I've Come to be One who Cries
I've come to be one who cries when the plane the guys built in shop class on the TV
news is going to fly and everyone's there, parents, little kids, the teachers not even
dressed up, the mayor and the principal making speeches, the shop teacher saying
these are real fine boys, the guys standing around saying it's gonna crash, putting
their arms around girls and the teachers don't stop them, the band playing the school
song while the pilot gets in and checks everything out like you're supposed to, finally
kicks it over and taxies to the end of the runway with a drum roll and everybody
screaming already, and it goes off the line like a dragster and takes off! The band
starts 'Off we go, into the wild blue yonder' and the guys are slapping five and grabbing
girls and telling each other it flies! that piece of shit flies!
poem by Eric Torgersen
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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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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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I Know What Boys Like
Boys, boys
He you wanna know something?
Boys, boys
Boys like girls
I know what boys like
I know what guys want
I know what boys like
I've got what boys want
Uh huh, uh huh, uh huh
I know what boys like
I know what guys want
I seem them looking (looking)
I make them want me
I like to tease them
And they want to touch me
I never let them
I know what boys like
I know what guys want
I know what boys like
Boys like, boys like me
I got my cat moves
That so upsets them
Zippers and buttons
Fun to frustrate them
They get so angry
Like pouty children
Denied their candy
I laugh right at them
I know what boys like
I know what guys want
I know what boys like
I've got what boys want
Uh huh, uh huh, uh huh
I know what boys like
I got what boys want
I know what boys like
Boys like, boys like, boys like me
I think you're special
I might let you
You're so much different
I might let you
There's no one like you
I might let you
Or would you like that?
I might let you
Sucker!
Boys, b-b-boys
Boys, b-b-b-boys
G-g-g-g-got what boys want
G-g-g-got
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song performed by Vitamin C
Added by Lucian Velea
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Ahh, Let's Get Ill
I'm the Ladies Love, legend in leather
Long and lean, and I don't wear pleather
Last of the red hot lovin MC's
Lookin for a little, that's my theory
It goes quick like lightning, too exciting
Lover of ladies, don't allow biting
Level-headed leader, toy boy feeder
Good love life and a rhyme biter beater
Looking, learning, the one you're liking
Listen and you will love what I'm writing
Ladies love, long, hard and lean
And now you know what L.L. means
[ girls ] Aaaahhhhhhhh!
[ guys ] Let's get ill!
Come on now
[ girls ] Aaaahhhhhhhh!
[ guys ] Let's get ill!
Everybody
[ girls ] Aaaahhhhhhhh!
[ guys ] Let's get ill!
Everybody
[ girls ] Aaaahhhhhhhh!
[ guys ] Let's get ill!
Lightning in the sky, L.L. don't lie
I can hold a larger load than those other little guys
My literature is the land's highest law
The man of the brand, one you look out for
I'm loose like the lace in your brand new sneaker
Release the bass in your face like a large Vega speaker
Li-li-lis-listen to my rhyme
Here to satisfy the listeners who stood on line
Bought tickets to see me kick it and wasn't late
The love every little bit of the cuts he creates
First not last, leader of the class, see
From London, Long Beach, and down to Tallahassee
Ladies are pleased, I'm not wearin Lee's
The Kangol is mine, the godfather is E
I bust your lip, my level won't slip
Clockin crazy dollars on the L.L. tip
Come on!
[ girls ] Aaaahhhhhhhh!
[ guys ] Let's get ill!
Come on
[ girls ] Aaaahhhhhhhh!
[ guys ] Let's get ill!
Everybody
[ girls ] Aaaahhhhhhhh!
[ guys ] Let's get ill!
Everybody
[ girls ] Aaaahhhhhhhh!
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song performed by LL Cool J
Added by Lucian Velea
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Tommy's Dead
YOU may give over plough, boys,
You may take the gear to the stead,
All the sweat o' your brow, boys,
Will never get beer and bread.
The seed's waste, I know, boys,
There's not a blade will grow, boys,
'Tis cropped out, I trow, boys,
And Tommy's dead.
Send the colt to fair, boys,
He's going blind, as I said,
My old eyes can't bear, boys,
To see him in the shed;
The cow's dry and spare, boys,
She's neither here nor there, boys,
I doubt she's badly bread;
Stop the mill to-morn, boys,
There'll be no more corn, boys,
Neither white nor red;
There's no sign of grass, boys,
You may sell the goat and the ass, boys,
The land's not what it was, boys,
And the beasts must be fed:
You may turn Peg away, boys,
You may pay off old Ned,
We've had a dull day, boys,
And Tommy's dead.
Move my chair on the floor, boys,
Let me turn my head:
She's standing there in the door, boys,
Your sister Winifred!
Take her away from me, boys,
Your sister Winifred!
Move me round in my place, boys,
Let me turn my head,
Take her away from me, boys,
As she lay on here death-bed,
The bones of her thin face, boys,
As she lay on her death-bed!
I don't know how it be, boys,
When all's done and said,
But I see her looking at me, boys,
Whenever I turn my head;
Out of the big oak tree, boys,
Out of the garden-bed,
And the lily as pale as she, boys,
And the rose that used to be red.
There's something not right, boys,
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poem by Sydney Thompson Dobell
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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.
[...] Read more
poem by Innocent Masina Nkhonyo
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The Legend Of St. Sophia Of Kioff
I.
[The Poet describes the city and spelling of Kiow, Kioff, or Kiova.]
A thousand years ago, or more,
A city filled with burghers stout,
And girt with ramparts round about,
Stood on the rocky Dnieper shore.
In armor bright, by day and night,
The sentries they paced to and fro.
Well guarded and walled was this town, and called
By different names, I'd have you to know;
For if you looks in the g'ography books,
In those dictionaries the name it varies,
And they write it off Kieff or Kioff, Kiova or Kiow.
II.
[Its buildings, public works, and ordinances, religious and civil.]
Thus guarded without by wall and redoubt,
Kiova within was a place of renown,
With more advantages than in those dark ages
Were commonly known to belong to a town.
There were places and squares, and each year four fairs,
And regular aldermen and regular lord-mayors;
And streets, and alleys, and a bishop's palace;
And a church with clocks for the orthodox—
With clocks and with spires, as religion desires;
And beadles to whip the bad little boys
Over their poor little corduroys,
In service-time, when they DIDN'T make a noise;
And a chapter and dean, and a cathedral-green
With ancient trees, underneath whose shades
Wandered nice young nursery-maids.
[The poet shows how a certain priest dwelt at Kioff, a godly
clergyman, and one that preached rare good sermons.]
Ding-dong, ding-dong, ding-ding-a-ring-ding,
The bells they made a merry merry ring,
From the tall tall steeple; and all the people
(Except the Jews) came and filled the pews—
Poles, Russians and Germans,
To hear the sermons
Which HYACINTH preached godly to those Germans and Poles,
For the safety of their souls.
[...] Read more
poem by William Makepeace Thackeray
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Lies About Tall Guys
Just seems like it’s that way to me
Taller guys seem to get executive jobs
Shorter guys work mostly as clerks
Taller guys never seem to be slobs
Shorter guys always seem to be jerks
Taller guys seem to get all of the action
Shorter guys seem to be quite invisible
Taller guys always seem to deserve satisfaction
Shorter guys are lonely and miserable
Just seems like it’s that way to me
Taller guys just seem born to play sports
Shorter guys kinda seem to like tennis
Taller guys certainly look better in shorts
Shorter guys look like Dennis the Menace
Taller guys are usually at the top of their class
Shorter guys seem to fail quite a lot
Taller guys always seem to kick ass
Shorter guys want to, but simply cannot
sure seems like it’s that way to me
Taller guys get better grades and such
Shorter guys seem to barely scrape by
Taller guys seem to do better, pretty much
Shorter guys always wonder why
Taller guys seem to have eyes like a hawk
Shorter guys seem to wear glasses a lot
Taller guys cover more ground when they walk
Shorter guys, to keep up, have to trot
Sure seems like it’s that way to me
Taller guys and their friends look like N.B.A players
Shorter guys look more like cheerleaders
Taller guys seem to look like dragon slayers
Shorter guys look a lot more like bleeders
[...] Read more
poem by David Whalen
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Girls Get The Bass In The Back (feat. Bounty Killer) (Hey Baby Remix)
Hey baby, baby (4x)
All the boys say
Hey, hey... (2x)
All the boys say (3x)
Hey, hey... (2x)
Hey baby, hey baby, hey
Hey baby, hey baby, hey
I'm the kind of girl
That hangs with the guys
Like a fly in the wall
With my secret eyes
Taking it in
Try to be feminine
With my make-up bag
Watching all the sin
Misfit, I sit
Lit up, wicked
Everybody is surrounded by the girls
With the tank tops and the flirty words
I'm just sipping on chamomile
I'm watching boys and girls and their sex appeal
With a stranger in my face who says he knows my mom
And went to my high school
All the boys say
Hey baby, hey baby
Girls say, girls say
Hey baby, baby
All the boys say
Hey baby, hey baby
Girls say, girls say
Hey baby, baby
Hey baby, hey baby, hey
Girls say, girls say
Hey baby, hey baby, hey
Hey baby, baby
Hey baby, hey baby, hey
Boys say, boys say
Hey baby, hey baby, hey
All the boys get the girls in the back
I'm the one they feed upon
Give a bit a star is born
And if you have enough you'll get the pass
And you can tell your friends how you made it back
No matter what they say I'm still the same
Somehow everybody knows my name
And all the girls wanna get with the boys
And the boys really like it
All the boys say
Hey baby, hey baby
Girls say, girls say
[...] Read more
song performed by No Doubt
Added by Lucian Velea
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Slam
Slam! duuh duuh duuh, duuh duuh duuh let the boys be boys!
Slam! duuh duuh duuh, duuh duuh duuh let the boys be boys!
Well heres another one (what!)
In the gutter one (what!)
Getting running up
Troblesome extra double double I come to feed them
The feed em then I shreed em
So what if that Im cheating.
Now everyone wanna sound (ya) grimey (yeah)
Im gonna show you how come on (all and together now!)
Yeaah, ohh yeaah!
Yeah!
Thats how we gotta be
So stop trying to beat loud as me cause you cant do that
Think about the payoffer so left with an automatic rifle
For last against the lighting last bullets first
On line
Toughest step and a rep and a run rep and a run wreck and a swine
Peace to the brothers on rikers isle
Pumping up a tremple and didnt like his
Criminal lickin buck my eye,
Oh my God Im so high
Just they say a rodney say you like a criminum, what!?
Just they say to make get
Making milliangh, children slam! slam!
Slam! duuh duuh duuh, duuh duuh duuh let the boys be boys!
Slam! duuh duuh duuh, duuh duuh duuh let the boys be boys!
Slam! duuh duuh duuh, duuh duuh duuh let the boys be boys!
Slam! duuh duuh duuh, duuh duuh duuh let the boys be boys!
Im the mean nasty grease smashing ever slow gashing (ooohh)
Sticky swift blast of the basty
Of the basty basty bast bashing (aaahh)
Then I provide I provide the you was cheat.
Beside the getto five
Mak me feel like jekly and hyde of corse
I come across with no fear
For sure!
Un-adult-erated, un-conformed
Digusted, busted you wanna touch it.
To hot! you forgot, youre not ready
Youre head could get ruptered.
Hit between the eye
I planned the plan alive
Im the plonic sonic
Uh rule with the bads guys
The villian (juu), crooks (uuu), hot midas in confide us
See the big jerk put you look inside us,
My mind, its graphic, expresstic graphic
So kill the cop because its kept all mastic
Directin it, when yall least expected it
[...] Read more
song performed by Onyx
Added by Lucian Velea
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Boys & Girls
Educated with money
Hes well dressed not funny
And not to say in most conversations
But hell foot the bill in all situations
cause he pays for everything
Girls dont like boys, girls like cars and money
Boys will laugh at girls when theyre not funny
Paper or plastic,
Dont matter shell have it
Vacations and shopping sprees these are a few of her favorite things
Shell get what she wants if shes willing to please
His type of girl always comes with a fee
Hey now theres nothing for free
Girls dont like boys, girls like cars and money
Boys will laugh at girls when theyre not funny
And these girls like these boys, like these boys like these girls
The girls with the bodies like boys with ferraris
Girls dont like boys, girls like cars and money
Lets go!
Girls dont like boys, girls like cars and money
Boys will laugh at girls when theyre not funny
And these girls like these boys, like these boys like these girls
The girls with the bodies like boys with ferraris
Girls dont like boys, girls like cars and money
All of these boys, and get all of these girls
Are losing their souls in a material world
All of these boys, and get all of these girls
Are losing their souls in a material world
All of these boys, and get all of these girls
Are losing their souls in a material world
All of these boys, and get all of these girls
Are losing their souls in a material world
song performed by Good Charlotte
Added by Lucian Velea
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Girls & Boys
Educated
With money
He's well dressed
Not funny
And not much to say in
Most conversations
But he'll foot the bill in
All situations
Cause he pays for everything
Girls don't like boys, girls like cars and money
Boys will laugh at girls when they're not funny
Paper
Or plastic
Don't matter
She'll have it
Vacations
And shopping sprees
These are a few
Of her favorite things
She'll get what she wants
If she's willing to please
His type of girl
Always comes with a fee
Hey, now, there's nothing for free
Girls don't like boys, girls like cars and money
Boys will laugh at girls when they're not funny
And these girls like these boys
like these boys like these girls
The girls with the bodies like boys with Ferraris
Girls don't like boys, girls like cars and money
Let's go!
Eh, eh!
Girls don't like boys, girls like cars and money
Boys will laugh at girls when they're not funny
And these girls like these boys like these boys like these girls
The girls with the bodies like boys with Ferraris
Girls don't like boys, girls like cars and money
All of these boys, and all of these girls
Losing their souls in a material world
All of these boys, and all of these girls
Losing their souls in a material world
All of these boys, and all of these girls
Losing their souls in a material world
All of these boys, and all of these girls
Losing their souls in a material world
song performed by Good Charlotte
Added by Lucian Velea
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The Video Shop
The local factorys been pulled down
By an overseas corporation
Now all of my brothers are looking around
For alternative occupation
I was sitting by the telly with my brother, kenny
When suddenly the penny dropped
While all of my brothers are sitting at home
Ive got a bank loan and Ive opened up my very own
Video shop
Video shop
At the video shop
I can fly, fly you away
Comedy and tragedy are all sitting on my shelf
And if youve got a fantasy
For a small rental fee
You can set yourself free
At my video shop
At my video shop
At the video shop
I can fly, fly you away
At the video shop
Let me fly, fly you away
From all of the depression in you head
Caused by all the living in the red
Ive got a bootleg version of citizen kane
A second hand copy of psycho
Ive taped them off the telly so you shouldnt complain
And theres no guarantee youll get your money back again
From my video shop
My video shop
If you want to escape, I can rent you a tape
To relieve your situation
If you feel a bit low, I got a good peep show
cos everybody knows almost anything goes
At my video shop
At my video shop
One fifty a day and Ill fly, fly you away
Its nothing to pay to fly far, far away
I can help you through that lonely night
Ive got technicolour, black and white
I can guide you through those empty days
Make you smile and take your blues away
O let me fly you away
At my video shop
Fly, fly you away
Another factorys been knocked down
But nobody ever complains
And all of my brothers are customers now
We all play video games
I can see it in the eyes of all the lonely wives
[...] Read more
song performed by Kinks
Added by Lucian Velea
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Teacher, Teacher
Just when I thought I finally learned my lesson well,
There was more to this than meets the eye.
And for all the things you taught me, only time will tell,
If I'll be able to survive. Oh yeah.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go? Oh no.
Am I ready for the real world, will I pass the test?
You know it's a jungle out there.
Ain't nothin' gonna stop me, I won't be second best,
But the joke's on those who believe the system's fair, oh yeah.
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh yeah.
So the years go on and on, but nothing's lost or won.
And what you learned is soon forgotten.
They take the best years of your life,
Try to tell you wrong from right,
But you walk away with nothing. Oh Oh.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go?
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh
Teacher, teacher, can you teach me?
Teacher, teacher, can you reach me?
Teacher, teacher, can you teach me?
Teacher, teacher, Ooh yeah.
Teacher, teacher
Teacher, teacher
~Adams, Vallance
song performed by 38 Special
Added by Lucian Velea
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The Pied Piper of Hamelin
A Child's Story
I.
Hamelin Town's in Brunswick,
By famous Hanover city;
The river Weser, deep and wide,
Washes its wall on the southern side
A pleasanter spot you never spied;
But when begins my ditty,
Almost five hundred years ago,
To see the townsfolk suffer so
From vermin, was a pity.
II.
Rats!
They fought the dogs and killed the cats,
And bit the babies in the cradles,
And ate the cheeses out of the vats,
And licked the soup from the cooks' own ladles.
Split open the kegs of salted sprats,
Made nests inside men's Sunday hats,
And even spoiled the women's chats
By drowning their speaking
With shrieking and squeaking
In fifty different sharps and flats.
III.
At last the people in a body
To the town hall came flocking:
"'Tis clear," cried they, "our mayor's a noddy;
And as for our corporation—shocking
To think we buy gowns lined with ermine
For dolts that can't or won't determine
What's best to rid us of our vermin!
You hope, because you're old and obese,
To find in the furry civic robe ease?
Rouse up, sirs! Give your brains a racking
To find the remedy we're lacking,
Or, sure as fate, we'll send you packing!"
At this the Mayor and Corporation
Quaked with a mighty consternation.
IV.
An hour they sat in council;
At length the Mayor broke silence
"For a guilder I'd my ermine gown sell;
[...] Read more
poem by Robert Browning from Cavalier Tunes (1842)
Added by Veronica Serbanoiu
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Pied Piper Of Hamelin, The
A CHILD'S STORY.
(_Written for, and inscribed to, W. M. the Younger._)
I.
Hamelin Town's in Brunswick,
By famous Hanover city;
The river Weser, deep and wide,
Washes its wall on the southern side;
A pleasanter spot you never spied;
But, when begins my ditty,
Almost five hundred years ago,
To see the townsfolk suffer so
From vermin, was a pity.
II.
Rats!
They fought the dogs and killed the cats,
And bit the babies in the cradles,
And ate the cheeses out of the vats,
And licked the soup from the cooks' own ladles,
Split open the kegs of salted sprats,
Made nests inside men's Sunday hats,
And even spoiled the women's chats
By drowning their speaking
With shrieking and squeaking
In fifty different sharps and flats.
III.
At last the people in a body
To the Town Hall came flocking:
``'Tis clear,'' cried they, ``our Mayor's a noddy;
``And as for our Corporation---shocking.
``To think we buy gowns lined with ermine
``For dolts that can't or won't determine
``What's best to rid us of our vermin!
``You hope, because you're old and obese,
``To find in the furry civic robe ease?
``Rouse up, sirs! Give your brains a racking
``To find the remedy we're lacking,
``Or, sure as fate, we'll send you packing!''
At this the Mayor and Corporation
Quaked with a mighty consternation.
IV.
An hour they sat in council,
[...] Read more
poem by Robert Browning
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Fourth Book
THEY met still sooner. 'Twas a year from thence
When Lucy Gresham, the sick semptress girl,
Who sewed by Marian's chair so still and quick,
And leant her head upon the back to cough
More freely when, the mistress turning round,
The others took occasion to laugh out,–
Gave up a last. Among the workers, spoke
A bold girl with black eyebrows and red lips,–
'You know the news? Who's dying, do you think?
Our Lucy Gresham. I expected it
As little as Nell Hart's wedding. Blush not, Nell,
Thy curls be red enough without thy cheeks;
And, some day, there'll be found a man to dote
On red curls.–Lucy Gresham swooned last night,
Dropped sudden in the street while going home;
And now the baker says, who took her up
And laid her by her grandmother in bed,
He'll give her a week to die in. Pass the silk.
Let's hope he gave her a loaf too, within reach,
For otherwise they'll starve before they die,
That funny pair of bedfellows! Miss Bell,
I'll thank you for the scissors. The old crone
Is paralytic–that's the reason why
Our Lucy's thread went faster than her breath,
Which went too quick, we all know. Marian Erle!
Why, Marian Erle, you're not the fool to cry?
Your tears spoil Lady Waldemar's new dress,
You piece of pity!'
Marian rose up straight,
And, breaking through the talk and through the work,
Went outward, in the face of their surprise,
To Lucy's home, to nurse her back to life
Or down to death. She knew by such an act,
All place and grace were forfeit in the house,
Whose mistress would supply the missing hand
With necessary, not inhuman haste,
And take no blame. But pity, too, had dues:
She could not leave a solitary soul
To founder in the dark, while she sate still
And lavished stitches on a lady's hem
As if no other work were paramount.
'Why, God,' thought Marian, 'has a missing hand
This moment; Lucy wants a drink, perhaps.
Let others miss me! never miss me, God!'
So Marian sat by Lucy's bed, content
With duty, and was strong, for recompense,
To hold the lamp of human love arm-high
To catch the death-strained eyes and comfort them,
Until the angels, on the luminous side
[...] Read more
poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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The Aeneid of Virgil: Book 11
SCARCE had the rosy Morning rais’d her head
Above the waves, and left her wat’ry bed;
The pious chief, whom double cares attend
For his unburied soldiers and his friend,
Yet first to Heav’n perform’d a victor’s vows: 5
He bar’d an ancient oak of all her boughs;
Then on a rising ground the trunk he plac’d,
Which with the spoils of his dead foe he grac’d.
The coat of arms by proud Mezentius worn,
Now on a naked snag in triumph borne, 10
Was hung on high, and glitter’d from afar,
A trophy sacred to the God of War.
Above his arms, fix’d on the leafless wood,
Appear’d his plumy crest, besmear’d with blood:
His brazen buckler on the left was seen; 15
Truncheons of shiver’d lances hung between;
And on the right was placed his corslet, bor’d;
And to the neck was tied his unavailing sword.
A crowd of chiefs inclose the godlike man,
Who thus, conspicuous in the midst, began: 20
“Our toils, my friends, are crown’d with sure success;
The greater part perform’d, achieve the less.
Now follow cheerful to the trembling town;
Press but an entrance, and presume it won.
Fear is no more, for fierce Mezentius lies, 25
As the first fruits of war, a sacrifice.
Turnus shall fall extended on the plain,
And, in this omen, is already slain.
Prepar’d in arms, pursue your happy chance;
That none unwarn’d may plead his ignorance, 30
And I, at Heav’n’s appointed hour, may find
Your warlike ensigns waving in the wind.
Meantime the rites and fun’ral pomps prepare,
Due to your dead companions of the war:
The last respect the living can bestow, 35
To shield their shadows from contempt below.
That conquer’d earth be theirs, for which they fought,
And which for us with their own blood they bought;
But first the corpse of our unhappy friend
To the sad city of Evander send, 40
Who, not inglorious, in his age’s bloom,
Was hurried hence by too severe a doom.”
Thus, weeping while he spoke, he took his way,
Where, new in death, lamented Pallas lay.
Acoetes watch’d the corpse; whose youth deserv’d 45
The father’s trust; and now the son he serv’d
With equal faith, but less auspicious care.
Th’ attendants of the slain his sorrow share.
A troop of Trojans mix’d with these appear,
And mourning matrons with dishevel’d hair. 50
[...] Read more
poem by Publius Vergilius Maro
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VII. Pompilia
I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.
All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.
Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Girls & Boys
Educated with money. Hes well dressed not funny. And not much to cay in most conversations. But hell foot the bill in all situations. cause he pays for everything. Girls dont like boys, girls like cars and money. Boys will laugh at girls when their not funny. Paper or plastic dont matter. shell have it vacations and shopping sprees, theses are a few of her favorite things. Shell get what she wants if she is willing to please. His type of girl always comes with a fee. Hey now theres nothing for free. Girls dont like boys girls like cars and money. Boys will laugh at girls when their not funny. And these girls like these boys, like these boys like these girls the girls with the bodies like the boys with Ferraris. Girls dont like boys girls like cars and money. (lets go) Girls dont like boys girls like cars and money. Boys will laugh at girls when their not funny. And these girls like these boys like these boys like these girls. The girls with the bodies like the boys with Ferraris. All of these boys and all of these girls are losing their souls in a material world. All of these boys and all of these girls are losing their souls in a material world. All of these boys and all of these girls are losing their souls in a material world. All of these boys and all of these girls are losing their souls in a material world. (fade)
song performed by Good Charlotte
Added by Lucian Velea
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