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The Cambaroora Star

So you're writing for a paper? Well, it's nothing very new
To be writing yards of drivel for a tidy little screw;
You are young and educated, and a clever chap you are,
But you'll never run a paper like the CAMBAROORA STAR.
Though in point of education I am nothing but a dunce,
I myself -- you mayn't believe it -- helped to run a paper once
With a chap on Cambaroora, by the name of Charlie Brown,
And I'll tell you all about it if you'll take the story down.

On a golden day in summer, when the sunrays were aslant,
Brown arrived in Cambaroora with a little printing plant
And his worldly goods and chattels -- rather damaged on the way --
And a weary-looking woman who was following the dray.
He had bought an empty humpy, and, instead of getting tight,
Why, the diggers heard him working like a lunatic all night:
And next day a sign of canvas, writ in characters of tar,
Claimed the humpy as the office of the CAMBAROORA STAR.

Well, I cannot read, that's honest, but I had a digger friend
Who would read the paper to me from the title to the end;
And the STAR contained a leader running thieves and spielers down,
With a slap against claim-jumping, and a poem made by Brown.
Once I showed it to a critic, and he said 'twas very fine,
Though he wasn't long in finding glaring faults in every line;
But it was a song of Freedom -- all the clever critic said
Couldn't stop that song from ringing, ringing, ringing in my head.

So I went where Brown was working in his little hut hard by:
`My old mate has been a-reading of your writings, Brown,' said I --
`I have studied on your leader, I agree with what you say,
You have struck the bed-rock certain, and there ain't no get-away;
Your paper's just the thumper for a young and growing land,
And your principles is honest, Brown; I want to shake your hand,
And if there's any lumping in connection with the STAR,
Well, I'll find the time to do it, and I'll help you -- there you are!'

Brown was every inch a digger (bronzed and bearded in the South),
But there seemed a kind of weakness round the corners of his mouth
When he took the hand I gave him; and he gripped it like a vice,
While he tried his best to thank me, and he stuttered once or twice.
But there wasn't need for talking -- we'd the same old loves and hates,
And we understood each other -- Charlie Brown and I were mates.
So we worked a little `paddock' on a place they called the `Bar',
And we sank a shaft together, and at night we worked the STAR.

Charlie thought and did his writing when his work was done at night,
And the missus used to `set' it near as quick as he could write.
Well, I didn't shirk my promise, and I helped the thing, I guess,
For at night I worked the lever of the crazy printing-press;
Brown himself would do the feeding, and the missus used to `fly' --

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poem by Henry Lawson
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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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Song of Wink Star

The Song of Wink Star
a happy story for children of all ages
story and text © Raj Arumugam, June 2008

☼ ☼

☼ Preamble

Come…children all, children of all ages…sit close and listen…
Come and listen to this happy story of the stars and of life…
Come children of the universe, children of all nations and of all races, and of all climates and of all kinds of space and dimensions and universes…
Come, dearest children of all beings of the living universe, come and listen to The Song of Wink Star…

Come and listen to this story, this happy story…listen, as the story itself sings to you…

Sit close then, and listen to the story that was not made by any, or written by a poet, or fashioned by grandfathers and grandmothers warming themselves at the fire of burning stars…

O dearest children all, come and listen to the story that lives
of itself, and that glows bright and happy….

Come…children all, children of all ages, come and listen to this happy story, the story so natural and smooth as life, as it sings itself to you….

☼ The Song of Wink Star
a happy story for children of all ages

☼ 1

Night Child, always so light and gentle, slept on a flower.
And every night, before he went to sleep, he would look up at the sky.
He would look at the eastern corner, five o’clock.

And there he would see all the stars in near and distant galaxies that were only visible to the People of Star Eyes.

Night Child was one of the People of Star Eyes. And so he could see the stars. And of all the stars he could see, he loved to watch Wink Star.

Wink Star twinkled and winked and laughed.
Every night Wink Star did that. Winked and laughed.

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poem by Raj Arumugam
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Jack The Idiot Dunce

Whos the fool with the cross-eyed stare,
The turned up nose and moronic glare?
Whos that simpleton standing over there?
Jack, jack the idiot dunce.
Whos that dumb-looking freckle-faced runt?
Jack, jack the idiot dunce.
He walks like his feet are on back to front,
Jack, jack the idiot dunce.
When he waddles down the street he looks kind of queer,
Jack, jack the idiot dunce,
Because hes got two left feet and taxi-door ears,
Jack, jack the idiot dunce.
And when we laugh at the clothes he wears,
Jack just smiles cos he dont care.
Whos that fool? whos that ninny?
Whos that twit? whos that chump?
The idiot dunce, the idiot dunce.
Who is always the bottom of the class?
Jack, jack the idiot dunce.
Whos a fool? whos a boob?
Whos a kook and an ass?
Jack, jack the idiot dunce.
When we take examinations he never gets a pass,
Jack, jack the idiot dunce.
And we all put him down cos he cant think fast,
Jack, jack the idiot dunce.
We ridicule him and punch him around,
But jack just laughs and stands his ground,
The idiot dunce, the idiot dunce.
Yeah, hes so unco-ordinated.
Yeah, and so disorientated,
And when we have a high school hop
You ought to see that idiot bop
And his arms and his legs
Seem to have minds of their own,
And you dont need brains
To have educated muscles and bones.
Yeah, you ought to see him dance
He moves like hes in a trance,
And when we have a high school hop
You ought to see that idiot rock,
And hes finally proved
That you dont need a high i.q.
To make your body move.
Now hes created a dance that everybodys trying to do.
Jack, jack the idiot dunce.
Do the idiot dunce.
All right put your finger on your nose,
Now cross those eyes.
Put your hands on your hips,

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song performed by Kinks
Added by Lucian Velea
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The Scripture of the Golden Eternity

1
Did I create that sky? Yes, for, if it was anything other than a conception in my mind I wouldnt have said 'Sky'-That is why I am the golden eternity. There are not two of us here, reader and writer, but one, one golden eternity, One-Which-It-Is, That-Which- Everything-Is.

2
The awakened Buddha to show the way, the chosen Messiah to die in the degradation of sentience, is the golden eternity. One that is what is, the golden eternity, or, God, or, Tathagata-the name. The Named One. The human God. Sentient Godhood. Animate Divine. The Deified One. The Verified One. The Free One. The Liberator. The Still One. The settled One. The Established One. Golden Eternity. All is Well. The Empty One. The Ready One. The Quitter. The Sitter. The Justified One. The Happy One.

3
That sky, if it was anything other than an illusion of my mortal mind I wouldnt have said 'that sky.' Thus I made that sky, I am the golden eternity. I am Mortal Golden Eternity.

4
I was awakened to show the way, chosen to die in the degradation of life, because I am Mortal Golden Eternity.

5
I am the golden eternity in mortal animate form.

6
Strictly speaking, there is no me, because all is emptiness. I am empty, I am non-existent. All is bliss.

7
This truth law has no more reality than the world.

8
You are the golden eternity because there is no me and no you, only one golden eternity.

9
The Realizer. Entertain no imaginations whatever, for the thing is a no-thing. Knowing this then is Human Godhood.

10
This world is the movie of what everything is, it is one movie, made of the same stuff throughout, belonging to nobody, which is what everything is.

11
If we were not all the golden eternity we wouldnt be here. Because we are here we cant help being pure. To tell man to be pure on account of the punishing angel that punishes the bad and the rewarding angel that rewards the good would be like telling the water 'Be Wet'-Never the less, all things depend on supreme reality, which is already established as the record of Karma earned-fate.

12
God is not outside us but is just us, the living and the dead, the never-lived and never-died. That we should learn it only now, is supreme reality, it was written a long time ago in the archives of universal mind, it is already done, there's no more to do.

13
This is the knowledge that sees the golden eternity in all things, which is us, you, me, and which is no longer us, you, me.

14
What name shall we give it which hath no name, the common eternal matter of the mind? If we were to call it essence, some might think it meant perfume, or gold, or honey. It is not even mind. It is not even discussible, groupable into words; it is not even endless, in fact it is not even mysterious or inscrutably inexplicable; it is what is; it is that; it is this. We could easily call the golden eternity 'This.' But 'what's in a name?' asked Shakespeare. The golden eternity by another name would be as sweet. A Tathagata, a God, a Buddha by another name, an Allah, a Sri Krishna, a Coyote, a Brahma, a Mazda, a Messiah, an Amida, an Aremedeia, a Maitreya, a Palalakonuh, 1 2 3 4 5 6 7 8 would be as sweet. The golden eternity is X, the golden eternity is A, the golden eternity is /\, the golden eternity is O, the golden eternity is [ ], the golden eternity is t-h-e-g-o-l-d-e-n-e-t-e-r- n-i-t-y. In the beginning was the word; before the beginning, in the beginningless infinite neverendingness, was the essence. Both the word 'god' and the essence of the word, are emptiness. The form of emptiness which is emptiness having taken the form of form, is what you see and hear and feel right now, and what you taste and smell and think as you read this. Wait awhile, close your eyes, let your breathing stop three seconds or so, listen to the inside silence in the womb of the world, let your hands and nerve-ends drop, re-recognize the bliss you forgot, the emptiness and essence and ecstasy of ever having been and ever to be the golden eternity. This is the lesson you forgot.

15
The lesson was taught long ago in the other world systems that have naturally changed into the empty and awake, and are here now smiling in our smile and scowling in our scowl. It is only like the golden eternity pretending to be smiling and scowling to itself; like a ripple on the smooth ocean of knowing. The fate of humanity is to vanish into the golden eternity, return pouring into its hands which are not hands. The navel shall receive, invert, and take back what'd issued forth; the ring of flesh shall close; the personalities of long dead heroes are blank dirt.

16
The point is we're waiting, not how comfortable we are while waiting. Paleolithic man waited by caves for the realization of why he was there, and hunted; modern men wait in beautified homes and try to forget death and birth. We're waiting for the realization that this is the golden eternity.

17
It came on time.

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poem by Jack Kerouac
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Charlie Mack

Artist: dj jazzy jeff and the fresh prince
[fresh prince]
Everywhere we go, downtown or to a show
We have two necessities, charlie mack and our limo
He's feared by suckers yet he's loved by kids
Pay attention and let me tell you who charlie mack
He is our homeboy from around the block
He's regarded through the city as the hip-hop cop
Height about 6'6", weight about 290
Everywhere i go, charlie mack is right behind me
He never laughs, never smiles nor sweats
He doesn't breaks arms or legs, only spines or necks
He once killed a man cause he would not let go of his eggo
Apollo creed is a sucker, charlie mack could beat drago
He could bench about three-hundred pounds
The cops all take a vacation, when charlie's in town
He's the toughest around, so everywhere that i go, he goes
He's charlie mack and he's the first out the limo
[fresh prince]
I guess you're wonderin why he's the first out
The limo, yo, let me give you this bit of info
So you'll know the things that charlie can do
And you'll know every single reason why he's down with the crew
The limo picks up about a half past six
With the radio blastin our latest hit
It's me, jeff, ready rock, omar and j.l.
Charlie mack is up front as we depart the hotel
First we cause chaos throughout the city streets
Then maybe stop at burger king for a bite to eat
And if somebody gets stupid while we're in the place
Charlie cancels his order and bites off their face
He's not a troublemaker, in fact, he's a troublebreaker
And if somebody gets dumb, well it'll only take a
Second or two, after some fools snaps
Law and order is restored by my hero charlie mack
Wheel off into the limo, and head for the jam
Charlie cracks all the knuckles, on both of his hands
And when we pull up to the show, the routine is unrehearsed
It's just natural that we let charlie hop our first
He clears the crowd without sayin a word
Man, that's the loudest silence i've ever heard
A lot of times guys test him, by tryin to bug
He just, leaves ring imprints, all over their mugs
He's a terminator, a hercules of sorts
Man to hell with chess, he likes physical sports
You may not have known before but now you know
The reason why charlie mack is the first out the limo
[fresh prince]
We'd like to apologize to all of our fans
But please don't touch us when we're at our jams

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song performed by Will Smith
Added by Lucian Velea
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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,

[...] Read more

poem by Robinson Jeffers
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Screw It All

Screw the World
Screw my friends
Screw the lies that never end
Screw my mom
Screw my dad
Screw the way I feel sad
Screw my teachers
Screw my school
Screw the life of one man's rule
Screw my clothes
Screw my nose
All it is is a fake pose
Screw my body
Screw my face
Screw all the parts below my waist
Screw your life
And Screw mine
Screw the rich who drink and dine
Screw the poor
Screw the sick
All it is is a load of gick
Screw my money
Screw my car
Oh my God, I'm so sick of it all!

poem by Artemis Zeus
Added by Poetry Lover
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Car Crazy Cutie

Run a-run a doo run run
Wo run a-run a doo run run
Wo run a-run a doo run run
Wo run a-run a doo run run
Well my steady little doll is a real-live beauty
And everybody knows shes a car crazy cutie
Shes hip to everything man from customs to rails
And axel grease imbedded neath her fingernails
Wo yeah (run a-run a doo run run)
Wo oh oh oh (wo run a-run a doo run run)
Oh oh oh now cutie (wo run a-run a doo run run)
Oh oh oh oh oh oh oh oh (wo run a-run a doo run run)
A power shift in second and a-ridin the clutch
My car crazy cutie, man, shes just too much
I take her to the drags, man, and everyone flips
For her big blue eyes and her candy apple lips
Wo yeah (run a-run a doo run run)
Wo oh oh oh oh (wo run a-run a doo run run)
Oh oh oh now cutie (wo run a-run a doo run run)
Oh oh oh oh oh oh oh oh (wo run a-run a doo run run)
Yeah oh
Car crazy cutie
Car crazy cutie
Car crazy cutie
Car crazy cutie
Well I guess you might say shes the rodders dream gal
Always there to help, man, when you need a pal
But when I talk of lovin man, some kisses and hugs
Says shes like to take em better clean and gap the plugs
Wo yeah (run a-run a doo run run)
Wo oh oh oh (wo run a-run a doo run run)
Oh oh oh now cutie (wo run a-run a doo run run)
Oh oh oh oh oh oh oh oh (wo run a-run a doo run run)
Run a-run a doo run run
Wo run a-run a doo run run
Wo run a-run a doo run run
Wo oh oh oh (wo run a-run a doo run run)
Wo yeah (run a-run a doo run run)
Wo oh oh oh (wo run a-run a doo run run)
Oh oh oh now cutie (wo run a-run a doo run run)
Oh oh oh oh oh oh oh oh (wo run a-run a doo run run) [doo doo doo]
Wo yeah (run a-run a doo run run)
Wo oh oh oh (wo run a-run a doo run run)
Oh oh oh now cutie (wo run a-run a doo run run)
Oh oh oh oh oh oh oh oh (wo run a-run a doo run run)

song performed by Beach Boys
Added by Lucian Velea
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Turn Of The Screw

Do you feel the turn of the screw?
Pushing harder, breaking through
It's better than you ever knew
Now it gets to take care of you
I won't go and tell it
Don't bet you're due
It swings enough to know the truth
It even left you black and blue
Never stop when there's nothing left to do
The turn of the screw, the turn of the screw
The thing you said you'd never do
The turn of the screw, the turn of the screw
There's no backing out once you've turned the screw
You never thought what they say could be
One night alone and you would see
I think you'll take back all those doubts
Now you know what the talk was all about
The turn of the screw, the turn of the screw
The thing you said you'd never do
The turn of the screw, the turn of the screw
There's no backing out once you've turned the screw
Turn, Turn, Turn it around
Turn, Turn, Turn it here on the ground
Turn, Turn, Turn it around
Turn, Turn, Turn it here on the ground
The turn of the screw, the turn of the screw
The thing you said you'd never do
The turn of the screw, the turn of the screw
There's no backing out once you've turned the screw
The Turn of the Screw
The Turn of the Screw
The Turn of the Screw
The Turn of the Screw1

song performed by 1208
Added by Lucian Velea
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

[...] Read more

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

I was sitting in the field, feeling the grass.
Counting the stars as they come out.
Feeling (feeling) the breeze, (feeling the breeze)
Feeling (feeling) the spring. (feeling the spring)
Suddenly I noticed there wasnt light anymore.
Run, run, run, run, run to the light,
Run, run, run, run, run for your life.
I tumbled on roots, stumbled on stones.
Lost my marbles, stepped on my glasses.
Feeling (feeling) the air, (feeling the air)
Feeling (feeling) the wind. (feeling the wind)
Suddenly I noticed it wasnt fun anymore.
Run, run, run, run, run towards the light,
Run, run, run, run, run for your life.
I came out of the darkness into the house,
The lights were left on but nobody around.
Feeling (feeling) the room, (feeling the room)
Feeling (feeling) the space. (feeling the space)
Suddenly I noticed it wasnt spring anymore.
Run, run, run, run, run through your life,
Run, run, run, run, run for your life.
(run, run, run, run, run through your life)
(run, run, run, run, run for your life)
Run, run, run, run, run through your life,
Run, run, run, run, run for your life.
(run, run, run, run, run through your life)
For your life.
(run, run, run, run, run for your life)
Run -
(run, run, run, run, run through your life)
For your life.
(run, run, run, run, run for your life)
For your life.
(run, run, run, run, run through your life)
Run, run.
(run, run, run, run, run for your life)
For your life.
(run, run, run, run, run through your life)
For your life.
(run, run, run, run, run for your life)
For your life.
(run, run, run, run, run for your life)

song performed by Yoko Ono
Added by Lucian Velea
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Run, Run, Run

I was sitting in the field, feeling the grass.
Counting the stars as they come out.
Feeling (feeling) the breeze, (feeling the breeze)
Feeling (feeling) the spring. (feeling the spring)
Suddenly I noticed there wasnt light anymore.
Run, run, run, run, run to the light,
Run, run, run, run, run for your life.
I tumbled on roots, stumbled on stones.
Lost my marbles, stepped on my glasses.
Feeling (feeling) the air, (feeling the air)
Feeling (feeling) the wind. (feeling the wind)
Suddenly I noticed it wasnt fun anymore.
Run, run, run, run, run towards the light,
Run, run, run, run, run for your life.
I came out of the darkness into the house,
The lights were left on but nobody around.
Feeling (feeling) the room, (feeling the room)
Feeling (feeling) the space. (feeling the space)
Suddenly I noticed it wasnt spring anymore.
Run, run, run, run, run through your life,
Run, run, run, run, run for your life.
(run, run, run, run, run through your life)
(run, run, run, run, run for your life)
Run, run, run, run, run through your life,
Run, run, run, run, run for your life.
(run, run, run, run, run through your life)
For your life.
(run, run, run, run, run for your life)
Run -
(run, run, run, run, run through your life)
For your life.
(run, run, run, run, run for your life)
For your life.
(run, run, run, run, run through your life)
Run, run.
(run, run, run, run, run for your life)
For your life.
(run, run, run, run, run through your life)
For your life.
(run, run, run, run, run for your life)
For your life.
(run, run, run, run, run for your life)

song performed by Yoko Ono
Added by Lucian Velea
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Education

In a deep dark jungle long time ago
Lived a lonesome caveman
He was a solitary soul
And he spent his playtime
Chewing meat from bones.
He didnt know how to talk much
He only knew how to groan
Then he lifted up his hands and reached to the sky
Let out a yell and no one replied.
Frustration and torment tore him inside
Then he fell to the ground and he cried and he cried.
But then education saved the day.
He learned to speak and communicate
Education saved the day.
He thanked God for the friends he made.
cos everybody needs an education
Everybody needs an education.
Black skin, red skin, yellow or white,
Everybody needs to read and write
Everybody needs an education.
Thank the day when that primitive man
Learned to talk with his brothers
And live off the land.
He left his cave and he moved far away
And he lived with his friends in a house that theyd made
He learned to think and to work with his brain
And he astounded his friends with all the knowledge he gained
He wrote it down on a rock that he found
And he showed all his friends and they passed it around
And then education came that day.
The day it came was a sacred day.
Education came that day
He thanked God for the friends hed made.
Well man built a boat and he learned how to sail
And he travelled far and wide
Then he looked up above saw the stars in the sky
So he learned how to fly.
Thanks to all the mathematicians
And the inventors with their high i.q.s
And the professors in their colleges
Trying to feed me knowledge
That I know Ill never use.
Thank you sir for the millions of words
That youve handed me down and youve told me to learn
But Ive got words in my ears and my eyes
Ive got so many facts that I must memorize
Because educations doing me in
I want to stop but my heads in a swim
Education drives me insane
I cant recall all the facts on my brain.

[...] Read more

song performed by Kinks
Added by Lucian Velea
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VI. Giuseppe Caponsacchi

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

[...] Read more

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

[...] Read more

poem by Innocent Masina Nkhonyo
Added by Poetry Lover
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I Believe

Yeah
Uh, uh
Uh
Yeah
Yeah
There could be dark clouds up over me, yeah
Still I know I can stand tall, yeah
And I can be the only man in the middle of the sea
And still somehow I wouldn't feel small, no, no
Ever since I found you, baby, it's been my attitude,
yes, it has
I wouldn't trade you for the world, uh-uh
If I bet my money on you, baby, I would never lose, no
'Cause you're my inspiration, girl
With you by my side, I believe
(Oh, I believe) I believe
(Oh, I believe) Yes, I
(I believe) I believe
(Oh, I believe) Oh, I believe
(Oh, I believe) I believe
(I believe) Yes, I
Now there could be a roadblock right in front of me,
mmm
And it wouldn't be in my way, no
Even if they locked me up and threw away the key, yeah
Somehow I know it would be okay, yeah
'Cause ever since I met you, girl, I've been positive,
oh, yes
You gave me a reason why, yes, you did
I kinda gave up on life, but now I wanna live, yeah
'Cause in the tunnel you were my light
And with you by my side, I believe
(Oh, I believe) Oh, I believe
(Oh, I believe) Oh, I believe, yeah
(I believe) I believe
(Oh, I believe) Woo...I
(Oh, I believe) I believe
(I believe) Oh, ho, I believe
And I remember when I wrote this song
It was at a time when I, I couldn't go wrong
But since I met you
(Oh, I believe) I believe
(Oh, I believe) Said I
(I believe) I believe
(Oh, I believe) Oh, I believe
(Oh, I believe) Yeah
(I believe) Yes, I, when the clouds are hanging over
us, woo
(Oh, I believe) And the going's tough
(Oh, I believe) I

[...] Read more

song performed by R. Kelly
Added by Lucian Velea
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Dancing With Charlie

Charlie was a loser till that sunny day
No-one saw him leaving as he sailed away
Treated like a sinner, no-one gave a damn
Till charlie threw two sixes
Now hes got them in his hand
Now theyre waiting in line to go dancing with charlie
They wanna be seen dancing with charlie
No-one seems to know how
No-one seems to care
Doesnt really matter just as long as you are there
Party in the moonlight, free drinks at the bar
You can bet whats in your pocket that charlie wont be far
Now theyre waiting in line to go dancing with charlie
They wanna be seen dancing with charlie
Charlie bought a jet plane, charlie rides the sky
Friends appear from nowhere, charlie gets them high
Big d was a gambler with everything to lose
Charlie didnt have anything
So he didnt have to choose
And theyre waiting in line to go dancing with charlie
They wanna be seen dancing with charlie
And theyre standing in line to go dancing with charlie
They wanna be seen dancing with charlie

song performed by Chris Rea
Added by Lucian Velea
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11 Star

STAR:
'FOLLOW THE SAME STAR'
The truth we see;
How small a part
Of that lovely light
Ever reaches our heart?
If you're looking for the light,
There is a star shining bright,
A dawn to this dark night,
A candle burning bright.

Long ago, a star
Sent forth its light from afar.
And now, no matter how far,
We will follow the same star.
Lost sailors used stars
To calculate their course
Whenever the wind and waves took
Them with their force.

Let truth transform you;
It will make your heart and mind new.
If you're not faithful, your heart's in denial;
Take it from me - it's worth your while.
So forget this world with all its cares,
For troubled dreams turn into nightmares.
You have to leave this world behind
If you want to keep what you find.

The stars haven't always been there,
But the love of our Lord is everywhere.
The devil appears as an angel of light;
He does his best work in the night.
One day you'll leave this world of ours,
Taking your place among the stars.
Shine bright with light, my star;
Show the world who you are.

'SHARE THE SAME STAR'
I'm looking at this star tonight,
But will my wish come true?
I can't help wondering,
If you can see the same star too?
Do you see what I see,
As we stand in its light?
Does darkness overwhelm you,
When you look up there tonight?

I am dreaming in the darkness,

[...] Read more

poem by Daniel Cobb
Added by Poetry Lover
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Canto the First

I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.

II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.

III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.

IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.

V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.

[...] Read more

poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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Randall

1, 2, 3, 4,
My name is Randall,
No I don't think I've met you before my friend,
I don't really know you,
But I heard your message on the answering machine,
Think it went something like this,
"Hello Randall,
Heard that you wrote a big hit,
And you're rich now,
Hope you remember the promise you made,
When I taught you everything that you know"
Do run run, do run run,
Randall here they come,
Do run run, do run run,
Randall here they come,
Do run run, do run run,
Randall here they come,
Do run run, do run run,
Randall here they come.
My name is rock star,
Tell me aren't you sick of me yet, my friends,
Cos I am the asshole,
Who thinks that his advise is all you need to survive,
Give me the sound of the crowd,
Give me the people who know all the lyrics,
Give me the face of the kid in the front,
When he realises what the song is about.
Do run run, do run run,
Randall here they come,
Do run run, do run run,
Randall here they come,
Do run run, do run run,
Randall here they come,
Do run run, do run run,
Randall here they come,
Here they come.
Time to tell the truth now Randall,
Time to give it up now Randall,
Time to let us know now Randall,
Please, Randall please,
My name is Randall,
And that can be anything you want it to be,
Woo!
Do run run, do run run,
Randall here they come,
Do run run, do run run,
Randall here they come,
Do run run, do run run,
Randall here they come,
Do run run, do run run,

[...] Read more

song performed by Wheatus
Added by Lucian Velea
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