear, lackaday, oh,
So to Sydney once more went poor Billy Barlow.
They at last let me go, and I then did repair
For my station once more, and at length I got there;
But a few days before, the blacks, you must know,
Had spear'd all the cattle of Billy Barlow.
Oh dear, lackaday, oh,
"It's a beautiful country," said Billy Barlow.

And for nine months before no rain there had been,
So the devil a blade of grass could be seen;
And one-third of my wethers the scab they had got,
And the other two-thirds had just died of the rot.
Oh dear, lackaday, oh,
"I shall soon be a settler," said Billy Barlow.

[...] Read more

poem by Andrew Barton Paterson
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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

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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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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Dont Lose My Number

They came at night leaving fear behind
Shadows were on the ground
Nobody knew where to find him
No evidence was found
Im never coming back
They heard him cry
And I believe him
Well he never meant to do anything wrong
Its gonna get worse if he waits too long
Billy, billy dont you lose my number
Cos youre not anywhere
That I can find you
Oh now billy, billy dont you lose my number
Cos youre not anywhere that I can find you, oh no
Searching through the day and into the night
They wouldnt stop till they found him
They didnt know him and they didnt understand
They never asked him why
Get out of my way
They heard him shout
Then a blinding light
Ooh all I could see was him running down the street
Out of the shadows and into the night
Now billy, billy dont you lose my number
Cos youre not anywhere
That I can find you, oh
Now billy, billy dont you lose my number
Cos youre not anywhere that I can find you, oh
Dont give up
Keep running, keep hiding
Dont give up
Billy, if you know youre right
Dont give up
You know that I am on your side
Dont give up
Oh billy, you better, you better, you better run for your life
Now billy, billy dont you lose my number
Cos youre not anywhere
That I can find you, oh
Now billy, billy dont you lose my number
Cos youre not anywhere that I can find you, oh
They came at night leaving fear behind
Shadows were on the ground
Nobody knew where to find him
No evidence was found
Im never coming back
They heard him cry
And I believe him
He never meant to do anything wrong
Its gonna get worse if he waits too long

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song performed by Phil Collins
Added by Lucian Velea
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Dont Lose My Number

They came at night leaving fear behind
Shadows were on the ground
Nobody knew where to find him
No evidence was found
Im never coming back
They heard him cry
And I believe him
Well he never meant to do anything wrong
Its gonna get worse if he waits too long
Billy, billy dont you lose my number
Cos youre not anywhere
That I can find you
Oh now billy, billy dont you lose my number
Cos youre not anywhere that I can find you, oh no
Searching through the day and into the night
They wouldnt stop till they found him
They didnt know him and they didnt understand
They never asked him why
Get out of my way
They heard him shout
Then a blinding light
Ooh all I could see was him running down the street
Out of the shadows and into the night
Now billy, billy dont you lose my number
Cos youre not anywhere
That I can find you, oh
Now billy, billy dont you lose my number
Cos youre not anywhere that I can find you, oh
Dont give up
Keep running, keep hiding
Dont give up
Billy, if you know youre right
Dont give up
You know that I am on your side
Dont give up
Oh billy, you better, you better, you better run for your life
Now billy, billy dont you lose my number
Cos youre not anywhere
That I can find you, oh
Now billy, billy dont you lose my number
Cos youre not anywhere that I can find you, oh
They came at night leaving fear behind
Shadows were on the ground
Nobody knew where to find him
No evidence was found
Im never coming back
They heard him cry
And I believe him
He never meant to do anything wrong
Its gonna get worse if he waits too long

[...] Read more

song performed by Phil Collins
Added by Lucian Velea
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Don't Loose My Number

They came at night leaving fear behind
Shadows were on the ground
Nobody knew where to find him
No evidence was found
"I'm never coming back"
They heard him cry
And I believe him
Well he never meant to do anything wrong
It's gonna get worse if he waits too long
Billy, Billy don't you lose my number
Cos you're not anywhere
That I can find you
Oh now Billy, Billy don't you lose my number
Cos you're not anywhere that I can find you, oh no
Searching through the day and into the night
They wouldn't stop till they found him
They didn't know him and they didn't understand
They never asked him why
"Get out of my way"
They heard him shout
Then a blinding light
Ooh all I could see was him running down the street
Out of the shadows and into the night
Now Billy, Billy don't you lose my number
Cos you're not anywhere
That I can find you, oh
Now Billy, Billy don't you lose my number
Cos you're not anywhere that I can find you, oh
Don't give up
Keep running, keep hiding
Don't give up
Billy, if you know you're right
Don't give up
You know that I am on your side
Don't give up
Oh Billy, you better, you better, you better run for your life
Now Billy, Billy don't you lose my number
Cos you're not anywhere
That I can find you, oh
Now Billy, Billy don't you lose my number
Cos you're not anywhere that I can find you, oh
They came at night leaving fear behind
Shadows were on the ground
Nobody knew where to find him
No evidence was found
"I'm never coming back"
They heard him cry
And I believe him
He never meant to do anything wrong
It's gonna get worse if he waits too long

[...] Read more

song performed by Phil Collins
Added by Lucian Velea
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Where's My Billy Goat Gone To?

'Twas a birthday gift Miss Posie had
When she was nine, and twenty:
Not of gold -- Oh, no! -- nor gem, nor pearl,
Tho' he who gave had plenty.
'Twas a gift she took so much to heart,
Her neighbors thought her silly;
'Twas a B-A-B-Y (Baby) Goat,
A snow-white Baby Billy!
Pretty little Billy, Billy -- Oh!
Where's my Billy Goat gone to?

Take my home! Take my farm!
Yes, me too (if you want to);
But tell me! tell me!
Where's my Billy Goat gone to?
Pretty little Billy, Billy -- Oh!
Where's my Billy Goat gone to?

When she tried to teach him how to read,
Twas only "baa" he'd utter;
As she coaxed him then with cake and cream,
He'd slyly turn to butt her.
Yet he taught himself a thousand tricks,
And many a curious caper;
He would clamber to her chimney top,
And dine there on brown paper.

When the winter came she bought him shoes,
And flannel red she ordered
For a Sunday suit, with trousers cut
Four-legged and embroidered
On the steeple soon in tatters hung,
They set the parson snarling;
And he called that goat Be-el-ze-bub --
The one that she called Darling.
Pretty little Billy, Billy -- Oh!
Where's my Billy Goat gone to?

He was fond of roaming on the rocks,
With workmen in the quarry;
And if there he found their luncheon pails,
Not he but they were sorry.
For he raised aloft his iron brow,
Despite the foreman's clamor;
And the pails, he crushed them one by one,
As with a blacksmith's hammer.
Pretty little Billy, Billy -- Oh!
Where's my Billy Goat gone to?

Then for pails replaced and pails concealed

[...] Read more

poem by Henry Clay Work
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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!

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Little Billy

Little billy was the fattest kid in his class
Little billy was the fattest kid in his class
Always the last in line
Always the last in line
All the other little kids would laugh at him
All the other little kids would laugh at him
Said hed die before his time
Said hed die before his time
Ha ha ha ha
Ha ha ha ha
Ha ha ha ha
Ha ha ha ha
Little billy didnt mind
Little billy didnt mind
Most of the kids smoked cigarettes
Most of the kids smoked cigarettes
Just to prove that they were cool
Just to prove that they were cool
The teacher didnt know about the childrens games
The teacher didnt know about the childrens games
And billy always followed the rules
And billy always followed the rules
Ha ha ha ha
Ha ha ha ha
Ha ha ha ha
Ha ha ha ha
Little billy didnt mind
Little billy didnt mind
Billy was big on the outside
Billy was big on the outside
But theres an even bigger man inside
But theres an even bigger man inside
Ten million cigarettes burning every day
Ten million cigarettes burning every day
And billys still doing fine
And billys still doing fine
Now billy and his classmates are middle-aged
Now billy and his classmates are middle-aged
With children of their own
With children of their own
Their smoking games are reality now
Their smoking games are reality now
And cancers seed is sown
And cancers seed is sown
Ha ha ha ha
Ha ha ha ha
Ha ha ha ha
Ha ha ha ha
Little billys didnt mind
Little billys didnt mind

[...] Read more

song performed by Who
Added by Lucian Velea
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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,

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Rockaway The Days

Billy got out of prison but he wasnt right
Some like to drink or gamble, billy liked to fight
He tracked back to his home state of maryland
Went to his moms mobile home where she took him in, alright
Chorus:
Rockaway the days, rockaway the nights
Gimme something to last me, baby, till the morning light
I aint lookin for trouble, I aint looking for a fight
Honey rockaway these days, rockaway these nights
Well at a picnic one sunday billy met mary dove
Mary looked at billy, billy fell in love
Billy swore to mary hed always love her so
They were married in the valley where the river flows, alright
(chorus)
At a roadside bar billy argued with a young man
And he settled that argument with a razor in his hand
With blood on his shirt back to mary he did run
She sighed billy, oh billy, what have you done?
He ran to his mas trailer but the lights were dim
He pounded on the door, she wouldnt let him in
Up the road to a neighbors house he drew near
They said billy go away, we dont want no trouble round here
Billy stole a car and headed out on the road
Pocketful of pills and his brain on overload
Seen some lights in his rearview mirror, panicked and gave her the gun
Wrapped himself round a telephone pole way out on 101
Well billy got cut out by the highway patrol
Just lay there with the cars passing on slow
Sheriff told billys ma that billy died
She buried his body by the riverside, alright
(chorus)
Well rich man want the power and the seat on the top
Poor man want the money that the rich man got
Honey tonight Im feeling so tired and unsure
Come on in mary, shut the light, close the door
(chorus)

song performed by Bruce Springsteen
Added by Lucian Velea
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Billy Radcliff

Billy radcliffe didnt go to town and when he looked up he was really looking down catching blue in his eyes that were brown billy radcliffe
Billy radcliffe owned by the state from his first breath to the cemetery gate he was the first boy born in space billy radcliffe
Billy radcliffe very first one he really had lived just a cursed son a split in half man sang the cherubim billy radcliffe
Billy radcliffe saw what the devil man saw a spot of blue in the black of the eye of the lord such a cruel love is the kind that has wrought billy radcliffe
Billy sadly didnt live long he had to stay there because he wasnt too strong hes stepping out the door blowing up like a bomb billy radcliffe
Billy radcliffe very first one really a hatched man a light switch son a split in half man sang the cherubim I bet you cried when he died now didja, now didja?
Now billy radcliffe saw what the devil man saw a spot of blue in the black of the eye of the lord now billy radcliffe saw what the devil had and I feel very bad for william radcliffe

song performed by Frank Black
Added by Lucian Velea
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Hik-Tee-Dik!

THE WAR-CRY OF BILLY AND BUDDY

When two little boys--renowned but for noise--
Hik-tee-dik! Billy and Buddy!--
May hurt a whole school, and the head it employs,
Hik-tee-dik! Billy and Buddy!
Such loud and hilarious pupils indeed
Need learning--and yet something further they need,
Though fond hearts that love them may sorrow and bleed.
Hik-tee-dik! Billy and Buddy!

O the schoolmarm was cool, and in no wise a fool;
Hik-tee-dik! Billy and Buddy!
And in ruling her ranks it was _her_ rule to _rule_;
Hik-tee-dik! Billy and Buddy!
So when these two pupils conspired, every day,
Some mad piece of mischief, with whoop and hoo-ray,
That hurt yet defied her,--how happy were they!--
Hik-tee-dik! Billy and Buddy!

At the ring of the bell they 'd rush in with a yell--
Hik-tee-dik! Billy and Buddy!
And they'd bang the school-door till the plastering fell,
Hik-tee-dik! Billy and Buddy!
They'd clinch as they came, and pretend not to see
As they knocked her desk over--then, _My!_ and _O-me!_
How awfully sorry they'd both seem to be!
Hik-tee-dik! Billy and Buddy!

This trick seemed so neat and so safe a conceit,--
Hik-tee-dik! Billy and Buddy!--
They played it three times--though the third they were beat;
Hik-tee-dik! Billy and Buddy!
For the teacher, she righted her desk--raised the lid
And folded and packed away each little kid--
Closed the incident so--yes, and locked it, she did--
Hik-tee-dik! Billy and Buddy!

poem by James Whitcomb Riley
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Hold Your Position (Stones)

Now here comes the great musical thing called "hold your position"
Rasta, them style ya a just levelment Uncle seen
Hold me position, Just a hold me position
I ya, hold me position, just a hold me position
Go on, hold me position, just a hold me position
Just like Jesus Christ in the valley of decision
Devil come along and tru to deceive man through him
Got him plan from the older one
Him had to hold him position, had to hold him position yeh
Hold him position, had to hold him position
Well rhythm like this makes me and me daughter
Go down at the dance, bubble on the corner
When the rhythm is sweet, we a go hold tighter
Rub-adub like this makes you go one
So you hold your position
Say you hold you position aya
Hold your position, say hold your position
Things and time was a getting slow let off the rhythm
Let the good time roll
Don't bother go a slow and stay a back row
I man come to make the rhythm
Just a rock and flow, because me hold me position
Just a hold me position
Special request to 39 Acker Tree, Frontline, everyman on Kime
UB40 say come and rhyme
Yes, Daddy Stone, me in the dance hall style
So we really come to make it versatile
Because one of a kind we come to blow your mind
So you should hold you position
Yes, hold your position, aya
Hold your position, hold your position
Hold Your Position (cont'd) Stones
Skank steady, Skank Steady
I tell you rock the rhythm
You should skank down steady
You know you say, it heavier than lead
Kinda tougher than tough
You know that Jah, Jah covers
Since he stands over us
So hold your position
Hold your position
Move to the east, and you could a move to the west
Lyrics like this Jab know never go jest
Say chunk ice water say right to your chest
Intercity, outer city everywhere the best you better
Hold you position, just hold your position
Hold you position, say hold your position
Well rhythm like this is really so hot
Let off the vilse because a legal shot
Because we hold our position

[...] Read more

song performed by Ub40
Added by Lucian Velea
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The Tower Beyond Tragedy

I
You'd never have thought the Queen was Helen's sister- Troy's
burning-flower from Sparta, the beautiful sea-flower
Cut in clear stone, crowned with the fragrant golden mane, she
the ageless, the uncontaminable-
This Clytemnestra was her sister, low-statured, fierce-lipped, not
dark nor blonde, greenish-gray-eyed,
Sinewed with strength, you saw, under the purple folds of the
queen-cloak, but craftier than queenly,
Standing between the gilded wooden porch-pillars, great steps of
stone above the steep street,
Awaiting the King.
Most of his men were quartered on the town;
he, clanking bronze, with fifty
And certain captives, came to the stair. The Queen's men were
a hundred in the street and a hundred
Lining the ramp, eighty on the great flags of the porch; she
raising her white arms the spear-butts
Thundered on the stone, and the shields clashed; eight shining
clarions
Let fly from the wide window over the entrance the wildbirds of
their metal throats, air-cleaving
Over the King come home. He raised his thick burnt-colored
beard and smiled; then Clytemnestra,
Gathering the robe, setting the golden-sandaled feet carefully,
stone by stone, descended
One half the stair. But one of the captives marred the comeliness
of that embrace with a cry
Gull-shrill, blade-sharp, cutting between the purple cloak and
the bronze plates, then Clytemnestra:
Who was it? The King answered: A piece of our goods out of
the snatch of Asia, a daughter of the king,
So treat her kindly and she may come into her wits again. Eh,
you keep state here my queen.
You've not been the poorer for me.- In heart, in the widowed
chamber, dear, she pale replied, though the slaves
Toiled, the spearmen were faithful. What's her name, the slavegirl's?
AGAMEMNON Come up the stair. They tell me my kinsman's
Lodged himself on you.
CLYTEMNESTRA Your cousin Aegisthus? He was out of refuge,
flits between here and Tiryns.
Dear: the girl's name?
AGAMEMNON Cassandra. We've a hundred or so other
captives; besides two hundred
Rotted in the hulls, they tell odd stories about you and your
guest: eh? no matter: the ships
Ooze pitch and the August road smokes dirt, I smell like an
old shepherd's goatskin, you'll have bath-water?
CLYTEMNESTRA
They're making it hot. Come, my lord. My hands will pour it.

[...] Read more

poem by Robinson Jeffers
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Through the eyes of a Field Coronet (Epic)

Introduction

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

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

Prologue

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

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

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

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

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

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

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

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poem by Gert Strydom
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The Ghost - Book IV

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

[...] Read more

poem by Charles Churchill
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The Hind And The Panther, A Poem In Three Parts : Part III.

Much malice, mingled with a little wit,
Perhaps may censure this mysterious writ;
Because the muse has peopled Caledon
With panthers, bears, and wolves, and beasts unknown,
As if we were not stocked with monsters of our own.
Let Æsop answer, who has set to view
Such kinds as Greece and Phrygia never knew;
And Mother Hubbard, in her homely dress,
Has sharply blamed a British lioness;
That queen, whose feast the factious rabble keep,
Exposed obscenely naked, and asleep.
Led by those great examples, may not I
The wonted organs of their words supply?
If men transact like brutes, 'tis equal then
For brutes to claim the privilege of men.
Others our Hind of folly will indite,
To entertain a dangerous guest by night.
Let those remember, that she cannot die,
Till rolling time is lost in round eternity;
Nor need she fear the Panther, though untamed,
Because the Lion's peace was now proclaimed;
The wary savage would not give offence,
To forfeit the protection of her prince;
But watched the time her vengeance to complete,
When all her furry sons in frequent senate met;
Meanwhile she quenched her fury at the flood,
And with a lenten salad cooled her blood.
Their commons, though but coarse, were nothing scant,
Nor did their minds an equal banquet want.
For now the Hind, whose noble nature strove
To express her plain simplicity of love,
Did all the honours of her house so well,
No sharp debates disturbed the friendly meal.
She turned the talk, avoiding that extreme,
To common dangers past, a sadly-pleasing theme;
Remembering every storm which tossed the state,
When both were objects of the public hate,
And dropt a tear betwixt for her own children's fate.
Nor failed she then a full review to make
Of what the Panther suffered for her sake;
Her lost esteem, her truth, her loyal care,
Her faith unshaken to an exiled heir,
Her strength to endure, her courage to defy,
Her choice of honourable infamy.
On these, prolixly thankful, she enlarged;
Then with acknowledgments herself she charged;
For friendship, of itself an holy tie,
Is made more sacred by adversity.
Now should they part, malicious tongues would say,
They met like chance companions on the way,

[...] Read more

poem by John Dryden
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