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High School Super-Cool

When we were
at High School
you were so young.

Always into fun
always into girls
with your premature
adolescent beard.


Now your worn so old.
You have no in-between.
I was always in-between.

Now your driving the mail van.
You were always the class clown.
While I am the studied apprentice
printing the eagerly sought word.


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Twin State

university of chicago summer basketball
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university of denver and lacrosse camp
university of denver swimming summer cam

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Afrikaans: Sterregordels, Stilsonjare, Tydsbroekspypdinge, Haarsliert

Sterregordels

Cosmology in Afrikaans is an ode to joy, the
terms form sing-song strings with delightful
sounds “ewigbewegende elektron”
continuously spinning electron

“elektron in die hart van die atoomkorrel”
electron in the centre of the atom particle
- what a song!

“Triljoene Melkwegstelsels waaromheen ons
Melkweg elke tweehonderdmiljoenjaar
wentel – ‘n mallemeule van sterregordels…”

“Dobberende patrone, mesone en elektrone,
'n konfigurasie van konvekse novae”…

- these terms are singing to me!

A merry-go-round of star systems

Quotes from Adriaan Snyman “Die Messias Kode” (The Messiah Code) pp.9,10


Bombardement Van Frekwensies (English Explanation)

Waarmee sal ek hierdie leë oomblikke,
ankerloos, betekenisloos; aan die ewigheid
vasmaak - die gevoelsruimte in my hart

Is leeg, alle gevoel en denke het gesamentlik
in die donker duisternis van my brein ingeval
‘n laserbrein wat die hologramwêreld

Self moet konsituteer uit ‘n bombardement
van betekenislose frekwensies – maar
vandag is die ligstraalfokus uit

My pendulumgedagtes swaai ongefokus rond
die opgerolde, ingevoude ses-en-twintig of
meer dimensies van die virtuele werklikheid

Wil nie vir my oopgaan nie…


All thought and feeling fell into the black hole in my brain and the twenty-six or more rolled-up frequencies of reality does not want to open for me today…


Geloof In Liefde - Faith In Love

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Have Fun

(bernard edwards/nile rodgers)
Hey, everybody
Have fun again
I want you to have fun
Have fun again
I want you to have fun
Just like little children
Like the little children
Know how they have fun
Just like little children
Like the little children
Know how they have fun
Meanwhile back at the ranch
You're unhappy, now here's your chance
Don't you let the pressure appear
Make your lifestyle hectic all year
Have fun again
I want you to have fun
Have fun again
I want you to have fun
Just like little children
Like the little children
Know how they have fun
Just like little children
Like the little children
Know how they have fun
Money won't be enough
When the going gets tough, it's rough
Try to cuddle with your business
And you'll see that love is priceless
If you don't believe what i say
Just experiment one day
I think that you will agree
That we need some kind of relief
Relif, relief
Have fun again
I want you to have fun
Have fun again
I want you to have fun
Just like little children
Like the little children
Know how they have fun
Just like little children
Like the little children
Know how they have fun
Have fun again
Have fun
Have fun again
I want you to have fun
Just like little children

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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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Hey Now

Hey now, hey now
What's a matta with ya
Girls just wanna have fun now
Come on...
Hey now, hey now
What's a matta with ya
Girls just wanna have fun now
I come home in the morning light
My mother says when you gonna live your life right
Oh mommy dear, we're not the fortunate ones
And girls, they wanna have fun
Woah girls, they wanna have fun
Hey now, hey now
Whats a matta with ya
Girls just wanna have fun now
Come on
The phone rings in the middle of the night
My father yells whatcha gonna do with your life
Oh daddy dear, you know your still number one
But girls they wanna have fun
Woah girls, they wanna have
Thats all they really want
Some fun
When the working day is done
You know girls they wanna have fun
Come on
Hey now, hey now
Whats a matta with ya
Girls just wanna have fun now
Come on
Hey now, hey now
Whats a matta with ya
Girls just wanna have fun now
And the boys they wanna have fun
And the girls they wanna have fun
And the boys they wanna have fun
And the girls they wanna have
Some boys take a beautiful girl
And hide her away from the rest of the world
I wanna be the one to walk in the sun
Hey now, hey now
Whats a matta with ya
Girls just wanna have fun now
Come on
Hey now, hey now
(when the working day is done)
Whats a matta with ya
(you know girls they wanna have fun)
Girls just wanna have fun now
Come on

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Ort Jan van Hunks

Many years back an old pirate
Ort Jan van Hunks lived in Cape Town
and he had gathered enough loot
to live an honest life.

Just above the company gardens
he bought some land
and he thought that trustful slaves
would do the work for him
while he would watch his vineyards grow
and it would be possible
to give attention to his weaknesses.

The loneliness caught up with van Hunks
and he got himself a wife
but in Cape Town
at that time the choices was slim
and he was married to a huge woman
that was so broad
that she could not enter a door
without turning sideways
but he thought that in the cold winter evenings
she would keep him warm.

The trouble with his wife
was that she was a strict person
who drove their slave girls
to polish everything,
she had driven him away
from his own fireplace
with a hard hitting elbow,
as she was scared
that the ash from his pipe
would fall on the beautiful yellow-wood floor.

At the trees high up against the saddle
where Devil's peak joins Table Mountain,
van Hunks found a big rock
that was flat like a settee
and there nobody would bother him
as the Citizens thought
that only a lunatic
would climb the peaks of Table Mountain.

With a barrel of rum and a heap of tobacco
that he had carried along secretary
van Hunks was dreaming
with his pipe in his mouth
while he saw the shadow
of the mountain

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XI. Guido

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

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Fanmail

Welcome
Weve dedicated our entire album cover
To any person who has ever sent us fan mail
This is a journey into life love
And the future of music fan mail
Tlc would like to thank you
For your support fan mail
And just like you
They get lonely too
Just like you
I get lonely too
Ahhhhhhhhh fan mail
Ahhhhhhhhh fan mail
Ahhhhhhhhh fan mail
Just like you
I get lonely too
Ahhhhhhhhh fan mail
Ahhhhhhhhh fan mail
Ahhhhhhhhh fan mail
Just like you
I get lonely waited for you for so long
Too many days since january
Im still sittin miss alone
We shoulda did this already
Said I got an e mail today
Kinda thought that youd forgot about me
So I wanna hit you back to say chorus
Just like you
I get lonely baby
I could really get to know you
Take my time to show you
Dont tell anybody what we do
When I get lonely take me
To another place where Ill be
Into space just you and me
With no rules
Just like you
I get lonely too
Just like you fan mail
Ahhhhhhhhh
Just like you fan mail
Ahhhhhhhhh
Just like you fan mail
Ahhhhhhhhh
Just like you
I get lonely too
Ahhhhhhhhh
Just like you fan mail
Ahhhhhhhhh
Just like you fan mail

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Keep Driving

Another new york waltz at four a.m.,
In the canyons lost at night
The citys just a jail for me, full of high rise prison walls
And Im riding through this darkness,
cause I know theres life within
And Im searching through the shadows,
Just to find that light again
Keep driving (keep driving),
Let the meter run
Keep driving (keep driving),
Oh the nights not really done
Keep driving
And Im hanging on a memory, and I feel it in the air
Im a prisoner of these lonely streets,
But I know Ill find you there
And oh lord, you look so pretty,
But you can see it in my eyes
And just before my tear will fall, oh you smile and get inside
It seems so real until the light turns green
Dont wake me up, dont ruin this dream, dont take me from my scene
Keep driving, keep driving,
Keep driving, keep driving,
I cant go home, dont take me home, I cant go home alone
They dont tell you when the music stops,
Or how the movie ends
Is it too late once the feelings gone,
To back it up and start it all again?
Oh lord you look so pretty,
And you can see it in my eyes
And just before that tear will fall, oh you smile and get inside
(keep driving) keep driving, driving
I cant go home, dont take me home, I cant go home alone
(keep driving) let the meter run,
(keep driving) dont take me home
(keep driving) ooh, the nights still young
(keep driving) I gotta find someone,
(keep driving) I gotta find someone,
(keep driving) I gotta find someone,
(keep driving) I gotta find someone,
(keep driving) ooh find someone,
(keep driving) I gotta find someone,
(keep driving) find someone,
(keep driving) find someone,
(keep driving, keep driving, keep driving, keep driving, keep driving)

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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

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

When she was old enough she got married.

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

Agnes was my mother.

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

Then they moved to West Virginia in the United States.

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

Anna was a maid and cook.

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

They were both good cooks

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

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

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Finding Oneself......... [EXTREMELY LONG; Growing Up; Relationships; Humor

Part One

When Bri was 13 and in grade 8,
he noticed classmates beginning to date.
At school (other) boys got their way with the girls with a kiss.
But Bri didn't have the urge; he thought 'what's this? '
He decided he should give it a try,
but each time he tried, the girl would cry.
Not only would she cry; she would run away and hide.
Bri felt between himself and the other boys a great divide.

Back home after school he'd seclude himself in his room and cry.
Through his mind was repeated the question 'why? ' 'Why DO they cry? Why? '

Bri was a straight A+ student with no flubs.
He played football but (except for 'Cooking') he joined not clubs.

After a few months Bri gave up (on girls) . He had NO close friends to set him right;
his parents should have known the problem, but they weren't bright.

In high school he took AP courses, and took 3 courses at a nearby college.
He ignored girls and sports and concentrated on gaining knowledge.

He got a full scholarship to Harvard, but his advisor looked at him funny.
By age 26 he had his PhD in psychology and started making money.
But he still asked 'why? '
It still bothered him and at times he'd cry.

Then waking up one day from a dream, Bri suddenly asked himself 'were they shy?
And if so, why with ME and not the other boys? Why DID they cry? '
The answer could be that his brain and looks were superior.
Were those girls only uncomfortable with boys that were inferior (to him) ?
If that really was the answer, he could now save face,
and could pursue women with HIS high level of brains, looks, and grace.
(But WAS it the answer? He was still not SURE why they did cry.)
For now he would work hard, avoid girls, and try to keep his eyes dry.
In two more years would be a second high school reunion. Thoughts of attending gave Bri a fright. (He'd skipped the first,5 year, reunion.)
But by going this time he might find out if his answer to his 'why? ' was right.

PART TWO

For two more years he waited anxiously for invitation he was dreading.
At times he'd awaken at night from a 'reunion dream', profusely sweating.
Finally it arrived in mail; it would be in June, before it got TOO warm.
He kept his calendar free for the whole month, doubting, at work, he could perform.
He got out the yearbooks his Mom had bought, and he studied each girl's name.
Would he have the nerve to ask them 'why? ' ….OR would he be too scared and lame?

He lived on sedatives for a week. He picked his favorite tie, and a light grey business suit.
Would he find out if the girls had just been shy, or would they give him 'the boot'?

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Samuel Butler

Hudibras: Part 2 - Canto I

THE ARGUMENT

The Knight by damnable Magician,
Being cast illegally in prison,
Love brings his Action on the Case.
And lays it upon Hudibras.
How he receives the Lady's Visit,
And cunningly solicits his Suite,
Which she defers; yet on Parole
Redeems him from th' inchanted Hole.

But now, t'observe a romantic method,
Let bloody steel a while be sheathed,
And all those harsh and rugged sounds
Of bastinadoes, cuts, and wounds,
Exchang'd to Love's more gentle stile,
To let our reader breathe a while;
In which, that we may be as brief as
Is possible, by way of preface,
Is't not enough to make one strange,
That some men's fancies should ne'er change,
But make all people do and say
The same things still the self-same way
Some writers make all ladies purloin'd,
And knights pursuing like a whirlwind
Others make all their knights, in fits
Of jealousy, to lose their wits;
Till drawing blood o'th' dames, like witches,
Th' are forthwith cur'd of their capriches.
Some always thrive in their amours
By pulling plaisters off their sores;
As cripples do to get an alms,
Just so do they, and win their dames.
Some force whole regions, in despight
O' geography, to change their site;
Make former times shake hands with latter,
And that which was before, come after.
But those that write in rhime, still make
The one verse for the other's sake;
For, one for sense, and one for rhime,
I think's sufficient at one time.

But we forget in what sad plight
We whilom left the captiv'd Knight
And pensive Squire, both bruis'd in body,
And conjur'd into safe custody.
Tir'd with dispute and speaking Latin,
As well as basting and bear-baiting,
And desperate of any course,
To free himself by wit or force,

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Girls

Some girls got it some girls dont
Some girls do it some girls wont
Some girls want to run your life
Some want to sink your boat
Girls- sweet sweet girls
Make you break you girls dont care
Wake you shake you get you there
Some girls like to play it cool
Some like to kiss and tell
Girls- sweet sweet girls
Its not new but its gotta be faced
A man can be turned by a pretty face
Cant live with them
Cant live without them
Girls- sweet sweet girls
Girls in movies girls in space
Girls on t.v. girls that race
Some girls want to tie you down
Some girls dont want to know
Girls- sweet sweet girls
Its not true but its gotta be faced
A man can be turned by a pretty face
Cant live with them
Cant live without them
Girls- sweet sweet girls
Some girls got it some girls dont
Some girls do it some girls wont
Some girls want to run your life
Some want to sink your boat
Girls- sweet sweet girls
Girls- sweet sweet girls
Girls- sweet sweet girls
Girls- sweet sweet sweet girls
(mccafferty,agnew,charlton,sweet)
Copyright 1989 m.a.c.s. music

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University Of Central Florida Volleyball

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The Aeneid of Virgil: Book 7

AND thou, O matron of immortal fame,
Here dying, to the shore hast left thy name;
Cajeta still the place is call’d from thee,
The nurse of great Æneas’ infancy.
Here rest thy bones in rich Hesperia’s plains; 5
Thy name (’t is all a ghost can have) remains.
Now, when the prince her fun’ral rites had paid,
He plow’d the Tyrrhene seas with sails display’d.
From land a gentle breeze arose by night,
Serenely shone the stars, the moon was bright, 10
And the sea trembled with her silver light.
Now near the shelves of Circe’s shores they run,
(Circe the rich, the daughter of the Sun,)
A dang’rous coast: the goddess wastes her days
In joyous songs; the rocks resound her lays: 15
In spinning, or the loom, she spends the night,
And cedar brands supply her father’s light.
From hence were heard, rebellowing to the main,
The roars of lions that refuse the chain,
The grunts of bristled boars, and groans of bears, 20
And herds of howling wolves that stun the sailors’ ears.
These from their caverns, at the close of night,
Fill the sad isle with horror and affright.
Darkling they mourn their fate, whom Circe’s pow’r,
(That watch’d the moon and planetary hour,) 25
With words and wicked herbs from humankind
Had alter’d, and in brutal shapes confin’d.
Which monsters lest the Trojans’ pious host
Should bear, or touch upon th’ inchanted coast,
Propitious Neptune steer’d their course by night 30
With rising gales that sped their happy flight.
Supplied with these, they skim the sounding shore,
And hear the swelling surges vainly roar.
Now, when the rosy morn began to rise,
And wav’d her saffron streamer thro’ the skies; 35
When Thetis blush’d in purple not her own,
And from her face the breathing winds were blown,
A sudden silence sate upon the sea,
And sweeping oars, with struggling, urge their way.
The Trojan, from the main, beheld a wood, 40
Which thick with shades and a brown horror stood:
Betwixt the trees the Tiber took his course,
With whirlpools dimpled; and with downward force,
That drove the sand along, he took his way,
And roll’d his yellow billows to the sea. 45
About him, and above, and round the wood,
The birds that haunt the borders of his flood,
That bath’d within, or basked upon his side,
To tuneful songs their narrow throats applied.
The captain gives command; the joyful train 50

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Dancin Clown

Words and music by joni mitchell
No, you couldnt call jesse a babe in the woods
Hes just weak in self-defense
cause hes so thin skinned
He cant take a joke at his expense
Youre a push down window, says rowdy yates
I can run you up and down
Anytime I want
I can make you my dancin--
My dancin clown!
Youre my dancin clown
Dancin dancin
My dancin clown
Dancin
Youre my dancin clown
Dancin dancin dancin
My dancin clown
Rowdy yates is as bold as jove--
Hes all chide and snide and bluff--
Stuck in the romantic tradition
Of acting rough and tough
Youre always charging thru, says jesse
Nervous, lookin all around--
To see whos seein him bein a dancin
A dancin clown
Hes a dancin clown
Dancin dancin
A dancin clown
Dancin
Hes a dancin clown
Dancin dancin dancin
A dancin clown
Cherchez la femme
Whenever love comes around
Someones a dancin clown
Cherchez la femme
Whenever hearts start to pound
Someones a dancin clown
Down the street comes last-word suzie--
Shes high yellow--lookin top nice
You hear the swoosh of jungle blades
And the crackle of northern ice
Hot damn! says rowdy--lookin up
Yum! says jesse lookin down
How would you like to be her dancin
Her dancin clown?
Be her dancin clown
Dancin dancin
Her dancin clown
Dancin

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VII. Pompilia

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

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

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

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The Aeneid of Virgil: Book 11

SCARCE had the rosy Morning rais’d her head
Above the waves, and left her wat’ry bed;
The pious chief, whom double cares attend
For his unburied soldiers and his friend,
Yet first to Heav’n perform’d a victor’s vows: 5
He bar’d an ancient oak of all her boughs;
Then on a rising ground the trunk he plac’d,
Which with the spoils of his dead foe he grac’d.
The coat of arms by proud Mezentius worn,
Now on a naked snag in triumph borne, 10
Was hung on high, and glitter’d from afar,
A trophy sacred to the God of War.
Above his arms, fix’d on the leafless wood,
Appear’d his plumy crest, besmear’d with blood:
His brazen buckler on the left was seen; 15
Truncheons of shiver’d lances hung between;
And on the right was placed his corslet, bor’d;
And to the neck was tied his unavailing sword.
A crowd of chiefs inclose the godlike man,
Who thus, conspicuous in the midst, began: 20
“Our toils, my friends, are crown’d with sure success;
The greater part perform’d, achieve the less.
Now follow cheerful to the trembling town;
Press but an entrance, and presume it won.
Fear is no more, for fierce Mezentius lies, 25
As the first fruits of war, a sacrifice.
Turnus shall fall extended on the plain,
And, in this omen, is already slain.
Prepar’d in arms, pursue your happy chance;
That none unwarn’d may plead his ignorance, 30
And I, at Heav’n’s appointed hour, may find
Your warlike ensigns waving in the wind.
Meantime the rites and fun’ral pomps prepare,
Due to your dead companions of the war:
The last respect the living can bestow, 35
To shield their shadows from contempt below.
That conquer’d earth be theirs, for which they fought,
And which for us with their own blood they bought;
But first the corpse of our unhappy friend
To the sad city of Evander send, 40
Who, not inglorious, in his age’s bloom,
Was hurried hence by too severe a doom.”
Thus, weeping while he spoke, he took his way,
Where, new in death, lamented Pallas lay.
Acoetes watch’d the corpse; whose youth deserv’d 45
The father’s trust; and now the son he serv’d
With equal faith, but less auspicious care.
Th’ attendants of the slain his sorrow share.
A troop of Trojans mix’d with these appear,
And mourning matrons with dishevel’d hair. 50

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Byron

Childe Harold's Pilgrimage: A Romaunt. Canto III.

I.
Is thy face like thy mother's, my fair child!
Ada! sole daughter of my house and heart?
When last I saw thy young blue eyes they smiled,
And then we parted,--not as now we part,
But with a hope.--
Awaking with a start,
The waters heave around me; and on high
The winds lift up their voices: I depart,
Whither I know not; but the hour's gone by,
When Albion's lessening shores could grieve or glad mine eye.

II.
Once more upon the waters! yet once more!
And the waves bound beneath me as a steed
That knows his rider. Welcome, to their roar!
Swift be their guidance, wheresoe'er it lead!
Though the strain'd mast should quiver as a reed,
And the rent canvas fluttering strew the gale,
Still must I on; for I am as a weed,
Flung from the rock, on Ocean's foam, to sail
Where'er the surge may sweep, or tempest's breath prevail.

III.
In my youth's summer I did sing of One,
The wandering outlaw of his own dark mind;
Again I seize the theme then but begun,
And bear it with me, as the rushing wind
Bears the cloud onwards: in that Tale I find
The furrows of long thought, and dried-up tears,
Which, ebbing, leave a sterile track behind,
O'er which all heavily the journeying years
Plod the last sands of life,--where not a flower appears.

IV.
Since my young days of passion--joy, or pain,
Perchance my heart and harp have lost a string,
And both may jar: it may be, that in vain
I would essay as I have sung to sing.
Yet, though a dreary strain, to this I cling;
So that it wean me from the weary dream
Of selfish grief or gladness--so it fling
Forgetfulness around me--it shall seem
To me, though to none else, a not ungrateful theme.

V.
He, who grown aged in this world of woe,
In deeds, not years, piercing the depths of life,
So that no wonder waits him; nor below
Can love, or sorrow, fame, ambition, strife,

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Byron

Lara

LARA. [1]

CANTO THE FIRST.

I.

The Serfs are glad through Lara's wide domain, [2]
And slavery half forgets her feudal chain;
He, their unhoped, but unforgotten lord —
The long self-exiled chieftain is restored:
There be bright faces in the busy hall,
Bowls on the board, and banners on the wall;
Far chequering o'er the pictured window, plays
The unwonted fagots' hospitable blaze;
And gay retainers gather round the hearth,
With tongues all loudness, and with eyes all mirth.

II.

The chief of Lara is return'd again:
And why had Lara cross'd the bounding main?
Left by his sire, too young such loss to know,
Lord of himself; — that heritage of woe,
That fearful empire which the human breast
But holds to rob the heart within of rest! —
With none to check, and few to point in time
The thousand paths that slope the way to crime;
Then, when he most required commandment, then
Had Lara's daring boyhood govern'd men.
It skills not, boots not, step by step to trace
His youth through all the mazes of its race;
Short was the course his restlessness had run,
But long enough to leave him half undone.

III.

And Lara left in youth his fatherland;
But from the hour he waved his parting hand
Each trace wax'd fainter of his course, till all
Had nearly ceased his memory to recall.
His sire was dust, his vassals could declare,
'Twas all they knew, that Lara was not there;
Nor sent, nor came he, till conjecture grew
Cold in the many, anxious in the few.
His hall scarce echoes with his wonted name,
His portrait darkens in its fading frame,
Another chief consoled his destined bride,
The young forgot him, and the old had died;
"Yet doth he live!" exclaims the impatient heir,
And sighs for sables which he must not wear.

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