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Not with the Rochester Philharmonic, but I formed my own orchestra, made up of musicians from the Eastman School, where I'm on the faculty now, direct the Jazz Ensemble and teach improvisation classes.

quote by Chuck Mangione
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The Blues, The Jazz, The City

The city is jazz under neon lights
The jazz is blues stoned
And the city never forgets this
Like the heart never forgets to pulse
And the stars never forget to shine in the night
But it takes jazz to move it, to move it all
So the jazz is the beat that always burns
So the heavens continue to shine on and shine all

The jazz soothes the souls of the children
Though the city is old, the jazz is young
Thus the jazz, fast and heavy, radiates the city
She returns her to her ember glow in night

The city is high on the hill and low in the valley
She is the heart, the blessed nectar, the blossom shower
The jazz glows in prosperous tombs
She serves the crashing wave of the monsoon, to the city's bay, to the ancient harbor, across bold rivers, to lakes nestled in the safety of moors and battlefields, and sings to the forest and soaks the timber and every reborn city is cloaked in the fingertip of jazz
Since jazz destroys and creates, it is the fire, and so the smoke rises higher
Hark the newborn guff of jazz
The baptized funeral pyre

Hench jazz is the gospel, the good news
She returns though, always to the blues
Love the blue lady, her old cracked voice
The blues, the jazz, and the lady unite
To the bravery of her song she sang to the evil eyes of the Kodak dragon whose hair in the hiding bear under masks of hatred
The jealous lair, the haunt of despair
And jazz shines on, they can't stop her
The lady of the city sings to the farm
No choir can match the timbre of the lady
My first love,
She shines on for me when I am sad, through me in melancholy
And we join in joy, the lady sees all, feels all, and sings on
Rambunctious be the lady, the city, the blues
Who beat for hearts at night

From the slide trombone, the tut-tut-tut of the mighty snare
The brass milieu for brighter days and neon lights
The whimper
The whimper of the stand-up bass, who carries the beat, the jazz, the blues, the night
In your arms I am safe and sound, the sounds who hold me tight
And above all, upon the highest peak, the great black giants, the black hands and breath of jazz, food for the soul and fodder, who inspire all in the world
But the two giants upon the highest mountain compete for the night and walk away friends as we do
They too are the shine, the noble sheen, and while the lady sings, they dance, the boozers hound and prance, the lovers kneel and romance and the giants push the pebbles from beneath their mountain feet

Who knows how many souls the jazz saved, but I know she saved mine
The giants, trumpet and sax, and even the sweet other of New Orleans, a trumpet and voice, a demigod, and every other band and face and time
So the jazz soothed them too to be saved, as they played, we all played, and jazz shines for the night
And Jack drew the map in sketches, he saw the jazz, but the jazz sees all, and saves all who smile upon her because she loves all, but can only save those who hear her call because she is human

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poem by Jay Bradley
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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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Philharmonic

Sit down, and watch me.
I want you, to see me.
As your tv
As your tv
As your tv
Touched by your static.
You see right, right through me
As your tv
As your tv
As your tv
What you hide is what you are,
Have what it takes to be a star, come on.
You say theres beauty in a scar,
Now what a stupid thing you are, sometimes.
After you get what you want you dont want it anymore.
[Is that what you want?]
After you get what you want you dont want it anymore.
[Is that what you want?]
After you get what you want you dont want it anymore.
[Is that what you want?]
After you get what you want you dont want it anymore.
Slow down.
Zoom in.
Rewind.
Do you get the picture?
Philharmonic.
Philharmonic.
As your tv
As your tv
What you hide is what you are,
Have what it takes to be a star, come on.
You say theres beauty in a scar,
Now what a stupid thing you are, sometimes.
Philharmonic.
After you get what you want you dont want it anymore.
Philharmonic.
After you get what you want you dont want it anymore.
Philharmonic.
After you get what you want you dont want it anymore.
Philharmonic.
After you get what you want you dont want it anymore.
Philharmonic.
Philharmonic.
What you hide is what you are,
What it takes to be a star, come on.
You say theres beauty in a scar,
Now what a stupid thing you are, sometimes.
What you hide is what you are,
What it takes to be a star, come on.
You say theres beauty in a scar,

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song performed by Zeromancer
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Veterinary Camps

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poem by Caasder Fronds
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JAZZ and RAINBOWS

What is Jazz - What is a Rainbow?
You can ask the questions - don't expect answers

Jazz is free and yet constrained
Rainbows come and go as they please

Jazz is wild and yet restrained
Rainbow can't exist without rain

Jazz is open and yet contained
Rainbows always have red at the top

Jazz is unscored and yet maintained
Rainbows can be single - double - triple

Just as Jango Rheinhardt said to Segovia
Senor it ees all in ze 'ed
The same is true of rainbows
Zey are all inside my 'ed!

It takes all the colours of pure white sound
To create jazz.
It takes all the colours of pure white light
To create a rainbow.

Jazz and rainbows operate on the same principle
In jazz the tone colours are separated by the players
In a rainbow the visible colours are separated by a raindrop
Jazz and rainbows are boh equally beautiful.

After the rain there are stll some drops in the atmosphere
They refract the white light into R O Y G B I V,
In the same way the 'Jazz Combo' is able to dissect.
The white sound of music is disected by the musicains

On a sunny day - the white light hits the raindrop
The colours are dispersed forming the rainbow.
In jazz - each member if the Combo has a colour!
The double bass has red - the saxaphone is orange!

The percussion is yellow - the brass is green
The clarinet is blue - trhe banjo is indigo
The guitar is violet and the piano is striped!
The combo plays and whiite sound is re-produced.

Because we are humans our senses of life are acute.
Our eyes for colour and our ears for sound.
The quality of this provision enables us to distinguish colour
And to distinguish between all the tones and semi-tones.

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poem by John Knight
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It Aint Necessarily So

Sportin life:
It aint necessarily so,
All:
It aint necessarily so.
Sportin life:
De tings dat yo lible
To read in de Bible -
It aint necessarily so.
Lil david was small, but oh my!
All:
Lil david was small, but oh my!
Sportin life:
He fought big goliath
Who lay down and dieth -
Lil david was small, but oh my!
Wadoo!
Ensemble:
Wadoo!
Sportin life:
Zim bam boddle-oo!
Ensemble:
Zim bam boddle-oo!
Sportin life:
Hoodle ah da waah da!
Ensemble:
Hoodle ah da waah da!
Sportin life:
Scatty way!
Ensemble:
Scatty wah!
Sportin life:
Yeah!
Oh jonah, he lived in de whale
All:
Oh jonah, he lived in de whale.
Sportin life:
Fo he made his home in
Dat fishs abdomen -
Oh jonah, he lived in de whale.
Lil moses was found in a stream
All:
Lil moses was found in a stream
Sportin life:
He floated on water
till ole pharaohs daughter
She fished him, she says from dat stream.
Wadoo!
Ensemble:
Wadoo!
Sportin life:

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song performed by Ella Fitzgerald
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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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Victor Should Have Been A Jazz Musician

I went to a concert, to see nina, simone,
The concert was over, there was still a band playing, the rap up,
The booguh played with his hands, I close my eyes, and look at him,
Victor should have been a jazz musician,
I said to myself, victor should have been a jazz musician,
I looked at his face, and I saw victor, looked at his smile, and I saw victor,
I looked at his hair, and thought,
Victor should have been a jazz musician,
Victor should have been a jazz musician,
And the people dancing on the floor, dancing on the floor, were so high,
You should have seen victor smile, you should have seen victor smile,
As they danced all the while all around on the floor, and he laughed,
Victor should have been a jazz musician,
Oh, victor should have been a jazz musician,
He was playing so nice, the jazz musician,
Ah, ah,
Hes living in a fast beat, in a city thats hot,
Telling all the latinos and puerto ricans, victor seems happy, but he doesnt even know himself, hes gotta look inside to know his first love,
Victor was a jazz musician, he was playing so nice, victor was a jazz musician, (? ) victor was a jazz musician,
Victor loves his music, he loves his music, somewhere, he plays his music, somewhere,
Victor is a jazz musician,
Jazz.

song performed by Grace Jones
Added by Lucian Velea
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Burn The School Down

She said
I lost my best friend last week at school
He got shot
Someone thought that he was part of something that
He was not
Now I'm watching all the cheerleaders show just how sad they are
When my friend used to come 'round
They used to laugh and egg his car
Now I'm gonna do my part as a concerned citizen
I think we should burn the school down
And start again
Burn it
'Till there's nothing left
Burn it
Just like all the rest
Burn it
Clear up all this mess
Burn it down
Education for the nation
Kids retaliate on each station
Expectation, violation
Pressure increased in each generation
Burn the school down
Burn the school down
Burn the school down, she said
Burn the school down
Burn the school down
Burn the school down, start again
'Cause now what I want to know
Will the eyes inside the back of your mind let it go?
Now all I want to know
Will the eyes inside the back of your mind let it go?
She says
I want to feel more comfort in my own skin
But everyone around me makes me feel like
I'm worth less than them
Burn the school down
Burn the school down
Burn the school down, she said
Burn the school down
Burn the school down
Burn the school down, start again
Burn it
'Till there's nothing left
Burn it
Just like all the rest
Burn it
Clear up all this mess
Burn it down
'Cause now what I want to know

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song performed by Zebrahead
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Domino College

By: jimmy buffett, dan fogelberg
1986
Found myself a matchbook
Beside some hotel bed
Opened it up and looked inside
And this is what it said
Chorus:
Get on back to school
Domino college, back to school
Boneyard full of knowledge
W-w-w-orking vacation in a third world nation
Back to school (going back to school, going back, back to school)
Fly down to miami
Get yourself a boat
Fill it full of suntan oil
And rent yourself a goat
Aint no registration
Aint no student loan
You may not learn to read or write
But you will surely learn to roll dem bones
Chorus:
Get on back to school
Domino college, back to school
Boneyard full of knowledge
W-w-w-orking vacation in a third world nation
Back to school (going back to school, going back, back to school)
They dont rap your knuckles
If you cut the class
They just track you through the jungle boy
Then they kick your ass
Its a different kind of domino theory
They teach you down in butler town
If you lose you buy the booze
And then the student body all falls down
Chorus:
They cant get back to school
Domino college, back to school
Fountain of knowledge
W-w-w-orking vacation in a third world nation
Back to school (going back, back to school)
Get on back
Make your parents hate you
Be a big disgrace
Act just like a domino
And fall on your face
Chorus:
You cant get back to school
Domino college, back to school
Fountain of knowledge
There aint no graduation from this kind of education

[...] Read more

song performed by Jimmy Buffett
Added by Lucian Velea
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The History of Jazz

I

The leaves of blue came drifting down.
In the corner Madeleine Reierbacher was reading Lorna Doone.
The bay’s water helped to implement the structuring of the garden hose.
The envelope fell. Was it pink or was it red? Consult Lorna Doone.
There, voyager, you will find your answer. The savant grapeade stands
Remember Madeleine Reierbacher. Madeleine Reierbacher says,
“If you are happy, there is no one to keep you from being happy;
Don’t let them!” Madeleine Reierbacher went into the racing car.
The racing car was orange and red. Madeleine Reierbacher drove to Beale Street.
There Maddy doffed her garments to get into some more comfortable clothes.
Jazz was already playing in Beale Street when Madeleine Reierbacher arrived there.
Madeleine Reierbacher picked up the yellow horn and began to play.
No one had ever heard anything comparable to the playing of Madeleine Reierbacher.
What a jazz musician! The pianist missed his beats because he was so excited.
The drummer stared out the window in ecstasy at the yellow wooden trees.
The orchestra played “September in the Rain,” “Mugging,” and “I’m Full of Love.”
Madeleine Reierbacher rolled up her sleeves; she picked up her horn; she played “Blues in the Rain.”
It was the best jazz anyone had ever heard. It was mentioned in the newspapers. St. Louis!
Madeleine Reierbacher became a celebrity. She played with Pesky Summerton and Muggsy Pierce.
Madeleine cut numerous disks. Her best waxings are “Alpha Beta and Gamma”
And “Wing Song.” One day Madeleine was riding on a donkey
When she came to a yellow light; the yellow light did not change.
Madeleine kept hoping it would change to green or red. She said, “As long as you have confidence,
You need be afraid of nothing.” Madeleine saw the red smokestacks, she looked at the thin trees,
And she regarded the railroad tracks. The yellow light was unchanging. Madeleine’s donkey dropped dead
From his mortal load. Madeleine Reierbacher, when she fell to earth,
Picked up a blade of grass and began to play. “The Blues!” cried the workmen of the vicinity,
And they ran and came in great numbers to where Madeleine Reierbacher was.
They saw her standing in that simple field beside the railroad track
Playing, and they saw that light changing to green and red, and they saw that donkey stand up
And rise into the sky; and Madeleine Reierbacher was like a clot of blue
In the midst of the blue of all that sky, and the young farmers screamed
In excitement, and the workmen dropped their heavy boards and stones in their excitement,
And they cried, “O Madeleine Reierbacher, play us the ‘Lead Flint Blues’ once again!”

O railroad stations, pennants, evenings, and lumberyards!
When will you ever bring us such a beautiful soloist again?
An argent strain shows on the reddish face of the sun.
Madeleine Reierbacher stands up and screams, “I am getting wet! You are all egotists!”
Her brain floats up into the lyric atmosphere of the sky.
We must figure out a way to keep our best musicians with us.
The finest we have always melt in the light blue sky!
In the middle of a concert, sometimes, they disappear, like anvils.
(The music comes down to us with sweet white hands on our shoulders.)
We stare up in surprise; and we hear Madeleine’s best-known tune once again,
“If you ain’t afraid of life, life can’t be afraid for you.”
Madeleine! Come back and sing to us!

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poem by Kenneth Koch
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School Just School

School we need it
school, friends
school you have teachers
school is great
high school is even better
college, PARITES

school you mite find your true love
new experiences everyday
school, dances
school just school
school who dose not love it
school is fun

school, preps
school, classes
school, math, science, computer classes
school is great love it
school just school
we need school

poem by Kerri King
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Using Boot Camp

twink boot camp
twink camp
twink summer camps
twinks at camp pics
twinks camp
twinlakes camp florence ms
twinlow camp
twinlow camp idaho
twinlow umc summer camp
twinrocks friends boys camp
twinrocks friends camp
twinrocks friends twin camp
twins in concentration camps
twins spring training camp
twinsburg day camp
twinsburg day summer camp
twirl camp
twirling camps
twirling camps and texas
twisp horse camp
twisted wakeboard camp
twister baseball camp in torrington ct
twisters gymnastics camp in lakewood
twitchings holiday camp
twlight camp atlanta
two brothers lacrosse camp
two burner camp stove
two burner camp stoves
two can camp orlando fl
two cousins and camp hill pa
two cousins pizza camp hill
two cousins pizza camp hill pa
two day camp del valle
two day camp lake del valle
two day camp livermore
two dog lodge chalets vt
two door camp tent
two from tarzana escaped nazi camps
two girls in a camp
two harbors camp
two harbors camp ground
two lakes chalets
two lakes retreat chalets
two mountains camp nh
two person folding camp chairs
two rivers camp ground minnesota
two rivers camp tennesse
two rivers soccer camp
two rivers soccer camp tahoe
two room suite camp verde az

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poem by Caasder Fronds
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A School Is So Not Cool

School Is Not So Cool

School, School, School,
A school is not cool
We're here 5 days a week
8 hours a day.
School, School, School,
A school is not cool.
People laugh when we fall
we just have to make a call.
School, School, School
A school is not cool.
We have to work hard to get good grades
I'm not going to do it no more
I do it every day.
We can’t go on the grass
We can’t bother another class
We can’t save spots at lunch
We have to go as a bunch.
We have 3 minutes in the hall
I'm always late what a ball.
We have to pay attention
if not we get detention.
School, School, School,
A school is not cool.
They have too many rules
they play us as fools
if we get A's
the parents jump Hip Hip Hooray.
If we get F's
we tell them we need to take a rest.
We always have homework
we never have class work
they have to many rules
they need to take it cool.
School, School, School,
A school is so not cool!

poem by Fahed Sharaf
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Michelle

(LennonMcCartney)
Michelle, ma belle
These are words that go together well
My Michelle
Michelle, ma belle
Sont les mots qui vont tres bien ensemble
Tres bien ensemble
I love you, I love you, I love you
That's all I want to say
Until I find a way
I will say the only words I know that
You'll understand
Michelle, ma belle
Sont les mots qui vont tres bien ensemble
Tres bien ensemble
I need to, I need to, I need to
I need to make you see
Oh, what you mean to me
Until I do I'm hoping you will
Know what I mean
I love you
I want you, I want you, I want you
I think you know by now
I'll get to you somehow
Until I do I'm telling you so
You'll understand
Michelle, ma belle
Sont les mots qui vont tres bien ensemble
Tres bien ensemble
I will say the only words I know
That you'll understand, my Michelle

song performed by Paul McCartney
Added by Lucian Velea
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The Sorcerer: Act II

DRAMATIS PERSONAE

Sir Marmaduke Pointdextre, an Elderly Baronet

Alexis, of the Grenadier Guards--His Son

Dr. Daly, Vicar of Ploverleigh

John Wellington Wells, of J. W. Wells & Co., Family Sorcerers

Lady Sangazure, a Lady of Ancient Lineage

Aline, Her Daughter--betrothed to Alexis

Mrs. Partlet, a Pew-Opener

Constance, her Daughter

Chorus of Villagers

(Twelve hours are supposed to elapse between Acts I and II)

ACT II-- Grounds of Sir Marmaduke's Mansion, Midnight

Scene--Exterior of Sir Marmaduke's mansion by moonlight. All the
peasantry are discovered asleep on the ground, as at the end
of Act I.

Enter Mr. Wells, on tiptoe, followed by Alexis and Aline. Mr. Wells
carries a dark lantern.

TRIO--ALEXIS, ALINE, and MR. WELLS

'Tis twelve, I think,
And at this mystic hour
The magic drink
Should manifest its power.
Oh, slumbering forms,
How little ye have guessed
That fire that warms
Each apathetic breast!

ALEXIS. But stay, my father is not here!

ALINE. And pray where is my mother dear?

MR. WELLS. I did not think it meet to see
A dame of lengthy pedigree,

[...] Read more

poem by William Schwenck Gilbert
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Ami, Chez Nos Francois

Ami, chez nos Français ma muse voudrait plaire;
Mais j'ai fui la satire à leurs regards si chère.
Le superbe lecteur, toujours content de lui,
Et toujours plus content s'il peut rire d'autrui,
Veut qu'un nom imprévu, dont l'aspect le déride,
Égayé au bout du vers une rime perfide;
Il s'endort si quelqu'un ne pleure quand il rit.
Mais qu'Horace et sa troupe irascible d'esprit
Daignent me pardonner, si jamais ils pardonnent:
J'estime peu cet art, ces leçons qu'ils nous donnent
D'immoler bien un sot qui jure en son chagrin,
Au rire âcre et perçant d'un caprice malin.
Le malheureux déjà me semble assez à plaindre
D'avoir, même avant lui, vu sa gloire s'éteindre
Et son livre au tombeau lui montrer le chemin,
Sans aller, sous la terre au trop fertile sein,
Semant sa renommée et ses tristes merveilles,
Faire à tous les roseaux chanter quelles oreilles
Sur sa tête ont dressé leurs sommets et leurs poids.

Autres sont mes plaisirs. Soit, comme je le crois,
Que d'une débonnaire et généreuse argile
On ait pétri mon âme innocente et facile;
Soit, comme ici, d'un oeil caustique et médisant,
En secouant le front, dira quelque plaisant,
Que le ciel, moins propice, enviât à ma plume
D'un sel ingénieux la piquante amertume,
J'en profite à ma gloire, et je viens devant toi
Mépriser les raisins qui sont trop hauts pour moi.
Aux reproches sanglants d'un vers noble et sévère
Ce pays toutefois offre une ample matière:
Soldats tyrans du peuple obscur et gémissant,
Et juges endormis aux cris de l'innocent;
Ministres oppresseurs, dont la main détestable
Plonge au fond des cachots la vertu redoutable.
Mais, loin qu'ils aient senti la fureur de nos vers,
Nos vers rampent en foule aux pieds de ces pervers,
Qui savent bien payer d'un mépris légitime
Le lâche qui pour eux feint d'avoir quelque estime.
Certe, un courage ardent qui s'armerait contre eux
Serait utile au moins s'il était dangereux;
Non d'aller, aiguisant une vaine satire,
Chercher sur quel poète on a droit de médire;
Si tel livre deux fois ne s'est pas imprimé,
Si tel est mal écrit, tel autre mal rimé.

Ainsi donc, sans coûter de larmes à personne,
A mes goûts innocents, ami, je m'abandonne.
Mes regards vont errant sur mille et mille objets.
Sans renoncer aux vieux, plein de nouveaux projets,

[...] Read more

poem by Andre Marie de Chenier
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Enter Jazz

In the past few weeks
(1995, I think)
A whole field of music
Has knocked on my door.
Jazz has made my acquaintance.
Jazz who has always before
Seemed so stale, so staid,
So stuck in a groove
Sometime back in the thirties,
Jazz now emerges
As the most delightful companion.

I first noticed
My new friend
On the Voice of America,
A sudden lightness of spirit
Lighting up my room
Through the transistor radio.

Then Nancy, Carolyn's mum in Ferny Creek,
Turned out to be a jazz fan
With a collection of cassettes,
And I abandoned myself
To jazz's invitation
To dance,
Easy, free-flowing steps
Up and down
The lounge-room carpet.

Last night
The friendship firmed further:
In the E.G. Guide
Was listed a jazz trio
Which they claimed could be heard
At the Albert Park Hotel
Not far away.
The trio swelled to seven or eight musicians
As the evening unfolded
And I drank in the rhythms
Of what a chat with their apparent leader, Bill,
Revealed was traditional jazz
In the Chicago style,
So sweet, so gentle, so softly swinging.
Jazz took my arm
And smiled.

I have a new friend.

poem by Peter Elliott
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The Interpretation of Nature and

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

VI.

It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.

VII.

The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.

VIII.

Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.

IX.

The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.

X.

The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.

XI.

As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.

XII.

The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.

XIII.

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poem by Sir Francis Bacon
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House Of Jazz

Humdinger
Bell ringer
Got a nasty stinger
To slow you down
Mud slinger
Gold digger
Who point the finger
And do you down
Kickin' and a fightin' on a TV show
Lightin' blindin' in the middle of the road
Are you comin' in
Are you comin' in

I said come into the house of
Come into the house of
Come into the house of jazz
Come into the house of
Come into the house of
Come into the house of jazz

Ball stripper
Big tipper
Got a slap 'n' tickler
To make you growl
Spitin' and bitin' on a TV show
Tightenin' frightenin' givin' out a load
Are you comin' in
Are you comin' in

I said come into the house of
Come into the house of
Come into the house of jazz
Come into the house of
Come into the house of
Come into the house of jazz

Are you comin' in
Come on in

Are you comin' in
Are you comin' in
I said come into the house of
Come into the house of
Come into the house of jazz
Come into the house of
Come into the house of
Come into the house of jazz
Are you comin' in
Are you comin' in
I said into the house of jazz

[...] Read more

song performed by AC/DC from Stiff Upper Lip
Added by Lucian Velea
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