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And You Think Time Will Help Me Move On

Dad’s piggy back ride
Mothers lullaby every night
The nursery friends
The little fights with them
The favourite primary school teacher
The first scolding from her
The funny little incident
With The first best friend
The first school trip
To the funny little zoo
The list is long
I guess it will keep going on

poem by Chelliah Pandian
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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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A Legend Of Christ's Nativity

At Bethlehem upon the hill,
The day was done, the night was nigh,
The dusk was deep and had its will,
The stars were very small and still,
Like unblown tapers, faint and high.

The noises had begun to fall,
And quiet stole upon the place,
The howl of dogs along the wall,
Voices that from the houstops call
And answer, and the grace

Of some low breath of even-song
Grew faint apace: between the rocks
In misty pastures, and along
The dim hillside with crook and thong
The lonely shepherds watched their flocks.

The Inn-master within the Inn
Called loudly out after this sort,
'Draw no more water, cease the din,
Pile the loose fodder, and begin
To turn the mules out of the court.

The time has come to shut the gate,
Make way,' he cried, and then began
To sweep and set the litter straight,
And pile the saddle-bags and freight
Of some belated caravan.

The drivers whirled their beasts about,
And beat them on with shoutings great;
The nosebags slipped, the feed flew out,
The water-buckets reeled, the rout
Went jostling onward to the gate.

Came one unto the master then,
Hasting to find him through the gloom,
'Give us a place to rest;' and when
He spake, the master cried again,
'There is no room--there is no room.'

'But I have come from Nazareth,
Full three days' toil to Bethlehem'--
'What matters that,' the master saith,
'For here is hardly room for breath;
The guests curse me for crowding them.'

'Hold, Sir! leave me not so, I pray'--
He plucked him sudden by the sleeve,

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poem by Duncan Campbell Scott
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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poem by Innocent Masina Nkhonyo
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Little Piggy

A little way back
where the end meets the road
Turn your back
& I might reload
A bullet in your head
& one for your brain
Be another one face down in the rain
Little piggy, little piggy
what do you see?
You're lookin' at death
when you're lookin' at me
Little piggy, little piggy
what should you do?
I am the devil what's comin' for you
The moon won't sink
& the sun won't shine
I season my blood
with turpentine
Everything is true
when you know what's real
A (sick?) black dog
gettin' drunk on the wheel
Little piggy, little piggy
what do you see?
You're lookin' at death
when you're lookin' at me
Little piggy, little piggy
what should you do?
I am the devil & I'm comin' for you
I crawl on the ground
& I start to bleed
I'm the one you dream about
when you sleep
(Eyes of death?)
& bone in blood
Your lungs are freakin' out
when you're drownin' in the mud
Little piggy, little piggy
what do you see?
You're lookin' at death
when you're lookin' at me
Little piggy, little piggy
what should you do?
I am the devil what's comin' for you

song performed by Rob Zombie
Added by Lucian Velea
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Gascoigne's Lullaby

1 Sing lullaby, as women do,
2 Wherewith they bring their babes to rest;
3 And lullaby can I sing to,
4 As womanly as can the best.
5 With lullaby they still the child,
6 And if I be not much beguil'd,
7 Full many wanton babes have I,
8 Which must be still'd with lullaby.

9 First, lullaby my youthful years,
10 It is now time to go to bed;
11 For crooked age and hoary hairs
12 Have won the haven within my head.
13 With lullaby, then, youth be still,
14 With lullaby, content thy will,
15 Since courage quails and comes behind,
16 Go sleep, and so beguile thy mind.

17 Next, lullaby my gazing eyes,
18 Which wonted were to glance apace;
19 For every glass may now suffice
20 To show the furrows in my face.
21 With lullaby, then, wink awhile,
22 With lullaby, your looks beguile,
23 Let no fair face nor beauty bright
24 Entice you eft with vain delight.

25 And lullaby my wanton will,
26 Let reason's rule now reign thy thought,
27 Since all too late I find by skill
28 How dear I have thy fancies bought.
29 With lullaby, now take thine ease,
30 With lullaby, thy doubts appease,
31 For trust to this, if thou be still,
32 My body shall obey thy will.

33 Eke, lullaby my loving boy,
34 My little Robin, take thy rest;
35 Since age is cold and nothing coy,
36 Keep close thy coin, for so is best.
37 With lullaby, be thou content,
38 With lullaby, thy lusts relent,
39 Let others pay which have mo pence,
40 Thou art too poor for such expense.

41 Thus lullaby, my youth, mine eyes,
42 My will, my ware, and all that was!
43 I can no mo delays devise,
44 But welcome pain, let pleasure pass.
45 With lullaby, now take your leave,

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poem by George Gascoigne
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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.

[...] Read more

poem by Talile Ali
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Teacher, Teacher

Just when I thought I finally learned my lesson well,
There was more to this than meets the eye.
And for all the things you taught me, only time will tell,
If I'll be able to survive. Oh yeah.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go? Oh no.
Am I ready for the real world, will I pass the test?
You know it's a jungle out there.
Ain't nothin' gonna stop me, I won't be second best,
But the joke's on those who believe the system's fair, oh yeah.
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh yeah.
So the years go on and on, but nothing's lost or won.
And what you learned is soon forgotten.
They take the best years of your life,
Try to tell you wrong from right,
But you walk away with nothing. Oh Oh.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go?
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh
Teacher, teacher, can you teach me?
Teacher, teacher, can you reach me?
Teacher, teacher, can you teach me?
Teacher, teacher, Ooh yeah.
Teacher, teacher
Teacher, teacher
~Adams, Vallance

song performed by 38 Special
Added by Lucian Velea
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Cursed (story)

I am Bill.I live with my brother, my dad, mom and my lil sis.There's always this thing that bothers my mind..it's because i believe that my mom and sis already died.It was almost a yearago yet not that old to be forgotten.our house was burnt for unknown reason.They we're found dead on the room i was staying.Burned, yet there's still mystery upon their death.

I can barely remember that i see mere smoke and huge fire.i was just 7 yet my mind works as if i was not.After the tragic happenings the ocean made noise and i saw a huge wave comming towards our direction.Crowds of neigbors, the police, the rescuers and even i, my lil bro and dad run away.

our house was swallowed by that huge wave.After that i don't know what else happened.I hear my dad yell and my lil bro crying.I see blurry lights and hear the sirens.I was asleep! am i? i see the lights striking in my eyelids yet i can not see any image.i hear the sound of waves smashing unto rocks then i'm

shocked to reality i'm just sitting on the deck before the emergency room in the city hospital.I was wonderin' what i'm doin' there but 'twas just a couple'o seconds when i saw my lil bro and dad walked out the emergency room, smiling and waved on me.My dad shouted com'mon bill let's go home.okey, well my dad's calling me.Gotta go!

i really don't know what happened but as we go back to where our house was build it was still there standing steady and strong.I looked around i saw our neighbor's house burnt.and i said' oh, bla bla i really don't know what's happening! ' and asked dad 'dad i thought it was our house burned? '

and as i always hear from him dad answered in a huge voice 'what? are you out of your mind? '

then i heared a soft voice saying 'John, let him rest.Maybe he's hallucinating.he's from kelly's house beside the shore.we all knew it's almost impossible for him to survive that huge fire.'

my pores closed, my spines shivered..and my heart pumped fast...

i shouted' who's that'? ... MOM?

and the voice answered 'yes dear.'

my dad then said' LEt's took him to the doctor, maybe the accident affected his mind too.'

'but DAD! ! , Mom and tricia died already! '

he answered: 'That's not funny bill! if yu're thinking this is the right time to crack pranks.well ITS NOT! ! ..Go to your room! ! '

'but DAD? '!

'NO buts, go to your room.NOW! '

okey, it seems like i really am hallucinating..maybe i came over kelly's house and caused fire and cause of the pressure and i was so scared that i would be charged for the accident i run out of my consciousness..yeah..maybe that's what happened..

[...] Read more

poem by Ellirie Aviles
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Ride Sally Ride

Sit yourself down
Bang out a tune on that grand piano
Sit yourself down
Lay languidly down upon that sofa
Ooohhh, isnt it nice
When your heart is made out of ice
Ride, sally, ride
Its not your time or way of confusion
Ride, sally, ride
cause if you dont, youll get a contusion
Ooohhh, isnt it nice
When your heart is made out of ice
Sit yourself down
Take of your pants, dont you know this is a party
Sit yourself down
Why do you think we brought all these people, miss brandy
Ooohhh, isnt it nice
When you find your hearts made out of ice
Ride, sally, ride
Its not your time, its just your confusion
Ride, sally, ride
Its not your time, youll get a contusion
Ooohhh, isnt it nice
When you find your heart is made out of ice
(ride, sally ride)
(ride, ride, ride, ride, sally ride) ride, sally, ride
(ride, ride, ride, ride, sally ride) hey, ride, sally, ride
(ride, ride, ride, ride, sally ride) ride, sally, ride
(ride, ride, ride, ride, sally ride, oh-oh-oh, oh)
(ride, ride, ride, ride, sally ride, hey-hey-hey, hey-hey)

song performed by Lou Reed
Added by Lucian Velea
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Old Friends

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

[...] Read more

song performed by New Edition
Added by Lucian Velea
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A Lover's Lullaby

SING lullaby, as women do,
   Wherewith they bring their babes to rest;
And lullaby can I sing too,
   As womanly as can the best.
With lullaby they still the child;
And if I be not much beguiled,
Full many a wanton babe have I,
Which must be still'd with lullaby.

First lullaby my youthful years,
   It is now time to go to bed:
For crooked age and hoary hairs
   Have won the haven within my head.
With lullaby, then, youth be still;
With lullaby content thy will;
Since courage quails and comes behind,
Go sleep, and so beguile thy mind!

Next lullaby my gazing eyes,
   Which wonted were to glance apace;
For every glass may now suffice
   To show the furrows in thy face.
With lullaby then wink awhile;
With lullaby your looks beguile;
Let no fair face, nor beauty bright,
Entice you eft with vain delight.

And lullaby my wanton will;
   Let reason's rule now reign thy thought;
Since all too late I find by skill
   How dear I have thy fancies bought;
With lullaby now take thine ease,
With lullaby thy doubts appease;
For trust to this, if thou be still,
My body shall obey thy will.

Thus lullaby my youth, mine eyes,
   My will, my ware, and all that was:
I can no more delays devise;
   But welcome pain, let pleasure pass.
With lullaby now take your leave;
With lullaby your dreams deceive;
And when you rise with waking eye,
Remember then this lullaby.

poem by George Gascoigne
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Song of Wink Star

The Song of Wink Star
a happy story for children of all ages
story and text © Raj Arumugam, June 2008

☼ ☼

☼ Preamble

Come…children all, children of all ages…sit close and listen…
Come and listen to this happy story of the stars and of life…
Come children of the universe, children of all nations and of all races, and of all climates and of all kinds of space and dimensions and universes…
Come, dearest children of all beings of the living universe, come and listen to The Song of Wink Star…

Come and listen to this story, this happy story…listen, as the story itself sings to you…

Sit close then, and listen to the story that was not made by any, or written by a poet, or fashioned by grandfathers and grandmothers warming themselves at the fire of burning stars…

O dearest children all, come and listen to the story that lives
of itself, and that glows bright and happy….

Come…children all, children of all ages, come and listen to this happy story, the story so natural and smooth as life, as it sings itself to you….

☼ The Song of Wink Star
a happy story for children of all ages

☼ 1

Night Child, always so light and gentle, slept on a flower.
And every night, before he went to sleep, he would look up at the sky.
He would look at the eastern corner, five o’clock.

And there he would see all the stars in near and distant galaxies that were only visible to the People of Star Eyes.

Night Child was one of the People of Star Eyes. And so he could see the stars. And of all the stars he could see, he loved to watch Wink Star.

Wink Star twinkled and winked and laughed.
Every night Wink Star did that. Winked and laughed.

[...] Read more

poem by Raj Arumugam
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III. The Other Half-Rome

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

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

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Teacher Man

The Teacher Man teaches kids from all over the world
The Teacher Man teaches no matter boy or girl
The Teacher Man teaches Christans, Musilms, and Jews
The Teacher Man teaches those who say 'God I don't believe in you'
The Teacher Man teaches over demands for more recess
The Teacher Man teaches to only demand the best
The Teacher Man teaches Science, Reading, and Math
The Teacher Man teaches how to live out of class

The Teacher Man teaches all how to share
The Teacher Man teaches that we all should care
The Teacher Man teaches how to keep an open mind
The Teacher Man teaches with a kick in the behind
The Teacher Man teaches there are lessons in life
The Teacher Man teaches how to overcome strife
The Teacher Man teaches there's nothing wrong with a hug
The Teacher Man teaches the world changes with Love

The Teacher Man teaches the rich and the poor
The Teacher Man teaches those who are ready for more
The Teacher Man teaches how to look someone in the eye
The Teacher Man teaches how to accept someone in their cry
The Teacher Man teaches in more than one tounge
The Teacher Man teaches how to make working hard fun
The Teacher Man teaches all the colors of the land
But, most important of all, he teaches we should take a stand

Take a Stand, Take a Stand, for what you believe
Take a Stand, Take a Stand, and you will be free
Take a Stand, Take a Stand, for the least of the least
Take such Stand man, and you will find peace

He's the Teacher Man

poem by Ary Bolanos
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Shadow Hawk episode 3

[Angela’s House] Tuesday Nov 25 9: 23 am
[Angela and her mom are conversating in living room with Sam lying on couch unconscience]
Angela: He’s been out for about four days now
Mom: Who is he?
Angela: I think his name is Sam
Mom: (Places hands on hips) You think! ?
Angela: Mom I found him in the street, he was hurt.
Mom: (outraged) In the street! Angela you don’t know this boy.
Angela: I had to bring him here he was badly wounded. Plus I’m a CN.
Mom: Angela you know your father would be upset. He’s been gone to a business trip in Tokyo for two weeks and He’ll want to sit on his new leather couch.
Angela: I returned the favor.
Mom: What favor? Did you have se……..
Angela: No, he saved my life!
Mom: What?
Angela: (begins to cry) Three men chased me down the street into an alley they were going to mug me or worse. He came to my aide, and even gave me dinner.
Mom: (Embraces Angela and starts crying) I’m glad your alright.
Angela: He saved me mom.
Mom: Well I couldn’t have chosen a better boy to stay in my house. (smiles warmly)
Angela: Thanks for understanding.
Mom: He looks so cute when he’s sleeping.
Angela: I know mom, he looks like a little teddy bear. (they both giggle)
(door bell rings)
Mom: That’s your dad, let me do the talking.
(Opens door)
Dad: Hey honey I’m home.
Mom: I’ve missed you so much. (they kiss)
Dad: So how’s my little angel doing?
Angela: Fine dad. (smiles)
Dad: Well I guess I’ll go watch tv on my new leather couch.
Mom: You know it’s been two weeks Roger mabey we should go up stairs and “talk”.
Dad: Not right now Sarah, I’m tired. (advances towards living room)
Mom: Roger let me give you a back message up stairs.
Dad: No, Sarah.
Angela: You look tired dad why don’t you take a nap.
Dad: I will once I watch a little……. Who the heck is that on my $2,000 couch! ! !
Mom: Calm down Roger.
Dad: There’s blood on my new couch! ! ! !
Angela: Let me explain.
Dad: Yes Angela explain to me why there is some random boy in my house lying on my couch which is blood stained at that!
Mom: The boy was hurt Roger she had to bring him her.
Dad: And you knew about it Sarah?
Mom: Yes.
Dad: I thought we discussed this already!
Angela: He’s hurt dad.
Dad: Hurt! You want hurt I’ll give you hurt! (grabs baseball bat)
Mom: Don’t Roger put it d…….
Dad: Stay out of this Sarah! (goes to hit Sam)
Angela: (Throws herself on Sam) If you hit him you have to hit me too!
Dad: Move Angela.
Angela: No.

[...] Read more

poem by Jesse Overton
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Tale XXI

The Learned Boy

An honest man was Farmer Jones, and true;
He did by all as all by him should do;
Grave, cautious, careful, fond of gain was he,
Yet famed for rustic hospitality:
Left with his children in a widow'd state,
The quiet man submitted to his fate;
Though prudent matrons waited for his call,
With cool forbearance he avoided all;
Though each profess'd a pure maternal joy,
By kind attention to his feeble boy;
And though a friendly Widow knew no rest,
Whilst neighbour Jones was lonely and distress'd;
Nay, though the maidens spoke in tender tone
Their hearts' concern to see him left alone,
Jones still persisted in that cheerless life,
As if 'twere sin to take a second wife.
Oh! 'tis a precious thing, when wives are dead,
To find such numbers who will serve instead;
And in whatever state a man be thrown,
'Tis that precisely they would wish their own;
Left the departed infants--then their joy
Is to sustain each lovely girl and boy:
Whatever calling his, whatever trade,
To that their chief attention has been paid;
His happy taste in all things they approve,
His friends they honour, and his food they love;
His wish for order, prudence in affairs,
An equal temper (thank their stars!), are theirs;
In fact, it seem'd to be a thing decreed,
And fix'd as fate, that marriage must succeed:
Yet some, like Jones, with stubborn hearts and

hard,
Can hear such claims and show them no regard.
Soon as our Farmer, like a general, found
By what strong foes he was encompass'd round,
Engage he dared not, and he could not fly,
But saw his hope in gentle parley lie;
With looks of kindness then, and trembling heart,
He met the foe, and art opposed to art.
Now spoke that foe insidious--gentle tones,
And gentle looks, assumed for Farmer Jones:
'Three girls,' the Widow cried, 'a lively three
To govern well--indeed it cannot be.'
'Yes,' he replied, 'it calls for pains and care:
But I must bear it.'--'Sir, you cannot bear;
Your son is weak, and asks a mother's eye:'
'That, my kind friend, a father's may supply.'

[...] Read more

poem by George Crabbe
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V. Count Guido Franceschini

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

[...] Read more

poem by Robert Browning from The Ring and the Book
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VI. Giuseppe Caponsacchi

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

[...] Read more

poem by Robert Browning from The Ring and the Book
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Miss Piggy regrets..

Miss Piggy regrets she’s unable to lunch today, madam..
Miss Piggy regrets she’s unable to lunch today:
That tastelessly named flu’s got her
(She forgot to wash her front trotter…) so
Miss Piggy regrets she’s unable to lunch today..

Miss Piggy regrets she’s unable to lunch today, madam..
Miss Piggy regrets she’s unable to lunch today:
It’s a swine of a stroke of bad luck:
Her eyelashes, she sneezed them unstuck… so
Miss Piggy regrets she’s unable to lunch today…

Miss Piggy regrets she’s unable to lunch today, madam..
Miss Piggy regrets she’s unable to lunch today:
She’s all pink from her snout to her face;
Her mascara’s all over the place… so
Miss Piggy regrets she’s unable to lunch today..

Why not try the lamb today, madam…?

poem by Michael Shepherd
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Mary had a Little Vamp and Other Parodies after Sarah Josepha HALE

Mary had a little vamp,
whose teeth glowed white as snow,
each night from sightly vent – no cramp -
the crimson droplets flow.

Some followed her from school one day;
though stalking's 'gainst the rules;
it made goose pimples grow and stay
to see them play at ghouls.

But they were caught, their tale remains
from history well hid,
though we discovered their remains
beneath oak coffin lid.

And so blood flowed from inside out,
none dared to lingered near
when shadows shiver, hang about
until Vamps disappear.

'Why does the Vamp love Mary so? '
the eager children cry;
'Why, Mary loves the Vamp, you know, '
the teacher did reply.

Sleep-overs followed, - little Vamp
A, B, AB, O, drew
by light of Mary’s lurid lamp
new haemoglobulu.

Thus vampire Vlad made Mary glad
hark! men well-read may read,
from kid school lad to college grad, -
mark then welt's red fey bead.

He wore a scarlet cape to match
sweet Mary’s ruddy lips,
attached thereto a cup to catch
the rhesus drips he sips.

No fly-by-night awed Mary’s Vamp,
he could fear blend at need,
though sky high flight soared scary champ -
we here end batty screed.

© Jonathan Robin parody written 3 May 2007 revised 3 September 2008 - for previous version see below

Mary had a little vamp,
whose teeth were white as snow,

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poem by Jonathan Robin
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