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The Massachusetts Institute of Technology accepts blacks in the top ten percent of students, but at MIT this puts them in the bottom ten percent of the class.

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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

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

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

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

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

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

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

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

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

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

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

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

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

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

LIST OF REFERENCES.

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

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

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

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

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poem by Innocent Masina Nkhonyo
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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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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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poem by Gert Strydom
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Voi Hyv Luoja Mit Nyt?

Hn hirvin ruokahalulla hotkii
Ja kuninkaan tieltn rotkoon potkii
Sivua ja risua ja mnnynkpy
Tlt pojalta puuttuu hpy
Jokaiseen notkoon nostatti taloja
Ja talojensa ylle neonvaloja
Tss on mies joka tehd saa
Jotakin elm suurempaa
Ja liihottelee noita ystvin
Kuin bajamajoissa krpsi
On huvipursia ja autonpaskaa
Mutta miksi huokaukset raskaat
Kun hetkiseksi pyshtyy, niin hkeltyy ja huminaa
vain korvissaan kuulee
Miettii kerro kuvastin, mit tuokin jtk tll
tekevns luulee
Kaiken saatuaan on sit moni kysynyt
Voi hyv luoja mit nyt
Voi hyv luoja mit nyt
Kun tyytymttmyys on kaverina pysynyt
Voi hyv luoja mit nyt
Voi hyv luoja mit nyt
Voi hyv luoja mit nyt
Voi hyv luoja mit nyt
Voi hyv luoja mit nyt
Siltoja ja majoja nyt piripintaan
Kun toveruuden myi torihintaan
Neitojen rintoihin iski ahnaasti
Rapatessa roiskuu rasva ja laasti
Ja rappio riemuisa kesken kaiken
Niskaansa sai kylm vett
Jkuninkaan kaikkivoipaisen,
kylm sydnkin saattaa pett
Pian mana tuo arvatenkin paikalle sen
lahtipenkin vaikka onnea kaipasit
onnea vain joka pysytteli piilossa pirulta
Niin moni ihmisparka arkana on kysynyt
Voi hyv luoja mit nyt
Voi hyv luoja mit nyt
Voi hyv luoja mit nyt
Voi hyv luoja mit nyt
Niin moni ihmisparka arkana on kysynyt
Voi hyv luoja mit nyt
Voi hyv luoja mit nyt
Kun tyytymttmyys on kaverina pysynyt
Voi hyv luoja mit nyt
Voi hyv luoja mit nyt
Voi hyv luoja mit nyt
Voi hyv luoja mit nyt

song performed by YUP
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Orlando Furioso Canto 20

ARGUMENT
Guido and his from that foul haunt retire,
While all Astolpho chases with his horn,
Who to all quarters of the town sets fire,
Then roving singly round the world is borne.
Marphisa, for Gabrina's cause, in ire
Puts upon young Zerbino scathe and scorn,
And makes him guardian of Gabrina fell,
From whom he first learns news of Isabel.

I
Great fears the women of antiquity
In arms and hallowed arts as well have done,
And of their worthy works the memory
And lustre through this ample world has shone.
Praised is Camilla, with Harpalice,
For the fair course which they in battle run.
Corinna and Sappho, famous for their lore,
Shine two illustrious light, to set no more.

II
Women have reached the pinnacle of glory,
In every art by them professed, well seen;
And whosoever turns the leaf of story,
Finds record of them, neither dim nor mean.
The evil influence will be transitory,
If long deprived of such the world had been;
And envious men, and those that never knew
Their worth, have haply hid their honours due.

III
To me it plainly seems, in this our age
Of women such is the celebrity,
That it may furnish matter to the page,
Whence this dispersed to future years shall be;
And you, ye evil tongues which foully rage,
Be tied to your eternal infamy,
And women's praises so resplendent show,
They shall, by much, Marphisa's worth outgo.

IV
To her returning yet again; the dame
To him who showed to her such courteous lore,
Refused not to disclose her martial name,
Since he agreed to tell the style be bore.
She quickly satisfied the warrior's claim;
To learn his title she desired so sore.
'I am Marphisa,' the virago cried:
All else was known, as bruited far and wide.

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poem by Ludovico Ariosto
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Social Netowrking Of Robots

end of world war
end of world war 11
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[...] Read more

poem by Rwetewrt Erwtwer
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Schneider Strauss

I vas all der country hunting for a man I vants to meet,
I vas bursting me to schlog him on der cop.
If mine hand I vonce can on him lay, I'll hit him mit mine feet
‘Till he'll neffer know vhich side of him vas top.
He vas "Dandy Pat from Ballarat", mit mighty gifts of gab,
Und he got me to insure me for mine house.
Put, py shinks, if I comes down on him, I'll schlog him mit a schlab
Till he von't some more tricks play mit Schneider Strauss.

I vas built mine house mit packing cases, roofed him in mit tin,
Mit a gutter for der vater, und a shpout;
Und suppose some leetle cracks der vas, vat let der vind come in,
Dere vas lots of pigger vons to let it out.
So efery night I drunk mine pipe und smoked mine lager peer,
Und I felt shoost most ash happy ash a mouse;
Till von efening apout two o'clock, a voice falls on mine ear,
Und it said, "Vas you dat man called Schneider Strauss?"

Und der voice vas dat insurance man. He coomed und sat him down
On a candle box, und talked like eferythings;
Py der vay der vords fell out of him, you'd bet a half-a-crown
Dat his tongue vas on a see-saw vorked mit shprings.
Und he talked apout insurances, und told me I could get
Lots of money if a fire purnt down mine house,
So I paid him down two pound ker-splash, und says to him,
"You bet,
Dat you von't find no plowflies catch on Schneider Strauss.

Dat insurance man he gafe me, vat you call, "a polisee",
Und I nearly laughed mine sides out mit der yoke.
In apout a veek, or sefen days - mine house -
Oh, vere vas he?
He vas gone; und dere vas notings left but smoke.
So der Gompany I vent to see, to get mine leetle bill,
Und I promised me a yolly big carouse;
But like forty tousand tons of boulders falling down a hill,
Did der troubles tumble down on Schneider Strauss.

Vhen der Gompany I seen he asked me vhat I was apout?
Und I told him I vas coomed to get some tin.
Put, he called a pig policeman und shouted "Roon him out."
Dey put me on a canvas suit, dey cut me off mine hair,
In some vater cold like ice, dey made me souse;
Und der shtones I vas preaking opp for six months, you can schvear
Dey vas not so bad proke up as Schneider Strauss.

Und mine house vas gone to plazes, und mine money vas gone too;
Dat insurance man - vhere he vas - who can tell?
Und mine polisee - mine lots of tin - vas gone clean oop der flue.
It vas turned to shmoke, und dat vas gone ash well.

[...] Read more

poem by Thomas E. Spencer
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Breitmann In Forty-Eight

DERE woned once a studente,
All in der Stadt Paris,
Whom jeder der ihn kennte,
Der rowdy Breitmann hiess.
He roosted in de rue La Harpe,
Im Luxembourg Hotel,
'Twas shoost in anno '48,
Dat all dese dings pefel.

Boot he who vouldt go hoontin now
To find dat rue La Harpe,
Moost hafe oongommon shpecdagles,
Und look darnation sharp.
For der Kaisar und his Hausmann
Mit hauses made so vree,
Dere roon shoost now a Bouleverse
Vhere dis shdreet used to pe.

In dis Hotel de Luxembourg,
A vild oldt shdory say,
A shtudent vonce pring home a dame,
Und on de nexter day,
He pooled a ribbon from her neck-
Off fell de lady's het;
She'd trafelled from de guillotine,
Und valked de city - deadt.

Boot Breitmann nefer cared himself
If dis vas falsch or drue,
I kess he hat mit lifin gals
Pout quite enough to do.
Und Februar vas gomin,
Ganz revolutionnaire,
Und vhere der Teufel had vork on hand,
Der Hans vas alvays dere.

Und darker grew de beople's brows,
No Banquet could dey raise,
So dey shtood und shvore at gorners,
Or dey singed de Marseillaise.
Und here und dere a crashin sound
Like forcin shutters ran,
Und boorstin gun-schmidts' vindows in
Hard vorked der Breitemann.

He helped to howl Les Girondins,
To cheer de beople's hearts;
He maket dem bild parricades
Mit garriages und garts.
Vhen a bretty maiden sendinel

[...] Read more

poem by Charles Godfrey Leland
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Bottom

Lift your head up from the clouds
I know that you're shaking
Breaking down
How could you leave me
Garbage can
Never want to be your understand
Help me
Help me
Help me
Help me
Lord can you help me get this weight off my shoulders
Can you help me I think I'm getting older
The pain that you left me deep within
How can I live living in sin
And you know that I've tried
And you know
Lord knows I've tried every day of my life
Sitting at the bottom, sitting at the bottom with you
Sitting at the bottom with you
I'm just sitting at the bottom with you
I'm just sitting at the bottom, sitting at the bottom
How many times I gotta say
That you're never ever gonna get your way
Down in the gutter as I decay
Where you gonna leave me
Let me be
Help me
Help me
Help me
Help me understand
And you know that I've tried
Don't you know
Lord knows I've tried every day of my life
Sitting at the bottom, I'm sitting at the bottom with you
I'm just sitting at the bottom with you
Now I'm sitting at the bottom with you
I'm just sitting at the bottom, sitting at the bottom with you
[x2]
Sticks and stones may break my bones
But words will never hurt me
[x2]
Sticks and stones breaking my bones
No your words aren't never gonna hurt me
And you know that I've tried
And you know
Lord knows I've tried every day of my life
Sitting at the bottom, sitting at the bottom with you
I'm just sitting at the bottom with you
Now i'm sitting at the bottom with you
I'm just sitting at the bottom with you

[...] Read more

song performed by Puddle Of Mudd
Added by Lucian Velea
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From the Top to the Bottom

From the top to the bottom,
There were those who chose to stop...
Actions they believe were made,
By those who went against the grade.
No matter if that grade,
Had been all about 'shade'.

From the top to the bottom,
There were those who were just rotten.
With nothing on their minds,
But themselves all the time.
And believing they had power...
To stop tick tocking from a hanging clock.

From the top to the bottom,
There were gobblers who loved robbing...
Anything they thought had meaning,
And to smear it with their scheming.
With no scruples in their 'noggin'.
And sipping on mischief like it was eggnog.

From the top to the bottom,
There were crooks and there were snobs...
With their noses in the air!
But no empathy is shown to come,
From anywhere.
Now find their lives blocked,
And going no where.

From the top to the bottom,
They are slipping off roofs...
Into muddy ruts.
With no boots or shoes,
And on their butts out of luck...
Singing the blues!

From the top to the bottom,
Slickers sliding in slop!
From the top to the bottom,
And it's done nonstop!
From the top to the bottom,
Slickers sliding in slop!
From the top to the bottom,
And it's done nonstop!

From the top to the bottom,
Now the bottom's got 'em shocked!

poem by Lawrence S. Pertillar
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(The Lights Went Out In) Massachusettes

Feel I'm goin' back to Massachusetts,
Something's telling me I must go home.
And the lights all went out in Massachusetts
The day I left her standing on her own.
Tried to hitch a ride to San Francisco,
Gotta do the things I wanna do.
And the lights all went out in Massachusetts
They brought me back to see my way with you.
Talk about the life in Massachusetts,
Speak about the people I have seen,
And the lights all went out in Massachusetts
And Massachusetts is one place I have seen.
I will remember Massachusetts...

song performed by Bee Gees
Added by Lucian Velea
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Hjertets Melodier

To brune Øine jeg nyelig saae,
I dem mit Hjem og min Verden laae,
Der flammede Snillet og Barnets Fred; -
Jeg glemmer det aldrig i Evighed!


Min Tanke er et mægtigt Fjeld,
Der over Himlene gaaer;
Mit Hjerte er et Hav saa dybt,
Hvor Bølge mod Bølge slaaer.

Og Fjeldet løfter Dit Billed
Høit over Himlenes Blaae,
Men selv Du lever i Hjertet,
Hvor dybe Brændinger gaae.


Du gav mig Blomster; hvis de lege kunde,
Da vandt jeg atter Lunets frie Lyst,
Men nei, de aabne meer den dybe Vunde,
Og sprede Giften i mit unge Bryst.


En Digter-Verden er saa navnløs stor!
Den hvælver sig høit over Himlens Bue;
Hver Sol og Stjerne i dens Luft-Hav boer,
Og ingen Tanke kan den overskue;
Dog kan Dig Intet i det store Rige,
Mit Hjertes dybe Kjærlighed udsige.


Henvisned' er de Blomster Du mig gav,
Men fra de Dødes Grav
Staae Aander frem, i Livets dunkle Gange.
Gjenkjend dem her, i mine bedste Sange.


(Ørkenens Søn)
Den vilde Hengst jeg tumler,
Vi flyve paa Sletten afsted,
Men Hjertet slipper dog ikke
Den stærke Kjærlighed.

Som Solen brænder i Sandet,
Saa brænder det dybt i mit Bryst;
Det er som Hjertet vil sprænges
Af Længsel og af Lyst!

Saa høi og saa stor er Himlen,
Med Sol og Stjerner paa,

[...] Read more

poem by Hans Christian Andersen
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Das Schlauraffen Landt.

Ain gegent haist Schlauraffen land,
Den faulen leuten wol bekant,
Das ligt drey meyl hinder Weyhnachten.
Vnd welcher darein wölle trachten,
5
Der muß sich grosser ding vermessn
Vnd durch ein Berg mit Hirßbrey essn,
Der ist wol dreyer Meylen dick.
Als dann ist er im augenblick
Inn den selbing Schlauraffen Landt,
10
Da aller Reychthumb ist bekant.
Da sind die Heuser deckt mit Fladn,
Leckuchen die Haußthür vnd ladn,
Von Speckuchen Dielen vnd wend,
Die Tröm von Schweynen braten send.
15
Vmb yedes Hauß so ist ein Zaun,
Geflochten von Bratwürsten braun.
Von Maluasier so sindt die Brunnen,
Kommen eim selbs ins maul gerunnen.
Auff den Tannen wachssen Krapffen,
20
Wie hie zu Land die Tannzapffen.
Auff Fichten wachssen bachen schnittn.
Ayrpletz thut man von Pircken schüttn.
Wie Pfifferling wachssen die Fleckn,
Die Weyntrauben inn Dorenheckn.
25
Auff Weyden koppen Semel stehn,
Darunter Pech mit Milich gehn;
Die fallen dann inn Pach herab,
Das yederman zu essen hab.
Auch gehen die Visch inn den Lachn
30
Gsotten, Braten, Gsulzt vnd pachn
Vnd gehn bey dem gestat gar nahen,
Lassen sich mit den henden fahen.
Auch fliegen vmb (müget jr glaubn)
Gebraten Hüner, Genß vnd Taubn.
35
Wer sie nicht facht vnd ist so faul,
Dem fliegen sie.selbs in das maul.
Die Sew all Jar gar wol geratn,
Lauffen im Land vmb, sind gebratn.
Yede eyn Messer hat im rück
40
Darmit eyn yeder schneydt eyn stück
Und steckt das Messer wider dreyn.
Die Creutzkeß wachssen wie die steyn.

[...] Read more

poem by Hans Sachs
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Opus Null

1
Ich bin der große Derdiedas
das rigorose Regiment
der Ozonstengel prima Qua
der anonyme Einprozent.
Das P. P. Tit und auch die Po
Posaune ohne Mund und Loch
das große Herkulesgeschirr
der linke Fuß vom rechten Koch.

Ich bin der lange Lebenslang
der zwölfte Sinn im Eierstock
der insgesamte Augustin
im lichten Zelluloserock.

2
Er zieht aus seinem schwarzen Sarg
um Sarg um Sarg um Sarg hervor.
Er weint mit seinem Vorderteil
und wickelt sich in Trauerflor.
Halb Zauberer halb Dirigent
taktiert er ohne Alpenstock
sein grünes Ziffernblatt am Hut
und fällt von seinem Kutscherbock.

Dabei stößt er den Ghettofisch
von der möblierten Staffelei.
Sein langer Würfelstrumpf zerreißt
zweimal entzwei dreimal entdrei.

3
Er sitzt mit sich in einem Kreis.
Der Kreis sitzt mit dem eignen Leib.
Ein Sack mit einem Kamm der steht
dient ihm als Sofa und als Weib.
Der eigne Leib der eigne Sack.
Der Vonvon und die linke Haut.
Und tick und tack und tipp und topp
der eigne Leib fällt aus der Braut.

Er schwingt als Pfund aus seinem Stein
die eigne Braut im eignen Sack.
Der eigne Leib im eignen Kreis
fällt nackt als Sofa aus dem Frack.

4
Mit seiner Dampfmaschine treibt
er Hut um Hut aus seinem Hut
und stellt sie auf in Ringelreihn
wie man es mit Soldaten tut.

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poem by Jean Arp
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02-04-2012 Brother I give you my answer for Black People African Sahara it mesmerizes the wise largest desert it is asked of we What is Africa is to me 3.3 million miles of grea

Brother I give you my answer
for Black People

African Sahara
it mesmerizes the wise
largest desert
it is asked of we
What is Africa is to me
3.3 million miles
of great desert
once a forest
once a great sea
once an empty hole
in space just waiting
to be that it can
birth the blackness
of who my mothers be
3.3 millions
you can not see it all
Trans Saharan trade
is but a child
weather selling slaves
or selling salt
and always
brought and sold
the black man's art, gold
the paintings
was still for the walls
to surround us
a representation of the thing
that be, the God that
rose Africa from the sea
man got his
walking feet
on Africa's soil
Africa Moors
salt caravans
Africa the salt
of the land
what more did Africa
give to man
gold first mimed
found its glow
in the hands of
a black child
oldest gold jewelry
in Queen Zer's tomb
being as old as this
there is nothing
that we can not do

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poem by David E. Patton
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Soccer Under 20

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poem by Rwetewrt Erwtwer
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Primer For Blacks

Blackness
is a title,
is a preoccupation,
is a commitment Blacks
are to comprehend—
and in which you are
to perceive your Glory.

The conscious shout
of all that is white is
“It’s Great to be white.”
The conscious shout
of the slack in Black is
'It's Great to be white.'
Thus all that is white
has white strength and yours.

The word Black
has geographic power,
pulls everybody in:
Blacks here—
Blacks there—
Blacks wherever they may be.
And remember, you Blacks, what they told you—
remember your Education:
“one Drop—one Drop
maketh a brand new Black.”
Oh mighty Drop.
______And because they have given us kindly
so many more of our people

Blackness
stretches over the land.
Blackness—
the Black of it,
the rust-red of it,
the milk and cream of it,
the tan and yellow-tan of it,
the deep-brown middle-brown high-brown of it,
the “olive” and ochre of it—
Blackness
marches on.

The huge, the pungent object of our prime out-ride
is to Comprehend,
to salute and to Love the fact that we are Black,
which is our “ultimate Reality,”
which is the lone ground
from which our meaningful metamorphosis,
from which our prosperous staccato,

[...] Read more

poem by Gwendolyn Brooks
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In The Art Class

I look around this joyful room,
Amongst the peaceful teens
This is perhaps the only class
Where students are not machines

In the art class they’ll smile
In the art class they’ll yell
In the art class they‘ll be kind
And not raise a hell

Many teachers wonder why this is so
Many teachers wonder where the secret lies
The secret to peaceful teens, which enjoy their work
The secret to the students without depressed cries

The students wonder how they could not get it
How they could not understand
How the teachers don’t realise
That in the art room there are no demands

In the maths class there are complications
In the English room there is language
But in the art room there is only creativity
It is that which students which to salvage

The art teacher is simple and kind
The art teacher doesn’t lecture or scream
The art teacher doesn’t force them to be equal
And make a most horrendous scene

No, in the art class they are not equal
But the differences they admire
They have a writer, a painter and a sculptor
And they have freedom to aspire

Freedom is what the students wish
The students wish to be treated like people
In the art class they are treated as such
In other classes they are believed incapable

The students will always be at peace in the art room
There will be no fights, no pain, and no scorn
The other teachers will wonder what the secret is
But their attempts to find out will always be forlorn

poem by Lenore Lee
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University Of Central Florida Volleyball

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poem by Caasder Fronds
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Spiel Mit Mir

Wir teilen Zimmer und das Bett
Bruederlein komm und sei so nett
Bruederlein komm fass mich an
Rutsch ganz dicht an mich heran

Vor dem Bett ein schwarzes Loch
Und hinein faellt jedes Schaf
Bin schon zu alt und zaehl sie doch
Denn ich finde keinen Schlaf

Unterm Nabel im Geaest
Wartet schon ein weisser Traum
Bruederlein komm halt dich fest
Und schuettel mir das Laub vom Baum

Spiel ein Spiel mit mir
Gib mir deine Hand und
Spiel mit mir
Ein Spiel
Spiel mit mir
Ein Spiel
Weil wir alleine sind
Spiel mit mir
Ein Spiel
Vater Mutter Kind

Dem Bruederlein schmerzt die Hand
Er dreht sich wieder an die Wand
Der Bruder hilft mir dann und wann
Damit ich schlafen kann

Spiel ein Spiel mit mir
Gib mir deine Hand und
Spiel mit mir
Ein Spiel
Spiel mit mir
Ein Spiel
Weil wir alleine sind
Spiel mit mir
Ein Spiel
Vater Mutter Kind

song performed by Rammstein
Added by Lucian Velea
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