I went to the High School for Performing Arts, and to Howard University on a talent scholarship.
quote by Anthony Anderson
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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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Hidden Talent
Written by gerry beckley, 1998
Found on human nature.
Just like a person from another world
My eyes can see inside you, little girl
I see things that you dont want to see
I see things youre trying to hide from me
Im just trying to make you understand
All the ways you can affect this man
From the moment that you came in touch
With the power there to burn so much
Youve got hidden talent (yeah)
I bet youre gonna find some hidden talent, oh
You know your past is whats been bugging you
If youre ready girl ... do what you gotta do
Look for your life between the lines
Bad directions and poor designs
Youve got hidden talent (hidden talent, yeah)
I bet youre gonna find some hidden talent, oh
Hidden talent (hidden talent, yeah)
Check it out you ... got it, hidden talent, oh
With the advantage of perspective i
See theres more to you than meets the eye
But now the time must come to spread your wings and fly
Yeah (hidden talent) yeah
Hidden talent (hidden talent, yeah)
I bet youre gonna find some hidden talent, oh
Hidden talent (hidden talent, yeah)
Check it out ... you got it, hidden talent, oh
Hidden talent (hidden talent, yeah)
Affair without warning
Hidden talent, mmm (mmm)
Hidden talent (hidden talent, yeah)
I bet youre gonna find some hidden talent, oh
(fade)
song performed by America
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poem by Rwetewrt Erwtwer
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Give Your Heart To The Hawks
1 he apples hung until a wind at the equinox,
That heaped the beach with black weed, filled the dry grass
Under the old trees with rosy fruit.
In the morning Fayne Fraser gathered the sound ones into a
basket,
The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.
Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.
Fayne snatched for it and missed;
Michael stood by rejoicing, his rather small
Finely cut features in a dance of delight;
Fayne with one sweep flung at his face
All the bruised and half-spoiled apples in the pan,
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poem by Robinson Jeffers
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Sir Andrew Barton
The First Part
'When Flora with her fragrant flowers
Bedeckt the earth so trim and gaye,
And Neptune with his daintye showers
Came to present the monthe of Maye;
King Henrye rode to take the ayre,
Over the river of Thames past hee;
When eighty merchants of London came,
And downe they knelt upon their knee.
'O yee are welcome, rich merchants,
Good saylors, welcome unto mee.'
They swore by the rood, they were saylors good,
But rich merchants they cold not bee.
'To France nor Flanders dare we pass,
Nor Bordeaux voyage dare we fare;
And all for a rover that lyes on the seas,
Who robbs us of our merchant ware.'
King Henrye frownd, and turned him rounde,
And swore by the Lord that was mickle of might,
'I thought he had not beene in the world,
Durst have wrought England such unright.'
The merchants sighed, and said, 'Alas!'
And thus they did their answer frame;
'He is a proud Scott, that robbs on the seas,
And Sir Andrewe Barton is his name.'
The king loot over his left shoulder,
And an angrye look then looked hee;
'Have I never a lorde in all my realme,
Will feitch yond traytor unto mee?'
'Yea, that dare I,' Lord Howard sayes;
If it please your grace to give me leave,
Myselfe wil be the only man.'
'Thou art but yong,' the kyng replyed,
'Yond Scott hath numbred manye a yeare.'
'Trust me, my liege, Ile make him quail,
Or before my prince I will never appeare.'
'Then bowemen and gunners thou shalt have,
And chuse them over my realme so free;
Besides good mariners, and shipp-boyes,
To guide the great shipp on the sea.'
The first man that Lord Howard chose,
Was the ablest gunner in all the realme,
Thoughe he was threescore yeeres and ten;
Good Peter Simon was his name.
'Peter,' sais hee, 'I must to the sea,
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poem by Anonymous Olde English
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Virginia's Story
Elizabeth Gates-Wooten is my Grand mom.
She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.
When she was old enough she got married.
First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.
Agnes was my mother.
Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.
Then they moved to West Virginia in the United States.
Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.
Anna was a maid and cook.
She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth
They were both good cooks
They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.
My moms name was Agnes Barrie Gates.
She married James Wright and moved to Cleveland.
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poem by Talile Ali
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Your Face Among Many, A Blossom
Your face among many, a blossom.
Let it go. Let it go. Let it go.
The sun can't understand why it can't
open the buds of the parking meters.
Some people worry they don't have talent.
Given a name, who isn't a masterpiece?
A perfect self-portrait of what they're becoming?
Talent, the worst superstition of all.
That lullaby you sing to your voodoo doll
at bedtime, to let her know she's special
when, in fact, she's blind. Talent.
That estranged mix of an eclipse and an oilslick
that isn't sure of its standing in life.
Sensible shoes wishing they had wings on their heels.
The redundant navigator of mountain streams
that would have found their own way to the river
all by themselves. You ask if I think you have talent.
To me that's like a flower asking
if I think it will ever come to bloom,
a star wondering if it's shining or not,
a sea uncertain of its own waves and weather.
And I say, your eyes do, your ears do, your mouth has,
these birch-trees, those starlings, that tree, those rocks,
these rags of last year's flowers do, but not you.
On the day of creation when God exhausted herself
using up the leftovers of her inspiration
so as not to let anything go to waste, she pinched the noses
of a few sacred clowns and instead of
breathing life into their lungs, she opened their throats
and poured a special esoteric elixir of talent,
the mother of all oceanic love potions
that ever played favourites with a select few
among everyone she'd ever given birth to,
out of her mouth into theirs, such that like her
all they had to do, they were so talented,
was give the word. Say be. And it was.
Because the moment you ask if you have something,
you've already lost it. Like space or time or mind,
talent isn't possessed. It's made manifest spontaneously.
Do you see the ruby throated hummingbirds
in a last duel with the thorns
of the locust trees in blossom,
one drawing blood, the other, first honey?
Behind every river making its way to the sea
stands the cornerstone of a mountain
buried under an avalanche
it brought down upon itself
like the winter solstice
between the dolmens of Stonehenge,
just as every dropp of water is a lost key,
[...] Read more
poem by Patrick White
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Vision Of Columbus - Book 8
And now the Angel, from the trembling sight,
Veil'd the wide world–when sudden shades of night
Move o'er the ethereal vault; the starry train
Paint their dim forms beneath the placid main;
While earth and heaven, around the hero's eye,
Seem arch'd immense, like one surrounding sky.
Still, from the Power superior splendors shone,
The height emblazing like a radiant throne;
To converse sweet the soothing shades invite,
And on the guide the hero fix'd his sight.
Kind messenger of Heaven, he thus began,
Why this progressive labouring search of man?
If man by wisdom form'd hath power to reach
These opening truths that following ages teach,
Step after step, thro' devious mazes, wind,
And fill at last the measure of the mind,
Why did not Heaven, with one unclouded ray,
All human arts and reason's powers display?
That mad opinions, sects and party strife
Might find no place t'imbitter human life.
To whom the Angelic Power; to thee 'tis given,
To hold high converse, and enquire of heaven,
To mark uncircled ages and to trace
The unfolding truths that wait thy kindred race.
Know then, the counsels of th'unchanging Mind,
Thro' nature's range, progressive paths design'd,
Unfinish'd works th'harmonious system grace,
Thro' all duration and around all space;
Thus beauty, wisdom, power, their parts unroll,
Till full perfection joins the accordant whole.
So the first week, beheld the progress rise,
Which form'd the earth and arch'd th'incumbant skies.
Dark and imperfect first, the unbeauteous frame,
From vacant night, to crude existence came;
Light starr'd the heavens and suns were taught their bound,
Winds woke their force, and floods their centre found;
Earth's kindred elements, in joyous strife,
Warm'd the glad glebe to vegetable life,
Till sense and power and action claim'd their place,
And godlike reason crown'd the imperial race.
Progressive thus, from that great source above,
Flows the fair fountain of redeeming love.
Dark harbingers of hope, at first bestow'd,
Taught early faith to feel her path to God:
Down the prophetic, brightening train of years,
Consenting voices rose of different seers,
In shadowy types display'd the accomplish'd plan,
When filial Godhead should assume the man,
When the pure Church should stretch her arms abroad,
Fair as a bride and liberal as her God;
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poem by Joel Barlow
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Burn The School Down
She said
I lost my best friend last week at school
He got shot
Someone thought that he was part of something that
He was not
Now I'm watching all the cheerleaders show just how sad they are
When my friend used to come 'round
They used to laugh and egg his car
Now I'm gonna do my part as a concerned citizen
I think we should burn the school down
And start again
Burn it
'Till there's nothing left
Burn it
Just like all the rest
Burn it
Clear up all this mess
Burn it down
Education for the nation
Kids retaliate on each station
Expectation, violation
Pressure increased in each generation
Burn the school down
Burn the school down
Burn the school down, she said
Burn the school down
Burn the school down
Burn the school down, start again
'Cause now what I want to know
Will the eyes inside the back of your mind let it go?
Now all I want to know
Will the eyes inside the back of your mind let it go?
She says
I want to feel more comfort in my own skin
But everyone around me makes me feel like
I'm worth less than them
Burn the school down
Burn the school down
Burn the school down, she said
Burn the school down
Burn the school down
Burn the school down, start again
Burn it
'Till there's nothing left
Burn it
Just like all the rest
Burn it
Clear up all this mess
Burn it down
'Cause now what I want to know
[...] Read more
song performed by Zebrahead
Added by Lucian Velea
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Turning The Heat To Hotter
Nobody came to party knew somebody who sat,
In a corner to sigh.
This was a heat to hotter party.
Nobody came to party knew somebody who sat,
In a corner to sigh.
This was a heat to hotter party.
Everybody here took off the roof to cry,
'High, high, high...high.'
With their hands up,
'High, high, high...high.'
And sweating bodies soakin'.
'High, high, high...high.'
Everybody on the scene holla'd and screamed...
'High, high, high...high.'
With their hands up,
'High, high, high...high.'
Nobody came to this party knew somebody who sat.
This was a heat to hotter party.
Everybody here took off the roof to cry,
'High, high, high...high.'
With their hands up,
'High, high, high...high.'
And sweating bodies soakin'.
'High, high, high...high.'
Turning the heat to hotter.
'High, high, high...high.'
Turning the heat to hotter.
'High, high, high...high.'
Turning the heat to hotter.
'High, high, high...high.'
poem by Lawrence S. Pertillar
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The Lay of the Last Minstrel: Canto IV.
I
Sweet Teviot! on thy silver tide
The glaring bale-fires blaze no more;
No longer steel-clad warrior ride
Along thy wild and willow'd shore
Where'er thou wind'st, by dale or hill
All, all is peaceful, all is still,
As if thy waves, since Time was born
Since first they roll'd upon the Tweed,
Had only heard the shepherd's reed,
Nor started at the bugle-horn.
II
Unlike the tide of human time,
Which, though it change in ceaseless flow
Retains each grief, retains each crime
Its earliest course was doom'd to know;
And, darker as it downward bears,
Is stain'd with past and present tears
Low as that tide has ebb'd with me,
It still reflects to Memory's eye
The hour my brave, my only boy
Fell by the side of great Dundee.
Why, when the volleying musket play'd
Against the bloody Highland blade,
Why was not I beside him laid!
Enough, he died the death of fame;
Enough, he died with conquering Graeme.
III
Now over Border dale and fell
Full wide and far was terror spread;
For pathless marsh, and mountain cell,
The peasant left his lowly shed.
The frighten'd flocks and herds were pent
Beneath the peel's rude battlement;
And maids and matrons dropp'd the tear,
While ready warriors seiz'd the spear.
From Branksome's towers, the watchman's eye
Dun wreaths of distant smoke can spy,
Which, curling in the rising sun,
Show'd southern ravage was begun.
IV
Now loud the heedful gate-ward cried-
'Prepare ye all for blows and blood!
Watt Tinlinn, from the Liddel-side
Comes wading through the flood.
Full oft the Tynedale snatchers knock
At his lone gate, and prove the lock;
[...] Read more
poem by Sir Walter Scott
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Domino College
By: jimmy buffett, dan fogelberg
1986
Found myself a matchbook
Beside some hotel bed
Opened it up and looked inside
And this is what it said
Chorus:
Get on back to school
Domino college, back to school
Boneyard full of knowledge
W-w-w-orking vacation in a third world nation
Back to school (going back to school, going back, back to school)
Fly down to miami
Get yourself a boat
Fill it full of suntan oil
And rent yourself a goat
Aint no registration
Aint no student loan
You may not learn to read or write
But you will surely learn to roll dem bones
Chorus:
Get on back to school
Domino college, back to school
Boneyard full of knowledge
W-w-w-orking vacation in a third world nation
Back to school (going back to school, going back, back to school)
They dont rap your knuckles
If you cut the class
They just track you through the jungle boy
Then they kick your ass
Its a different kind of domino theory
They teach you down in butler town
If you lose you buy the booze
And then the student body all falls down
Chorus:
They cant get back to school
Domino college, back to school
Fountain of knowledge
W-w-w-orking vacation in a third world nation
Back to school (going back, back to school)
Get on back
Make your parents hate you
Be a big disgrace
Act just like a domino
And fall on your face
Chorus:
You cant get back to school
Domino college, back to school
Fountain of knowledge
There aint no graduation from this kind of education
[...] Read more
song performed by Jimmy Buffett
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The Columbiad: Book IX
The Argument
Vision suspended. Night scene, as contemplated from the mount of vision. Columbus inquires the reason of the slow progress of science, and its frequent interruptions. Hesper answers, that all things in the physical as well as the moral and intellectual world are progressive in like manner. He traces their progress from the birth of the universe to the present state of the earth and its inhabitants; asserts the future advancement of society, till perpetual peace shall be established. Columbus proposes his doubts; alleges in support of them the successive rise and downfal of ancient nations; and infers future and periodical convulsions. Hesper, in answer, exhibits the great distinction between the ancient and modern state of the arts and of society. Crusades. Commerce. Hanseatic League. Copernicus. Kepler. Newton, Galileo. Herschel. Descartes. Bacon. Printing Press. Magnetic Needle. Geographical discoveries. Federal system in America. A similar system to be extended over the whole earth. Columbus desires a view of this.
But now had Hesper from the Hero's sight
Veil'd the vast world with sudden shades of night.
Earth, sea and heaven, where'er he turns his eye,
Arch out immense, like one surrounding sky
Lamp'd with reverberant fires. The starry train
Paint their fresh forms beneath the placid main;
Fair Cynthia here her face reflected laves,
Bright Venus gilds again her natal waves,
The Bear redoubling foams with fiery joles,
And two dire dragons twine two arctic poles.
Lights o'er the land, from cities lost in shade,
New constellations, new galaxies spread,
And each high pharos double flames provides,
One from its fires, one fainter from the tides.
Centred sublime in this bivaulted sphere,
On all sides void, unbounded, calm and clear,
Soft o'er the Pair a lambent lustre plays,
Their seat still cheering with concentred rays;
To converse grave the soothing shades invite.
And on his Guide Columbus fixt his sight:
Kind messenger of heaven, he thus began,
Why this progressive laboring search of man?
If men by slow degrees have power to reach
These opening truths that long dim ages teach,
If, school'd in woes and tortured on to thought,
Passion absorbing what experience taught,
Still thro the devious painful paths they wind,
And to sound wisdom lead at last the mind,
Why did not bounteous nature, at their birth,
Give all their science to these sons of earth,
Pour on their reasoning powers pellucid day,
Their arts, their interests clear as light display?
That error, madness and sectarian strife
Might find no place to havock human life.
To whom the guardian Power: To thee is given
To hold high converse and inquire of heaven,
To mark untraversed ages, and to trace
Whate'er improves and what impedes thy race.
Know then, progressive are the paths we go
In worlds above thee, as in thine below
Nature herself (whose grasp of time and place
Deals out duration and impalms all space)
[...] Read more
poem by Joel Barlow
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The Lay of the Last Minstrel: Canto V.
I
Call it not vain;-they do not err,
Who say, that when the Poet dies,
Mute Nature mourns her worshipper,
And celebrates his obsequies:
Who say, tall cliff and cavern lone
For the departed Bard make moan;
That mountains weep in crystal rill;
That flowers in tears of balm distill;
Through his lov'd groves that breezes sigh,
And oaks, in deeper groan, reply;
And rivers teach their rushing wave
To murmur dirges round his grave
II
Not that, in sooth, o'er mortal urn
Those things inanimate can mourn;
But that the stream, the wood, the gale
Is vocal with the plaintive wail
Of those, who, else forgotten long,
Liv'd in the poet's faithful song,
And with the poet's parting breath,
Whose memory feels a second death.
The Maid's pale shade, who wails her lot,
That love, true love, should be forgot,
From rose and hawthorn shakes the tear
Upon the gentle Minstrel's bier:
The phantom Knight, his glory fled,
Mourns o'er the field he heap'd with dead;
Mounts the wild blast that sweeps amain,
And shrieks along the battle-plain.
The Chief, whose antique crownlet long
Still sparkled in the feudal song,
Now, from the mountain's misty throne,
Sees, in the thanedom once his own,
His ashes undistinguish'd lie,
His place, his power, his memory die:
His groans the lonely caverns fill,
His tears of rage impel the rill:
All mourn the Minstrel's harp unstrung,
Their name unknown, their praise unsung.
III
Scarcely the hot assault was staid,
The terms of truce were scarcely made,
When they could spy, from Branksome's towers,
The advancing march of martial powers.
Thick clouds of dust afar appear'd,
And trampling steeds were faintly heard;
Bright spears, above the columns dun,
[...] Read more
poem by Sir Walter Scott
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The Castle Of Indolence
The castle hight of Indolence,
And its false luxury;
Where for a little time, alas!
We lived right jollily.
O mortal man, who livest here by toil,
Do not complain of this thy hard estate;
That like an emmet thou must ever moil,
Is a sad sentence of an ancient date:
And, certes, there is for it reason great;
For, though sometimes it makes thee weep and wail,
And curse thy star, and early drudge and late;
Withouten that would come a heavier bale,
Loose life, unruly passions, and diseases pale.
In lowly dale, fast by a river's side,
With woody hill o'er hill encompass'd round,
A most enchanting wizard did abide,
Than whom a fiend more fell is no where found.
It was, I ween, a lovely spot of ground;
And there a season atween June and May,
Half prankt with spring, with summer half imbrown'd,
A listless climate made, where, sooth to say,
No living wight could work, ne cared even for play.
Was nought around but images of rest:
Sleep-soothing groves, and quiet lawns between;
And flowery beds that slumbrous influence kest,
From poppies breathed; and beds of pleasant green,
Where never yet was creeping creature seen.
Meantime, unnumber'd glittering streamlets play'd,
And hurled every where their waters sheen;
That, as they bicker'd through the sunny glade,
Though restless still themselves, a lulling murmur made.
Join'd to the prattle of the purling rills
Were heard the lowing herds along the vale,
And flocks loud bleating from the distant hills,
And vacant shepherds piping in the dale:
And, now and then, sweet Philomel would wail,
Or stock-doves plain amid the forest deep,
That drowsy rustled to the sighing gale;
And still a coil the grasshopper did keep;
Yet all these sounds yblent inclined all to sleep.
Full in the passage of the vale, above,
A sable, silent, solemn forest stood;
Where nought but shadowy forms was seen to move,
As Idless fancied in her dreaming mood:
And up the hills, on either side, a wood
Of blackening pines, aye waving to and fro,
Sent forth a sleepy horror through the blood;
And where this valley winded out, below,
The murmuring main was heard, and scarcely heard, to flow.
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poem by James Thomson
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Absalom and Achitophel
In pious times, e'er Priest-craft did begin,
Before Polygamy was made a sin;
When man, on many, multiply'd his kind,
E'r one to one was, cursedly, confind:
When Nature prompted, and no law deny'd
Promiscuous use of Concubine and Bride;
Then, Israel's monarch, after Heaven's own heart,
His vigorous warmth did, variously, impart
To Wives and Slaves; And, wide as his Command,
Scatter'd his Maker's Image through the Land.
Michal, of Royal blood, the Crown did wear,
A Soyl ungratefull to the Tiller's care;
Not so the rest; for several Mothers bore
To Godlike David, several Sons before.
But since like slaves his bed they did ascend,
No True Succession could their seed attend.
Of all this Numerous Progeny was none
So Beautifull, so brave as Absalon:
Whether, inspir'd by some diviner Lust,
His father got him with a greater Gust;
Or that his Conscious destiny made way
By manly beauty to Imperiall sway.
Early in Foreign fields he won Renown,
With Kings and States ally'd to Israel's Crown
In Peace the thoughts of War he could remove,
And seem'd as he were only born for love.
What e'er he did was done with so much ease,
In him alone, 'twas Natural to please.
His motions all accompanied with grace;
And Paradise was open'd in his face.
With secret Joy, indulgent David view'd
His Youthfull Image in his Son renew'd:
To all his wishes Nothing he deny'd,
And made the Charming Annabel his Bride.
What faults he had (for who from faults is free?)
His Father could not, or he would not see.
Some warm excesses, which the Law forbore,
Were constru'd Youth that purg'd by boyling o'r:
And Amnon's Murther, by a specious Name,
Was call'd a Just Revenge for injur'd Fame.
Thus Prais'd, and Lov'd, the Noble Youth remain'd,
While David, undisturb'd, in Sion raign'd.
But Life can never be sincerely blest:
Heaven punishes the bad, and proves the best.
The Jews, a Headstrong, Moody, Murmuring race,
As ever try'd th' extent and stretch of grace;
God's pamper'd people whom, debauch'd with ease,
No King could govern, nor no God could please;
(Gods they had tri'd of every shape and size
That Gods-smiths could produce, or Priests devise.)
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poem by John Dryden
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The Columbiad: Book II
The Argument
Natives of America appear in vision. Their manners and characters. Columbus demands the cause of the dissimilarity of men in different countries, Hesper replies, That the human body is composed of a due proportion of the elements suited to the place of its first formation; that these elements, differently proportioned, produce all the changes of health, sickness, growth and decay; and may likewise produce any other changes which occasion the diversity of men; that these elemental proportions are varied, not more by climate than temperature and other local circumstances; that the mind is likewise in a state of change, and will take its physical character from the body and from external objects: examples. Inquiry concerning the first peopling of America. View of Mexico. Its destruction by Cortez. View of Cusco and Quito, cities of Peru. Tradition of Capac and Oella, founders of the Peruvian empire. Columbus inquires into their real history. Hesper gives an account of their origin, and relates the stratagems they used in establishing that empire.
High o'er his world as thus Columbus gazed,
And Hesper still the changing scene emblazed,
Round all the realms increasing lustre flew,
And raised new wonders to the Patriarch's view.
He saw at once, as far as eye could rove,
Like scattering herds, the swarthy people move
In tribes innumerable; all the waste,
Wide as their walks, a varying shadow cast.
As airy shapes, beneath the moon's pale eye,
People the clouds that sail the midnight sky,
Dance thro the grove and flit along the glade,
And cast their grisly phantoms on the shade;
So move the hordes, in thickets half conceal'd,
Or vagrant stalking thro the fenceless field,
Here tribes untamed, who scorn to fix their home,
O'er shadowy streams and trackless deserts roam;
While others there in settled hamlets rest,
And corn-clad vales a happier state attest.
The painted chiefs, in guise terrific drest,
Rise fierce to war, and beat their savage breast;
Dark round their steps collecting warriors pour,
Some fell revenge begins the hideous roar;
From hill to hill the startling war-song flies,
And tribes on tribes in dread disorder rise,
Track the mute foe and scour the howling wood,
Loud as a storm, ungovern'd as a flood;
Or deep in groves the silent ambush lay,
Lead the false flight, decoy and seize their prey,
Their captives torture, butcher and devour,
Drink the warm blood and paint their cheeks with gore.
Awhile he paused, with dubious thoughts opprest,
And thus to Hesper's ear his doubts addrest:
Say, to what class of nature's sons belong
The countless tribes of this untutor'd throng?
Where human frames and brutal souls combine,
No force can tame them, and no arts refine.
Can these be fashion'd on the social plan,
Or boast a lineage with the race of man?
When first we found them in yon hapless isle,
They seem'd to know and seem'd to fear no guile;
A timorous herd, like harmless roes, they ran,
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poem by Joel Barlow
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