Am F G Abm Ebm C#m F# B E

||: Am  F G  Am :|| Am  F G  Abm 

Abm                            Ebm  

What will you do when you get lonely 

Abm          G       A        B 

With nobody waiting by your side

C#m         F#          B               E

You´ve been running and hiding much too long, 

C#m           F#                B

You know it´s just your foolish pride.

     E 

CHORUS:

Am   F      G            Am

Layla,  you got me on my knees.  

Am    F     G               Am

Layla,  I´m begging darling please.

Am    F   G                 Am              F     G  

Layla,    darling won´t you ease my worried mind.

Abm                   Ebm     

Tried to give you consolation, 

Abm       G         A        B 

Your old man won´t let you down

C#m    F#      B                 E    

Like a fool, I fell in love with you, 

C#m        F#                 B

Turned the whole world upside down

CHORUS

Abm                          Ebm    

Let´s make the best of the situation 

Abm      G       A    B 

Before I fin´lly go insane.

C#m          F#        B            E  

Please don´t say we´ll never find a way 

C#m         F#              B

And tell me all my loves in vain

CHORUS

Am E G D F C Dm E7

Intro:

Am E G D F C Dm E – 2x times

     Am              E

On a dark desert highway

   G             D

Cool wind in my hair

  F               C

Warm smell of a colitas

 Dm                  E

Rising up through the air

    Am              E

Up a head in the distance

   G             D

I saw shimering light

      F                        C

My head grew heavy and my sight grew dim

  Dm                   E

I had to stop for the night

   Am            E  

There she stood in the door way

 G                   D

I heared the mission bell

  F              C 

And I was thinking to myself

 Dm                                E

This could be heaven and this could be hell

   Am              E

Then she lit up a candle

   G                D

And she showed me the way

 F                      C   

There were voices down the corridor

 Dm                    E

I thought I heared them say

  Chorus:

  F                   C

Welcome to the Hotel California

      E7

Such a lovely place

      Am

Such a lovely face

  F                          C

Plenty of the room at the Hotel California

    Dm

Any time of year

    E7

You can find it here

Am E G D F C Dm E – 2x times

Her mind is Tiffany twisted

She got the Mersedes Benz

She got a lot of pretty pretty boys

That she calls friends

How they dance in the courtyard

Sweet summer sweat

Some dance to remember

Some dance to forget

So I called up the Captain

Please bring me my wine He said

We haven´t had that spirit here

Since nineteen sixty nine

And still those voices are calling

From faraway

Wake up in the middle

Of the night just to hear them say

  Chorus:

Welcome to the Hotel California

Such a lovely place

Such a lovely face

They living it up at the Hotel California

What a nice surprice bring your alibis.

Am E G D F C Dm E – 2x times.

C   Dm   Am   G   F

F Dm F Dm Am Dm Am G C

(Whistling ... )

                 Dm               C                     Dm      Am G  C 

I follow the Moskva down to Gorky Park listening to the wind of change 

                 Dm                     C                   Dm      Am G

An August summer night soldiers passing by listening to the wind of change 

F  Dm F Dm Am Dm Am G C

(Whistling ... )

C                    Dm              C                         Dm          Am  G

The world is closing in did you ever think that we could be so close, like brothers 

                    Dm                     C                     Dm       Am  G

The future's in the air I can feel it everywhere blowing with the wind of change 

C    G         Dm           G           C     G

Take me to the magic of the moment on a glory night

          Dm            G             Am  F                     G

where the children of tomorrow dream away        in the wind of change 

C                Dm                 C                      Dm      Am G C

Walking down the street distant memories are buried in the past forever 

                Dm                C                     Dm      Am   G

I follow the Moskva down to Gorky Park listening to the wind of change 

C    G         Dm           G           C     G

Take me to the magic of the moment on a glory night 

          Dm            G                  Am     F              G

where the children of tomorrow share their dreams   with you and me 

C    G         Dm           G           C     G

Take me to the magic of the moment on a glory night

          Dm            G             Am  F                  G

where the children of tomorrow dream away     in the wind of change 

Am                       G                         Am

The wind of change blows straight into the face of time 

                            G                                  C

Like a storm wind that will ring the freedom bell for peace of mind 

                   Dm                           E

Let your balalaika sing what my guitar wants to say 

F G Em Am   (x3)

F E

C    G         Dm           G           C     G

Take me to the magic of the moment on a glory night 

          Dm            G                  Am     F              G

Where the children of tomorrow share their dreams   with you and me 

C    G         Dm           G           C      G

Take me to the magic of the moment on a glory night 

          Dm            G             Am  F                   G

Where the children of tomorrow dream away      in the wind of change 

F Dm F Dm Am Dm

F   Fmaj7   C   F6   Gm   Gm7   Gm6   D#7   A7   Gmaj7   G6   D   G

F   Fmaj7   C

   F

Strangers in the night exchanging glances

Fmaj7

Wond´ring in the night what were the chances 

 F6

We´d be sharing love

                        Gm

Before the night was through.

Gm

Something in your eyes was so inviting,

Gm7

Something in your smile was so exciting,

Gm6                   C

Something in my heart,

                     F

Told me I must have you.

  D#7

Strangers in the night, two lonely people

          A7

We were strangers in the night up to the moment

         Gm

When we said our first hello.

Gm7

Little did we know

Gm6               F

Love was just a glance away,

  Gm              C

A warm embracing dance away and -

F

Ever since that night we´ve been together.

Fmaj7

Lovers at first sight, in love forever.

F6                     C

It turned out so right,

                      F

For strangers in the night.

(interlude)

   Gm6               F

...love was just a glance away,

  Gm              C

A warm embracing dance away and -

G

Ever since that night we´ve been together.

Gmaj7

Lovers at first sight, in love forever.

G6                     D

It turned out so right,

                      G

For strangers in the night.

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.

  C              G                Am          F

When I find myself in times of trouble Mother Mary comes to me

C                   G            F C-Dm7-C

Speaking words of wisdom, let it be

                     G            Am                   F

And in my hour of darkness she is standing right in front of me

C                   G             F  C-Dm7-C

Speaking words of wisdom, let it be

       Am         G             F        C

Let it be, let it be, let it be, let it be

                  G              F  C-Dm7-C

whisper words of wisdom, let it be

And when the broken hearted people living in the world agree

There will be an answer, let it be

For though they may be parted there is still a chance that they will see

There will be an answer, let it be

Let it be, let it be, let it be, let it be

There will be an answer, let it be

Let it be, let it be, let it be, let it be

whisper words of wisdom, let it be

| F C Dm7 C | F   C   | G F C . | F  C  | G F C . |

Instrumental verse

Let it be, let it be, let it be, let it be

whisper words of wisdom, let it be

And when the night is cloudy there is still a light that shines on me

Shine until tomorrow, let it be

I wake up to the sound of music, Mother Mary comes to me

Speaking words of wisdom, let it be

Let it be, let it be, let it be, let it be

There will be an answer, let it be

Let it be, let it be, let it be, let it be

There will be an answer, let it be

Let it be, let it be, let it be, let it be

whisper words of wisdom, let it be

| F  C  | G F C . |

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.

Gm  Cm  Eb  Dm  Dm7

Intr;o: 

Gm

I shot the sheriff,

Cm                      Gm

but I did not shoot the deputy.

Gm

I shot the sheriff,

Cm                      Gm

but I did not shoot the deputy.

Eb    Dm          Gm

All a round in my home town

        Eb        Dm       Gm

they´re trying to track me down.

     Eb               Dm          Gm

They say they want to bring me in guilty

        Eb           Dm     Gm

for the killing of a deputy,

        Eb           Dm7     Gm

for the killing of a deputy. 

           Gm

But I say:

I shot the sheriff,

but I swear it was in selfdefence.

I shot the sheriff,

but I swear it was in selfdefence.

Sheriff John Brown always hated me

for what I don´t know.

Ev´ry time that I plant a seed

he said "Kill it before it grow,"

he said "Kill it before it grow."

But I say:

I shot the sheriff,

but I swear it was in selfdefence.

I shot the sheriff,

but I swear it was in selfdefence.

Freedom came my way one day

and I started out of town.

All of a sudden I see sheriff John Brown,

aiming to shoot me down.

So I shot, I shot him down.

But I say:

I shot the sheriff,

but I did not shoot the deputy.

I shot the sheriff,

but I did not shoot the deputy.

Reflexes got the better of me

and what is to be must be.

Ev´ry day the bucket goes to the well,

but one day the bottom will drop out,

yes one day the bottom will drop out.

But I say:420

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.

Chord Guide

      3    4

G:    3x0003

      134211

F:    133211

       32 1

C:    x32010

       1333

Bb:   x1333x

        231

Am:   x02210

         3 2

Cmaj7/G: 3x2000

Intro:

/ G - - - / F - - - / G - - - / F - - G / C - - - / - - - - /

/ G - - - / F - - - / G - - - / F - - - / G - - - / F - - - /

/ C - - - / - - - - /

C                        F (½)  C (½)        G                   C (Bass run: g-a-c)

  If you see her, say hello,    she might be in Tangier

C                            F (½)    C (½)        C                   Bb   G

   She left here last early spring,    is livin' there, I hear

Am                     F (½)    C (½)             C                              F

  Say for me that I'm all right though things get kind of slow

Am                                   Cmaj7/G                F                    C (2)

  She might think that I've forgotten her, don't tell her it isn't so.

C                F (½)  C (½)       G                 C (Bass run: g-a-c)

  We had a falling-out, like lovers often will

             C                      F (½)      C (½)     C                        Bb   G

And to think of how she left that night, it still brings me a chill

           Am                F (½)    C (½)     C                           F

And though our separation,          it pierced me to the heart

Am                           Cmaj7/G         F                     C (2)

    She still lives inside of me, we've never been apart.

C                       F (½)  C (½)   G                             C (Bass run: g-a-c)

   If you get close to   her,        kiss her once for me

C                             F (½)      C (½)        C                                          Bb   G

   I always have respected her for       doin' what she did and gettin' free

Am                                  F (½)    C (½)     C                         F

Oh, whatever makes her happy,          I won't stand in the way.

            Am                   Cmaj7/G                 F                                    C (2)

Oh, the bitter taste still lingers on, from that night I tried to make her stay.

C                        F (½)  C (½)    G                        C (Bass run: g-a-c)

   I see a lot of people               as I make the rounds

           C                     F (½)       C (½)        C                     Bb   G

And I hear her name here and there as I go from town to town

                   Am            F (½)    C (½)            C                            F

And I've never gotten used to it,    I've just learned to turn it off

Am                 Cmaj7/G    F                       C (2)

Either I'm too sensitive or   else I'm gettin' soft.

C                  F (½)          C (½)        G                   C (Bass run: g-a-c)

   Sundown, yellow moon,              I replay the past

C                           F (½)    C (½)     C                   Bb   G

I know every scene by heart, they all went by so fast

Am                   F (½)       C (½)       C                      F

If she's passin' back this way, I'm not that hard to find

Am                      Cmaj7/G       F                      C (2)

Tell her she can look me up        if she's got the time.

/ G - - - / F - - - / G - - - / F - - - / G - - - / F - - - /

/ C - - - / - - - - /

/ G - - - / F - - - / G - - - / F - - - / G - - - / F - - - /

/ C - - - / - - - - /

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.

Riff x4

w/riff:

I stick loneliness, you lips

and the two coins of your eyes

into my pockets

well the train skates into

Port Henry late Sunday

sometimes when I'm riding high

feeling fine you know there's something

troubling yeah, troubling my mind

Chorus:

       G                   D                        C     G

so I reach into my pocket for some small change

    G                  D                        C      G

I reach into my pocket for some small change

Instrumental:

/ D - - - / G - D - / C – - - / D – G - / G – D – /

/ C - - - / - - - - / C (hold) /

I want bones like iron blood like mercury

so I can tell you when I'm rising

and when I'm sinking in

Chorus

Instrumental

               G                          D

hey let's drink from the cup share some luck

C                                         G

go ahead and laugh cause it don't cost much

G     D                              C  G

No, no, it don’t cost much

(repeat)

Chorus

           G               D                        C                      G

I stick loneliness, your lips and the two coins of your eyes 

              G       D    C  G

into my pockets

(repeat)

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.

Intro: / A - - - / D – Asus2 - / E – Esus4 - / D - - - / (x2)

A                    D     Asus2

    I put on my overcoat and

E                 Esus4         D

walked into winter - my teeth chattered rhythms

A                                          D             Asus2

   And they were grouped in twos or threes, like a

E                   Esus4         D

Morse code message was sent from me to

A                                     D                  Asus2

Me.  And cars on slippery slopes were stuck: people

E                                Esus4      D

pushing through their mittens as I was beginning

A                              D               Asus2

   to feel it soaking through my shoes, getting

E                Esus4   D (x2 measures)

colder with every step i took to your apartment, dear.

Riff 1

A                         D     Asus2

    And I was a kaleidoscope: the

   E              Esus4      D

snow on my lenses distorting the image

A                            D       Asus2

    of what was only one of you and I

E                 Esus4        D (x2 measures)

didn't know which one to address as all your lips moved

(w/Riff 1)

and this is when I forget breathe

and all the things I scripted, they sound unfounded.

And the look that you're giving me,

That tells me exactly what you are thinking:

D7/6

"This ain't working anymore."

Repeat Intro

D5

They got their mothers worked into a panic

B5

sledding down hills into oncoming traffic

        D5

the parents layered clothes until the children couldn't move and then

B5

left them outside ‘til their noses were blue and

F#5   Dm/maj7

I got left there, too.

/ A - - - / D – Asus2 - / E – Esus4 - / D - - - /

A                    D     Asus2

    I put on my overcoat and

E                 Esus4         D

walked into winter - my teeth chattered rhythms

A                                          D               Asus2

   And they were grouped in twos or threes, like a

E                   Esus4         D5 (x4 measures)

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.

Chord Guide

      3    4

G:    3x0003

        3   14

Gsus4:  3x0013

         132

D:    xx0232

       32 1

C:    x32010

       12

Em:   022000

Intro:  / G - - / Gsus4 - - / x4

D                 G                C (2)

Look to the clock on the wall

C                    G           D (2)

Hands hardly moving at all

    D                     G          C (2)

I can't stand the state I'm in

  C                  G                  D              Em

Sometimes it feels like the wall's closing in

Chorus 1:

C    G        D            Em           C         G              D              Em

Oh Lord what can I say       I'm so sad since you went away

  C      G      D              Em       C         G              D                       Em

Time, time, tickin on me      Alone is the last place I wanted to be

C         D           Repeat Intro

Lord what can I say

  D                       G             C (2)

Try and burn my troubles away

   C             G                   D (2)

Drown my sorrows same way

      D                      G                C (2)

It seems no matter how hard I try

      C                      G                      D          Em

It feels like there's something just missing inside

Chorus 2:

C    G        D            Em           C         G              D              Em

Oh Lord what can I say       I'm so sad since you went away

  C      G      D              Em       C         G              D                      Em

Time, time, tickin on me      Alone is the last place I wanted to be

C         D           Em (2)                   C         D            Repeat Intro

Lord what can I say            Oh, Lord, what can I say

  D             G                 C (2)

How many rules can I break

  C             G              D (2)

How many lies can I make

  D              G                 C (2)

How many roads must I turn

      C              G                      D                Em

To find me a place where the bridge hasn't burned

Chorus 2, skip last line

Chorus 2

Hold last G of Intro

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.

0                                5

I don't want to wonder if this is a blunder

0                                                    5

I don't want to worry whether we're goin’ to stay together till we die

0                                    5

I don't want to jump in unless this music's thumping

0                                     5

All the dishes rattle in the cupboards when the elephants arrive

Chorus:

0                               5

 I want to love you madly

0                             5

 I want to love you now

0                              5

 I want to love you madly

0                                  5 (hold and let ring)                 

 I want to love you, love you, love you madly

Repeat Intro

0                               5

I don't want to fake it, I just want to make it

0                                                       5

The ornaments look pretty but they're pulling down the branches of the tree

0                                         5

I don't want to think about it, I don't want to talk about it

0                                              5

When I kiss your lips, I want to sink down to the bottom of the sea

Chorus

0 (hold and let ring)             5 (hold and let ring)

I don't want to hold back, I don't want to slip down

0                                                5

I don't want to think back to the one thing that I know I should have done

0                                             5

I don't want to doubt you, know everything about you

0                                         5 (hold)

I don't want to sit across the table from you wishing I could run

Chorus

End on 0

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.

Intro (x2):

E----------------------|----------------------|

B--3---3------3---3----|--1---1------0---0----|

G.-4---4------4---4----|--0---0------0---0----|

D.-5----------4--------|--2----------0--------|

A----------------------|----------------------|

E----------------------|----------------------|

w/intro riff x2

I've been awake for a while now

you've got me feelin’ like a child now

cause every time I see your bubbly face

I get the tinglies in a silly place

Chorus:

                       G

It starts in my toes

                   Gmaj7

and I crinkle my nose

                     C                    G

where ever it goes I always know

                              G

that you make me smile

                            Gmaj7

please stay for a while now

                      C

just take your time

                        G

where ever you go

G                                       Gmaj7

   The rain is fallin’ on my window pane

C                                   G

    but we are hidin’ in a safer place

G                                      Gmaj7

  under the covers stayin’ safe and warm

C                                   G

   you give me feelings that I adore

Chorus

Bridge:

Bm (2)                          C (2)

   But what am I gonna say

D (2)                                         Am                        

when you make me feel this way

G/B     C (hold 2)

I just.......mmmmmm

Chorus

Instrumental Verse w/scat singing

G                                       Gmaj7

I’ve been asleep for a while now

C                                   G

You tucked me in just like a child now

G                                       Gmaj7

Cause every time you hold me in your arms

C                                   G

I'm comfortable enough to feel your warmth

Chorus 2:

                       G

It starts in my soul

                          Gmaj7

And I lose all control

                              C                   

When you kiss my nose

                   G

The feeling shows

                                  G

‘Cause you make me smile

                                Gmaj7

Baby just take your time now

                  C   G

Holding me ti-i-ight

        G            Gmaj7      C              G

Wherever, wherever, wherever you go

        G             Gmaj7      C             G

Wherever, wherever, wherever you go

G             Gmaj7         C               G

   Ooh wherever you go, I always know

G                                     Gmaj7                      C      G (hold)

   ‘Cause you make me smile, baby, just for a while

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.

Intro: / C - - - / Em - - - / F - - - / C - - - /

C                          Em

See the pyramids along the Nile

F                                   C       

 Watch the sunrise on a tropic isle

F (½)         Fm (½)          C (½)       Am7 (½)

  Just remember darlin' all the while

Dm7                   G7sus4       

    You belong to me

C                                 Em

See the marketplace in Old Algiers

F                                           C

    Send me photographs and souvenirs

F (½)        Fm (½)                 C (½)       Am7 (½)

   Just remember when a dream appears

Dm7 (½)   G7 (½)      C

    You belong to me

Bridge:

C7                        F

I'd be so alone without you

D7                                    G7   

Maybe you'd be lonesome too,

       G7sus4

and blue

C                          Em

Fly the ocean in a silver plane

    F                                   C

    See the jungle when it's wet with rain

F (½)         Fm (½)          C (½)       Am7 (½)

Just remember 'till you're home again

Dm7 (½)   G7 (½)      C

    You belong to me

Instrumental Verse

Repeat from Bridge

Instrumental Verse

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.