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All through my school life I was appalled by the fact that masters and senior boys were allowed quite literally to wound other boys, and sometimes very severely.

quote by Roald Dahl
Added by Lucian Velea
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Do I consider me a senior?

I am now fifty but I am still nifty.

What construes a senior, that we are no more leaner?
What construes a senior, our skin begins to look saggy?
What construes a senior, we wear clothes that are baggy?
What construes a senior, our hair has changed to grey?
What construes a senior, we go to church, we pray?
What construes a senior, we walk with bended stoop?
What construes a senior, we can't control our poop?
What construes a senior, we live in a nursing home?
What construes a senior, we don't need a comb?
What construes a senior, we have all but one tooth?
What construes a senior, medication is like a loot?
What construes a senior, feeding the pidgeons is a hoot?
What construes a senior, no solids only liquid food?
What construes a senior, the time seems to fly?
What construes a senior, we shrivel and slowly die?
What construes a senior, we learn how to survive
What construes a senior, we do our best with our remaining life.

Copyright Philo Yan August 20,2012

poem by Philo Yan
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Do I Consider Me A Senior? 2nd Version

What construes a senior, that we are no more leaner?
What construes a senior, our skin begins to look saggy?
What construes a senior, we wear clothes that are baggy?
What construes a senior, our hair has changed to grey?
What construes a senior, we go to church, we pray?
What construes a senior, we walk with bended stoop?
What construes a senior, we can't control our poop?
What construes a senior, we live in a nursing home?
What construes a senior, we don't need a comb?
What construes a senior, we have all but one tooth?
What construes a senior, medication is like a loot?
What construes a senior, feeding the pidgeons is a hoot?
What construes a senior, no solids only liquid food?
What construes a senior, the time seems to fly?
What construes a senior, we shrivel and slowly die?
What construes a senior, we learn how to survive.
What construes a senior, we do our best with our remaining life.
I am now crossover fifty,
but I am still very nifty!

poem by Philo Yan
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I Should Be Allowed To Think

I saw the best minds of my generation
Destroyed by madness, starving, hysterical
I should be allowed to glue my poster
I should be allowed to think
I should be allowed to glue my poster
I should be allowed to think
I should be allowed to think
I should be allowed to think
And I should be allowed to blurt the merest idea
If by random whim, one occurs to me
If necessary, leave paper stains on the grey utility pole
I saw the worst bands of my generation
Applied by magic marker to dry wall
I should be allowed to shoot my mouth off
I should have a call in show
I should be allowed to glue my poster
I should be allowed to think
I should be allowed to think
I should be allowed to think
And I should be allowed to blurt the merest idea
If by random whim, one occurs to me
If necessary, leave paper stains on the grey utility pole
I am not allowed
To ever come up with a single original thought
I am not allowed
To meet the criminal government agent who oppresses me
I was the worst hope of my generation
Destroyed by madness, starving, hysterical
I should be allowed to share my feelings
I should be allowed to feel
I should be allowed to glue my poster
I should be allowed to think
I should be allowed to think
I should be allowed to think
And I should be allowed to blurt the merest idea
If by random whim one occurs to me
But sadly, this can never be
I am not allowed to think
I am not allowed to think
I am not allowed to think (I am not allowed to think)
I am not allowed to think (I am not allowed to think)
I am not allowed to think (I am not allowed to think)
I am not allowed to think (I am not allowed to think)

song performed by They Might Be Giants
Added by Lucian Velea
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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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Tommy's Dead

YOU may give over plough, boys,
You may take the gear to the stead,
All the sweat o' your brow, boys,
Will never get beer and bread.
The seed's waste, I know, boys,
There's not a blade will grow, boys,
'Tis cropped out, I trow, boys,
And Tommy's dead.

Send the colt to fair, boys,
He's going blind, as I said,
My old eyes can't bear, boys,
To see him in the shed;
The cow's dry and spare, boys,
She's neither here nor there, boys,
I doubt she's badly bread;
Stop the mill to-morn, boys,
There'll be no more corn, boys,
Neither white nor red;
There's no sign of grass, boys,
You may sell the goat and the ass, boys,
The land's not what it was, boys,
And the beasts must be fed:
You may turn Peg away, boys,
You may pay off old Ned,
We've had a dull day, boys,
And Tommy's dead.

Move my chair on the floor, boys,
Let me turn my head:
She's standing there in the door, boys,
Your sister Winifred!
Take her away from me, boys,
Your sister Winifred!
Move me round in my place, boys,
Let me turn my head,
Take her away from me, boys,
As she lay on here death-bed,
The bones of her thin face, boys,
As she lay on her death-bed!
I don't know how it be, boys,
When all's done and said,
But I see her looking at me, boys,
Whenever I turn my head;
Out of the big oak tree, boys,
Out of the garden-bed,
And the lily as pale as she, boys,
And the rose that used to be red.

There's something not right, boys,

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poem by Sydney Thompson Dobell
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I Know What Boys Like

Boys, boys
He you wanna know something?
Boys, boys
Boys like girls
I know what boys like
I know what guys want
I know what boys like
I've got what boys want
Uh huh, uh huh, uh huh
I know what boys like
I know what guys want
I seem them looking (looking)
I make them want me
I like to tease them
And they want to touch me
I never let them
I know what boys like
I know what guys want
I know what boys like
Boys like, boys like me
I got my cat moves
That so upsets them
Zippers and buttons
Fun to frustrate them
They get so angry
Like pouty children
Denied their candy
I laugh right at them
I know what boys like
I know what guys want
I know what boys like
I've got what boys want
Uh huh, uh huh, uh huh
I know what boys like
I got what boys want
I know what boys like
Boys like, boys like, boys like me
I think you're special
I might let you
You're so much different
I might let you
There's no one like you
I might let you
Or would you like that?
I might let you
Sucker!
Boys, b-b-boys
Boys, b-b-b-boys
G-g-g-g-got what boys want
G-g-g-got

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song performed by Vitamin C
Added by Lucian Velea
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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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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

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

Slam! duuh duuh duuh, duuh duuh duuh let the boys be boys!
Slam! duuh duuh duuh, duuh duuh duuh let the boys be boys!
Well heres another one (what!)
In the gutter one (what!)
Getting running up
Troblesome extra double double I come to feed them
The feed em then I shreed em
So what if that Im cheating.
Now everyone wanna sound (ya) grimey (yeah)
Im gonna show you how come on (all and together now!)
Yeaah, ohh yeaah!
Yeah!
Thats how we gotta be
So stop trying to beat loud as me cause you cant do that
Think about the payoffer so left with an automatic rifle
For last against the lighting last bullets first
On line
Toughest step and a rep and a run rep and a run wreck and a swine
Peace to the brothers on rikers isle
Pumping up a tremple and didnt like his
Criminal lickin buck my eye,
Oh my God Im so high
Just they say a rodney say you like a criminum, what!?
Just they say to make get
Making milliangh, children slam! slam!
Slam! duuh duuh duuh, duuh duuh duuh let the boys be boys!
Slam! duuh duuh duuh, duuh duuh duuh let the boys be boys!
Slam! duuh duuh duuh, duuh duuh duuh let the boys be boys!
Slam! duuh duuh duuh, duuh duuh duuh let the boys be boys!
Im the mean nasty grease smashing ever slow gashing (ooohh)
Sticky swift blast of the basty
Of the basty basty bast bashing (aaahh)
Then I provide I provide the you was cheat.
Beside the getto five
Mak me feel like jekly and hyde of corse
I come across with no fear
For sure!
Un-adult-erated, un-conformed
Digusted, busted you wanna touch it.
To hot! you forgot, youre not ready
Youre head could get ruptered.
Hit between the eye
I planned the plan alive
Im the plonic sonic
Uh rule with the bads guys
The villian (juu), crooks (uuu), hot midas in confide us
See the big jerk put you look inside us,
My mind, its graphic, expresstic graphic
So kill the cop because its kept all mastic
Directin it, when yall least expected it

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song performed by Onyx
Added by Lucian Velea
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Boys Boys

These days
I'm so lost
In this fog
This isn’t my last
Time
Of being caught up
This isn’t my last
Time
Fighting for love
I’m so lost
In this fog
Of boys

Boys boys
There my pain
Boys boys
There my smiles
Boys boys
There my guards
Boys boys
There my fog

It’s the boys
That keeps me in this haze
It’s the boys
That causes all our pain
There here
And their there
There everywhere
There everywhere
It’s the boys
That we can blame

Why do boys
Have to hurt us
The way they do
Why do they
Have to all attack
At once
Its they army of boys
The army of toys
There our
Boy toys
Boy toys
Army boys

Boys boys
There my pain
Boys boys
There my smiles

[...] Read more

poem by Tessa Monaghan
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The Aeneid of Virgil: Book 10

THE GATES of heav’n unfold: Jove summons all
The gods to council in the common hall.
Sublimely seated, he surveys from far
The fields, the camp, the fortune of the war,
And all th’ inferior world. From first to last, 5
The sov’reign senate in degrees are plac’d.
Then thus th’ almighty sire began: “Ye gods,
Natives or denizens of blest abodes,
From whence these murmurs, and this change of mind,
This backward fate from what was first design’d? 10
Why this protracted war, when my commands
Pronounc’d a peace, and gave the Latian lands?
What fear or hope on either part divides
Our heav’ns, and arms our powers on diff’rent sides?
A lawful time of war at length will come, 15
(Nor need your haste anticipate the doom),
When Carthage shall contend the world with Rome,
Shall force the rigid rocks and Alpine chains,
And, like a flood, come pouring on the plains.
Then is your time for faction and debate, 20
For partial favor, and permitted hate.
Let now your immature dissension cease;
Sit quiet, and compose your souls to peace.”
Thus Jupiter in few unfolds the charge;
But lovely Venus thus replies at large: 25
“O pow’r immense, eternal energy,
(For to what else protection can we fly?)
Seest thou the proud Rutulians, how they dare
In fields, unpunish’d, and insult my care?
How lofty Turnus vaunts amidst his train, 30
In shining arms, triumphant on the plain?
Ev’n in their lines and trenches they contend,
And scarce their walls the Trojan troops defend:
The town is fill’d with slaughter, and o’erfloats,
With a red deluge, their increasing moats. 35
Æneas, ignorant, and far from thence,
Has left a camp expos’d, without defense.
This endless outrage shall they still sustain?
Shall Troy renew’d be forc’d and fir’d again?
A second siege my banish’d issue fears, 40
And a new Diomede in arms appears.
One more audacious mortal will be found;
And I, thy daughter, wait another wound.
Yet, if with fates averse, without thy leave,
The Latian lands my progeny receive, 45
Bear they the pains of violated law,
And thy protection from their aid withdraw.
But, if the gods their sure success foretell;
If those of heav’n consent with those of hell,
To promise Italy; who dare debate 50

[...] Read more

poem by Publius Vergilius Maro
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Movement Ii - School

Boys
Were here in school today to get a perfect education,
Yes, were going up.
Were keen to learn the rules and laws that civilization taught us
Yes, were growing up.
Not for ourselves, b
But for the whole world were we born.
And we were born in liverpool.
Our teachers say that ignorance will always drag us down,
Its like a nagging cough.
Shanty (thrown away)
But I can say that looking back,
The most important thing I found was sagging off!
Not for the whole world.
But for yourself were you born.
And you were...
Shanty and boys
Born in liverpool.
Boys
Not birmingham
Nor edinburgh.
Not manchester
Or sunderland.
Shanty
Being born where you were born
Carries with it certain responsibilities.
Boys
This school is good for us.
Shanty
This school is only good for those
Who want to learn from books.
Youll lose your sense of purpose...
Boys
But we dare not answer back,
Were scared of teachers looks.
Not for ourselves,
But for the whole world were we born.
And we were born in liverpool.
Shanty
Not coventry
Headmaster
Or solihull.
Boys
Not scarborough
Shanty
Nor inverness.
Being born where you were born
Carries with it certain responsibilities.
Headmaster
Walk in single file out of the classroom,

[...] Read more

song performed by Paul McCartney
Added by Lucian Velea
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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Am I Allowed

Am I allowed
To wish not to breathe?
Am I allowed
To skip over tomorrow?
And,
Am I allowed
Not to believe,
Who it is that speaks.
Or,
Whom everybody follows?

Am I allowed
To want my own needs?
Am I allowed
Not to beg or borrow.
Am I allowed
Not to be deceived,
By who those that I know
Are low, lazy and shallow?

Am I allowed
My own company?
Am I allowed
To float or row my boat?
And,
Am I allowed
To see what I see,
Who it is that show
Not which way to go?

Am I allowed
To want my own needs?
Am I allowed
Not to beg or borrow.
Am I allowed
Not to be deceived,
By who those that I know
Are low, lazy and shallow?

Am I allowed
My own company?
Am I allowed
To float or row my boat?
And,
Am I allowed
To see what I see,
Who it is that show
Not which way to go?

Am I allowed

[...] Read more

poem by Lawrence S. Pertillar
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Boys Are Back In Town

Guess who just got back today
Them wildout boys, that'd been away
Haven't changed, had much to say
But man I still think them cats are great
They were asking if you were around
How you was, where you could be found
Told them you were living downtown
Driving all the old men crazy
The Boys are back in town (The boys are back in town)
(I Said) The boys are back in town
The boys are back in town
The boys are back in town (The boys are back in town)
The boys are back in town (The boys are back in town)
You know that chic who used to dance a lot?
Every night she'd be on the floor, shaken what she got
Man when I tell you she was cool she was red hot
I mean she was steamin'
And that time over at Johnny's place
When this chic got up and slapped Johnny's face
Man we just fell about the place
What that chic don't wanna know forget 'er
The boys are back in town (The boys are back in town)
(I said) The boys are back in town
The boys are back in town
The boys are back in town (The boys are back in town)
The boys are back in town (The boys are back in town)
Spread the word around
Guess who's back in town
You spread the word around
Friday night they'll be dressed to kill
Down at Dino's bar and grill
The drinks will flow and blood would spill
If the boys wanna fight you better let 'em
That kid rocks down at the corner blasting out my favourite song
The nights are getting warmer and won't be long
Wont be long till the summer comes
Now that the boys are here again
The boys are back in town (the boys are back in town)
The boys are back in town (the boys are back in town)
The boys are back in town (the boys are back in town)
(Spread the word around)
The boys are back in town (The boys are back in town)
(The boys are back, the boys are back)
The boys are back in town again
They're hanging out at Dino's
The boys are back in town again

song performed by Thin Lizzy
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

[...] Read more

song performed by Zebrahead
Added by Lucian Velea
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Smokin In The Boys Room

(talk)
Did you ever seem to have one of those days
When everyone seemed to be on your case
From your teacher all the waydown to your best girlfriend
Well, that used to happen to me all the time
But I found a way to get out of it
Sittin in the classroom thinkin its a drag
Listening to the teacher rap--just aint my bag
When two bells ring you know its my cue
Gonna meet the boys on floor number 2
Smokin in the boys room
Smokin in the boys room
Teacher dont you fill me up with your rules
Everybody knows that smokin aint allowed in school
Checkin out the halls makin sure the coast is clear
Lookin in the stalls--nah, there aint nobody here
My buddies sixx, mick & tom
To get caught would surely be the death of us all
Smokin in the boys room
Smokin in the boys room
Teacher dont you fill me up with your rules
Everybody knows that smokin aint allowed in school
Put me to work in the school bookstore
Check-out counter, and I got bored
Teacher was lookin for me all around
Two hours later you know where I was found
Smokin in the boys room
Smokin in the boys room
Teacher dont you fill me up with your rules
Everybody knows that smokin aint allowed in school
Smokin in the boys room
Smokin in the boys room
Smokin in the boys room
Smokin in the boys room
Teacher dont you fill me up with your rules
Everybody knows that smokin aint allowed in school
One more time
Smokin in the boys room
Smokin in the boys room
Teacher I aint foolin around with your rules
Everybody knows that smokin aint allowed in school

song performed by Motley Crue
Added by Lucian Velea
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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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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

[...] Read more

poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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