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Egyptian Army

Egyptian Army will
serve the Egyptian nation.
Mubarak is not now
leader of Egyptian nation.

Will the Egyptian Army
serve will of Egyptian people?
Dictatorship torture poverty
serves not Egyptian people.

poem by Terence George Craddock
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The Holocaust Files & Other Theme Poems

Theme: Love Poems (various forms of love,10 poems only)
*any theme category may be extended upon reader interest and requests
A Family Blessing
Changing Scene
For Our Loved Ones
Look Across Time
Memory Of A Lover
My Love
Single Red Ribbon
Snowpowder
Song Of My Love
True Love

The Holocaust Files: (32 poems) are a work in process and this reference will be removed upon completion. This is a collection of holocaust related poems to give voice to the 12 million killed, tortured and enslaved by the SS during World War II. The Poles, Romani and Slavic victims who are sometimes overlooked in brief reviews or marginalized, will hopefully have a poem as their voice by the completion of this project. The poems will ease into and out of the full extent of this horror, to contrast kaleidoscopic images of the holocaust in tribute to the slaughtered, and may provide a differing overview of Nazi Ideology to address succinct examples of how and why in historical perspective. (Historical optional background notes, have been added below some poems to assist in this purpose.)
The cruelty of topic material in some of the main poems may shock or offend innocent readers. Looking up pictorial images of these events is not advised for children.
The poems should be read in the order listed below: -
A Vibrant Life 18.5.2010
Appeasement For Adolf Hitler 15&16.10.2010
Indomitable Will To Survive 12.7.2010
Holocaust Latvia Begins 30.5.2012
Nazi Death Squads Enter Eastern Europe 29.5.2012
SS Single Shot Executioners 28.5.2012
Legal Genocide Committed On Industrial Scale 16.10.2010
Stone Cross Prologue 85 87
Stone Cross 85 87
Hitler's Holocaust Product Of A Demonic Mind 1987
When Satanic Power Ruled A Third Reich 1987
Blind Neo-Nazi Nationalism Hitler's New World Order 1987
How Evil Regenerates Perpetuates 1987
Nazi Evolution Vile Carbon Monoxide Gas To Zyklon-B 1987
Indictment Against Entire Nations 1987
An Image Of The Beast Rules
Fallen Nation Transformation 1987
Cartoon Caricature Of The Master Race 17.5.2010
The SS Who Will You Kill 17.5.2010
Classic Dance Steps 17.2.1989
Peaked Cap; Skull-And-Crossbones Badge 17&18.3.2010
A Moral Civilized World 17.3.2010
The Death Of Adolf Hitler's Personal Physican 17.5.2010
Dagmar Topf A Defence Of Family Ovens 17&18.3.2010
Not To Be Written 7.5.2010
Struck Down With A Thunderbolt 20.4.2010
Love Has Rewards Worth Attaining 19.5.2010
SS Demons 15.12.2010
How Did You Kill Me?
They Did It All Before You 18.5.2010
'Angel Of Death' A Demonic Nazi Doctor 9.3.2011
Proclaiming Retrofit New World Order 9&10.3.2011

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poem by Terence George Craddock
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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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Surreal Ballard Of Tahrir Square

script implausible was so bad surreal
a badly written distorted dream scene
by hack writer with his train off de track

a director still coupled to an antique
loose caboose directing a crummy
crew straight out of sad clown wagon

hear bark a doghouse glory wagon
nationalist saviour script monkey
wagon attack techniques yes these

lapdogs trained as running dogs were
about to be let loose from monkey
wagon many bused in especially for

lackey protest busting feature occasion
moral railroaded false charge imagery
“don’t fall asleep on trains coz trains run

over sleepers” view protesters in lime
light were about to be overwhelmed
ruthlessly crushed steamrolled to pave

one way for Mubarak to oh so smoothly
retain President power so run mad house
script bizarre surging footage shot real?

roll cameras action paid men came with
baseball bats pieces of broken window
frames machetes one homemade spear?

form a line a small group plainclothes
policemen block one broad boulevard
leading into Tahrir Square now symbolic

epicentre
of peaceful Egyptian
revolution

poor police publicly shamed had been
driven from streets so used to controlling
last Friday now had come to hero reclaim

what? A ruthless reputation, proud ego,
status regarded as rightfully lawfully
theirs? Police gathered on Qasr el-Aini

prepared themselves for confrontation
with brave protesters who had humiliated

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poem by Terence George Craddock
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If I Resign Today There Will Be Chaos

It was February the 3rd 2011 when
Egyptian President Hosni Mubarak
made his famous scare fear prediction
'If I Resign Today There Will Be Chaos'.

Mubarak claimed he was sincerely troubled?
By violence the world had seen in Liberation
Tahrir Square over preceding days he claimed
his government was innocent not responsible?

Mubarak blamed the Muslim Brotherhood
a banned political party persecuted in Egypt.
But Mubarak supporters violence launched
against anti-government protesters innocent.

Mubarak claimed he 'was very unhappy about
yesterday. [stating] I do not want to see Egyptians
fighting each other.' Mubarak had hoped to rout
humiliate publicly defeat opponent protesters.

When asked what he thought seeing the people
shouting insults about him and wanting him gone
Mubarak said, 'I don't care what people say about
me... I care about my country, I care about Egypt.'

Mubarak claimed he wanted to resign but could not
'for Fear of the Country Falling into Chaos.' Egypt
will sink into chaos if I resign there will be chaos at
least eight people had died hundreds were injured in

violent clashes between his supporters and anti-
government protesters since Wednesday that is chaos

pride comes before a fall was Mubarak the leader
really unfazed by insults being hurled at him by
protesters demanding his immediate resignation?
According to quotes he wavered when asked about

his attitude toward his main ally the US which had been
pushing for him to resign because Washington gives
Egypt about $1.5 billion in mostly military aid annually
in a statement like Gaddafi would soon make he said

'You don't understand the Egyptian culture and what
would happen if I step down now' Mubarak said he told
US President Barack Obama while reportedly he remained
guarded in Cairo in the presidential palace with his family

heavily guarded by troops tanks barbed wire in safety?
Egypt's largest protests in a generation were clearly

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poem by Terence George Craddock
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Mubarak Egyptian Protests Threatens Suez Oil

Mubarak had given
a coded speech
on nationwide Egyptian
state television

Mubarak supporters listen
recognized his decision
immediately instantly
the answer to where many

of dictators secret police went
was answered in brutality
Tahrir Square 2nd February
'Amned Daula' 'Moochabarat'

sinister secret police of Egypt
who immune have held Emergency
Powers thirty stain years kept
since Emergency Law was swiftly

passed after Egypt’s President Sadat
was assassinated such a tragedy
succeeding dictator henchmen security
torture with Mubarak total immunity

Mubarak security supporters provoked
blood letting upon peacefully assembling
protesters in Tahrir Square after ordering
teargas rubber bullets baton charges in

days earlier secret police tactic brutality
to beat isolated protesters with iron bars
was routine for protest eradication policy
now administration frustration hits streets

demons are out of bottle and upon the street
modern tactics retrocede into mystic Bedouin
camel charge loud sound of liberty bell rings
an Egyptian falcon freedom sands soaring flies

wind of change is blowing protests
are not going to effect your country
except in increased national poverty
oil prices increasing to $100 dollars

plus a barrel an eighth of the world's
shipping goes through the Suez channel
Mubarak closed all Egyptian banks
shipping companies cannot pay access

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poem by Terence George Craddock
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Egypt

A very furious wave of protest finally swept the Egypt's President
After eighteen days of relentless rallies against poverty and corruption.
To autocrats across the Arab world it was sent a real advertisement
And Vice President said a military council would run the affairs of the nation.

A free and fair presidential electionfor September it has been promised
After Mubarak had flown with his family from Cairo to the Red Sea.
People embraced in Cairo's Tahrir the main focus for their protest,
Mubarak left because to their conditions he really didn't agree.

Sobbing for joy, Egyptians celebrated in carnival mood on the street,
They fought to have their freedom and to demand their needed right.
They won, because Mubarak easily broke in his most dispirited final defeat
And “Egypt is free! ” Egyptian people screamed on Friday night.

For Egyptians, Mubarak’s resignation wasn’t only a political matter.
Egyptians noticed how much of their lives had passed under Mubarak.
They have decided that they were going to change their lives for the better.
Therefore, Egypt's revolution turned very violent as Mubarak struck back.

There was a note of caution over how far the military allowed a democracy
Someone said Egypt isn't moving toward democracy, but into martial law.
People rose up against government, asking an end to President ' autocracy.
Europe's Arabs have watched those events with a mixture of fear and awe.

Mubarak’s resignation left countless uncertainties for the whole nation
But the main goal of the Egyptian revolution has been really achieved.
Out there, in the middle of that 'ice storm' there was a real torsional vibration
But, in the end, the crowd is going to be very excited and definitely relieved.

MCN: C8LTX-3QFDL-FN3X1

© copyright Sat Feb 12 01: 05: 27 UTC 2011 - All Rights Reserved

poem by Marieta Maglas
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The Booker Washington Trilogy

I. A NEGRO SERMON:—SIMON LEGREE

(To be read in your own variety of negro dialect.)

Legree's big house was white and green.
His cotton-fields were the best to be seen.
He had strong horses and opulent cattle,
And bloodhounds bold, with chains that would rattle.
His garret was full of curious things:
Books of magic, bags of gold,
And rabbits' feet on long twine strings.
But he went down to the Devil.

Legree he sported a brass-buttoned coat,
A snake-skin necktie, a blood-red shirt.
Legree he had a beard like a goat,
And a thick hairy neck, and eyes like dirt.
His puffed-out cheeks were fish-belly white,
He had great long teeth, and an appetite.
He ate raw meat, 'most every meal,
And rolled his eyes till the cat would squeal.

His fist was an enormous size
To mash poor niggers that told him lies:
He was surely a witch-man in disguise.
But he went down to the Devil.

He wore hip-boots, and would wade all day
To capture his slaves that had fled away.
But he went down to the Devil.

He beat poor Uncle Tom to death
Who prayed for Legree with his last breath.
Then Uncle Tom to Eva flew,
To the high sanctoriums bright and new;
And Simon Legree stared up beneath,
And cracked his heels, and ground his teeth:
And went down to the Devil.

He crossed the yard in the storm and gloom;
He went into his grand front room.
He said, "I killed him, and I don't care."
He kicked a hound, he gave a swear;
He tightened his belt, he took a lamp,
Went down cellar to the webs and damp.
There in the middle of the mouldy floor
He heaved up a slab, he found a door —
And went down to the Devil.

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poem by Vachel Lindsay
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Serves You Right

1st verse
La, da, da, da,
Oooh, oh.
You and I were so in love.
You were all I was thinkin of.
There was so much magic in your eyes.
Then one day you said we were through.
You said you found somebody new.
And then you turned and you walked right out the door.
Baby I told you his love wasnt true.
You didnt hear me, so now I say these words to you..
Chorus:
Serves you right for sayin good-bye.
Now you say youre sorry.
Serves you right for sayin good-bye.
Baby.
Serves you right for sayin good-bye.
Now you see whos sorry now.
Oooh, oh,oh.
2nd verse.
I remember you standin there, sayin to me you didnt care.
And I was begging baby, please dont go.
Now youre crying, telling me what went wrong.
Girl you stayed away too long,
Cant you see Ive got you off my mind.
(change)
Thinkinbout the pain that you put me through.
I cant help you-because it feels good telling you....
Chorus:
Serves you right for sayin good-bye.
Now you say youre sorry.
Serves you right for sayin good-bye.
Baby.
Serves you right for sayin good-bye.
Now you see whos sorry now.
Oooh, oh,oh.
(rap) see mama, what Im tryinto say.
To you is that, Im ,you know, I love ya,
But ya - yaa hurt me so bad, I cant take it no more girl,
I just cant take it, no.....hell no
No! no, no, I dont wanna hear it,
Dont say it anymore, dont talk
No more, Im tired of youre lyin,
Im tired of your cryin girl, tell
Me....dont tell me.
(change)
Thinkin bout the pain that you put me through,
I cant help you-because it feels good telling you....
Chorus:(repeat twice)
Serves you right for sayin good-bye.

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song performed by Lionel Richie
Added by Lucian Velea
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The Leader That Was Pushed

Once on a time a general whose name is handed down
To the present generation as a name of high renown
Once on a time this general - I trust you understand
This happened years and years ago, and in a foreign land.
This general once stood before his army, thinking hard;
And he talked about advancing, but he didn't move a yard,
For, to put the matter plainly, though he knew his cause was right,
And desired to be the leader, yet he didn't want to fight.

He bravely talked for hours and hours of tactics and defence
(In good sooth, he was a leader of undoubted eloquence)
Till his soldiers grew impatient, for they spied afar the foe,
So they started marching forward, and the leader had to go,
Though he begged for time to elocute, they forced him to a walk;
Then they broke into a double, and he hadn't breath to talk.
If his soldiers start to push him - well, that can a leader do?
Thus he led his army forward - of necessity, 'tis true.

Oh, they forced him to a run,
And the firing of a gun
Gave him qualms about the business, but he couldn't change his mind.
He'd have dearly loved to pause
And orate about The Cause,
But he had to keep responding to the pressure from behind.
Then he yelled a battle-cry,
And he waved his sword on high,
But he mournfully reflected as he viewed the foemen's horde:
Leadership may be all right
While the foe is out of sight,
But, like the pen, the silver tongue is safer than the sword.

The fight was won. That general, his heart swelled up with pride,
Delivered speeches eloquent to his victorious side;
And the peroration hinted they should rest while they'd the chance;
But the army wanted more of it and urged him to advance.
'Twas here the general resigned to join another band
That didn't yearn to go and fight the battles of the land.
'Twas a calm, reposeful army, and that leader suited well;
For it let him talk of fighting while it sat and took a spell.

He was leader of the tired,
And he never was required
To go ranging o'er the country to attack a savage foe;
And whene'er he thought it best
To sit down and take a rest,
Well - it's rude to push a leader when he doesn't want to go.
And, if by some mischance,

[...] Read more

poem by Clarence Michael James Stanislaus Dennis
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Picking Teachers For Their Leader

Strangers!
Come before the darkness of night,
Crawls.
As twilight escorts the rising moon!
Strangers...
Known in dreams.
Whisper of their presence unseen.
But felt...
By a familiar comfort embraced.

My steps cease to seek a quickened pace.
There is no wish for leaving.
I am told in my mind I should stay.
Soft voices dance within rainbowed light!
Sparkling to convince...
I should pray with faith.
And they would make my life right!

Picking teachers for their Leader.
For the One never shown.
The One who through scriptures...
Repeated to make appear,
But left still for them to go unknown.

Picking teachers for their Leader.
How they do it like it's done...
When they come,
Nobody knows.

Their picking teachers for their Leader.
They say He's number One.
Like none other like He,
Upon me with gifts bestowed!

Strangers!
Come before the darkness of night,
Crawls.
As twilight escorts the rising moon!
Strangers...
Known in dreams.
Whisper of their presence unseen.
But felt...
By a familiar comfort embraced.

Their picking teachers for their Leader.
As God demands.
Their picking teachers for their Leader.
As God Commands.
Their picking teachers for their Leader.
And I understand...

[...] Read more

poem by Lawrence S. Pertillar
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King Solomon And The Queen Of Sheba

(A Poem Game.)

“And when the Queen of Sheba heard of the fame of Solomon, . . .
she came to prove him with hard questions.”

[The men’s leader rises as he sees the Queen unveiling
and approaching a position that gives her half of the stage.]

Men’s Leader: The Queen of Sheba came to see King Solomon.
[He bows three times.]
I was King Solomon,
I was King Solomon,
I was King Solomon.

[She bows three times.]
Women’s Leader: I was the Queen,
I was the Queen,
I was the Queen.

Both Leaders: We will be king and queen,
[They stand together stretching their hands over the land.]
Reigning on mountains green,
Happy and free
For ten thousand years.

[They stagger forward as though carrying a yoke together.]
Both Leaders: King Solomon he had four hundred oxen.

Congregation: We were the oxen.

[Here King and Queen pause at the footlights.]
Both Leaders: You shall feel goads no more.
[They walk backward, throwing off the yoke and rejoicing.]
Walk dreadful roads no more,
Free from your loads
For ten thousand years.

[The men’s leader goes forward, the women’s leader dances round him.]
Both Leaders: King Solomon he had four hundred sweethearts.

[Here he pauses at the footlights.]
Congregation: We were the sweethearts.

[He walks backward. Both clap their hands to the measure.]
Both Leaders: You shall dance round again,
You shall dance round again,
Cymbals shall sound again,
Cymbals shall sound again,
[The Queen appears to gather wildflowers.]

[...] Read more

poem by Vachel Lindsay
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The Lone White Wolf: The Hunt

As the first day of the new moon creeps into the trees, no wolf among the pack gathers to see the light overcome the darkness to bring in the new day except the lone white wolf. This peculiar wolf is almost solid white except for the black along the length of his nose. It watches over the pack as they peacefully sleep, unaware of his eyes that could protect everything that was soon to come.

Today was the first day of the long hunt for the white wolf. He must bring down an animal that could feed the whole pack for several days, so he could become an official member of the pack, but more importantly, he must prove himself to be one with the pack instead of running alone.

The leader of the wolf pack slowly raises his head like a turtle to look around to see who’s awake. He sees all the wolves are still asleep in a tight circle except the outcast. The leader doesn’t understand why this wolf sleeps alone nor does he understand why the wolf was born white instead of gray. The white wolf stirs from his wakeful sleep. The eyes of the self-proclaimed leader stay on him before moving off to look into the distance searching for all the answers to his questions among the countless trees.

The leader of the wolf pack slowly gets up and walks to the lone wolf and nudges him to sound the morning howl. It was customary for the leader of the wolf pack to do this, but for reasons unknown to any wolf besides the leader, the wolf chose the outcast to sound the howl. The white wolf understands and gives a howl to stir the remaining wolves out of their deep slumber.

Once all the wolves are fully awake and able to comprehend what today is and what it means for the outcast, they realize it is the first day of the new moon. It is the first day of the long hunt. All of the wolves first look to the leader, then to the outcast, then back to the leader wondering who is going to give the special howl to begin the long hunt. No wolf willingly howled the beginning of the long hunt because if the howl was bad, the hunt would go badly, but if the howl was good, the hunt would go smoothly and the hunt would be short. The answer is soon apparent when the eyes of the leader look over the pack to see whose eyes would meet his. None but one pair kept his gaze.

The leader gave a sign, and the wolf began to prepare to give the special howl that would determine the outcome of the hunt. A wolf could not open its muzzle and give an ordinary howl since the hunt would also go badly. To give the special howl the wolf must pull back its hind legs and brace itself to make sure all legs are securely anchored to the ground so that the wolf, while giving the special howl would not slide backwards during the middle of it.

The lone wolf was ready mentally and physically to give the special howl. Once his feet were securely on the ground, the wolf began the howl. The lone white wolf put everything in his howl: the pain of being an outcast his entire life, the anger at his individuality, everything was put into that howl. Wolves stepped back with their fur standing on end; birds flew away squawking bloody murder. The others started yipping and snapping at nothing in particular remembering everything they’d ever felt. After the lone wolf was done, he realized the effect his special howl had on the wolves and he noticed the disarray and confusion that he had caused.

The leader is satisfied and gets the pack into order; it was time to begin the hunt. The wolves began running, their muscles rippling beneath their skin. Nothing could stop them. Their destination was a mile and a half down the road where the large game was located. Running freely among the wolf pack, the lone wolf didn’t feel like an outcast, but whenever he began to get too close, a shallow snip on the shoulder would shove him away to a safer distance.

The game was just ahead; it was time for the lone wolf to prove himself to the pack. The lone wolf went ahead of the pack and picked one of the biggest caribou he could find and slowly approached while the pack followed. The wolves lurched like a bullet from a gun onto the caribou with the white wolf clinging to the exposed flesh of the neck bringing it to the ground but not before it got one last kick in. The kill was successful; the caribou was dead. It was then that the white wolf noticed the bloody mess of the leader of the pack. The last kick of the now dead caribou landed on the skull of the leader, and he was dead instantly. The sight was a grizzly one with his skull caved in and blood gushing out of the wound.

The self-proclaimed leader was dead with no next-in-line to follow. Every wolf looked to the now dead leader, then to the outcast, then back to the dead leader, and then back to the outcast. The white wolf met the eyes of each wolf and got an unspoken request from each one. It was unanimous; the previous outcast of the pack became the leader. For the first time in history, a white wolf was chosen to lead and will lead the wolves to a prosperity the wolves have never known.

2009 October

poem by Matthew Bresette
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Monstrare

This house a dictatorship
Learn to shut your mouth and follow directions
Or receive punishments
For your treason

You get under my skin
And leave your marks
Like footprints in the snow
Except your boots are laced with a virus

'Cause you're making me sick

This house is a dictatorship
Follow the rules and shut your mouth
Or hear the mouth of the one
That controls you with force

Stand before the almighty and choke on your words
And tremble in fear as she screams, shouts
Yells and roars
Out of frustration

This house is a dictatorship
'Cause my voice is silenced,
My actions are limited,
My thoughts are undermined

Listen to yourself and
Listen to no one else
Because you're the 'boss'
Of this world

Or just the boss of this house

This house is a dictatorship
'Cause I'm chained to the fence
Like some wild animal
That can't be trusted

I wonder if you really trust me
Let alone understand me
'Cause if you don't,
What's the point of being a good child?

This house is a dictatorship
'Cause your word is always right
And mine is always wrong
Even though you're never right about everything

Nearing eighteen with the mind of an adult

[...] Read more

poem by Ronnell Evans
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Back to the Army Again

I'm 'ere in a ticky ulster an' a broken billycock 'at,
A-layin' on the sergeant I don't know a gun from a bat;
My shirt's doin' duty for jacket, my sock's stickin' out o' my boots,
An' I'm learnin' the damned old goose-step along o' the new recruits!

Back to Army again, sergeant,
Back to the Army again.
Don't look so 'ard, for I 'aven't no card,
I'm back to the Army again!

I done my six years' service. 'Er Majesty sez: "Good day --
You'll please to come when you're rung for, an' 'ere's your 'ole back-pay:
An' fourpence a day for baccy -- an' bloomin' gen'rous, too;
An' now you can make your fortune -- the same as your orf'cers do."

Back to the Army again, sergeant,
Back to the Army again.
'Ow did I learn to do right-about-turn?
I'm back to the Army again!

A man o' four-an'-twenty that 'asn't learned of a trade --
Beside "Reserve" agin' him -- 'e'd better be never made.
I tried my luck for a quarter, an' that was enough for me,
An' I thought of 'Er Majesty's barricks, an' I thought I'd go an' see.

Back to the Army again, sergeant,
Back to the Army again.
'Tisn't my fault if I dress when I 'alt --
I'm back to the Army again!

The sergeant arst no questions, but 'e winked the other eye,
'E sez to me, " 'Shun!" an' I shunted, the same as in days gone by;
For 'e saw the set o' my shoulders, an' I couldn't 'elp 'oldin' straight
When me an' the other rookies come under the barrik-gate.

Back to the Army again, sergeant,
Back to the Army again.
'Oo would ha' thought I could carry an' port?
I'm back to the Army again!

I took my bath, an' I wallered -- for, Gawd, I needed it so!
I smelt the smell o' the barricks, I 'eard the bugles go.
I 'eard the feet on the gravel -- the feet o' the men what drill --
An' I sez to my flutterin' 'eart-strings, I sez to 'em, "Peace, be still!"

Back to the Army again, sergeant,
Back to the Army again.
'Oo said I knew when the troopship was due?
I'm back to the Army again!

[...] Read more

poem by Rudyard Kipling
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The Golden Face Of A Youthful Egyptian President

I have seen youthful golden face
of a new virile youthful Egyptian
President rising like radiant rays

of rising sun amid decades dark
deceit oppression sown cruel deeds
justification was evil choking cloak

Emergency laws masked Mubarak
dictator deeds Mubarak ranked fifteen
on Stinking Dictators List of Shame

profile official description data states
'15. HOSNI MUBARAK of Egypt:
A senile and paranoid autocrat whose

sole preoccupation is self-perpetuation
in office, Mubarak is suspicious of even
his own shadow. He keeps a 30-year-old

emergency law in place to squelch any
opposition activity and has groomed his
son, Gamal, to succeed him. (No wonder

only 23 per cent of Egyptians bothered
to vote in the 2005 presidential election.)
Years in power: ' 30! Out Out Vile Ruler!

I have seen youthful golden face
of a new virile beautiful Egyptian
President rising like radiant rays

of rising sun amid a golden halo
a young man with a heart tears of
purity will water Egypt like Nile

a young man with a heart tears of
sorrow pain fall for your suffering
Oh Egypt dictators curse is broken

no more will Jackal God Mubarak
steal state treasure gnaw Egypt like a bone
Mubarak blood taints Egypt no more.

Copyright © Terence George Craddock
Source for dictator ranking: “The List Of Stinking Dictators The World Over” by Nkwazi Mhango. June 30,2010 by asabagna.

poem by Terence George Craddock
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Mr. Torture

Welcome to the torture chamber
said the sign above the entrance
laughinh as it taked you by the hand
Looking as i maniac savage
inside you can sense the anguish
theatre of pain has just begun
Mr.Torture gives pain
with his whips and his chains
he knows just what you crave
Mr. Torture
If youre feeling alone
then just pick up your phone
dial 18 double 0 Mr. Torture
Mr. Torture sells pain
Only sixty sents a minute
for his special brand of singing
phone guaranteed to blow your mind
You can catch him on a website
has a live chat every weeknight
cyber-torture soon coming your way
Mr Torture sells pain
to the houswives in Spain
he knows just what you crave
Mr Torture
If youre feeling alone
then just pick up your phone
dial 18 double 0 Mr. Torture
Mr Torture sells pain
Handcaffed,bounded,chained and blinded
body, soul and mind ignated
every sense is torn and ripped apart
Hes been banned in twenty countries
though he does it for money
he gets pleasure by hearing you scream
Mr. Torture gives pain
with his whips and his chaines
he knows just what you crave Mr. Torture
If youre feelin alone
then just pick up your phone
dial 18 double 0 Mr. Torture
Mr. Torture sells pain

song performed by Helloween
Added by Lucian Velea
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Mubarak Speaks Four Days Late

Mubarak accused protesters of abusing freedoms
which he the feared oppressor had given citizens.
Mubarak refused to step down leave town gallantly
too late too late Mubarak promises to promote democracy.
Mubarak Mubarak should already long long be gone
the wounded the dead protesters cannot all be wrong.
What will Mubarak give protesters teargas rubber bullets?
Stones are speaking out in poverty need with empty wallets.

Contrast beloved King Abdullah II of Jordan ordered Jordan’s
police to hand out water and orange juice to thirsty protesters.
Which would you vote for? Which give a no confidence vote?
King Abdullah urged senators officials, to be in constant contact
with people in all provinces, to hear their grievances, to hear their
ambitions, their interests in frank dialogue. Wise King Abdullah.

poem by Terence George Craddock
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My Army, O, My Army!

My Army, O, my army! The time I dreamed of comes!
I want to see your colours; I want to hear your drums!
I heard them in my boyhood when all men’s hearts seemed cold;
I heard them as a Young Man—and I am growing old!
My army, O, my army! The signs are manifold!
My army, O, my army! My army and my Queen!
I used to sing your battle-songs when I was seventeen!
They came to me from ages, they came from far and near;
They came to me from Paris, they came to me from Here!—
They came when I was marching with the Army of the Rear.

My Queen’s dark eyes were flashing (oh, she was younger then!);
My Queen’s Red Cap was redder than the reddest blood of men!
My Queen marched like an Amazon, with anger manifest—
Her dark hair darkly matted from a knifegash in her breast
(For blood will flow where milk will not—her sisters knew the rest).

My legions ne’er were listed, they had no need to be;
My army ne’er was trained in arms—’twas trained in misery!
It took long years to mould it, but war could never drown
The shuffling of my army’s feet in the hunger-haunted town—
A little child was murdered, and so Tyranny went down.

My army kept no order, my army kept no time;
My army dug no trenches, yet died in dust and slime;
Its troops were fiercely ignorant, as to the manner born;
Its clothes were rags and tatters, or patches worn and torn—
Ah, me! It wore a uniform that I have often worn!

The faces of my army were ghastly as the dead;
My army’s cause was Hunger, my army’s cry was “Bread!”
It called on God and Mary and Christ of Nazareth;
It cried to kings and courtesans that fainted at its breath—
Its women beat their poor, flat breasts where babes had starved to death.

My army! My army—I hear the sound of drums
Above the roar of battles—and, lo! my army comes!
Nor creed of man may stay it—nor war, nor nation’s law—
The pikes go through the firing-lines as pitchforks go through straw—
Like pitchforks through the litter, while empires stand in awe.

poem by Henry Lawson
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April, March! Soldiers Search for HUNGER MARCH - A2 Story

Lot of hunger and empty bowl without food is poverty,
Not having one more dress to take bath is poverty,
Sheltered, willing but failing to accommodate a guest is also poverty,
Mother's sick but cannot afford treatment is also poverty,
If treated, prescribed but cannot buy medicine is poverty;
A mother's thought,2 mouthful of rice with 3 children is poverty.
April, March! Soldiers search for Hunger march at poverty's home.

The fort of confidence is dismantled by poverty and frustration;
They can build castles in air though lack inspiration,
They simply look for food threw in dustbin in month of May!
They die while living, live in dying daily with their life of dismay;
Poverty is not crime but it is a curse and worse...
I'm brand ambassador of poverty and I endorse!
April, March! Soldiers search for Hunger march at poverty's home.

Don't show poverty as excuse...
God gave you brain and make use and bemuse,
No matter if you are born in poverty's slum-dom
While some are handicap blind, dumb, deaf and a cough;
You work and Strive dawn to dusk with inspiration, if
You make education oxygen of your life and your kingdom.
April, March! Soldiers search for Hunger march at poverty's home.

Hence, don't look up to someone or don't cry and cry;
Go far, father and farthest, Age is no bar so try and try!
Take all ladders, Surpass Eiffel Tower and reach the sky!
Remember one Booker T Washington and Abraham Lincoln
Became presidents of America, and poverty is won!
April, March! Soldiers search for Hunger march at poverty's home.

From in India to Cambodia and Georgia to Indonesia,
From Kazakhstan to Afghanistan, China and all Asia;
From Namibia to Zambia and Algeria to Nigeria,
From Uganda to Rwanda, Morocco and all South Africa;
Bolivia to Columbia, Guyana to Argentina and all South America;
Third world is resounding with Mania! Mania! Food Mania!
April, March! Soldiers search for Hunger march at poverty's home.
........................................ ................................................. ........................
>>>>>>>>>>>>>>>>>>>>> >>>READ PART ONE >>>>>>>>>>>>>>>>>>
BIG NOTICE BOARD: Sorry, if you LIKE to grasp central theme of poem Just take a break! Now READ PART1 to make your reading wholesome.

April, March! Soldiers Search for HUNGER MARCH - A1 Story

poem by Harindhar Reddy
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Who Rules Once Great Republic Of Egypt?

Who rules once great Republic of Egypt
and by what authority does ye beast rule?

Emergency Laws imposed in 1967
to suspend executive legislative
judicial powers rights freedoms

Mubarak cannot get order restored
after decades passing he never can...
throw off iron yoke noble Egyptians

crimes torture of secret 'Amned Daula'
'Moochabarat' are curse plague infests
golden grains of freedom seeking sands

stir stir toil cause trouble stir a demon brew
newsflash: In an unprecedented escape
17000 hardened criminals escaped prisons

how bizarre strange extraordinary so many
did not hide to prolong ensure their freedom
no Mubarak arranged their escape thus these

thugs fled to Tahrir Square armed themselves
with clubs knives stones joined hands with
secret security police to attack unarmed noble

peaceful protesters; oops 150 secret police
caught with their police identity papers stupid
stupid stupid move by demented dictator

Mubarak with hag henchmen gather covens
to promote means to justify Emergency Laws
to keep heinous atrocities firm hold on power

newsflash: Vice President firm suppressive
intelligence friend of Minister of Prisons escape
announces Emergency Laws must be kept

in place as a matter of Egyptian State Security
17000 hardened criminals have escaped
Emergency Laws are needed to track down all

escaped criminals in decades dark deceit style
oppression sown cruel deeds justification evil
crouching cloak is party uniform must remain

President Mubarak Stalinate dictator resurrection
continues his ego shamed chaos festering plans
Mubarak will not lease throttle hold on Egypt land.

[...] Read more

poem by Terence George Craddock
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