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The purpose of all higher education is to make men aware of what was and what is to incite them to probe into what may be. It seeks to teach them to understand, to evaluate, to communicate.

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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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I Wanna Take You Higher Again

Beat is getting stronger, feel it getting stronger
Sound is getting longer, too
Music is a thought to me
I want to, I want to..
I wanna take you higher (take you higher)
I wanna take you higher (take you higher)
Baby, baby, baby, light my fire (light my fire)
I wanna take you higher (take you higher)
Whoo!
Beat is nitty gritty, feel it nitty gritty
Sound is in your city, too
Musics been a thought to me
Dont you, dont you, dont, dont
Dont you wanna get higher (take you higher)
Dont you wanna get higher (take you higher)
Baby, baby, baby, light my fire (light my fire)
I wanna take you higher (take you higher)
Boom shaka-laka-laka! boom shaka-laka-laka!
Boom shaka-laka-laka!
(beat is nitty gritty...)
(I m gonna take you high...)
Beat is there, Im with you
Beating there to lose you
Sound is there to help you groove
Musics been a thought to me
Everybody, take your places
Im gonna take you higher (take you higher)
I wanna take you higher (take you higher)
Baby, baby, baby, light my fire (light my fire)
I wanna take you higher (take you higher)
Higher, higher, higher, hhmmm -
I wanna take you (take you higher)
I wanna take you higher (take you higher)
Baby, baby, baby, light my fire (light my fire)
Im gonna take you higher (take you higher)
Dont you wanna get higher (take you higher)
(take you higher)
Im gonna take you high (higher)
Im gonna take you high (take you higher)
Baby, baby, baby - baby, baby, baby (take you higher)
Baby, baby, baby, light my fire (take you higher)
Higher (take you higher)
(take you higher)
Baby, baby, baby - baby, baby, baby (take you higher)
Baby, baby, baby, light my fire (take you higher)
Higher (take you higher)
(take you higher)
Im gonna take you (take you higher)
Im gonna take you (take you higher)
Im gonna take, gonna take, gonna take you higher (light my fire)

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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.

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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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The Brus Book XVIII

Only Berwick remains in English hands; a burgess offers to betray it]

The lordis off the land war fayne
Quhen thai wist he wes cummyn agan
And till him went in full gret hy,
And he ressavit thaim hamlyly
5 And maid thaim fest and glaidsum cher,
And thai sa wonderly blyth wer
Off his come that na man mycht say,
Gret fest and fayr till him maid thai.
Quharever he raid all the countre
10 Gaderyt in daynte him to se,
Gret glaidschip than wes in the land.
All than wes wonnyn till his hand,
Fra the Red Swyre to Orknay
Wes nocht off Scotland fra his fay
15 Outakyn Berwik it allane.
That tym tharin wonnyt ane
That capitane wes of the toun,
All Scottismen in suspicioun
He had and tretyt thaim tycht ill.
20 He had ay to thaim hevy will
And held thaim fast at undre ay,
Quhill that it fell apon a day
That a burges Syme of Spalding
Thocht that it wes rycht angry thing
25 Suagate ay to rebutyt be.
Tharfor intill his hart thocht he
That he wald slely mak covyne
With the marchall, quhays cosyne
He had weddyt till him wiff,
30 And as he thocht he did belyff.
Lettrys till him he send in hy
With a traist man all prively,
And set him tym to cum a nycht
With leddrys and with gud men wicht
35 Till the kow yet all prively,
And bad him hald his trist trewly
And he suld mete thaim at the wall,
For his walk thar that nycht suld fall.

[The marischal shows the letter to the king,
who seeks to avoid jealousy between Douglas and Moray]

Quhen the marchell the lettre saw
40 He umbethocht him than a thraw,
For he wist be himselvyn he
Mycht nocht off mycht no power be
For till escheyff sa gret a thing,
And giff he tuk till his helping

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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

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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,

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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:

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Esp

Dark is the night
High is the fire
Touches the sky
Love with no shape or form
I am in your minds eye
Just let your dreams run wild
Somewhere, out across the nation
Someone, waiting in the shadows
Listen, I dont wanna hear
Return to, sender
Calling, I can see the future
Someday, signal with a single motion
Show me you believe in someone, somewhere
Oh baby you, you give, me
You give me the runaround
Just another night, with, you
Youre on my mind
And we got love
And lovell take you higher and higher and higher
Higher and higher
(chorus)
E.s.p
I communicate with you
Tell me what it means to feel
What am I supposed to do
E.s.p
Nothing any words can say
Nothing that we know is real
But itll take your breath away
Your breath away
Danger, suddenly an early warning
Suddenly the soul is burning
But I still believe in someone, somewhere
Baby you, give, me
You give me the runaround
Just another night with you
Im in your mind
And we got love
And lovell take you higher and higher and higher
Higher and higher
E.s.p
I communicate with you
Tell me what it means to feel
What am I supposed to do
E.s.p
And lovell take you higher and higher and higher
Higher and higher
Be prepared to make your sacrifice, tonight
Far beyond the point of no return, oh no
And we got love

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The Ballad of the White Horse

DEDICATION

Of great limbs gone to chaos,
A great face turned to night--
Why bend above a shapeless shroud
Seeking in such archaic cloud
Sight of strong lords and light?

Where seven sunken Englands
Lie buried one by one,
Why should one idle spade, I wonder,
Shake up the dust of thanes like thunder
To smoke and choke the sun?

In cloud of clay so cast to heaven
What shape shall man discern?
These lords may light the mystery
Of mastery or victory,
And these ride high in history,
But these shall not return.

Gored on the Norman gonfalon
The Golden Dragon died:
We shall not wake with ballad strings
The good time of the smaller things,
We shall not see the holy kings
Ride down by Severn side.

Stiff, strange, and quaintly coloured
As the broidery of Bayeux
The England of that dawn remains,
And this of Alfred and the Danes
Seems like the tales a whole tribe feigns
Too English to be true.

Of a good king on an island
That ruled once on a time;
And as he walked by an apple tree
There came green devils out of the sea
With sea-plants trailing heavily
And tracks of opal slime.

Yet Alfred is no fairy tale;
His days as our days ran,
He also looked forth for an hour
On peopled plains and skies that lower,
From those few windows in the tower
That is the head of a man.

But who shall look from Alfred's hood

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I Want To Take You Higher

(Hey! Hey! Hey! Hey!)
Beat is gettin' stronger
Beat is gettin' longer too...
Music's soundin' good to me
But I wanna, said I wanna
I wanna take you higher
Yeah, let me take you higher
Baby, baby, let me light your fire
Ooo yeah, little bit higher
Boom shacka lacka lacka
Boom shacka la boonka boo
(Hey! Hey! Hey! Hey!)
Beat is nitty-gritty
Music's in your city too...
Music's gettin' good to me
But now don't ya, I said don't ya
Don't ya wanna get higher
Yeah, don't ya wanna get higher
Baby, baby, let me light your fire
Ooo ha, little bit higher
Boom shacka lacka lacka
Boom shacka la boonka boo
(Hey! Hey! Hey! Hey!)
Come on baby (Higher!)
Don't ya wanna get high (Higher!)
Ooh, yeah! (Higher!)
Light your fire (Fire!)
Come on daddy (Higher!)
A little bit higher (Higher!)
I wanna (Higher!)
Said I wanna light your fire (Fire!)
Boom shacka lacka lacka
Boom shacka la boonka boo
(Hey! Hey! Hey! Hey!)
Beat is here to make you move...
Music's here to help ya groove...
Music's soundin' good to me
But take your places
I'm gonna take you higher (Higher!)
Yeah, baby (Higher!)
Gonna take ya higher (Higher!)
Ooh, yeah (Higher!)
Little bit higher (Higher!)
C'mon daddy (Higher!)
A little bit (Higher!)
(Higher!)(To fade out)

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Hallelujah, Here She Comes

I see youre dressed to kill
I know I cant wait until
Hallelujah...here she comes
I see youre dressed in black
I guess Im not coming back
Hallelujah...here she comes
Born and raised
On the wrong side of town
You get so high
That you cant come down
(yeah)
I see the road is rough
You know Im not giving up
Hallelujah...here she comes
I know where the lady goes
I know she got a ring on her toes
Hallelujah...here she comes
Born and raised
On the wrong side of town
You get so high
That you cant come down
Im going higher, higher, higher
Higher, higher, higher
Higher, higher, higher
Higher, higher, higher
Im gonna be there
When that lights gonna shine
Im gonna be there
When her heart kindles next to mine
Im gonna be...
Here she comes
Yeah here she comes
I see youre dressed to kill
I know I cant wait until
Hallelujah...here she comes
I see youre dressed in black
I guess Im not coming back
Hallelujah...here she comes
Born and raised
In the wrong side of town
You get so high
You cant come down
Im gonna be there
Higher, higher, higher
Gonna get higher, higher, higher
Gonna get higher, higher, higher
Higher, higher, higher...
Im gonna be there
When that lights gonna shine
Im gonna be there

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Charles Baudelaire

Beowulf

LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able

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Take Me Higher

(narada michael walden/s.j.dakota/germaine)
Take me to that place
Higher
Go, hold on
Go
(take me higher)
(take me higher)
In my mind I see the possibilities
When it comes to love there are no boundaries
Do you think that you and I can work it out
Thats what true loves about
Baby we can find an answer if we look inside our hearts
Love will be there waiting for us
Baby we can rise above it if we leave our doubts behind us
We can learn to fly high above us
Theres a place up in the sky
Where the sun is shining
Take me higher
(take me higher)
Theres a place I long to be
Where the birds are flying
Take me higher
(take me higher)
See it on the news, theres trouble eveywhere
Gotta reach out show somebody that you care
It aint good to let the bad news get us down
Lets spread some love around
Even if you want to go there
To a place above the clouds
Got to feel the power of love (power of love)
Baby we can rise above it if we leave our doubts behind
We can learn to fly high above us
Theres a place up in the sky
Where the sun is shining
Take me higher
(take me higher)
Theres a place I long to be
Where the birds are flying
Take me higher
(take me higher)
(repeat)
You gotta reach out
Feel the power of love
Show somebody you care
Take me...
Oh baby
Higher
Take me higher
Theres a place up in the sky
Where the sun is shining

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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.


Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

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Book V - Part 07 - Beginnings Of Civilization

Afterwards,
When huts they had procured and pelts and fire,
And when the woman, joined unto the man,
Withdrew with him into one dwelling place,

Were known; and when they saw an offspring born
From out themselves, then first the human race
Began to soften. For 'twas now that fire
Rendered their shivering frames less staunch to bear,
Under the canopy of the sky, the cold;
And Love reduced their shaggy hardiness;
And children, with the prattle and the kiss,
Soon broke the parents' haughty temper down.
Then, too, did neighbours 'gin to league as friends,
Eager to wrong no more or suffer wrong,
And urged for children and the womankind
Mercy, of fathers, whilst with cries and gestures
They stammered hints how meet it was that all
Should have compassion on the weak. And still,
Though concord not in every wise could then
Begotten be, a good, a goodly part
Kept faith inviolate- or else mankind
Long since had been unutterably cut off,
And propagation never could have brought
The species down the ages.
Lest, perchance,
Concerning these affairs thou ponderest
In silent meditation, let me say
'Twas lightning brought primevally to earth
The fire for mortals, and from thence hath spread
O'er all the lands the flames of heat. For thus
Even now we see so many objects, touched
By the celestial flames, to flash aglow,
When thunderbolt has dowered them with heat.
Yet also when a many-branched tree,
Beaten by winds, writhes swaying to and fro,
Pressing 'gainst branches of a neighbour tree,
There by the power of mighty rub and rub
Is fire engendered; and at times out-flares
The scorching heat of flame, when boughs do chafe
Against the trunks. And of these causes, either
May well have given to mortal men the fire.
Next, food to cook and soften in the flame
The sun instructed, since so oft they saw
How objects mellowed, when subdued by warmth
And by the raining blows of fiery beams,
Through all the fields.
And more and more each day
Would men more strong in sense, more wise in heart,
Teach them to change their earlier mode and life

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The Interpretation of Nature and

I.

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


II.

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

III.

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

IV.

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

V.

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

VI.

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

VII.

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

VIII.

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

IX.

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

X.

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

XI.

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

XII.

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

XIII.

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The Vision Of Piers Plowman - Part 15

Ac after my wakynge it was wonder longe
Er I koude kyndely knowe what was Dowel.
And so my wit weex and wanyed til I a fool weere;
And some lakked my lif - allowed it fewe -
And leten me for a lorel and looth to reverencen
Lordes or ladies or any lif ellis -
As persons in pelure with pendaunts of silver;
To sergeaunts ne to swiche seide noght ones,
' God loke yow, lordes!' - ne loutede faire,
That folk helden me a fool; and in that folie I raved,
Til reson hadde ruthe on me and rokked me aslepe,
Til I seigh, as it sorcerie were, a sotil thyng withalle -
Oon withouten tonge and teeth, tolde me whider I sholde
And wherof I cam and of what kynde. I conjured hym at the laste,
If he were Cristes creature for Cristes love me to tellen.
' I am Cristes creature,' quod he, 'and Cristene in many a place,
In Cristes court yknowe wel, and of his kyn a party.
Is neither Peter the Porter, ne Poul with the fauchon,
That wole defende me the dore, dynge I never so late.
At mydnyght, at mydday, my vois is so yknowe
That ech a creature of his court welcometh me faire.'
'What are ye called?' quod I, 'in that court among Cristes peple?'
'The whiles I quykne the cors,' quod he, 'called am I Anima;
And whan I wilne and wolde, Animus ich hatte;
And for that I kan and knowe, called am I Mens;
And whan I make mone to God, Memoria is my name;
And whan I deme domes and do as truthe techeth,
Thanne is Racio my righte name - ''reson'' on Englissh;
And whan I feele that folk telleth, my firste name is Sensus -
And that is wit and wisdom, the welle of alle craftes;
And whan I chalange or chalange noght, chepe or refuse,

Thanne am I Conseience ycalled, Goddes clerk and his notarie;
And whan I love leelly Oure Lord and alle othere,
Thanne is ''lele Love'' my name, and in Latyn Amor;
And whan I flee fro the flessh and forsake the careyne,
Thanne am I spirit spechelees - and Spiritus thanne ich hatte.
Austyn and Ysodorus, either of hem bothe
Nempnede me thus to name - now thow myght chese
How thow coveitest to calle me, now thow knowest alle my names.
Anima pro diversis accionibus diversa nomina sortiturdum
vivificat corpus, anima est; dum vult, animus est; dum scit,
mens est; dum recolit, memoria est; dum iudicat, racio est;
dum sentit, sensus est; dum amat, Amor est ; dum negat vel
consentit, consciencia est; dum spirat, spiritus est.'
'Ye ben as a bisshop,' quod I, al bourdynge that tyme,
' For bisshopes yblessed, thei bereth manye names -
Presul and Pontifex and Metropolitanus,
And othere names an heep, Episcopus and Pastor.'
'That is sooth,' seide he, 'now I se thi wille!

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The Brus Book IX

[The king goes to Inverurie and falls ill]

Now leve we intill the Forest
Douglas that sall bot litill rest
Till the countre deliveryt be
Off Inglis folk and thar powste,
5 And turne we till the noble king
That with the folk off his leding
Towart the Month has tane his wai
Rycht stoutly and intill gud array,
Quhar Alysander Frayser him met
10 And als his broder Symonet
With all the folk thai with thaim had.
The king gud contenance thaim made
That wes rycht blyth off thar cummyne.
Thai tauld the king off the convyne
15 Off Jhone Cumyn erle of Bouchane
That till help him had with him tane
Schyr Jhon Mowbray and other ma,
Schyr David off Brechyn alsua,
With all the folk off thar leding,
20 'And yarnys mar na ony thing
Vengeance off you, schyr king, to tak
For Schyr Jhone the Cumyn his sak
That quhylum in Drumfres wes slayn.'
The king said, 'Sa our Lord me sayn,
25 Ik had gret caus him for to sla,
And sen that thai on hand will ta
Becaus off him to werray me
I sall thole a quhile and se
On quhat wys that thai pruve thar mycht,
30 And giff it fall that thai will fycht
Giff thai assaile we sall defend,
Syne fall eftre quhat God will send.'
Eftre this spek the king in hy
Held straucht his way till Enrowry,
35 And thar him tuk sik a seknes
That put him to full hard distress.
He forbar bath drynk and mete,
His men na medicyne couth get
That ever mycht to the king availe,
40 His force gan him halyly faile
That he mycht nother rid na ga.
Then wyt ye that his men war wa,
For nane wes in that cumpany
That wald haiff bene halff sa sary
45 For till haiff sene his broder ded
Lyand befor him in that steid
As thai war for his seknes,
For all thar confort in him wes.

[...] Read more

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I Wanna Take You Higher

Beat is getting stronger,
Music getting longer too,
Music is a thought to me,
I want it, I want ta..
I want to take you higher!
I want to take you higher!
Baby, baby, baby light my fire
I want to take ya, take ya higher
I want to take you higher...
-
It is nitty gritty
Music working in your city too
Music is a thought to me
I want it, I want it..
(chorus)
-
Higher! higher! higher! higher! higher! higher! higher! higher!
A little bit softer now
Beat is right there,
Push you into the groove
The song is there to help you move
Music is a thought to me
Take your places
Im gonna take you higher, higher!
Baby, baby, baby light my fire (go simon, go simon...)
Higher, baby, baby, baby light my fire
(boom shaka-laka-laka, boom shaka-laka-laka...)
Higher (boom shaka-laka-laka, boom shaka-laka-laka...)
Higher (boom shaka-laka-laka, boom shaka-laka-laka...)
I wanna get you high (boom shaka-laka-laka, boom shaka-laka-laka)
I wanna take you higher (boom shaka-laka-laka, boom shaka-laka-laka)
Higher, (boom shaka-laka-laka, boom shaka-laka-laka...)
Baby, baby, baby light my fire
(boom shaka-laka-laka, boom shaka-laka-laka...)
I wanna take you!
You know, my babe - whats up?
Hey!, what was that you guys were saying?
(boom shaka-laka-laka, boom shaka...)
No, you said you were gonna take me somewhere... (higher!)
Oh yeah -
Im down with that
Oh yeah, I can feel that groove
Now, what? , I gotta think about that
(go charlie, go charlie...)

song performed by Duran DuranReport problemRelated quotes
Added by Lucian Velea
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