Monthly Archives: January 2012

Forgiven part 2



Why everybody so hard on the Black man

I was only being curious

Like all children

I didn’t mean no harm

When I used to sneak into yo room at night

And touch you in all the wrong places

You was curious too,

cause you didn’t put up no fight


I was a chile

Don’t try to blame dat mess on me

Why was I the victim of yo curiosity?

Dhey didn’t know

Dhey couldn’t trust ya’ll boys

Sleeping upstairs on the same flo

with us girls

While dhey slept downstairs

behind closed doors

Parents better wake up

Sometimes the Boogeyman…

is yo uncle, yo brother, or yo cousin…

Why is everybody so hard on the Black man?

Maybe cause you need to take some responsibility

For all the pain you inflicted on me

You had no right to awaken that part

maybe my life wouldn’t have been so full of promiscuity

If you had just let me be,

from the start

I know we was kids and that was forty years ago

So I choose today to let it go

It’s been buried all this time inside of me

But now I loose it and set myself free

No more victim mentality!


Red Tails


 Tuskegee Airmen: They were expected to fail

They Were the Cream of the Crop

     In 1941 with the world at war, a select group of African Americans traveled to Tuskegee, Alabama. They wanted to be part of an experiment to see if Blacks had the intellectual and physical capacity to fly an aircraft in combat. These young men traveled into the heart of segregation in the deep south. They dreamed of becoming the nation’s first Black fighter pilots. They were determined to become Tuskegee Airmen. They were the best of the best, the cream of the crop. They had degrees in such disciplines as: Electro Engineering, English Literature, Science, Biology and Pre-Law. (PBS movie) They were Du Bois’s “Talented Tenth.” The eyes of the Black community were upon them, and they did not want to disappoint. From the very beginning they were expected to fail (Homan & Reilly p. 15).

In 1925 under the direction of the War Department, the War College, devised a study examining the combat records of Black servicemen during World War I. The study was titled, The Use of Negro Manpower in War. This document was “preordained to be very negative.” It concluded that “Black men were cowards and poor technicians and fighters lacking initiative and resourcefulness” (p. 16). It further stated that the brain of the average Black man weighed only thirty-five ounces compared to forty-five ounces for the brain of an average white man” (p 17). In the eyes of the military, this document “proved” that Blacks should be kept segregated from Whites and were qualified only for menial, closely supervised jobs. This negative and biased report concluded that Blacks were “…a subspecies of the human population” (p. 17). This was the stance of the War Department concerning the use of Black men in the military.

The battle for African American men to enroll in military pilot training began as early as 1917 during World War I. When African Americans tried to enlist in the Air Services of the Signal Corps as Air Observers, they were told that “No colored aero squadrons were being formed at the present time…but, if later on, it was decided to form  colored squadrons, recruiting officers would be notified to that effect.” African Americans would not take “no” for an answer and in 1922,  African American leaders urged the War Department to establish Negro Army Air Force Reserve Units. The War Department’s response was “that since no Negro Air Units existed, there was no justification for the appointment of Negroes as flying cadets” (Francis & Caso p. 37).

African American leaders refused to accept the word no. In 1931, Walter White, Secretary for the National Association for the Advancement of Colored People, and Robert R. Moton, President of Tuskegee Institute,  pushed once again for the acceptance of Blacks into the Army Air Corps for pilot training. And once again the response was a resounding no. The War Department argued that “from the beginning the Air Corps had selected men with technical and mechanical experience and ability, that the colored man had not been attracted to flying in the same way or to the extent of the white man”(p. 38).

White wrote in response “It is obvious that colored men cannot be attracted to the field of aviation in the same way or to the extent as the white man, when the door to the field is slammed in the colored man’s face…”(p 38). Because of the response of the War Department many leaders felt that only legislature through Congress would assure African Americans of acceptance into the Air Corps. In April 1939, Congress passed Public Law 18, authorizing the private training of military pilots by civilian schools. This law did not apply to Blacks or black schools (Homan p. 18).

Senator Harry Schwartz of Wyoming, introduced an amendment to Public Law 18, and when  the Appropriation Bill passed on April 3, 1939, it authorized the Secretary of War to

“…lend to accredited civilian aviation schools…designated by the Civil

Aeronautics Authority for the training of Negro Air Pilots…aircraft,

aircraft parts, aeronautical equipment and accessories… such articles

as may appear to be required for instruction, training, and maintenance

purposes” (Francis & Caso p. 38).

Passage of Public Law 18 seemed to be the victory for which Blacks had long fought; but the War Department, the C.A.A, and the Judge Advocate General were haggling over the interpretation of the bill. In the meantime African American organizations expressed that they would continue to agitate Congress for more legislation if the training of Negro Pilots was continuously delayed (p. 39).

In 1939 with war raging in Europe, the United States remained officially neutral; but as the war loomed President Roosevelt recognized the nation’s participation in the war as unavoidable. He ordered the nation’s military to prepare for war (Moye p 23). Brigadier General George V. Strong, called for “a civilian pilot training program a hundred times greater than that which existed in the past” (p. 23). The President was deluged with letters from Blacks seeking to enroll in the Civilian Pilot Training Program (C.P.T.P.).  Also, Presidents of historically black Wilberforce University, Hampton Institute, and Tuskegee Institute, offered their campuses as training sites (Moye p. 24).

During the hearing of the House of Representatives, on June 5, 1939; Congressman Louis Ludlow of Indiana offered an amendment that one million dollars of the eight million dollars proposed for expanding the training of military pilots and for materials, be set aside for the training of Negro Pilots. It was then proposed that a training camp be established at facilities “offered free of charge at Tallahassee, FL, and at Tuskegee.” Congressman Dirksen proposed that “this training camp be established at Tuskegee Institute, Alabama” He proposed that

“Tuskegee had a Reserve Officers Training Corps at the present time…

officered by a Negro First Lieutenant…a graduate of West Point, and

whose father…is the Colonel of the fifteenth Infantry in New York…”

(Francis p. 40, 41).

Dirksen was referring to First Lieutenant Benjamin O. Davis Jr., son of Colonel Benjamin O. Davis Sr., who would become Brigadier General B. O. Davis Sr. (Earl p. 33).

Tuskegee Institute was selected by the C.A.A. for Negro Pilot Training. On October 15, 1939, Frederick D. Patterson, President of Tuskegee Institute was notified that Tuskegee Institute had been approved for participation in the Civil Pilot Training Program (C.P.T.P.). While young African Americans were allowed to be trained as civilian pilots, they were not given the right to enter the air corps. African American leaders realized that Public Law 18 did not gain acceptance of Blacks as military pilots. The War Department simply ignored the act of Congress (p. 44).

When the Selective Services Act of 1940 was enacted by Congress, African American leaders and Congressmen proposed amendments to assure that African Americans would not be discriminated against and that the Act would not be misinterpreted as Public Act 18 had been.  African American leaders also sent a memorandum to President Roosevelt, Secretary of the Navy, Frank Knox, and Assistant Secretary of War, Robert P. Patterson. The memorandum proposed among other things: the use of available Negro reserve officers, training camps for work in all branches of aviation corps, and the selection of officers and enlisted personnel without regard to race. As a result of this memorandum, the Army informed the President that it planned to give Negroes “proportionate shares in all branches of the Army, in the proper ration to their population—approximately ten percent” (p. 47).

They Were Expected to Fail

      The Selective Services Act of 1940 required all branches of the military to enlist Negroes with no discrimination regarding race, color, or creed (Rose p. 12). The Army Corps took weeks to decide where to train African American Pilots as well as African American mechanics to service the planes. The Aeronautical University of Chicago was considered, but it’s all White student body was housed in the Y.M.C.A. The Air Corps wanted to keep the races segregated and therefore, decided not to utilize the University of Chicago (p 12).

The Air Corps Technical School at Chanute Field, Illinois, was chosen by the Air Corps as the training facility. But the Air Plans Division feared “disturbances and riots will probably ensue both at the field, and within the nearby communities” (p 13). Tuskegee Institute was suggested as the place to start training, Tuskegee had the capacity to house both mechanic service schools, and pilot training (p. 13). The Army Air Corps was a separate program from the Civilian Negro Pilot Training Program  established under Public Law 18 in 1939 (p. 13).

In December of 1940, The Army Air Corps submitted plans for an “experiment.” Tuskegee Institute was chosen for pilot training for the United States Army Air Corps.  The all Black 99th Fighter Squadron  would consist of thirty-five pilots, and 278 ground crew members (McKissack p. 42). White commissioned officers were to be used as instructors, inspectors, and supervisors until they could be replaced by qualified Black personnel (Rose p. 13). The announcement of the all Black squadron received mixed reviews from the African American community.

W. E. B. Du Bois editor of Crisis magazine praised the 99th Squadron as “a step in the right direction” while William H. Hastie, advisor to the Secretary of War, refused to endorse the “experiment” he said it was a “national disgrace that a program was needed to prove Black men could fly an airplane.” Hastie sent an official report to the Secretary of War pointing out that Blacks were not ten percent of the total military, and that keeping the military segregated was “demeaning and demoralizing” (McKissack p. 42).

In response to Hastie’s report, General George C. Marshall, the army chief of staff intimated, “Segregation is an established American custom. The educational level of Negroes is below that of Whites; the Army must utilize its personnel according to their capacities; and experiments within the Army in the solution of social problems are fraught with danger to efficiency, discipline, and morale” (p. 42). It was official, the Army did not intend to end its racist practice of segregation. Furthermore, it  did not believe that Black men were as intelligent as white men, and certainly not more intelligent than white men. Some historians, after examining Army documentation, concluded, that the Army hoped, even expected, the program to fail (p. 45).

In 1940, the average income of Blacks in Alabama was 60 percent less than that of whites, only 2 percent of Black citizens could vote, and the Ku Klux Klan was very active, many Black leaders were against this experiment being conducted in Alabama, the stronghold of racial intolerance (p. 44).

Also in 1940, according to the Census Bureau, there were 124 licensed Negro pilots in the entire United States out of a total population of more than 12 million African Americans. Out of these 124 Negro pilots, seven held commercial pilot ratings, none were in the Army Air Corps (Moye p. 28). According to a press conference released by the War Department on January 16, 1940, thirty-five Black men would be chosen under the Civil Aeronautics Authority form the Civilian Pilot Training Program to be trained at  the  99th Fighter Squadron of Tuskegee Institute (Holman p. 29).

      Benjamin O. Davis

     Benjamin O. Davis Jr. graduated from the United states Military at West Point in 1936. He ranked thirty-fifth in a class of 276. After  graduating from West Point, Davis was commissioned as a Second Lieutenant of Infantry and told to report to the Infantry Regiment in Fort Benning, Georgia. In March 1938, Davis was assigned to Tuskegee Institute to teach military science and tactics. In 1940 Davis’s father Benjamin O. Davis Sr., was nominated by President Roosevelt for promotion to the rank of brigadier general. In 1941 Davis Jr. was assigned as his father’s assistant and joined him in Fort Riley, Kansas. It was during this time that the Tuskegee experiment was initiated, and Brigadier General Davis Sr. received a letter from the Office of the U. S. Army Air Corps requesting that his son be released for pilot training and then command an all African American flying Squadron, the 99th Fighter Squadron (Earl p. 34).

The first class began with twelve outstanding cadets and one officer trainee (B. O. Davis), contrary to the official report that stated there would be thirty five pilot trainees. Of the thirteen, only five “made it” and received their wings. The “wash out” rate was 50-60 percent (McKissack p. 54). Years later through the Freedom of Information Act, Tuskegee Airmen discovered there had been a quota for how many Blacks were allowed to graduate. The phrase used to wash (cadets) out was,  “eliminated while passing, for the convenience of the government” (Jefferson p. 26). It is clear that many cadets passed  basic training but were eliminated for the convenience of the secret government quota system.

Active Duty

     During WW II Black airmen destroyed or damaged 409 enemy aircraft, including the last four victories of The Army Air Corps in the Mediterranean Theater of Operations. They flew 15,553 stories, and 1578 missions. Two hundred of these missions were as heavy bomber escorts. Not one of the bombers flying over the Rhineland was lost to enemy fighter opposition. Four hundred fifty Negro pilots of the 99th, 100th, 301st, and 302nd , Fighter  Squadrons, collectively known as the 332nd Fighter Group distinguished themselves according to the Presidential Unit Citation as

“displaying outstanding courage, aggressiveness, and combat

technique, the 332nd Fighter group reflected great credit on

itself and the Armed forces of the United States of America…”

(Rose p. 9).

The Tuskegee Airmen did not fail, they did not disappoint.

Double Victory

     When the Tuskegee Airmen returned home to America they found that race relations had not changed, they were still treated as second class citizens. But they had tasted victory and would not settle for second class citizenship again. Inspired by the contribution of the Tuskegee Airmen, President Harry S. Truman announced Executive Order 9981, calling for “equality of treatment and opportunity in the armed forces, regardless of race, color, or creed.” This act led to the end of segregation in the Armed forces and marked the beginning of the Civil rights Movement, according to many historians (George p. 29).

Many Tuskegee Airmen remained in the military. Benjamin O. Davis Jr. was promoted to the rank of Four Star General by President Bill Clinton in 1998. At the ceremony President Clinton intimated that  Davis is “…a hero in war, a leader, in peace, [and] a pioneer for freedom, opportunity, and basic human dignity” (George p. 28).

Annotated Bibliography

Earl, S. (2011). Benjamin O. Davis Jr. Air Force General & Tuskegee Airmen Leader. Mankato: ABDO Publishing Company. I used this source to cite the performance of Benjamin O. Davis Jr. when he graduated from West Point Army Academy. It also was used to explain how he was commissioned as a Second Lieutenant of Infantry  and told to report to the Infantry regiment in Benning, Georgia. From this source I also retrieved information concerning the promotion of Benjamin O. Davis Sr. to the rank of Brigadier General.

Francis, C. E.  & Caso, A.(1997). The Tuskegee Airmen The Men Who Changed A Nation. Boston: Branden Publishing. This source was used to explain the battle experienced by African American men to enroll in military pilot training as early as 1917. This source also is utilized to show how Afro American leaders urged the War Department to establish Negro Army Air force reserve Units. It also explains the amendment to Public Law 18 proposed by Senator Schwartz of Wyoming in 1939.

George, L.  (2001). The Tuskegee Airmen. New York: Grolier Publishing. This source was used to explain how the Tuskegee Airmen inspired President Harry Truman to announce Executive Order 9981, calling for equality of treatment and opportunity in the armed forces regardless of race, color and creed. It also details the rise of Benjamin O. Davis Jr. to the rank of a Four Star General.

Homan, L. M. (2001). Black Knights the Story o f Tuskegee Airmen. Greta: Pelican Publishing Company, Inc. This book was used to explain that from the very inception of the Tuskegee Experiment the cadets were expected to fail. It also explains the study conducted by the War College, that concluded that Black’s were a subspecies of the human population. This source also explains how Public Law 18 did not provide for the private training of black men in civilian pilot training schools

Jefferson, A. C. (2005). Red Tail Captured, Red Tail Free. New York: Fordham University Press. This source is used to explain how the Tuskegee cadets did not find out until years later that there had been a quota for how many blacks would be allowed to graduate. It also gives the explanation of the use of the phrase “wash out” used by the government to eliminate African American cadets from the Tuskegee Experiment, even though they passed the training/

McKissack, P. &. (1995). Red Tail Angels. New York: Walker and Company. This source cites how W. E. B. Du Bois editor of the Crisis magazine praised the 99th Squadron as a step in the right direction for allowing African American to be trained as pilots in the Tuskegee Experiment.. It also points out how General George C. Marshall the army chief of staff, expressed his feelings that the education level of the Negro is below that of whites.

Moye, J. T. (2010). Freedom Flyers The Tuskegee Airmen of World War II. New York: Oxford University Press. I used this source to show that in Alabama blacks earned 60 percent less than whites. It also explains that many black leaders were against the Tuskegee Experiment. This source also shows how in 1939, President Roosevelt was advised by Brigadier General Strong calling for a civilian pilot program a hundred times greater than that which existed in the past.

Rose D.D.S., R. A. (1982). Lonely Eagles The Story of America’s Black Air Force in World War II. Los Angeles: Tuskegee Airmen Inc. This source shows how the officers of the 99th Fighters were white officers to be used until they could be replace by black officers. It also explains the combining of the 99th, 100th, 301st  and 302nd Fighter Squadrons, as well as their collective successes during World War II.



Why da peoples always looking down on us?
…. I don know.
We works, we slave for da white mane.
My churen, dey thank I was too hard on dem.
But dats what dey need.
Hard work,
too much fun make um lazy.
How dey gwoin get somewhere in life, if all dey do is play.
So yea, I made mines work , sun up to sun down.
All day.
Dey didn’t like it much, dey didn’t even like me much,
But it was fer dey own good.
I took um to chorch too.
Dey went,
dey sang in da choir.
Dey was ershels on the junior ershal boad.
Den time dey was old ‘nuf to have dey way,
Dey stopped gwoin to chorch.
Dey say, dey don’t wont to be no hypocrite.
….Dey seen too much.
Me and dey Momma
fightin, cussin,
Her sneakin,
My beatin.
Dey don’t wont no parts uh chorch.
But dey knows God….
Dey knows to pray when thangs gets hard.
I likes to think I taught um dat.
Why every body so hard on da Black mane?
Ain’t no other mane ever mess’d up?
What bout all dem slave masta’s, sneakin off to da slave quartas
In da middle of da night?
Wasn’t dey spose ta be home wif dey churen and wife?
Why we got to take all the flack jes cause we’s Black?
What we do to deserve such pain?
What God gat ‘gist the Black mane.
Make me feel like bein born a Black mane,
Is a cryin shame.
I wish I could come back and redeem my name….

Why was you always so hard on us?
All da other kids was in the Boy Scouts and Girl Scouts
And you said,
Ain’t nothin to dat stuff.
Dey was always dressed so nice.
Dey Mommas gave us dey hand me downs.
Momma washed em and ironed em and we wore em
to church.
Dey worse clothes was our best clothes.
Why was we so po?
The Preacher’s kids.
I just want to know.
You work’d two , sometimes three jobs.
Ford Motor Company in the afternoons,
A janitor at night.
We had to be quiet as little church mice,
Don’t wake him up,
Shhhh, be quite.
You was like some mystery man who
slept during the day and only came out at night.
If you say, you did it for us
I beg to differ.
We never had nothin.
Momma used to steal from the grocery money
so we could go on our class field trips.
“If you want to go, don’t tell yo Daddy”
She used to say.
Why was you always so tight?
Frugal, stingy?
It just wasn’t right…
I don’t understand it to this day.

I could just keep quiet, but I’m gon talk.
I did what I saw all da utter mens do.
Dey worked and saved dey money for dem self.
One day yo wife gone finally leave you
Fo some utter mane.
Dem kids ain’t never gone be good fo nothin.
So I sent my money down south.
On some land.
Twenty acres,
going back and recapture my youth…
Dat was my plan.
Why everybody so hard on da Black man?
Nigga gotta do, what a nigga gotta do,
Scuse my French.

See, dats what I’m talking bout.
You could have chose another way, but you perpetuated the curse.
I don’t know what’s worse.
We was po and we didn’t have to be,
Because all you thought about was me, me, me

Over Fifty and Loving it!


Well I am over fifty and ready for a new life. I have done almost everything I dreamed of doing as a young girl. Who would have thought that I would began to dream again? So I went back to school, I started a few new hobbies and I even started a Youtube channel. It now has over two million views!

The best thing about being over fifty is that I am very settled, I am confident in my own skin and life isn’t scary anymore.

In search of “self”


Donna Mac

Their Eyes Were Watching God: the use of metaphors to illustrate the journey of the protagonist

Ships at a distance have every man’s wish on board. For some they come in with the tide. For others they sail forever on the horizon, never out of sight, never landing until the Watcher turns his eyes away in resignation, his dreams mocked to death by Time (Hurston 1). The omniscient narrator in Zora Neal Hurston’s, Their Eyes Were Watching God, paints a picture of a metaphoric ship with the ability to carry dreams, not just dreams but every man’s dreams. Always in view, always attainable to the man who never gives up. For the men and women called the Watcher, who never attain their dreams they find themselves mocked to death by Time. It is interesting that while death does not begin with a capital letter, Watcher and Time do. The Watcher is being watched by Time. And so Hurston takes us on a journey into the life of Janie Crawford a young girl who is drawn to the horizon in search of her identity, her dreams. Throughout the novel Hurston uses Time to draw attention to the life of Janie Crawford in her search for herself.

The omniscient narrator takes up the metaphor of time once again in chapter two. Janie saw her life as a great tree in leaf with things suffered, things enjoyed, things done and undone. Dawn and doom was in the branches (8). The narrator uses the organic metaphor of a tree, here Janie seems to realize that there is a cycle to her life just as there is a cycle to the life of a tree. The bright promise of a new dawn and the lingering possibility of doom, dreams unrealized, purpose unfulfilled.

Janie wants to experience love she has many questions concerning love, marriage, and life. And so the Narrator begins chapter three with yet another metaphor. There are years that ask questions and years that answer. Janie had no chance to know things so she had to ask. Did marriage end the cosmic loneliness of the unmarried? Did marriage compel love like the sun the day (22)? The reader now walks with Janie as she enters her first marriage. She experiences the answer to her questions, and seems to be mocked by time and doom. At the end of Janie’s first marriage the narrator shows us that Janie is maturing through her life experiences.

So Janie waited a bloom time, and a green time, and an orange time…she knew things that nobody had ever told her…she knew that God tore down the old world every evening and built a new one by sun-up…she knew now that marriage did not make love. Janie’s first dream was dead, so she became a woman (25). In this passage Hurston continues to use time, and death to paint the picture of life, destiny, and the fulfillment of dreams. Janie’s dream of love and marriage has died, and so she matures into a woman. But unlike the Watcher who turns away in resignation from his/her horizon and ultimately the fulfillment of ones dream, Janie looks into the horizon and begins to expect something.

Janie Crawford lives trough two marriages, she leaves one husband and outlived the other, never to find love. Until she meets her third husband. Again Hurston uses time as a metaphor in Janie’s life. One night after Teacake walks Janie home. The narrator describes Janie’s mood. So she sat on the porch and watched the moon rise. Soon its amber fluid was drenching the earth, and quenching the thirst of the day (99).

I believe this metaphor describes Janie and her new life with Teacake. All the thirst she had for love and marriage will be fulfilled or quenched by her union with Teacake. She meets Teacake in the evening of her life. Together they travel to the horizon and death attacks her. Hurston calls death “old square toes.” Even though old square toes takes Teacake in the evening of Janie’s life, she still has him in her memories and he continues to give her the horizon she always dreamed of. Teacake was the son of the Evening Sun (189). He could never be dead until Janie had finished feeling and thinking…the kiss of his memory made pictures of love and light against the wall. Here was peace. She pulled in her horizon like a great net…and draped it over her shoulder. So much of life in its meshes! She called in her soul to come and see (193). Time could not mock Janie as she experienced her dreams come true, she experienced the dawn and the doom of the metaphoric tree of life and she had no regrets she learned the answer to her questions in her journey to the horizon and back.

Work Cited

Hurston, Zora Neal. Their Eyes Were Watching God. First Harper Perennial Modern Classics New

York, New York. 2006


Can’t keep my eyes open
sitting her hoping
my mechanism for coping
is in tact
Just the other day,
I thought I heard me say
somethings gone awry
that’s a fact
Ain’t got no one to talk to,
What’s an in tact woman to do
Guess I’m all alone
A one woman act
some say
the pain will go away
with lotions and potions
Is it worth it?
Such vulnerability, No body’s perfect
least of all- me
My inevitable strife
change of life
Can’t keep my eyes open
sitting here hoping
my mechanism for coping
is in tact

Meet my Waldorf Dolls


I started sewing when I was twelve years old. My next door neighbor, Miss Webster, gave me a pattern for Barbie Doll clothes. I made every thing by hand. When I was thirteen Miss Webster taught me how to use a sewing machine and I started making all of my clothes.  When it was time for me to go to High School I decided to attend a Vocational High School and concentrate on Trade Tailoring. I really enjoy the process of coming up with a design in my head and then sketching it on paper. The next step is how to get the design to become something that I can hold, touch, see and share.

I decided to major in Fashion Merchandising in college. I learned to make my own patterns and create beautiful clothes. Well, when I got married I put all my creativity aside,  got a regular job and kind of conformed to my surroundings. I thought I would never create again.

Two years ago I started sewing again, and writing again, and making hair products in my kitchen . My creative energy was returning with a vengeance. I always wanted to make dolls. So I did some research on how to make cloth dolls  and came across Waldorf Dolls. I gave it a try and fell in love with this beautiful craft. Forty years after I made my first doll dress I am making dolls and doll clothes again and loving it.

Here are a few of my creations

Meet Faith

Meet Chloe

This is Grace

This is Sasha


I will share with you the process of making dolls as soon as I get organized.




I sit
watching my days like clouds fading
from morning to evening
I muse wondering where are my
dreams, my sunbeams of promises?

I think
who will listen to
my story?
who can I tell…

Someone stole my innocence
long, long ago
A small unfolded rosebud
sending out aromatic essence of bloom
wandering in the wind
Not expecting to be handled
Not wanting to be
and cast
cool winds whispering my name

I watched
as the sun spilled over the horizon
to caress my tender petals
Someone claimed my
sweet breath too soon

Fresh days of springtime
I was a spring garden
full of light, cool winds swaying
birds all in harmony
bees buzzing

I ran
so full of
expectancy and estacy
I ran into the face of life
Too young to know what it
would bring me

Hot summer days
dogs barking
fear running up my legs
ringing loud in my head

I listened to
love songs
love poems

I listened to soft words
with clandestine meanings
Too young to know
tender plants need room
to bloom
to rise and be strong
Somebody picked me
when I was just a rosebud

I wonder
Can I grow from here?
Will winter overtake me?

I wonder
can I
be a beautiful rose
in Autumn?

I see crimson tides
peeking over blue horizons
pouring liquid light all over me

I feel strong

Sweet gentle perfume
rolls off my
soft velvet petals
penetrating the amber air
I’m in bloom

Winter’s Coming


Winter’s Coming

It’s Fall, and the leaves are changing color-

so is my hair,

The sun falls asleep earlier

So do I,

Thoughts of winter linger in the wind,

Cool breezes, clandestine voices,

peeking in the windows of my mind.

Every morning another branch is almost empty-

Why did the leaves have to fall,

so soon, too soon?

Must get my work done,

I here wisdom say with the rising of the sun,

Winter don’t wait for no one.

Wasn’t thinking about winter ,

in summer.

didn’t think about nothing,

in Spring.

Clouds dancing, earth turning, sun burning up the oceans,

and sending it all back in refreshing rain.

No sorrows, no worries, no cares, no pain,

Spring, you taught me to sing.

Little Sally Walker sitting in a saucer,

Rise sally rise, wipe yo weeping eyes.

Summer came like a mighty conqueror,

All dressed up in armor,

Hot and sultry, long jubilant days,

pushing back the darkness, resisting the light of the moon,

didn’t know it couldn’t last forever.

Fall came too soon,

and winter’s on her trail.

Rise Sally rise, wipe yo weeping eyes,

Put your hand on yo hip and let yo back bone slip.

Not ready for winter,

got things to do.

Ain’t got nothing to lose,

don’t have time for no sad song.

Ain’t singin the blues.

The sun get up every morning,

so do I.

singing, Glory Halleluiah,

So do I,

Time for living, got a promise to see.

Fall is just another season,

To fulfill my destiny.

Tell winter he’ll have to wait,

Me and destiny got a predetermined date.

I’m not early or late.

It’s my season,

in the Fall of my life.

Aw shake it to the east,

Aw shake it to the west,

Aw shake it to the very one,

That you love the best.

I see pretty gifts falling like snow flakes

all wrapped up in sparkling, glistening paper dreams.

And long cozy nights, filled with sober, warm conversations.

Awakening to birds singing.

The sun beaming,

sending rays of wisdom.

that only winter can comprehend.