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Don't walk in your big sister foots step!

Every since I was little I use to love my sister shoe
But don't walk in your sister foot steps
I put on my sister shoes and follow her to school
But don't walk in your sister foot steps
I put on my sister blue ekco boots and follow her to the phone booth
Adnd seen her with an unfamiiar crew
Don't walk in your sister foot steps
I put on my sisternew blazzers and follow my sister to the mall
I was standing in the hallway amaze
But don't walk in your sister foot steps!

poem by Valentine White
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Boots

INFANTRY COLUMNS

We're foot--slog--slog--slog--sloggin' over Africa --
Foot--foot--foot--foot--sloggin' over Africa --
(Boots--boots--boots--boots--movin' up an' down again!)
There's no discharge in the war!

Seven--six--eleven--five--nine-an'-tw enty mile to-day --
Four--eleven--seventeen--thirty-two the day before --
(Boots--boots--boots--boots--movin' up an' down again!)
There's no discharge in the war!

Don't--don't--don't--don't--look at what's in front of you.
(Boots--boots--boots--boots--movin' up an' down again);
Men--men--men--men--men go mad with watchin' em,
An' there's no discharge in the war!

Try--try--try--try--to think o' something different --
Oh--my--God--keep--me from goin' lunatic!
(Boots--boots--boots--boots--movin' up an' down again!)
There's no discharge in the war!

Count--count--count--count--the bullets in the bandoliers.
If--your--eyes--drop--they will get atop o' you!
(Boots--boots--boots--boots--movin' up an' down again) --
There's no discharge in the war!

We--can--stick--out--'unger, thirst, an' weariness,
But--not--not--not--not the chronic sight of 'em --
Boot--boots--boots--boots--movin' up an' down again,
An' there's no discharge in the war!

'Taint--so--bad--by--day because o' company,
But night--brings--long--strings--o' forty thousand million
Boots--boots--boots--boots--movin' up an' down again.
There's no discharge in the war!

I--'ave--marched--six--weeks in 'Ell an' certify
It--is--not--fire--devils, dark, or anything,
But boots--boots--boots--boots--movin' up an' down again,
An' there's no discharge in the war!

poem by Rudyard Kipling
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Synergy of Love

'Were you honed from poetry? '
I asked your saddened smile.
For it seems to tell a longing tale -
One of words in oratory
That speaks in languid metaphors
From lips of mind in deep despair
And solitude from inner wars
That over time has rendered life so frail.

'Were you carved from doleful prose? '
I sought to ask your gaze,
For a pain lies deep within your eyes -
One of barren territory
Where no fair heart could ever drift
And hope to venture back content
With grateful memories in a gift -
A land of your affectional demise.

'Do I hear a mournful hum? '
I wondered of your cry,
For it sings a song of deep lament -
One of quiet soliloquy
Recited on deserted strands
To waves that have no sense of song
And only wish to fight the sands -
A chant that cites emotional descent.

Do you know your face portrays
The colours of your soul?
It tells me at a single glance
Of how you burned your furnace whole
To stay the fire in our romance.

And see the prismic hues they bore!
I cherished all I ever saw:
Mauve of mystic; browns of rustic;
Reddened tones to match your blush;
Marine of passion, spending out your being,
Leaving you for ashen embers, fleeing
The dying light in hush of night.
And how you lay there empty.

So let me help re-grow the flowers
Once erect in fiery showers!
For now I've seen what love can do
When torn asunder - oh my catastrophic blunder!

But we must realise -
Our flaming want is meant to be!
We are the ocean and the sea;

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poem by Mark R Slaughter
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Forsaking My Love

I hate you
I wish to tear you away from me
This tumor that clings to my chest
The thing that makes me ache
That haunts my dreams
And tears at my desires
You have brought me only pain
My untamed heart
That beast that gnaws at my soul
That pitifully whines
Bringing my mind into unwanted pain
Yet how can I blame you
How can I chastise you when I listen intently to your pleas
Why should I punish you for what my eyes feed upon
How can I blame my eyes for falling upon her
She who brings light to the eternal darkness of my soul
She whose eyes bring me to subjection
Whose smile leaves me in awe
How can I blame you when my ears are met with her laughter
How they submerge into her song
How they quiver at her voice
Why should I punish you for inclining my soul
Tempting it with the one sense that has been forsaken by her
How could I look over the thought of the brushing of lips
The touching of hands
The binding of the soul, mind, and body
O you wretched heart
What am I to do with this constant companion
How could I tear you away
When she is the cause of my agony
Or rather
It is the lack of her which brings me sorrow
It is the need for her that leaves my heart in pain
Yet she is not mine
She was never mine
She will never be mine
O my poor heart
How can I make you see reason
When all you do is show me the truth

love love love love love love love
love love love love love love love
love love love love love love love
love love love love love love love
love love love love love love love
love love love love love love love
love love love love love love love
love love love love love love love

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poem by Michael Silver
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The Song at Cock-Crow

1918 -- Ille autem iterum negavit.

The first time that Peter denied his Lord
He shrank from the cudgel, the scourge and the cord,
But followed far off to see what they would do,
Till the cock crew--till the cock crew--
After Gethsemane, till the cock crew!

The first time that Peter denied his Lord
'Twas only a maid in the palace who heard,
As he sat by the fire and warmed himself through.
Then the cock crew! Then the cock crew!
("Though also art one of them.") Then the cock crew!

The first time that Peter denied his Lord
He had neither the Throne, nor the Keys nor the Sword--
A poor silly fisherman, what could he do,
When the cock crew--when the cock crew--
But weep for his wickedness when the cock crew?
. . . . . .

The next time that Peter denied his Lord
He was Fisher of Men, as foretold by the Word,
With the Crown on his brow and the Cross on his shoe,
When the cock crew--when the cock crew--
In Flanders and Picardy when the cock crew!

The next time that Peter denied his Lord
'Twas Mary the Mother in Heaven Who heard,
She grieved for the maidens and wives that they slew
When the cock crew--when the cock crew--
At Tirmonde and Aerschott when the cock crew!

The next time that Peter denied his Lord
The Babe in the Manger awakened and stirred,
And He stretched out His arms for the playmates
He knew--
When the cock crew--when the cock crew--
But the waters had covered them when the cock crew!

The next time that Peter denied his Lord
'Twas Earth in her agony waited his word,
But he sat by the fire and naught would he do,
Though the cock crew--though the cock crew--
Over all Christendom, though the cock crew!

The last time that Peter denied his Lord,
The Father took from him the Keys and the Sword,
And the Mother and Babe brake his Kingdom in two,

[...] Read more

poem by Rudyard Kipling
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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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Canto the Second

I
Oh ye! who teach the ingenuous youth of nations,
Holland, France, England, Germany, or Spain,
I pray ye flog them upon all occasions,
It mends their morals, never mind the pain:
The best of mothers and of educations
In Juan's case were but employ'd in vain,
Since, in a way that's rather of the oddest, he
Became divested of his native modesty.

II
Had he but been placed at a public school,
In the third form, or even in the fourth,
His daily task had kept his fancy cool,
At least, had he been nurtured in the north;
Spain may prove an exception to the rule,
But then exceptions always prove its worth -—
A lad of sixteen causing a divorce
Puzzled his tutors very much, of course.

III
I can't say that it puzzles me at all,
If all things be consider'd: first, there was
His lady-mother, mathematical,
A—never mind; his tutor, an old ass;
A pretty woman (that's quite natural,
Or else the thing had hardly come to pass);
A husband rather old, not much in unity
With his young wife—a time, and opportunity.

IV
Well—well, the world must turn upon its axis,
And all mankind turn with it, heads or tails,
And live and die, make love and pay our taxes,
And as the veering wind shifts, shift our sails;
The king commands us, and the doctor quacks us,
The priest instructs, and so our life exhales,
A little breath, love, wine, ambition, fame,
Fighting, devotion, dust,—perhaps a name.

V
I said that Juan had been sent to Cadiz -—
A pretty town, I recollect it well -—
'T is there the mart of the colonial trade is
(Or was, before Peru learn'd to rebel),
And such sweet girls—I mean, such graceful ladies,
Their very walk would make your bosom swell;
I can't describe it, though so much it strike,
Nor liken it—I never saw the like:

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poem by Byron from Don Juan (1824)
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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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poem by Talile Ali
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Her...

I can never get my mind off her,
I wonder if she'd mind if i'd,
make her my own,
and never let her go,
hug her tight,
treat her right,
act all polite,
take her on a date,
make sure i'm never late,
kiss her on her lips,
talk about our kids,
Make her feel like princess,
living in a castle,
hope that is not too much hassle,
But i am so blessed,
hope i can be the best,
hold you tight,
have your BR3A$t,
on my chest,
pass the test,
NOW YOUR MINE!

sorry for word spamming: (

love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love

poem by Jordan Moore
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Two Little Boots

TWO little boots all rough an' wo',
Two little boots!
Laws, I's kissed 'em times befo',
Dese little boots!
Seems de toes a-peepin' thoo
Dis hyeah hole an' sayin' 'Boo!'
Evah time dey looks at you —
Dese little boots.
Membah de time he put 'em on,
Dese little boots;
Riz an' called fu' 'em by dawn,
Dese little boots;
Den he tromped de livelong day,
Laffin' in his happy way,
Evaht'ing he had to say,
'My little boots!'
Kickin' de san' de whole day long,
Dem little boots;
Good de cobblah made 'em strong,
Dem little boots!
Rocks was fu' dat baby's use,
I'on had to stan' abuse
W'en you tu'ned dese champeens loose
Dese little boots!
Ust to make de ol' cat cry,
Dese little boots;
Den you walked it mighty high,
Proud little boots!
Ahms akimbo, stan'in' wide,
Eyes a-sayin' 'Dis is pride!'
Den de manny-baby stride!
You little boots.
Somehow, you don' seem so gay,
Po' little boots,
Sence yo' ownah went erway,
Po' little boots!
Yo' bright tops don' look so red,
Dese brass tips is dull an' dead;
'Goo'-by,' whut de baby said;
Deah little boots!
Ain't you kin' o' sad yo'se'f,
You little boots?
Dis is all his mammy's lef',
Two little boots.
Sence huh baby gone an' died,
Heav'n itse'f hit seem to hide
Des a little bit inside
Two little boots.

poem by Paul Laurence Dunbar
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The Death Of President Lincoln

(A Romance.)

December 11th, 1867.

The fleecy clouds had passed away
Before the bright approach of day,
And now the morning's radiance shines
Upon an Army's order'd lines,
And light the glancing sunbeams play'd
On bayonet point and sabre-blade.
Slow rolled the ponderous mass along —
A hundred thousand bayonets strong,
And thirty thousand horses prance
Impatient of the slow advance,
While o'er those glittering groves of steel
The striped and coloured spangles reel
And Hail! Columbia! lofty notes
Peel from the trumpets brazen throats.

From post to post the generals ride.
The army's steady march to guide,
And aides fly swiftly o'er the plain
With bloody spur and slacken'd rein;
And far and wide on every side
The hollow trembling earth replied
To those grim legions measured stride
On dark Virginia's shore —
And many a heart bounds high with pride
That soon shall beat no more.

The foe, of far inferior force,
Scarce sixty thousand foot and horse,
Stand watching with undaunted glance
The Federal foeman's grim advance;
And turn again their hopeful eyes
To where their own loved banner flies —
That flag of tesselated bars,
That on its checks bore seven white stars
Which waved on many a field before
But now, alas! is seen no more:
Its short and bright career is o'er,
Its light was quenched in streams of gore.

Far on the left, where rank on rank,
Kentucky's footmen held the flank,
A youthful warrior rode alone,
To every Southern soldier known,
For that long falchion by his side
Had turn'd the battle's doubtful tide
In many a dark and desperate fight

[...] Read more

poem by Joseph Furphy
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Phone Sex

(phone dials and rings)
Girl- hello? tweety-hahaha
Girl- hello? tweety- guess what baby?
Girl-what tweety- I can make you moan on the phone baby.
Girl- oh yeah? tweety- I can make you moan on the phone.
Girl- hahaha tweety- I can make ya moan on the phone baby.
Girl- ok tweety- I can make you moan on the phone
Girl- Im ready. phone sex. (yeah baby.)
Hows about a little phone sex? (Im gonna make it good for you tonight)
Hows about a little phone sex? (Im good with the long distance thing, I like it)
Hows about a little phone sex.(I just wanna make you moan just like you do when Im with
You)
Yo t-low. line 1. take the phone.
T-low- Im sorry baby, I cant be there with you but I got a freaky idea
Cause girl Im in a freaky mood. (oh yeah baby)
So follow directions closely, its gonna be da bomb
And before I let you go darling, Im gonna make you come.
Chorus-hows about a little phone sex? baby girl, if its all right.
Hows about a little phone sex? since we cant hook up tonight.
Hows about a little phone sex? cause you know itll feel so nice.
Hows about a little phone sex? lay back and enjoy the ride.
The real, line 2, nows time to get those fingers wet.
R.l.- touch it baby, you gotta open up.
Just imagine that its me inside, cant you feel real love?
I want you to ? ? ? ? ? ? ? ? ? . scream as loud as you want.
Im chasin you while Im away from you, cant wait till I get home.
Chorus let the real make love to your mind. hows about a little phone sex?
Cmon, its at&t and you and me. hows about a little phone sex?
Baby Im gonna get so nasty. hows about a little phone sex?
Girl all ya gotta do is lose those pants.
Hows about a little phone sex? (time to get real nasty)
When you play with it, use the phone so I can hear it.
Hows about a little phone sex?
Cmon girl. cmon now.
Hows about a little phone sex? yeah, yeah.
Hows about a little phone sex? here it comes baby.
Ohhhhhhhh ohhhhhhhhhhhhh ohhhhhhh.
Im ? ? baby on the phone. ha, yeah.
Oh I can feel it. baby oh, oh, yeah. I dont wanna hurt you.
Baby you like the way it feels when you come so why dont you entertain yourself.
Oh, I know you like it. an oragasm without the back spasm.

song performed by Next
Added by Lucian Velea
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I Discover The World In India

red vermillion streaked hair
a red wattled lapwing
orange, same time each day, sunrises and sunsets
yellow and black taxi colours, yellow temple flags, bright yellow confectionery shops, yellow bright fragrant perfume shops
green lush city pot plants, green lush country side
light blue warm skies, light blue cool cabs
indigo blue dupattas, turbans
navy blue trains, absence of starchy navy blue suits
sexy, pink, curved, massive majestic palaces, pink film posters
gold and glass chhum chhummy bangles
one purple TV happily watched by hundreds of labourers, purple crow sounds
gold chhum chhummy payals
white nehru jackets, pyjamas and kurtas, white cracking paint on grand old victorian buildings, white floor seating
_______
I discover

white clear eyes, white teeth behind white greetings
gold namastes
purple glee at fairs, purple glee when trying new technology and at receiving smallest of gifts
gold helping hands
many pink smiles
navy blue restful sleep on pavements, on roof terraces
indigo blue uniforms on giving railway porters
light blue singing on pavements, in big halls
limitless sincere green hospitality
endless yellow courtesy and welcomes
orange early morning school uniforms and school bags
an orange headed minla
red eyed hard working farmers and labourers
_______
the world

red rose petals in idol garlands, red rose petals at feet of idols
orange marigolds and sadhus, orange sacred cows
yellow rose petals in idol garlands, at feet of idols
a yellow eurasian golden eriole
green mango leaf awnings at entrances
light blue shiny clothes for deities, light blue ganges, light blue yamuna, light blue ceremonies
indigo blue in ancient temple and church paintings, indigo blue in contemporary art , indigo blue art and artists everywhere
navy blue backdropp in Shree Nathji's haveli
pink garlands on shiv lings, pink stained rice in flower formations on pooja tables
gold crowns for goddesses and gods
purple checks on worship lungis
gold ornaments on idols in gold temples, gold borders on worship saris
white churches, brahmins clad in white, stirring orators in white, ancient white stone sculptures and carvings
_____
in India

white barfi, white lassi, white raw and crunchy radishes
gold basundi, gold masala dosas, gold pani puris

[...] Read more

poem by Bhupen Thakker
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Seventh Book

'THE woman's motive? shall we daub ourselves
With finding roots for nettles? 'tis soft clay
And easily explored. She had the means,
The moneys, by the lady's liberal grace,
In trust for that Australian scheme and me,
Which so, that she might clutch with both her hands,
And chink to her naughty uses undisturbed,
She served me (after all it was not strange,;
'Twas only what my mother would have done)
A motherly, unmerciful, good turn.

'Well, after. There are nettles everywhere,
But smooth green grasses are more common still;
The blue of heaven is larger than the cloud;
A miller's wife at Clichy took me in
And spent her pity on me,–made me calm
And merely very reasonably sad.
She found me a servant's place in Paris where
I tried to take the cast-off life again,
And stood as quiet as a beaten ass
Who, having fallen through overloads, stands up
To let them charge him with another pack.

'A few months, so. My mistress, young and light,
Was easy with me, less for kindness than
Because she led, herself, an easy time
Betwixt her lover and her looking-glass,
Scarce knowing which way she was praised the most.
She felt so pretty and so pleased all day
She could not take the trouble to be cross,
But sometimes, as I stooped to tie her shoe,
Would tap me softly with her slender foot
Still restless with the last night's dancing in't,
And say 'Fie, pale-face! are you English girls
'All grave and silent? mass-book still, and Lent?
'And first-communion colours on your cheeks,
'Worn past the time for't? little fool, be gay!'
At which she vanished, like a fairy, through
A gap of silver laughter.
'Came an hour
When all went otherwise. She did not speak,
But clenched her brows, and clipped me with her eyes
As if a viper with a pair of tongs,
Too far for any touch, yet near enough
To view the writhing creature,–then at last,
'Stand still there, in the holy Virgin's name,
'Thou Marian; thou'rt no reputable girl,
'Although sufficient dull for twenty saints!
'I think thou mock'st me and my house,' she said;
'Confess thou'lt be a mother in a month,

[...] Read more

poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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XI. Guido

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

[...] Read more

poem by Robert Browning from The Ring and the Book
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Boots

I found a pair of boots upon the street
So I took them home to wear on my feet
I washed them I cleaned them and I aired them out
So I could put them all later when I would walk about.
I put my new boots on, and I walked down the road
They seemed so very sturdy to carry my heavy load
Then they took me places where I have never been
I could tell that these boots were very well broken in.
They felt so very soft and comfortable upon my feet
How excited I was for my new boots others would see.
And when I did my walk many persons just stared
As they looked at my new boots but I really never cared.
Maybe they too just wanted boots just like mine
But this one thing I knew they were hard for me to find.
I had so much fun with my brand new pair of boots
We walked everywhere they placed me in a happy mood
And the longer that I walked still no pain did I feel
I was excited and content my life became so surreal.
So it started to get late so I decided to walk home
So that's were we head just me and my boots alone
And then when I took them off I placed them beside my bed
So I could be ready for my next journey or adventure ahead.
I wore those boots of mine for many, many years
They always felt so comfortable never brought me any tears
I would wash them and clean them and polish them too
Now they were always mine and they always looked brand new.
Then one day I wore another pair of shoes when I went out
I left my old boots home alone so they could air out
So myself and my new shows were gone most of the day
As I had errands to run and also many bills to pay.
But sadly when I got home I was taken by surprise
My boots were stolen and that brought tears to my eyes
I thought to myself who would steal those old boots of mine
Boots that have been worn and used who would commit that crime.
So I went out and bought so many different pairs of shoes
And none are that old as they are all seemingly brand new
I still go for my walks and I still go to town and all about
My feet are so much happier now I myself with joy wanna shout
But every now and then I think about those boots I once wore
The ones I found on the street and I never bought in the store
I wonder now if they are ragged and torn and beyond repair
But that's someone else problem now, so why would I care.

Randy L. McClave

poem by Randy McClave
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Trivia ; or, the Art of Walking the Streets of London : Book II.

Of Walking the Streets by Day.

Thus far the Muse has trac'd in useful lays
The proper implements for wintry ways;
Has taught the walker, with judicious eyes,
To read the various warnings of the skies.
Now venture, Muse, from home to range the town,
And for the public safety risk thy own.
For ease and for dispatch, the morning's best;
No tides of passengers the street molest.
You'll see a draggled damsel, here and there,
From Billingsgate her fishy traffic bear;
On doors the sallow milk-maid chalks her gains;
Ah! how unlike the milk-maid of the plains!
Before proud gates attending asses bray,
Or arrogate with solemn pace the way;
These grave physicians with their milky cheer,
The love-sick maid and dwindling beau repair;
Here rows of drummers stand in martial file,
And with their vellum thunder shake the pile,
To greet the new-made bride. Are sounds like these
The proper prelude to a state of peace?
Now industry awakes her busy sons,
Full charg'd with news the breathless hawker runs:
Shops open, coaches roll, carts shake the ground,
And all the streets with passing cries resound.
If cloth'd in black, you tread the busy town
Or if distinguish'd by the rev'rend gown,
Three trades avoid; oft in the mingling press,
The barber's apron soils the sable dress;
Shun the perfumer's touch with cautious eye,
Nor let the baker's step advance too nigh;
Ye walkers too that youthful colours wear,
Three sullying trades avoid with equal care;
The little chimney-sweeper skulks along,
And marks with sooty stains the heedless throng;
When small-coal murmurs in the hoarser throat,
From smutty dangers guard thy threaten'd coat:
The dust-man's cart offends thy clothes and eyes,
When through the street a cloud of ashes flies;
But whether black or lighter dyes are worn,
The chandler's basket, on his shoulder borne,
With tallow spots thy coat; resign the way,
To shun the surly butcher's greasy tray,
Butcher's, whose hands are dy'd with blood's foul stain,
And always foremost in the hangman's train.
Let due civilities be strictly paid.
The wall surrender to the hooded maid;
Nor let thy sturdy elbow's hasty rage
Jostle the feeble steps of trembling age;

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poem by John Gay
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Third Book

'TO-DAY thou girdest up thy loins thyself,
And goest where thou wouldest: presently
Others shall gird thee,' said the Lord, 'to go
Where thou would'st not.' He spoke to Peter thus,
To signify the death which he should die
When crucified head downwards.
If He spoke
To Peter then, He speaks to us the same;
The word suits many different martyrdoms,
And signifies a multiform of death,
Although we scarcely die apostles, we,
And have mislaid the keys of heaven and earth.

For tis not in mere death that men die most;
And, after our first girding of the loins
In youth's fine linen and fair broidery,
To run up hill and meet the rising sun,
We are apt to sit tired, patient as a fool,
While others gird us with the violent bands
Of social figments, feints, and formalisms,
Reversing our straight nature, lifting up
Our base needs, keeping down our lofty thoughts,
Head downward on the cross-sticks of the world.
Yet He can pluck us from the shameful cross.
God, set our feet low and our forehead high,
And show us how a man was made to walk!

Leave the lamp, Susan, and go up to bed.
The room does very well; I have to write
Beyond the stroke of midnight. Get away;
Your steps, for ever buzzing in the room,
Tease me like gnats. Ah, letters! throw them down
At once, as I must have them, to be sure,
Whether I bid you never bring me such
At such an hour, or bid you. No excuse.
You choose to bring them, as I choose perhaps
To throw them in the fire. Now, get to bed,
And dream, if possible, I am not cross.

Why what a pettish, petty thing I grow,–
A mere, mere woman,–a mere flaccid nerve,-
A kerchief left out all night in the rain,
Turned soft so,–overtasked and overstrained
And overlived in this close London life!
And yet I should be stronger.
Never burn
Your letters, poor Aurora! for they stare
With red seals from the table, saying each,
'Here's something that you know not.' Out alas,
'Tis scarcely that the world's more good and wise

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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Blue Suede Shoes

Recorded live at the varsity stadium, toronto, 13 september 1969
-hello! a-good evening!
Ah!
Okay?
Okay, were just gonna do numbers that we know, you know, cause weve never played together before.
Okay.
Well, its a one for the money, two for the show,
Three to get ready, now go, cat, go!
Dont you step on my blue suede shoes.
Well, you can do anything
But lay off them blue suede shoes.
Well, you can knock me down, step in my face,
Slander my name all over the place;
Do anything that you wanna do,
But, aw-aw, honey, lay off them shoes.
Dont you step on my blue suede shoes.
Well, you can do anything
But lay off them blue suede shoes.
Well, you can burn my house, steal my car,
Drink my liquor from the old fruit jar.
Do anything that you wanna do,
But, aw-aw, honey, lay off them shoes.
Dont you step on my blue suede shoes.
Well, you can do anything
But lay off them blue suede shoes.
Well, hey!
Well, its blue, blue, blue suede shoes,
Hey, blue, blue, blue suede shoes,
Hey, blue, blue, blue suede shoes,
Hey, blue, blue, blue suede shoes.
Well, you can do anything
But lay off my blue suede shoes.
-thank you!

song performed by Yoko Ono
Added by Lucian Velea
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Blue Suede Shoes

Recorded live at the varsity stadium, toronto, 13 september 1969
-hello! a-good evening!
Ah!
Okay?
Okay, were just gonna do numbers that we know, you know, cause weve never played together before.
Okay.
Well, its a one for the money, two for the show,
Three to get ready, now go, cat, go!
Dont you step on my blue suede shoes.
Well, you can do anything
But lay off them blue suede shoes.
Well, you can knock me down, step in my face,
Slander my name all over the place;
Do anything that you wanna do,
But, aw-aw, honey, lay off them shoes.
Dont you step on my blue suede shoes.
Well, you can do anything
But lay off them blue suede shoes.
Well, you can burn my house, steal my car,
Drink my liquor from the old fruit jar.
Do anything that you wanna do,
But, aw-aw, honey, lay off them shoes.
Dont you step on my blue suede shoes.
Well, you can do anything
But lay off them blue suede shoes.
Well, hey!
Well, its blue, blue, blue suede shoes,
Hey, blue, blue, blue suede shoes,
Hey, blue, blue, blue suede shoes,
Hey, blue, blue, blue suede shoes.
Well, you can do anything
But lay off my blue suede shoes.
-thank you!

song performed by Yoko Ono
Added by Lucian Velea
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White Shoes

(jack tempchin)
I want em, I need em
And Im gonna go out and get em
White shoes
I know Ill feel better
When I slide down into the leather
White shoes
White shoes ... woah, oh, oh... white shoes
White shoes ... woah, oh, oh... white shoes
I woke up from a dream
When I saw em in a magazine
White shoes
I said lou you gotta start new
And the first thing you gotta do
Is get some white shoes
White shoes ... woah, oh, oh... white shoes
White shoes ... woah, oh, oh... white shoes
You know he left me with the lonesome blues
Been hangin round too long with nothin to do
Yeah, he really made me pay those dues
But Im goin out on the town tonight in
White shoes
Well, I wanted em, I needed em
Yeah, and I went out and got em
White shoes
That new boy when I see him
Im gonna walk right up and meet him in
White shoes
White shoes ... woah, oh, oh... white shoes
White shoes
Im goin out on the town tonight
White shoes ... woah, oh, oh... white shoes
White shoes ... woah, oh, oh... white shoes

song performed by Emmylou Harris
Added by Lucian Velea
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