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The Catholic Church - it's so difficult because I don't want say anything offensive but it makes me very angry that religious leaders from this faith have tried to respond negatively to sexual education and to the promotion of condom use.

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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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The Believer's Principles : Chap. IV.

Faith and Sense Natural, compared and distinguished.

When Abram's body, Sarah's womb,
Were ripe for nothing but the tomb,
Exceeding old, and wholly dead,
Unlike to bear the promis'd seed:

Faith said, 'I shall an Isaac see;'
'No, no,' said Sense, 'it cannot be;'
Blind Reason, to augment the strife,
Adds, 'How can death engender life?'

My heart is like a rotten tomb,
More dead than ever Sarah's womb;
O! can the promis'd seed of grace
Spring forth from such a barren place?

Sense gazing but on flinty rocks,
My hope and expectation chokes:
But could I, skill'd in Abram's art,
O'erlook my dead and barren heart;

And build my hope on nothing less
That divine pow'r and faithfulness;
Soon would I find him raise up sons
To Abram, out of rocks and stones.

Faith acts as busy boatmen do,
Who backward look and forward row;
It looks intent to things unseen,
Thinks objects visible too mean.

Sense thinks it madness thus to steer,
And only trusts its eye and ear;
Into faith's boat dare thrust its oar,
And put it further from the shore.

Faith does alone the promise eye;
Sense won't believe unless it see;
Nor can it trust the divine guide,
Unless it have both wind and tide.

Faith thinks the promise sure and good;
Sense doth depend on likelihood;
Faith ev'n in storms believes the seers;
Sense calls all men, ev'n prophets, liars.

Faith uses means, but rests on none;
Sense sails when outward means are gone:

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poem by Ralph Erskine
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The Hind And The Panther, A Poem In Three Parts : Part II.

“Dame,” said the Panther, “times are mended well,
Since late among the Philistines you fell.
The toils were pitched, a spacious tract of ground
With expert huntsmen was encompassed round;
The inclosure narrowed; the sagacious power
Of hounds and death drew nearer every hour.
'Tis true, the younger lion 'scaped the snare,
But all your priestly calves lay struggling there,
As sacrifices on their altars laid;
While you, their careful mother, wisely fled,
Not trusting destiny to save your head.
For, whate'er promises you have applied
To your unfailing Church, the surer side
Is four fair legs in danger to provide;
And whate'er tales of Peter's chair you tell,
Yet, saving reverence of the miracle,
The better luck was yours to 'scape so well.”
“As I remember,” said the sober Hind,
“Those toils were for your own dear self designed,
As well as me; and with the selfsame throw,
To catch the quarry and the vermin too,—
Forgive the slanderous tongues that called you so.
Howe'er you take it now, the common cry
Then ran you down for your rank loyalty.
Besides, in Popery they thought you nurst,
As evil tongues will ever speak the worst,
Because some forms, and ceremonies some
You kept, and stood in the main question dumb.
Dumb you were born indeed; but, thinking long,
The test, it seems, at last has loosed your tongue:
And to explain what your forefathers meant,
By real presence in the sacrament,
After long fencing pushed against a wall,
Your salvo comes, that he's not there at all:
There changed your faith, and what may change may fall.
Who can believe what varies every day,
Nor ever was, nor will be at a stay?”
“Tortures may force the tongue untruths to tell,
And I ne'er owned myself infallible,”
Replied the Panther: “grant such presence were,
Yet in your sense I never owned it there.
A real virtue we by faith receive,
And that we in the sacrament believe.”
“Then,” said the Hind, “as you the matter state,
Not only Jesuits can equivocate;
For real, as you now the word expound,
From solid substance dwindles to a sound.
Methinks, an Æsop's fable you repeat;
You know who took the shadow for the meat:
Your Church's substance thus you change at will,

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poem by John Dryden
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

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

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

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

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

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

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

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

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

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

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

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

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

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

LIST OF REFERENCES.

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

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

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

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

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poem by Innocent Masina Nkhonyo
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XI. Guido

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

[...] Read more

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

In a deep dark jungle long time ago
Lived a lonesome caveman
He was a solitary soul
And he spent his playtime
Chewing meat from bones.
He didnt know how to talk much
He only knew how to groan
Then he lifted up his hands and reached to the sky
Let out a yell and no one replied.
Frustration and torment tore him inside
Then he fell to the ground and he cried and he cried.
But then education saved the day.
He learned to speak and communicate
Education saved the day.
He thanked God for the friends he made.
cos everybody needs an education
Everybody needs an education.
Black skin, red skin, yellow or white,
Everybody needs to read and write
Everybody needs an education.
Thank the day when that primitive man
Learned to talk with his brothers
And live off the land.
He left his cave and he moved far away
And he lived with his friends in a house that theyd made
He learned to think and to work with his brain
And he astounded his friends with all the knowledge he gained
He wrote it down on a rock that he found
And he showed all his friends and they passed it around
And then education came that day.
The day it came was a sacred day.
Education came that day
He thanked God for the friends hed made.
Well man built a boat and he learned how to sail
And he travelled far and wide
Then he looked up above saw the stars in the sky
So he learned how to fly.
Thanks to all the mathematicians
And the inventors with their high i.q.s
And the professors in their colleges
Trying to feed me knowledge
That I know Ill never use.
Thank you sir for the millions of words
That youve handed me down and youve told me to learn
But Ive got words in my ears and my eyes
Ive got so many facts that I must memorize
Because educations doing me in
I want to stop but my heads in a swim
Education drives me insane
I cant recall all the facts on my brain.

[...] Read more

song performed by Kinks
Added by Lucian Velea
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King Solomon And The Queen Of Sheba

(A Poem Game.)

“And when the Queen of Sheba heard of the fame of Solomon, . . .
she came to prove him with hard questions.”

[The men’s leader rises as he sees the Queen unveiling
and approaching a position that gives her half of the stage.]

Men’s Leader: The Queen of Sheba came to see King Solomon.
[He bows three times.]
I was King Solomon,
I was King Solomon,
I was King Solomon.

[She bows three times.]
Women’s Leader: I was the Queen,
I was the Queen,
I was the Queen.

Both Leaders: We will be king and queen,
[They stand together stretching their hands over the land.]
Reigning on mountains green,
Happy and free
For ten thousand years.

[They stagger forward as though carrying a yoke together.]
Both Leaders: King Solomon he had four hundred oxen.

Congregation: We were the oxen.

[Here King and Queen pause at the footlights.]
Both Leaders: You shall feel goads no more.
[They walk backward, throwing off the yoke and rejoicing.]
Walk dreadful roads no more,
Free from your loads
For ten thousand years.

[The men’s leader goes forward, the women’s leader dances round him.]
Both Leaders: King Solomon he had four hundred sweethearts.

[Here he pauses at the footlights.]
Congregation: We were the sweethearts.

[He walks backward. Both clap their hands to the measure.]
Both Leaders: You shall dance round again,
You shall dance round again,
Cymbals shall sound again,
Cymbals shall sound again,
[The Queen appears to gather wildflowers.]

[...] Read more

poem by Vachel Lindsay
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The Booker Washington Trilogy

I. A NEGRO SERMON:—SIMON LEGREE

(To be read in your own variety of negro dialect.)

Legree's big house was white and green.
His cotton-fields were the best to be seen.
He had strong horses and opulent cattle,
And bloodhounds bold, with chains that would rattle.
His garret was full of curious things:
Books of magic, bags of gold,
And rabbits' feet on long twine strings.
But he went down to the Devil.

Legree he sported a brass-buttoned coat,
A snake-skin necktie, a blood-red shirt.
Legree he had a beard like a goat,
And a thick hairy neck, and eyes like dirt.
His puffed-out cheeks were fish-belly white,
He had great long teeth, and an appetite.
He ate raw meat, 'most every meal,
And rolled his eyes till the cat would squeal.

His fist was an enormous size
To mash poor niggers that told him lies:
He was surely a witch-man in disguise.
But he went down to the Devil.

He wore hip-boots, and would wade all day
To capture his slaves that had fled away.
But he went down to the Devil.

He beat poor Uncle Tom to death
Who prayed for Legree with his last breath.
Then Uncle Tom to Eva flew,
To the high sanctoriums bright and new;
And Simon Legree stared up beneath,
And cracked his heels, and ground his teeth:
And went down to the Devil.

He crossed the yard in the storm and gloom;
He went into his grand front room.
He said, "I killed him, and I don't care."
He kicked a hound, he gave a swear;
He tightened his belt, he took a lamp,
Went down cellar to the webs and damp.
There in the middle of the mouldy floor
He heaved up a slab, he found a door —
And went down to the Devil.

[...] Read more

poem by Vachel Lindsay
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Bishop Blougram's Apology

No more wine? then we'll push back chairs and talk.
A final glass for me, though: cool, i' faith!
We ought to have our Abbey back, you see.
It's different, preaching in basilicas,
And doing duty in some masterpiece
Like this of brother Pugin's, bless his heart!
I doubt if they're half baked, those chalk rosettes,
Ciphers and stucco-twiddlings everywhere;
It's just like breathing in a lime-kiln: eh?
These hot long ceremonies of our church
Cost us a little—oh, they pay the price,
You take me—amply pay it! Now, we'll talk.

So, you despise me, Mr. Gigadibs.
No deprecation—nay, I beg you, sir!
Beside 't is our engagement: don't you know,
I promised, if you'd watch a dinner out,
We'd see truth dawn together?—truth that peeps
Over the glasses' edge when dinner's done,
And body gets its sop and holds its noise
And leaves soul free a little. Now's the time:
Truth's break of day! You do despise me then.
And if I say, "despise me"—never fear!
1 know you do not in a certain sense—
Not in my arm-chair, for example: here,
I well imagine you respect my place
(Status, entourage, worldly circumstance)
Quite to its value—very much indeed:
—Are up to the protesting eyes of you
In pride at being seated here for once—
You'll turn it to such capital account!
When somebody, through years and years to come,
Hints of the bishop—names me—that's enough:
"Blougram? I knew him"—(into it you slide)
"Dined with him once, a Corpus Christi Day,
All alone, we two; he's a clever man:
And after dinner—why, the wine you know—
Oh, there was wine, and good!—what with the wine . . .
'Faith, we began upon all sorts of talk!
He's no bad fellow, Blougram; he had seen
Something of mine he relished, some review:
He's quite above their humbug in his heart,
Half-said as much, indeed—the thing's his trade.
I warrant, Blougram's sceptical at times:
How otherwise? I liked him, I confess!"
Che che, my dear sir, as we say at Rome,
Don't you protest now! It's fair give and take;
You have had your turn and spoken your home-truths:
The hand's mine now, and here you follow suit.

[...] Read more

poem by Robert Browning from Men and Women (1855)
Added by Veronica Serbanoiu
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Sex & The Church

Though the idea of compassion
Is said to be
The union of christ
And his bride, the christian
Its all very puzzling
Sex and the church
Sex and the church
Sex and the church
And the church
And the church
All the great mystic religions
Put strong emphasis, on
Redeame this spiritual qualities
Of sex of sex
Chrstianity
Has been pretty modern
About sex
Of sex of sex of sex of sex
Sex and the church
Sex and the church
Sex and the church
Sex sex
I think there is a union
Between the flesh and the spirit
Its sex and the church
Sex and the church
All religions mother
Give me youre freedom of spirit
And the joys of the flesh
Of sex sex sex and the church
Give me youre freedom of spirit
And the joys of the flesh
Of sex sex sex and the church
Sex and the church
Sex and the church
Sex and the church
And the church
And the church
Sex sex
Sex and the church
Sex and the church
Sex and the church
Sex sex
Sex and the church
Sex and the church
Sex and the church
And the church
And the church
Sex sex
Sex and the church

[...] Read more

song performed by David Bowie
Added by Lucian Velea
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Faith and its role

There are two kinds of faith people live with:
Faith in lordship and faith in fellowship;
The first is that someone will do for you
And the second is others won't fail you.

With faith in the shepherd, the sheep follow.
With faith in the fellow sheep, the sheep feed.
Without faith in system, you can't follow.
Without faith in others, you can't transact.

Faith in God, faith in fate and faith in luck
Would weaken the faith you have in yourself.
Faith in love, faith in trade and faith in helps
Would slacken the cognizance you possess.

Faith can't be dispensed with altogether.
Faith in the unknown has no guarantee.
Faith in the known has no certainty
But can strengthen their faithfulness to you.

Faith in parents and faith in teachers,
Faith in doctors and faith in medicine
And faith in judges and in justice
Denounced altogether, one cannot exist.

Faith in spouses and faith in children,
Faith in siblings and faith in servants
And faith in professional ethics
Abandoned altogether, one cannot thrive.

Without faith, promises bear no meanings.
Without faith, guarantees have no bearings.
Without faith, investments will have no life.
Only with faith could life be felt secure.

Faith might crack when it is misplaced.
Faith might break when it's sabotaged.
Faith might crash when it's blindfolded.
Yet, one has to vouch for faith in life.

Faith comes from ignorance of things.
Faith comes from lack of influence.
Faith comes in helpless conditions.
Faith exercises no control yet.

Have faith in you and accept the outcome.
Have faith in others and give allowance.
Have faith in future and shelve the distress.
Faith vacated, worries will occupy.
19.02.2012

poem by Rm. Shanmugam Chettiar
Added by Poetry Lover
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Hudibras: Part 3 - Canto II

THE ARGUMENT

The Saints engage in fierce Contests
About their Carnal interests;
To share their sacrilegious Preys,
According to their Rates of Grace;
Their various Frenzies to reform,
When Cromwel left them in a Storm
Till, in th' Effigy of Rumps, the Rabble
Burns all their Grandees of the Cabal.

THE learned write, an insect breeze
Is but a mungrel prince of bees,
That falls before a storm on cows,
And stings the founders of his house;
From whose corrupted flesh that breed
Of vermin did at first proceed.
So e're the storm of war broke out,
Religion spawn'd a various rout
Of petulant Capricious sects,
The maggots of corrupted texts,
That first run all religion down,
And after ev'ry swarm its own.
For as the Persian Magi once
Upon their mothers got their sons,
That were incapable t' enjoy
That empire any other way;
So PRESBYTER begot the other
Upon the good old Cause, his mother,
Then bore then like the Devil's dam,
Whose son and husband are the same.
And yet no nat'ral tie of blood
Nor int'rest for the common good
Cou'd, when their profits interfer'd,
Get quarter for each other's beard.
For when they thriv'd, they never fadg'd,
But only by the ears engag'd:
Like dogs that snarl about a bone,
And play together when they've none,
As by their truest characters,
Their constant actions, plainly appears.
Rebellion now began, for lack
Of zeal and plunders to grow slack;
The Cause and covenant to lessen,
And Providence to b' out of season:
For now there was no more to purchase
O' th' King's Revenue, and the Churches,
But all divided, shar'd, and gone,
That us'd to urge the Brethren on;
Which forc'd the stubborn'st for the Cause,

[...] Read more

poem by Samuel Butler
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Up! Education

Education is important
Right from when an infant

Education is not about college
It entails a wider range of knowledge
Supplying a market of skills shortage

Education is great
It creates and decides upon ones fate
Never leave it too late

Education makes it a priority
To provide you with opportunities

So I say
OK! Up! Education
Feed the Nations
Up! Education

Education is in abundance
A constituent of importance
As we humans advance
It offers us life’s insurance

Education is the key to set you free
From joblessness condemnation

Education is the key to flee
From endless financial frustration

Education provides you with ammunition
To tackle any country, state or nation

Education gives you immunisation
Against surviving global frustration

Education relieves you
From absurd ignorance

Education exempts you and me
From parental allowance
For most adults
It is usually a concerning disturbance

So I say
OK! Up! Education
Feed the Nations
Up! Education

I take my time to stress once more

[...] Read more

poem by Sylvia Chidi
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The Broad and The Narrow

When Christ started The Church He made things quite simple and clear,
However many are following Religious Leaders into ambiguity I fear.

Christ came to give us freedom through the Cross-of Salvation,
However many are following Religious Leaders on roads of damnation.

Christ told the early disciples of only one road in which to follow,
But today Religious Leaders try to make His words vain and hollow.

The only road is a narrow one, and you enter through a narrow gate,
This Truth is despised by Religious Leaders, who proclaim it is hate.

While very few find this road that leads to the only Resurrection,
A broader road is being paved by Religious Leaders to destruction.

It’s easy to get on this road through a wide gate and many are on it,
Being lead by Religious Leaders who Christ warned are false prophets.

They come to you in sheep’s clothing and appear to be pure and good,
But inwardly these Religious Leaders are darkened ferocious wolves.

In the end many will abandon the faith to follow hypocritical liars,
Lead by Religious Leaders with morals that were seared with an iron.

When you stand before The Lord, it’s only His words you will hear,
You can follow these Religious Leaders or The Lord with Holy Fear.

Will He say “Away from me” as you chose to be wicked and irreverent?
Or will you hear Him say, “Well done My fine and faithful servant”?

(Copyright © 07/2002)

poem by Bob Gotti
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The Convocation: A Poem

When Vertue's Standard Ecclesiasticks bear,
Their sacred Robe the noblest Minds revere.
All to its Guidance do their Thoughts submit,
But such who triumph in licentious Wit;
And nauseous Mirth as high Desert esteem,
When rais'd by Scorn upon Religion's Theme
As Kings by Right Divine o'er Nations sway,
As the most worthy, their high Pow'rs obey;
Homage by all is to the Priesthood born,
And none but Fools their Heav'nly Pastors scorn.

Yet censure not the Muse's Freedom here:
If urg'd by Errors, she must seem severe!
Tho' keen her Satyr, she no Envy bears;
Tho' Priests she lashes, she their Function spares.
Nor for ill Members such the Clergy calls,
But on their Shame, and not their Glory, falls.

Of all the Plagues with which the World is curst,
Time has still prov'd that Priestcraft is the worst.
By some, what Notions thro' the World are spread?
On Falshoods grounded, and from Int'rest bred;
Errour has still the giddy World perplext,
Whilst Scripture gilds it with some sacred Text.
This wild Opinions Strife and Faction brings,
The Bane of Nations, the Misrule of Kings.
Priests oft profane what they from Heav'n derive;
Some live by Legends, some by Murders thrive,
Some sell their Gods, and Altar-Rites deface,
With Doctrines some the Brain-sick People craze.

The Pagan prey on slaughter'd Wretches Fates,
The Romish fatten on the best Estates,
The British stain what Heav'n has right confest,
And Sectaries the Scriptures falsly wrest.

Amongst the Tribe, how few are, as they ought,
Clear in their Souls, instructive in their Thought!
The Good, like Prophets, shew their Precepts pure;
The Ill with Craft the Heav'nly Light obscure;
False to their Trust, they lead their Flocks astray,
And with their Errors cloud the sacred Way.

Tho' artless Numbers may my Verses throng,
Yet now Religion's Cause inspires my Song:

[...] Read more

poem by Richard Savage
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Dinner Menu Affected The Bedroom

Insecticides concentrated
in meat and fish cause sterility
Amyloid plaque from meat
and fish... cause senility
The animal fat in meat fish
and dairy
clogs the arteries
reducing sexual
ability
*

PREVENTION OF SEXUAL TRAUMA

Impotence And Animal Flesh

A. CONQUERING IMPOTENCE
Dr. Michael Klaper, Md, in a public speech mentioned that a 25 per
cent blockage of penile arteries from cholesterol (animal fat) accounts for a quadrupled lack of function. Elimination of animal products in many cases returns sexual function. The Physicians' Desk Reference lists sexual dysfunction or impotence as a byproduct of many psychiatric drugs.
(Dr. Klaper is available through archives and live discussion on the web
at
Drs. Neal Barnard MD and Chaitowitz both concurred in this opinion in an
article in May in the Montreal Gazette.
National Public Radio on Sept 9,98 hosted the author of a book on Prozac
who stated that 30 to 40% of users feel a loss of sensation sexually.
Viagra has been correlated to heart attacks. (Eli Lilly and Pfizer
make these 2 drugs.) Fox News reported June 10,98 that Viagra in combination
with nitrates such as sodium nitrate used to color hot dogs can be lethal.
Dr. Drew, MD, host of Loveline, stated one should research the many
antidepressants which cause impotence.
B. CURING BREAST CANCER
(See the Ohio file no.7 under Nonviolent Action for an analysis of
federal and state programs regarding breast cancer.)
The New England Journal of Medicine in November of 1997 stated that
animal fats which become trans-fatty acids are a cause of breast cancer.
The major cause of breast removal in the U.S.is animal products.
(The five countries with the highest rates of breast
cancer have the highest animal product consumption. They are
Scandinavian countries, the U.S. and one other. Women with mastectomies lose
none of their beauty, but they have
a difficult time adjusting. Elimination of the butyric acid in animal
products makes the body more fragrant.
(Other factors in sexual dysfunction are generalized anger, anger with
the partner, low self esteem, general exhaustion, female hormones in animal
products, etc.)
The dietary causes of breast cancer are both the animal products and the
female hormones given to the animals. The Dept. of Defense Health Section in
October did a symposium on the trans fatty acids found in animal products as
a cause of cancer.
The administration's plan to give 450 million dollars to the testing

[...] Read more

poem by O. Anna Niemus
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Easy and Difficult

Easy and Difficult

Easy to get a place in someone’s address book
Difficult is to get a place in someone’s heart
Easy is to judge the mistakes of others
Difficult is to recognize our own mistakes
Easy is to talk without thinking
Difficult is to control the tongue
Easy is to hurt someone who loves us
Difficult is to heal the wound
Easy is to forgive others
Difficult is to ask for forgiveness
Easy is to set rules
Difficult is to follow them
Easy is to dream every night
Difficult is to fight for a dream
Easy is to show victory
Difficult is to accommodate defeat with dignity
Easy is to admire a full moon
Difficult is to see the other side
Easy is to stumble on a stone
Difficult is to get up
Easy is to enjoy life every day
Difficult is to give its real value
Easy is to pray every night
Difficult is to find God in small things
Easy is to promise something to someone
Difficult is to fulfill the promise
Easy is to say we love
Difficult is to show it every day
Easy is to criticize others
Difficult is to improve oneself
Easy is to make mistakes
Difficult is to learn from them
Easy is to weep for lost love
Difficult is to take care of it so as not to lose it
Easy is to think about improving
Difficult is to stop thinking and putting it into action
Easy is to think bad of others
Difficult is to give them the benefit of doubt
Easy is to receive
Difficult is to give

poem by Bashyam Narayanan
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Tannhauser

The Landgrave Hermann held a gathering
Of minstrels, minnesingers, troubadours,
At Wartburg in his palace, and the knight,
Sir Tannhauser of France, the greatest bard,
Inspired with heavenly visions, and endowed
With apprehension and rare utterance
Of noble music, fared in thoughtful wise
Across the Horsel meadows. Full of light,
And large repose, the peaceful valley lay,
In the late splendor of the afternoon,
And level sunbeams lit the serious face
Of the young knight, who journeyed to the west,
Towards the precipitous and rugged cliffs,
Scarred, grim, and torn with savage rifts and chasms,
That in the distance loomed as soft and fair
And purple as their shadows on the grass.
The tinkling chimes ran out athwart the air,
Proclaiming sunset, ushering evening in,
Although the sky yet glowed with yellow light.
The ploughboy, ere he led his cattle home,
In the near meadow, reverently knelt,
And doffed his cap, and duly crossed his breast,
Whispering his 'Ave Mary,' as he heard
The pealing vesper-bell. But still the knight,
Unmindful of the sacred hour announced,
Disdainful or unconscious, held his course.
'Would that I also, like yon stupid wight,
Could kneel and hail the Virgin and believe!'
He murmured bitterly beneath his breath.
'Were I a pagan, riding to contend
For the Olympic wreath, O with what zeal,
What fire of inspiration, would I sing
The praises of the gods! How may my lyre
Glorify these whose very life I doubt?
The world is governed by one cruel God,
Who brings a sword, not peace. A pallid Christ,
Unnatural, perfect, and a virgin cold,
They give us for a heaven of living gods,
Beautiful, loving, whose mere names were song;
A creed of suffering and despair, walled in
On every side by brazen boundaries,
That limit the soul's vision and her hope
To a red hell or and unpeopled heaven.
Yea, I am lost already,-even now
Am doomed to flaming torture for my thoughts.
O gods! O gods! where shall my soul find peace?'
He raised his wan face to the faded skies,
Now shadowing into twilight; no response
Came from their sunless heights; no miracle,
As in the ancient days of answering gods.

[...] Read more

poem by Emma Lazarus
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University Of Central Florida Volleyball

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[...] Read more

poem by Caasder Fronds
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Keep The Faith

When every trust you hold
And every truth you're told
Goes up in a cloud of smoke
And every lesson learned
Every corner turned
Ends up as a winding road
Don't be afraid
Sometimes you've got to talk into the dark
To find your way beyond the shadows
Shadows of your heart
(Oh oh oh)
(Keep the faith, Keep the faith)
Ohhh (Keep the faith)
Keep the faith, yeah yeah yeah
When you're still searchin'
(Keep the faith, keep the faith, keep the faith)
You've gotta just believe
And remember, remember to keep the faith
(Keep the faith, keep the faith, keep the faith)
Oh I don't know why
No matter how I try
I manage to lose my way
Covered up in doubt
No easy way out
Oooo takin' it day by day
I don't have the answers
Sometimes I, I don't know if I'm strong enough
But when I feel like givin' up
I've got to remind myself
Ohhh (oh oh oh)
(Oh oh oh)
(Keep the faith, Keep the faith)
Ohhh (Keep the faith)
Keep the faith, yeah yeah yeah
When you're still searchin'
(Keep the faith, keep the faith, keep the faith)
You've gotta just believe
And remember, remember to keep the faith
(Keep the faith, keep the faith, keep the faith)
(Oh no) You don't have to climb
(Oh no) Any mountain
(Oh no) You don't have to move
(Oh no) You don't have to see
(Oh no) You don't have to know
Yeahhh, oh just remember
(Oh oh oh)
(Keep the faith, Keep the faith)
Ohhh (Keep the faith)
Keep the faith, yeah yeah yeah
When you're still searchin'

[...] Read more

song performed by Jo Dee Messina
Added by Lucian Velea
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