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Lkg Dav School Rhythmic Rhymes Be Glad Your Nose is on Your Face and Other Poems Baby Shark Nursery Rhymes Twinkle, Twinkle Little Star Cloth Book Media Sexploitation Long Walk to Freedom English Next India This Little Piggy Rhymes 'n Rhythms for the ESL Classroom picture dictionary b Hindi Varnamala Geet Conﬁdence is My Superpower A Flowering Tree and Other Oral Tales from India Ticktock Learning Line: Counting 1-100, Grade 1 - 2 Workbook Birds, Beasts and Flowers Introduction to Community and Public Health Resources for TESOL Teaching The Shade of Cocoa Writing Erotica The Tale of Custard the Dragon Earth Day Every Day Wild And Wilful Let Nobody Turn Us Around Teddy Bear, Teddy Bear The Selﬁsh Crocodile Kid's Box 2 Teacher's Book The Birthday Kitten Aesop's Fables Enrich Your Marriage Ten Little Fingers Rhymes and Rhythms The Tortoise and the Hare I Am Earth The Drowned Sailor About My Country Divine Healing (Sea Harp Timeless series) Move-along Nursery Rhymes Modern English Linguistic Minorities in Multilingual Settings Lkg Dav School Rhythmic Rhymes Downloaded from intra.itu.edu by guest CASSIUS JAEDEN Be Glad Your Nose is on Your Face and Other Poems Flourishing Faith The book that inspired the major new motion picture Mandela: Long Walk to Freedom. Nelson Mandela is one of the great moral and political leaders of our time: an international hero whose lifelong dedication to the ﬁght against racial oppression in South Africa won him the Nobel Peace Prize and the presidency of his country. Since his triumphant release in 1990 from more than a quarter-century of imprisonment, Mandela has been at the center of the most compelling and inspiring political drama in the world. As president of the African National Congress and head of South Africa's antiapartheid movement, he was instrumental in moving the nation toward multiracial government and majority rule. He is revered everywhere as a vital force in the ﬁght for human rights and racial equality. LONG WALK TO FREEDOM is his moving and exhilarating autobiography, destined to take its place among the ﬁnest memoirs of history's greatest ﬁgures. Here for the ﬁrst time, Nelson Rolihlahla Mandela tells the extraordinary story of his life--an epic of struggle, setback, renewed hope, and ultimate triumph. Baby Shark Nursery Rhymes BoD - Books on Demand Teddy Bear, Teddy Bear, turn around. Teddy Bear, Teddy Bear, touch the ground. For generations, children of all ages have enjoyed this playful action rhyme. Engaging text is closely paired with colorful illustrations to help children follow along with the motions as they sing this classic song. Includes online music access. Twinkle, Twinkle Little Star Cloth Book HarperCollins "This is a photocopyable collection of rhythmic rhymes for learners of English at the beginning level... The collection can be used selectively with your learners and in its entirety with young adults and adults. The rhymes are very rhythmic, and may be used chorally in class in a variety of enjoyable ways to introduce, review, or just have fun with pronunciation, vocabulary, and grammar."--p. vii of book. Media Sexploitation A&C Black Rhyming is one of the best ways to teach young students about language. Students will learn why rhyming is a core language skill, and how it also makes words and ideas easy to remember. This book features fun examples of rhymes, from silly sentences to popular nursery rhymes. Students will also be introduced to the concept of rhythm, and will see how this essential language concept goes hand-inhand with rhyming. Readers are encouraged to put it all together with quiz questions on every spread. This volume features informative graphic organizers, a glossary, index, and websites for additional learning. Long Walk to Freedom Kids Can Press Brought to life by colourful and endearing illustrations, this nursery song and rhyme are presented in an infantfriendly cloth book format. English Next India Capstone Classroom Practice leads to proﬁciency! Motivate young learners with engaging skill-speciﬁc practice in 32 full-color pages. Quick and captivating activities keep children focused as they practice important concepts such as recognizing numbers to 100, counting to 100 by ones, twos, ﬁves, and tens, and understanding greater than and less than. This Little Piggy Capstone A boastful hare meets his match in this attractive retelling of Aesop's famed tale. Rhymes 'n Rhythms for the ESL Classroom Capstone An illustrated collection of twenty nursery rhymes related to time. picture dictionary b Rowman & Littleﬁeld Hindi Varnamala Geet- A language which is spoken worldwide. This book will help young kids/adults learn and rhyme Hindi varnamala geet of 48 vowels & consonants. Book has 48 colorful & attractive illustrations which are likable by children of all ages and makes it very meaningful and easy to understand. Appropriate for all ages from small children, to teens, to college going and adult students. This book is perfect choice for learning the Hindi alphabets. Hindi Varnamala Geet Bellingham, WA ; North Vancouver, BC : SelfCounsel Press A Primer on Biblical Healing The transformational healing ministry of Jesus stands in stark contrast to what many Christians have come to believe today: that God doesn't always heal sickness, that healing is primarily attained through modern medicine, that God cares about spiritual health more than physical health. In Divine Healing, Andrew Murray examines some of the mysteries of divine healing: God's desire to redeem His people in body and soul, His absolute victory over sin and death and the necessity of the believer's faith-ﬁlled participation in healing. Andrew Murray (1828-1917), preacher, pastor, and brilliant theologian, believed that God was deeply committed to healing in both body and soul. When Murray grew ill and lost his voice for more than two years, he engaged in an intense study of healing in Scripture, seeking an answer to the question that many have asked: Should I pursue medical treatment, or exclusively seek healing from the Lord? The Lord healed Murray's voice and, from that point on, healing the sick became a central part of his preaching and ministry. In Divine Healing, Murray shares a series of meditations centered on "The Prayer of Faith" found in James 5:15, unraveling deep questions surrounding the diﬃcult topic of divine healing, including: Is sickness a sign of God's judgment? How does faith play a part in healing? Why are some people healed and others not? What does the Bible say about healing? Is sickness God's will? Murray directs the reader back to Scripture and the many examples of Jesus healing the sick. More than anything, he draws the reader into a greater understanding of the Lord's commitment to the growth, health and wholeness of His people. Conﬁdence is My Superpower Baby Rhyme Time Aesop's Fables, attributed to the legendary storyteller Aesop from ancient Greece, comprise a collection of succinct and timeless moral tales. These fables feature animal characters, each symbolizing human qualities or foibles, and they convey essential moral lessons through engaging and straightforward narratives. Their hallmark characteristics include simplicity, accessibility, and universal themes that explore human behavior, ethics, and wisdom across a wide range of scenarios. These fables remain enduring classics, such as "The Tortoise and the Hare" and "The Boy Who Cried Wolf," continuing to captivate readers of all ages by imparting moral wisdom through memorable storytelling. A Flowering Tree and Other Oral Tales from India DigiCat A profound truth of the wild, and the world at large, is that we are a part of it, not owners of it. Is there any animal we love and hate as much as the Royal Bengal Tiger? Tigers are feared and poached, but they also endure, becoming pin-ups for candlelight marches. Indian elephants are trapped by railway lines and fences, but are reclaiming their bodies and colonizing new areas in central India. And in our dirty cities, the sparkling Plain Tiger Butterﬂy ﬂourishes as one of our last links to wildlife. Wild animals exist beyond our control. They are harmless, only occasionally dangerous. They live with us, or in spite of us. Those who know them understand that wild animals require acceptance for what they are, not enslavement for what we want them to be. In this book, we meet ﬁfteen iconic Indian species in need of conservation and heart. The author explores what these creatures need, and how they exert agency and decision-making. With an equal emphasis on human and animal, science and skilled prose, Wild and Wilful reveals the magic of the wild in our daily lives. It will take you from fear to wonder. Ticktock Createspace Independent Publishing Platform "Birds, Beasts and Flowers" is a collection of poetry by the English author D. H. Lawrence, ﬁrst published in 1923. The poems in the collection include some of Lawrence's ﬁnest reﬂections on the "otherness" of the nonhuman world. The recollections on the topic were inspired by Lawrence's stay in San Gervasio near Florence in September 1920. The author managed to transfer the atmosphere of that place and time masterfully. Learning Line: Counting 1-100, Grade 1 - 2 Workbook Little, Brown The 19th-century European notion of the one people-one language nation as the ideal state has been a very pervasive inﬂuence in spite of the fact that most countries in the world today are multilingual, that is they contain ethnic groups in contact and not infrequently in competition. Such thinking has held implications for the setting of language policies, from hanging a wooden clog around the neck of a child heard speaking Occitan in Southern France to the considerable budgeting in Ireland for the promotion of Irish. In this book, Paulston presents an analytical framework for explaining and predicting the language behaviour of social groups as such behaviour relates to linguistic policies for minority groups. She argues that a number of factors must be considered in the understanding and establishment of language policies for minority groups: (1) if language planning is to be successful, it must consider the social context of language problems, (2) the linguistic consequences for social groups in contact will vary depending on the focus of social mobilization, i.e. ethnicity or nationalism, and (3) a major problem in the accurate prediction of such linguistic consequences lies in identifying the salient factors which contribute to language maintenance or shift, i.e. answering the question "under what conditions?". Part I outlines and discusses the analytical framework, beginning with a general consideration of language problems and language policies and of the social factors which contribute to language maintenance and shift. The author continues to discuss four distinct types of social mobilization, which under certain speciﬁed social conditions result in diﬀerent linguistic consequences: ethnicity, ethnic movements, ethnic nationalism, and geographic nationalism. The argument is that such an understanding is vital to helpful educational policies and successful language planning in general. Part II contrasts and compares a number of case studies for clariﬁcation of their diverse courses of mother tongue maintenance. It particularly seeks to illustrate the type of social mobilization discussed in Part I and to understand the social conditions which inﬂuence and alter the eﬀects of the type of social mobilization. Birds, Beasts and Flowers Signet Includes three traditional nursery rhyme, illustrated by diﬀerent artists. Introduction to Community and Public Health Children's Press Flourishing Faith-Devotional Studies to Fit Your Life Can you stay connected with God when life leaves you too busy to breathe? Yes, by tuning in to his presence and listening to his voice, moment by moment. In Flourishing Faith, you will encounter God through a variety of daily experiences that foster a sense of curiosity and excitement. Each book is a thirty-day journey with three faith-nourishing experiences each day. You can do one in the morning, at noon, and in the evening, or select one per day. There are also "go deeper" ideas for longer personal retreats. Marriage can be both one of the most wonderful experiences of human life and also one of the most challenging. In Enrich Your Marriage, you'll explore what Scripture says about what you can do as a wife to help your marriage grow and ﬂourish. FREE leader's guide download is available. Resources for TESOL Teaching John Wiley & Sons Kid's Box is a six-level course for young learners. Bursting with bright ideas to inspire both teachers and students, Kid's Box gives children a conﬁdent start to learning English. It also fully covers the syllabus for the Cambridge Young Learners English (YLE) tests. The Teacher's Book contains comprehensive notes, as well as extra activities and classroom ideas to inspire both teacher and students. The Shade of Cocoa Evan-Moor Educational Publishers This guide to English usage describes the word order, puncuation, rhetorical eﬀect and special meanings of each grammatical structure. Emphasizing both formal and informal written English, it features a number of examples in natural language. Writing Erotica Univ of California Press I Am Earth introduces kids to the basic concepts of earth science while also encouraging the importance of taking care of our special planet through environmental awareness and sustainability. Keeping Earth a happy healthy place to live is important for everyone big and small. In this Earth science book for Best Sellers - Books : * The Going To Bed Book By Sandra Boynton * Twisted Lies (twisted, 4) * The Courage To Be Free: Florida's Blueprint For America's Revival By Ron Desantis beginners, kids learn what makes our planet so uniquely special and how people can work together to keep it a healthy home. The Tale of Custard the Dragon Prentice Hall One of America's most prominent historians and a noted feminist bring together the most important political writings and testimonials from African-Americans over three centuries. * Love You Forever By Robert Munsch * Hello Beautiful (oprah's Book Club): A Novel * Hunting Adeline (cat And Mouse Duet) * The Very Hungry Caterpillar * Think And Grow Rich: The Landmark Bestseller Now Revised And Updated For The 21st Century (think And Grow Rich Series) By Napoleon Hill * My First Library : Boxset Of 10 Board Books For Kids By Wonder House Books * Jackie: Public, Private, Secret	<urn:uuid:818568d2-3125-4ac3-991d-15c8bebe07e7>	CC-MAIN-2024-22	https://intra.itu.edu/locs?dataid=S66y788&FilesData=Lkg-Dav-School-Rhythmic-Rhymes.pdf	2024-05-25T09:12:50+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058789.0/warc/CC-MAIN-20240525065824-20240525095824-00491.warc.gz	277,390,296	3,090	eng_Latn	eng_Latn	0.9813	eng_Latn	0.997006	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 558, 1012, 2246, 3579, 4864, 6240, 7622, 9015, 10317, 11713, 13085, 14261, 14663 ]	[ 3.0625 ]	1	0
Voices of a People's History of the United States TEACHER'S GUIDE Gayle Olson-Raymer Humboldt State University With selected chapters written by Humboldt County AP Teachers: Jack Bareilles (McKinleyville High School), Natalia Boettcher (South Fork High School), Mike Benbow (Fortuna High School), Ron Perry (Eureka High School), Robin Pickering, Jennifer Rosebrook (Arcata High School), Colby Smart (Ferndale High School), and Robert Standish (South Fork High School) Copyright © by Gayle Olson-Raymer All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form, by any means, including mechanical, digital, photocopying, recording, or otherwise, without the prior written permission of the publisher. Seven Stories Press Watts Street New York, NY www.sevenstories.com ISBN-: --- / ISBN-: ---- College professors may order examination copies of all Seven Stories Press titles for a free six-month trial period.To order, visit www.sevenstories.com/textbook, or fax on school letterhead to --. College professors who have adopted Voices of a People's History of the United States by Howard Zinn and Anthony Arnove as a course textbook are authorized to duplicate portions of this guide for their students. Design by Jon Gilbert Printed in the U.S.A. CHAPTER TWENTY-FOUR Bush II and the "War on Terror" Everything seemed changed in the world after the tragic events of September , . Or was it? True, people in the United States experienced a very real fear. After all, it was the first time we were attacked on our own soil. But when we truly subject the rhetoric of the Bush administration to scrutiny, it becomes clear that much did not change. The politics of fear are part of our history. If we move backward to Salem in or move forward to McCarthyism in the s, it is easy to recall the politics of fear that encouraged irrational reactions to perceived threats. Internal enemies have always threatened the status quo; they were Loyalists in the eighteenth century, Communists from the mid-nineteenth century through , and today they are terrorists. Since September , , the balance between civil liberties and security has often tipped in favor of the latter. But this imbalance is also part of our history. Only seven years after the Bill of Rights was signed, Congress passed the Alien and Sedition Acts. During World War I, a new and more virulent rendition of these acts became law. In the wake of September , we saw the passage of the PATRIOT Act. The voices in this chapter recognize that we are fighting old enemies in a new political package. They ask us to listen carefully to the reasons the Bush administration gave for the wars in Afghanistan and Iraq. They ask us to learn from our past mistakes and to question governmental decisions that have lead us into new wars. Document-Based Questions MICHAEL MOORE . Do you think that Michael Moore is being fair to Bush? Is it really fair to criticize someone who was born into wealth for taking advantage of his or her position? Why does Moore think such behavior is wrong? . Why does it seem hypocritical to Moore that Bush used the federal government to back him in the voter controversy during the presidential election? Do you agree or disagree with Moore? Explain. . What are Moore's complaints about the Democrats? Do you agree or disagree with his criticism? Explain. ORLANDO AND PHYLLIS RODRIGUEZ . Why wouldn't the parents of a young man who perished in the WorldTrade Center attack support the "war on terror"? Do you think their response was typical or atypical of the responses by families of other victims? Explain. . The Rodriguezes feel that a war of revenge will only nurture "further grievances against us." What grievances against the United States already existed in "distant lands"? Do you think we should be concerned about these grievances? Explain. . Do you agree that their son, Greg, was "a victim of an inhuman ideology"? How would you describe that ideology? RITA LASAR . What similar themes are echoed in the Rodriguez and Lasar letters? . Do you agree or disagree with Lasar that September "did not change the world. What it did, in is own terrible way, was invite Americans to join the world"? Why? . In , Lasar felt that "[w]e can no longer afford a go-it-alone approach." Do you think most people in the United States agreed with her when she wrote this piece? What do people think about this unilateral approach today? MONAMI MAULIK . What does Maulik say is the difference between organizing and providing services? Do you agree or disagree? Would you rather be involved in organizing or providing services? Why? . Do you agree that an "anti-immigrant backlash is currently being institutionalized"? How and why? . How is the PATRIOT Act a form of "state violence"? In what ways does the author think the PATRIOT Act encourages racism and xenophobia? INTERNATIONAL BROTHERHOOD OF TEAMSTERS LOCAL 705 . Why would some labor unions oppose the war in Iraq? . Why did theTeamsters Local think that Bush planned to go to war with Iraq? Were these beliefs typical or atypical of most people? Explain. . How can the goal of fighting for justice be used to both defend and support the war in Iraq? RACHEL CORRIE . Why are eight-year-old Palestinians "much more aware of the workings of the global power structure" than Rachel Corrie was as a young adult? Why aren't eight-year-old Americans as aware? Should they be more aware? . What do you find most compelling about Corrie's description of living in the Gaza Strip? . Why do you think the Palestinians would have concerns about the United States going to war with Iraq? DANNY GLOVER . What justification do Danny Glover and the other voices in this chapter provide for the accusation that the United States government represents "the real users of weapons of mass destruction"? . What are the "obstacles that have been placed in our path on this journey"? What is the journey Glover describes? Do you think the obstacles were fair? Explain. . How and why are some people more inclined to listen to Glover's message than to messages from some of the other voices in this chapter? Who might be less inclined and why? ~ - AMY GOODMAN . How do independent media sources differ from mainstream media sources? Which sources do you prefer, and why? . Do you think embedded reporters can provide balanced journalistic news? Why, or why not? What are Amy Goodman's criticisms of embedded reporting? . Do you agree with Goodman's goal "to make dissent commonplace in America"? Why, or why not? Do you agree with Goodman when she states, "Dissent is what makes this country healthy"? TIM PREDMORE . Why does Tim Predmore claim that the "shock and awe" description of the war in Iraq is hypocritical? Do you agree or disagree? Explain. . What does Predmore believe to be the real purpose of this "modern-day crusade"? Do you agree or disagree? Explain. Why has he lost his "conviction"? . At the time you read this article, how many United States soldiers had died in Iraq? How many Iraqis? MARITZA CASTILLO, ET AL. . How has the United States government justified sending members of the National Guard to Iraq? How has it justified extending the soldiers' military commitment in Iraq? . Do you think that a group of mothers who organized a hunger strike would influence military decisions in regard to the National Guard? Why, or why not? . Do you think it is true that the "coalition we are being told about does not really exist"? How does the Bush administration describe this coalition? Is it really a coalition? Should fighting as part of a coalition be required before a nation goes to war? KURT VONNEGUT . What is Kurt Vonnegut's "dream" for America? How does it compare and contrast with yours? . Why do you think Howard Zinn included this particular entry in Chapter ? . Do you think that "only nut cases want to be president"? What examples might Vonnegut use from United States history? PATTI SMITH . This song was written in . Is it still relevant today? . Do the "people have the power"? Do they really "rule"? Provide examples from the voices used throughout this book to illustrate your answer. . Why does Howard Zinn end his book with Smith's "People Have the Power"? Main Points in Voices, Chapter 24, "Bush II and the 'War on Terror'" After reading Chapter in Voices, students should be encouraged to identify what they believe to be the main points therein. Following are four possible main points. . Immediate and eloquent opposition arose when President Bush declared a vengeful "war on terrorism" after September , including those affected by the attack, such as family members. . While the "war on terror" declared after September , , opened a new chapter in United States history, it also shared continuity with earlier chapters in United States history, especially in terms of the aims, goals, and methods of United States foreign policy and of ways the United States government has sought to treat dissent and limit civil liberties in times of war or during the threat of war. . Since September , , the anti-immigrant backlash in the United States has increased against those of Arab, South Asian, and Muslim descent and appearance. . As the occupation of Iraq continued throughout , opposition to United States involvement grew within military ranks, as well as among veterans of the war and their families. Main Points in Voices, Chapter 24, "Bush II and the 'War on Terror,'" and in A People's History, Chapter 24, "The Coming Revolt of the Guards," or Chapter 25, "The 2000 Election and the 'War on Terrorism'" If your students are also reading A People's History, they should be encouraged to identify what they believe to be the main points in Chapter in Voices and in Chapter or in A People's History (depending on which edition you are using.) Following are five additional points to be stressed when Voices and A People's History are used together. . In the election, there was little difference in the corporate support of the Democratic candidate, Al Gore, and the Republican candidate, George W. Bush. . The presidential election was both one of the most "bizarre" events and one of the closest calls in United States history. . Despite the claims of the Bush administration, terrorism cannot be defeated by force; rather, defeating terrorism depends on addressing the deep grievances against the United States, making fundamental changes in United States foreign policy, and changing the United States government's domestic and international funding priorities. . Ever since the calamity of September , the United States public has been "overwhelmingly supportive" of President Bush's "war on terrorism." . The mainstream media have failed to convey the full extent of the human catastrophe that has been caused by the wars in Afghanistan and Iraq, nor have they publicized the voices critical of current United States foreign policy in regard to Afghanistan and Iraq. General-Discussion Questions for Voices While the following questions are designed for classroom discussion about all the voices read in Chapter , they can also be rewritten and included as evaluation tools. . In looking back at the and presidential races conducted by George W. Bush, how do the two compare and contrast in style and substance? . What other choices might have been made after September instead of declaring "war on terrorism"? Do you think people would have supported any of these alternative choices? Why, or why not? . What are the "roots of terrorism," according to Lasar? . What is the PATRIOT Act? Why did it receive overwhelming bipartisan support? What are some current criticisms of the act? . What is "grassroots" organizing? Do you think that this type of organizational activism is more effective than work done at the state or federal level? How and why? Have you ever been involved in grassroots organizing? . What is xenophobia? Is anti-immigrant sentiment new to the United States? Explain. . How would you describe the current Palestinian national entity? Why are most Americans ignorant of the current status of the Palestinians? What political changes do most Palestinians support? . How much coverage did the mainstream media give to antiwar demonstrations that began in early and continued throughout the invasion and the subsequent American occupation of Iraq? . Is it unpatriotic to challenge the decision of the United States government to go to war with Iraq? Explain. . What is "investigative" journalism? Has there been much investigative journalism conducted in regard to the wars in Afghanistan and Iraq? Explain. Do you think people want more or less investigative journalism? Why? . What problems arise when large corporations dominate ownership of media outlets? What do you expect from the media today? Are your expectations being met? How and why? . What general themes are common to all the voices of this chapter? General-Discussion Questions for Voices and A People's History These general-discussion questions are additional questions for students who have read Chapter in Voices and Chapter or in A People's History (depending on which edition you are using). For all questions, discussion must focus on ways the materials in both chapters help students formulate and articulate their answers. . If Al Gore and George W. Bush were alike in their bids for the presidency as Howard Zinn suggests, how did they differ? . What was Ralph Nader's political agenda in the and presidential elections? . What was the role of the Electoral College in determining the , , and presidential elections? . Justice John Paul Stevens' minority opinion in Bush v. Gore (December , ) held that the real loser in the election was "the nation's confidence in the judge as an impartial guardian of the rule of law." Do you agree or disagree? Explain. . Why do you think the Democrats have only been able to muster a "timid opposition" to the Bush administration's "pro-big-business agenda"? . Do you agree or disagree with Howard Zinn that "terrorism could not be defeated by force"? Does he provide enough evidence to convince you of his position? Explain. . Why do you think the American public initially demonstrated overwhelming support for Bush's "war on terrorism"? Was there more or less support for the war on Iraq? . Do you agree with some antiwar critics that the United States government was fighting a war of revenge in both Afghanistan and Iraq? If this is the case, is revenge a good reason to wage war? . What are the grievances that some people in the Arab world harbor against the United States government? Are these grievances that can be mitigated with a war on terrorism? Should the United States government address these grievances? . Why does Howard Zinn believe that the United States government would never make American foreign-policy changes that would change the power of the military-industrial complex? Evaluation Tools SUGGESTED ASSIGNMENTS These assignments can be adapted to meet any classroom need—homework, shortor long-term research projects, individual or group work. The end product should be flexible, depending on teacher interest and student abilities—papers, journals, oral reports, visual aides, and the like. . Watch at least two of Michael Moore's most recent movies—Fahrenheit 911 and Roger and Me would be good choices—or watch one movie and read one of his books—Stupid White Men and Dude, Where's My Country? After reading his letter to president-elect Bush written in , what themes do you find consistently emerge from the letter and the movie(s), or the letter, movie, and book? Which themes do you think are most effectively presented in these three sources? Least effectively? Do you think Moore is a modern-day muckraker? Explain. Do you think Moore's style brings new converts, or does it alienate potential supporters? Use specific examples from your three sources to support your position. . Anti-Muslim prejudice existed in the United States long before September . Such watchdog organizations as the American-Arab Anti-Discrimination Committee (ADC) began reporting on anti-Muslim actions shortly after the Gulf War. Learn more about such beliefs and activities over the past decade. What is being done to protect Muslims in the United States? What is not being done? What should be done? . Learn more about a grassroots organization in your community that is devoted to a social-justice cause. Attend a meeting, visit its headquarters, and interview a member to learn more about its origin, goals, membership, and accomplishments. Is this an organization you might support? Explain. Do you think it has been effective in recruiting members and accomplishing any of its goals? Explain. . Create an annotated chronology of anti-immigrant federal actions and legislation from the late eighteenth century on. What themes emerge from such actions and legislation? Do we see more or less actions and legislation in the twentieth century than before? Why do you think that we—a nation of immigrants—have such a long history of anti-immigration policies? Do you think this situation will change in the twenty-first century? Explain. . In October , Ariel Sharon convinced the Israeli Knesset to vote for the withdrawal of Jewish settlers from the Gaza Strip. Learn more about the growth of Jewish settlements in both Gaza and the West Bank from on. What role have such settlements played in preventing the Israelis and Palestinians from reaching a peaceful solution to a long war? What role has the United States played in getting the Israelis and Palestinians to negotiate the settlement question? Why did a significant percentage of Palestinians oppose the procedure under which the decision to withdraw was made? Do you think the settler issue will ever be resolved? Explain. . Using a search engine of choice, find out more about Rachel Corrie's mission in the Palestinian territories, her death, the media's treatment of her death, and the United States government's response to her death. Do you think she died in vain? Explain. . Go to the Democracy Now! Web site (www.democracynow.org) and learn more about how and why this independent source is different from mainstream television, radio, and print media. Do you think that we need such a source to ensure, as Howard Zinn notes, that we will not "sacrifice truth for profit"? Select at least one news article from the website to illustrate how truth rather than profit has been the motive behind the report. . Using a search engine of choice, select a news story on any particular day that has to do with a current and controversial United States foreign policy. Read at least two articles about this story from the mainstream press and then read two others from independent news sources. Finally, read about the story from a news source outside the United States. How do they compare and contrast? Which is the most useful coverage and why? Least useful? . In the November/December edition of Mother Jones magazine, journalist David Goodman reports on a growing movement—Iraq Veterans Against the War (IVAW). Read the article, "Breaking Ranks," available online at www.motherjones.com/news/feature///_.html, and then find out more about IVAW at www.ivaw.net, and Military Families Speak Out at www.mfso.org. How does their information compare and contrast with the article in Voices by Tim Predmore? Why are the Iraq veterans and their families "breaking ranks" with the Bush administration? What do you find most compelling about their reasons? Least compelling? Why aren't these stories covered by the mainstream press? Should they be? . Learn more about the origin and functions of the Electoral College in presidential elections. Then write an essay arguing that the Electoral College should or should not be abandoned and replaced by popular vote in all presidential races. . Conduct research on Al Jazeera, the Arab news station located in Qatar. View the film Control Room and visit the network's English-language Web site at http://english.aljazeera.net/HomePage. What are the origins, goals, and accomplishments of this news organization? How and why does its news coverage differ from that provided in the United States? Do you think its reporting is biased? Is it more or less biased than United States news reporting in the mainstream media? SUGGESTED ESSAY QUESTIONS . In Rita Lasar's essay, written one year after September , she states, "We Americans have a choice." We could "go-it-alone" or accept the invitation "to join the world." Using examples from your reading, show reasons for and against each of these choices. Then make your own choice and support it. . Shortly after the tragic events of September , , President Bush declared that "You are either with us, or you are with the terrorists." What is the message in this declaration? Is this a new message for a United States president? If so, how? If not, why not? Do you agree or disagree with the president? Does this message infringe your rights under the First Amendment? Be sure to provide examples with your answers. . What role have journalists and the media played in "selling" the wars in Afghanistan and Iraq to the American people? Be sure to use information from the chapters to support your answer. In your opinion, have they been successful? Explain. How would you change news coverage of war? . Throughout , much debate focused around the comparisons between United States involvement in Vietnam and in Iraq. Do you think American involvement in the two wars is comparable? Why, or why not? Be sure to use examples from both Chapter and Chapter to answer this question. . It has often been said, as Kurt Vonnegut does in Chapter , that "power corrupts us, and absolute power corrupts absolutely." What does this statement mean? How do the voices in this chapter support this contention? Do you believe that United States governmental policies of the early twentyfirst century support or refute this statement? Provide examples from the reading within your answer. . Many people have argued that a vote for a third-party candidate in the and elections was a vote that hurt the Democratic Party. Using the various voices you have read, as well as other information in your books, discuss the role of third parties in the and presidential elections. Did they help define the political debate or did they detract from it? Do you think you might support a third-party candidate? If so, under what circumstances? If not, why not? . Using as many examples as possible from your reading, write an essay that argues that the war on terrorism—as it is presently being fought—can or cannot be won. . Howard Zinn closes the final chapter in A People's History by reminding his readers that the future of democracy depends on the actions of the United States public. What decisions have we made in the early twenty-first century that will shape the future of the United States? Are these decisions consistent or inconsistent with past decisions? Which of these decisions do you feel will have a positive effect on the next decades? A negative effect? Be sure to use examples from your reading to back up your answers. . In your own words, explain your understanding of the twenty-first century "war on terrorism." Then use some of the voices from your reading to answer the following questions: How and when did the war begin? How and why has it been a unilateral or a multilateral war? How and why has it moved from Afghanistan to Iraq? How and why might it expand to other parts of the world? SIMULATIONS AND OTHER CREATIVE APPROACHES . Write two letters—one to George W. Bush and the other to John Kerry— in which you discuss your feelings about the presidential race of . It's important that you let them know what you thought about the campaign—the debates, what they said that you could support, and what they failed to discuss during the course of the campaign.Then tell them how you felt about the election outcome and what you predict will be the course of our nation over the next four years. . Create a grassroots organization that is devoted to activism on a topic important in your academic setting. Define the issue and how you propose your organization will act upon it. Arrange for a meeting and create flyers designed to get people to attend. Then hold a meeting in your classroom. Afterward, determine the degree of success you had in getting your colleagues to "buy in to" your cause. What will you have to do to maintain the organization's momentum? Do you think it would be worth the effort? . Imagine that you have been asked to design a fourth presidential debate for the election. You have decided to invite the five major candidates— George W. Bush, John Kerry, Ralph Nader (Reform Party/Independent), David Cobb (Green Party), and Michael Badnarik (Libertarian Party). You have also decided that the discussion will be exclusively devoted to United States foreign policy and that you will invite all twelve contributors to Chapter in Voices to pose three questions each. The candidates will be given the questions the day before the debate. Now, stage the debate. . Write and illustrate a children's book on antiwar activism. Be sure to include the history of antiwar efforts in the United States, as well as antiwar efforts currently operating in the United States. When the book is completed, ask an elementary-school teacher if she or he is willing to read it in their classroom. OTHER HOWARD ZINN TITLES AVAILABLE FROM SEVEN STORIES PRESS For ordering and course adoption information visit www.sevenstories.com and www.sevenstories.com/textbook A Young People's History of the United States Adapted by Rebecca Stefoff Zinn's first book for young adults retells U.S. history from the viewpoints of slaves, workers, immigrants, women, and Native Americans, reminding younger readers that America's true greatness is shaped by our dissident voices, not our military generals. The single-volume edition also includes side-bar stories of actual children who made American history, from Anyokah, who helped bring written language to her Cherokee people, to John Tinker, a high school student who fought all the way to the Supreme Court for freedom of expression at school—and won. "In many years of searching, we have not found one history book to recommend . . . until the just published A Young People's History of the United States. This is the edition of A People's History that we have all been waiting for."—Deborah Menkart, executive director, Teaching for Change Volume 1: From Columbus to the Spanish-American War / Paper over board 978-1-58322-759-6 $17.95 224 pages, illustrations throughout Volume 2: From Class Struggle to the War on Terror / Paper over board 978-1-58322-760-2 $17.95 240 pages, illustrations throughout - Paper 978-1-58322-869-2 $19.95 464 pages, 50 b&w, illustrations and photos Cloth 978-1-58322-886-9 $45.00 464 pages, 50 b&w, illustrations and photos Voices of a People's History of the United States Second Edition Edited with Anthony Arnove The companion volume to historian Howard Zinn's legendary best-selling book A People's History of the United States. "Voices should be on every bookshelf. [It presents] the rich tradition of struggle in the United States, from the resistance to the conquest of the Americas in the era of Columbus through the protests today of soldiers and their families against the brutal invasion and occupation of Iraq." —Arundhati Roy "In Voices, Howard Zinn has given us our true story, the ongoing, not-so-secret narrative of race and class in America." —Russell Banks Paper 978-1-58322-628-5 $22.95 672 pages Readings from Voices of a People's History of the United States Edited by Anthony Arnove and Howard Zinn Authors Howard Zinn and Anthony Arnove are joined on this audio CD by Danny Glover, Sarah Jones, Paul Robeson, Jr., Lili Taylor, Wallace Shawn, and Marisa Tomei to perform rousing words of dissent selected from the complete anthology. Audio CD 978-1-58322-752-7 $14.95 45 minutes Artists in Times of War Zinn's essays discuss America's rich cultural counternarratives to war, from grassroots pamphlets to the likes of Bob Dylan, Mark Twain, E. E. Cummings, Thomas Paine, Joseph Heller, and Emma Goldman. "The essays are all elegantly written and relate history to the great crisis of current times: war of aggression, western state terrorism, and obedience to state power under the guise of patriotism." —Tanweer Akram, Press Action Open Media Book / Paper 978-1-58322-602-5 $9.95 160 pages Howard Zinn on History and Howard Zinn on War These two companion volumes are handy pocket guides on the power of history when it is put to the service of the struggle for human rights, and on the meaning of war in a world where we have so far proven unable to overcome our primitive predilection for destroying our neighbor. On History Paper 978-1-58322-048-1 $12.95 240 pages / On War Paper 978-1-58322-049-8 $12.95 224 pages Terrorism and War Edited by Anthony Arnove Zinn explores how truth, civil liberties, and human rights become the first casualties of war and examines the long tradition of Americans' resistance to US militarism. "A significant number [of students] say that this and other books from a radical perspective have transformed their understanding of US society, politics, and culture." —Darrell Y. Hamamoto, University of California, Davis Open Media Book / Paper 978-1-58322-493-9 $9.95 144 pages The Zinn Reader Writings on Disobedience and Democracy, 2nd Edition The definitive collection of Zinn's writings on the great subjects of our time— race, class, war, law, means and ends—now updated with thirteen recent essays. "A welcome collection of essays and occasional pieces by the dean of radical American historians."—Kirkus Reviews Paper 978-1-58322-870-8 $21.95 752 pages La otra historia de los Estados Unidos "Zinn's work is a classic of revisionist history, bringing forth voices that have previously been muffled. He lets women, African Americans, workingclass people, and, yes, Hispanics speak for themselves. This Spanish edition should prove popular in both public and academic libraries." —Library Journal The first Spanish-language edition of Howard Zinn's contemporary classic, A People's History of the United States. SIETE CUENTOS EDITORIAL Paper ISBN 978-1-58322-054-2 $19.95 504 pages THE ZINN EDUCATION PROJECT Seven Stories is pleased to support the Zinn Education Project, a collaboration between Rethinking Schools and Teaching for Change, dedicated to introducing middle school and high school students to a more accurate, complex, and engaging understanding of United States history than is found in traditional textbooks and curricula. Visit the web site to see how you can bring Zinn's teaching into the classroom, showing students that history is made not by a few heroic individuals, but by people's choices and actions. http://www.zinnedproject.org A People's History for the Classroom Bill Bigelow Activities and projects for middle school and high school classrooms, inspired by Zinn's A People's History. 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Toilet Training Advice for Parents of Children with Autism Teaching your child to use the toilet is not always easy, whether they are on the autism spectrum or not. But if your child is autistic, the process of toilet training can start later and take longer. As with any child, toilet training needs to happen when your child is ready and relaxed with the process. Using the toilet independently is what you want for your child but this may take a long time with lots of small steps along the way. For a child with autism toilet training is not just about physical aspects as social factors can also be a considerable issue. Autistic children tend not to have the social impulse to want to be like others and use the toilet. Your child might not see the point of using the toilet and may prefer to continue to use a nappy. When Should We Start? As with any child, there is no point starting until your child is ready and beginning to recognise that they need to use the toilet. Consider: * Are they feeling uncomfortable in a full nappy? * Have they shown interest in using the toilet? * Do they let you know when they have urinated/defecated? If the answer to these questions is 'yes', then they may be ready to start using a toilet. Developing a Routine Children with autism often benefit from routine and it's worth developing one when you start toilet training. * Have the potty in sight early on so that your child can start to feel comfortable with it. * Try changing your child's nappy where they can see the potty or toilet and begin to associate it with urination/defecation. * Keep track of when your child urinates or defecates – if they have a regular pattern then sit them onto the potty or toilet at around that time. * Take your child to the toilet at regular intervals during the day and ask them every so often if they need to use it. * Use lots of positive reinforcement and praise. * Use a visual sequence with an older child so that they understand what they need to do when they use the potty or toilet. Keep the sequence in the same order each time, e.g. take down your trousers; pull your pants down; sit on the toilet; use the toilet; wipe; pull your pants up; pull your trousers up; flush the toilet Toilet or Potty? This can depend on how old your child is and where they feel most comfortable. There needs to be a calm and relaxing environment so it could be that a younger child may feel happy sitting on a potty just outside the toilet. An older child may need to use the toilet as this is what they associate with needing to go. Make the experience as comfortable as possible – have a footstool; a smaller training seat; a rail at the side for your child to hold onto. Think about your child's sensory issues: Is there bleach or toilet cleaner that smells too strong? Is the light too bright? If so then make adjustments so that your child does not experience sensory overload Your child needs to feel comfortable and relaxed enough to go to the toilet. Try having water running in the background or a toy for your child to look at or play with whilst they are on the toilet. Other Issues Some children like the feel of a full nappy as it satisfies sensory needs, which is comforting. Find a different way of meeting these needs like wrapping them in a weighted, warm blanket. Others find defecation/urination scary as they do not know or understand what is happening, especially once a nappy has been removed. Try keeping the nappy on but cutting a hole in the bottom so that they can still feel tightness around the waist. Try and keep things calm and normal when your child it toilet training as this will lower anxiety levels – if they are not ready then go back to nappies for a while and start again at a later date. Remember: You are not alone. If effective communication becomes too much of an issue, speak to your health visitor or doctor, or contact a local autism support group.	<urn:uuid:859c6495-cbb8-4b6c-8c46-942b89f7a00c>	CC-MAIN-2024-22	https://www.st-johns-wetleyrocks.staffs.sch.uk/wp-content/uploads/sites/10/2022/12/toilet-training-autism-parent-and-carer-information.pdf	2024-05-25T08:26:10+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058789.0/warc/CC-MAIN-20240525065824-20240525095824-00499.warc.gz	857,411,284	835	eng_Latn	eng_Latn	0.998778	eng_Latn	0.998772	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2235, 3941 ]	[ 3.375 ]	3	0
My baby is not feeling well: what could it be? Reflux Bringing up milk during or after a feed is very common in babies. In general it occurs in half of the babies younger than 2 months and even 60-70% of the babies around 3 or 4 months! Some babies bring up a lot and others very little. But in general, mild reflux in babies is perfectly normal. Reflux or vomiting occurs because your little might have swallowed some air. Another cause is that your baby's digestive system is still in development. The muscles at the bottom of your baby's food tube that opens and closes to allow food into the stomach have not fully been developed, and therefore milk can come back up very easily. HOW CAN I TELL IF MY BABY HAS REFLUX? During feeding Crying After feeding Coughing or hiccupping Being restless Air swallowing Bringing up milk Swallowing after burping WHY DOES MY BABY GET REFLUX? Oversupply of milk Allergy (e.g. cow's milk protein allergy) WHAT CAN I DO TO HELP? Feed your baby in an upright position avoiding swallowing air and keep your baby that way 30 minutes after feeding. Try smaller and more frequent feeds. Burp your baby every 2-3 minutes during feeding. If the problem persists, try thickening the feed after consultation with your pediatrician. Consult your pediatrician if your baby refuses food or shows symptoms of pain. Undeveloped digestive system Constipation Constipation is a common baby problem in which your baby has infrequent bowel movements or experiences pain while doing a poo. HOW CAN I TELL IF MY BABY HAS CONSTIPATION? Crying or pain before or when pooing Loss of appetite Tummy pain and hard belly <2 bowel movements/week Blood after pooing Dry and hard stools WHY DOES MY BABY GET CONSTIPATION? Mild dehydration Diet changes WHAT CAN I DO TO HELP? Give your baby enough time to get used to new foods. Try a tummy massage or a warm bath. Make sure your baby gets enough fluids. Mums should continue with breastfeeding / formula feeding. Move your baby's legs in a bicycle motion. If weaning has started, try prune puree. Diarrhea Diarrhea is defined by the World Health Organisation as the passage of three or more loose or liquid stools per day (or more frequent passage than is normal for the individual). Diarrhea is not a disease but is a symptom of a number of illnesses. HOW CAN I TELL IF MY BABY HAS DIARRHEA? Multiple diapers with loose, watery stools. HOW CAN I TELL IF MY BABY IS DEHYDRATED? Dry lips, mouth and tongue Acting irritable No tears when crying Peeing less often WHY DOES MY BABY GET DIARRHEA? Antibiotics Bacteria WHAT CAN I DO TO HELP? Make sure your baby gets enough fluids but avoid extra water or sugary drinks. Mums should continue with breastfeeding / formula feeding. Wash your hands frequently. Use oral rehydration supplements after asking your pediatrician. If diarrhea lasts more than 24h or your baby looks unwell, ask your pediatrician. * National Health Service (NHS). Reflux. Available online: https://www.nhs.uk/conditions/reflux-in-babies/ (accessed 13-12-2020). * National Institute of Diabetes and Digestive and Kidney Diseases. Treatment for FER & GERD in Infants. How do doctors treat GET in infants? Available online: https://www.niddk.nih.gov/health-information/digestivediseases/acid-reflux-ger-gerd-infants/treatment (accessed 15-02-2021). * Leung, A. K., & Hon, K. L. (2019). Gastroesophageal reflux in children: an updated review. Drugs in context, 8. * Rosen et al. (2018). Pediatric Gastroesophageal Reflux Clinical Practice Guidelines: Joint Recommendations of the North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition (NASPGHAN) and the European Society for Pediatric Gastroenterology, Hepatology, and Nutrition (ESPGHAN). J Pediatr Gastroenterol Nutr. 66(3): 516-554. * Khan, L. (2018). Constipation management in pediatric primary care. Pediatric annals, 47(5), e180-e184. * Ho, J. M. D., & How, C. H. (2020). Chronic constipation in infants and children. Singapore medical journal, 61(2), 63. * Madani, S., Tsang, L., & Kamat, D. (2016). Constipation in Children: A Practical Review. Pediatric Annals, 45(5), e189–e196. * NHS. Drinks and cups for babies and young children. Available online: https://www.nhs.uk/conditions/baby/weaning-and-feeding/drinks-and-cups-for-babies-and-young-children/ (accessed 15-06-2021). • Zeevenhooven J, Koppen IJ, Benninga MA (2017). The New Rome IV Criteria for Functional Gastrointestinal Disorders in Infants and Toddlers. Pediatr Gastroenterol Hepatol Nutr. 20(1):1-13. • FDA. How to Treat Diarrhea in Infants and Young Children https://www.fda.gov/consumers/consumer-updates/how-treat-diarrhea-infants-and-young-children#:~:text=%E2%80%9CMild%20diarrhea%20is%20a%20 discomfort,rehydration%20solutions%20may%20be%20necessary (accessed 16-02-2021). • Florez, I. D., Niño-Serna, L. F., & Beltrán-Arroyave, C. P. (2020). Acute infectious diarrhea and gastroenteritis in children. Current infectious disease reports, 22(2), 1-12. Allergies	<urn:uuid:f9dcb58d-d23e-4161-b402-643222fc1acd>	CC-MAIN-2024-22	https://hero-nutrition-institute.com/sites/default/files/usercontent/document/2022-01/SGP_006_AA_HERO_Infograf%C3%ADaReflux_vomiting%20-%20FINAL.pdf	2024-05-25T08:50:33+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058789.0/warc/CC-MAIN-20240525065824-20240525095824-00495.warc.gz	242,694,366	1,328	eng_Latn	eng_Latn	0.956031	eng_Latn	0.979723	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1388, 2093, 5050 ]	[ 3.65625 ]	1	0
Dear parents/carers, The days are ge2ng brighter, the signs of Spring are star8ng to show and with that includes the arrival of Spring 2. We have an exci8ng half term ahead that is ﬁlled with lots of fun opportuni8es and learning. Panda Class have thoroughly enjoyed learning about the wider world and have been fascinated by maps, globes and atlases to locate diﬀerent con8nents, countries and seas and oceans. At home you can revise and consolidate learning by reading maps at museums and parks, loca8ng what countries food comes from on food packages, spo2ng street names and building names when you are out on a walk. All these small ac8vi8es will enhance and consolidate learning from school. In Spring 2, we will con8nue to link our learning to the topic ques8on of: 'Where shall we go? and why do you want to go there? English In English, the children will explore the work of a signiﬁcant author to inspire their own wri8ng. We will focus on stories wriMen by John Burningham where children will learn and sequence his stories, innovate their own narra8ves by changing elements of the main stories and share and use their own crea8ve ideas. We allow our pupils to use crea8vity, arts and craP and role play to generate their ideas before crea8ng a plan. Children will be encouraged to increase their wri8ng stamina as they produce short narra8ves. We encourage children to use the following steps when wri8ng: 'think it, say it, write it and check it '. As children grow and see themselves as a writer, it is importance to build on pupils' conﬁdence in reading their own wri8ng aloud. We regularly have moments of sharing work to the class at the end of a lesson. This is a skill that will take up as children decode their on handwri8ng, use a loud clear voice and share learning with lots of bravery and courage. Children will be taught how to use the punctua8on of ques8on mark and exclama8on mark in their wri8ng. Oi! Get oﬀ our train book opens pupils' minds to endangered animals. Children will take this opportunity to produce their own fact ﬁle about an endangered animal. We will look at the features and compare non-ﬁc8on and ﬁc8on text. When reading with your child, it is a good idea to talk about these features before you start to read and encourage your child to explain how they know it is a nonﬁc8on or ﬁc8on book. Please see aMached a poster on the features of ﬁc8on and non-ﬁc8on. Addi8onal supplementary texts wriMen by John Burningham will be The Town Mouse and the Country Mouse, Mr Gumpy's Ou8ng, Mr Gumpy's Motor Car, Come away from the water, Shirley, Avocado Baby and The Foggy, Foggy Wood by Nick SharraM. Phonics Children will con8nue to progress through the Read Write Inc programme and read books matched to their reading level. Children will take part in daily Phonics lessons that are fast paced, well sequenced and engaging to improve their sound knowledge and decoding abili8es. We are working on children's sound recall, reading ﬂuency and reading of nonsense words. During the Phonics screening check, coming up in June, pupils will read both real and nonsense words. Phonics play is a good resource to get children to sort and decode real and nonsense words. It is important that pupils understand that nonsense words do not have word meaning but it is an opportunity to apply their phonics skills. Please ensure your child brings in their reading wallet everyday so that they can par8cipate in reading opportuni8es with an adult using their own levelled books. Children will learn Set 3 sounds and alterna8ve diagraphs for sounds. Please see aMached a complex speed sounds chart. Maths This half term children will learn the units of Place value within 50, length and height and Mass and Volume. Children will develop their coun8ng skills to 50 by coun8ng in 1s, 2s, 5s and 10s. They will count forwards and backward from any number, solve missing number tracks and use manipula8ves such as dienes to represent their place value understanding of how many tens and ones. They will describe numbers by loca8ng them on a number line, par88oning into tens and ones, represen8ng numbers on a part, part whole model and ﬁnding 1 more and 1 less than a number. They will learn to apply these strategies to solve problems and explain their reasoning. It is important that the children understand and use sentence stems to explain their learning clearly. The follow are some example sentence stems: The number that comes aPer __ is __ The number that comes before _is _ I will/will not say the number, because … There are __ tens in __ __ ten frames are full, so I know that I have made __ There are __ones in __ History As we deepen our explora8on of the wider world, children will think about how transport and travel has changed over 8me. Pupils will dive into the rich history of travel in London as they learn about the changes of transport, describe the diﬀerences in the modes of transport from the past to now, acquire their reasons to why transport has changed over 8me and order vehicles on a 8meline based on their understanding. We will aMend a trip to the CuMy Sark which was a working ship in 1870 and was built for the Tea trade from China. Children will get to explore the ship as well as par8cipa8ng in an immersive storytelling workshop. Please refer to the list of new 8er 1 and 8er 2 vocabulary for this unit at the end. Science In Science, children will con8nue their learning on Materials and develop their learning of classifying materials and understanding of material proper8es to test materials to see how eﬀec8ve they are. They will carry out fair tests where they will change one variable and keep everything else the same. They will test materials for diﬀerent uses for example what material is best to make an aeroplane, to make bedroom curtains or a toddler's dungaree. If you have any materials that you can donate for our science learning, please bring them and place it in the box in the foyer. Suitable materials: CoMon Denim stretchy fabric foil plas8c wrapping Children will work collabora8vely in pairs and small groups to carry out fair tests and keep a record of their results. Children will have the opportunity to discuss their results to draw conclusions of the most eﬀec8ve materials. Compu8ng The Compu8ng unit is called Data and Compu8ng. This unit introduces pupils to data and informa8on. They will begin by using labels to put objects into groups and labelling these groups. Pupils will demonstrate that they can count a small number of objects, before and aPer the objects are grouped. They will then begin to demonstrate their ability to sort objects into diﬀerent groups, based on the proper8es they choose. Finally, pupils will use their ability to sort objects into diﬀerent groups to answer ques8ons about data. DT In DT, children will link their learning from geography and choose a place from the world to recreate in a 3D box. They will start the process by designing a loca8on of their choice that appeals to them by talking, drawing and making mock up makes of their ideas. Then they will make the crea8on in boxes using their crea8ve skills and transferable skills from home projects that have already made. Finally, the children will evaluate their models and think about how they can make their structures stronger, s8ﬀer and more stable. Please can you collect a shoe box and bring into school for our DT Day on Wednesday 6 th March 2024. Personal, Social and Health Educa8on The unit for this half term is called Healthy Me. The children will work towards crea8ng a Happy, Healthy Me recipe book. In this unit children with learn and discuss the diﬀerence between healthy and unhealthy choices, understand how to keep healthy (emphasis on sleep, movement, diet and hygiene), understand the importance of keeping clean through hand washing and how germs can cause illnesses. RE We will continue our topic of How and Why do we celebrate sacred times? Children will explore stories from Christianity, Islam and Judaism as we discuss the upcoming events of Easter, Passover (Pesach) and Ramadan. Children will discuss the stories from sacred books to help explain why sacred times are celebrated. Children will explore similarities and difference between celebrations. Children will participate in storytelling, play and singing activities. Children will also reflect on 'Big Days' for them and share how and why they celebrate them. From initial discussions, Birthdays, Sleepovers and Play Dates have been popular events for Panda Class as they like to enjoy time with friends and families, doing things that they enjoy. Music Children will use their voices expressively and crea8vely by singing songs and chants. They will sing simple singing games with ac8ons to develop a sense of beat. Children will mindfully listen to music to engage in ac8ve listening by responding to musical signals and musical themes using appropriate movement. Children will create a musical movement picture. Children will also take part in an Irish Drumming workshop where they will have the chance to explore the magic of tradi8onal Irish music, and the rhythms of the bodhrán, Ireland's na8onal drum. Pupils will work together to par8cipate in the Mulberry Wood Wharf Spring Show. This allows our pupils to nurture performing skills and an opportunity to experience performing to a live audience and on a real stage. This term we will be doing the following: Daily reminders: Please can all clothing items be labelled with your child's name. Water Please make sure your child brings a water bottle to school. Bookbag – Please check regularly and take out letters and communication This should carry the reading wallet with: * RWI book bag book * RWI Reading book * class library book * Core Book Challenge – optional * reading journal Homework: Year 1 home learning involves weekly spelling and daily reading of Phonics book. Additional books in bookbag can also be used to do home reading. Half Termly homework projects, which is submitted on the last week of term. This term's Homework Project is How shall we get there? and it is due on Monday 25 th March 2024. Children will plan a day out using different modes of Transport and keep a diary record of their day. Optional Maths home learning can be accessed via the link on the school website. Important events / diary dates: * Travelling Pantomime - Wednesday 21st February * DT Day - Wednesday 6 th March * World Book Day - Thursday 7 th March * Science Week Workshop – Friday 8 th March * Irish Drumming - Tuesday 12 th March * Spring Show - Thursday 14 th March * Monday 18 TH March CuMy Sark Trip * World Book Day Author Visit – Claire Luther Tuesday 19 th March * R.E author visit date TBC Thank you for your continued support, Year 1 have so many fascinating learning opportunities this term and we look forward to all the superb learning and experiences that they will achieve. Year 1 Team	<urn:uuid:dd6147df-23b7-491e-8a31-bc40cb11cfaa>	CC-MAIN-2024-22	https://www.mulberrywoodwharf.org/wp-content/uploads/2024/02/Spring-2-Newsletter-Panda-Class.pdf	2024-05-25T08:47:09+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058789.0/warc/CC-MAIN-20240525065824-20240525095824-00494.warc.gz	789,143,383	2,492	eng_Latn	eng_Latn	0.997424	eng_Latn	0.99795	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3632, 6059, 8653, 9859, 10983 ]	[ 3.921875 ]	1	0
"Carroll Turned to POWs During WWII Labor Shortages" Carroll County Times article for 26 June 2011 By Mary Ann Ashcraft As America sent millions of her young men off to fight in World War II, the shortage of manpower became more and more critical here at home. Although women went to work in many industries, there were simply not enough of them nor were they physically capable of filling all the labor needs. The Times ran a photograph on June 18, 1943, with the caption, "Wanted: 3,500,000 Extra Farm Workers." By June 1944, significant numbers of German prisoners had been captured in the European Theatre and some of them were incarcerated at Maryland's Fort Meade. Under the 1929 Geneva Prisoner of War Convention, it was permissible for "detaining nations" to benefit from "the production labor of enlisted prisoners." Here lay an answer to Carroll County's overwhelming need for farm workers that year. A prisoner-of-war camp was set up in the woods near the present-day Wakefield Valley Golf Course outside Westminster where approximately 300 German prisoners, under guard, were housed in tents. Initially, the men were brought in to "work for Carroll county canneries and for Baltimore city packing houses which have viners in Carroll and Baltimore counties." However, they stayed longer, working not only for farmers and canners but other employers as well. Before using POW labor, an employer had to prove there was "no free American labor available for the project." Once permission was obtained, prisoners worked eight-hour days six days a week. Each detail of 8-10 men was accompanied by a guard and the men had to work close enough that they were all constantly within sight. Their wages were sent to the U. S. Treasury, but each man was allowed 80 cents per day by the War Department – enough to furnish him with stationery, stamps and cigarettes at 1944 prices. Dr. William Zinkham's family owned a 150-acre farm outside Taneytown during the war and he distinctly remembers his father employed prisoners of war on special occasions like threshing days. The men were "good workers," he recalled. His mother, Helena Lang Zinkham, had emigrated from Germany as a 12-year-old girl, so she could converse easily with the prisoners and help them with letter-writing. Although employers weren't required to feed the POWs, men employed on the Zinkham farm came inside for refreshment of some sort, and Helena's home-baked bread was greatly appreciated. Near the end of the war, Virginia Ecker Hierstetter's father needed a new septic system for his house on the Old Westminster Pike. He called a plumber who brought approximately eight POWs to do the digging. Helen Shriver Riley speaks of German prisoners who helped in her family's large canning operation. POW camps were also set up in agricultural areas of southern Pennsylvania such as Gettysburg and Stewartstown during the summer of 1944. Since the prisoners were housed in tents, it can be assumed they were returned to Fort Meade or another army base once harvesting was over and cold weather set in. A German mother must have counted her blessings if she received letters from a son confined to a POW camp in Carroll County in 1944. Posters such as this were widely distributed during World War II and used to address a variety of important issues. Other examples can be found on the National Archives website. Poster from the National Archives. Mary Ann Ashcraft is a library volunteer at the Historical Society of Carroll County. Return to "Carroll Yesteryears" 2011 Index	<urn:uuid:879e6cfd-5613-4cb2-ad62-a19d01fe88b2>	CC-MAIN-2024-22	https://hsccmd.org/Documents/Carroll%20County%20Times%20Yesteryears/2011/06-26-2011.pdf	2024-05-25T09:13:31+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058789.0/warc/CC-MAIN-20240525065824-20240525095824-00500.warc.gz	249,335,835	762	eng_Latn	eng_Latn	0.997735	eng_Latn	0.999391	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3225, 3571 ]	[ 2.375 ]	1	0
DISINFECTING YOUR WELL hemical disinfection or chlorination of a water supply is suggested when a well has been found to be contaminated with bacteria. New wells or repaired wells and any associated plumbing should also be disinfected before being put back into service. The routine annual disinfection of a well will also help control "nuisance" levels of bacteria that may build up over time (biofilm). C Procedure to follow: Method 1: Simple & Effective Process 1. Mix 1 litre of liquid laundry bleach (5-9% Hypochlorite) with approximately 45.5 litres (10 gallons) of water. Pour the solution into the well between the drop pipes and the outer casing. This may be done by removing the verminproof well cap and pouring the solution down the well or in older style wells, siphoning through the air vent or removing the well seal. 2. Go to each tap in the house (hot and cold) one at a time, run the water just long enough to smell the chlorine at the tap and then turn the tap off. Repeat at each tap. 3. Repeat step 1, but this time do not open the taps, or run the water. Replace the well cap or seal and let the system sit idle for 8 to 12 hours, preferably overnight. Minimize water use during this period. 4. After the chlorinated water has been sitting in the system for the recommended time, the water should be run to flush the chlorine from the system. It is recommended that water be run off from a hose on an outside tap to avoid overloading the septic system. When there is no longer a chlorine odour at the outside tap, run all inside taps until the chlorine odour has disappeared. 5. Wait 48 hours after the disinfection procedure is completed before re-sampling the well. It is recommended that two consecutive samples with no bacteria present be obtained before using the water again for human consumption. Note: Chlorine should always be used in well-ventilated places because breathing the fumes is dangerous. Do not mix chlorine solutions with other cleaning products, including ammonia, because toxic gases will be created. Remember disinfection of an improperly located or constructed well and/or water supply will not ensure good quality drinking water. Disinfection of the well and the water system is considered to be only a temporary solution. If bacteria problems persist after disinfection, permanent corrective measures should be considered such as well reconstruction or ultraviolet light treatment. Department Information Department of Environment, Energy and Climate Action – Water & Wastewater Management Telephone:....................................... 902.368.5044 Website:........................................... www.princeedwardisland.ca/drinkingwaterquality Method 2: Complex Process for Difficult Wells There are more complex methods such as recirculating the disinfectant solution that could improve outcomes; it is advised to consult a plumber before attempting this method. 1. Mix 1 litre of liquid laundry bleach (59% Hypochlorite) with approximately 45.5 litres (10 gallons) of water. Pour the solution into the well between the drop pipes and the outer casing. This may be done by removing the verminproof well cap and pouring the solution down the well or in older style wells, siphoning through the air vent or removing the well seal. 2. Re-circulate the chlorinated water into the well casing with a garden hose. Attach a garden hose to an outside tap and run it into the top of the well casing, washing down the inside of the casing in the upper end of the well. Continue to circulate the water down the casing for at least ½ hour. If the water from the hose becomes discoloured, discharge the water onto the ground away from the well, until it clears. 3. Repeat step 1, go to each tap in the house (hot and cold) one at a time, run the water just long enough to smell the chlorine at the tap and then turn the tap off. Repeat at each tap. If chlorine cannot be smelled, then repeat step 1 and try again. 4. Replace the well cap or seal. Let the system sit idle for 8 to 12 hours, preferably overnight. Minimize water use during this period. 5. After the chlorinated water has been sitting in the system for the recommended time, the water should be run to flush the chlorine from the system. It is recommended that water be run off from a hose on an outside tap to avoid overloading the septic system. When there is no longer a chlorine odour at the outside tap, run all inside taps until the chlorine odour has disappeared. 6. Wait 48 hours after the disinfection procedure is completed before re-sampling the well. It is recommended that two consecutive samples with no bacteria present be obtained before using the water again for human consumption. Note: Chlorine should always be used in well-ventilated places because breathing the fumes is dangerous. Do not mix chlorine solutions with other cleaning products, including ammonia, because toxic gases will be created. Remember disinfection of an improperly located or constructed well and/or water supply will not ensure good quality drinking water. Disinfection of the well and the water system is considered to be only a temporary solution. If bacteria problems persist after disinfection, permanent corrective measures should be considered such as well reconstruction or ultraviolet light treatment. Department Information Department of Environment, Energy and Climate Action – Water & Wastewater Management Telephone:....................................... 902.368.5044 Website:........................................... www.princeedwardisland.ca/drinkingwaterquality	<urn:uuid:34c55c35-ccbe-4063-8ffc-16c9ef188022>	CC-MAIN-2024-22	https://www.princeedwardisland.ca/sites/default/files/publications/well_disinfection.pdf	2024-05-25T09:03:04+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058789.0/warc/CC-MAIN-20240525065824-20240525095824-00498.warc.gz	801,380,308	1,163	eng_Latn	eng_Latn	0.995324	eng_Latn	0.995344	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2711, 5609 ]	[ 2.53125 ]	1	0
1 What Every Parent Must Know: This Occurs Before the Age of SIX Common sense would suggest that, if we are giving our children more than five dozen vaccinations from day of birth to age 18, we are overvaccinating our children. Yet, authorities continue to insist that "more is better" when it comes to vaccines without providing adequate scientific evidence to justify that assumption. If you follow the CDC's recommended vaccination schedule, your child will receive 49 doses of 14 vaccines by the time he/she is 6 years of age. And by the age of 18, the CDC recommends that children should have gotten 69 doses of 16 vaccines. http://www.youtube.com/watch?feature=player_embedded&v=s49xpHl3hWI When I first started practicing medicine in 1985, it cost parents $80 to purchase vaccines for their children (plus the cost of a doctor's visit) to comply with the CDC's recommended childhood vaccination schedule. Today, you'll pay $2200 to purchase all government recommended and mandated vaccines for a child (plus the cost of office visits) because the numbers of vaccines recommended for children have tripled in the past three decades. Sadly though, the short term financial costs to fully vaccinate your child according to the CDC schedule may actually pale in comparison to the costs to your child's long-term health. The list of problems related to today's vaccines, and vaccine policy, is long and troubling. For starters: 1. Children not all biologically identical. The current one-‐size-‐0its-‐ all approach to vaccination does not take into account differences among children's genetic pro0iles or immune responses based on factors such as age, weight, and overall health status. 2. Infant mortality rates between nations appears to be linked to the numbers of vaccinations given to babies before the age of 12 months.More vaccines may contribute to higher infant mortality. 1 Article taken fromhttp://www.mercola.com/ 3. Babies receive several vaccines at once—they may receive 8 vaccines or more simultaneously at a doctor visit (between 2 and 15 months of age).Vaccine "layering" may increase the risk for a serious vaccine reaction. 4. Vaccines have not been adequately tested for safety using methodologically sound scientiBic studies, so their long-term health effects are unknown.Moreover, the effects ofmultiple vaccines given together have not been adequately tested. And pharmaceutical companies have 0inanced nearly all vaccine research to date, which introduces enormous bias. 5.Vaccines do not provide complete or permanent protection against infectious disease. For example, 75 percent of children who contracted chickenpox in a 2001 Maryland outbreak had been vaccinated against chickenpox. A high number of vaccinated persons also have been found in pertussis and mumps outbreaks. 6.Vaccines are not always sterile but can be contaminated with bacteria, viral fragments, and foreign human and animal DNA. 7. Vaccines may contain toxic additives (includingaluminum and mercury),which can contribute to your child's toxic load. 8. Some vaccines are associated with a higher number of serious health problems, both immediate and delayed, yet healthcare professionals rarely report vaccine adverse events. Every year, more than 25,000 adverse reactions are reported to the government, including irreversible injuries and deaths. It's been estimated that this represents only about 1 to 10 percent of total vaccine reactions, which means that millions of people may have suffered vaccine reactions and injuries over the past few years. 9.Vaccines, say some researchers, may contain excitotoxins that disrupt your child's immune system (through microglial overstimulation) and damage developing brain structures, which raises his/her risk for a wide range of diseases, including autism, learning disabilities, and psychiatric disorders.New research gives evidence for a link between the high number of vaccines and the autism epidemic. 10. Many children receive even more vaccines than the vaccination schedule recommends. If you take your child to multiple health care providers or facilities, the odds are increased that your child may be given "extra" doses. Ten percent of children aged 19 to 35 months were found to have received extra vaccinations, according to aNational Immunization Survey. 11.Preventing natural immune responses to environmental pathogens may not be in your child's best interest. Healthy children receive life-long beneBits from naturally occurring immune responses. If you've been reading my newsletter for a while, you know that I've addressed all of these issues over the years and kept you updated as new research has come out. There's an enormous amount of information on my website, including a dedicated vaccine news and information page. Another valuable vaccine information resource is the National Vaccine Information Center. Current Vaccine Policy Could Explain Our Higher Infant Mortality Rate In a recent report on Adverse Effects of Vaccines: Evidence and Causality, an Institute of Medicine committee of medical experts acknowledged a casual link between adverse health effects and vaccination, while confirming that there are too few methodologically sound studies published in the medical literature to make definitive conclusions about many other serious health problems linked with vaccination. This report was published after a review of more than 1,000 vaccine studies by the Institute of Medicine. According to the most recent National Vital Statistics Report, more than 26,000 American babies born alive in 2009 died before their first birthday, which gives the U.S. a very high infant mortality rate of six infant deaths per 1,000 live births. In 1960, America ranked 12th in infant mortality among all nations of the world. In 2005, we had fallen to number 30. Today in America, there are more premature babies than ever before and more full term babies die before their first birthday than in most European countries. The most recent study (2011) looking and infant mortality and vaccination is perhaps the most disturbing. It finds that developed nations with the poorest infant mortality rates, like the U.S., tend to give their infants more vaccine doses before age one. To put this into perspective, doctors give American babies 26 vaccine doses before age one, which is twice as many vaccinations as are given babies in Sweden and Japan. Is it really just a "coincidence" that the infant mortality rate is twice as high in America as it is in Sweden and Japan? Natural Immunity is Superior to Vaccine-Induced Immunity The more vaccines are studied, the more apparent it becomes that proper vaccine studies are lacking, as vaccine expert and pediatrician Larry Palevsky explains. There is a major difference between natural immunity and vaccine-induced immunity. Obtaining natural immunity has far greater benefits. When children are born, they develop natural immunity to a large variety of microorganisms that they breathe, eat, and touch. The immune responses by cells lining their airways, skin and intestines, are very important in creating "memory" and protection against the organisms they naturally come into contact with. That primary line of defense is a very important step in the maturation of your child's immune system—and it's bypassed when he/she gets a vaccine. With vaccination, you are merely creating an antibody. Vaccines do NOT impart long-term immunity because they don't create the kind of memory that occurs when you go through the process of a natural immune response. And natural exposure does not necessarily lead to infection—it is possible to obtain natural immunity without actually getting sick, if your immune system is robust. In fact, vaccines do NOT strengthen the healthy functioning of the immune system, but actually may weaken it. Bombardment by Multiple Vaccines Can Damage Your Child's Developing Brain Dr. Russell Blaylock is a board-certified neurosurgeon and expert on vaccines and the nervous system. He may have discovered the central mechanism of how vaccines can contribute to the development of neurological diseases and has proposed a theory about the cause of autism spectrum disorders. Dr. Blaylock's theory can be summarized as follows: 1. Priming: Your child's immune system gets "primed" through exposure to an excitotoxin, such as a vaccine or an infectious agent, causing his/her microglia (special immune cells within the brain) to shift into "readiness mode." 2. Microglial Activation: Subsequent exposures to vaccines or other immune stresses over a relatively short period of time activate the microglia into full "battle mode," prepared to defend your child's body against what they perceive as an allout invasion. 3. Bystander Damage: Excitotoxins and free radicals are generated, causing "bystander damage" in a runaway process that cannot be shut down. This leads to chronic inflammation and damage to brain tissues, including mitochondrial dysfunction, brain inflammation, seizures, and the other difficulties seen with autism. Vaccines differ from natural infections in that vaccines can cause brain stimulation for very prolonged periods—the immune system in your child's brain is activated and re-activated by repeated exposure. Babies do not respond to vaccines in the same way as adults, even by one year of age. Immune over-activation can be especially damaging to a baby or young child's developing brain structures, such as the amygdala and limbic system. This cycle is magnified by the administration of multiple vaccines at once. Many studies suggest this is very risky. Did you know that your 12 or 15 month old baby is allowed to get up to 13 vaccines at once under the CDC Immunization Schedule? How can this NOT be an assault to the immune system or developing brain? When was the last time YOU took 13 different prescription drugs at once without suffering side effects? Certain children appear to have a higher risk for developing chronic brain and immune system dysfuntion including autism, than others, if their immune systems are more easily "primed." All it takes is the insult of ONE more vaccine, or ONE more infection, and the stage is set for regression into autism.or development of other kinds of neuroimmune disorders like ADD/ADHD and seizures. One of the factors that can increase vaccine risks is if your child is particularly susceptible to immune dysfunction because of an imbalance in their gut flora. Gut Bacteria May Increase Vulnerability to Vaccine Damage Dr. Natasha Campbell-McBride found why some children are more vulnerable than others to developing autism. She discovered a close connection between abnormal gut flora and abnormal brain development—a condition she calls Gut and Psychology Syndrome (GAPS). Your child's immune system begins in his/her gut. Pathogenic microbes inside your child's digestive tract can damage their gut wall integrity, allowing all sorts of toxins and microbes to enter their bloodstream and then his/her brain. With GAPS, your child's digestive system becomes a source of toxicity, rather than a source of nourishment. http://www.youtube.com/watch? list=PLCAF30F79A5F92FB8&v=GjJhh47Emao&feature=player_embedded Total Video Length: 1:13:21 In her research, Dr. Campbell-McBride discovered that 100 percent of the mothers of autistic children have abnormal gut flora, which is significant because newborns inherit their gut flora from their mothers at the time of birth. Establishing normal gut flora in the first 20 days or so of life plays a crucial role in the maturation of your baby's immune system. Babies who develop abnormal gut flora are left with compromised immune systems, putting them at higher risk for suffering vaccine reactions. If your baby has suboptimal gut flora, vaccines can become the proverbial "last straw"— the trigger that "primes" his/her immune system to develop chronic heath problems, remembering Dr. Blaylock's model. The best way to prevent GAPS is by breastfeeding. and avoiding the use of antibiotics because they destroy the balance of gut floras and promote the growth of pathogenic bacteria. In addition to breastfeeding, I highly recommend the use of fermented foods and probiotics for your baby to help reduce his/her risk of GAPS. Fortunately, it's possible to screen your child for GAPS before he or she is vaccinated, so that you can make a better-informed vaccination decision. Dr. Campbell-McBride describes the entire process in her book. It involves providing a detailed family health history to a knowledgeable healthcare provider, combined with stool and urine analysis, and these combine to give you a picture of your baby's gut health and overall immune status. Dr. Campbell-McBride states: "If your child has abnormal gut flora, we can assume that your child has compromised immunity, and these children must not be vaccinated with the standard vaccination protocol because they simply get damaged by it. They should not be vaccinated." These non-invasive tests are now available in most laboratories around the world for, typically, $80 to $100 each. This cost is insignificant compared to the incredible expense of treating an autistic child, once the damage is done. Recommendations for Preventing Vaccination Overdose Ultimately it is your responsibility to do the due diligence and research to decide for yourself which vaccines you want your child to have. My only caution is to warn you not to rely exclusively on government, drug company or medical trade association information as those sources will not disclose the full story about vaccine risks. Please do an independent analysis by getting information from many sources, including organizations dedicated to preventing vaccine injuries and deaths, rather than from entities that make billions of dollars from promoting one-size-fits all forced vaccination policies. Please realize that right now in most American states, you have the right to opt out of vaccines. However, also be aware that vaccine exemptions are under attack in every state because the wealthy and powerful Pharma/Medical lobby is trying to take them away. Below are a few recommendations that will help you prevent extra vaccine doses and minimize a vaccine risk for you or your child: * Keep a detailed record of the vaccinations your child has received and when. DO NOT rely on your doctor's office to do that for you. It is also a good idea to have your child's vaccination history on hand in the event there is a vaccine reaction. * Make sure that your doctors or vaccine provider reports vaccine adverse reactions to VAERS (Vaccine Adverse Effects Reporting System) or make a reaction report yourself. * Consider having your child evaluated for GAPS prior to any vaccination to help decrease vaccine risks. * Consider using an individualized vaccine schedule. Find a doctor to work with you to if you want to have fewer vaccines administered on the same day and/or allow more time between vaccinations. * Breastfeed your baby. Consider feeding him/her naturally fermented foods, rich in natural probiotics, as a regular part of his or her diet. Avoid antibiotics whenever you can. I also encourage you to become involved with the NVIC, a non-profit charity that has worked for more than 30 years to protect your legal right to make informed, voluntary choices about vaccination for yourself and your family. What You Can Do to Make a Difference While it seems "old-fashioned," the only truly effective actions you can take to protect the right to informed consent to vaccination and expand vaccine exemptions, is to get personally involved with your state legislators and the leaders in your community. THINK GLOBALLY, ACT LOCALLY. Mass vaccination policies are made at the federal level but vaccine laws are made at the state level, and it is at the state level where your action to protect your vaccine choice rights can have the greatest impact. Signing up for NVIC's free Advocacy Portal at www.NVICAdvocacy.org not only gives you access to practical, useful information to help you become an effective vaccine choice advocate in your own community, but when national vaccine issues come up, you will have the up-to-date information and call to action items you need at your fingertips to make sure your voice is heard. So please, as your first step, sign up for the NVIC Advocacy Portal. Contact Your Elected Officials Write or email your elected state representatives and share your concerns. Call them, or better yet, make an appointment to visit them in person in their office. Don't let them forget you! It is so important for you to reach out and make sure your concerns get on the radar screen of the leaders and opinion makers in your community, especially the politicians you elect and are directly involved in making vaccine laws in your state. These are your elected representatives, so you have a right and a responsibility to let them know what's really happening in your life and the lives of people you know when it comes to vaccine mandates. Be sure to share the "real life" experiences that you or people you know have had with vaccination. Share Your Story with the Media and People You Know If you or a family member has suffered a serious vaccine reaction, injury or death, please talk about it. If we don't share information and experiences with each other, everybody feels alone and afraid to speak up. Write a letter to the editor if you have a different perspective on a vaccine story that appears in your local newspaper. Make a call in to a radio talk show that is only presenting one side of the vaccine story. I must be frank with you; you have to be brave because you might be strongly criticized for daring to talk about the "other side" of the vaccine story. Be prepared for it and have the courage to not back down. Only by sharing our perspective and what we know to be true about vaccination will the public conversation about vaccination open up so people are not afraid to talk about it. We cannot allow the drug companies and medical trade associations funded by drug companies to dominate the conversation about vaccination. The vaccine injured cannot be swept under the carpet and treated like nothing more than "statistically acceptable collateral damage" of national one-size-fits-all mass vaccination policies that put way too many people at risk for injury and death. We shouldn't be treating people like guinea pigs instead of human beings. Internet Resources Where You Can Learn More I encourage you to visit the following web pages on the National Vaccine Information Center (NVIC) website at www.NVIC.org: * NVIC Memorial for Vaccine Victims: View descriptions and photos of children and adults, who have suffered vaccine reactions, injuries and deaths. If you or your child experiences an adverse vaccine event, please consider posting and sharing your story here. * If You Vaccinate, Ask 8 Questions: Learn how to recognize vaccine reaction symptoms and prevent vaccine injuries. * Vaccine Freedom Wall: View or post descriptions of harassment by doctors or government officials for making independent vaccine choices. Connect with Your Doctor or Find a New One that Will Listen and Care If your pediatrician or doctor refuses to provide medical care to you or your child unless you agree to get vaccines you don't want, I strongly encourage you to have the courage to find another doctor. Harassment, intimidation, and refusal of medical care is becoming the modus operandi of the medical establishment in an effort to stop the change in attitude of many parents about vaccinations after they become truly educated about health and vaccination. However, there is hope. At least 15 percent of young doctors recently polled admit that they're starting to adopt a more individualized approach to vaccinations in direct response to the vaccine safety concerns of parents. It is good news that there is a growing number of smart young doctors, who prefer to work as partners with parents in making personalized vaccine decisions for children, including delaying vaccinations or giving children fewer vaccines on the same day or continuing to provide medical care for those families, who decline use of one or more vaccines. So take the time to locate a doctor, who treats you with compassion and respect and is willing to work with you to do what is right for your child.	<urn:uuid:c510e659-d08e-44cf-b072-444ea18b4e75>	CC-MAIN-2024-22	https://www.kanaanministries.org/wp-content/uploads/2019/02/What-Every-Parent-Must-Know.pdf	2024-05-25T07:19:08+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058789.0/warc/CC-MAIN-20240525065824-20240525095824-00499.warc.gz	720,089,767	5,600	eng_Latn	eng_Latn	0.998284	eng_Latn	0.998663	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1940, 4332, 7042, 9961, 12801, 15464, 18235, 20498 ]	[ 3.125, 1.890625 ]	1	0
ADHD and Relationships Those with ADHD have many positive traits and are often said to be fun, exciting, spontaneous and help others to be present. However, ADHD can affect relationships with partners, families, friends and at work. The typical features of hyperactivity/impulsivity and inattentiveness often cause issues with communication and the required skills to create or maintain long term connections. Strengths of ADHD There are many strengths that someone with ADHD traits can bring to relationships - Outgoing, sociable, funny, and often the "life and soul of the party" - Exciting, easy to talk to, easily makes friends and often accepting of others - Spontaneous and having a contagiously high energy - Resilient and often bounces back - Creative, resourceful, knowledgeable, and witty - Able to hyper-focus on tasks and people too (which can be flattering) Challenges of ADHD and the impact on relationships - Reliance on others for structure, organising and reminders - Impulsivity, anger, and a short-temper can lead to arguments and saying/doing regretful things - Managing intense emotions and frequent mood changes may make it difficult to live with others - Hyperactivity and restlessness can make it difficult to relax and sit still when others want to - Distractibility may include zoning out of conversations and struggling to focus on one person - Communication problems include talking excessively, difficulty waiting turn, and interrupting others - Poor time management, disorganisation, and forgetfulness with errands, special occasions, events, and staying in touch with family and friends How those with ADHD may feel: How non-ADHD loved ones may feel: - Frequently criticised and nagged - Loneliness, having few close relationships, flitting between people, or losing touch - Becoming easily bored and needing novelty can make it hard to maintain relationships - Having conflict with family, friends or at work - Ignored, underappreciated, boring, or not listened to - Having unequal relationships, partner feeling like a parent/carer, taking on more chores - Despite being fun, it can feel like an emotional rollercoaster and difficult to manage the pace Strategies for Relationships Being aware of your behaviour, learning how ADHD affects you, and accepting how your brain works will help with the challenges you face in all relationships. Strategies for types of relationships At work/formal situations - Ask for an agenda in advance of meetings - Think about what's appropriate, watch others, and follow social cues - Find allies or trusted colleagues for support - Under the Equality Act 2010, your employer must make reasonable adjustments to support you. For further information, check out our "Work" support guide online In family/friend relationships - Use diaries, planners and your phone to keep track of birthdays, dates, and plans - Apologise if you interrupt someone or let them down - Make staying in touch a priority or routine, e.g., have a regular time to call - Do things together such as chores, shopping, and exercise - Talk about how ADHD affects you and accept help from others In romantic relationships - Be honest and communicate - Expect compromise, share responsibilities, and work to your strengths - Choose like-minded partners, and find hobbies you both enjoy - Have set times to remove distractions and be in the moment together - Accept when either you or your partner need time alone for your individual needs. For example, if your partner needs to relax but you're always on the go Communication tips - Listen without defending or interrupting - Clarify what's been said to avoid misinterpreting and show you're listening - If you miss something, ask them to repeat - Figure out when and where you find it easiest to communicate. You might prefer a space without distractions and set a time to talk – or you may need more stimulation and find going outside easier, such as walking or driving - Have your non-ADHD loved ones write down what's been discussed for you to look back to - Don't try to cover too many topics in one conversation - Allow time to cool off following any conflict and address issues when things are calm Visit our webpage for more information on ADHD Web www.berkshirehealthcare.nhs.uk/adhd	<urn:uuid:aebc97e4-a05a-47ff-9252-b2cc8879b361>	CC-MAIN-2024-22	https://berkshirehealthcare.nhs.uk/media/109514699/adhd-relationships-adhd-bekrshire-healthcare.pdf	2024-05-25T07:50:16+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058789.0/warc/CC-MAIN-20240525065824-20240525095824-00503.warc.gz	101,162,801	898	eng_Latn	eng_Latn	0.99447	eng_Latn	0.995856	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2195, 4304 ]	[ 2.28125 ]	1	0
GUEST \| Opinion This piece expresses the views of its author(s), separate from those of this publication. We must act now to save trees for Florida's future generations Meg Lowman Published 7:12 a.m. ET Aug. 2, 2022 Updated 7:13 a.m. ET Aug. 2, 2022 North America's most iconic trees, the redwoods (a generic term that includes redwoods and sequoias, with the species California redwood specifically referring to Sequoia sempervirens) are in imminent danger of burning in wildfires. Why does this matter to us in Florida? Florida is not immune to wildfires either as we well know. In early May of this year, more than 22,000 acres were scorched in Florida wildfires. As the Sunshine State continues to experience an increasingly hotter climate with more frequent droughts, wildfires will become more frequent and fierce. Did you know that trees shed their outermost branches during drought as a miraculous moisture conservation strategy? Doing so helps them survive but, unfortunately, it also creates an accumulation of dry tinder. Extreme drought, in combination with dry tinder, sets the stage for extreme fire risk. What's happening in California could well happen here. Could you imagine if this was happening in our beloved Myakka River State Park? We must look to California now for solutions that we may well need in Florida, and sooner than we might like to think. Last year, approximately 10% of our country's remaining redwoods faced extraordinary threats of fire, and this year looks even more ominous. These giants of the tree world have existed for millennia, and while they used to thrive throughout the northern hemisphere, our country, specifically the northern pacific coast, is their only remaining home. I was honored to write the science chapter in Save the Redwoods League's centennial book The Once and Future Forests – California's Iconic Redwoods (Heyday Books, 2018). The book is filled with stunning images, but what if all our children ever see of the redwood trees are photos in a book? As compelling as the images are, they are nothing compared to protecting and being able to see the real thing: America's biggest, oldest and treasured trees. While Notre Dame Cathedral in Paris is undergoing rapid reconstruction after the 2019 fire, redwoods can never be rebuilt. The restoration of a mature redwood grove will take thousands of years – if at all – because recreating the conditions for those delicate seedlings to germinate is a very complex ecosystem process. And restocking all the thousands of species – probably millions – which inhabit enormous redwood canopies is probably impossible: it would require scientists create a vault to store all those insects, fungi, animals and birds for up to a thousand years' time while young redwoods grew to adult stature. The stewards of redwood trees are proposing sprinkler systems to protect these wonderful giants. It's a good short-term solution. We install sprinklers for our best urban architecture, including Notre Dame and giant skyscrapers, all of which can ostensibly be replaced if damaged. But redwoods can not be replaced within at least 50 generations of children, so the need is urgent to protect them before they become endangered by wildfire. The best solutions are to: Ameliorate climate change. Seek to minimize extreme droughts and heat waves that result when we spew carbon dioxide into our atmosphere. Expand areas of pavement and urban roofing – neither of which conserve the natural water cycle very effectively. One way to slow climate change is to eliminate deforestation of our vital forests around the planet. To act on this need, the TREE Foundation has launched MISSION GREEN, an international initiative to build canopy walkways for ecotourism in the top 10 biodiversity "Hot Spots." This would provide economic opportunities to local communities other than logging in areas where deforestation is destroying species habitat and contributing to global warming. I certainly hope that the world's forests will not become strewn with sprinkler systems, but I passionately want my grandchildren to be able to look up in awe at a healthy 300-foot redwood – or walk under the gorgeous, uniquely-Florida forest canopy found at Myakka River State Park – and experience a sense of wonder for Mother Nature. We must act now to protect our trees for young and future generations. Meg Lowman is the executive director of the TREE Foundation, which is based in Sarasota. She is also the founder of MISSION GREEN.	<urn:uuid:6f9c5c07-9a09-4f83-aa36-59c5abf6b815>	CC-MAIN-2024-22	https://treefoundation.org/wp-content/uploads/2022/08/Floridas-trees-deserve-our-attention-and-protection.pdf	2024-05-25T08:05:08+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058789.0/warc/CC-MAIN-20240525065824-20240525095824-00504.warc.gz	511,817,908	926	eng_Latn	eng_Latn	0.998795	eng_Latn	0.998685	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2018, 4395, 4527 ]	[ 2.203125 ]	1	0
SPEAKING WITH CONFIDENCE CLUB Confident, charismatic leaders weren't born that way. Yet good communication skills are vital to be successful in school and in life. People who express themselves clearly and confidently, and are persuasive and comfortable communicating with a wide range of people are in high demand in today's society. This training program helps children gain the confidence to become good leaders and speakers. This is a learn-by-doing program in which children get to have the final word. Most schools and universities do not offer this type of training, Tangible Horizons does. Public speaking skills must be taught early in a child's education and must not be assumed. The Speaking With Confidence Club teaches children how to formulate and express their ideas with poise and confidence. They improve their ability to listen and evaluate others' ideas, and they learn leadership skills along the way. This program is not a formal classroom course in public speaking. No one's work is graded and no tests are taken. In the Speaking With Confidence Club, members learn by studying a club project manual and by practicing and helping one another. Learning occurs in a club environment. Club meetings are organized workshops where members study and practice communication and leadership skills with others who are there for the same reasons. They learn by doing and by watching others. During club meetings great emphasis is put on building "quick thinking" skills as members give one- to two-minute speeches on general contemporary subjects. The greatest learning comes from preparing and presenting speeches based on the projects in the club manual. This manual has ten speech projects, each designed to develop critical speaking skills one step at a time. Each project builds upon what was learned in the preceding project. You begin with "The Ice Breaker" speech. Since it is your first speech before the club, it is based on an easy subject – yourself. In subsequent speeches you learn the importance of organization, speech purpose, proper word usage, body language and vocal variety. You also lean how to do research, use visual aids, speak persuasively and inspire others. Most speeches are only five to seven minutes long. This gives you enough time to develop your topic while still keeping club meetings to one hour. You learn to speak with confidence, clarity, persuasiveness and enthusiasm. An evaluator gives verbal and written feedback on every speech presented. The evaluator provides a personal opinion of your talk, pointing out its strengths and offering suggestions for improving your next speech. Evaluations have one purpose: to help you become a more effective speaker. Eventually, as you gain more experience, you will evaluate the speeches of others. SPEAKING WITH CONFIDENCE CLUB The Speaking With Confidence Club uses a project manual that helps to develop vital speaking skills with the following 10 speech projects: 1. The Ice Breaker- objectives are to begin speaking before an audience, to discover speaking skills you already have and skills that need some attention. 2. Organize Your Speech- objectives are to allow listeners to easily follow and understand your speech, to make your message clear, to use transitions between ideas, and to create strong openings and conclusions. 3. Get To The Point – objectives are to select a speech with a purpose, to achieve the purpose, to develop a beginning, body and supporting conclusion, to convey sincerity and control any nervousness. 4. How To Say It – Objectives are to select the right words and sentence structure to communicate your ideas clearly, to use devices to emphasize ideas, to eliminate jargon and to use correct grammar. 5. Your Body Speaks – Objectives are to use stance, movement, gestures, facial expressions and eye contact to express your message and achieve your purpose, and to make your body language smooth and natural. 6. Vocal Variety – Objectives are to use voice volume, pitch, rate and quality to add interest to your message, to use pauses effectively, and use vocal variety smoothly and naturally. 7. Research Your Topic – Objectives are to collect information about your topic from numerous sources, and to carefully support your points and opinions with specific facts, examples and illustrations gathered through research. 8. Get Comfortable With Visual Aids – Objectives are to select visual aids that are appropriate for your message and the audience, and to use visual aids correctly with ease and confidence. 9. Persuade With Power – Objectives are to persuade listeners to take some action, to appeal to an audience's interests, to use logic and emotion to support your position, and to avoid using notes. 10. Inspire Your Audience – Objectives are to inspire the audience by appealing to public motives and challenging the audience to achieve a higher level of beliefs or achievement, to appeal to the audience's needs and emotions, using stories, anecdotes and quotes to add drama, and to avoid using notes. Meetings are held weekly Member club fees are $25 per project completed For more information visit us on the web at www.tangiblehorizons.com or contact us at 248-229-3636	<urn:uuid:5351658c-624b-47de-9c83-ccfbac45bda6>	CC-MAIN-2024-22	http://tangiblehorizons.com/images/Speaking%20With%20Confidence%20Club_Program.pdf	2024-05-25T08:17:42+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058789.0/warc/CC-MAIN-20240525065824-20240525095824-00506.warc.gz	29,096,844	1,033	eng_Latn	eng_Latn	0.998597	eng_Latn	0.998778	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2822, 5252 ]	[ 3.703125 ]	1	0
Safeguarding Newsletter Welcome to our January Newsletter which in this edition has a focus on Harmful Sexual Behaviour. This is a challenging area for both schools, parents and carers in trying to keep our children safe in school, at home and in the wider community. This newsletter aims to help you in understanding what is being identified as Harmful Sexual Behaviour and how we are working with our students in developing their understanding and how to be safe. We have also updated our Safeguarding Area on The Hart School Website - it includes information on Safeguarding, how to contact us (also on the last page of the newsletter), Mental Health and Wellbeing, Nude selfies, lots of information on Online Safety, Self Harm, Child Criminal and Sexual Exploitation and Prevent (working with the police to prevent children and young people being radicalised or exploring extremist sites and activities). Please use the QR code to access our Safeguarding Area. Harmful Sexual Behaviour Harmful Sexual Behaviour is a really important aspect of our work in Safeguarding pupils in our school and also in developing their understanding of what is acceptable and what is not acceptable. It is also really important with their access to social media, the images they may see - these can pop up when online gaming and on social media sites such as TikTok and Instagram. The definition of Harmful Sexual Behaviour Sexual behaviours expressed by children and young people under the age of 18 years old that are developmentally inappropriate, may be harmful towards self or others, or abusive towards another child, young person or adult. The term encompasses a broad range of issues, including child-on-child sexual abuse or harassment and online sexual abuse, as well as behaviours that indicate the existence of adult to minor sexual abuse and child sexual exploitation. It also includes Sexting and sharing of nude images. A Brief Overview During the Covid Lockdown that started in March 2020 and into 2021, a website called 'Everyone's Invited' invited anonymous testimonials of sexual harassment and abuse and the government asked Ofsted to conduct a rapid review.in April 2021. It's Not Ok… In September, we started our 'It's Not Ok…' campaign with students. Assemblies and tutor sessions were held with students in all year groups in which we shared language and actions that students hear and they felt was inappropriate, which cause distress and can impact on a students' wellbeing. Following feedback from the work students completed in tutor we have posters in all areas of the school with examples of what they felt were inappropriate. Advice on Talking to Teenagers and Young People Many sexual behaviours children and teenagers show as they grow up are normal and healthy, so long as they're not causing harm to others or to the children themselves. However it can be really difficult to talk openly with your child about sex, sexuality and relationships. Here are some tips on talking to your teenager which have been adapted from the NHS advice and guidance: Do not judge your teenager: Start by assuming they have a good reason for doing what they do. Show them you respect their intelligence and are curious about the choices they've made. If you don't prejudge their behaviour as 'stupid' or 'wrong' they are more likely to open up and explain why they're actions made sense to them. Try not to assume you know what's wrong: Do not assume that you know what's wrong, rather than asking "Are you being bullied?", try saying "I've been worried about you. You do not seem your usual self and I wondered what's going on with you at the moment. Is there anything I can help with?" Help them think critically about what they see and hear: "So Paul said X: is that what you think?" Information is empowering: Point them towards websites that can give them information on drugs, sex and smoking so they can read the facts and make they up their own minds. Call it out - You Said, We did Following feedback and Student Voice discussions with our students following the launch of 'It's Not Okay..' , staff will 'Call it out' if they hear language or comments that are inappropriate. Our staff will explain why the comments, banter or language is inappropriate. What we do if a Harmful Sexual Behaviour Incident is reported: Students and their parents can report an incident of Harmful Sexual Behaviour and this can include sexting, sharing images (including nudes) and inappropriate touching. A member of our Safeguarding Team will meet with the student, discussing the incident and then take appropriate actions. We always listen to what the student wants to happen. There are strict guidelines that we follow as to how we record what has been shared. We also discuss with parents and carers the incident and what they want to happen. It is child focused and we aim to educate our students about appropriate behaviour and actions. Teenagers often worry that telling an adult will just make things worse. Be clear you want to help them and will not do anything they do not want you to. This may be particularly important with bullying, sexting or sharing images. Listen to their fears and build up their confidence by reassuring them you will face the problem together. What is Online Safety? Being safe online means individuals are protecting themselves and others from online harms and risks which may jeopardise their personal information, lead to unsafe communications or even effect their mental health and wellbeing. Andrew Tate: Talking to your child about harmful online content The views expressed by Andrew Tate do not align with The Hart School's value of equality. Sexism and misogynistic views have no place in the school community, and we will take robust action against any form of hate. Our pupils have regular assemblies, PSHE lessons and tutor sessions on harmful online content. The message to our children is to question everything and seek advice if they need it. Top tips for talking to your child about Andrew Tate and online content: Let your child know that if they come across content they may find upsetting or confusing they can talk to you. If yes, ask what they think and listen carefully Introduce the topic by saying you have read about Andrew Tate and ask if they have heard of him. If not, tell them why you are concerned about his content. Help them see the subject from different angles Discuss misogyny and how it can impact relationships and behaviour Who to contact if you have a safeguarding concern? There are two ways two contact school: Direct phone call to school and ask for a member of the Safeguarding Team or firstname.lastname@example.org Useful websites and links for guidance to support with young people and sex and relationships: Working with Staffordshire Police We work closely with the Cannock Community Police Team who also cover Rugeley. Mrs Lewis who is our Designated Safeguarding Lead accompanied officers and PCSOs on Friday 20th January as part of our joint approach to tackling Anti-Social Behaviour and building relationships with our students both in and out of school. #teachersonpatrol The most recent advice from our Community Policing Team includes: * Check your child's phone settings and apps, ask to look at their profile and shared information, keep in mind online safety. * Balaclavas: please be aware that if a young person is wearing a balaclava, it is not necessarily about keeping warm but avoiding being identified.	<urn:uuid:2779fdb0-e9e8-4ac5-a92b-c335878afc74>	CC-MAIN-2024-22	https://www.hartschool.org.uk/_site/data/files/users/co_newsletters/2022-2023/F13DCBD00AB5714C35C1AE2964156338.pdf	2024-05-25T08:45:26+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058789.0/warc/CC-MAIN-20240525065824-20240525095824-00500.warc.gz	700,161,593	1,517	eng_Latn	eng_Latn	0.998975	eng_Latn	0.999125	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2658, 5317, 7569 ]	[ 2.375 ]	1	0
Dear families, Summer term has begun! Welcome to the Summer term, which we hope will bring warm and sunny days for us to enjoy plenty of time outdoors. We have got an exciting term of events planned for our children in Blue Whale and Tiger Class... This term our big question is 'What if Jack forgot what a plant needs to grow?' We will be reading and acting out many exciting stories such as Jack and the Beanstalk, The Enormous Turnip and Oliver's Vegetables. The children will continue to make predictions, ask questions and become confident at story mapping. The children will draw pictures and write words or sentences to explain what is happening in the story. They will also be growing their own plant which they will observe and record in their seed diaries. The children will explore questions such: * What is your favourite part of the story? Why? * What happened in the beginning, middle and end of the story? * Who are the characters? * Where is the story set? * What does a seed need to grow? * What happens to the seed without water/no sunlight/too much water? * Where do seeds/plants grow best? * What are the parts of plants? * How are the needs of plants similar to our own needs? What is different? * What plants grow underground? How are they different to plants that grow above ground? Phonics Your child is taking a phonic books home with them daily. Please read this book with your child every day. Please take care of the books. Your child needs to bring their Phonics book to school every day. Ask questions about what is happening. Get them to write simple sentences. When reading with your child each night you can ask questions before, during and after the reading. Understanding what has been read to us and understanding what we read is an equally important skill to becoming a strong fluent reader. These skills help the children think about what they are reading and being able to talk about or answer questions about the story. Here are a few reading comprehension questions that can be tried at home: * Before: o What do you think this story will be about? What might happen in the story? April 2024 o Where do you think the story takes place? How do you know? (Encourage your child to look at the illustrations on the book's cover). * During o What is happening in the picture? o What has happened so far? Is it what you expected to happen? Why or why not? o What might happen next? o How do you think the story might end? o How do you think the character is feeling here? How would you feel if you were the character in the story? * After o Did you like this book? Why? (Encourage your child to explain their reasoning in a sentence. This will help them develop their own opinions about books). o What happened in the story? o What was your favourite part? Why? o What was the most exciting part of the story? Can you find it? o Why did that character do…(give a situation/event from the story)? Maths This half term the children will be learning about numbers to 20 and beyond. They will build and learn to recognise patterns between numbers. By recognising patterns between numbers the children will be able to apply this skill when working with numbers beyond 20. The children will begin learning to add and subtract different amounts to 10 using objects, numicon shapes, number lines and counting on or back. They will consolidate their learning of shape by learning how to manipulate and decomposing shapes. They will understand that shapes can be rotated, flipped, separated or added to make different shapes. Through our story Jack and the Beanstalk the children will be learning to compare different heights and lengths of objects and people using objects (footprints/shoes), rulers and measuring tapes. Here are a few activities that can be done at home to support your child's learning: * Measuring: Draw around your shoe on two pieces of paper, then cut them out. Can you use your footprints to measure the length of your home? Which room is the longest? Which room is the shortest? Can you use a different object to measure your home? Did you get the same results? Why do you think it was different/same? * Addition: Go for a walk in the garden or a park with someone from your family and take two containers with you. Collect five natural objects in your container and ask your family member to collect five different objects. How many objects did you find altogether? How many ways can you make this number? Can you sort the objects into two or three groups? What numbers did you use to make that amount? * Subtraction: Set up some skittles or empty plastic bottles. How many skittles do you have? Roll a ball and count how many you have knocked down. How many do you have left? Library Books and Reading 'The more that you read, the more things you will know. The more that you learn, the more places you'll go' — Dr. Seuss One of the most important things you can do with your child is to Read, read, read! This week the children have loved hearing a range of stories and singing many nursery rhymes. Please take 10 minutes to read with them every night. This is so important for your child – it will help to develop their communication, language and concentration skills, and fosters curiosity and creativity. The children will be borrowing a book from the library every Tuesday. Please make sure your child has their book folder with them. The children would usually change their books every Tuesday. So please make sure that you return the book to the class by Monday. Here are important days of our week: Monday- Come and read with your child for 10 minutes in at the start of the day. We would like to invite you to join us at 8:50am to enjoy a story with your child. During these sessions we will demonstrate and strategies for supporting reading at home. Tuesday – We will encourage all of the children to borrow a book from our school Library. Please make sure your child has a book bag or a bag with them. Tuesday - The children will be having PE with a sports coach each week. The children will not need PE clothing at this point of the year. The coach will be developing the children's coordination and gross motor skills. Friday- Every Friday we will cook or bake something as a class. Friday – Celebration assembly where we celebrate what has happened in the Early Years. Your child will get a chance to be 'star of the week' and get a certificate. They will also get a sticker if they come to school every day. Also, one child from each class will take Summer or Bluey home for the weekend. During our Celebration assembly each class will have the opportunity to win the attendance trophy for their class and keep the trophy for the week. Home Learning Home Learning is an effective tool used to support the learning in the classroom and to help children develop into independent learners. In EYFS, children learn through experiences, hands-on learning and play. Home Learning will focus on developing and supporting communication/language skills, understanding of the world, and physical development. Home Learning will be set as projects where the children will be able to learn or create something to share with their classmates. This half term's home learning will be: * Green Fingers: Try growing some plants or flowers at home. You could try planting some seeds in a pot or in your garden. Remember to give your seeds some water and put them somewhere sunny. Cress seeds grow quite quickly or you could try planting some flowers. Can you create a seed diary of how your seeds are growing? Which seeds grew more quickly? How many more days did it take for your other seeds to grow? Can you compare the length of your plants? Which will grow to be the longest/tallest? Go for a walk with a grown-up around a garden or park. Look carefully to see what plants and flowers you can see growing. You could take some photos or draw some pictures of the things you see. Can you write a caption or a sentence about the plants you saw on your walk? Please share your home learning on Tapestry. We look forward to seeing your home learning projects and sharing them with the class. Planting… This term we will be planting different seeds and will learn how to look after the plants and what plants need for it to grow strong. We are also planning to use our garden outside to plant lots of different things like, flowers, vegetables, and herbs. It will be a great opportunity for the children to do some digging, learn how to look after plants, see the changes as they grow and hopefully harvest some of the things we've grown to cook with and eat! Ducklings…. We have some exciting news…… We will be getting ducklings this term and the children will see how they hatch from an egg. This will lead to some great discussions and new vocabulary. What came first the egg or the duck? Park trip We will be going to Soanes Centre in Tower Hamlets Cemetery Park where the children will participate in workshop that will bring our senses alive while we explore the natural world of the park. Learning Journeys – Tapestry This year in our Early Years we are using a new online learning journal called Tapestry to showcase our children's amazing learning. Please activate your account by checking the request email I have sent from Tapestry. If you need any help, please come and find me. We are uploading photos and videos of your child's learning in school to their learning journals. Also, feel free to add your own photos if you wish; it is always wonderful to see the learning that goes on outside of school too. Summer Weather The weather is getting warmer and more sunshine we will be learning about sun safety this term. Please apply suncream on your child before school and you are welcome to put a small bottle of suncream in your child's bag for us to help them to reapply later in the day. Your child can come to school with a sun hat to help protect them from the sun when playing outside. Bedtime When children get the right amount of sleep (11 - 12 hours each night), they are much fresher for the day and it has a positive impact on their behaviour and learning. Children often find it more difficult to sleep when it is still light outdoors. Consider giving them a clock, so that they can see when it is their bedtime (for Reception age children should go to bed around 7-7.30pm), even though it isn't dark outside. Try to stick to this routine even at weekends so your child will develop good sleep habits. I know it is an important month for many families as some families will be fasting. However, the children are too young to stay awake till iftar so remember they should still go to bed around 7pm. The children shouldn't wake up in the middle of the night when other family members might do. Healthy bodies, healthy minds. A gentle reminder that healthy children need: * Plenty of sleep: 10-12 hours every night. This means bedtime at 7pm! * Fresh fruit and vegetables every day. * Lots of water to drink. * Clean, healthy teeth – your child must brush their teeth every morning and every night before bed to stay healthy. * PLEASE ENSURE YOUR CHILD HAS A WATER BOTTLE WITH THEM EACH DAY so they can drink freely throughout the day. Important events / diary dates: * Trip to Soanes centre – Monday 22 nd April * Parents' Evening – 30 th April and 1 st May * School Closure – 2 nd May * Bank Holiday (School Closed) – Monday 6th May * Ducklings arrive – Thursday 7 th May * National Numeracy Day We will be having a celebration in June for Eid al Adha where we will dress up, dance, play games and eat some party food! Thank you for your continued support. Reception Team	<urn:uuid:7f72ad40-12d2-4894-a4e0-7126b6422598>	CC-MAIN-2024-22	https://www.mulberrywoodwharf.org/wp-content/uploads/2024/04/Half-Termly-Letter-Summer-1.pdf	2024-05-25T07:44:09+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058789.0/warc/CC-MAIN-20240525065824-20240525095824-00500.warc.gz	788,356,528	2,466	eng_Latn	eng_Latn	0.999023	eng_Latn	0.999057	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2145, 4779, 8524, 11531, 11709 ]	[ 3.75 ]	2	0
Table of Contents Dear Ohioans, Sorting through the ins-and-outs of a cell phone contract or a car purchase can be overwhelming. That's why it's so important to know your rights as an Ohio consumer. This guide can help you navigate all types of transactions, large and small. It covers typical purchases, common traps, and financial basics — informa tion you can use to be a savvy consumer, avoid credit problems, and protect yourself from deceptive business practices and scams. Review this information and share it with your friends and family. Consult the resources for consumers at the back of the guide. And if there's more the Ohio Attorney General's Office can do to answer your questions or help resolve specific issues, call our Help Center at 800-282-0515 or visit www.OhioAttorneyGeneral.gov. Very respectfully yours, Mike DeWine Ohio Attorney General Auto Cars are often a necessity, but they are also one of the largest purchases you likely will make. If you're ready to buy a car, knowing the basics will help you avoid possible pitfalls of the new or used-car market. Remember the following tips: * Get everything in writing. If a salesperson makes verbal promises, insist that they are included in a written contract. * "As is" means the car is not covered by warranty. You will be responsible to pay for any needed repairs. * Check the car's history through the National Motor Vehicle Title Information System at www.vehiclehistory.gov. * Take the car for an extended test drive. Ask a trustworthy mechanic to check it for problems. * If you are buying a car online, see the car in person before you purchase it. Don't trust anyone who says he will ship you a car after you send money. * Research and find reputable dealers before making a purchase. Ask family and friends for advice. * Ohio's Lemon Law only applies to vehicles within their first year or first 18,000 miles of use, whichever comes first. Possible Pitfall: Buy-Here-Pay-Here Dealerships Beware of "buy-here, pay-here" dealerships that offer financing directly at the dealership. While this may seem cheaper and easier than going to a bank for a loan, buy-here-pay-here loans often have high interest rates and probably will cost you much more in the end. Repairs You have the right to an estimate for repairs or services that will cost more than $25. Get the estimate in writing, and make sure it includes a description of the work that will be done, the anticipated completion date, and the expected cost. In general, if a repair will cost more than 10 percent of the original estimate, the business must get your permission for the additional cost. Credit vs. Debit While credit cards and debit cards look the same, they have significant differences. 3 Contracts When you obtain a credit card, rent a car, buy a cell phone, or sign a lease for an apartment, you typically enter into a contract. A contract is a legally binding agreement between two or more parties that spells out each party's obligations. Read contracts thoroughly. Find out how the business will use your personal information, when rate increases can occur, or when a car dealer will repossess your vehicle. Ask questions if you do not understand all the terms and conditions. Generally, a signed contract cannot be changed or broken. Before signing a contract, be sure you really want or need what you are purchasing and that you can afford to pay for it through the entire extent of the contract. Also, make sure the contract includes all verbal agreements. If a promise is not put in writing, it is not guaranteed. Possible Pitfall: Rent-to-Own Rent-to-own generally means you make monthly or weekly payments to rent a product. Carefully consider if you need this product because buying products through rent-to-own agreements usually results in significantly higher costs. If possible, avoid these transactions by waiting until you can afford to purchase the product outright. Housing and Utilities When choosing an apartment, carefully consider both the property and the landlord. Talk to current residents about the property and their experience with the landlord. Understand the following terms: * Application fee: You may be asked to complete an application and pay a related fee for the landlord to check your credit and criminal background. * Lease: A lease is a legally binding agreement between you and the landlord defining your relationship to the landlord and allowing you to use the property. Be sure to review the lease carefully before signing it, and make sure any verbal agreements with the landlord are put into the lease. Keep a copy of the lease for your records. * Security deposit: A deposit acts to ensure the landlord receives all the rent that is due and that, when you move out, the property is in the same condition as when you moved in (except for normal wear and tear). Be sure to photograph the property when moving in and out to document its condition. When you end your lease, the landlord typically has one month to refund your security deposit and provide a written, itemized explanation for any deductions taken from the amount you originally paid. Before signing your apartment lease, check to see what utilities you are responsible for as the renter. This information should be in the lease. Consider the following: * Ask the landlord for a list of utility companies that provide service in your area and explore any competitive options in advance. For example, check out different options for electric, natural gas, water, cable, and Internet providers. * Some utilities may require you to pay a deposit, especially if you do not have a strong credit history or have had a similar utility service in your name in the past two years. When you pay the deposit, keep record of the payment and ask when and how you will be eligible to get the deposit back in full. * Activate utilities prior to moving in so that you don't find yourself in a property with no heat or water. * If you have issues with your utilities, consider calling the Public Utilities Commission of Ohio (PUCO) at 800-686-7826. Possible Pitfall: Rental Scams Rental listing scams target consumers who are looking for a good deal on a place to live. Scammers will trick people into sending money as a deposit for an apartment or house that is not truly available to rent. Be cautious when an apartment rental seems too good to be true. Don't pay money until you've actually viewed the property. Some people post fake rentals on online marketplaces. Beware of requests for wire transfers or prepaid money cards as payment methods; these are signs of a potential scam. Identity Theft Identity theft occurs when someone uses your personal information — such as your credit card number, bank account number, insurance information, or Social Security number — without your permission to commit fraud. To protect yourself from identity theft: * Carry only the number of credit or debit cards that you need for a specific outing. Keep your Social Security card in a safe place. * Don't give out your personal information unless you initiate the contact and you trust the individual or organization you're dealing with. * If you are doing business online, make sure the website is secure. The web address should say "https" instead of just "http." Also make sure your anti-virus, firewall, and other personal computer security applications are up-to-date. Use complex passwords. * Shred all documents that contain personal information before you dispose of them, including bank statements, pre-approved credit card applications, and medical information. * Consider placing a "credit freeze" by contacting all three of the major credit reporting agencies. A credit freeze blocks potential creditors from obtaining your credit report until you lift, or thaw, the freeze. Freezing or thawing credit reports costs $5 per credit reporting agency, but is free for victims of identity theft. Freezing and thawing credit does not affect a consumer's credit score. In Ohio, a credit freeze is permanent. In order to detect identity theft, it is important to check your credit report. A credit report provides information about your credit history. It includes personal information such as your name, address, and Social Security number. The credit report also will have account information such as the types of credit in your name, the dates you opened the accounts, your payment history, companies that have accessed your credit, and other public record information including lawsuits or bankruptcies. You can check each of your three credit reports for free once a year using www.annualcreditreport.com. If you think you are a victim of identity theft, immediately contact your local police department and file a police report. Also notify your bank and creditors. Add an initial fraud alert to your credit reports by contacting one of the three major credit reporting agencies (Equifax, Experian, or TransUnion), which in turn will notify the other two. The fraud alert is free, lasts for 90 days, and does not affect a consumer's credit score. Major credit reporting agencies' contact information: * Equifax, 800-525-6285 or www.equifax.com * TransUnion, 800-680-7289 or www.transunion.com * Experian, 888-397-3742 or www.experian.com For help correcting errors on your credit report or other effects of identity theft, file an identity theft notification form with the Ohio Attorney General's Consumer Protection Section Identity Theft Unit at www.OhioAttorneyGeneral.gov or 800-282-0515. The Identity Theft Unit can offer assistance to identity theft victims, by working with credit agencies, creditors, collectors, or other organizations on a victim's behalf. For victims wishing to restore their identity on their own, the Identity Theft Unit can provide a step-bystep guide. How to Create a Complex Password Creating a complex password is a key to online safety. Consider using a combination of letters and numbers from a phrase, for instance: My dog's name is Brutus 456 Password: MdniB456 Phone and Internet When purchasing a cell phone or obtaining an Internet service, calculate the monthly total of all charges, including taxes or activation fees. Also read the fine print. Do not sign a contract or purchase extras such as insurance unless you fully understand all the terms and conditions. Make or ask for a copy of anything you are asked to sign. Check for early termination fees and upgrades that automatically extend your contract. If your phone is lost or stolen, notify your service provider immediately. Otherwise, you may be charged for unauthorized use. Scams Don't get ripped off! Beware of common scams including: * Job opportunity scams: Some scammers promise that you can make thousands of dollars by working a great summer job or running your own business. Be sure to research the organization before making a commitment or giving away personal information. * Scholarship scams: Be wary if someone asks you for advance fees in exchange for help finding scholarships. You can usually find scholarship information yourself for little or no cost by searching online. * Spring break scams: Promises of "free trips" or "bargain airfare" might be too good to be true. If you are planning a trip, be sure to get all information in writing. * Internet scams: Whether you are shopping online or connecting with friends on social networking sites, watch for Internet scams designed to steal your identity and your money. Don't trust someone who asks you to send a wire transfer or buy a prepaid card. * Fake check scams: Some scammers send realistic looking checks that turn out to be fake. If you receive an unexpected check from someone who asks for a portion of the money in return, it's probably a scam. Possible Pitfall: Payday Loans A payday loan is small, short-term loan. Usually you borrow just enough to get to your next payday. Payday loans typically involve large fees and very high interest rates. They can end up costing you hundreds or thousands of dollars. It can be difficult for a borrower to pay off the loan due to the high interest rates. Student Loans Student loans help consumers pay for tuition, room and board, books, and other costs associated with attending college. Unfortunately, students often leave college with more debt than they can handle. There are two basic categories of student loans: * Federal loans are regulated by the federal government. Federal loans offer fixed interest rates. In most cases, you will not need a cosigner or a credit check for federal loans. The U.S. Department of Education offers different types of loans including Direct Subsidized Loans, Direct Unsubsidized Loans, Direct PLUS Loans, and Perkins Loans. * Private loans are sometimes referred to as "alternative loans" and are offered by private lenders. They do not include the benefits and protections available with federal loans. Private loans tend to have higher fees and interest rates than federal government loans, while federal loans offer more opportunities for cancellation and loan forgiveness. Types of Federal Loans Students can submit a Free Application for Federal Student Aid (FAFSA) at www.fafsa.ed.gov Beware of private companies that charge to apply. If a company charges upfront fees to apply for a loan, it could be a scam. . Borrow only what is necessary. Even if you are approved to secure a loan of a greater amount, you don't have to take out all of the money you are allotted. Analyze your budget and only accept a loan for money you actually need. Every dollar you borrow now could cost you two dollars (or more) by the time you repay your loan. Utilize the Ohio Attorney General's Budget Calculator at www.OhioAttorneyGeneral.gov/Budget-Calculator to plan for college expenses by estimating actual out-of-pocket college costs minus scholarships and grants based upon what similar students and families have paid at the college in the past. Paying back your student loans Many students do not think about making payments while they continue their education, but making payments while still in school means paying less money later. Consider making payments as part of an overall budget that includes all your expenses and income. Once you leave school, you may need to make student loan payments even if you haven't found your first "real" job making a decent wage. Here are some options you can discuss with the servicer of your loans: * Income-based repayment: This type of payment considers a student's actual income and family size. While the total amount of the loan is still eventually due, income-based repayment can spread the payments out to make them more affordable on a monthly basis. * Loan deferment and forbearance: Deferment postpones students' loan payments under certain circumstances. Forbearance allows students to stop making payments temporarily. Under both deferment and forbearance situations, interest still typically accrues and eventually must be paid back. * Loan forgiveness: Generally, student loans must be repaid, even in the event of a personal bankruptcy. Under rare circumstances, student loans are forgiven through programs designed to reward students for entering teaching as a career or devoting themselves to public service. Be cautious of companies offering to lower your student loan payments or "refinance" loans for a fee. Some of these "services" may provide little or no help and may cost you more in the end. You can work directly with your loan servicer to discuss payment options. Student loan resources Several government and nonprofit agencies offer assistance with obtaining and repaying student loans. For borrower assistance or to report complaints with your loan servicer: * Consumer Financial Protection Bureau: www.consumerfinance.gov * National Consumer Law Center's Student Loan Borrower Assistance: www.studentloanborrowerassistance.org * U.S. Department of Education: www.studentaid.ed.gov * Student Loan Ombudsman of the U.S. Department of Education: www.ombusman.ed.gov or 877-557-2575 To determine what loans you have, contact the U.S. Department of Education's National Student Loan Data System (www.nslds.ed.gov) or its Federal Student Aid Information Center at 800-433-3243. For repayment options, federal student aid resources are available at www.studentaid.ed.gov and at www.studentloans.gov. Shopping and Advertisements Ohio law offers protections from deceptive advertising practices. However, some ads do not comply with the law. Beware of common deceptive advertising tactics: * Bait advertising occurs when a supplier offers goods or services for sale, but the offer is deceptive or misrepresents the product or service. * Use of the word "free" can be misleading. A seller may not advertise goods as "free" when the cost of the "free" offer is passed on to the consumer by raising the regular price of the goods or services * "New" items must truly be new. Refurbished or reconditioned products must be properly labeled. Used items cannot be labeled as new. * Prizes must be awarded unconditionally. A seller may not advertise that a consumer has won a prize when the consumer must pay certain charges to receive the prize. Consumer Rules to Live by Take steps to protect yourself from scams and rip-offs: * Research companies: Check with the Ohio Attorney General's Office, the Better Business Bureau, the Ohio Secretary of State, friends and family, and online reviews. * Read the fine print: Fine print can be found in everything from contracts to advertisements. Take the time to read it. * Remember your rights: Ohio laws provide great protections for consumers, and knowing your rights can be empowering. * Reconsider the purchase: Ask if you really need what you're about to purchase and if you feel comfortable purchasing the good or service from a certain business. * Report fraud: If you have an issue with a business or believe you have been the victim of a scam, file a complaint with the Ohio Attorney General's Office at 800-2820515 or www.OhioAttorneyGeneral.gov. How to Research a Business * Search for complaints against a company with the Ohio Attorney General's Office and Better Business Bureau. * Conduct an Internet search for more information about the business. * Determine if the business is registered with the Ohio Secretary of State. (Most businesses must register.) * Ask family and friends for recommendations. * Never do business with a company that refuses to give you written information, a phone number, a physical address, or references. Consumer Resources Learn More! Additional consumer information The Federal Trade Commission works to provide consumers with information and to prevent fraudulent, deceptive, and unfair business practices. * www.ftc.gov; 877-FTC-HELP (877-382-4357) Credit rebuilding Fixing your credit is hard work. To find a nonprofit credit counseling service in your area, contact the National Foundation for Credit Counseling. * www.nfcc.org; 800-388-2227 Credit reporting It is important to check your credit reports for free once a year. This can help you discover potential identity theft * www.annualcreditreport.com Internet crime The Internet Crime Complaint Center (IC3) takes Internet-related criminal complaints and refers the complaints to federal, state, local, or international law enforcement for investigation. * www.ic3.gov Legal assistance Ohio Legal Services provides information to low-income Ohioans on legal matters including landlord/tenant issues, public benefits, and criminal matters. * www.ohiolegalservices.org; 866-LAW-OHIO (866-529-6446) * If you are a student, your college or university may also offer legal services. Researching businesses Learn about a business and check consumer complaints or registration information. * Ohio Attorney General's Office: www.OhioAttorneyGeneral.gov; 800-282-0515 * Better Business Bureau: www.bbb.org * Ohio Secretary of State: www.sos.state.oh.us Unwanted calls Reduce telemarketing calls by registering with the National Do Not Call Registry. * www.donotcall.gov; 888-382-1222; TTY, 866-290-4236 Notes and Important Numbers	<urn:uuid:d0f53658-8b9f-472a-9cf2-acedc57a04bd>	CC-MAIN-2018-17	http://hubbardtwppd.us/On%20Your%20Own%20But%20Not%20Alone%20Guide.pdf	2018-04-23T09:17:07Z	crawl-data/CC-MAIN-2018-17/segments/1524125945940.14/warc/CC-MAIN-20180423085920-20180423105920-00526.warc.gz	148,600,317	4,108	eng_Latn	eng_Latn	0.98998	eng_Latn	0.997829	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 19, 873, 2654, 2761, 5175, 7647, 10098, 12185, 13175, 15611, 17291, 18645, 20219, 20248 ]	[ 1.265625, 2.09375 ]	2	0
2014 Regional Snapshot What is the ecological condition of our rivers, streams and drains? The drainage network is now the most common waterway in the South East NRM region–there are few natural rivers or streams. Both streams and drains provide water for agriculture and domestic use and habitats for native plants and animals, and the streams are places for recreation and are culturally important for Aboriginal people. Aquatic plants and animals function together as ecological communities and improve water quality in rivers, streams and drains. These ecosystems are impacted by nutrients, sediments and pollutants in agricultural runoff and wastewater discharges. Feral and domestic animals, which graze and trample vegetation, and reductions in flow, due to dams, weirs, droughts, consumptive use and weeds, also impact rivers, stream and drains. In 2009, the Environment Protection Authority assessed the condition of streams and drains in the South East NRM region based on water quality and the condition of invertebrate and plant communities. Assessments have been made at 71 sites, across the Glenelg River and Millicent Coast catchments. This report card summarises the information by catchment basins. This report does not include the condition of the River Murray, which is summarised in two separate report cards, one on water quality and another on ecological condition. State target Improve the condition of terrestrial aquatic ecosystems Trend (2009) Unknown Creek, stream and drain condition was assessed in 2009. A trend will be available in future versions of this report card. Because most sites have only been assessed once, recent trends in stream and drain condition are not known (see map above). Future monitoring will determine trends in condition of our creeks, streams and drains. The Government of South Australia and the regional NRM board are investing in on ground works to improve the condition of streams and drains to improve water quality and the condition of invertebrate and plant communities. Management efforts focus on controlling feral animals and weeds, fencing creek edges, working with land holders to reduce nutrient and sediment runoff and, where possible, restoring more natural flows. Where we are at ( 2009 ) Poor Substantial investments are required over many years to improve water quality, and the condition of aquatic invertebrate and plant communities Across the South East NRM region, our streams and drains are in poor condition (map on right). These assessments were done during the drought when the ecosystems were stressed from years of low flows. Since then the condition may have improved. The Glenelg River and Lower Murray River catchment are in fair condition, and the Millicent Coast catchment is in poor condition. Streams and drains that are in poor condition typically have elevated levels of nutrients, salt and fine sediment as well as sparse vegetation and abundant weeds along their banks. Our use of aquatic environments for economic and recreation purposes has affected their condition to an extent that threatens the features that make them so attractive and valuable. Water diversions and other impacts are at critical levels, and are intensified by periods of drought. It is crucial that we take steps to improve the condition of our streams and drains. Excellent Very Good Good Fair Poor Very Poor Unknown Reliability of information Very Good Further information: Technical information for this report and EPA Aquatic Ecosystems Water Quality reports Trends in the ecological condition of streams and drains	<urn:uuid:1a3d8641-6ecb-4f8b-a7df-21945cb1de41>	CC-MAIN-2024-22	https://data.environment.sa.gov.au/NRM-Report-Cards/Documents/What-is-the-ecological-condition-of-our-rivers-stream-and-drains-SE.pdf	2024-05-25T07:11:53+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058789.0/warc/CC-MAIN-20240525065824-20240525095824-00507.warc.gz	153,016,462	695	eng_Latn	eng_Latn	0.99696	eng_Latn	0.99696	[ "eng_Latn" ]	false	docling	[ 3615 ]	[ 2.453125 ]	1	0
The Muse Branch By Bryan Seip - Montour Railroad Historical Society Travelling along the Montour Trail in Cecil Township at Mile 24.2, at the end of the curve east of the yellow bridge over the Muse-Bishop Road, you can see an old right-of-way which diverges from the main trail and curves up behind the houses along the road. This was Muse Junction, the start of a branch line which ran 1.6 miles toward the town of Muse to service the coal mine located there. The Muse Branch was constructed in 1921, to reach the loading tipple of the National Mining Company's Mine #3. National Mining was owned by U. S. Steel and Mine #3 would tap 2,199 acres of coal plus added an additional 1,500 acres of coal reserves belonging to near-by National #2 when that mine closed in 1928. Typical of deep coal mines in the area, National #3 dug two shafts into the coal seam, which was about 230 feet below ground level. One shaft was located on top of the hill to the north of Muse, along with a bath house for the miners, storerooms and the mine offices. This shaft took men and supplies into and out of the mine as well as moving slate and rock waste out of the mine, which was spread over the surrounding hillsides. The other shaft was located several hundred yards to the east and was used to bring coal out of the mine and up into the loading tipple. The Montour Railroad came into the mine complex and rails went under the tipple and beyond, with the loaded car yard running down the hill along the east side of the town, toward the school. There were no other rail served businesses along the branch at the time. Miners and mine employees were the only people allowed to live in the company houses in Muse. It was a planned community. The H. C. Frick Coke Company, a U. S. Steel subsidiary, owned all the houses and took care of their maintenance. The company charged a modest rent for the homes and withheld the payment from the miners pay. The town featured several modern (in the 1920's) amenities. Muse was the first coal mining town in Western Pennsylvania with indoor plumbing and treated drinking water piped into every home. Concrete sidewalks, street lights, fire hydrants and backyard service alleyways completed the scene. A company store with a gas station, a post office, school, several boarding houses and businesses were built in Muse to serve the community. A ballfield in the center of town was one of the main social gathering points. Many coal towns supported community baseball teams and if you were a good ball player, you usually had no problem finding a job in the mines. Each day at five o'clock, the miners would listen for the fire whistle at the mine to sound. This was the signal that there would be work at the mine the following day. If there was no whistle, no work and thus no pay. In 1942, the H. C. Frick Coke Company took over operation of the mine and ran it until at least 1947. Operations later were transferred to U. S. Steel, who ran the mine until it was closed in 1954. The loading tipple and its yard tracks were then demolished and the mine shafts were filled and sealed. After the mine closed, Chemicals & Solvents Company, an industrial waste reclamation operation, leased some of the mine buildings and operated on the site until railroad service in this area ended in 1982. Box cars of supplies and tank cars of chemicals were brought to and from this business, one of several non-coal customers on the Montour. As there was no place on the branch for a locomotive to run around its train, cars were shoved the length of the branch from the junction with the main line. In April, 1982, the Pittsburgh & Lake Erie Railroad, which owned the Montour at that time, had a surplus of box cars and a train of 82 cars was backed onto the Muse Branch for storage. The cars were removed in September, 1983 as abandonment proceedings were completed for the ten miles of track from Gilmore Junction in Cecil Township to Thompsonville Siding in Peters Township, including the Muse Branch. The tracks and ties were then removed, ending the railroad life of the Muse Branch. Thanks go to Jim McCauslin and John Soma, both of whom grew up in Muse during the mine's operation in the depression years. They each published remembrances of life in Muse and supplied some of the notes used in this column. Mr. McCauslin published a booklet titled "My Hometown Muse", excerpts of which can be found on-line at coalcampusa.com and Mr. Soma's memories can be found at museslatedump.org This column appeared in the March-April, 2017 Montour Trail Newsletter. 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GLOSSARY ARCHEOLOGY the study of what people were like and how they lived based on things that they left behind. ARCHAEOLOGIST MESOLITHIC The 'Middle Stone Age' – 12,000 to 6,000 years ago – a time in Britain when people hunted animals, ate wild plants and lived in camps. a person who studies or works in archaeology. ANTLER the horns that grow on the head of deer. ANTLER BILLET a piece of antler used as a hammer to make ﬂint tools. AWL Awls are small and have a sharp point. a tool used to make holes in leather or wood. BORER a sharp, pointed ﬂint tool used to drill holes in hard materials like wood and stone. CORTEX the rough white skin on the outside of a ﬂint nodule. DOMESTIC ANIMALS animals that can be controlled easily by people [humans] and live side-by-side with them. FLINT KNAPPER a person who makes tools out of ﬂint. FORAGE to search for wild food. HUNTER-GATHERERS People who hunt animals and gather wild plants for food, like people in the Mesolithic. LEATHER LOIN CLOTH a strip of soft leather worn as underwear. LUGS a kind of knob attached to the side of a pot to make a handle. NEOLITHIC The 'New Stone Age' – 6,000 to 4,500 years ago – a time in Britain when people started to become farmers and lived in small villages. NODULE a round, lumpy piece of stone or ﬂint. OINTMENT a soft cream normally rubbed into the skin. PALISADE a fence or wall made of wood. PREHISTORY A period of time in the past before people knew how to read and write. QUERN a ﬂat stone used for grinding grain by hand to make ﬂour. SEA URCHIN a small sea animal with a soft body inside a hard, round shell. SHAMAN a sort of priest or healer. SHEPHARD'S CROWN fossil sea urchins from millions of years ago, that have the shape of a crown. SHERDS pieces of broken pottery. SINEW a stringy material found in animal meat that can be used to sew leather pieces together. TEMPER powder, like crushed ﬂint, added to clay to stop pots breaking when being baked in a ﬁre to make pottery.	<urn:uuid:2ff4128f-94ba-4ef2-b0af-f1c3baa05d72>	CC-MAIN-2018-17	http://stoneagequest.org.uk/wp-content/uploads/2015/04/Stone-Age-Quest-Glossary.pdf	2018-04-23T09:41:33Z	crawl-data/CC-MAIN-2018-17/segments/1524125945940.14/warc/CC-MAIN-20180423085920-20180423105920-00528.warc.gz	303,379,715	541	eng_Latn	eng_Latn	0.998149	eng_Latn	0.998149	[ "eng_Latn" ]	false	docling	[ 2031 ]	[ 3.453125 ]	2	0
Prepare for Large-scale Disasters! Nankai Trough Earthquakes have occurred approximately every 90 to 200 years. To protect ourselves, it is essential to prepare. In the May edition of Living in Miyazaki, we shared information about tsunami and evacuation. This month, we'll be talking about what we need to survive for one week after disaster strikes, the time it is estimated that it will take for services to be partially restored. - It's best to have enough food and water on hand to last a week, but be sure to stock enough for at least three days. Keep in mind that an adult needs 3 liters of water per day. This can be a combination of fluids such as water, tea and vegetable juice. - Have enough of the staple food items you eat daily. It's a good idea to always have a little more of such items as frozen cooked rice and other frozen foods than you normally would. - Stock quick-energy foods and foods you like. Stock up on food that you can eat for quick energy as well as snacks and other foods that you like. - Prepare a bag with articles that you can grab quickly in an emergency. The bag should have emergency supplies (a flashlight, a portable radio, a battery for your mobile phone, etc.), clothes, sanitary products, medicines, cash, a copy of your ID card, etc. 〇 Plan for electricity and gas to be unavailable. Make sure to have a dry-battery lantern for indoor use. A portable cassette cookstove is helpful for heating food, and outdoor goods are always useful when disaster strikes. - Flushing your toilet. If electricity is out and the water supply has been disrupted, you won't be able to use your toilet as you normally would. In addition to having sufficient drinking water, therefore, make sure that you have enough water in polyethylene tanks or other containers that can be used to flush your toilet as well as for other purposes such as washing yourself, dishes and clothes. It is important for you to regularly discuss emergency preparation with your family. It is also important to get to know the people in your neighborhood and community through participation in local activities. Doing so makes it easier for neighbors to help one another in emergencies, and this helps to reduce damage and increase survival when disaster strikes. As the old Japanese proverb says, "Be prepared and you won't have to worry." We should raise our awareness to be better prepared for emergencies. Miyazaki Prefecture has established an e-mail notification system for disaster mitigation and crime prevention in four languages (English, Chinese, Korean, and Vietnamese). Register to receive timely information about heavy rains, flooding, earthquakes, etc. in one of four languages. Use the QR codes on the right to register for English and Vietnamese. If you prefer Chinese or Korean, check Living in Miyazaki on the official Miyazaki International Foundation (MIF) website for the QR codes. Vietnamese On Saturday, September 10, MIF will hold its Seminar for Disaster Volunteers Supporting Foreign Residents in Miyakonojo City. On Saturday, September 17 both the Seminar for Disaster Volunteers Supporting Foreign Residents, and the Disaster Prevention Seminar for Foreign Residents will take place in Miyazaki City. If you are interested in learning about responding to emergencies and support for foreign residents when disaster strikes, please contact us. Please feel free to contact us if you have any questions, comments, or requests related to this article. TEL: 0985-32-8457 FAX: 0985-32-8512 Email: email@example.com If you have any questions or concerns regarding your daily life, please contact the Miyazaki Support Center for Foreign Residents. TEL: 0985-41-5901 FAX: 0985-41-5902 Email: firstname.lastname@example.org ※日本語訳は後日、宮崎県国際交流協会のホームページに掲載されます。	<urn:uuid:1fd2fbe3-a213-45fd-a8c1-3afd4d92024f>	CC-MAIN-2023-14	https://www.mif.or.jp/english/wp-content/uploads/sites/3/2022/08/Prepare-for-Large.pdf	2023-03-23T16:59:10+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296945182.12/warc/CC-MAIN-20230323163125-20230323193125-00129.warc.gz	948,014,431	816	eng_Latn	eng_Latn	0.987536	eng_Latn	0.997965	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2413, 3789 ]	[ 2.734375 ]	1	0
Smart Food Choices Balancing Food & Physical Activity from a Fact Sheet FS1060 Family Perspective Cooperative Extension FAMILY AND COMMUNITY HEALTH SCIENCES Karen Ensle EdD, RD, FADA, CFCS; Rutgers Cooperative Extension of Union County How to Calculate Your Child's Body Mass Index (BMI) Get Kids in Action: www.getkidsinaction.org. A partnership between The University of North Carolina at Chapel Hill and The Gatorade Company, Get Kids in Action aims to increase physical activity among children in order to reduce and prevent obesity. They have information for parents and kids on obesity, a BMI calculator, suggestions for activities, and healthy eating tips. U. S. Department of Agriculture (USDA) / Children's Nutrition Research Center at Baylor College of Medicine: www.kidsnutrition.org. The Children's Nutrition Research Center is dedicated to defining the nutrient needs of children, from conception through adolescence, and the needs of pregnant women and nursing mothers. The website includes a BMI calculator, kids' energy needs calculator, and daily requirements for nutrients in children based on their age. Healthy Tips for Your Family Parents are busy people and often worry about getting "quick food" that their family enjoys rather than thinking about purchasing and/or preparing healthy food. It takes planning ahead to make sure your family is eating a nutritious, balanced diet. Here are some suggestions for easy ways to make healthy eating a way of life for your family. 1. Eat meals together on a regular basis. Eating healthy foods together as a family will help your children learn healthy eating habits. Regular family meals also give you a chance to check in with each other. * Make cooking and food preparation a team effort. Shop, cook and plan meals together. * Try eating one meal a day together. * Try healthy, ready-to-eat foods from a store or restaurant if time is an issue. 2. Eat breakfast. Studies show that kids learn better if they eat breakfast. * Start the night before; mix juice, get breakfast foods ready, and set the table. * Offer quick and easy foods such as low-fat granola bars, fruit, and yogurt. 3. Make healthy foods available. Stock your refrigerator/shelves with healthy foods. * Limit sugary sodas and soft drinks. * Try to have at least two fruits or vegetables with every meal. * Keep a bowl of fruit on your kitchen table or counter. * Wash and cut up fruits and vegetables as soon as you are ready to eat and keep them in the refrigerator, along with a low-fat dip or salsa. * Canned and frozen vegetables are often less expensive and have a long shelf-life. * Serve lean meats (like chicken and turkey) and other good sources of protein (like eggs and fish). * Choose whole-grain breads and cereals. * For children over age two, choose 1% or fat free milk rather than whole or 2% milk. 4. Limit fast-food and other low-nutrient foods. There's no need to ban the chips and candy foreverjust make these "once-in-a-while" foods. * Be a good role model and eat healthy foods. * Never force your kids to clean their plates. Let them decide when they're full. * Never use food as a reward for good behavior. Try stickers for younger kids, and physical family outings for older ones- like going to the park, to the zoo, or bowling. 5. Add physical activity everyday and stay active. Kids need regular physical activity (such as physical education programs in school) because it helps them both physically and mentally. According to the University of Michigan, physical education programs can help children do well in school, improve their self-image, and decrease bad behavior and drug use. In addition to not eating well, kids aren't getting enough exercise to use up all those extra calories. According to a 2010 Kaiser Family Foundation report, 8 to 18-year-olds spend an average of 7.5 hours a day on media including watching TV, using the computer, playing video games, using cell phones, and texting. Studies have shown that the more TV kids watch, the more likely they are to be overweight. Kids can get exercise by: * Participating in community activities such as biking, bowling and swimming. © 2012 Rutgers, The State University of New Jersey. All rights reserved. For a comprehensive list of our publications visit www.njaes.rutgers.edu Revised December 2012 Rutgers, The State University of New Jersey, U.S. Department of Agriculture, and County Boards of Chosen Freeholders. Rutgers Cooperative Extension, a unit of the Rutgers New Jersey Agricultural Experiment Station, is an equal opportunity program provider and employer. Phone: 732.932.5000 * Joining a team activity such as baseball, soccer, track, volleyball, gymnastics, * Spending free time being active, by using play grounds, biking, hiking, roller skating, skiing, tennis, and playing kick ball. Steps to a Healthier You: The USDA recommends that children get 60 minutes or more of physical activity every day, if possible. For more info: http://njaes.rutgers.edu/fchs/ & http://www.getmovinggethealthynj.rutgers.edu/	<urn:uuid:6a99602a-72e1-4ab5-a145-682d35c4b3c2>	CC-MAIN-2018-17	http://somerset.njaes.rutgers.edu/fchs/pdfs/fs1060.pdf	2018-04-23T09:41:20Z	crawl-data/CC-MAIN-2018-17/segments/1524125945940.14/warc/CC-MAIN-20180423085920-20180423105920-00540.warc.gz	291,993,088	1,082	eng_Latn	eng_Latn	0.996349	eng_Latn	0.99639	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2552, 5074 ]	[ 3.1875 ]	2	1
Neuroscientist probes fruit flies to discover sleep/eating/activity connection 10 January 2017 researcher Dr. William Ja of Scripps and his team have been reported in more than 200 newspapers around the world. The scientists will now look more deeply at the brain structures that induce the insects to sleep after consuming protein and salt, and test theories about why sleep then would be beneficial. "Clearly, protein is a very expensive commodity," Huber said. "If sleep increases your ability to resorb it, that would be a possible reason. And the same thing with salt." Carbohydrates, on the other hand, are much easier to come by in nature, he said, so might not call for such dedicated digestion. BGSU neuroscientist Dr. Robert Huber Credit: BGSU The humble fruit fly has proved to be a fruitful research subject for Bowling Green State University neuroscientist Dr. Robert Huber and colleagues from Scripps Research Institute in Florida and elsewhere. The collaborators' research into their behavior has helped expand our understanding of some important neurobiological connections between eating and sleep—including the infamous "food coma" felt after a big meal. The Scripps study was one of Huber's projects as a fellow at the Radcliffe Institute for Advanced Studies at Harvard University in Cambridge, Mass., last year. As an expert in computational ethology, he uses computer technology to obtain meaningful numbers from complex systems—in this case, capturing and precisely recording the tiny Drosophilas' behavior related to eating, activity levels and sleep. The cause of the food coma turned out to be protein and salt, along with the time of day the food was consumed. Surprisingly, sugar did not seem to play a role, according to the study. The results of the experiments Huber conducted with lead The fruit flies' preference for protein does explain their attraction to overripe fruit, where they can lay their eggs. "The flies have very good sensory receptors to detect all kinds of volatile compounds that indicate ripe fruit and yeast," Huber said. Huber's interest in computer ethology is tied to his fascination with the connection between genetics and behavior, first discovered and explored by the late molecular biologist Seymour Benzer, with whom Ja conducted postdoctoral research. Huber has also been working with other labs on projects utilizing video tracking and had an article in the journal PLoS One in 2012 about developing better technology to look at the activity patterns of fruit flies. His primary projects as a Radcliffe fellow are with Dr. Ed Kravitz of Harvard Medical School, examining addiction and aggression in Drosophila. A shared interest in behavioral genetics is what also drew Huber to the Ja team's work. "Ja has always been interested in the connection between behavior and genetics," Huber said. "And their lab is just phenomenal. The real advantage of the fruit flies is you have such exquisite control over 1 / 3 all the different bits of their genes and there's so much you can do with them. "You can express a certain gene in a certain subtype of neurons. Mushroom bodies (a pair of brain structures having to do with learning and memory) have dopaminergic neurons only to do with short-term memory and others for long-term memory. You can put those specific neurons under the control of optigenetics by expressing a membrane channel, related to a photoreceptor. So when you shine a red light onto the fly's head it opens up channels which specifically activate the entire subset of neurons for long-term memory, for instance. There's no other model system where you can gain that level of control." Huber's expertise with video tracking and applying computer vision to monitor and measure the tiny flies' behavior allowed the researchers to collect much more reliable data "than having an observer there with a clipboard, writing a summary of what happens," he said. "Instead, we apply computer technology with strict rules to objectively remove observer bias. Behavior is a very complex type of trait or phenotype, so it's not as simple as measuring the height of something. We use computer technology with video tracking, integrating it with sensors and robotic interfaces. We can create automated learning paradigms in real time." Thus, a system devised by Huber senses when a fruit fly alights on a tiny platform and reaches up to eat from a tube. The computer measures exactly the number and duration of instances of feeding along with a record of the fly's activity levels, including those that denote sleep. "We can really improve our characterization of food consumption and activity," Huber said. "In one second, we can get a thousand data points, very accurately, showing when, how much, how often they feed. That's not something you are able to do by hand." During the food coma, the flies remain still for a certain amount of time and they are much less responsive to any kind of other cues than they would normally be, he said. "There's clearly something very potent about sleep itself," Huber said. Using genetic manipulation techniques, the team will look at whether a neuron with a receptor for a neuropeptide called leucokinin is actually playing a role in causing the flies to fall asleep specifically after consuming protein and salt. "You can turn those receptors on and off with molecular genetics and piece together how the whole network that controls sleep is put together," Huber said. This should help reveal more about the mechanics of sleeping and eating. Using a tiny but extremely powerful LED light, he is able to trigger responses in the genetically modified flies. When the light is not activated, the insects behave just like any other normal fruit fly. Huber is also eager to explore the potential of the video tracking technology for "tying together metabolic physiology and how much animals eat, what they eat, and how they convert that into energy, and what that has to do with aging," he said, noting that appetite and satiety, sleep patterns, aging and other functions are all controlled by neurosignals. Anything that interferes with one signal will affect something else. Another of his related projects is with Dr. Leslie Griffith at Brandeis University, regarding food choices, activity patterns and "clock genes." After spending several months observing the fruit flies up close, Huber said he has a new appreciation for them. "They're very intricate little 'critters,'" he said. "I spent quite a few days at first just watching them, and their behavior is a lot more complex than what we might think. I did not appreciate them before going there. "Flies are very good at learning," he added. Additional research into those individuals who are not good at it has identified which genes are altered in these "behavioral mutants." In collaboration with BGSU colleagues Drs. Moira van Staaden, biological sciences, and Jon Sprague, director of the Ohio Attorney General's Center for the Future of Forensic Science, he plans to study the role 2 / 3 Powered by TCPDF (www.tcpdf.org) these genes play as flies learn sensory cues paired with human drugs of abuse. Following his return from Boston, Huber described his sabbatical as "phenomenal, I got to work with a whole group of scholars on so many interesting projects; it was so stimulating." And having open access to "maker spaces" in Cambridge's Central Square, halfway between Harvard and MIT, he created his very tiny electronic devices for improving precision—"I was like a kid in the candy store. I'm still very excited about it." The fruit flies have inspired not only scientific but also art projects. Huber is collaborating on a "fruit fly soundscape" that arose from his new friendship with Radcliffe fellow Reiko Yamada. A sound artist, classical pianist, experimental composer and now artist in residence at the Institute for Electronic and Acoustic Music at the University of Music and Performing Arts in Graz, Austria, Yamada was "really mesmerized by the difference in scale we live in between the fruit flies and humans," Huber said. Their interactive soundscape will debut at the IEM Cube at the end of March. Provided by Bowling Green State University APA citation: Neuroscientist probes fruit flies to discover sleep/eating/activity connection (2017, January 10) retrieved 23 April 2018 from https://medicalxpress.com/news/2017-01-neuroscientist-probes-fruitflies-sleepeatingactivity.html This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. 3 / 3	<urn:uuid:4e69ff25-57e7-4db7-9ee7-548c05a3a13b>	CC-MAIN-2018-17	https://medicalxpress.com/pdf403254275.pdf	2018-04-23T09:46:52Z	crawl-data/CC-MAIN-2018-17/segments/1524125945940.14/warc/CC-MAIN-20180423085920-20180423105920-00536.warc.gz	646,770,797	1,760	eng_Latn	eng_Latn	0.998546	eng_Latn	0.999006	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2986, 7079, 8730 ]	[ 2.015625 ]	6	0
Toxic Cyanobacteria in Water: A guide to their public health consequences, monitoring and management Edited by Ingrid Chorus and Jamie Bartram © 1999 WHO ISBN 0-419-23930-8 Chapter 7. IMPLEMENTATION OF MANAGEMENT PLANS * This chapter was prepared by Jamie Bartram, Jessica C. Vapnek, Gary Jones, Lee Bowling, Ian Falconer and Geoffrey A. Codd Control of hazards to human health from cyanobacteria is part of a wider picture of water quality and quantity management, environmental protection, policy formulation and general development concerns. Implementation of programmes to address cyanobacteria-related health hazards therefore takes place within the larger framework of other local, national, and international plans and activities relating to water. That framework is the subject of this chapter, which examines the principal elements required to respond effectively to cyanobacteria-related health risks. First the organisations, agencies and groups that may become involved where there is a cyanobacterial bloom are identified, then the tools governments can use to implement policy are examined, together with legislation as an implementation tool. The remainder of the chapter outlines how professionals and the public may be educated, informed and mobilised. 7.1 Organisations, agencies and groups 7.1.1 Vested interests Every water body has associated with it a set of persons and organisations with a vested interest and an involvement. Vested interests can be associated with the level of water (flooding, hydroelectricity, transportation, recreation); with the contents of the water (fishing, recreation); with the quality of the water (drinking water/domestic use, recreation); with the quantity of water (irrigation, industry, transportation); with its motility (wastewater, transport); with the preservation of the water body itself (ecosystem maintenance, wildlife conservation); or with some combination of these. Few rivers, lakes, estuaries and seas can support all vested interests equally and so compromises amongst conflicting activities are inevitable. Diverting too much water for irrigation lowers water levels for transportation and may increase the salinity and mineral content of the water, reducing the numbers offish and causing stagnation. It may also increase the likelihood of algal and cyanobacterial bloom formation in river reaches downstream of irrigation reaches, because many cyanobacteria species prefer slowflowing river conditions for bloom development. Allowing unrestricted transportation of dangerous cargoes may damage the ecosystem and wildlife of the surrounding area. Limiting the construction of dams to preserve a riverine environment may mean insufficient energy production and water inputs for industry, domestic needs and mining. Activities particularly likely to increase cyanobacterial hazards in water resources include: * Land-use, land-use changes and abstraction practices, which may have an impact through diffuse and point sources of nutrients (such as agriculture) and through changing run-off regimes (e.g. caused by urbanisation and forest cutting). * Pollutant discharges and especially nutrient-rich municipal wastewaters and sewage discharges, which are likely to increase eutrophication. * Flow control and river flow reduction through, for example, damming, which may increase opportunities for cyanobacterial proliferation by increasing hydraulic retention times and the propensity for water column stratification. * Abstraction, whether constant (such as for drinking water supply), seasonal (such as for irrigation) or intermediate (such as for power generation), which may tend to decrease flow rates and also increase opportunities for cyanobacterial proliferation by increasing retention times. As with any other activity in relation to water resources, taking action in response to a cyanobacteria risk requires the recognition and balancing of vested interests. For example, increasing stream flows to decrease hydraulic residence time will have beneficial effects on drinking water and animal health, but may have detrimental effects on recreational use and agricultural (irrigation) interests. Responding to an environmentally-related health issue, such as a toxic cyanobacterial blooms, implicates and involves many with vested interests who can be defined broadly as representing the public, the media, the government (or its agents) and the private or corporate sector. The largest and most vociferous vested interest group will often be the general public, who may demand that the quality of their drinking or recreational water be returned to a level that they deem acceptable, as soon as possible. Sometimes the water quality standard that the public expects may seem unrealistic (e.g. "The water used to be crystal clear when I was a child, so why isn't it now?"). Farmers may also represent a vociferous lobby who may insist that the water necessary for farms and livestock be again made safe so that productive activity may resume. However, they may also be a strong lobby against reduction of diffuse pollution input by arguing that changes in agricultural practices, e.g. fertiliser application, would inevitably reduce crop yields. Water suppliers often have a strong vested interest in a better resource quality because that increases the safety of their product and reduces treatment costs, but agencies may tend to avoid publicity on this issue in order to avoid a negative image and adverse public comment. Thus, the greatest driving force for action will nearly always come from the user sector. The media can play a key role in acting as vehicles for public awareness, thereby triggering public outcry. They can also be vital for advising the public of potential health risks (or their absence), for informing the public whether appropriate actions have been taken and of the efficacy of these actions. Notwithstanding governments' primary public safety role, where they exist, private companies involved in water supply and wastewater treatment processes will also have a key role in any response. Collaboration with such companies will be necessary whether planning is of an emergency or long-term strategic nature. However, private companies may view the monitoring data they generate as proprietary or commercial and their active participation needs to be encouraged, whereas governments may view information they hold as being in the public domain. Other important sectors with a vested interest in many countries are tourism and recreation. Hotels, holiday resorts, water skiing and fishing-based tourism operations, for example, can be affected profoundly by adverse publicity and recreational restrictions brought about by toxic cyanobacterial blooms. Involvement of these sectors will be extremely important if local acceptance of management plans (short- and long-term) is to be obtained. The fact that private companies operate on a profit motive does not necessarily place them at odds with governments' public safety goals, because safe water is also a prerequisite for most, if not all, kinds of tourism and recreation activities, and is seen increasingly as a priority amongst tourists and other recreational water users. Where a cyanobacterial bloom occurs, private companies, governments, the media, the public and others with a vested interest will express and seek support for their particular interests, some of which may conflict with one another. As a result, multi-sectoral cooperation is essential. 7.1.2 Multi-sectoral involvement, agencies and their roles Governments have ultimate responsibility for safeguarding public health and their role will be to minimise the damage and to assess the circumstances that led to the cyanobacterial problem (s) in the first place. They can also assist with public awareness activities, as outlined in section 7.4. Although governments usually take the leading role in co-ordinating policy amongst vested interests, they may later turn over leadership to a multi-sectoral committee or group to continue developing longer-term plans or strategies (see Box 7.1). Human health issues affect many different aspects of environmental policy and management and therefore programme co-ordination is both desirable and necessary for effective action in environment and health. Yet in many countries, environmental health programmes are assigned to different specialised agencies, making co-ordination difficult to achieve. Chapter 18 of Agenda 21, the plan of action arising from the United Nations Conference on Environment and Development outlines the problem as follows: "The fragmentation of responsibilities for water resources development among sectoral agencies is proving, however, to be an even greater impediment [to effective action]... than has been anticipated. Effective implementation and co-ordination mechanisms are required" (Anon, 1992). Box 7.1 Development of the New South Wales Blue-Green Algal Task Force and New South Wales Algal Coordinating Committee In 1991, an extensive toxic cyanobacterial bloom along the Barwon/Darling River system in Australia triggered the implementation of policy for reactive and planned management. The Barwon arises in the Great Dividing Range of Eastern Australia and flows southwest for 2,735 km until it joins the Murray River. The Barwon/Darling River runs through an arid and seasonally very hot environment where temperatures of 40-45 °C occur during the summer; flow is regulated for irrigation and the supply of drinking water. Flow in the Barwon/Darling River is controlled by the release of water from large reservoirs in the mountain catchment area, by numerous weirs along the length of the river, and by an extensive off-river storage towards the downstream end of the system. The release is determined largely by irrigation requirements. The river is subject to floods at irregular intervals, usually through subtropical storms. Rainfall in the catchment was low during 1991, leading to a high demand for water for irrigation and very low river flows. In late spring (October/November 1991), a massive bloom of Anabaena circinalis occurred in over 1,000 km of the river. As an example, 245,000 cells per ml were recorded in the weir pool from which drinking water is supplied to the town of Bourke, New South Wales (NSW). The drinking water in this town was, at the time, chlorinated river water with no additional treatment. Such supplies are common world-wide. Widespread scums occurred along the riverbanks where livestock drank. The bloom came to public attention when the local newspaper printed a picture of several dead cows in a weir pool, with comments on the water quality. Water samples were collected and sent to the laboratory for toxicity testing. Intraperitoneal injection of lysed extracts of the Anabaena cells showed considerable neurotoxicity, with evidence of some neurotoxicity in drinking water samples. The toxins concerned have subsequently been identified as saxitoxin-type neurotoxins. The NSW State Government declared a State of Emergency, which enabled rapid action including the deployment by the Army of portable water treatment plants capable of using highly contaminated water to produce a safe supply. These units provided dissolved air flotation with flocculation for cyanobacterial cell removal, followed by filtration and granular activated carbon adsorption of any toxic organic materials. The water supplied to the affected towns from these plants had no detectable toxin content. A major public information campaign was rapidly put in place with local meetings, radio and press coverage. Health officers recommended that swimming and water sports were discontinued, with variable success. Farms drawing their own water supply directly from the river were particularly at risk. Livestock deaths along the river were difficult to quantify, but about 2,000 sheep and cattle deaths were reported. The State of Emergency ended when heavy rain in the catchment flushed the river and increased turbidity greatly. No further blooms occurred in the river that summer. As a consequence of the Barwon/Darling River bloom the State Government established the NSW Blue-Green Algal Task Force (BGATF). The task force was chaired by the State Water Resources Department and made up of representatives from key state government departments (environment protection authority, departments of agriculture, conservation and land management, health and public works, state emergency services board and state "total catchment management committee" (itself a co-ordinated multi-sector public group)), local water boards and corporations, research scientists and the Murray Darling Basin Commission, a multistate water management agency. Later, when the state of Emergency passed, the BGATF became the NSW State Algal Coordinating Committee (SACC). Members were added to the committee from the adjoining states of Queensland, Victoria and South Australia (these states had, in the interim, set up their own algal task forces). Their membership "helped speed information transfer, and reflected the principle that management measures must be implemented as part of an integrated resource management approach which cuts across established agency and geographical boundaries" (NSWBGATF, 1993). During the emergency phase of the bloom, the BGATF co-ordinated cyano-bacterial monitoring throughout the river, the provision of alternative water supplies, the drilling of new boreholes (for groundwater), the installation of water boom curtains to minimise cyanobacterial access to pump inlet valves, the installation of emergency water treatment systems that could remove (or were believed to remove) cyanobacterial toxins from contaminated drinking water supplies and, most importantly, the transfer of information on a regular basis to the media. After the emergency phase, the BGATF went on to develop the State's comprehensive integrated "Algal Management Strategy" which aimed to minimise the future occurrence and impact of algal (mostly cyanobacterial) blooms. The strategy included contingency planning, improving water system management, reducing nutrient levels in waterways, education and awareness raising (including media interactions) and research. Specific activities of SACC under the Algal Management Strategy were: development of a nutrient control strategy (which included establishment of nutrient management plans with actions such as plans for the upgrade of sewage treatment and disposal systems); reduction in the phosphorus content of washing powders and detergents; upgrades to septic tank systems in "high risk" catchments; reduction of soil erosion; fertiliser and stormwater control strategies; and a public and local government "Phosphorus Awareness and Reduction Campaign". The Committee also subsequently co-ordinated or implemented water allocation and water system management plans, some of which were governed by multi-state agreements (Box 7.3). To improve the transfer of information to and from the State's many regions (some of which are over 1,000 km from its headquarters in Sydney), regional algal co-ordinating committees (RACCs) were also established. The RACCs were charged with the responsibility for developing local contingency and management plans (based largely on guidelines put forward by SACC), coordinating local media and public education, co-ordinating local monitoring and training in cyanobacterial and algal sampling and identification, and identifying when cyanobacterial alerts should be issued for regional waterways. Table 7.1 outlines some of the functions necessary for cyanobacterial bloom management and indicates the different government departments or other organisations that may have responsibility for each function. In addition to single-issue government or quasi-governmental agencies in a particular country, there may be national or regional co-ordinating groups which have as their mandate to bring together, or to attempt to bring together, the various sectors, user groups and agencies involved in water management. There may also be water users associations or co-operative societies with interests in water. Any one or several of these agencies and co-ordinating groups may be involved when a cyanobacteria problem arises. The co-ordination necessary for effective action on environment and health issues is difficult to achieve, not only because it takes place amongst those with vested interests, agencies and groups representing (at times) divergent agendas, but also because the co-ordination itself is complex. That is, it does not simply consist of linking different institutions towards a common goal. It also requires combining inputs from different areas of expertise (inter-disciplinarity); facilitating collaboration between policy-orientated institutions and regulatory institutions; and fostering co-operation among sectors that positively and negatively influence environmental health quality, including industry, agriculture, local government and transport. Experience in the UK and Australia has shown that an effective strategy to achieve this complex co-ordination is the formation of interdepartmental task forces, with representatives from all relevant government agencies and other key groups with a vested interest (Box 7.1). Such task forces have been crucial to the success of emergency and long-term management of toxic cyanobacterial blooms. 7.2 Policy tools A number of tools may be deployed by governments in the pursuit of water management and health protection policy. Although sometimes discussed in isolation, these tools are generally inter-related, and policy implementation is most effective when a range of tools is employed (see Box 7.2). The principal interventions and tools relevant to the control of cyanobacterial hazards include: * Consensus through conflict resolution. Conflict resolution involves negotiation, through formal and informal processes, guided or unguided by an expert, which may be binding or non-binding, depending on the agreement of the parties before entering into the negotiation. Each party's interests are aired, then jointly evaluated, ranked and then balanced. Ideally, this process precludes, or at least places in abeyance, any subsequent conflict, because it is through consensus that a plan of action (balancing all relevant interests) is developed and agreed upon. * Guidelines and recommendations. An enhanced role for experts informs the development of guidelines and recommendations. Such guidelines and recommendations suggest methods of complying with desired policies. They are generally not binding, but rather serve an educational and advisory purpose, in that those studying them learn what actions to take. To be effective (because adherence is voluntary), each guideline or recommendation should be explained and justified. * Non-binding agreements, including industry codes. Non-binding agreements, such as industry codes, are similar to guidelines and recommendations, except that they may be more formal. Although not binding, such codes have a high success rate, especially where industry members are involved in their formulation. Such involvement is desirable because industry members know their capacities and, furthermore, once they have signed up to a code there is "peer pressure" by other members to adhere to it. In addition, there might have been reluctance to follow codes developed by third parties, such as environmental and advocacy groups. Such concerns are assuaged where the codes have been developed following wide consultation. As with consensus building through negotiation, non-binding agreements involve all parties in creating acceptable compromises, thus ensuring greater success. * Economic measures. A set of measures, both supportive and penalising, can be implemented to encourage the reduction of water pollution. Generally, such economic incentives and disincentives are contained in legislation, although they may also appear in non-binding agreements such as industry codes. Supportive measures can be direct subsidies for water protection technologies or practices (such as setting aside agricultural areas), or various forms of tax reductions (such as for introduction of treatment steps). Penalties involve fees for discharge, which can be calculated according to the load of individual hazardous substances, with each substance tagged with a sum per unit of loading. * National legislation. Because of its formality and inflexibility, law may not necessarily be the best avenue for implementing policy. Nevertheless, it should be recalled that in situations where there are competing interests, legislation offers certain benefits. It provides stability in a complex and changing environment and those with vested interests know where to go to seek the rules that apply to them. In addition, at least at the national level, legislation provides a coercive effect (the force of the State) upon those that have neglected to take action despite having agreed to do so (this has been known to occur particularly where there are financial interests at stake). Table 7.1 Involvement of government agencies and other organisations in short-term (including emergency) and long-term management of cyanobacteria-related health hazards Box 7.2 A combination of tools successfully reduced pollutant loads in Germany To reduce hazardous substances and nutrients in wastewater, the federal government of the former Federal Republic of Germany ("West Germany") introduced pollution fees per unit loading in the 1970s. The combination of continuously rising fees with options of exemption from their payment if new investments were made in wastewater treatment, resulted in great improvements in treatment technology and water quality. At the time, many critics expected the fees to have little effect because the fine per unit of loading appeared to be substantially lower than the costs for improving treatment. However, the imposition of fees was only one of several tools used by the government and society to achieve the goal of reducing loads. At the same time a strong "green movement" produced public pressure against industrial pollution, industry developed new production procedures which either avoided producing wastewater or included treatment, an international treaty in 1987 targeted the reduction of pollution loads to the North Sea by 50 per cent, and new legislation was discussed and implemented (such as European Union and national legislation to introduce nutrient stripping in all treatment plants handling more than 10,000 population equivalents). In conjunction, these measures caused a very clear downward trend for many pollutants, largely because industrial effluents have become substantially "cleaner", and many sewage treatment facilities have introduced steps for nutrient removal. The major source of nutrient loading into surface waters now is agriculture, and measures to reduce this source of input require implementation. All legislation must be underpinned with a firm policy background so as to ensure that it will be effective once enacted. As one expert explains: "Simply to promulgate laws and designate responsible officers will not suffice. It is first necessary to build an effective political base of opinion and power and then to design adequate systems, assign authority, provide resources and translate plans into action; finally the development of the systems must be monitored, so that they can be adapted as required. In most countries sectoral bureaucracies have to be brought under a considerable degree of control and given clear, consistent and persistent policy direction, if co-ordination schemes are not to flounder." (Schaefer, 1981, pp 42-43) In most countries, before new legislation is introduced by a sector ministry, policy approval must be sought and obtained from the Cabinet or Council of Ministers. This ensures that the process of formulation of legislation is not an academic exercise, undertaken with no thought for the realistic chances for enactment and implementation. The existence of laws which are either unachievable or unenforceable means that financial or human resources have been diverted from other, perhaps more important (e.g. health), priorities. Moreover, the existence of such legislation reflects negatively on the entire legal system. * International and interstate plans and agreements. As noted in section 7.1.1, actions taken to further one interest may have effects on other vested interests. Where a body of water crosses international or state lines, such actions have international and, at times, diplomatic implications. Few rivers and lakes remain within national or state boundaries, adding a diplomatic or more complex legislative dimension to many water resources management issues. There is a clear trend towards development of international plans and agreements which organise water management around particular water bodies. Box 7.3 gives one example of an inter-state response to cyanobacterial bloom management in Australia. Box 7.3 The Murray-Darling Basin Algal Management Strategy The Murray-Darling Basin (MDB) is the largest riverine catchment in Australia, crossing four states, Queensland, New South Wales, Victoria and South Australia, and the Australian Capital Territory. The MDB covers an area similar in size to Western Europe. The Murray-Darling River system is actually a network of more than a dozen major rivers that ultimately join with the Murray River and discharge to the sea at Lake Alexandrina in South Australia (the site of the world's first scientifically documented toxic cyanobacterial bloom in 1878, see Chapter 3). The catchment is the agricultural "bread basket" of Australia, with a heavy reliance on water abstraction from the major rivers and headwater storages for irrigation. Australia is a Commonwealth of states and legislative responsibility for the control and management of water resources (indeed, all natural resources) is vested in the individual states. In 1990, it was recognised that the four states covering the MDB needed to co-ordinate their actions in controlling cyanobacterial blooms because actions, or lack of action, by one state could have a deleterious effect on downstream states. Thus the MDB Commission (a non-government, multi-state organisation that manages the water resources of the MDB) set up an Algal Management Working Group. The working group was made up of members from the four states, the commonwealth government and CSIRO (the national scientific research organisation). Its charter was to "reduce the frequency and intensity of algal (actually cyanobacterial) blooms and other water quality problems associated with nutrient pollution in the MDB through a framework of coordinated planning and management actions". Later the cyanobacterial management strategy was also to focus on the impact of the altered river flow regime on the occurrence of cyanobacterial blooms, as well as on problems associated directly with nutrient inputs. The first project commissioned by the working group was the production of a major report identifying and quantifying (by modelling estimates only) all sources of nitrogen and phosphorus inputs in the MDB. Soon after that report was released in 1992, the MDB Commission convened 14 Technical Advisory Groups (TAGs) to provide expert advice on issues ranging from nutrient input control to cyanobacterial physiology and toxicology to water treatment. The 14 TAG reports were released in one major report (MDBC, 1993). Following the release of the TAG Report, the working group released a draft algal management strategy that was circulated widely among government departments, community organisations and interested members of the public. Public meetings and workshops were held to discuss key issues. The importance of gaining broad community support and "ownership" of the draft report were seen to be crucial to the success of the project. Comments obtained during this consultation phase were summarised and incorporated in the final report (Murray Darling Basin Ministerial Council, 1994). Unlike the state task forces that were set up during a "crisis" period (see Box 7.1), there was little focus on short-term or emergency management. Rather, the MDB algal management strategy focused on longer-term, strategic initiatives to reduce the frequency and severity of cyanobacterial blooms. Its key elements were nutrient reduction, river flow management, education and awareness, research and monitoring, and funding. The published strategy also contains algal management case studies (on nutrient and flow management), techniques for determining nutrient targets for individual catchments (including the use of catchment-nutrient export models), and modelling studies on the impact of river regulation on natural flows in the MDB. In addition to plans and strategies, many water bodies are governed by bi- or multilateral agreements which embody the customary rules and policy priorities of all the countries with an interest in the river, lake or sea. Such agreements may address issues such as reducing pollution, exchanging information on the level and volume of water, carrying out flood management, early warning systems, monitoring changes in the path of watercourses, sharing costs and managing dispute resolution mechanisms (Nanni, 1996). Few of these are of direct relevance to the control of cyanobacterial hazards beyond policies relevant to the control of eutrophication in general. Nevertheless, some international agreements specifically include provisions for notification of downstream countries of pollution events in order to enable them to take corrective action (Box 7.4). Including bloom formation as an issue requiring notification of downstream countries might assist in control of cyanobacterial hazards. Box 7.4 The UN ECE Convention on the Protection and Use of Transboundary Waters and International Lakes The Convention was drawn up under the auspices of the United Nations Economic Commission for Europe (UN ECE) and adopted at Helsinki on 17 March 1992 (UN ECE, 1992). It entered into force on 6 October 1996. The convention is intended to strengthen local, national and regional measures to protect and use transboundary surface waters and groundwaters in an ecologically sound way. The parties will prevent, control and reduce the pollution of transboundary waters by hazardous substances, nutrients, bacteria and viruses. The precautionary principle and the polluter-pays principle have been recognised as guiding principles in the implementation of such measures, together with the requirement that water management should meet the needs of the present generation without compromising the ability of future generations to meet their own needs. This will protect and conserve not only water resources but also soil, flora, fauna, air, climate, landscape and cultural heritage. In order to comply with the Convention, emission limits for discharges from point sources shall be based on the best available technology. The Parties will also issue authorisations for wastewater discharges and monitor compliance therewith, adopt water quality objectives, apply at least biological or equivalent processes to treat municipal wastewater, and develop and implement best environmental practices to reduce the input of nutrients and hazardous substances from agriculture and other diffuse sources. Parties bordering the same transboundary waters will conclude specific bilateral or multilateral agreements which will provide for the establishment of joint bodies (e.g. river or lake commissions). They will consult each other on any measures to be carried out under the Convention, jointly elaborate water quality objectives, develop concerted action programmes, jointly monitor and assess transboundary waters, set up joint warning and alarm systems, and provide mutual assistance in critical situations. Governments will also undertake any additional action that may be required to protect human health and safety. One of these measures is the preparation, under the auspices of UN ECE and the European Regional Office of WHO, of a protocol on water and health expected to be adopted at the 1999 London Ministerial Conference on Environment and Health. Its objective is to promote the protection of human health and well being and sustainable development through improving water management and preventing, controlling and reducing water-related disease. At the international level there is no "supranational" enforcement mechanism for nations that decline to follow even the agreements they have signed. Nonetheless, international agreements do offer certain benefits, namely that they are formal, written, and embody two or more countries' policy compromises (Box 7.5). They are also usually vetted and approved by a majority of the national legislature before being signed. Box 7.5 The Baltic Sea The Baltic Sea, the largest body of brackish water on Earth, has notorious phenomena of blooms of cyanobacteria. The understanding of the biology of the species of cyanobacteria involved and their production of cyanotoxins is necessary for an effective water management of the Baltic Sea. The problems related to such mass development of cyanobacteria illustrate the need to combine efforts at the local level with national and international policies in order to improve the environmental situation in this geographical area. The Baltic Sea has a surface area of 374,000 km2 and a mean depth of approximately 60 m and is subdivided into a number of areas: the Gulf of Bothnia in the northernmost part; the Finnish Gulf, bordered by Finland, Russia and Estonia; the Gulf of Riga; the Baltic proper; the Gotland Sea and the Bornholm Sea. The Baltic Sea is connected by narrow channels to the Kattegat and Skagerrak that lead to the North Sea. The salinity gradient varies from 1-4 ‰ in the most eastern and northern parts, to 7-8 ‰ in the south. The Helsinki Commission has estimated the pollution loads entering the Baltic Sea (Helcom, 1993, 1997). Nutrient input from the atmosphere (through rainfall and particulate deposition) and from the surrounding land by rivers and run-off is high. Elevated levels of nutrients in the water, especially of phosphate and nitrogen compounds, stimulate the growth of cyanobacteria and algae. In the Baltic Sea several cyanobacteria, such as the genera Nodularia and Aphanizomennon, are capable of biological nitrogen fixation. The cyanobacteria blooms that are typical of the Baltic Sea may cause a number of serious problems: they discolour the water and may produce bad smells; the decomposition of their organic matter may result in depletion of oxygen, which leads to the death of fish and other animals; and cyanotoxins are produced with consequences to other living organisms, including people. Co-operation between the countries in the Baltic Sea region occupies a central position in the field of environmental protection. A priority action plan that also addresses problems of blooms has been made and is being operated by the governments in order to determine the major problems and the main measures to reduce them (Ministry of the Environment of Finland, 1991). 7.3 Legislation, regulations, and standards Making generalised observations about legislative frameworks is difficult, not least because of the diverse forms they may take (common law, civil law, Islamic law) but also because of the varied environments in which they operate. Nonetheless, it is possible to identify certain principal characteristics of the (national) legislative framework within which actions related to the control of cyanobacterial health risks may be effected. 7.3.1 Forms of legislation The term "legislation" or "laws" refers broadly to all legal texts which are promulgated by the legislative arm of the state exercising its legislative powers under the Constitution, or by the executive arm of the state exercising either its own executive powers under the Constitution or powers delegated to it from the legislative branch. A basic law is usually introduced by a sector ministry and enacted by Parliament or other equivalent national lawmaking body. The term "subordinate legislation" (most commonly known as regulations but in some jurisdictions denominated orders, notices, rules, schedules, bye-laws, ordinances, instruments, directives, or proclamations) refers to all legal instruments promulgated by the executive branch exercising delegated legislative power. Subsidiary regulations to a particular law enacted by the national legislature are elaborated and issued by the Minister with responsibility for the subject matter (with or without the approval of all other Ministers, depending upon the country). There may also be schedules or annexes to the regulations, consisting of even more detailed subject matter. Under the principle of supremacy, laws adopted by the national legislature nearly always take precedence over subsidiary regulations as well as over legal instruments adopted by the legislative branches of the country's political subdivisions. In some countries, however, a variant of this provides that legislation promulgated by the national legislature has primacy for certain subject matters, whereas legislation by the local legislatures takes precedence for others. In other constitutional systems, such as the USA or Australia, any powers not expressly granted to the federal government (or Commonwealth) in the Constitution are the responsibility of the states. In addition to laws and regulations, there may be other administrative legal texts such as rulings, circulars, guidelines, standards, administrative notes and decisions. Such legal instruments, although non-binding, assist the governments in achieving the aims of the umbrella legislation while at the same time providing guidance for private groups as to how government authorities will go about enforcing and implementing the law (Chiaradia-Bousquet, 1995). 7.3.2 Water laws and standards Enactment of a basic water law is important in countries where there are laws covering different subject matters and enacted at different times containing conflicting provisions relating to water. This might occur, for example, amongst a country's environment protection law, electricity law and public health regulations. However, during the process of updating or replacing legislation on water, it should be kept in mind that the trend in many countries is towards considering water issues in conjunction with other issues, such as the conservation and use of land, rather than viewing them in isolation (Burchi, 1991). In order to be effective in addressing cyanobacterial hazards, the law should refer to the jurisdictions, responsibilities, and authority of specified competent agencies in relation to water and to their relationships to one another. Thus it becomes the instrument which brings together the diverse parts of the water medium from which problems arise, as well as the diverse groups associated with their control. These groups include water users, those constructing and administering water supply systems, those regulating different aspects of water and having responsibilities in related domains, and agencies involved in data and information management and sector planning (Table 7.1). It is important for the water law to reflect the policy priorities and political realities of the particular country. For example, in the case of drinking water supply, legislation in the established market economies is orientated principally towards the regulation of established water supplies administered by recognisable entities where extensive water supply infrastructure is in place. This may have little relevance to countries where the goal is principally to support the best use of available resources in the provision of incrementally improved service standards to the population as a whole. Such differences argue strongly for developing the policy for the particular country in light of its particular legislative and policy framework, rather than relying on some sort of "model" legislation which would not reflect the realities at hand. Water laws generally follow the basic principle of national legislation, i.e., that a basic law is indeed basic, whereas any details, which may have to be changed in response to scientific advancements or other exigencies, are contained in the regulations or other subsidiary legislation. The rationale is that regulations are more easily changed because they are elaborated by the responsible Ministry and can be easily revoked, amended or replaced, rather than having to go through the Parliamentary process. Among the details which will normally form part of the subsidiary legislation of a water law are standards of various kinds. For example, there may be standards on minimum treatment requirements linked to source type and quality. Chapter 5 describes the levels of safety provided by treatment regimes in relation to the nature and degree of cyanobacteria-related hazards in the source water. However, standard setting should not be restricted to water quality, but should also extend to water resource protection and water supply service quality more generally. It should also extend beyond the simple assessment of quality and include the adequacy of structures and systems, such as the definition of safe facilities and practices, minimum standard specifications, and minimum standard operating systems. In some countries, service quality standards are contained in a "sanitary code" or "code of good practice". As mentioned above in the discussion of industry codes, such standards are most likely to receive support in their implementation if consultation with the affected entities (e.g. supply agencies and professional bodies) has occurred. Other standards consist of quality targets, or what are known as water quality standards. Comprehensive guidance on the setting of drinking water quality standards is available in the Guidelines for Drinking-water Quality (WHO, 1993). The Guidelines for the Safe Use of Wastewater and Excreta in Agriculture and Aquaculture (Mara and Cairncross, 1989) are also available and further guidelines for safe recreational-water environments are in preparation. Table 7.2 outlines some of the many issues that may be addressed through water laws, regulations and standards. Not all of these should be seen as essential components of water legislation for all countries, because the contents of a particular country's laws, regulations and standards depend on the policy priorities of that country. This table does not attempt to indicate which matters "belong" in the basic law and which should be contained in subsidiary legislation. Although the general principle (that the more detailed material and the matters that may need to be changed should not be contained in the basic law) applies, the precise dividing line depends to a large extent on the particular legislative scheme. Other water management issues, which are not directly tied to a particular water use, but which might also be addressed through legislation, are given in Table 7.3. The above discussion should make clear that legislation may play a positive, supportive role in target setting, particularly by virtue of the inclusion of details (such as standards) in subsidiary regulations. Nevertheless, penalties and other sanctions to assist in enforcement are also included in most laws and will occasionally be used. In order to moderate their use, it is appropriate that explicit schemes are provided for enforcement implementation and that they are pursued (Jensen, 1967). The imposition of other more innovative solutions, such as mandatory participation in working groups or monitoring programmes, may obviate the need for some of the harsher penalties. Alternatively, any of these may be used in combination (Box 7.6). 7.4 Awareness raising, communication and public participation The understanding that cyanobacterial blooms and toxins present hazards to human and animal health is a prerequisite for anticipating, avoiding or reducing their adverse effects. Raising awareness on the causes and effects of cyanobacterial blooms serves two goals: protection from the health hazards presented by the toxins, and long-term reduction of toxic bloom development through public participation. Early recognition of blooms and scums facilitates better management of the blooms and associated problems and helps to reduce their impact on the community as a whole (NRA, 1990; NSWBGATF, 1992). Table 7.2 Types of water use and features of laws, regulations and standards Table 7.3 Water resources management: features of laws, regulations and standards Case histories (e.g. Bell and Codd, 1994; Ressom et al., 1994; Falconer, 1996; Codd et al., 1997) and risk assessments (Chapter 4) point to the need for greater awareness of cyanobacterial bloom and toxin hazards amongst not only water users (such as the general public, water recreational groups and water resource managers), but also professional groups. Awareness raising can serve several functions: * To alert professionals and water users to the presence of hazardous accumulations of cyanobacteria and toxins and to the risks involved in drinking and using water containing blooms and toxins. * To inform health-care professionals of the circumstances and exposure routes that lead to intoxications. * To inform water users of the causes of cyanobacterial bloom development and of ways in which they can assist in reducing bloom formation. * To inform environmental regulators, water user and water supply organisations about cyanobacterial toxin hazards, and to help identify and implement appropriate policies on water access, use, consumption and treatment. Box 7.6 Imposition of a monitoring programme after prosecution of a local council for serious environmental harm In May 1996, the waste management officers responsible for the safe operation of sewage treatment works in Tasmania, Australia, noted that a discharge was occurring from an almost empty sewage treatment pond into a nearby dry watercourse. This was not allowed under the terms of the operating licence. There was a dense bloom of Microcystis aeruginosa in the next pond, and the officers observed pools containing Microcystis in the watercourse and scums of blue-green slime along the banks and down into a recreational lake called Wrinklers Lagoon. Water samples contained 511,000 cells per ml of Microcystis in the sewage pond and 144,000 cells per ml in a pool in the watercourse. Microcystin content in the pond was measured at 27 µg ml-1, and the scum in the lake at 120 µg g-1 dry weight. Total nitrogen in the pond was 25.9 mg I-1, and total phosphorus was 7.3 mg l-1. About 14 × 106 litres had been discharged from the sewage pond into the lake, which had a volume of about 200 × 106 litres. The reason for the discharge was a subsidence in the sewage pond retaining wall, which caused the operators to employ repeated discharges from the pond to avoid collapse of the wall. Because the lake is a well-used swimming and fishing location, the discharge caused an immediate health hazard and a longterm risk of repeated blooms of toxic Microcystis. On receipt of the officers' report, the local Council excavated the retaining sand bank of the lake and established a channel to the sea, partly draining the lake and allowing sea water flushing. Environment Tasmania, the state environmental protection agency, prosecuted the Council for serious environmental harm on eight counts of discharge of sewage pond contents containing toxic Microcystis into a recreational lake. In discussions between the parties and an expert advisor, the Council proposed a monitoring programme for the lake and a reduction of the severity of the charges. The magistrate hearing the case found the Council guilty on a lesser charge of "material environmental harm", imposed a fine of A$ 30,000 (approximately US$ 20,000) and directed that a monitoring programme be carried out. The proposed monitoring programme was intended to make the lagoon safer with respect to blooms of Microcystis (or Nodularia which can be handled in a similar way to blooms of Microcystis); to improve the amenity value of the lagoon; and to minimise any risks to people, pets, livestock, or fishermen eating fish from the lagoon. The monitoring programme was to be reviewed after three years. Source: FCR Cattell v. Break O'Day Council; Court of Petty Sessions, Launceston, Tasmania, Australia. Complaint No. 9745521. 7.4.1 Professional group awareness Professional groups are often no more cognisant of the circumstances leading to cyanobacteria-associated health problems than are the general public (Skulberg et al., 1984). The kinds of professional groups that require up-to-date information on cyanobacterial blooms and toxins in order to manage effectively the associated problems include water treatment and supply authorities and companies, medical and veterinary practitioners, public and environmental health authorities, and national/state environmental agencies. Initiatives to increase the awareness of these groups and organisations have centred around conferences, workshops, correspondence in widelyread professional journals, review-type papers, and the large-scale publication of handbooks and reports. Such educational materials have been developed for the water supply, treatment and environmental sectors (NRA, 1990; Lawton and Codd, 1991; Carmichael, 1992; NSWBGATF, 1992; Yoo et al., 1995); the human health-care sector (Codd and Roberts, 1991; Elder et al., 1993; Ressom et al., 1994), and the veterinary sector (Codd, 1983; Beasley et al., 1989). In countries intending to address cyanobacterial risks, these communication routes should be established and developed further. 7.4.2 Public awareness In some parts of the world, such as Australia, the UK and Scandinavia, cyanobacterial awareness programmes have operated for several years. However, in other countries with water resources and supplies containing toxic cyanobacterial blooms, awareness and the availability of information are more limited. These deficiencies can be combated in several ways. When cyanobacterial populations in water bodies exceed threshold levels, media warnings should generally be issued to the public. Such warnings and notifications may be issued through the newspapers, radio and television, and may require media targeting and press conferences. The content of any announcement varies according to individual bloom situations and the purposes for which the affected water body is used. For example, if a cyanobacterial bloom occurs in a municipal water supply source, media releases may be appropriate at lower cell populations than if the waters are used only for recreational purposes. The information supplied in the warnings should be prompt, concise and should include details of expected changes in the quality of supply, such as tastes, odours, discolouration and the actions being taken to alleviate the problems. Where recreational activities, livestock watering, and further water uses other than human supply, are involved, media warnings may also contain a brief description of the bloom and how it can be recognised (such as a noticeable discolouration of the water or the presence of scums). Other information which may be supplied in the warnings and notices, if appropriate to the bloom situation, includes: * Possible health problems including gastrointestinal upsets, skin rashes, and eye irritations. * Warnings not to use the water for swimming, bathing, or showering. * Advice on finding alternate sources of water for animals and preventing pets from swimming (and subsequently grooming scum material out of their fur) in affected areas. * Notification that boiling the water will not destroy the toxins. The community often has several concerns when a cyanobacterial bloom occurs in its drinking water supply or recreational amenity. Commonly-asked questions concern the use of water in evaporative air coolers; its use for drinking, laundry, dish washing, washing fruits and vegetables and cooking; whether fish, shellfish and crustaceans harvested from cyanobacterial bloom-containing water are suitable for human consumption; and where to obtain alternative water supplies. Information or fact sheets prepared in advance can be circulated upon request (see below). It may be appropriate to display warning signs and notices at major points of public access to affected water bodies. For eutrophic waters with occasional bloom problems, provision of basic information to visitors is particularly likely to contribute to protecting them from health hazards, because the rapid appearance and disappearance of scums cannot always be detected in time for the responsible authorities to implement specific measures (such as temporarily restricting use). In such situations, health protection must, to some extent, rely on the users' own informed judgement. Warning signs should be prominent and simple, with symbols or minimum text to indicate no swimming, paddling, drinking, livestock watering, pets in the water, or other activities deemed by the responsible agencies to present unacceptable exposure risks. The signs may be removed when the blooms decrease to acceptable levels, or they may be kept in place throughout the year in areas with year-round problems. If the latter option is taken, the gradual decrease in visual impact of warning signs and notices needs to be borne in mind. Brochures and fact sheets are other tools which are increasingly used to convey to the general public and specialist water user groups information on the appearance and hazards presented by cyanobacterial blooms and scums. Examples are available from several countries which have experienced bloom-related problems, such as the UK, Australia, Denmark, Finland, South Africa, and the USA (NRA, 1990; NSWBGATF, 1992; Yoo et al., 1995). Brochures and fact sheets intended for the public should be simple and free of scientific jargon, and should include brief descriptions with the following kinds of information: * The nature and occurrence of cyanobacteria. * The health hazards presented by cyanobacteria and their toxins. * The recognition of cyanobacterial blooms and scums. * The propensity of cyanobacteria to produce toxins. * Precautions and steps to be taken to avoid potential health problems. * Whom to contact if the presence of a cyanobacterial bloom or scum is suspected. Special fact sheets for farmers, regarding protection of farm water supplies for animals, and also for water sports organisations, have also been used. Professional associations and user-group networks, such as national water sports bodies, provide a useful means of spreading information. Posters and displays in public places and association premises are additional tools for conveying information to the public on cyanobacteria and for increasing community awareness. Videos are another useful method of educating the public about cyanobacterial problems. They can be used to present the causes and consequences of cyanobacterial blooms, as well as to provide good visual examples of waters containing blooms and scums. They may also outline the strategies proposed and used by authorities to manage the problems, and to inform the public about what, as individuals, they can do to help. For example, to inform the public and to enable them to initiate action at a community level, Australia's Murray-Darling Basin Commission (Box 7.3) initiated and supported the development of a "study circle" kit for adults entitled "Blooming Blue-Green Algae". The kit contains a video, an audiotape, posters and printed information on cyanobacteria which enables people to discuss and find out more about cyanobacteria. Education on the causes of blooms can begin through programmes run in schools. Students may be encouraged to participate in simple water quality investigations, such as in the Australian "Streamwatch" programme. Easy-to-use kits are employed to enable the early detection of impending cyanobacterial blooms. The effectiveness of the tools discussed above is only as good as the efforts made to publicise and to distribute them. The need for contact points may be especially important in remote locations where monitoring waters by government agencies or water body owners is not possible and thus the assistance of the community is vital. 7.5 References Anon 1992 Agenda 21: Programme of Action for Sustainable Development. United Nations, New York. Beasley, V.R., Cook, W.O., Dahlem, A.M., Hooser, S.B., Lovell, R.A. and Valentine, W.M. 1989 Algae intoxication in livestock and water fowl. din. Toxicol., 5, 345-336. Beasley, V.R., Cook, W.O., Dahlem, A.M., Hooser, S.B., Lovell, R.A. and Valentine, W.M. 1994 Algae intoxication in livestock and water fowl. Microbiology, 5, 256-264. Burchi, S. 1991 Current developments and trends in the law and administration of water resources - A comparative state-of-the-art appraisal. J. Environ. Law, 3(1). Carmichael, W.W. 1992 A Status Report on Planktonic Cyanobacteria (Blue-Green Algae) and their Toxins. EPA/600/R-92/079, United States Environmental Protection Agency, Cincinnati, Ohio. Chiaradia-Bousquet, J.-P. 1995 Legislation. Legal Office Information Brief, Food and Agricultural Organization of the United Nations, Rome. Codd, G.A. 1983 Cyanobacterial poisoning hazard in British freshwaters. Vet. Rec., 113, 223-224. Codd, G.A. and Roberts, C. [Eds] 1991 Public Health Aspects of Cyanobacteria (BlueGreen Algae). Proceedings of a Seminar, London, 14 June 1991. Pub. Hlth Lab. Service Microbiol. Digest, 8, 78-100. Codd, G.A, Ward, C.J. and Bell, S.G. 1997 Cyanobacterial toxins: occurrence, modes of action, health effects and exposure routes. In: J.P. Seiler and E. Vilanova [Eds] Applied Toxicology: Approaches through Basic Science. Archives of Toxicology Supplement 19, Springer-Verlag, Berlin, 399-410. Elder, G.H., Hunter, P.R. and Codd, G.A. 1993 Hazardous freshwater Cyanobacteria (blue-green algae). Lancet, 341, 1519-1520. Falconer, I.R. 1996 Potential impact on human health of toxic Cyanobacteria. Phycologia, 35 (Supplement 6), 6-11. Helcom 1993 Second Baltic Sea Pollution Load Compilation. Baltic Sea Environ. Proc. No 45, ISSN 0357-2994, Hamburg, 161 pp. Helcom 1997 Baltic Marine Environment Bibliography. Baltic Sea Environ. Proc. No. 66, ISSN 0357-2994, Espoo, 172 pp. Jensen, P. 1967 Examination of water supply and drinking-water. Dan. Med. Bull., 14(1), 273-280. Lawton, L.A. and Codd, G.A. 1991 Cyanobacterial (blue-green algal) toxins and their significance in UK and European waters. J. Inst. Wat. Env. Man., 5, 460-465. Mara, D. and Cairncross, S. 1989 Guidelines for the Safe Use of Wastewater and Excreta in Agriculture and Aquaculture. Published in collaboration with the United Nations Environment Programme by World Health Organization, Geneva. MDBC 1993 Algal Management Strategy Technical Advisory Group Report. MurrayDarling Basin Commission, Canberra. Ministry of the Environment of Finland 1991 Environmental Priority Action Programme for Leningrad, Leningrad Region, Karelia and Estonia. Synthesis report, Plancenter Ltd., Helsinki, 193 pp. Murray Darling Basin Ministerial Council 1994 The Algal Management Strategy. Murray Darling Basin Ministerial Council, Canberra. Nanni, M. 1996 The Aral Sea Basin: Legal and institutional issues. RECIEL, 5(2). NRA 1990 Toxic Blue-Green Algae. Water Quality Series No. 2., The National Rivers Authority, London, 125 pp. NSWBGATF 1992 Blue-Green Algae. Final Report of the New South Wales Blue-green Algal Task Force, New South Wales Department of Water Resources, Parramatta, Australia, 159 pp. NSWBGATF 1993 Blue-Green Algae. First Annual Report of the New South Wales Bluegreen Algal Task Force, New South Wales Department of Water Resources, Parramatta, Australia. Ressom., R., Soong, F.S., Fitzgerald, J., Turczynowicz, L., El Saadi, O., Roder, D., Maynard, T. and Falconer, I.R. 1994 Health Effects of Cyanobacteria (Blue-Green Algae). National Health and Medical Research Council, Canberra, 108 pp. Schaefer, M. 1981 Intersectoral Coordination and Health in Environmental Management. An Examination of National Experience. Public Health Papers No. 74, World Health Organization, Geneva. Skulberg, O.M., Codd, G.A. and Carmichael, W.W. 1984 Toxic blue-green algal blooms in Europe: a growing problem. Ambio, 13, 244-247. UN ECE 1992 Convention on the Protection and Use of Transboundary Watercourses and International Lakes, Helsinki, 17 March 1992. United Nations Economic Commission for Europe, United Nations, New York. WHO 1993 Guidelines for Drinking-water Quality, Second edition. Volume 1, Recommendations. World Health Organization, Geneva. Yoo, R.S., Carmichael, W.W., Hoehn, R.C. and Hrudey, S.E. 1995 Cyanobacterial (BlueGreen Algal) Toxins: A Resource Guide. 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FAMILY GUIDE TO COLUMBUS ART & ARCHITECTURE A COLUMBUS AREA VISITORS CENTER Architect, Kevin Roche, addition Built, 1864, addition 1995 / Style, Italianate * This building was originally a family home and became a Boys & Girls Club and a newspaper office it became the Visitors Center. * Roche's addition "matches" the original building using similar brick and stone. * Look at the building's foundation and see if you can tell which parts are the original house and which is new construction? B YELLOW NEON CHANDELIER Artist, Dale Chihuly Date, 1995 / Material, Blown glass * Made of 900 glass pieces in 4 shades of yellow. * It is 9 feet tall and 6 feet wide at the top. * It is lit from within by 50' of yellow neon tubing. * The "wavy plates" hung under the chandelier were named "Persians" by the artist. C BARTHOLOMEW CO. PUBLIC LIBRARY Architect, I.M. Pei / Addition by Jim Paris Date, 1969, 1987 addition / Style, Modern * The ceiling, made up of hundreds of cement squares, is known as a "coffered ceiling." * The "mezzanine," or second floor, features a skylight that lets trees and plants grow inside. * Notice how architect Jim Paris separated the addition from the original building with a skylight. Can you tell which part of the building is old and which is the addition? D LARGE ARCH Artist, Henry Moore Date, 1971 / Style, Abstract * Library architect I.M. Pei suggested a large sculpture be placed in front to "hold the space." * Measures 20 feel tall and 12 feet wide - made of 50 pieces of bronze which are welded together. * What do you think this sculpture looks like? E THE INN AT IRWIN GARDENS Architect, Henry Philips Date, 1864, 1910 addition / Style, Italianate * Now a bed and breakfast, originally a family home. * The building is three stories tall and has a working elevator inside. * Garden was inspired by a garden in Pompeii, Italy. * The wisteria vines growing in the garden were planted in 1910 and bloom every spring. F PRALL HOUSE Architect, Charles Sparrell Date, 1896 / Style, Victorian * This home, with its round spire and "gingerbread" details is an excellent example of Queen Anne Victorian architecture. G FIRST CHRISTIAN CHURCH Architect, Eliel Saarinen Date, 1942 / Style, Modern * This church is one of the first modern churches in the United States. * At the time it was built, it was very unusual for a church not to have a steeple with a cross on top of it. The clock tower to the right of the building serves as the church's "steeple" * "Asymmetry," or things not being exactly centered and identical, is a theme in this building. Notice the clock is not in the center of the tower and the front doors are not in the center of the building. Do you see other examples of asymmetry? H AT&T SWITCHING STATION Architect, Paul Kennon Date, 1978 / Style, Modern * Paul Kennon used mirrored glass to reflect the surrounding buildings. * Don't miss the colorful pipes on the west side of the building that are part of the heating and cooling system. This is a great selfie spot! * If you walk to the corner of the building, you'll see it is a perfect right triangle. I CUMMINS IRWIN CONFERENCE CENTER * (formerly Irwin Union Bank) Architect, Eero Saarinen Date, 1954 / Style, Modern * Now used for meetings and events, this building was originally a bank. * This is one of the first modern banks in the United States. At the time it was built, banks were made of sturdy stone or brick, so people wondered if their money would be safe in a glass building. * The ceiling features 9 domes that act as giant lamp shades reflecting light. Can you see the domes sticking up on top of the roof? * Architect Eero Saarinen also designed the St. Louis Arch. J THE COMMONS Architect, Fred Koetter and Susie Kim Date, 2011 / Style, Modern * The Commons is considered one of Columbus' city parks. Inside is a performance space, playground, and restaurants * The centerpiece of the playground is the "Luckey Climber", designed by architect Thomas Luckey. It is 35' tall. * Part of the Commons has a "green roof" with plants growing on it. K CHAOS 1 Artist, Jean Tinguely Date, 1974 / Style, Abstract kinetic sculpture * Chaos 1 is a "kinetic" or moving sculpture. * Jean Tinguely is a well-known Swiss sculptor. This is his largest work in the United States. * Tinguely and his team lived in Columbus while they were building Chaos. All of the scrap metal that makes up the sculpture was found at local junk yards. L BARTHOLOMEW CO. COURTHOUSE Architect, Isaac Hodgson Date, 1874 / Style, Second Empire * The courthouse was the first "fireproof" building in Indiana. * The original slate roof was replaced with copper in 1952. * The delicate, light weight iron work was added to the courthouse's three towers in 1971. M BARTHOLOMEW COUNTY MEMORIAL FOR VETERANS Architects Maryann Thompson and Charles Rose Date, 1997 * The memorial is composed of 25 limestone pillars, each 40 feet tall. * The names of Bartholomew County veterans who gave their lives in battle are inscribed in the pillars, along with excerpts from letters written by soldiers to their loved ones. * Can you find the leather work boot hiding in the sculpture? N COLUMBUS CITY HALL Architect, Edward Charles Bassett Date, 1981 / Style, Post-modern * The city departments located in City Hall all face the building's main entry to create a sense of openness to the community. * The building is also home to the Columbus Police Department, through a separate entrance on the east side of the building. * If you walk to the corner of the building, you'll see it is a perfect right triangle.	<urn:uuid:c39f277d-6055-489f-b073-453b6994c091>	CC-MAIN-2023-14	https://columbus.in.us/docs/family-guide-art-architecture.pdf	2023-03-23T17:27:14+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296945182.12/warc/CC-MAIN-20230323163125-20230323193125-00133.warc.gz	220,999,063	1,391	eng_Latn	eng_Latn	0.997693	eng_Latn	0.997594	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3729, 5638 ]	[ 2.171875 ]	1	0
Summer 2 Water! Understanding Emotions/Self-Regulation - Understands their own and other people's feelings, offering empathy and comfort. - Talks about their own and others' feelings and behaviour and its consequences. - Seeks ways to manage conflict, for example through holding back, sharing, negotiation and compromise. Discussing and talking about own feelings and the feelings of others – using emotions cards. Understanding how others feel and developing/offering empathy to others around us. Discussing different types of behaviours and why some are not acceptable and the consequences of certain behaviours and how they make us and others feel. Learning how to manage conflict positively reaching a compromise, sharing with others, waiting for a turn and learning how to hold back when frustrated – developing strategies to support this. Transition to Year One discussing how we feel about moving into Year One, meeting new teachers and seeing our new classroom, learning about what some of the new routines/changes will be. Listening & Attention - May indicate two-channelled attention, e.g. paying attention to something of interest for short or long periods; can both listen and do for short span Demonstrating good listening skills. Developing listening skills for longer periods. Able to listen attentively to stories and discuss the main PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT Sense of Self/Managing Self - Can describe their competencies, what they can do well and are getting better at; describing themselves in positive but realistic terms - Shows resilience in the face of a challenge. - Recognises that they belong to different communities and social groups and demonstrates respect towards others. Learning that it is important to keep on trying when things are difficult and not to give up. Discussing things that we're good at and what things we would like to get better at, talking about ourselves positively. Transition to Year One discussing what we would like to learn and get better at moving forwards, discussing the things we're looking forward to in Year One. Discussing the communities around us, the community we belong in and those that our friends belong in. Developing and showing respect towards others and learning why this is important. Discussing different places that people go to worship and different traditions. Communication & Language Speaking - Introduces a storyline or narrative into their play. - Uses talk to organise, sequence and clarify thinking, ideas, feelings and events - Articulate their ideas and thoughts in well-formed sentences beginning to use a range of conjunctions and some correct tenses when modelled - Listens to and talks about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary Making/Building Relationships * Is increasingly flexible and cooperative as they are more able to understand other people's needs, wants and behaviours. Learning how to understand the needs, wants and behaviour of others. Cooperating with others understanding that others have different needs and wants. Transition to Year One meeting my new teacher and teaching assistant. Understanding - Understands questions such as who; why; when; where and how. - Understands a range of complex sentence structures including negatives, plurals and tense markers Children to listen to a range of stories, the children will be encouraged to talk about what is happening and to act out different scenarios in character. Article 24: Every child has the right to clean water and healthy food. EYFS – Reception Summer 2 term MTP 2021-2022 events from the beginning, middle and end. - To use key language from our key texts to imagine and recreate roles in their play and in conversations with others. Story discussion using props, pictures and puppets/ sequencing the story/main events cards. Singing/rhyming. Using conjunctions in their sentences such as: because, and, but, so, then, next. Using new vocab and knowledge learnt from non-fiction texts. Discussing which creatures live under the sea, what they eat, how they move etc. Talking about all the different ways we use water and thinking about how others use water in different countries. Learning new narrative language. Children to use the language of familiar narratives in freeflow in the small world, construction and role play areas. Physical Development Fine Motor Skills - Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed Cooking activity – making pirate pizzas– using utensils, chopping up vegetables. Nelson handwriting book 3 Playdough – creating an under the sea scene. Phonics lessons working on correct letter formation. Using pegs, scissors, lego shaving foam etc.. Writing letters, name, words and sentences. Using tweezers to move small and larger items from one container to another. Treading beads, pasta etc. Using stencils. Jelly play. Exploring ice cubes. Sand/water play. Gross Motor Skills - Develop overall body strength balance, coordination and agility. - Progress towards a more fluent style of moving, with developing control and grace. - Further develop and refine a range of ball skills including: throwing, catching, kicking, passing, batting and aiming. PE Lessons, using the adventure play equipment, using the balancing equipment. Cosmic yoga sessions – growing/under the sea. Under the sea dance – music and movement. Dancing to different types of music developing control. Learning how to catch, throw – aim, bat and kick. Manoeuvring a ball around and in and out of cones. Developing the use of a bat and using it to hit a ball. Weekly Balance bike sessions in the hall or outside with Ms Kennedy and Mrs Watts. Pirate obstacle course. Pirate treasure hunt. Children to predict and give explanations – growing sunflowers Children to identify patterns – what happens to good and bad characters at the end of a story? Draw conclusions to stories – 'the sky is dark it might rain' Explain effect – it was too tall so it fell over. Predict Speculate – What will happen if we leave the seed in a dark cupboard with no water? What could happen if??? Health & Self Care - Practices some appropriate safety measures with direct supervision, considering both benefits and risk of a physical experience. - Begins to talk about physical changes to their body that can occur when they're feeling unwell, anxious, tired, angry or sad Discussing how our body feels when we experience different feelings such as: sadness, feeling unwell etc.. – links with PSHE planning. Discussing healthy eating and why fruit is healthy for our bodies. Adding healthy toppings to our pirate pizzas. Discussing the effects of the environment – what makes us feel hot? What can help us feel cooler? (taking off a jumper/opening a window) Discussing why exercise is important and the positive effects that it has on our bodies. Being safe with the equipment around us and learning to and understanding how to move things safely. Understanding the World Develops digital literacy skills understand and interact with EYFS – Reception Summer 2 term MTP 2021-2022 Literacy - - - EYFS – Reception Summer 2 term MTP 2021-2022 have heard. Phonics, writing activities and free flow. Making predictions about what they think may happen next. Discussing the beginning, middle and end of the story. Thinking of a different ending to the story. Reading CVC words, tricky words and simple sentences. Linking sound to letter for the Phase 3 sounds/digraphs. Using non-fictions texts and computers to find out information about sea creatures, pirates and plants. Writing story recounts and facts about mini beast. Writing our names and numbers. Labelling CVC pictures listening to and recording all 3 sounds including Phase 3 sounds and digraphs. Writing captions and simple sentences using a capital letters, finger spaces, full stops, letters sitting on the line. 'Nelson handwriting book 3 Learning correct letter formation. Word Reading - Phonics Focus Revisiting all Phase 2 and Phase 3 sounds focusing segmenting and blending words. Children to write simple sentences using the sounds learnt. Tricky Words : reading and writing: Revisit: I, to, no, go, the, into, he, she, me, we, be. was, you are her, all, they, my. New Words: (Phase 4) said, have, like, so do, some, come, little, one, were, there, what, when, out. Enrichment opportunities: Pirate Day – Children to come dressed as a pirate and engage in pirate activities. (treasure hunts, making pirate pizzas, pirate music and movement, map making, messages in a bottle etc) Visiting a local Library – Mollison Way or Chandos Children's Centre.	<urn:uuid:51906c0c-a414-4e66-9ea4-1ad272daac11>	CC-MAIN-2023-14	https://www.camrose.harrow.sch.uk/_site/data/files/eyfs/Reception%20Summer%202%20MTP.pdf	2023-03-23T17:04:20+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296945182.12/warc/CC-MAIN-20230323163125-20230323193125-00131.warc.gz	765,640,379	1,798	eng_Latn	eng_Latn	0.990332	eng_Latn	0.995569	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn" ]	false	docling	[ 3597, 7097, 7185, 7250, 8785 ]	[ 4.75 ]	1	0
Jasper City Schools Third Grade ELA Pacing Guide 9.20.2018 - Thoughtful and effective planning throughout the school year is crucial for student mastery of standards. - Once a standard is introduced, it is understood that the standard is continuously taught and/or reviewed throughout the entire school year (e.g., explicit instruction, learning centers, IXL, ScootPad, etc.). RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). RL.3.9-Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. Informational Text: RI 3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI 3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea. RI 3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI 3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.8-Describe the logical connection between particular sentences and paragraphs in Foundational Skills: RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.3a-Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.3b-Decode words with common Latin suffixes. RF.3.3d-Read grade-appropriate irregularly spelled words. Writing: W.3.1b-Provide reasons that support the opinion. W.3.2b-Develop the topic with facts, definitions, and details. Language: L.3.1c-Use abstract nouns (e.g., childhood). L.3.1d-Form and use regular and irregular verbs. L.3.1e-Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses). L.3.1f-Ensure subject-verb and pronoun – antecedent agreement L.3.2c-Use commas and quotation marks in dialogue. L.3.2e-Use conventional spelling for high-frequency and other studied subordinating conjunctions. L.3.1i-Produce simple, compound, and complex sentences. L.3.2-Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. L.3.2a-Capitalize appropriate words in titles. L.3.2b-Use commas in addresses. L.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). L.3.5c-Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. SL3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification (See Grade 3 Language standards 37 and 39 for specific expectations). Power Standards* Literature: RL 3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL 3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL 3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL 3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL 3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL 3.6-Distinguish their own point of view from that of the narrator or those of the characters. RL 3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). RL 3.9 -Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2– 3 text complexity band independently and proficiently. Informational Text: RI 3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI 3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea. RI 3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI 3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI 3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic quickly and efficiently. RI 3.6-Distinguish their own point of view from that of the author of a text. RI 3.7-Use information gained from illustrations, other visual elements (e.g., maps, photographs), and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). RI 3.8-escribe the logical connection between particular sentences and paragraphs in a text (e.g., comparison; cause and effect; first, second, third in a sequence). RI 3.9-Compare and contrast the most important points and key details presented in two texts on the same topic. RI 3.10-By the end of the year, read and comprehend informational texts, including historical, scientific, and technical texts, in the grades 2–3 text complexity band independently and proficiently. Foundational Skills: RF 3.3-Know and apply grade-level phonics and word analysis skills in decoding words. RF 3.3.a-Identify and know the meaning of the most common prefixes and derivational suffixes. RF 3.3.b-Decode words with common Latin suffixes. RF 3.3.c-Decode multisyllable words. RF 3.3.d-Read grade-appropriate irregularly spelled words. RF 3.4-Read with sufficient accuracy and fluency to support comprehension. RF 3.4.a-Read on-level text with purpose and understanding. RF 3.4.b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF 3.4.c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: W.3.7-Conduct short research projects that build knowledge about a topic. W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W 3.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking and Listening: SL 3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL 3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL 3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL 3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. SL 3.5-Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. SL 3.6 -Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Language: L 3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening. L 3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. L 3.5-Demonstrate understanding of figurative language, word relationships and nuances in word meanings. L 3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). *The standards that are essential for student grade-level success. They represent those standards teachers will spend the most time emphasizing.	<urn:uuid:71f9c244-abfd-40dc-b811-0b9c3bd4ead4>	CC-MAIN-2023-14	https://resources.finalsite.net/images/v1662747152/jasperk12alus/dwxt7igykgeagjkezna4/3elapacingguide.pdf	2023-03-23T18:25:20+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296945182.12/warc/CC-MAIN-20230323163125-20230323193125-00131.warc.gz	554,361,146	2,187	eng_Latn	eng_Latn	0.993751	eng_Latn	0.99385	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 379, 3350, 5913, 8632, 9642 ]	[ 4.375 ]	2	0
Natural Heritage & Endangered Species Program www.mass.gov/nhesp Massachusetts Division of Fisheries & Wildlife DESCRIPTION: Bristly Foxtail (Setaria parviflora) is a perennial, rhizomatous grass (family Poaceae) of coastal habitats such as salt marsh and salt pond margins. Its most recognizable feature is its spike-like panicle that is exceptionally dense with golden bristles. AIDS TO IDENTIFICATION: Bristly Foxtail grows from short, hard, knotty rhizomes which may reach up to 4 cm (1.5 in.) in length; an alternative common name is Knotroot Foxtail. The hairless stems are 30 to 120 cm (12–47 in.) tall with narrow (2–8 mm), sand-papery leaves reaching 25 cm (10 in.). The 3 to 10 cm (1.25–4 in.) unbranched, spike-like inflorescence is lined with very small (2–2.5 mm) flower clusters, called spikelets in the grasses. The glumes are unequal and veined, the lower third of the spikelet with three veins and the upper half to two-thirds of the spikelet with five veins. The lower florets commonly have male flowers only (i.e., they are staminate). The lemmas are wrinkled horizontally (rugose), especially the upper lemma, which can also be purplish at the apex. The common name P h o t o g r a p h s o Bristly Foxtail Setaria parviflora (Poir.) Kerguélen State Status: Special Concern Federal Status: None f Bristly Foxtail is derived from the four to twelve bristles at the base of each spikelet. The 2 to12 mm strawcolored to pale yellow bristles have minute barbs along their length. This species is best observed in late summer and autumn, though it is often identifiable earlier and later in the year. A Species of Greatest Conservation Need in the Massachusetts State Wildlife Action Plan Massachusetts Division of Fisheries & Wildlife 1 Rabbit Hill Rd., Westborough, MA; tel: 508-389-6300; fax: 508-389-7890; www.mass.gov/dfw Please allow the Natural Heritage & Endangered Species Program to continue to conserve the biodiversity of Massachusetts with a contribution for 'endangered wildlife conservation' on your state income tax form, as these donations comprise a significant portion of our operating budget. www.mass.gov/nhesp SIMILAR SPECIES: The very common Yellow Foxtail or Pigeon Grass (Setaria pumila ssp. pumila) is an exotic species that most similar to Bristly Foxtail, as it is the only local species to share the trait of numerous bristles at the spikelet base; however, it is a tufted annual that has fibrous roots, and lacks a rhizome. Further, it is more of a generalist, known commonly from waste places and roadsides. All other foxtail grasses known from New England are also exotic annuals, but have fewer bristles per spikelet, and usually longer inflorescences than Bristly Foxtail and Yellow Foxtail. HABITAT IN MASSACHUSETTS: This grass is found in scattered colonies, most often in linear patches along the upper borders of salt marshes, estuaries, and salt pond margins out of normal tidal reach. It can also be found in disturbed sandy areas such as the edges of roads and paths in or near salt marshes, and in coastal meadows and back dunes. Associated species include Spartina (Spartina patens), Switchgrass (Panicum virgatum), Saltmarsh Elder (Iva frutescens), Slender-leaved Goldenrod (Euthamia tenuifolia), Sea Lavender (Limonium carolinianum), Bayberry (Morella caroliniana), and Eastern Red Cedar (Juniperus virginiana). RANGE: Bristly Foxtail is distributed throughout the United States except northern New England, the upper Midwest, and northern Plains states. Its range continues south through Central America to Chile and Argentina. POPULATION IN MASSACHUSETTS: Bristly Foxtail is listed under the Massachusetts Endangered Species Act as Special Concern. All listed species are protected from killing, collecting, possessing, or sale and from activities that would destroy habitat and thus directly or indirectly cause mortality or disrupt critical behaviors. It is currently known from Barnstable, Bristol, Dukes, Norfolk, Plymouth, and Suffolk Counties, and is historically known from Nantucket County. MANAGEMENT RECOMMENDATIONS: Threats include encroachment by woody species and exotic invasive plants, and trampling by foot traffic or vehicles on actively used trails and roads. Mowing tends to favor this species, along with other grasses, and sites should be monitored to ensure ongoing management that supports grasses over shrubs. Mowing may be considered to expand favorable habitat at known locations. As this species frequently occurs just above the normal high-tide line, it may be susceptible to increased inundation due to sea level rise. Sites should be monitored for invasions of exotic plants; if exotic or native plants are crowding and outcompeting this species, a plan should be developed, in consultation with the Massachusetts Natural Heritage & Endangered Species Program, to remove the competitors. Rare plant locations that receive heavy recreational use should be carefully monitored for plant damage or soil disturbance; trails can sometimes be re routed to protect population. All active management of rare plant populations (including invasive species removal) is subject to review under the Massachusetts Endangered Species Act, and should be planned in close consultation with the Massachusetts Natural Heritage & Endangered Species Program. 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SOLs Grade 3 Sample Lesson Plan: Unit 2 – Healthy Relationships * 3.1.o Describe positive interaction with family, peers, and other individuals. * 3.1.q Describe behaviors that may cause the loss of a friend * 3.1.s Identify positive ways to communicate and the benefits of having positive relationships with family and friends. * 3.3.n Apply goal-setting strategies to make and keep friends. Objectives/Goals * The student will describe positive interaction with family, peers, and other individuals * The student will describe behaviors that may cause the loss of a friend * The student will identify positive ways to communicate and the benefits of having positive relationships with family and friends * The student will create a list of strategies for making and keeping friends. Materials * PowerPoint: 3 rd grade All About Me Healthy Relationships * Worksheet: How to Guide for Healthy Relationships Procedure * Using the Powerpoint as a guide, begin the lesson by reviewing the first topic (Positive Peer Relationships) of the lesson on slide 2. * Slide 3: As a class, read the scenario, What Should I Do? Allow students to share their answers. * Slide 4: Introduce the idea of respect, kindness, and empathy. Show the video clip and ask student to think about how they fill or could fill other people's buckets. Review the questions at the bottom of the slide. * Slide 5: As a class, read the scenario, What Should I Do? Allow students to share their answers. * Slide 6: Ask students to think about the qualities that they want in a friend. Allow students to share their answers. Also, allow students to share stories of when their actions or words had a positive or negative impact on a relationship. Read the statements at the bottom of the page and allow students to decide if it is a positive or negative interaction. * Slide 7: Review the characteristics of a friend and benefits to a positive friendship. Allow students to share additional characteristics and benefits. * Slide 8: Introduce the second topic, Conflict Among Friends. * Slide 9: As a class, read the three scenarios, What Should I Do? Allow students to choose the one that they most identify with and share their answers. * Slide 10: Ask student to reflect on the three questions at the top of the slide. Allow students to share their stories. Show the video clip and ask students to reflect on the two questions. Allow students to share their responses after the video clip is over. * Slide 11: Ask students to brainstorm actions or words that could cause a friendship to end (e.g., being unaware of the attitudes and feelings of others, * using inappropriate language and behavior, excluding a friend from activities, breaking promises). * Slide 12: Introduce the third topic, Positive Family Relationships. * Slide 13: As a class, read the scenario, Can You Help Me? Allow students to share their answers. * Slide 14: Ask students to read the questions and reflect on their answers. Allow students to share and give examples. * Slide 15: Discuss the benefits of a positive relationship. Allow them to share their benefits. * Pass out the classwork assignment, How to Guide for Healthy Relationships. Instruct students to create a guide for a healthy relationship with friends (on front) and with family members (on back). Allow students to share with a partner or as a class. * End the lesson with a classroom energizer. References * Mary McCarley, 2018 Handout The next page includes a handout for the lesson. The handout is designed for print use only. How To Guide for Healthy Relationships Guide to a Healthy Friendship Directions: Reflect on your relationship with your friends and family members. Think about what you do to strengthen those relationships and ways you could improve those relationships. Create a guide to a healthy relationship by listing steps or strategies that you can do to make those relationships healthy, meaningful, and lasting. Draw pictures and add color to enhance your guide. Guide to a Healthy Family Relationship	<urn:uuid:ce090ba8-f83f-4fd3-98f1-d72605b78b49>	CC-MAIN-2021-04	https://www.doe.virginia.gov/instruction/health/healthsmartva/gr3/gr3-vp-2-healthy-relationship.pdf	2021-01-25T01:39:11+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703561996.72/warc/CC-MAIN-20210124235054-20210125025054-00436.warc.gz	759,236,111	841	eng_Latn	eng_Latn	0.99473	eng_Latn	0.995948	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 1727, 3550, 4008, 4048 ]	[ 4.78125 ]	2	0
Stars Webquest Answer Sheet UnbrokenDifferentiation and the BrainU.S. HistoryUs and Uncle FraudThe SunEsperanza Rising (Scholastic Gold)The StarsA Lesson Plan for Teachers (New and Old!)A Black Hole Is Not a HoleThe Yellow StarThe Atomists, Leucippus and DemocritusRefugeeElijah of BuxtonLord of the FliesStargirl Movie Tie-In EditionThe Parallel Curriculum in the Classroom, Book 2Freedom SummerThe Same Stuff as StarsHandbook of Heterogeneous Catalytic Hydrogenation for Organic SynthesisIsland of the Blue DolphinsEnergizing Brain BreaksFind a Stranger, Say GoodbyeThe Wednesday WarsBy the Great Horn Spoon!Texas Aquatic ScienceHow Far is a Star?The OutsidersHenry's Freedom BoxThe Foot BookThe CircuitEthan FromeThey Called Us EnemyThe Great GatsbyTaking Care of TerrificCarl Sagan's Cosmic ConnectionTeaching for Black LivesThe Seven Deadly Sinnes of LondonThe Differentiated ClassroomDeeper LearningStar Spangled Banner Unbroken Budding astronomers and scientists will love this humorous introduction to the extremely complex concept of black holes. With space facts and answers about the galaxies (ours, and others) A Black Hole is NOT a Hole takes readers on a ride that will stretch their minds around the phenomenon known as a black hole. In lively and text, the book starts off with a thorough explanation of gravity and the role it plays in the formation of black holes. Paintings by Michael Page 1/20 Carroll, coupled with real telescopic images, help readers visualize the facts and ideas presented in the text, such as how light bends, and what a supernova looks like. Back matter includes a timeline which sums up important findings discussed throughout, while the glossary and index provide a quick point of reference for readers. Children and adults alike will learn a ton of spacey facts in this far-out book that's sure to excite even the youngest of astrophiles. Differentiation and the Brain "When Francis Scott Key saw the United States flag still flying over Fort McHenry in Baltimore, Maryland signifying that the city had withstood the overnight British bombardment - he immediately sat down and wrote the words to "The Star-Spangled Banner." Since that September morning in 1814, the flag and the national anthem have occupied a special place in the hearts of Americans. The flag that withstood the "bombs bursting in air" and inspired the anthem has been cared for by the Smithsonian and exhibited to the public for almost a century. Here is the dramatic story." --Back cover. U.S. History Us and Uncle Fraud In the fictional New England town of Starkfield, an unnamed narrator is forced to stay at the home of Ethan Frome during a winter storm. He relates his encounter with Frome, "the most striking figure in Starkfield, he was but the ruin of a man, with a careless powerful look - in spite of a lameness checking each step like the jerk of a chain". When the beautiful cousin of Frome's bitter wife comes to help with housekeeping, Frome's attraction to her does not go unnoticed. Edith Wharton is a Pulitzer-Prizewinning author. The Sun Esperanza Rising joins the Scholastic Gold line, which features award-winning and beloved novels. Includes exclusive bonus content! Esperanza thought she'd always live a privileged life on her family's ranch in Mexico. She'd always have fancy dresses, a beautiful home filled with servants, and Mama, Papa, and Abuelita to care for her. But a sudden tragedy forces Esperanza and Mama to flee to California and settle in a Mexican farm labor camp. Esperanza isn't ready for the hard work, financial struggles brought on by the Great Depression, or lack of acceptance she now faces. When Mama gets sick and a strike for better working conditions threatens to uproot their new life, Esperanza must find a way to rise above her difficult circumstances-because Mama's life, and her own, depend on it. Esperanza Rising (Scholastic Gold) Going to the park to broaden his horizons, fourteenyear-old babysitter Enid enjoys unexpected friendships with a bag lady and a black saxophonist. The Stars Master storyteller Christopher Paul Curtis's Newbery Honor novel, featuring his trademark humor, unique narrative voice, and new cover art--now in paperback! Eleven-year-old Elijah lives in Buxton, Canada, a settlement of runaway slaves near the American border. He's the first child in town to be born free, and he ought to be famous just for that. Unfortunately, all that most people see is a "fra-gile" boy who's scared of snakes and talks too much. But everything changes when a former slave steals money from Elijah's friend, who has been saving to buy his family out of captivity in the South. Now it's up to Elijah to track down the thief--and his dangerous journey just might make a hero out of him, if only he can find the courage to get back home. A Lesson Plan for Teachers (New and Old!) A stirring, dramatic story of a slave who mails himself to freedom by a Jane Addams Peace Award-winning author and a Coretta Scott King Award-winning artist.Henry Brown doesn't know how old he is. Nobody keeps records of slaves' birthdays. All the time he dreams about freedom, but that dream seems farther away than ever when he is torn from his family and put to work in a warehouse. Henry grows up and marries, but he is again devastated when his family is sold at the slave market. Then one day, as he lifts a crate at the warehouse, he knows exactly what he must do: He will mail himself to the North. After an arduous journey in the crate, Henry finally has a birthday -- his first day of freedom. A Black Hole Is Not a Hole In 1964, Joe is pleased that a new law will allow his best friend John Henry, who is black, to share the town pool and other public places with him, but he is dismayed to find that prejudice still exists. The Yellow Star A classic book by the world's most famous scientist and science visionary, back in print with a new perspective. The Atomists, Leucippus and Democritus Relates the story of a U.S. airman who survived when his bomber crashed into the sea during World War II, spent forty-seven days adrift in the ocean before being rescued by the Japanese Navy, and was held as a prisoner until the end of the war. Refugee Published by OpenStax College, U.S. History covers the breadth of the chronological history of the United States and also provides the necessary depth to ensure the course is manageable for instructors and students alike. U.S. History is designed to meet the scope and sequence requirements of most courses. The authors introduce key forces and major developments that together form the American experience, with particular attention paid to considering issues of race, class and gender. The text provides a balanced approach to U.S. history, considering the people, events and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). Elijah of Buxton Award-winning and best-selling author Lois Lowry explores issues surrounding adoption in this poignant novel. Natalie Armstrong has everything: she's smart and beautiful, has the perfect boyfriend, early acceptance to college, and a loving family. But the summer she turns seventeen, she finally decides to ask some unanswered questions: Who are her biological parents and why did they give her up when she was born? These questions take her on a journey from the deep woods of Maine to the streets of New York City, from the pages of old phone books and a tattered yearbook photo to the realization that she might actually meet her biological mother face-toface. Lord of the Flies An introduction to opposites describes all sorts of feet doing all sorts of things. Stargirl Movie Tie-In Edition The fastest way to keep your students engaged Glazed look in your students' eyes? They need is an Energizing Brain Break—a quick physical and mental challenge to refresh them. This full-color flip book contains 50 highly effective, classroom-tested ideas for all grades. You'll find pictures, directions, and online videos for activities like: Slap Count Letters: students alternate slapping each other's hands while spelling a word Rock, Paper, Scissors, Math: partners reveal a certain number of fingers to each other, and the first person to add them together wins Bizz-Buzz: groups of students count from 1 to 40 using a combination of numbers and words The Parallel Curriculum in the Classroom, Book 2 Examine the basic principles of differentiation in light of what current research on educational neuroscience has revealed. This research pool offers information and insights that can help educators decide whether certain curricular, instructional, and assessment choices are likely to be more effective than others. Learn how to implement differentiation so that it achieves the desired result of shared responsibility between teacher and student. Freedom Summer The Same Stuff as Stars Although much has changed in schools in recent Page 7/20 years, the power of differentiated instruction remains the same—and the need for it has only increased. Today's classroom is more diverse, more inclusive, and more plugged into technology than ever before. And it's led by teachers under enormous pressure to help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets. In this updated second edition of her bestselling classic work, Carol Ann Tomlinson offers these teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests. With a perspective informed by advances in research and deepened by more than 15 years of implementation feedback in all types of schools, Tomlinson explains the theoretical basis of differentiated instruction, explores the variables of curriculum and learning environment, shares dozens of instructional strategies, and then goes inside elementary and secondary classrooms in nearly all subject areas to illustrate how real teachers are applying differentiation principles and strategies to respond to the needs of all learners. This book's insightful guidance on what to differentiate, how to differentiate, and why lays the groundwork for bringing differentiated instruction into your own classroom or refining the work you already do to help each of your wonderfully unique learners move toward greater knowledge, more advanced skills, and expanded understanding. Today more than ever, The Differentiated Classroom is a must-have staple for every teacher's shelf and every school's professional Page 8/20 development collection. Handbook of Heterogeneous Catalytic Hydrogenation for Organic Synthesis A tour de force from acclaimed author Alan Gratz (Prisoner B-3087), this timely -- and timeless -- novel tells the powerful story of three different children seeking refuge. Island of the Blue Dolphins Records the courage and self-reliance of an Indian girl who lived alone for eighteen years on an isolated island off the California coast when her tribe emigrated and she was left behind. Energizing Brain Breaks The year is 1849. Young Jack Flagg sets out to recoup his Aunt Arabella's fortune on a ship bound from Boston to the California gold fields. Thus begin the wild, swashbuckling adventures of a determined 12-year-old and his intrepid butler. Illustrations. Find a Stranger, Say Goodbye Mysterious things begin to happen after Uncle Claude comes to stay with his sister's family. The Wednesday Wars "'La frontera'I heard it for the first time back in the Page 9/20 late 1940s when Papa and Mama told me and Roberto, my older brother, that someday we would take a long trip north, cross la frontera, enter California, and leave our poverty behind." So begins this honest and powerful account of a family's journey to the fields of California -- to a life of constant moving, from strawberry fields to cotton fields, from tent cities to one-room shacks, from picking grapes to topping carrots and thinning lettuce. Seen through the eyes of a boy who longs for an education and the right to call one palce home, this is a story of survival, faith, and hope. It is a journey that will open readers' hearts and minds. By the Great Horn Spoon! The sun brings heat, warmth, and energy to the Earth. What is the sun made of? How big is it? How far away? Read and find out! Texas Aquatic Science Based on the Parallel Curriculum Model, this book provides curriculum units in social studies, science, art, and language arts for use in primary, elementary, middle, and high school settings. How Far is a Star? A 2008 Newbery Honor Book In this Newbery Honorwinning novel, Gary D. Schmidt offers an unforgettable antihero. The Wednesday Wars is a wonderfully witty and compelling story about a teenage boy's mishaps and adventures over the course of the 1967–68 school year in Long Island, New York. Meet Holling Hoodhood, a seventh-grader at Camillo Junior High, who must spend Wednesday afternoons with his teacher, Mrs. Baker, while the rest of the class has religious instruction. Mrs. Baker doesn't like Holling—he's sure of it. Why else would she make him read the plays of William Shakespeare outside class? But everyone has bigger things to worry about, like Vietnam. His father wants Holling and his sister to be on their best behavior: the success of his business depends on it. But how can Holling stay out of trouble when he has so much to contend with? A bully demanding cream puffs; angry rats; and a baseball hero signing autographs the very same night Holling has to appear in a play in yellow tights! As fate sneaks up on him again and again, Holling finds Motivation—the Big M—in the most unexpected places and musters up the courage to embrace his destiny, in spite of himself. The Outsiders This classroom resource provides clear, concise scientific information in an understandable and enjoyable way about water and aquatic life. Spanning the hydrologic cycle from rain to watersheds, aquifers to springs, rivers to estuaries, ample illustrations promote understanding of important concepts and clarify major ideas. Aquatic science is covered comprehensively, with relevant principles of chemistry, physics, geology, geography, ecology, and biology included throughout the text. Emphasizing water sustainability and conservation, the book tells us what we can do personally to conserve for the future and presents job and volunteer opportunities in the hope that some students will pursue careers in aquatic science. Texas Aquatic Science, originally developed as part of a multi-faceted education project for middle and high school students, can also be used at the college level for non-science majors, in the home-school environment, and by anyone who educates kids about nature and water. The project's home on the web can be found at http://texasaquaticscience.org Henry's Freedom Box Explains the vast distances in space and describes different types of stars in the universe using a question-and-answer format. The Foot Book The Circuit The masterful novel of Jazz Age idealism, decadence, and disillusionment by the celebrated author of The Beautiful and Damned. Here is the timeless story of mysterious millionaire Jay Gatsby; beautiful debutant Daisy Buchanan; Daisy's philandering husband, Tom; and aspiring writer Nick Carraway, who gets caught up in their drama of elegant parties and doomed romance. With its vivid prose and perceptive character portraits, it is widely considered to be author F. Scott Fitzgerald's masterpiece, as well as one of the greatest novels ever written. Adapted for stage and screen numerous times, The Great Gatsby is emblematic of the style and sensibility of the Roaring Twenties as well as a brilliant evocation of popular culture's growing disillusionment with the American Dream. Ethan Frome Angel's dad is in jail and her mum's abandoned her and her little brother at their great-grandmother's crumbling farmhouse. Grandma can't even look after herself, let alone two children, so Angel finds that it's left up to her. In a dreary and lonely world there is only one bright spot - amysterious stranger who appears on clear nights to teach Angel all about the stars.* Katherine Paterson is an internationally acclaimed author who has won the Newbery Medal (twice), the National Book Award for Children's Literature (USA) twice, and the prestigious Hans Christian Andersen Award They Called Us Enemy 50 years of an iconic classic! This international bestseller and inspiration for a beloved movie is a heroic story of friendship and belonging. No one ever said life was easy. But Ponyboy is pretty sure that he's got things figured out. He knows that he can count on his brothers, Darry and Sodapop. And he knows that he can count on his friends—true friends who would do anything for him, like Johnny and TwoBit. But not on much else besides trouble with the Socs, a vicious gang of rich kids whose idea of a good time is beating up on "greasers" like Ponyboy. At least he knows what to expect—until the night someone takes things too far. The Outsiders is a dramatic and enduring work of fiction that laid the groundwork for the YA genre. S. E. Hinton's classic story of a boy who finds himself on the outskirts of regular society remains as powerful today as it was the day it was first published. "The Outsiders transformed young-adult fiction from a genre mostly about prom queens, football players and high school crushes to one that portrayed a darker, truer world." —The New York Times "Taut with tension, filled with drama." —The Chicago Tribune "[A] classic coming-ofage book." —Philadelphia Daily News A New York Herald Tribune Best Teenage Book A Chicago Tribune Book World Spring Book Festival Honor Book An ALA Best Book for Young Adults Winner of the Massachusetts Children's Book Award The Great Gatsby Looks at ways teachers can incorporate learning and content processing techniques into classroom instruction. Taking Care of Terrific A complete guide to the most important reduction method in organic synthesis The most comprehensive reference in the field, Handbook of Heterogeneous Catalytic Hydrogenation for Organic Synthesis provides synthetic chemists and chemical engineers in fine chemicals and pharmaceuticals with detailed experimental guidelines for heterogeneous catalytic hydrogenation. Organized by functional groups for ready reference and featuring detailed examples of hundreds of reactions, this handbook covers hydrogenations of alkenes, alkynes, aldehydes and ketones, nitriles, imines, nitro and nitroso compounds, carboxylic acids and esters, and aromatic and heterocyclic compounds. In addition, coverage includes the preparation of amines by reductive alkylation and the hydrogenolysis of a variety of compounds. Examples of hydrogenation of functional groups and reaction pathways are illustrated with numerous equations and schemes. Practitioners will appreciate the plenitude of experimental details given for most of the reactions selected, including amounts of reagents and catalysts, reaction temperatures, hydrogen pressures, and reaction times. They will also find helpful the more than one hundred tables included throughout the book detailing the effects of key factors governing rate and selectivity, such as compound structure, the nature of catalysts and supports, and the nature of solvents. Researchers will benefit from the introductory chapters covering an array of hydrogenation catalysts, including nickel, cobalt, copper, iron, platinum group metals, rhenium, and other oxide and sulfide catalysts, as well as reactors and reaction conditions. Carl Sagan's Cosmic Connection This beloved celebration of individuality is now an original film on Disney+! A modern-day classic and New York Times bestseller from Newbery Medalist Jerry Spinelli. Stargirl. From the day she arrives at quiet Mica High in a burst of color and sound, the hallways hum with the murmur of "Stargirl, Stargirl." She captures Leo Borlock' s heart with just one smile. She sparks a school-spirit revolution with just one cheer. The students of Mica High are enchanted. At first. Then they turn on her. Stargirl is suddenly shunned for everything that makes her different, and Leo, panicked and desperate with love, urges her to become the very thing that can destroy her: normal. In this celebration of nonconformity, Newbery Medalist Jerry Spinelli weaves a tense, emotional tale about the perils of popularity and the thrill and inspiration of first love. "Spinelli has produced a poetic allegorical tale about the magnificence and rarity of true nonconformity." -- The New York Times Teaching for Black Lives A new presentation of the evidence for the thought of Leucippus and Democritus, based on the original sources. Includes the Greek text of the fragments with facing English translation, notes, commentary, and complete indexes and concordances. The Seven Deadly Sinnes of London Carmen Agra Deedy's award-winning retelling of a powerful World War II legend. Without the yellow star to point them out, the Jews looked like any other Danes. In 1940, Nazis occupied Denmark and King Christian X, beloved amongst his people, has to find some way to resist their overwhelming power. When the order goes out that all Jews must wear a yellow star on their clothes, the king has an idea that might just work. But it would take the faith and commitment of all Danes. In this retelling of a World War II legend, New York Times best-selling author Carmen Agra Deedy poignantly remind us of the power of a good, wise leader. Paired with Henri Sørensen's arresting full-color portraits, this is a powerful and dignified story of heroic justice. Teacher's Guide available! Bologna Ragazzi Award for Children's Non-Fiction Christopher Award (Books for Young People) Jane Addams Peace Prize (Honor Book) ABC Children's Booksellers' Choices (Non-fiction) Notable Books for a Global Society The Differentiated Classroom William Golding's unforgettable classic of boyhood adventure and the savagery of humanity comes to Penguin Classics in a stunning Graphic Deluxe Edition with a new foreword by Lois Lowry As provocative today as when it was first published in 1954, Lord of the Flies continues to ignite passionate debate with its startling, brutal portrait of human nature. William Golding's compelling story about a group of very ordinary boys marooned on a coral island has been labeled a parable, an allegory, a myth, a morality tale, a parody, a political treatise, and even a vision of the apocalypse. But above all, it has earned its place as one of the indisputable classics of the twentieth century for readers of any age. This Penguin Classics Graphic Deluxe Edition features an array of special features to supplement the novel, including a foreword by Lois Lowry, an introduction by Stephen King, an essay by E. M. Forster, an essay on teaching and reading the novel and suggestions for further exploration by scholar Jennifer Buehler, and an extended note by E. L. Epstein, the publisher of the first American paperback edition of Lord of the Flies. For more than seventy years, Penguin has been the leading publisher of classic literature in the Englishspeaking world. With more than 1,700 titles, Penguin Classics represents a global bookshelf of the best works throughout history and across genres and disciplines. Readers trust the series to provide authoritative texts enhanced by introductions and notes by distinguished scholars and contemporary authors, as well as up-to-date translations by awardwinning translators. Deeper Learning George Takei has captured hearts and minds worldwide with his captivating stage presence and outspoken commitment to equal rights. But long before he braved new frontiers in Star Trek, he woke up as a four-year-old boy to find his own birth country at war with his father's--and their entire family forced from their home into an uncertain future. In a stunning graphic memoir, Takei revisits his haunting childhood in American concentration camps, as one of over 100,000 Japanese Americans imprisoned by the U.S. government during World War II. Experience the forces that shaped an American icon--and America Online Library Stars Webquest Answer Sheet itself--in this gripping tale of courage, country, loyalty, and love. Star Spangled Banner Black students' bodies and minds are under attack. We're fighting back. From the north to the south, corporate curriculum lies to our students, conceals pain and injustice, masks racism, and demeans our Black students. But it¿s not only the curriculum that is traumatizing students. Copyright : charlestonchamber.net Online Library Stars Webquest Answer Sheet ROMANCE ACTION & ADVENTURE MYSTERY & THRILLER BIOGRAPHIES & HISTORY CHILDREN'S YOUNG ADULT FANTASY HISTORICAL FICTION HORROR LITERARY FICTION NON-FICTION SCIENCE FICTION	<urn:uuid:5be79dfb-0537-49c7-977c-66fe1d1a3ab3>	CC-MAIN-2021-04	http://charlestonchamber.net/cgi/viewcontent.php?article=stars.webquest.answer.sheet&context=libpubs	2021-01-25T00:29:54+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703561996.72/warc/CC-MAIN-20210124235054-20210125025054-00437.warc.gz	22,880,330	5,227	eng_Latn	eng_Latn	0.971933	eng_Latn	0.998117	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1416, 2697, 4062, 5476, 6593, 7791, 9049, 10784, 11767, 12991, 14512, 15728, 17088, 18430, 19974, 21413, 22974, 24488, 24909, 25159 ]	[ 2.40625, 1.1640625 ]	2	0
SOLs Grade 2 Sample Lesson Plan: Unit 2 – Body Systems * 2.1.A Identify structures that form body systems, to include the heart and lungs (cardiorespiratory system), bones (skeletal system), and muscles (muscular system). * 2.2.A Identify possible consequences of not caring for cardiorespiratory, skeletal, and muscular systems. * 2.2.B Describe how food choices, regular physical activity, and getting enough sleep are essential components of a healthy lifestyle. * 2.2.C Explain how regular physical activity and healthy eating habits and food choices keep the cardiorespiratory, skeletal, and muscular systems healthy. Objectives/Goals * The student will identify structures that form body systems. * The student will identify possible consequences of not caring for cardiorespiratory, skeletal, and muscular systems. * The student will describe how food choices, regular physical activity, and getting enough sleep are essential components of a healthy lifestyle. * The student will explain how regular physical activity and healthy eating habits and food choices keep the cardiorespiratory, skeletal, and muscular systems healthy. Materials * PowerPoint: 2nd Grade All About Me Body Systems * Worksheet: Cardiorespiratory, Muscular, and Skeletal System Procedure * Using the Powerpoint as a guide, begin the lesson on slide 2. The teacher will * introduce the topic of the cardiorespiratory systems by asking students to fill in the blank in the sentence. * Slide 3: Show students a picture of a heart and lungs. * Slide 4: Introduce the topic of the cardiorespiratory system. * Slide 5: Watch the video clip to learn more about how the heart and lungs * work together. * Slide 6: Allow students to feel their pulse and their lungs expand and contract. * Slide 7: Discuss strategies for healthy heart and lungs. * Slide 8: Discuss consequences for not caring for the cardiorespiratory system. * Slide 9: Introduce the next topic of bones and the skeletal system with the question, Can You Help Me? * Slide 10-11: Introduce the topic of bones and the skeletal system. * Slide 12: Watch the video clip to learn about bones and the skeletal system. * Slide 13: Discuss strategies for healthy bones and skeletal system. * Slide 14: Ask students to read the scenario and decide what is the better * snack option. * Slide 15: Review foods high in calcium. * Slide 16: Discuss consequences for not caring for the skeletal system. Allow * students to share stories. * Slide 17: Introduce the muscular system with the question, Can You Help Me? * Slide 18: Review the answer and introduce the muscular system * Slide 19: Watch the video clip to learn how the muscles work. * Slide 20: Discuss strategies for healthy muscles and muscular system. * Slide 21: Discuss consequences of not caring for the muscular system. Allow students to share stories. * Pass out the worksheet: Cardiorespiratory, Muscular, and Skeletal System. * Allow time in class for the students to complete with a partner and record their answers. Reflect as a class. * Slide 22: End class with a classroom energizer. References Mary McCarley, 2018 Handout The next page includes a handout for the lesson. The handout is designed for print use only. Cardiorespiratory, Muscular, and Skeletal System Directions: Exercise is fun, and it strengthen the cardiorespiratory, muscular, and skeletal system. With a partner, do the following exercises and answer the questions related to each exercise. Take turns and cheer your partner on.	<urn:uuid:e0a55ee9-ebd8-40c7-94d9-9fef05d82edd>	CC-MAIN-2021-04	https://www.doe.virginia.gov/instruction/health/healthsmartva/gr2/gr2-bod-2-body-systems.pdf	2021-01-25T02:18:05+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703561996.72/warc/CC-MAIN-20210124235054-20210125025054-00438.warc.gz	740,454,780	778	eng_Latn	eng_Latn	0.987831	eng_Latn	0.990762	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1357, 3229, 3513 ]	[ 4.59375 ]	1	0
BayView State School BYO iPad Program BYO iPad Program Minimum iPad Usage Requirements BayView recommends the latest iPad - Minimum iOS 11.0 7 th Gen or iPad Air (64gb min) iPad Mini's are not suitable and cannot be used Minimum requirements as follows: o iPad minimum iOS 11.0 7 th Gen or iPad Air o Protective case o Tempered glass screen protector o Protective waterproof carry bag o Insurance recommended (Ensure headphones function with protective case) o In-ear headphones with microphone o Download Apps as per list attached Minimum iPad Usage Requirements o BayView SS signed iPad Agreement o Student Personal Apple ID (Apple stores run workshops on how to do this) BayView recommends the latest iPad - Minimum iOS 11.0 7 th Gen or iPad Air (64gb min) BYO iPad Program Charter BayView's Technology programs support the 21st Century digital learning for a contemporary student; who creates, investigates, communicates, manages and operates ICT, which is linked to the Australian Curriculum. 2 Contents Our Teaching and Learning Vision BayView State School promotes 21 st Century Learning through the creation, deepening and extension of knowledge through an explicit Teaching and Learning Framework. In addition, the Culture Framework defined by the nine BayView Values identifies the actions and interactions of the entire school community which cultivates a safe, supportive and dynamic learning environment. BayView State School promotes the inspiration, creation, investigation and celebration of knowledge. An ethos of pride, respect and achievement of goals is commonly valued by all, influencing our choices in learning and building relationships. The BayView State School BYO iPad Program enables: - Enhanced learning efficiency with personalised student learning in an engaging & interactive environment - Development of knowledge and skills necessary for the 21st century - Strengthens links between home and school providing parents with transparent communication. The advantages of using the iPad include: Reliable Operating System Sophisticated digital communication Personalised targeted learning Enhances student engagement. Access to: [x] a vast range of content [x] A wealth of information for all levels of learning [x] Rich and engaging multi-media BYO iPad Program FAQs - Q: Why allow only iPads and not mini's or other mobile devices eg. laptops? - A: A consistent approach ensures best technical support and best productivity maximising student learning outcomes. - Q: How much of the day will the iPads be used? Will the students still be using pencil and paper as well as handwriting? - A: Yes, students will continue to use pencil and paper to practise handwriting. The amount of time that students will spend on their iPad each day will vary from year level to year level, class to class, student to student and even day to day. The amount of time will also vary, based on how well the iPad, as a tool to support learning, benefits individual students. - Q: Will the iPads be managed at home or at school e.g. loading apps, updating the device? - A: The iPad will need to be managed at home however we can provide some technical support if needed. Parents may choose to load additional apps not required by school, however the use of such apps are not permitted at school. - Q: Will I be expected to purchase a brand new iPad and do I have to purchase from a particular store? - A: No, you can use an iPad that you already own that meets minimum requirements. BayView SS recommends an iPad iOS 11.0 7 th Gen or Ipad Air (64gb min). We do not endorse any one supplier. - Q: Should we purchase a case, screen protector and waterproof bag for the iPad and if so, which one should we buy? - A: Yes, a case, screen protector and waterproof bag is required for your child's iPad. A fully enclosed (front & back) case with a clear tempered glass screen protector is recommended. We do not endorse any one supplier. - Q: Is a separate keyboard required? - A: A separate keyboard is not required however can be beneficial for developing keyboarding skills. - Q: Will students continue to have access to computers and other technologies? - A: Yes. All students at BayView SS will continue to have access to the computer lab and other relevant technologies to support learning outcomes. - Q: Can my child bring a 3G enabled iPad without the SIM? - A: Yes. We do not want external controlled Internet access, students will go through our school wireless, thus going through Education Queensland Internet filters, helping prevent and protect our students from accessing inappropriate content. - Q: Are we required to purchase a stylus pen? - A: No. - Q: Where will the iPads be stored during the day? - A: iPads will be stored in the student's tidy tray during the day. - Q: When buying a used iPad, what do I need to be aware of? - A: Every iPad has a serial number and with this number, Apple track the date and place of purchase, length of any remaining warranty, and whether it has been reported as stolen. Before buying a used iPad, it may be worthwhile noting the serial number and contacting Apple Care. - Q: Should I create an Apple ID and password for my child? - A: Yes. This stops family ID content being seen on student iPad. - Q: I can't remember the passcode that is set on my iPad and it is locked. How do I unlock it? - A: You will need to restore the iPad to a previous backup. Information for Students and their Parents about Acceptable Usage Acceptable device use Students must follow the BayView State School Responsible Behaviour Plan including the School Rules and Values when using their iPad. Students must comply with the Acceptable Use of the Department's Information, Communication and Technology (ICT) Policy and Procedures. Communication through internet and online communication services must also comply with the department's Code of School Behaviour. Examples of acceptable use includes: - engagement in class work including research, referencing, authoring text & audio materials and assignments set by teachers - developing appropriate 21 st Century knowledge, skills and behaviours - communicating or collaborating with other students, teachers, parents, caregivers or experts as part of assigned school work - ensuring the device is fully charged before bringing it to school to enable continuity of learning. Students should be courteous, considerate and respectful of others when using their iPad. Unacceptable device use Examples of unacceptable use includes: - using the device in an unlawful manner - downloading unauthorised software/viruses, compromising the Departments network & distributing or publishing offensive messages or pictures - using obscene, inflammatory, racist, discriminatory or derogatory language - using language and/or threats of violence that may amount to bullying and/or harassment, or even stalking - working on an app/ website, the teacher has not asked the student to go to - intentionally damaging any devices/accessories - using unsupervised internet chat to insult, harass or attack others - sending chain letters or spam email (junk mail) - accessing private 3G/4G networks during the school day - using the device's camera anywhere a normal camera would be considered inappropriate - invading someone's privacy by recording personal conversations or daily activities and forwarding/sharing such material - divulging personal information via the Internet or e-mail - Taking photos or recordings of Staff and/or Students without teacher permission. What is expected of schools when providing student's with access to ICT facilities? Schools will provide information in relation to student access and usage of its network and reserves the right to restrict/remove student access if parents or students do not adhere to the school's network usage and access guideline/statement. The school will educate students on cyber bullying, safe internet and email practices and health and safety regarding the physical use of electronic devices. Students have a responsibility to incorporate these safe practices in their daily behaviour at school. What awareness is expected of students and their parents? Students and their parents should: - Understand the responsibility and behaviour requirements that come with accessing the school's ICT network facilities as stipulated under the code of School Behaviour. Students breaking these rules will be subject to appropriate action by the school - Be aware that access to ICT facilities provides valuable learning experiences in line with the school's educational program - Understand that teachers will always exercise their duty of care, but protection, mitigation and discontinued access to harmful information requires responsible use by the student. Internet Use at School At school, Internet access is provided by Education Queensland's Managed Internet Service (MIS) and provides students with Content-filtered Internet access and Virus-filtered email. MIS provides the means to filter students' access to web pages from a global level; controlled by Education Queensland and from a school level when appropriate. Internet Use at Home The iPads can be configured to connect to a home wireless or wired network. This configuration can be performed as with a normal iPad. Parents need to regularly monitor iPad internet history and delete sites accessed at home which are not endorsed by school policy or expectation. E-Mail Use While at BayView SS, students have access to a Department of Education, Training and Employment email account, which they can access from home and school for the purposes of learning. Email traffic is monitored for inappropriate use, content and language. Digital citizenship Students should be conscious creators of the content and behaviours they exhibit online and take active responsibility for building a positive online reputation. They should be conscious of the way they portray themselves, and the way they treat others online. Parents are requested to ensure that their child understands this responsibility and expectation. Cybersafety If a student believes they have received a computer virus, spam or inappropriate messages that makes them feel uncomfortable, they must inform their teacher, parent or caregiver as soon as is possible. Students must never initiate or knowingly forward emails, or other online content, containing: - a message sent to them in confidence - a computer virus or attachment that is capable of damaging the recipients' computer - chain letters or hoax emails - spam (such as unsolicited advertising). Students must never send, post or publish: - inappropriate or unlawful content which is offensive, abusive or discriminatory - threats, bullying or harassment of another person - sexually explicit or sexually suggestive content or correspondence - false or defamatory information about a person or organisation. Web filtering The internet has become a powerful tool for teaching and learning, however students need to be careful and vigilant regarding some web content. At all times students, while using ICT facilities and devices, will be required to act in line with the requirements of the BayView State School Responsible Behaviour Plan and any specific rules of the school. To help protect students (and staff) from malicious web activity and inappropriate websites, the school operates a comprehensive web filtering system. Any device connected to the internet through the school network will have filtering applied. Students are required to report any internet site accessed that is considered inappropriate. Any suspected security breach involving students, users from other schools, or from outside the Queensland DETE network must also be reported to the school. The personally-owned devices have access to home and other out of school internet services and those services may not include any internet filtering. Parents/caregivers are responsible for appropriate internet use by their child outside the school. Parents, caregivers and students are also encouraged to visit the Australian Communications and Media Authority's CyberSmart website (https://www.esafety.gov.au) for resources and practical advice to help young people safely enjoy the online world. Privacy and confidentiality Students must not use another student or staff member's username or password to access the school network or another student's device, including not trespassing in another person's files, home drive, email or accessing unauthorised network drives or systems. Monitoring and reporting Students should be aware that all use of internet and online communication services can be audited and traced to the account of the user. All material on the device is subject to audit by authorised school staff. If at any stage there is a police request, the school may be required to provide the authorities with access to the device and personal holdings associated with its use. Misuse and breaches of acceptable usage Students should be aware that they are held responsible for their actions while using the internet and online communication services. Students will be held responsible for any breaches caused by other person(s) knowingly using their account to access internet and online communication services. The school reserves the right to restrict/remove access of personally owned mobile devices to the intranet, internet, email or other network facilities to ensure the integrity and security of the network and to provide a safe working and learning environment for all network users. The misuse of personally owned mobile devices may result in disciplinary action which includes, but is not limited to, the withdrawal of access to school supplied services. 8 General Care (Students are responsible for the general care of the iPad) General Precautions - It is recommended that food or drink should not be next to your iPad when in use - Cords, cables, and removable storage must be inserted into, and removed from the iPad carefully - Students should never carry their iPad while the screen is open, unless directed to do so by a teacher - The iPad should never be left in a car or any unsupervised area - Students are responsible for ensuring the battery is charged for school each day. Transporting the iPad The iPad should always be in a protective, waterproof bag when transported. Screen Care The screen can be damaged if subjected to rough treatment including excessive pressure - Do not lean or put any pressure on the screen of the iPad - Do not place anything in the carry case that will press against the cover - Use a screen protector on the iPad - Clean the screen with a soft, dry cloth or anti-static cloth. Occupational Health and Safety Students are advised to consider the following advice when using their iPad to minimise the risk of strain or injury. - Taking regular rest breaks e.g. every 30 minutes; more often if necessary to allow muscles and vision to recuperate - Avoid using the iPad for more than 2 hours in any session - Setting the screen at an angle that reduces the need to bend your neck and minimises reflection - Where possible, sit at a comfortable chair to maintain good posture and place the iPad on a desk at a height where the elbows are at 90 degrees and the wrists kept straight - It is recommended when wearing earbuds and similar to keep the volume below 60%, limit listening to under 60 minutes per day & maintain hygiene as per manufacturer's instructions - Reduce the need to carry the iPad (where practicable). Potential Hazards Mobile devices have minimal ergonomic adjustment – this promotes poor posture. If the screen is at the optimal height for the operator then the keyboard is too high, and if the keyboard is at the optimal height then the screen is too low. Both scenarios may contribute to muscle discomfort or strain to varying degrees. Potential injuries that can occur through using iPads include: - Occupational Overuse syndrome (OOS) also known as repetitive strain injury (RSI) - Eye strain through use in environments where there is poor lighting, glare, or reflection - Manual handling strain through carrying the iPad for extended periods - Tripping hazards where the mobile device has external cables attached. 9 Preventing Eye Strain Eyestrain and headaches can be caused by the constant viewing of small objects on small screens, incorrect monitor position, glare or reflection from lighting sources. The risk of eyestrain can be reduced by ensuring students: - Work in environments free from glare or reflection - Have adequate lighting - Increasing font size for comfortable viewing - Position the iPad screen for comfortable viewing distance - Taking frequent rest breaks and regularly blinking - Adjusting the screen brightness, colours and/or contrasts can also assist in reducing eyestrain. References - Australian Standard AS 3590 (1990) screen-based workstations, workstation furniture and input devices. - Occupational Overuse syndrome – Keyboard Operators: Reducing the Risk - Workplace Health and Safety – http://www.dir.qld.gov.au/workplace/index.htm - Using your device safely, Department of Education, Victoria - Education Queensland. BYO iPad Program Supported Device Requirements Apple iPad supported product Device Name iPad 7th Generation Any iPad 7 th Gen or above All storage versions are supported in the BYO iPad program at BayView SS – (32GB, 64GB, 128GB) BayView SS recommends an iPad device with the latest iOS. Apple devices meet the specifications for Education Queensland and will work efficiently on both school and home networks. School network and platform maintenance will be covered by the school however hardware issues are the responsibility of parents. Visit the Apple website at www.apple.com.au for information about Apple warranty. Charging the Device and Battery Maintenance - iPads must be fully charged when brought to school. - The power supply is not required at school. This reduces the weight of the equipment student's transport to and from school and reduces likelihood of damage and/or loss. - iPad battery life will be assisted if you Lock the screen and close all apps when not in use Reduce the screen brightness and Drain the battery completely at least once a week. iPads can be left overnight at school, however must have enough battery for the next day. iPads must go home each weekend. Other Privately Owned Devices Apple iPads are the only mobile device allowed at BayView as part of the BYO iPad program. Mobile Network (3G & 4G) Connectivity Due to school-based policy, 3G and 4G compatible devices are not allowed into school. This includes mobile phones, mobile broadband devices and any other device with the capability of connecting to an external cellular network. Security, Insurance and Finance While the BYO iPads will be securely stored in locked classrooms during break times, parents are encouraged to seek personal insurance. Damage in transit All iPads will require a protective waterproof case when being transported. Damage at school All devices are monitored by teachers at school and rules are in place to prevent foreseeable problems and damage however, from time to time, accidents may occur. If any damage to a device is through negligence of the school, the school will cover the cost of repair. If damage is caused by deliberate or careless actions of a student (owner or others), the costs of repair will be passed onto those involved and necessary behaviour consequences may apply. The decision around the responsibility for repair costs is at the discretion of the Principal. Required apps Each privately owned iPad in the BYO program will require necessary apps to be installed…most are FREE. The list of required apps can be found on page 14 of this document. At BayView State School, criteria is used to select required apps for the BayView SS BYO iPad Program. The two levels of required apps at BayView SS are: Whole School (all classes at BayView SS use these apps) Year Level (all classes in a year level use these apps) App Selection Criteria User Data User data is saved from session to session. BYO iPad Program Student Participation Agreement General Use 1. I understand it is recommended that I bring my personal iPad to school each day inside its case/cover. 2. I will bring In- Ear Headphones with attached mic in a named zip locked bag. 3. I will ensure the iPad is charged and ready to use at the beginning of each school day. 4. I will hold the iPad with two hands when carrying it and will walk with it at all times. 5. I will ensure my iPad is kept in my school bag on my trip to and from school. 6. I will keep food and drinks away from my iPad at school. 7. I will immediately report any accidents or breakages to my parents and teachers. 8. I will only take photos and record sound and video when granted permission by my teacher. 9. I will disable all app notifications except my school email, see saw and itunes during school hours. 10. I will follow all staff directions in relation to the use of my iPad. 11. I understand that if any damage to a device is through substantiated negligence of the school, the school will cover the cost of repair. If damage is caused by deliberate or careless actions of a student (owner or others), the costs of repair will be passed onto those involved and necessary behaviour consequences may apply. The decision around the responsibility for repair costs is at the discretion of the Principal. Content 1. I will have the Digital Citizenship Student Workbook iBook on my iPad and understand the iPad will not be used until the Digital Citizenship Student Workbook iBook is on my iPad. 2. I will use the iPad only to support my school learning program whilst at BayView State School. 3. I permit my teachers and parents to perform checks to monitor that I have not installed illegal / unsuitable software and content and to check the websites which I visit. I understand there will be consequences for inappropriate use including, but not limited to, loss of privilege of using the iPad for a period of time. 4. I will ensure there is adequate free storage available on my device for classroom use. Social networking apps are not permitted and only appropriate pictures and videos are to be stored on the device. 5. I am responsible to ensure my iPad is backed up. Safety and Security 1. Whilst at school, I will only connect my iPad to DETE's filtered Internet service, Education Queensland's Managed Internet Service only. When devices are used at home, parents are advised to monitor student online activity. 2. Whilst at school, I will only go to websites that support my learning activities. 3. Whilst at school, I will only use apps my teacher permits me to access. 4. I will only use my school email account for mail related to my learning. 5. Electronic messaging, communications and file transfer may be used for educational purposes only, under the direction of your teacher. 6. I will not reveal names, personal details or images of myself or others, online or in electronic communication unless it is safe and you are authorised to do so. Parents and students are encouraged to visit the government eSafety site at https://www.esafety.gov.au/ and discuss online safety and privacy. 7. I will only take photos and record sound and video when granted permission by my teacher. 8. The school and class names, crest or uniform must not be used in any way which would result in a negative impact for the school and its community. I will not post photos, audio or video of such. 9. I will use my iPad lawfully and in accordance with the Appropriate Usage section of the iPad Program Charter regarding ethical use of equipment, technology, use of legal software, use of the Internet and the protection of personal data. 10. For security reasons, I am not to share account names and passwords with anyone unless requested by BayView State School staff when servicing the iPad. 11. I am responsible for the security and use of my iPad while at BayView State School. iPads are to be stored in tidy trays when they are not being used. The classroom will be locked during lunch and play breaks. I have read and understand the BayView SS BYO iPad Program Charter and the BayView SS Responsible Behaviour Plan for Students. I agree to abide by the guidelines outlined by both documents. I am aware that non-compliance or irresponsible behaviour, as per the intent of the Charter and the Responsible Behaviour Plan, will result in consequences relative to the behaviour, to be determined by the school. I understand that these expectations also apply when using other school technology equipment. 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ANTI-BULLYING POLICY 1. Definition of Bullying. Bullying is an act of aggression, causing embarrassment, pain or discomfort to someone. It is an abuse of power. It can be planned and organised, or it may unintentional. It may be perpetrated by individuals or by groups. Bullying may be defined as any hurtful behaviour, usually but not exclusively repeated over a period of time, which intentionally hurts another person or group physically, emotionally, professionally or economically. It is often difficult for those being bullied to defend themselves, and it is often motivated by prejudice. Examples of unacceptable bullying behaviour include: 1. Physical (including sexual) abuse 2. Verbal abuse: name calling, teasing or making offensive remarks 3. Cyber-bullying, which is defined as the use of ICT by an individual or group in a way that is intended to upset others. Examples include using social websites, mobile phones, text messaging, 'sexting', photographs, video and e-mail. Misusing technology (internet or mobiles) to hurt or humiliate another person. 4. Indirect emotional tormenting by excluding from social groups or activies and/or spreading malicious rumours, 5. Complicity that falls short of direct participation by, for instance, manipulating a third party to tease or torment someone. It may be overt and intimidatory but is often hidden and subtle. 6. Physical violence such as hitting, pushing or spitting, 7. Interfering with another person's property, by stealing, hiding or damaging it, 8. Using offensive names when addressing another person, 9. Teasing or spreading rumours about another person or his/her family. 10. Belittling another person's abilities and achievements. 11. Writing offensive notes, graffiti or messages (through all media) about another person, 12. Ridiculing another pupil's appearance, way of speaking, accent or personal mannerisms. 2. The Responsibilities of Staff Our staff will: 1. Foster a learning and work environment which raises learners' and colleagues' self-esteem, selfrespect and respect for others, 2. Demonstrate by example high standards of politeness, personal and social behavior, 3. Discuss bullying with all classes, so that every learner understands the damage it 1 4. causes to both the person who is bullied and to the bully, 5. Discuss with learners the importance of reporting any incidents of bullying to college staff, 6. Be alert to signs of distress and other possible indications of bullying, 7. Listen to reports of bullying, take what they say seriously and act to support and protect them. 8. Report suspected cases of bullying to the Principal, Vice-Principal and Director of Studies, Academic Executive, Administration Manager or Senior Teacher. 9. Follow up any complaint by a parent or family member about bullying, and report back promptly 10. and fully on the action which has been taken. 11. Deal with observed instances of bullying promptly and effectively, in accordance 12. with agreed procedures. 1. Keep a written record of any observed incidents of bullying. 3. The Responsibilities of Learners We expect our learners to: 1. Refrain from becoming involved in any kind of bullying, even at the risk of incurring temporary unpopularity. 2. Intervene to protect the person who is being bullied, unless it is unsafe to do so. 3. Report to a member of staff any witnessed or suspected instances of bullying, to prevent further instances. Anyone who becomes the target of bullies should: 1. Not suffer in silence, but have the courage to speak out, to put an end to their own suffering and that of other potential targets. 4. The Responsibilities of Parents 1. We ask our parents to support their children and the college by: 2. Watching for signs of distress or unusual behaviour in their children, which might be evidence of bullying. 3. Advising their children to report any bullying to college staff and explain the implications of 4. allowing the bullying to continue unchecked, for themselves and for other pupils, 5. Advising their children not to retaliate violently to any forms of bullying, 6. Being sympathetic and supportive towards their children, and reassuring them that appropriate action will be taken, 7. Keep a written record of any reported instances of bullying Anti-Bullying Policy 8. Informing the college of any suspected bullying, even if their children are not involved; 9. Co-operating with the college, if their children are accused of bullying, try to ascertain the truth. 5. The Responsibilities of All Everyone should: 1. Work together to combat and, hopefully in time, to eradicate bullying. 2 6. PROCEDURES FOR DEALING WITH INCIDENTS OF BULLYING BEHAVIOUR 1. The victim will be interviewed by a designated member of staff and may be asked to write an immediate account of events. The process for dealing with bullying will be explained. The victim is also given the opportunity to discuss their own reactions and behaviour towards the bully. The victim is given support and advice and counselling is suggested if deemed appropriate. 2. Once it is clear that a bullying offence has been committed, the bully and any others involved will be interviewed individually and may be asked to write an account of events. The process for dealing with bullying will be explained clearly to them. It will be made clear why the behaviour was unacceptable. 3. A commensurate punishment will also be given. Support and counselling may be offered and, if appropriate, all parties brought together to resolve the situation. Persistent bullying may be dealt with under our safeguarding / child protection procedures. If the senior members of staff decide that the bullying is sufficiently grave, or if it is a repeat offence, the the following sanctions may be applied in accordance with the college code of conduct: 1. Formal Warning: The Principal, Vice Principal and Director of Studies, Academic Executive, Administration Manager or Senior Teacher will speak to the parties involved and where necessary will contact parents or guardians giving details of the offence and inviting them in to the college to discuss the matter and to be present when their learner is given a Formal Warning. 2. Suspension: At the college's discretion the person guilty of a bullying offence may be suspended from lessons for a designated period of time. 3. Exclusion At the college's discretion the person guilty of a bullying offence may be excluded from the college permanently. Please refer to our Terms and Conditions, Code of Conduct and Disciplinary Procedure for further details. 4. Reporting to External Bodies: In very serious cases it may be necessary to make a report to the Police or Social Services. 5. Monitoring: After an incident of bullying has taken place at the college all staff will be alerted to the situation and asked to monitor the situation carefully to ensure it is fully resolved. Actions taken in response to any incident of bullying will be reviewed in staff and management meetings and an assessment of the effectiveness of any actions taken will be discussed. The college will raise awareness of the staff through training and take action to reduce the risk of bullying at the times and places where it is most likely to occur. The key points from the college Code of Conduct, Rules and Regulations and Disciplinary Procedure will be distributed and discussed with all learners. 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BOE Approved 5/17 Cliffside Park Public Schools Literacy: Grade 5 Unit Name: Nonfiction Reader's Workshop Resource: Reader's Workshop, Schoolwide Duration: 4-6 weeks Enduring Understanding * Readers get to know that nonfiction texts encompass reference, literary and biography texts, and provide facts and information that sparks curiosity and opens students eyes to new worlds and different points of view. Essential Question * What do readers use in order to recognize different types and structures of nonfiction? understand key information in a text. IRA 3 * I can identify and use text structures to find and understand key information in a text. IRA 4 * I can ask and answer questions to activate schema, build understanding, and monitor comprehension. IRA 5 * I can use strategies to figure out unknown words. IRA 6 * I can determine the author's purpose and how it helps me learn about the topic. IRA 7 * I can identify the central/main/big idea and supporting details of a nonfiction text. IRA 8 * I can monitor monitor my understanding of a text * I can summarize key ideas of a text to demonstrate my understanding ML 1 * I can ask and answer questions to activate schema, build understanding, and monitor comprehension. ML 2 * I can identify and use text features to find and understand key information in a text. ML 3 * I can identify the central/main/big idea and supporting details of a nonfiction text. * Determining Importance * Making Inferences * Questioning * Listening * Responding * Visualizing * Running Record * Where Are My Students in the Reading Process? * Conference Notes * Nonfiction Grade 3-5 Student Performance Checklist * Grade 5 Nonfiction Reading Assessment – Alaska:The Transfer of a Great Land * Grade 4 Nonfiction Reading Assessment – Hunting...for Sounds * DRA (Fall) * Bookshopping * Running Records * Observe students' word solving skills * RF Student Performance Checklist * Conferring * Conference Notes * See Student Forms for additional assessment opportunities Summative * Nonfiction Grade 5 Summative Railroad * I is for Idea: An Inventor's Alphabet * Lizards * A Warmer World * Women Explorers Shared Texts * Brace Yourself * Excerpt from Zoobooks: Penguins * Penguins on Parade Teacher Resources * What We Notice About Nonfiction (Teacher Reference) * Structures of Nonfiction (TR) * Asking Questions While Reading Nonfiction (TR) * Unlocking Meaning (TR) * Touring the Text (TR) * Problem and Solution Text Structure (TR) * Chronological Structure (TR) * Cause and Effect Text Structure (TR) ML 4 * I can identify and use the problem and solution text structure to support comprehension. ML 5 * I can identify and use the cause and effect text structure to support comprehension. ML 6 * I can identify and use the chronological text structure to support comprehension. ML 7 * I can pull out factual information from a story. ML 8 * I can use strategies to figure out unknown words ML 9 * I can identify when my comprehension breaks down and use fix-up strategies to clarify confusion ML 10 * I can sort through and reflect on information from several texts on the same topic in order to write or speak about the subject. Assessment * DRA (Spring) Benchmarks * DRA (Fall, Winter, Spring) Alternative * Reader to relay information to student. * Oral responses and/or illustrations in lieu of written answers on graphic organizers pertaining to the Grade 3 Nonfiction Unit * Use of anecdotal and observation notes * Facts vs Fiction (TR) * Building Vocabulary (TR) * Comparing and Contrasting Nonfiction Texts (TR) Digital Texts * RAZ Kids * Storyworks Classroom Library Materials * Leveled Libraries * Reader's Notebooks * Sticky Notes * Chart Paper * Book Baggies * Graphic Organizers * Highlighters * Clipboards * Chromebooks * iPads Additional Materials * Refer to the Appendix "Asking Questions While Reading Nonfiction (Teacher Reference)" and use the sticky notes to mark stopping places in the text. NJ Student Learning Standards (2016) READING STANDARDS FOR INFORMATIONAL TEXT Key Ideas and Details RI.5.1: Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Craft and Structure RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.5: Compare and contrast the organizational structure of events, ideas, concepts, or information (e.g., chronology, comparison, cause/effect, problem/solution) in two or more texts. RI.5.6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Integration of Knowledge and Ideas RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point(s). RI.5.9: Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably. Range of Reading and Level of Text Complexity RI.5.10: By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. SPEAKING AND LISTENING Comprehension and Collaboration SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one and in groups) on grade 5 topics and texts, building on others' ideas and expressing their own clearly. LANGUAGE STANDARDS Vocabulary Acquisition and Usage L.5.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. L.5.6: Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal Word Study/ Spelling/Vocabulary * Membean.com contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). WRITING STANDARDS Range of Writing W.5.10: Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. NJSLS Technology Standards 8.1.5.A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. 8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first-person interviews. 8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media. Interdisciplinary Connections and Activities * Students write a response to Arrowhawk in their Reading Notebooks. Have them respond to these questions: How did this book make you feel? What are some things that you learned or are left thinking about? W.5.9, CRP4 * Using either A Warmer World or another nonfiction text, have pairs of students write and present a newscast acting as investigative reporters, summarizing the "who," "what," "where," "when," "why," and "how" elements of their chosen texts.W.5.1.B, CRP4 * Ask students to create a timeline and write a one-page biography of an important person in their lives. Have them use key signal words and make sure they tell the events in chronological order.W.5.2.A, W.5.9 21st Century Life and Careers 9.2 Career Awareness, Exploration, and Preparation * CRP1. Act as a responsible and contributing citizen and employee. * CRP2. Apply appropriate academic and technical skills * CRP4. Communicate clearly and effectively and with reason * CRP6. Demonstrate creativity and innovation. * CRP 11. Use technology to enhance productivity. * CRP12. Work productively in teams while using cultural global competence. Integrated Differentiation/Accommodations/Modifications for ELA/Social Studies (Alternate Modes of Instruction and Support) Modifications to Support Gifted and Talented Students Higher level texts that address the same enduring understanding Non-Fiction Reading Unit of Study, Level U and above. Have students create a "Word Work" section in their Reading Notebooks in which they list common word parts and their meanings for use in helping them determine the meaning of new words as they continue to read and explore various nonfiction texts. Have students locate the main idea and supporting details in "Penguins on Parade" by Tamar L. They can use an additional copy of the Appendix "Main Idea and Supporting Details" or create a similar version in their Reading Notebooks. To discuss their findings, use the Appendix "Main Idea and Supporting Details – 'Penguins on Parade'" as a reference. Have students create a comic strip detailing the events of Lucy Evelyn Cheesman's biography. Students should use signal words to chronicle significant moments in their comic strips. Students select and read nonfiction texts from your classroom library independently. Ask them to write the title(s) of the texts in their Reading Notebooks and, as they read, make a list of wonderings or questions they have about the topic(s). Modifications to Support English Language Learners Modifications to Support Our Learners (Students with IEPs/504s and At-Risk Learners) Spring WIDA or WIDA Entry test scores will be reviewed by the teacher in order to assign appropriate language tasks & provide key language uses to students. Give students or have them copy signal words to keep as reference throughout the Unit. In summarizing an assignment requiring the who, what, when, where, why, how answers, narrow it down to two or three responses. Assist students in creating a "Word Work" section in their Reading Notebooks in which they list common word parts, meanings, illustrations or translations for use in helping them determine the meaning of new words as they continue to read and explore various nonfiction texts. Ask students to use the Internet or their public library to search for a news article about someone famous from their country of origin. Have them use information they found modeling the information from the mentor text to write and illustrate a short biographical account. Review student individual educational plan and/or 504 plan for instructional, assessment, and environmental supports. Utilize a variety of grade levels of nonfiction books from Schoolwide Reading to accommodate student needs and comprehension. By utilizing individual student assessment results, the teacher will use leveled readers that address the essential questions/big ideas of the Grade 5 Nonfiction Reading Unit of Study. Give students a choice of short articles or have them look online and print out, asking them to find from 1-5 of the who, what, where, when, why, and how using a template. Nonfiction-specific vocabulary and literary terms should be pre-taught before reading. Multisensory methods will be utilized such as google images, gesturing, and meaningful movement. Provide Grade 5 students with flexible seating options while reading depending on need or preference. Text to speech/Oral reading Speech to text or oral response options to be provided for assignments calling for students to Students complete KWL Chart (graphic organizer) using a text Level U and above). Students can research the professions related to Grade 5 Nonfiction Unit of Study using digital resources. Have students create a timeline of events on a nonfiction story they have read or something familiar to them such coming to a new country. Adjust the number of events to put on their timelines. Give students a chart (or have them copy into their notebooks) a list of prefixes and suffixes to reference and use. Give students a choice of short articles or have them look online and print out, asking them to find the who, what, where, when, why, and how using a template, adjusting the answers to two to four questions. Use picture walk to activate students' prior knowledge about non-fiction text. Access to word/picture banks to reference in tasks that require reading in the Nonfiction Unit of Study Wait Time Two - extend basic "Wait Time" - after the 1st student responds to a question, the teacher waits an additional 5 - 7 seconds before calling on another student to ask a question during the Non-Fiction Unit of Study Native Language Supports (peer, online assistive technology, produce written responses connected to the Nonfiction Reading Unit. Supply Students with Graphic Organizers: Use graphic organizers from the Grade 5 Nonfiction Reading Unit of Study with some of the information partially completed by the teacher, i.e. Nonfiction Text Features from a Warmer World, Structures of Nonfiction, Unlocking Meaning, Main Idea and Supporting Details, A Reader's Puzzle, Touring the Text, Main Idea and Supporting Details, Main Idea and Supporting Details: Penguins on Parade, Main Idea and Supporting Details: "Brace Yourself", Problem and Solution Text Structure, Cause and Effect Text Structure, Chronological Structure, Facts vs Fiction, Building Vocabulary, and Comparing and Contrasting Nonfiction Texts Note-taking, highlighting, underlining, etc. should be allowed to be written on student copies of the actual Grade 5 Nonfiction texts. Students can be permitted to demonstrate understanding of the through drawings, computer projects, oral response, creating songs, creating videos, demonstration, presentation, etc. Access to word/picture banks to reference in tasks that require reading in this Grade 5 Nonfiction Reading Unit Provide wait time to allow students to process orally presented information and questions relating to the Grade 5 Nonfiction Reading Unit of Study. By utilizing individual student assessment results, the teacher will provide small group or remedial instruction to review essential questions/big ideas of the Grade 5 Nonfiction Reading Unit, to provide Sources: New Jersey Student Learning Standards (2016) http://www.state.nj.us/education/cccs/2016/ela/g01.pdf New Jersey Student Learning Standards: Technology (2014) http://www.state.nj.us/education/cccs/2014/tech/8.pdf Career Ready Practices (2014) http://www.state.nj.us/education/cccs/2014/career/CareerReadyPractices.pdf Schoolwide Inc. 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Milan Urban Food Policy Pact Monitoring Framework Draft version, July 2018 Indicator 17: Percentage of population with access to safe drinking water and adequate sanitation MUFPP framework of actions' category: Sustainable diets and nutrition The indicator measures the percentage of population with access to safe drinking water and adequate sanitation. By disaggregating the data spatially and by different socioeconomic strata, it is possible to identify which parts of the population are being left behind. Overview table Rationale/evidence Access to water, sanitation and hygiene is a human right, but approximately 1.8 billion people use a source of drinking water that is fecally contaminated. Globally 2.4 billion people lack access to basic sanitation services. More than 80 percent of wastewater resulting from human activities is discharged into rivers or sea without any treatment, leading to pollution 2 . Water and sanitation improvements, in addition to hygiene behaviour education, can have significant health effects by reducing a variety of disease conditions such as diarrhoea, intestinal helminths, guinea worm, and skin diseases. Water and sanitation improvements affect health primarily by interrupting or reducing the transmission of disease agents. Raising the quality of drinking water reduces the ingestion of pathogens. With less disease, children can eat and absorb more food, thereby improving their nutritional status. Also, a healthier adult population is a more productive population, and improvements in water and sanitation can improve income and the capacity to acquire food 3 . Improving the quality and quantity of water available can also lead to greater income generation or food production activities, both of which could result in the intake of more and better food, improving a family's diet as well as child health outcomes. A safely managed sanitation chain is essential to protecting the health of individuals and communities. Leaking latrines and raw wastewater can spread disease and provide a breeding ground for mosquitoes, as well as pollute groundwater and surface water that may serve as potential sources of drinking water. Target 6 of the Sustainable Development Goals calls for the achievement by 2030 of "universal and equitable access to safe and affordable drinking water for all" and "access to adequate and equitable sanitation and hygiene for all and end open defecation, paying special attention to the needs of women and girls and those in vulnerable situations". Women and girls are a specific demographic of interest because increasing access to water and sanitation means they will not have to walk for hours to collect water and not having to share sanitary facilities with other households improves women's security. Reduced time in accessing water also frees up time to care for sick household members. Improved access also supports menstrual hygiene management which will help to enable more women and girls 1 World Health Organization and the United Nations Children's Fund (2017). Progress on Drinking Water, Sanitation and Hygiene: 2017 Update and SDG baselines. Available from http://www.who.int/mediacentre/news/releases/2017/launch-version-report-jmp-water-sanitationhygiene.pdf. 2 United Nations (2006). Clean Water and Sanitation: Why it matters. Available from http://www.un.org/sustainabledevelopment/wp-content/uploads/2016/08/6_Why-it- Matters_Sanitation_2p.pdf. 3 Billig, P., Bendahmane, D. & Swindale, A. (1999). Water and Sanitation Indicators Measurement Guide. Food and Nutrition Technical Assistance Project, Academy for Educational Development. to attend school and work outside the home 4. Glossary/concepts/definitions used Access to a safe water source: The home or compound is connected directly to a piped system or that a public fountain, well, or stand post is located within 200 meters of the home. Safe drinking water: The water is free of contaminants. The treatment needed for water to qualify as "safe" is directly dependent on the quality of the raw water. Improved sanitation facility: Includes flush or pour-flush toilets to sewerage systems, septic tanks or pit latrines, improved pit latrines (pit latrines with a slab or ventilated pit latrines) and composting toilets. Improved sanitation facilities that do not fulfil the above-mentioned criteria for treatment are categorized as "basic" services. If the facility is shared with other households the service is categorized as "limited". Use of safely managed sanitation services: A sanitation facility is the predominant means of excreta disposal for household members >12 months of age. Preparations Local governments will need to link with national government agencies and ministries in coordination data collection and analysis. One option could include an inter-sectoral monitoring team that includes statistical offices, national agencies/ ministries and other sector representatives. The responsibility for data collection, analysis and dissemination, as well as reporting, could then fall on the inter-sectoral team. Establishing mechanisms for easy and transparent sharing and validation of data is critical for ensuring a strong link among stakeholders for implementing solutions. A meeting should be organised with all partners who will be involved in this activity to: - Agree on the objectives and scope of the analysis and data collection requirements - Define the methodology to be applied for data collection and analysis, and - How to coordinate the activities within the team. Sampling: Data are collected by means of a survey of a random sample of households. A cluster survey should not be used because water sources may be location related. The survey should be carried out at the time of year when the water quantity is lowest or most sources have run dry. The surveyor(s) should visit each house or compound and verify access to a water supply. In some cases, the distance to the water supply may have to be measured to be sure it is within 200 meters 5 . Data Collection and Analysis This section provides an overview of key issues in data collection and analysis. For a more comprehensive guide, please refer to the resources below: The Integrated Monitoring Guide for Sustainable Development Goal 6 (2017) 6 provides additional information on definitions, variables for disaggregation, complementary indicators and stages of monitoring. 4 UN Water (2017). Integrated Monitoring Guide for Sustainable Development Goal 6 on Water and Sanitation – Targets and global indicators. 5 Billig et al. (1999), op. cit. 6 UN Water (2017), op. cit. USAID's Water and Sanitation Indicators Measurement Guide (1999) 7 is an in depth guide covering monitoring indicators for measuring water and sanitation-related program performance with definitions, calculation, sources of data and target values. The WHO/UNICEF Joint Monitoring Programme for Water Supply and Sanitation developed a set of harmonized survey questions on access to water and sanitation facilities 8 . 7 Billig et al. (1999), op. cit. 8 World Health Organization (2006). Core questions on drinking-water and sanitation for household surveys. Available from http://www.who.int/water_sanitation_health/monitoring/oms_brochure_core_questionsfinal24608.pdf. Variables for Disaggregation The indicators related to sanitation facilities can be disaggregated by service level – no services, limited services, basic services and safely managed services. The monitoring of access "for all", as well as the aspect of affordability, require disaggregation of data to capture potential inequalities across socioeconomic strata, including within households and geographical locations. In certain regions, it may be useful to include an indicator on time spent collecting water, to further analyse the state of "basic" services. It is also important to monitor access beyond the household, in institutional settings such as schools, health-care facilities and the workplace. Other potential data variables to explore for analysis include: Regional differences Socio-economic variations informal urban settlements locally important marginalized groups By disaggregating the data spatially and by different socioeconomic strata, it is possible to identify which parts of the population are being left behind. References and links to reports/tools Billig, P., Bendahmane, D. & Swindale, A. (1999). Water and Sanitation Indicators Measurement Guide. Food and Nutrition Technical Assistance Project, Academy for Educational Development. UN Water (2017). Integrated Monitoring Guide for Sustainable Development Goal 6 on Water and Sanitation – Targets and global indicators. UN Water (2016). How to use the Integrated Monitoring Guide for SDG 6. Available from https://www.pseau.org/outils/ouvrages/un_water_how_to_use_the_integrated_monitoring_guide_ for_sdg6_2016.pdf. World Health Organization (2006). Core questions on drinking-water and sanitation for household surveys. Available from http://www.who.int/water_sanitation_health/monitoring/oms_brochure_core_questionsfinal24608. pdf. World Health Organization and the United Nations Children's Fund (2017). Progress on Drinking Water, Sanitation and Hygiene: 2017 Update and SDG baselines. 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[DRAFT] Guiding Principles - Social Studies Standards Updated: November 20, 2020 Preamble The D.C. Social Studies Standards must contain content that equips all students with the foundational historical knowledge—of chronology, pivotal events, leading figures, and seminal documents—that "well-educated American students" ought to know and be able to incorporate into their discourse and argument. The current D.C. standards have been highly regarded for their clarity about such content and, thus, the D.C. State Board of Education (SBOE) and its Social Studies Standards Advisory Committee (SSSAC) recommend that the current standards be revised rather than wholly re-written. However, there is a need for significant revisions to update the standards. The revised D.C. Social Studies Standards must recognize that the world our students are growing up in is—more than ever before—globally interconnected and culturally diverse. District students need the knowledge, skills, experiences, and mindsets that will prepare them for informed and engaged citizenship and careers in this globalized world. Students should be prepared and empowered to think of themselves as actors on a global stage. The revised D.C. Social Studies Standards must move beyond a "heroes and holidays" treatment of history content, instead building clear threads of knowledge which grow in complexity throughout the Pre-K–12 standards. In calling for the revision of social studies standards, among the specific issues that the State Board noted was the need for revised standards to be "culturally inclusive and anti-racist, impart important social studies content in the early grades, strengthen student knowledge of democratic principles and values, and promote civic engagement." It is also essential that the revised standards provide a manageable number of clear, high-level content and skills standards, as well as opportunities for teachers to impart these standards of knowledge in flexible ways that suit the educational approaches of their schools and courses (i.e., project-based learning, Montessori education, etc.). In making revisions, the Office of the State Superintendent of Education (OSSE) should ensure that skills are just as core a part of social studies as content. The revised standards should facilitate the creation of standards-aligned real-world experiences as part of social studies curriculum. No District student should graduate without authentic interracial, intercultural, international exchange and experience. Furthermore, OSSE should seek standards writers who reflect the demographics and experiences of the students of DC and of the communities they are writing about (e.g., seeking LGBTQ+ writers; ensuring inclusion of advocates for people with disabilities; teaching Black history through the words of Black people; giving agency to BIPOC rather than discussing only in relation to white people). With all of the above in mind, it is essential that the revised DC Social Studies Standards incorporate the Guiding Principles listed below, beginning in Pre-K and developing deeper understanding through Grade 12, to focus and build student learning across grades on critical topics. The Guiding Principles listed below are all equally important and are not listed in any particular order of priority. Guiding Principles Structure and Content 1 Fewer, clearer, higher: Ensure content standards are rigorous All standards should be rigorous and developmentally appropriate to the students' age/grade level. The standards should be written and organized in such a manner that promote student understanding of complex ideas and concepts rather than learning a long laundry list of facts, individuals, etc. This is of course not to say that factual information, individuals, etc. should not be included in the standards but their inclusion should serve to promote deep understanding of essential content, rather than surface level analysis. OSSE should consider whether there is a place in the social studies standards document for the concept of "major work of the grade" – which is how the National Council of Teachers of Mathematics (NCTM) and the writers of the Common Core mathematics standards went about focusing those voluminous standards. 2 Content standards must be coherent, developmentally appropriate and vertically aligned across grade levels Pre-K–12 Social studies is an inquiry-based discipline. Standards should work together to create coherent courses that minimize repetition of content over multiple years and maximize learning connections across grade levels. To this end, the content of K–5 needs to be dramatically reassessed. It is currently low-level, vague, and repetitive. We should not underestimate the ability of young children to understand complex and difficult topics. Young students deserve cognitively demanding, interesting content that lays the groundwork for self-identity and a critical awareness of the world. 4 Ensure comprehensive coverage of human rights principles in standards Pre-K–12 Human Rights and International Humanitarian Law principles and institutions should be incorporated throughout Pre-K–12 standards in line with the National Council for the Social Studies position statement Human Rights Education: A Necessity for Effective Social and Civic Learning. This should include the fact that rights also come with responsibilities, that human rights violations occur internationally and in the US, and can be the result of intentional actions and inaction. The current DC Social Studies Curriculum Standards mention "human rights" four times—all in high school standards in grades 10–12. This is valuable; however, human rights concepts should be integrated throughout Pre-K–12. Use of Active Voice and Action Verbs in Revised Standards 6 OQ1 The DC Social Studies Standards should use active voice and precise language to ensure that actions in history are attributed to specific actors. The current standards employ passive voice in a number of places, especially around acts of white supremacy. Additionally, action verbs, including the high level verbs of Bloom's Taxonomy, should be incorporated wherever possible. Specifically, higher level action verbs regarding creation and adjudication are important to include if we are to draft standards that are actively anti-racist. Students need to have practice imagining and designing a more just society if social studies courses are to fulfill this mission. Arranging Skills and Content Standards to Ensure Adequate Attention to Both In the current DC standards, the content standards are arranged by grade-level and the skill's standards are assigned by grade band. The separation of content and skills standards is an intelligent way of ensuring that the two don't become conflated, but both deserve adequate attention in the revised standards. Teachers find it helpful to have grade level bands as guidance and having skills in bands feels appropriate for developmental pathways across Pre-K–12. Organizing skills by anchor standard (a la CCSS/C3 Framework), consistently across all grade bands can help with vertical alignment and usefulness. However, formatting is essential to keep skills visible in the standards and at the forefront for curriculum planning. Skills standards might, for instance, be included at the top of each grade-level set of content standards. Skills content should be integrated alongside content themes, and throughout the Pre-K–12 standards. Knowledge and Skills 7 Knowledge Framing: Anti-Racist There are very few areas in the current standards where it is clear to see the intersectionality of justice movements. Rather, the standards offer "this or that" framing, which is rooted in racist thinking. Creating more complex statements in the standards will allow for students to explore the intersections of our lives and how as people we can interact with our government in all of those identities. Incorporating an explicit, ongoing thread on the history of African-Americans, including their treatment by society and our legal system and their role in and impact on US history, including on the growth and evolution of legal equality and democratic rights and the creation of a multicultural, democratic society (e.g., substantial treatment of slavery, Jim Crow, Civil Rights movement, Reconstruction, treatment that propelled the Great Migration, how that mass migration shaped the future of American cities, Redlining, discrimination in voting rights, segregation in education, resistance and collective social action, etc.) would facilitate this shift. Additional threads on the history of indigenous peoples and other communities of color should also be incorporated in the revised standards. Courses would benefit from starting out with some identity standards and using culturally relevant and current spaces to build community. Revised standards should also clearly center resistance by, not merely oppression of marginalized groups of people in history. 8 Knowledge Framing: Power & Bias Students should be grappling with the concepts of power and bias throughout Pre-K–12. Especially from a historiographic standpoint. Students should be thinking about who produces the primary and secondary sources they consume to learn history, what their relationship to power is, what bias this might create, and what this means about what is left out or over-emphasized. Incorporating an explicit, ongoing thread on the continuing tension in American history between the promise of democracy and equality in the founding documents and the reality of inequality; about how these principles and human rights have evolved in the US over time, including an emphasis on how they have been propelled by various social movements and, especially, by the stop-and-go efforts over time to repair the initial sin of slavery and the subsequent unequal treatment of African-Americans and other groups that have not been centered; and the tension between US pressure on other nations to respect human rights, while the US is violating the rights of US citizens at home would facilitate this shift. 10 Environmental Literacy Environmental literacy needs to be part of Pre-K–12 standards, should touch on every time period, and be woven into the study of history, economics, geography and civics. The standards should ensure students develop skills to investigate the causes and consequences of society's impact on the environment and resolve challenges related to equitable access to natural resources. The standards on this topic should include discussion of: trade-offs between short-term costs and longterm benefits of sustainable practices; how geography determines how we live the impact of geography (which includes the study of topography, resources and climate) and people; the impact of environmental factors on human settlement and migration; related civic responsibilities (i.e., reduce, reuse, recycle) associated with environmental factors; global interdependence; role that access to and control of land and natural resources plays in conflict; the ways that economic policies have commodified natural resources and the consequences, etc. 11 Skill: Student Agency, Participation and Voice The revised standards should honor student agency and other authentic engagement opportunities centering student voice and participation. Standards should provide a framework for instructional dialogue that will provoke critical thinking. Furthermore, the standards should provide a framework from which teachers can link coursework with engagement in real-world problem-solving within local, national and international contexts through experiential learning by "doing" through service, projectand community-based learning. Skills standards should foster taking informed action, perhaps using language from the C3 framework. 12 Skill: Digital Literacy Digital literacy must be explicitly included in the standards from Pre-K–12. Standards should include an understanding of the laws, rights, and responsibilities when we access and use the internet and technological development. Students should be empowered to be good digital citizens—both responsible consumers of online content and capable users of technology/online platforms for civic engagement and driving social change. Information on surveillance, privacy, what it means to share information on the internet, debates on disinformation/censorship, and the global movement to regulate technology companies to protect user/consumer rights should all be included in the standards. This example from Massachusetts is a helpful framework for digital literacy http://www.doe.mass.edu/frameworks/current.html. 13 Skill: Social Studies standards should include skills that complement the ELA standards In order to ensure coherence with other learning standards and a well-rounded education for students, the social studies standards should include the following skills: * Research * Evaluating information sources * Understanding context * Historical thinking * Persuasive writing * Discourse practices * Debate 14 Knowledge Framing: Democratic citizenship, civic dispositions & experiences An effective social studies education includes knowledge, skills, and dispositions related to democratic citizenship. Civics includes two spheres of knowledge: 1) the mechanics of democratic citizenship that includes understanding and skills related to rights, responsibilities, local/national government, democratic process, forms of civic engagement, public discourse, and concepts of equality, justice, liberty, human and civil rights; and 2) dispositions or ways of being a democratic citizen that includes understanding and developing tolerance, respect, empathy, conflict resolution, and other social-emotional skills. The revised standards should incorporate an explicit, ongoing thread aimed at developing student understanding of key principles of democratic society (e.g., equality, checks and balances, first amendment, federalism, etc.), how and why this vision was so different from what had typically existed in the past, how it is different from other countries today, the fragility of these principles, how democratic societies have failed in the past, and the rights and responsibilities of citizens in a democratic society. Currently, some civic values standards come too late in the DC student education experience. These values need to be scaffolded, taught, and reinforced throughout Pre-K–12.Students should be given an opportunity to engage in civic experiences, not just learn about them in a textbook. 24 Knowledge Framing: Global Perspective All social studies content should be embedded within a global context. The revised standards should include an explicit, ongoing thread that provides students with a global perspective and global context for their own lives, their history, and their society; that equips students with the content knowledge, skills, experiences, and mindsets that will help prepare them for careers and engaged citizenship in a culturally diverse and globally interconnected world; that explores not just comparisons but connections between peoples of the United States and the rest of the world, historically and in the present. Diversity and Inclusion 15 Recognition of currently under-represented groups The new social studies standards should include explicit attention to first-person accounts and recognition of people and groups that have been discriminated against throughout history. Groups, especially groups that are not white cis male, need to not be treated like monoliths. We are leaving out so many stories if we only tell those of women who are white, African-Americans who are heterosexual, or Latinos who are men. Intersectionality should be a key feature of the revised standards. The current standards emphasize the lives of presidents and other figures who held/hold power and under-represent or lack representation of the following people and groups, and their respective histories: * Individuals with disabilities * LGBTQ+ * Latinx * "Regular people" / "Average people" * Indigenous people, especially after 1900 * Specific large immigrant groups in the DC metro (Ethiopian, Central American, Vietnamese) 16 Incorporate District History in Pre-K–12 The new social studies standards should be "home" for the District of Columbia, reflecting our city's realities, opportunities, communities, cultures, and history, our unique legal status among cities, and our place as the center of power. This intentional focus should be taught throughout Pre-K–12. The District's history should not be sequestered in a single course in high school; it should be taught throughout a student's education. 19 Orientation towards "Hard History" in both US and World History The new social studies standards should disrupt the notion of American/European/Western exceptionalism and centrism—and explicitly address the American exceptionalism narrative that is currently implicit in the existing standards. The revised standards should focus on teaching "Hard History" as both content and a set of civic skills. This shift requires moving away from heroification, while clearly addressing intersectionalities (i.e., class, gender, etc.) and various forms of institutional and structural violence, such as racism, white supremacy, antisemitism, classism and sexism, etc. As an example, Teaching Tolerance provides a "Hard History" framework for Teaching American Slavery at K–12 grade levels. The World History content must push away from a Euro-centric vision to one that is truly global. Rejecting Euro-centrism means rejecting contemporary understandings of Western culture as a normal starting point from which other cultures deviate and presenting holistic histories of different places around the world that do not begin or end with interaction with the West. Students should be required to learn and express the value of non-dominant (likely non-Western / Euro-centric) cultures that are different from their own. 20 Creating "Windows and Mirrors" for DC Students in the Standards The new social studies standards should ensure that the topics, themes, and people students study provide windows and mirrors in order to help students understand the world. The current standards have too many windows, and the mirrors that exist do not provide a wide enough range of experiences (or provide stereotypical or demeaning experiences). Intersectionality and diversity within groups is important. The DC Social Studies Standards should help students to form a sense of self identity, community identity, national identity, and global identity while helping students understand that the identities we assume are numerous and interactive. All students deserve to see themselves, their communities, and their heritage in the new social studies standards and as part of the "American story," as well as distinct groups. Instructional Flexibility and Equity 22 Clarity & transparency in the "canon" included in the standards There are individuals and events that are critical for students to learn about and the new social studies standards should require specific people, events, general movements, topics, and themes. However, teachers (and curriculum authors) should have the flexibility to choose examples (i.e., people and events) to include within the general movements, topics, and themes. When specific people and events are listed in the new standards, it must be clear why each person and event was selected and that OQ2 specific examples are not prescriptive, but suggestive (e.g., In the Michigan K–12 Social Studies Standards, U4.3.1, the content standard is about the origins of the American education system and Benjamin Franklin, Benjamin Rush, Noah Webster, and Horace Mann are just four of the many examples that could be used when teaching the standard; the language "examples may include but are not limited to" is used and it is clear that these individuals were selected as they address a specific standard.) The new standards should recognize that different LEAs need some degree of flexibility to implement IB or other thematic curriculum that aligns with their mission. Ensure specificity, clarity and labeling of disciplinary content & themes The current social studies standards are coded to indicate seven (7) areas of disciplinary content. The new standards should consider additional disciplinary content codes like sociology, anthropology, philosophy, religion/spirituality, and humanitarian action in addition to existing codes, like military/conflict. A new coding system must be usable and clear to ensure that LEAs can easily use the standards to create thematic curriculum. The goal of a coding system is to support thematic instruction and highlight where social science disciplines are included. The current parenthetical letters (i.e., geography (G)) are not helpful because there are too many codes and standards. One possible exemplare system is the AP US History framework, which uses its themes to organize standards within a content area. The revised coding system should better recognize the current shift to content-specific courses in high school from early grades. OQ3 Standards should align with student-centered, inquiry-based curriculum The C3 Framework uses an inquiry design model (IDM) as an instructional framework. The new social studies standards should keep inquiry at the center —using language that requires pushing students to inquire and ask compelling questions; construct, critique, and analyze arguments; and gather and source appropriate evidence. Consider using the language of the C3 Framework indicators to revise the Historical and Social Science Analysis Skills in the current standards.	<urn:uuid:7862ce44-5cee-44cc-b620-1f43fa166d29>	CC-MAIN-2021-04	https://sboe.dc.gov/sites/default/files/dc/sites/sboe/publication/attachments/2020-11-20-DRAFT-SSSAC%20Guiding%20Principles.pdf	2021-01-25T00:39:21+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703561996.72/warc/CC-MAIN-20210124235054-20210125025054-00441.warc.gz	531,747,956	3,963	eng_Latn	eng_Latn	0.99622	eng_Latn	0.99652	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3327, 5830, 8788, 11940, 14382, 16814, 19638, 21879 ]	[ 3.609375, 3.859375 ]	1	0
SOLs Grade 9 Sample Lesson Plan: Unit 6 – Stress 9.1 L Identify signs, symptoms and sources of stress and anxiety at home, at school, and with peers. Objectives/Goals Students will identify the signs & symptoms of stress Students will identify healthy coping strategies Students will identify sources of help within the school building Introduction Step 1 Introduce the vocabulary below to ensure that students can talk about this topic using appropriate, health-literate language. * Stress - The reaction of the body and mind to everyday challenges and demands. * Distress - Unpleasant feelings or emotions that impact your level of functioning. * Eustress - A good form of stress that can increase our performance at a task and our general happiness and sense of well-being. * Stressor - Anything that causes you stress. * Social Support Network - A network of friends, family and peers that can provide you with a sense of belonging, an increased sense of self-worth and a feeling of security. * Coping Strategy - A skill or action that helps an individual handle stress in a healthful, effective way. Step 2 Ask students to individually list the top 5 stressors in their life. Encourage them to rank them if they can. Step 3 Get students into small groups (4/5 works best) and ask them to share their stressors with each other before compiling a shared top 5. Step 4 Ask a group to share their top 5 and write this list on the board. Then ask other groups to add any other stressors not already listed. Conduct a class discussion to create the ultimate Top 5 for this class. (This can be compared with other classes that you teach) Step 5 Ask students to consider what symptoms they might display when they are stressed. Again this can be done individually, then in small groups and then presented back to the class. Step 6 Finally, ask students what their go-to strategies are for coping with stress. Again, this can be done individually, then in small groups and then presented back to the class. What you have now is an excellent list of teen coping strategies – created by teens for teens. From this list you can get creative and make posters, or record the suggestions for a podcast or a PSA. This can allow you to move into discussions on advocacy. Step 7 Before your discussions on this topic end it is important that you ask students who they should go to within the building if they or a friend are finding their stress levels too unhealthy. * Optional Video - TedTalk: How to make stress your friend https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your_friend?language=en o This gives a positive spin on the healthy benefits of stress, as long as a balance and positive mindset is achieved. Procedure Step 1 Using the teacher instructions work your way through the discussion questions. Students will work individually, in small groups and also as a class to create lists of stressors, stress symptoms, and healthy coping strategies. Step 2 The associated TED talk looks at ways of embracing stress. You can prompt student discussions by asking them: What did you learn from the TED talk? What emotions did you feel during the TED talk? What information from the TED talk do you think you could apply to your own life? Step 3 By the end of this discussion your students will have compiled a great list of resources – stressors, symptoms and healthy coping strategies that can be used to raise awareness of Health Smart Virginia Sample Lesson Plan stress. You could create posters to display. You could use the list to then write a script that could in turn become a podcast, or PSA. *Ensure that before your end this topic you ask your students where they can go if they or a friend are having trouble coping with stress. References Andrew Milne, New Trier High School TedTalk: Kelly McGonigal - How to make stress your friend https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your_friend?language=en	<urn:uuid:c34240d5-0786-4a8d-a290-2b77508b4334>	CC-MAIN-2021-04	https://www.doe.virginia.gov/instruction/health/healthsmartva/gr9/gr9-hp-6-stress.pdf	2021-01-25T02:12:09+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703561996.72/warc/CC-MAIN-20210124235054-20210125025054-00442.warc.gz	748,744,825	853	eng_Latn	eng_Latn	0.995116	eng_Latn	0.998058	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1378, 3469, 3980 ]	[ 4.4375 ]	2	0
A-Level Pure Mathematics, Year 1 Coordinate Geometry Additional Mathematics 8.1 Diameter In general, two points will fix the location of any straight line and three points the location of any circle, provided the three points are not collinear. What does collinear mean ? However, two points can fix the location of a circle, if those points are the end points of its diameter. 8.2 Example The line joining the points ( , 4 ) and ( 5, 19 ) is the diameter of the circle C. − 3 Find an equation for C. [ 1 mark ] [ 6 marks ] 8.3 Solution to 8.2 Example 8.4 Exercise Any solution based entirely on graphical or numerical methods is not acceptable Question 1 A-Level Examination Question from January 2005, Paper C2, Q2 (Edexcel) The pointsAandBhave coordinates ( 5, 1 ) and ( 13, 11 ) respectively − ( a ) Find the coordinates of the mid-point of AB [ 2 marks ] Given that AB is a diameter of the circle C ( b ) find an equation for C [ 4 marks ] Marks Available : 61 Question 2 A-Level Examination Question from January 2007, Paper C2, Q3 (Edexcel) The line joining the points ( 1, 4 ) and ( 3, 6 ) is a diameter of the circle C − Find an equation for C A-Level Examination Question from January 2012, Paper C2, Q2 (Edexcel) A circle C has centre ( 1, 7 ) and passes through the point ( 0, 0 ) − Find an equation for C Question 4 A-Level Examination Question from January 2006, Paper C2, Q3 (Edexcel) The end points of a diameter of the circle C are A( 4, 0 ) and B( 3, 5 ) Find ( a ) the exact length of AB ( b ) the coordinates of the midpoint P of AB ( c ) an equation for the circle C [ 4 marks ] [ 2 marks ] [ 2 marks ] A-Level Examination Question from May 2007, Paper C2, Q7 (Edexcel) The points A and B lie on a circle with centre P, as shown. The mid-point M of AB has coordinates ( 3, 1 ). The point A has coordinates ( 1, 2 ). − The line l passes through the points M and P. ( a ) Find an equation for l. Given that the x-coordinate of P is 6, [ 4 marks ] ( b ) use your answer to part (a) to show that the y-coordinate of P is 1, − ( c ) find an equation for the circle. [ 1 mark ] A-Level Examination Question from May 2018, Paper C12, Q13 (Edexcel) The pointA( 9 lies on a circleCwith centre the origin and radiusr , − 13) ( a ) Find the exact value ofr [ 2 marks ] ( b ) Find an equation of the circle C [ 1 mark ] A 2y + 3x = k, k A straight line through point has equation where is a constant ( c ) Find the value of k [ 1 mark ] This straight line cuts the circle again at the point B ( d ) Find the exact coordinates of point B A-Level Examination Question from June 2009, Paper C2, Q6 (Edexcel) The circle C has equation $$x 2 + y 2 − 6x + 4y = 12$$ ( a ) Find the centre and the radius of C. [ 5 marks ] The point P ( 1, 1 ) and the point Q ( 7, 5 ) both lie on C − −. ( b ) Show that PQ is a diameter of C. [ 2 marks ] The point R lies on the positive y-axis and the angle PRQ = 90°. ( c ) Find the coordinates of R. A-Level Examination Question from January 2009, Paper C2, Q5 (Edexcel) The points P ( 3, 2 ), Q ( 9, 10 ) and R ( a, 4 ) lie on the circle C, as shown. − ( a ) show that a = 13, Given that PR is a diameter of C, ( b ) find an equation for C. [ 3 marks ] [ 5 marks ]	<urn:uuid:3ca0ea8c-4be5-4094-906b-421becac10a0>	CC-MAIN-2021-04	http://numberwonder.co.uk/Download/PD9033/9033(8).pdf	2021-01-25T00:21:23+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703561996.72/warc/CC-MAIN-20210124235054-20210125025054-00441.warc.gz	70,776,214	1,003	eng_Latn	eng_Latn	0.913874	eng_Latn	0.9488	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 569, 1187, 1676, 2157, 2623, 3029, 3305 ]	[ 3.484375 ]	2	0
2016 Program Design Competition Problem Irish Pot of Gold The Game The Irish Pot of Gold game consists of a group of squares where each square represents a region. Each region either contains an angry leprechaun or is blank. The rules are simple: - Uncover a leprechaun, and the game ends. - Uncover an empty square, and you keep playing. - Uncover a number, and it tells you how many leprechauns lay hidden in the eight surrounding squares—information you use to deduce which nearby squares are safe to click. You open the region by left-clicking it, and mark a region by shift-clicking. So, when starting your game, your first few clicks will depend on your luck (the luck of the Irish, so to speak) to find blank regions, but once you open a fair amount of blank regions, you can use logic to find the regions that contain those angry little Irish people. Hints - Mark the leprechauns. If you suspect a square conceals one, right-click it. This puts a pot of gold on the square. - Study the patterns. For example, if three squares in a row display 2-3-2, then you know three leprechauns are probably lined up beside that row. - Explore the unexplored. Not sure where to click next? Try clearing some unexplored territory. You're better off clicking in the middle of unmarked squares than in an area you suspect contains a leprechaun. The minimum size of the playing field is 9 X 9, with 10 leprechauns. You can make the field bigger than 9 X 9, if you want. In a larger field, the number of leprechauns will be 10% of the total number of regions, with the number rounded up in case of a number with a remainder. For example, an 11 X 11 field would have 121 regions and 13 leprechauns. The playing field on the next page shows 9 leprechauns successfully marked, but one region clicked on to by mistake to reveal the angry leprechaun. The numbers represent the total number of leprechauns that each region touches. NOTE: the field on the next page is only 8 X 8 and is for demonstration purposes. The Instruction The second part of the challenge is to write a lesson that instructs others how to create the game you just made. The methods for teaching can include, but are not limited to, Power Point presentations and mini-programs that demonstrate key parts of the code behind the game. You will not be able to give instructions on the entire code. Therefore, choose one or two main components of the code for your explanation, such as a loop or an IF function. You can make your explanations very practical and straight-forward or you can make them a bit more fun, perhaps for a younger audience. Program Development You can develop this game using any software tools available to you. You may create a web based application, a C/C++ program, a Visual Basic/C++/C# program, Java, some other programming environment, or a combination of multiple programming languages. Your program MUST be able to run on at least one Window platform: a Windows 7, Windows 8 or Windows 10 computer using standard installation. If you choose a browser-based solution, it MUST work on at least one Web browser: Internet Explorer, Firefox or Google Chrome. It is recommended you bring your own laptop to SDSU for demonstration and presentation during the competition day. Your work will be judged on: 1. Correctness of the solution 2. Uniqueness of the design 3. Completeness of solution 4. User-interface design 5. Effectiveness of the teaching tool All team members are encouraged to participate during the presentation. All parts of the presentation and source code should be burned to a clearly-labeled CD and submitted to the program design competition committee on the day of the competition. If you have any questions regarding the problem, please do not hesitate to ask us at firstname.lastname@example.org. Good luck and have fun!	<urn:uuid:4128624e-f254-458b-810f-ce4c6d381d01>	CC-MAIN-2021-04	https://www.sdstate.edu/sites/default/files/file-archive/2018-04/2016%20PDC%20Problem%20rev.pdf	2021-01-25T02:22:41+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703561996.72/warc/CC-MAIN-20210124235054-20210125025054-00441.warc.gz	958,975,451	870	eng_Latn	eng_Latn	0.99814	eng_Latn	0.998518	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2013, 2485, 3847 ]	[ 2.8125 ]	1	0
Sex and Relationship Education Policy Sex and Relationship Education Policy See also Grangewood RE, Safeguarding, PSHE, SMSC, Welfare and Safety of Pupils, Equal Opportunities Policies and KS2 Science P.O.S This policy covers: Relationship Education for 5 – 11-year-olds Sex and Relationship Education for students who are 9 – 11-year-olds This policy has been written with regard for the Sex and Relationship Education Guidance published in 2000, and further clarification from the DfE in July 2017. 1 Introduction 1.1 In this policy the Governors and staff of Grangewood Independent set out our intentions with regard to sex and relationship education (SRE). We set out our rationale for and approach to sex and relationship education in the school. It is characterised by a whole person, whole school, and developmental approach thus setting it firmly within our distinctively Christian vision of education. 1.2 This policy aims to provide all our young people with a curriculum that ensures they are prepared for adult life in modern Britain. Sex and Relationship Education, and Personal Social Health and Economic Education (PSHE) can help to provide students with the key knowledge to: * ensure that they can keep themselves safe; * develop healthy and positive relationships; * maintain good mental health; * build resilience; * manage their finances; * prepare for the workplace; and * successfully navigate the changing world in which they are growing up. 1.3 We understand that from September 2019, and subject to making the regulations, all primary schools (maintained, academies or independent) will be required to provide Relationships Education (Rel. Ed) and all secondary schools (maintained, academies or independent) will be required to provide Relationship and Sex Education (RSE); until that point we will continue to provide this curriculum under the current standards and legislation. 1.4 Our focus through this curriculum area is helping our students to build healthy relationships and stay safe. 1.5 We aim to develop an integrated approach that is sensitive to the needs of our students and the school community; and in accordance with our faith. We honour and affirm the role of Parents including their right to withdraw their child from sex education, other than sex education as part of science. 1.6 We are committed to the education of the whole child (spiritual, physical, intellectual, moral, social, cultural, emotional) and we believe that sex and relationship education is an integral part of this education. Furthermore, as a Christian school we endeavour to raise pupils' self-esteem, help them to grow in knowledge and understanding, recognise the value of all persons and develop caring and sensitive attitudes. 1.7 In sex and relationship education (SRE), we place the emphasis on the understanding and formation of respectful, loving relationships which exist between friends and within families. 1.8 Understanding how relationships work and developing relationship skills gives a context for understanding human sexuality, sexual health and marriage. 2 Relationships and Sex Education 2.1 Definition: 'Sex and relationship education is lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of loving and caring relationships.' Sex and Relationship Education Guidance (DfE 0116/2000) 2.2 As a Christian school which values the input of parents/carers, and the great benefits of partnership between home and school, we believe that parents/carers have the right to have a say in what sex education their children should be taught other than sex education as part of our science curriculum. 2.3 We believe that children and young people have not yet attained full maturity and are not always able to assimilate this information; therefore, staff will keep this in mind when delivering sex education and ensure that the information comes at an appropriate time and in a manner matched to their age, needs, physical and psychological maturity. Awareness of where each child is in their development and their individual differences will be key factors in choosing when to deliver this education. 2.4 We will provide our students with clear, helpful and accurate sex education which is compatible with the ethos and values of the school. Sex Education will reflect the values of the PSHE and Citizenship requirements. It will be taught in the context of adults, within committed, long-term, loving relationships. In addition, it will promote self-esteem and emotional health and well-being and help pupils form and maintain worthwhile and satisfying relationships, based on respect for themselves and for others, at home, school, work and in the wider community. All questions will be answered openly but sensitively. 2.5 There will be sensitivity and respect shown for all people whether married, nonmarried or in same-sex relationships. When teaching issues around LGBT, we will ensure that our upper KS2 students, whatever their developing attractions, feel that the teaching meets their needs. Our students will learn that there are different types of relationships, in a way that is sensitive to their needs; and in accordance with our faith. We will ensure that it is inclusive and meets the needs of all our students. We will also adhere to our duty towards the nine Protected Characteristics under the Equalities Act and Public Sector Equality Duty. 3 Aims and Objectives: * To provide our students with a knowledge and understanding of Biblical teaching on relationships and sexual love, depending on their age and maturity levels; * To provide our students with a positive understanding of what constitutes good, loving relationships; * To clarify and reinforce existing knowledge; * To provide our students with a knowledge and understanding of the biological facts about human reproduction, depending on their age; * To provide our students with the skills and confidence to defend themselves against unwanted pressures to be sexually active and to keep them safe; * To raise students' self-esteem and confidence, especially in their relationships with others; * To help students understand their feelings and behaviour, so they can lead fulfilling and enjoyable lives; * To help students' develop skills (language, decision making, choice, assertiveness) and make the most of their abilities; * To provide the confidence to be participating members of society and to value themselves and others; * To help gain access to information and support; * To develop skills for a healthier safer lifestyle; * To develop and use communication skills and assertiveness skills to cope with the influences of their peers and the media; * To respect and care for their bodies; * To be prepared for puberty and adulthood. 4 Teaching following the Legal Re-definition of Marriage 4.1 Marriage (Same Sex Couples) Act 2013: 4.2 Students will be made aware that the Marriage (Same Sex Couples) Act 2013 extends civil marriage to same sex couples in England and Wales, although the law prevents ministers of the Church of England carrying out SSM. Nothing in the act affects the rights of Christian schools to teach on marriage or on same sex relationships in accord with Biblical principles, provided it is done in an appropriate and sensitive way. 4.3 Recent guidance from the Equality and Human Rights Commission (EHRC) provides helpful clarification that the traditional, Biblical nature of marriage can continue to be taught schools. The EHRC states: "Teachers, other school staff, governors, parents and pupils are all free to hold whatever personal views they choose on marriage of same sex couples, including a view that marriage should only be between a man and a woman. The Government recognises that the belief that marriage can only be between a man and a woman is a belief worthy of respect in a democratic society." "Schools with a religious character can continue to deliver sex and relationship education in accordance with their particular religious doctrines or ethos. They must do so in a sensitive, reasonable, respectful and balanced way." 5 Curriculum Planning 5.1 The School Leadership, Governors and Trustees will: * Ensure that all aspects of the programme are covered in sufficient depth. * Ensure that the physical and emotional changes experienced during puberty are taught in year 5 or the beginning of year 6. * Ensure that, at the appropriate age, staff emphasise resisting peerpressure in relation to drugs, alcohol, and sexual consent Written: May 2011 (references used from CEE template) Review: Apr 2019, Aug 2018, Jun 2017, May2016, Jun 2015 * Ensure that staff teach about respect for others, different types of bullying and how to prevent and tackle them * Ensure that students' economic well-being and financial capability is developed 5.2 The Following will be Taught at the Appropriate Levels Early Years Foundation Stage (EYFS) * Children learn about the concept of male and female and about young animals. * They develop skills to form friendships and think about relationships with others. * Understand the idea of growing from young to old. Key Stage One (KS1) Through work in Science students will: * Learn about life cycles of some animals. * Enhance understanding of growing from young to old and learn that all living things reproduce. * Learn about the importance of personal hygiene to maintain good health. Through work in PSHE students will: * Reflect on family relationships, different family groups and friendship * Learn about rituals and traditions associated with birth, marriage and death and talk about the emotions involved * Begin to co-operate with others in work and play and begin to recognise the range of human emotions and ways to deal with them * Learn about personal safety Key Stage Two (KS2) Through work in Science students will: * Build on their knowledge of life cycles. * Personal hygiene and growth. * Learn about the basic biology of human reproduction including birth of a baby in years 5 & 6. * Learn about the physical, emotional and social changes at puberty in years 5 & 6. Through work in PSHE students will: * Develop an understanding of relationships within a family, between friends and the community and that there are different patterns of friendship. * Develop skills needed to form relationships and to respect other people's emotions and feelings. * Consider how to make simple choices and exercise some basic techniques for resisting pressures. * Focus on the development of skills and attitudes not just the acquisition of knowledge. 5.3 Our sex and relationship education is woven into our main curriculum. 5.4 Our sex and relationship education will not encourage early sexual experimentation. It will teach young people to understand human sexuality and to respect themselves and others. It will enable our young people to mature, to build up their confidence and self-esteem and understand the reasons for delaying sexual activity. It will build up knowledge and skills that are particularly important today because of the many different and conflicting pressures on young people. 6 Responsibilities 6.1 The Key Stage Coordinator is the designated teacher with responsibility for coordinating sex and relationship education. 6.2 It is the responsibility of the Governing Body, working with the Key Stage Coordinator, Head Teacher and Senior Leadership Team (SLT), to ensure that the sex and relationship education must be in accordance with the teachings of the Bible and the wishes of the parents. This will be achieved through careful monitoring of the teaching resources used. 6.3 Therefore, in considering the resources which will be used to teach this subject, governors should take into account: * The need to support parents and carers by providing education which is faithful to the teachings of the Bible and appropriate for the ages and stages of development of the students; * The extent to which specific materials can be used to illustrate the beauty of the human being created by God; * The values implied by specific resources and the way in which they may be used to enhance students' understanding of human development and Biblical teaching; * The accuracy and clarity of material presented. 6.4 It is important that any external visitor to the school is also clear about their role and responsibility while they are in a school. Such visits should complement the school's current programme. Visitors may need guidance to ensure that sessions they deliver are respectful of this policy 6.5 Sex and relationship education is delivered through science, PSHE, and Citizenship, sex and relationship education is taught by classroom teachers, teaching assistants and if appropriate, outside visitors. 6.6 A range of teaching methods which involve children's full participation are used to teach sex and relationship education. These include use of DVDs, discussion, looking at case studies and visitors. 6.7 We encourage other valued members of the community to work with us to provide advice and support to the children with regard to health education. In particular, members of the Local Health Authority, such as the school nurse and other health professionals, give us valuable support with our SRE programme. Other people that we might call on include local clergy, social workers and youth workers. 7 Specific Issues 7.1 Parental Consultation * Full details of the sex and relationship education provided by the school are available on request. * The school informs parents when aspects of the sex and relationship programme are taught and provides opportunities for parents to view the videos and resources being used. * By working in partnership with parents they recognise the importance of this aspect of their child's education. Parents do however have the right to withdraw their children from those aspects of sex and relationship education, not included in the Science Curriculum. In this case, alternative work would be set. 7.2 Parents' Right to Withdrawal * Parents will be given two weeks' notice of any SRE lessons regarding specific sex education. They will have the right to withdraw their children from these lessons providing they make this request in writing three school days before the activity, to allow time to make other provisions for their child. 7.3 Child Protection / Confidentiality * Teachers need to be aware that effective sex and relationship education, which brings an understanding of what is and is not acceptable in a relationship, may lead to disclosure of a child protection issue. * The staff member will inform the Head Teacher Designated / Child Protection person (DSL) in line with the school's procedures for child protection. * A member of staff should not promise confidentiality if concerns exist. 7.4 Dealing with Difficult Questions * Ground rules are essential to provide an agreed structure to answering sensitive or difficult questions. Sessions may use an anonymous question box as a distancing technique. * Teachers will endeavour to answer questions as honestly as possible but if faced with a question they do not feel comfortable answering within the classroom, provision would be made to meet the individual child's needs. 7.5 Children with Special Needs * Teaching and resources will be differentiated as appropriate to address the needs of these children in order for them to have full access to the content of sex and relationship education. 7.6 Links with Other Policies Sex and Relationship Education Policy This policy is linked with the following policies, which can be provided on paper by contacting the school office or downloaded from the school website (www.grangewoodschool.com): * PSHE & Citizenship * Equal Opportunities * SMSC * Child Protection / Safeguarding * Behaviour * Confidentiality * Anti-Bullying 8 Monitoring and Review 8.1 The governing body monitors the impact of our SRE policy on an annual basis. 8.2 The governing body gives serious consideration to any comments from parents about the SRE programme and makes a record of all such comments. 8.3 Governors require the Key Stage Coordinator and Headteacher to keep a written record, giving details of the content and delivery of our SRE programme. 8.4 This policy will be reviewed annually or earlier if necessary. 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M9 Background information "The workings of antigypsyist prejudice" The term 'antigypsyism' refers to attitudes and practices hostile to so-called 'gypsies' and founded on racist beliefs. It covers a diverse range of phenomena, including tendentious media reporting, arson attacks and the educational difficulties faced by many Romani people. All animosities towards specific groups and individuals classed as belonging to them need to go through a three-stage process in order to come into being (cf. diagram in materials). The first stage involves the positing of at least two homogeneous groups, the 'us' group and the 'them' group, whose members all differ from the members of the other group by virtue of an apparent (or allegedly apparent) characteristic constructed as immutable. Such characteristics may include 'race', nationality, ethnic origin or a 'culture' perceived as existing unchanged in perpetuity. The second stage of the emergence of prejudice entails the attribution of specific characteristics to all members of a particular group, following the assumption that 'all X are Y'. An example might be 'All gypsies are lazy layabouts'. The third stage involves the evaluation of these characteristics, which usually results in rejection of the characteristics attributed to the 'them' group and valorisation of those ascribed to the 'us' group. This three-stage process allows us to understand a number of other related mechanisms, which we will now go on to discuss. One cause of hostility towards other social groups may be the strengthening effect of such hostility on the 'us' group's cohesion and therefore on the individual members' self-esteem. A fundamental rule of the images and stereotypes attributed to 'gypsies' is that they do not arise from the characteristics or behaviours exhibited by those labelled as 'gypsies'; we should instead regard antigypsyist prejudices as projections, that is, as outworkings of a type of perception in which members of the 'us' group transfer onto another group characteristics and activities which social norms and values deem inappropriate for them. This mechanism fundamentally underlies all profoundly held collective prejudices. The danger inherent to prejudice resides in its tendency to result in social interactions and practices which severely restrict the life chances of those on their receiving end and may lead to their suffering catastrophic loss or damage to property, health and life. Such social interactions and practices encompass, alongside directly violent acts, structural discrimination in arenas such as education. The subtle yet profound exclusionary mechanisms at work here frequently function at an unconscious level and amount to a lack of sensitivity and critical self-reflection rather than to deliberate hostility. Animosity towards other social groups, social practices, and the formation of prejudices are all subject to the political and historical contexts in which they emerge and exist; these may prevent antigypsyism from manifesting, encourage its development or, in the best case, inhibit it. People's motivation to commit discriminatory acts or ostracise others stems from prejudices and stereotypes widespread in the majority culture; however, even where these are present, they are not, per se, sufficient to generate antigypsyist practices, which do not appear until the surrounding context meets and interacts with these prejudices. Many Europeans grow up with prejudices about 'gypsies', usually without ever having interacted – at least not consciously - with a real-life member of the Romani minority. Antigypsyist stereotypes and prejudices occur across all arenas of society and find reproduction and dissemination in books, films, songs, advertising and the media, thus entering into children's lives and mental landscapes at home and school and in the wider social environment. Most of these prejudices are negative in nature, such as the notion that 'gypsies' are 'lazy' and 'workshy'; there are, however, positively connotated stereotypes such as the romantic idea of the carefree 'gypsy life'. We will now outline some examples of key, interrelated and interreferential prejudices and associations or attributions which make up the antigypsyist mindset. The notion of 'non-identity' is central to antigypsyist constructions, currently occurring most frequently in descriptions of 'gypsies' as 'nomadic' or 'without a homeland'; such ascriptions deny Romani people a nationality perceived as fixed and thus label them as not possessing the core characteristic of identity formation as the 'us' group understands it. This concept of 'nationality' defines it not as citizenship, but rather as the combination of an enduring national tradition, a culture exhibiting fixed elements, a national territory and a nation state. A second key notion in antigypsyist ideology is the attribution to Romani people of a parasitical lifestyle. The most concise and illustrative manifestation of this idea may be the frequently encountered construction of an opposition between the 'gypsy' and the 'farmer'. The majority population receives the latter role, that is, the part of those who produce food, while antigypsyist logic assigns to the 'gypsies' the role of those living off the work of the 'farmers' hands. In ascribing to 'gypsies' a lack of assent and adherence to civilisatory principles underlying the distribution of goods, such as property, waged labour and the law, this prejudice constructs their behaviour as archaic, pre-civilisatory and parasitical, and in so doing forms the kernel around which the prejudices and stereotypes referenced above grow. The third key element of antigypsyist thinking we shall describe here relates to the attribution to 'gypsies' of an attitude to life that is carefree – or reckless - and undisciplined, in contrast to that of the majority society. A diverse range of stereotypes and prejudices act as manifestations of this core belief, including ideas that 'gypsies' are permanently under the influence of drink or drugs or smoke to excess, are sexually unchaste or uninhibited, lend vocal expression to their emotions, and are given to ecstatic and dramatic performances of music and dance. Antigypsyism is a complex phenomenon which calls for an analysis that takes account of all its diverse dimensions. Educational approaches to the issue should likewise take care to avoid focusing narrowly on one of its aspects and instead seek to do justice to the entire range of factors it encompasses. Source: Abridged from End, Markus (2014): Die Wirkungsweise der antiziganistischen Vorurteilsstruktur. In Alte Feuerwache e.V. Jugendbildungsstätte Kaubstraße (ed.): Methodenhandbuch zum Thema Antiziganismus für die schulische und außerschulische Bildungsarbeit, 2nd edition, Münster, pp. 24-29. 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Fluids When people think about their diet they nearly always focus on the food that they eat, and typically there is very little attention paid to the fluids they drink. In this article we will redress the balance and take a look at three liquids / substances that people interact with on a regular basis. Water – everyone knows that water is an essential component of life. It is very clear that severe dehydration can seriously impact health, but too few people, with the exception of those in the sporting world, focus on optimal hydration as part of their wellbeing plan. If someone is dehydrated by as little as 2%, mental productivity can fall by up to 8%; increase the dehydration level to 4% and the productivity loss will now stand at around 25%. At 5% people will start to make mistakes and experience symptoms such as headaches. It really doesn't take too much of a drop for changes to performance and health to occur. So how can you monitor your hydration level and how much water should you drink on a daily basis? With regard to monitoring, one of the most effective ways is to check the colour of your urine. If it is darker than the palest shade of yellow, start hydrating. The only exception to this is if you are taking a vitamin B supplement. This is likely to contain riboflavin (B2) and this does result in a yellow pigmentation in urine. As for the question of how much water should you drink a day – well the books may say 2 litres or 6 cups, but I want to suggest that we change our thinking on this and suggest that the correct answer is as much as you need. On a hot day you will potentially need more than on a cold day; if you have done some exertional exercise and sweated, then you will need to take on board more fluid. You are the dynamic part of the equation, evaluate what you have been doing and how you are feeling and hydrate appropriately. Equally, the mantra 'if in doubt, drink' is also useful to follow! Caffeine The message on caffeine is a slightly mixed one. There is some good early stage evidence to show that controlled caffeine intake, in healthy individuals, can reduce the risk of cardiovascular disease by 15% and late life dementia by 65%. However, we should balance this by recognising that caffeine, through its inhibition of adenosine, is a stimulant that can interfere with the quality of our sleep. Adenosine is a substance that builds up as the day progresses and through its inhibitory action, it reduces the feeling of wakefulness. Caffeine does pretty much the opposite – if it is present in significant levels it will override the action of adenosine and make us feel alert, useful at times, but maybe not so if we are just about to go to bed. We often don't realise how much caffeine there is in our drinks (the following table may help) and there is not a government guideline on weekly caffeine intake, in the same way that advice is given on alcohol consumption (The Mayo Clinic suggests up to 400mg caffeine per day). One of the real challenges that caffeine presents is its chemistry and in particular the fact that it has a half-life of around 5 hours – this means that if you have a large filter coffee at around 5 p.m. five hours later, at 10 p.m. you would still have around 150mg of a stimulant disrupting the calming action of adenosine. The important things to consider are dosage and timing. Alcohol Contrary to popular belief, alcohol is a depressant of the central nervous system. One of the first parts of the brain that it depresses is our inhibition centre, which is why people may initially become louder and more gregarious. Drink more and parts of the brain associated with speech and co-ordination are affected and people may start to slur their speech and lose their co-ordination. The significant consequences of being 'drunk' are known to most, however it is some of the impacts that arise with lesser amounts of alcohol that are not. One of the biggest challenges that alcohol presents is that the quality of our sleep can be impacted. The graph below shows heart rate variability data from the same person on two consecutive 24 hour periods. This is complex physiology but in simple terms, the red colour indicates when the body is under load (some people will call this stress or pressure, and this is very typical during the working day), the dark blue depicts physical activity and the turquoise colour signifies physiological recovery. On day 1 the person drinks no alcohol and on day two they take clients out for dinner and self-estimated that they drank 6 units. The person went to bed at the same time on both nights, but it is clear to see that on the second night that, whilst asleep, they were not recharging effectively. The fluids we take on board may differ in taste, colour and consistency; they also vary in how they affect our ability to function effectively and be healthy. I drink water (not enough), and interact with both caffeine (probably more than I should) and alcohol (in moderation). 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Annual Drinking Water Quality Report for 2020 Village of Round Lake & Victoria Landing PO Box 85, 49 Burlington Avenue, Round Lake, NY 12151 (Public Water Supply Identification Number NY4500167) INTRODUCTION To comply with State regulations, the Village of Round Lake will be annually issuing a report describing the quality of your drinking water. The purpose of this report is to raise your understanding of drinking water and awareness of the need to protect our drinking water sources. Last year, your drinking water met all State drinking water health standards. This report is a snapshot of last year's water quality. Included are details about where your water comes from, what it contains, and how it compares to New York State standards. Our constant goal is and always has been, to provide to you a safe and dependable supply of drinking water. We want you to understand the efforts we make to continually improve the water treatment process and to protect our water resources. If you have any questions concerning this report or concerning your drinking water please contact: Mr. John Stevenson, DPW Superintendent, PO Box 85, Round Lake, NY 12151; Telephone (518) 857-5830 or (518) 899-4946. We want our valued customers to be informed about their water utility. If you want to learn more, please attend any of our regularly scheduled meetings. They are held on the 3 rd Wednesday of each month, 7:00 PM at the Municipal Building, 49 Burlington Avenue, Round Lake, NY 12151; Telephone (518) 899-4946. WHERE DOES OUR WATER COME FROM? The Village of Round Lake purchases its water from the Clifton Park Water Authority (CPWA). Sources of water associated with the CPWA system include: CPWA owned and operated groundwater wells and interconnections with the Town of Glenville and the Saratoga County Water Authority. A description of each of these drinking water sources is presented below. CPWA has many wells located throughout Clifton Park at 8 different sites listed below: Vischer Ferry Preserve (2), Plank Road, Kinns Road, Boyack Road (2), Berry Farm, Oakwood, Moe Road, and Shenendehowa. Moe Road was used only as a backup source last year due to limited production capabilities. The majority of CPWA water (approximately 70%) is pumped from the Preserve and Boyack wells. This water is treated to remove iron and manganese at the Boyack Road Treatment Plant. These sources are pumped on a year round basis because of the improved quality. Also pumped year round are: the Berry Farm, Plank Road, Shenendehowa and Kinns Road sources. These sources provide the highest quality water with the lowest hardness available. The remainder of the sources are used during the summer months to meet the higher demand created by outdoor uses. Liquid chlorine is added to the water at all sources for disinfection purposes. Phosphates are added at the Berry Farm and Oakwood locations in an effort to sequester the iron, manganese, and hardness in those sources. The CPWA has an interconnection with the Town of Halfmoon water system at the Crossing. The CPWA did not purchase water from the Town of Halfmoon in 2020. CPWA also has an interconnection with the Town of Glenville. In 2020, CPWA purchased a portion of their water from the Saratoga County Water Authority and the Town of Halfmoon. The Town of Halfmoon purchases water from the City of Troy. Water flows from the Tomhannock Reservoir to the Troy Water Treatment Plant (TWTP), a complete treatment facility. In an effort to lower the formation of disinfection byproducts (DBPs), TWTP adds potassium permanganate at the Tomhannock Reservoir. Potassium permanganate is a strong oxidant that is used to oxidize iron and manganese, but does not produce the DBPs that chlorine does. Potassium permanganate is being fed seasonally from mid June to about September or October depending on the iron and manganese levels in the raw water. Additionally, chlorine dioxide is added at Melrose Station to oxidize the organic material that leads to the formation of DBPs when it reacts with chlorine but unlike chlorine, chlorine dioxide does not form DBPs. Chlorine dioxide is fed year-round. The treatment process at Troy consists of; coagulation using aluminum sulfate (alum) to cause small particles to stick together when the water is mixed, making larger heavier particles; sedimentation allows the newly formed larger particles to settle out naturally; filtration removes smaller particles by trapping them in sand filters; pH adjustment for corrosion control; and final post chlorination to maintain a chlorine residual in the distribution system to prevent bacterial contamination and fluoridation at low levels to protect teeth. The water from Troy flows through a 24-inch pipe under the Hudson River and branches off to a 16-inch line in front of the Waterford WTP and the runs north to the Halfmoon Water Treatment Plant. CPWA has an interconnection with the Saratoga County Water Authority (SCWA) to purchase water. The SCWA water source is the Hudson River. Water treatment consists of addition of a coagulant and filtration through membrane filters. Caustic soda is added for pH adjustment and orthophosphate for corrosion control. Sodium hypochlorite is added for disinfection and to maintain a residual throughout the transmission system. There is a one-million gallon water storage tank at the water plant which provides contact time for proper disinfection of water and storage. A new carbon filtration system utilizing granular activated carbon has been added to the treatment process to reduce the levels of disinfection byproducts. The CPWA also purchased a portion of its water from the Town of Glenville in 2020. The Town of Glenville's water system consists of four drilled wells in the Great Flats Aquifer just west of the Village of Scotia, between Route 5 and the Mohawk River. The aquifer is an extensive bed of sands and gravel underlying the Mohawk River channel. Glenville adds sodium hypochlorite (liquid chlorine) to the finished water for disinfection. The source water assessment performed by the New York State Health Department has rated our water (CPWA) as having an elevated susceptibility to microbial contamination and nitrates. The SWAP summary for our water supply is attached to this report. It should be noted that the SWAP looks at the untreated water only. Our water is treated to minimize the potential sources of contamination. In general, the sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs and wells. As water travels over the surface of the land or through the ground, it dissolves naturally-occurring minerals and in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activities. Contaminants that may be present in source water include microbial contaminants; inorganic contaminants; pesticides and herbicides; organic chemical contaminants; haloacetic acids, trihalomethanes and radioactive contaminants. In order to ensure that tap water is safe to drink, the State and EPA prescribe regulations, which limit the amount of certain contaminants in water, provided by public water systems. The State Health Department and the FDA's regulations establish limits for contaminants in bottled water which must provide the same protection for public health. FACTS AND FIGURES The Village provides water through 312 service connections to a population of approximately 650 people. Our average daily demand is 32,716 gallons. Our single highest day 90,698 gallons. The total water used in 2020 was 10,893,368 gallons. Within the Village is the hamlet of Victoria Landing which has 27 service connections to a population of approximately 50 people. This area receives water from CPWA before it is rechlorinated at our chlorination building. Their average daily demand is 3,658 gallons. ARE THERE CONTAMINANTS IN OUR DRINKING WATER? In accordance with State regulations, the Clifton Park Water Authority, the SCWA, the Town of Glenville, The City of Troy Water Department and the Village of Round Lake routinely monitor your drinking water for numerous contaminants. Your drinking water is tested for inorganic contaminants, radiological contaminants, lead and copper, nitrate, volatile organic contaminants, disinfection byproducts and synthetic organic contaminants. In addition, the Village of Round Lake collects 2 water sample each month that is tested for coliform bacteria. The table presented below depicts which contaminants were detected in your drinking water. The state allows us to monitor for certain contaminants less than once per year because the concentrations of these contaminants are not expected to vary significantly from year to year. Some of the data, though representative of the water quality, is more than one year old. It should be noted that all drinking water, including bottled drinking water, may be reasonably expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily pose a health risk. More information about contaminants and potential health effects can be obtained by calling the EPA's Safe Drinking Water Hotline (800-426-4791) or the New York State Department of Health Glens Falls District Office at (518) 793-3893. WHAT DOES THIS INFORMATION MEAN? As you can see by the tables on pages 3-10, our system had no MCL violations. We have learned through our testing that some contaminants have been detected; however, these contaminants were detected below the level allowed by the State. To understand the possible health effects described for many regulated constituents, a person would have to drink 2 liters of water every day at the MCL level for a lifetime to have a one-in-a-million chance of having the described health effect. The Saratoga County Water Authority (SCWA) sampled for Cryptosporidium and Giardia monitoring on their untreated raw water during 2019. We are required to furnish the necessary health effects information. INFORMATION ON CRYPTOSPORIDIUM Cryptosporidium is a microbial pathogen found in surface water and groundwater under the influence of surface water. Although filtration removes Cryptosporidium, the most commonly used filtration methods cannot guarantee 100 percent removal. During 2019, as part of our sampling plan, 8 samples of our Hudson River source water were collected and analyzed for Cryptosporidium oocysts. None of the 8 samples collected was presumed positive for Cryptosporidium, and was confirmed positive. Therefore, our monitoring does not indicate the presence of Cryptosporidium in our source water. Current test methods do not allow us to determine if the organisms are dead or if they are capable of causing disease. Ingestion of Cryptosporidium may cause cryptosporidiosis, a gastrointestinal infection. Symptoms of infection include nausea, diarrhea, and abdominal cramps. Most healthy individuals can overcome disease within a few weeks. However, immuno-compromised people are at greater risk of developing life-threatening illness. We encourage immuno-compromised individuals to consult their health care provider regarding appropriate precautions to take to avoid infection. INFORMATION ON GIARDIA Giardia is a microbial pathogen present in varying concentrations in many surface waters and groundwater under the influence of surface water. Giardia is removed/inactivated through a combination of filtration and disinfection or by disinfection. During 2019, as part of our monitoring plan, 8 samples of our Hudson River source water were collected and analyzed for Giardia cysts. Of these samples 7 were confirmed positive for Giardia cysts. Therefore, our monitoring indicates the presence of Giardia in our source water. Current test methods do not allows us to determine if the organisms are dead or if they are capable of causing disease. Ingestion of Giardia may cause giardiasis, an intestinal illness. People exposed to Giardia may experience mild or severe diarrhea, or in some instances no symptoms at all. Fever is rarely present. Occasionally, some individuals will have chronic diarrhea over several weeks or a month, with significant weight loss. Giardiasis can be treated with anti-parasitic medication. Individuals with weakened immune systems should consult with their health care providers about what steps would best reduce their risks of becoming infected with Giardiasis. Individuals who think that they may have been exposed to Giardiasis should contact their health care providers immediately. The Giardia parasite is passed in the feces of an infected person or animal and may contaminate water or food. Person to person transmission may also occur in day care centers of other settings where handwashing practices are poor. IS OUR WATER SYSTEM MEETING OTHER RULES THAT GOVERN OPERATIONS? During 2020, our system (Village of Round Lake) was in compliance with applicable State drinking water operating and monitoring requirements. INFORMATION ON LEAD If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. The Village of Round Lake is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at http://www.epa.gov/safewater/lead DO I NEED TO TAKE SPECIAL PRECAUTIONS? Some people may be more vulnerable to disease causing microorganisms or pathogens in drinking water than the general population. Immuno-compromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice from their health care provider about their drinking water. EPA/CDC guidelines on appropriate means to lessen the risk of infection by Cryptosporidium, Giardia and other microbiological pathogens are available from the Safe Drinking Water Hotline (800-426-4791). WATER CONSERVATION TIPS There are a lot of things you can do to conserve water in your own home. The following tips may alert you to serious water wasting habits many of us have fallen into. Only run the dishwasher and clothes washer when there is a full load Use water saving showerheads Install faucet aerators in the kitchen and the bathroom to reduce the flow from 4 to 2.5 gallons per minute Water gardens and lawn for only a couple of hours after sunset Check faucets, pipes and toilets for leaks and repair all leaks promptly Take shorter showers WHAT IS THE SOURCE WATER ASSESSMENT PROGRAM (SWAP)? To emphasize the protection of surface and ground water sources used for public drinking water, Congress amended the Safe Drinking Water Act (SDWA) in 1996. The amendments require that New York State Department of Health's Bureau of Public Water Supply Protection is responsible for ensuring that source water assessments are completed for all of New York's public water systems. A source water assessment provides information on the potential contaminant threats to public drinking water sources: each source water assessment will: determine where water used for public drinking water comes from (delineate the source areas) Inventory potential sources of contamination that may impact public drinking water sources Assess the likelihood of a source water area becoming potential contaminated A SWAP summary for the Clifton Park Water Authority from whom we purchase our water is attached to this report. SYSTEM IMPROVEMENTS We have installed a SolarBee to provide uniform mixing of the disinfectant in our storage tank. We have also purchased a spray aeration system to volatilize the trihalomethanes from the water and vent them out the storage tank into the atmosphere. CLOSING Thank you for allowing us to continue providing your family with clean, quality water this year. In order to maintain a safe and dependable water supply we sometimes need to make improvements that will benefit our customers. We ask that all our customers help us protect our water sources Please call our office if you have questions. 1-The level presented represents the 90th percentile of the 10 samples collected. The action level for copper was not exceeded at any of the 10 sites tested. A percentile is a value on a scale of 100 that indicates the percent of a distribution that is equal to or below it. The 90th percentile is equal to or greater than 90% of the lead or copper values detected at your water system. In this case, 10 samples were collected at your water system and the 90 th percentile value was the second highest value (0.13 ppm) for the copper sampling. 2- The level presented represents the 90th percentile of the 10 samples collected. The action level for lead was exceeded at 1 of the 10 sites tested. 3. Values represent the highest LAA's for TTHM & HAA5 for the 4 quarters of 2020. The highest LRAA for the TTHMs was in the3rd quarter while the HAA5s was in the 3 rd quarter of 2020 for Round Lake. The highest LRAA for Victoria Landing for the TTHMs was in the 3 rd quarter and the 3 rd and 4 th quarters for the HAA5s in 2020. Saratoga County Water Authority Water Supply Table of Detected Contaminants 1 Water containing more than 20 mg/l of sodium should not be used for drinking by people on severely restricted sodium diets; 270 mg/l for people on moderately restricted sodium diets. Glossary of Terms: Non-Detects (ND) - laboratory analysis indicates that the constituent is not present. Parts per million (ppm) or Milligrams per liter (mg/l) - one part per million corresponds to one minute in two years or a single penny in $10,000. Parts per billion (ppb) or Micrograms per liter - one part per billion corresponds to one minute in 2,000 years, or a single penny in $10,000,000. Picocuries per liter (pCi/L) - picocuries per liter is a measure of the radioactivity in water. Nephelometric Turbidity Unit (NTU) - nephelometric turbidity unit is a measure of the clarity of water. Turbidity in excess of 5 NTU is just noticeable to the average person. 90 th Percentile Value- The values reported for lead and copper represent the 90 th percentile. A percentile is a value on a scale of 100 that indicates the percent of a distribution that is equal to or below it. The 90 th percentile is equal to or greater than 90% of the lead and copper values detected at your water system Action Level - the concentration of a contaminant, which, if exceeded, triggers treatment, or other requirements, which a water system must follow. Treatment Technique (TT) - A treatment technique is a required process intended to reduce the level of a contaminant in drinking water. Maximum Contaminant Level - The "Maximum Allowed" (MCL) is the highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible using the best available treatment technology. Maximum Contaminant Level Goal The "Goal" (MCLG) is the level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety. Maximum Residual Disinfectant Level (MRDL) - The highest level of a disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants. Maximum Residual Disinfectant Level Goal (MRDLG)- The level of a drinking water disinfectant below which there is no known or expected risk to health. MRDLGs do not reflect the benefits of the use of disinfectants to control microbial contamination Locational Running Annual Average (LRAA) - The LRAA is calculated each quarter by taking the average of the four most recent samples collected at each site N/A- Not applicable Every five years, the USEPA directs water suppliers to analyze samples for suspected drinking water contaminants that do not have health-based standards under the Safe Drinking Water Act. This information is used as a tool to determine if a contaminant should or should not be regulated in the future. In 2018 and 2019, the Clifton Park Water Authority monitored for 30 currently unregulated contaminants. The chart below shows those contaminants that were detected in 2019. 2019 UCMR4 Data Metals Berryfarm Treatment Plant Entry Point Manganese 6/10/2019 ug/l 96.3 Kinns Road Treatment Plant Entry Point Manganese 6/10/2019 ug/l 15.2 Oakwood Blvd Treatment Plant Entry Point Manganese 6/10/2019 ug/l 16 Plank Road Treatment Plant Entry Point Manganese 6/10/2019 ug/l 87.2 Boyack Road Treatment Plant Entry Point Manganese 3/5/2019 ug/l 1.1 SCWA Intertie Manganese 3/5/19 and 6/10/19 ug/l 0.69 - 1.9 1.3 Semivolatiles Boyack Road Treatment Plant Entry Point Quinoline 3/5/2019 ug/l 0.021 SCWA Intertie Quinoline 3/5/2019 ug/l 0.039 Glossary of Terms Used in Data Tables Non-Detects (ND) - laboratory analysis indicates that the constituent is not present. Parts per million (ppm) or Milligrams per liter (mg/l) - one part per million corresponds to one minute in two years or a single penny in $10,000. Parts per billion (ppb) or Micrograms per liter - one part per billion corresponds to one minute in 2,000 years, or a single penny in $10,000,000. Picocuries per liter (pCi/L) - Picocuries per liter is a measure of the radioactivity in water. Nephelometric Turbidity Unit (NTU) - nephelometric turbidity unit is a measure of the clarity of water. Turbidity in excess of 5 NTU is just noticeable to the average person. 90 th Percentile Value- The values reported for lead and copper represent the 90 th percentile. A percentile is a value on a scale of 100 that indicates the percent of a distribution that is equal to or below it. The 90 th percentile is equal to or greater than 90% of the lead and copper values detected at your water system Action Level - the concentration of a contaminant which, if exceeded, triggers treatment or other requirements which a water system must follow. Treatment Technique (TT) -A treatment technique is a required process intended to reduce the level of a contaminant in drinking water. Maximum Contaminant Level - The "Maximum Allowed" (MCL) is the highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible using the best available treatment technology. Maximum Contaminant Level Goal - The "Goal" (MCLG) is the level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety. Maximum Residual Disinfectant Level (MRDL): The highest level of a disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants. Maximum Residual Disinfectant Level Goal (MRDLG): The level of a drinking water disinfectant below which there is no known or expected risk to health. MRDLGs do not reflect the benefits of the use of disinfectants to control microbial contamination... Locational Running Annual Average (LRAA) - The LRAA is calculated by taking the average of the four most recent samples collected at each individual site N/A-not applicable Clifton Park Water Authority Water System Table of Detected Contaminants Erosion of natural deposits; 1 During 2020, the CPWA exceeded the MCL for iron at the Kinns Road and Oakwood Blvd. well systems. We are required to present the following information. Iron is essential for maintaining good health. However, too much iron can cause adverse health effects. Drinking water with very large amounts of iron can cause nausea, vomiting, diarrhea, constipation and stomach pain. These effects usually diminish once the elevated iron exposure is stopped. A small number of people have a condition called hemochromatosis, in which the body absorbs and stores too much iron. People with hemochromatosis may be at greater risk for health effects resulting from too much iron in the body (sometimes called "iron overload") and should be aware of their overall iron intake. The New York State standard for iron in drinking water is 0.3 milligrams per liter and is based on iron's effects on the taste, odor and color of the water. 2 The CPWA took 29 lead and copper samples in 2020. A percentile is a value on a scale of 100 that indicates the percent of a distribution that is equal to or below it. The 90th percentile is equal to or greater than 90% of the of values detected at your water system. In this case, 29 samples were collected at your water system and the 90th percentile value was the 27th highest value. If present, elevated levels of lead can cause serious health problems, especially for pregnant women, infants, and young children. It is possible that lead levels at your home may be higher than at other homes in the community as a result of materials used in your home's plumbing. The Clifton Park Water Authority is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline (1-800-426-4791) or at http://www.epa.gov/safewater/lead. 3 Sampling for disinfection byproducts was conducted quarterly by the CPWA on 2/11/20, 5/12/20, 8/11/20 and11/10/20 at four locations in the water system. 2020 sample results are shown for each location as a range of results as well as the highest quarterly locational running annual average (LRAA). Clifton Park Water Authority PWSID# NY4530222 AWQR SWAP Summary The NYS DOH has completed a source water assessment for this system, based on available information. Possible and actual threats to this drinking water source were evaluated. The state source water assessment includes a susceptibility rating based on the risk posed by each potential source of contamination and how easily contaminants can move through the subsurface to the wells. The susceptibility rating is an estimate of the potential for contamination of the source water, it does not mean that the water delivered to consumers is, or will become contaminated. See section "Are there contaminants in our drinking water?" for a list of the contaminants that have been detected. The source water assessments provide resource managers with additional information for protecting source waters into the future. Water suppliers and county and state health departments will use this information to direct future source water protection activities. These may include water quality monitoring, resource management, planning, and education programs. Our source of drinking water is derived from both ground water (drilled wells). The source water assessment has rated most of our ground water sources (wells) as having an elevated susceptibility to microbial and a nitrate contamination. These ratings are due primarily to the residential land use and associated activities, such as fertilizing lawns, in the assessment area. One well is also rated as having an elevated susceptibility to herbicide/pesticide contamination. These ratings are due primarily to agricultural land use near the well. In addition, the wells draw from fractured bedrock and the overlying soils do not provide adequate protection from potential contamination. While the source water assessment rates our wells as being susceptible to microbials, please note that our water is disinfected to ensure that the finished water delivered into your home meets New York State's drinking water standards form microbial contamination. Saratoga County Water Authority PWSID# NY4500175 AWQR SWAP Summary March 2011 A source water assessment was performed on this water source, using available data, to determine the susceptibility to contamination. It is important to note that this assessment was created using available information and only estimates the potential for source water contamination. Our drinking water is derived from a surface water source, the Hudson River. Hydrologic characteristics generally make rivers highly sensitive to existing and new sources of nitrate, phosphorus and microbial contamination. Elevated susceptibility ratings do not mean that source water contamination has or will occur for this Public Water System (PWS). This PWS provides treatment and regular monitoring to ensure that the water delivered to consumers meets all applicable standards. Continued vigilance in compliance with water quality protection and pollution prevention programs as well as continued monitoring and enforcement will help to continue to protect our source water quality. Town of Glenville WD #11 PWSID# NY4600091 AWQR SWAP Summary The Glenville source water assessment rates their wells as having an elevated susceptibility to contamination. In addition, the wells draw from an unconfined aquifer and the overlying soils are not known to provide adequate protection from potential contamination City of Troy Tomhannock Reservoir Source Water Assessment Summary The NYS DOH has completed a Source Water Assessment for the Tomhannock Reservoir. The assessment is summarized below. The assessment includes a susceptibility rating based on the risk posed by each potential source of contamination and how likely contaminants could enter the reservoir(s). The susceptibility rating is an estimate of the potential for contamination. It does not mean that the water delivered to your home is or will become unsafe to drink. See section "Are there contaminants in our drinking water?" of this report, for information concerning low levels of contaminants in your water. The assessment found the amount of pasture in the assessment area results in a potential for protozoa contamination. There is also possible contamination susceptibility associated with landfills in the assessment area. It should be noted that hydrologic characteristics (e.g. basin shape and flushing rates) generally make reservoirs sensitive to existing and new sources of phosphorus and microbial contamination. A copy of the full Source Water Assessment, including a map of the assessment area, is available for review by contacting us at the number provided in this report. Town of Glenville Water Supply Table of Detected Contaminants 1 Water containing more than 20 mg/l of sodium should not be used for drinking by people on severely restricted sodium diets; 270 mg/l for people on moderately restricted sodium diets. Halfmoon Consolidated Water District Water Purchased from City of Troy - Table of Detected Contaminants Radiological Contaminants 1 Water containing more than 20 mg/l of sodium should not be used for drinking by people on severely restricted sodium diets; 270 mg/l for people on moderately restricted sodium diets.	<urn:uuid:18be8796-6a6b-42d6-ab72-0e5393600628>	CC-MAIN-2022-33	https://roundlakevillage.org/document-center/annual-water-quality-reports/1108-annual-water-quality-report-2020/file.html	2022-08-08T20:25:56+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882570871.10/warc/CC-MAIN-20220808183040-20220808213040-00566.warc.gz	473,426,979	6,755	eng_Latn	eng_Latn	0.916866	eng_Latn	0.994952	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 5894, 11754, 16548, 16894, 18004, 20549, 21045, 24005, 24079, 24109, 25036, 26668, 31050, 31626, 31759, 31945 ]	[ 2.28125, 1.8515625 ]	2	0
PSHE and RSE- Skills Progression Page \| 1 that and can from of for with a how can to being towards to and the Page \| 4 groups up the and the the of faiths, the an the a positive the of eg. relative how can Page \| 5 gender that of Page \| 6 Page \| 8 Being my best - Recognise the importance of fruit and vegetables in their daily diet - Select food from the Eatwell Guide to make a healthy lunch - Recognise that they may have different taste in food to others - Recognise which foods we need to eat more of and which we need to eat less of to be healthy - Recognise and use simple strategies to prevent the spread of disease - Recognise that learning a new skill requires practice and the opportunity to fail, safely - Demonstrate attentive listening skills - Suggest simple strategies for solving conflict situations - Give and receive positive feedback - Explain the stages of the learning line and the learning process - Identify and describe where they are on the learning line in a given activity - Help themselves and others to develop a positive attitude that supports wellbeing - Apply positive mindset strategy to their own learning - Explain things that they like and dislike - Explain that some choices they have can be either healthy or unhealthy and can make a difference to their own health - Explain how germs can be spread - Describe simple hygiene routines - Explain how each of the food groups on the Eatwell Guide benefits the body - Give examples of what foods might make up a healthy balanced diet - Explain what is meant by a balanced diet - Explain how some infectious illnesses are spread from one person to another - Explain how simple hygiene routines can help to reduce the risk and spread of infectious illnesses - Suggest medical and non-medical ways of treating illness - Develop skills in discussing and debating issues - Demonstrate their understanding of health and wellness issues - Identify ways in which everyone is unique - Recognise that there are times that they will make the same choices as their friends and times they will chose differently - Appreciate their own uniqueness - Give examples of choices they make for themselves and choices that others make for them - Suggest ways that the Seven Rs recycling methods can be applied to different scenarios - Plan a menu that gives healthy balanced foods from across the food groups - Define what is meant by the word "community" - Suggest ways in which people support the school community - Explain two harmful effects from smoking/drinking alcohol - Explain the importance of food, water, oxygen, sleep and exercise for the human body and its health - Demonstrate an awareness of the actual norms around smoking and the reasons for common misperceptions of these - Explain the function of at least one internal organ - Identify their own strengths and talents - Identify areas that need improvements and describe strategies for achieving these improvements - Identify aspirational goals - Describe the actions needed to set and achieve these - Explain what the five ways of wellbeing are - Describe how the five ways of wellbeing contribute to a healthy lifestyle, giving examples of how they can be implemented in people's lives - Present information they have researched on health and wellbeing issues, outlining the key issues and making suggestions for any improvements concerning those issues - Identify risk factors in a given situation - Explain the outcomes of risk Abram Bryn Gates PSHE and RSE- Skills Progression	<urn:uuid:acde4370-b163-4de1-9900-37c8fef4f37a>	CC-MAIN-2022-33	https://bryngates.wigan.sch.uk/docs/parent-information/curriculum-and-assessments/subject-curriculum/pshe-curriculum-4.pdf	2022-08-08T19:01:40+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882570871.10/warc/CC-MAIN-20220808183040-20220808213040-00568.warc.gz	171,188,455	738	eng_Latn	eng_Latn	0.992738	eng_Latn	0.99615	[ "unknown", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "unknown" ]	false	docling	[ 42, 129, 237, 264, 274, 3493, 3544 ]	[ 3.859375 ]	1	0
4-H POULTRY PROJECT GENERAL INFORMATION 4-H project general description - A 4-H project consists of 6-8 hours of sequential learning experiences (over a period of at least a few days or weeks) exploring a general subject with the guidance of a leader or mentor. Translation… A poultry project leader or the club's team of poultry project leaders is/are planning/organizing/facilitating 6-8 hours (at least) of poultry topic related activities to help members learn about poultry and/or meet their poultry project goals. - For recognition of project work, members must be members in good standing and keep a member record and project record (see page two for record book details). - 4-H members ages 8+ may handle poultry. If Cloverbuds wish to gain exposure to poultry and animal care, an adult needs to be holding and in control of the bird. Cloverbud activities should be limited to feeding, petting, and stroking the birds. Caution should be exhibited when entering a coop or other area where poultry are loose, especially for the Cloverbuds. Those that handle poultry should heed the cautions and best practices as recommended by the Center for Disease Control and Prevention http://www.cdc.gov/Features/SalmonellaPoultry/ Project information specific to the poultry project: - Sharing birds for Educational purposes is allowed. - For showing 4-H, the sharing of project birds is not allowed. - Owning or leasing poultry is not required. o Project leaders may help members find poultry to purchase or lease - Members may choose to enhance the club project meeting learning in the poultry project area by participating in the following if/when available: o County quiz bowl practices and quiz bowl contests o Judging contests o Clinics, poultry shows, workshops o Regional Day with a poultry presentation o Fairs/Field Days with a poultry presentation o Community Service Projects o Career Exploration - To find other information, rules, and documents like lease forms, approval forms, and record books related to the poultry project go to the poultry section on the 4-H projects page: www.uvm.edu/extension/4-hevents To show in 4-H classes refer to the Poultry Show Guidelines General information about record books o Record books document project work and also include goals and a reflection piece to summarize the project experience. Most 4-Hers use the standard Record Books available through the 4-H program. Members may use alternative formats for records but must have prior approval from their 4-H Educator. Poultry Record Books o Members who own or lease poultry usually use one of the Poultry Project Record Books o Members without poultry may use the generic 4-H Project Record o Poultry members may use the Poultry Project Record or pages of it if they have been tracking, for learning purposes, the care and expenses of poultry that they don't own or lease. Project leaders would help determine if such an approach makes sense based on project goals. Out of State Opportunities for Poultry Congress Southern New England Poultry Show, UCONN Storrs, CT (April) Lease stipulations to consider: This is a partial list suggesting areas that should be considered and resolved before signing a lease/loan agreement. When including an item in an agreement, clearly state the item and the roles of the renter/borrower and owner (that is, who does what, who pays for what), being as specific and concise as possible. 1. Animal Health - veterinary fees, drugs, vaccinations, etc. 2. Liability - injury to the animal, injury by the animal 3. Feeding - costs, types of feed, source of feed 4. Returns to 4-H'er - for labor, for management, 5. Housing - specifications 6. Exhibiting* – transportation, disposition of premiums and awards 7. Arbitration of disagreement *4-Hers are expected to tend to the animal's needs (November 2012, R. Garritano) Revised for the Poultry Project area by Wendy Sorrell, April 2013	<urn:uuid:c38b6510-d4c5-4e04-ae41-056f3e9bca43>	CC-MAIN-2022-33	https://www.uvm.edu/sites/default/files/media/whatisapoultryproject.pdf	2022-08-08T19:10:38+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882570871.10/warc/CC-MAIN-20220808183040-20220808213040-00565.warc.gz	925,418,829	853	eng_Latn	eng_Latn	0.991257	eng_Latn	0.991369	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2194, 3945 ]	[ 2.125 ]	1	0
Learning Quest Activity Grid – Foundation Term 3 Week 9 The focus for our Learning Quest is: How do people celebrate? For any task that is highlighted below, a photo or video must be taken and uploaded to Seesaw for feedback from the teacher. - - Task: Why do we celebrate? Watch the video: Celebrations (available on the Learning Web) What does your family celebrate? Talk about what your family celebrates. Using a double page in your book, create a mindmap with the word 'celebrations' in the centre. Draw small pictures and/or write words to show the different kinds of celebrations you and your family participate in. What else do we celebrate? Watch: Celebrating Achievements Add any more celebrations to your mindmap as well. Task: Birthdays Listen to the story 'Your Birthday was the Best' read by Mr. Bloomfield (available on the Learning Web). Look at what the children are doing to celebrate the birthday. Think about a birthday you have had (prior to lockdown) and talk about what you did to celebrate. Did you have a party? Did you have a special cake? Did you play some games? Draw 4 things that you did to celebrate your birthday. Write a sentence or some words to match each of your pictures. Watch the video: 10 Unexpected Ways Different Countries Celebrate Birthdays (watch until 5:18) Do you follow any of these traditions? Which tradition from around the world was the most interesting for you? Make a video explaining the tradition that interested you the most. Task: Australian Celebrations Practise our Acknowledgement of Country (You would notice that many special events or celebrations begin with an Acknowledgement) Watch: NAIDOC Week (available on the Learning Web). Make a video to answer: - Who is NAIDOC Week important to? Why? - How can you celebrate NAIDOC Week? Watch: Djeembara (You might see a familiar face) Talk about how this school celebrated Aboriginal culture. Watch: Yolngu Health Dance Make a video of you joining in with this dance. ANZAC Day: Listen to the story: My Grandad Marches on ANZAC Day Talk about how the characters in this story celebrated ANZAC Day. How do you celebrate this special day? Draw 3 pictures of how this girl and her family celebrate ANZAC Day. Task: Comparing Celebrations Watch these two videos and notice what happens during these celebrations: Chinese New Year Diwali Festival Talk to someone about what you notice is similar and different about these celebrations. Then divide your page into 3 parts: Draw and write about as many differences and similarities of these two celebrations. Create: Choose one of the follow crafts Make your own Chinese Lantern (following the video or using the template on the Learning Web) OR Decorate a rangoli (using the template available on the Learning Web )	<urn:uuid:8501b58e-63eb-4396-802c-fa0f9d1b28f3>	CC-MAIN-2022-33	https://brps.vic.edu.au/wp-content/uploads/Week-9-Term-3-Learning-Quest-Grid-Foundation.docx.pdf	2022-08-08T18:45:33+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882570871.10/warc/CC-MAIN-20220808183040-20220808213040-00567.warc.gz	167,485,803	599	eng_Latn	eng_Latn	0.996837	eng_Latn	0.997442	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 250, 2799 ]	[ 3.921875 ]	1	0
BINGE EATING SESSION 7 WORKBOOK Overcoming Binge Eating Session 7 – Body Image Body Image is the perception that a person has of their physical self and the thoughts and feelings that result from that perception. These feelings can be positive, negative or both, and are influenced by individual and environmental factors.' Task 1 Body image is defined by your attitude towards and your perception of your body. Attitudes may include positive and negative beliefs, which are strongly influenced by your experiences (e.g. family, friends, media places, things around us). Answer the following questions to help you work how you feel about your body: * How do I talk to myself about my body? * What do I see when I look in the mirror? * How do I treat my body? * Would others agree with my attitude? * How do I experience others talking about and treating my body? The Four Aspects of Body Image 1. The way you see yourself (Perceptual) 2. The way you feel about the way you look (Affective) 3. The thoughts and beliefs you feel about your body (Cognitive) 4. The things you do in relation to the way you look (Behavioural) Task 2 A good way of illustrating this is to draw a pie chart in which each slice represents an area of your life that you value ,its size being proportionate to it significance relative to other areas of your life. Follow these steps * List the things that are important to you in how you evaluate or judge yourself as a person * Rank the items on your list in terms of their relative importance * Draw your pie chart * Review your pie chart several times over next week . * Examine your pie chart and think about its implications Example -Someone without Binge Eating difficulties Someone with Binge Eating difficulties: Pie Chart Helpful Strategies Two strategies of reducing overconcern about weight and shape are: 1. Increasing the importance of other areas of your life. Look at your pie chart –are you overconcerned with your Weight and Shape ? is this the dominant slice ? What else do you see ? Is there few other slices? If you answered yes to these -This would indicate that there is not much else that you value . Is this right ?are you happy with this ? Is this the 'real you'? If you answered no to these questions this indicates you need to get more in your life - * Identify potential new activities –Remember you list from previous session –can this list be expanded on? * Next ,Identify one or maybe two activities you would be willing to try (important that these are not a one off event this is something that could take place weekly) . * Commit yourself to engaging in these activities on a regular basis – be aware obstacles may get in your way however utilise your problem solving skills to overcome these –(try your new activity at least three times before trying something different) . 2. Decreasing the importance of shape and weight. The best way of decreasing the importance of this is to tackle it's so called 'expressions'(these are behaviours and experiences that stem from the overconcern and maintain it ). To begin this process it is important to think which of these behaviours and experiences are relevant to you. The initial goal is to identify every time you do or experience the following: * Check your body or aspect of it * Become particularly aware of your body * Compare your body to that of others * Inspect someone else's body * Avoid your body * 'feel fat' Task – identify two days in your upcoming week to start to use this recording sheet: Task Focusing on your positive qualities, skills and talents can help you accept and appreciate your whole self. Make a list of these - things that aren't related to how much you weigh or what you look like. Consider the features that make other people attractive. Is it always purely their appearance? Or is it also their personality, attitude and actions? One list cannot automatically tell you how to turn negative body thoughts into positive body image, but it can introduce you to healthier ways of looking at yourself and your body. The more you practice these new thought patterns, the better you will feel about who you are and the body you naturally have. Homework Tasks * Review pie chart and work on developing other areas of interest * Monitor Body Image -identify two days in your upcoming week to start to Record this utilising the recording sheet in your workbook * Continue with self-monitoring * Exercise 3 x weekly SELF-MONITORING WORKSHEET TIME SELF-MONITORING WORKSHEET TIME	<urn:uuid:6f5e1abb-ced2-44c2-a826-d891e54e1e78>	CC-MAIN-2022-33	https://www.wellbeing-glasgow.org.uk/_files/ugd/423d30_192a13e6ecdb487c848a706e6b195bfc.pdf	2022-08-08T20:27:23+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882570871.10/warc/CC-MAIN-20220808183040-20220808213040-00570.warc.gz	956,836,642	962	eng_Latn	eng_Latn	0.996129	eng_Latn	0.996869	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown" ]	false	docling	[ 32, 771, 1138, 1727, 1779, 3463, 3549, 4220, 4490, 4523, 4556 ]	[ 3.5 ]	1	0
Response to Question Three of the Proposed Right to Food (Scotland) Bill What do you think would be the main practical advantages and disadvantages of the proposed Bill? Twelve of us are writing today to respond to question number three of the public consultation on the Proposed Right to Food (Scotland) Bill. Our group is made up of three people from the Glasgow region, two from Central Scotland East, three from the Scottish Highlands and Western Isles, three from the Lothian region and one person from outside the UK. The members of our group come from a variety of different backgrounds, including Scottish civil society and the charity sector, Scottish food producers, academics and other members of the public concerned with this issue. The first advantage we believe would come from having a right to food enshrined in law would be the positive impact it would have on the lives of the Scottish people. One group member mentioned that for them, it would provide "better access to locally produced food, improved environment, improved health of my family and easier access to food." As a group we also identified that it could cause improvements in the wellbeing and health of adults and it would "ensure food banks are not relied upon to address food insecurity." We also think that ensuring a right to food for everyone in Scotland, regardless of social status, income or personal circumstance, would remove the divide from society and remove the stigma associated with food insecurity and poverty as a whole. As one of the people in our group said, the right to food could mean "reductions in systemic inequalities" and as someone else pointed out "when everyone has the same access to food, it makes for a more secure and safe society to live in." The final advantage we discussed was with regards to the law itself. One group member stated that "we would be able to hold the government to account. We would see an improvement in mental and physical health – with impacts on productivity, educational attainment. We could see local sustainable food accessibility." Someone else added, "The law will be a reference point for everyone involved in making sure the right to food is available, accessible and adequate." Having the right to food in law would give us a framework to measure our progress against. We did identify some possible disadvantages. For example, one person mentioned that "people may have issues with adapting to regulation" however they "don't think this would really be a disadvantage in the long run." While others pointed out that "we might see challenge and resistance from organisations and other areas of government" and that "a lot of time would be needed to educate people about healthy food and eating- many children have no idea where food comes from." However, our group was in agreement that the advantages most definitely outweigh the disadvantages. Although some possible issues were identified, the majority of our group could not think of any, and those that found some potential disadvantages are still in support of having the right to food in law.	<urn:uuid:9b72d93d-b0ec-46f6-865b-4442e8f5c73f>	CC-MAIN-2022-33	https://www.rhodagrant.org.uk/wp-content/uploads/2022/05/109-Right-to-Food-Working-Group-2.pdf	2022-08-08T19:35:47+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882570871.10/warc/CC-MAIN-20220808183040-20220808213040-00569.warc.gz	849,319,759	588	eng_Latn	eng_Latn	0.999569	eng_Latn	0.999569	[ "eng_Latn" ]	false	docling	[ 3106 ]	[ 2.21875 ]	1	0
Providence's early connections to the U.I.C. brought permanent change to the community. Through its operation and service, the railroad contributed to the growth and development of the town, its businesses, and its individuals who worked for and dreamed of a better future for the city. As transportation service for freight and passengers declined the railroad could no longer maintain its lines, fund its employees, or pay taxes and interest on business loans. The memory of the train and its impact continues to live on within the community of Providence, Utah. Located at Zollinger Park 61 North 200 West near the Pavillion. The Limestone Quarry "The whole thing was a horse killer and a wagon smasher." Among the lesser known activities of the early settlers of Providence was prospecting and mining. Rudolph Hochstrasser and John Heyrend scoured the hills for 50 years, for lead, zinc, and coal with some success. About 1903 Elias Peter (Pete) Hansen discovered an out cropping of high grade limestone about three miles up Providence Canyon. Recognizing the value of limestone as a purifier in the use of production of sugar, Pete filed a claim, and began selling limestone to the newly organized Amalgamated Sugar Company. The lime stone rocks came from the quarry up Providence canyon. The plaque is located on 400 South at the Jays Well Park. Blacksmiths were kept busy With the quarry in operation, the Blacksmiths of Providence were kept busy repairing the wagons and taking care of the horses that pulled them. In fact, it was often said that the Blacksmiths were the only ones that made money back in those days. The wagon wheel came from a wagon that was used to haul the limestone from Providence Canyon. It was made by John Bartchi one of the Blacksmiths that worked in Providence. The plaque is located on 400 South at the Jays Well Park Honoring Providence Elementary School History Providence was founded in 1859 by pioneers belonging to the Church of Jesus Christ of Latter-day Saints. Because they had a firm belief that "the Glory of God is Intelligence," education was always a priority. The first public building had to be one large enough for church meetings on Sunday and a school on weekdays. Throughout the history of Providence, education has continued to play a pivotal role in community life. The plaque is located at the Providence Elementary School by the bell tower. The cattle industry began in Cache Valley in 1855 when Brigham Young, Heber C Kimball, and others brought their horned stock and range cattle here for the summer to graze. They established the Elkhorn Ranch across the Blacksmith Fork River west of Providence. The permanent cattle industry began in Providence in 1859 when the first settlers crossed the Wellsville Mountains with their wagons and small herds of cattle to settle in Providence. Located at Cattle Corral Park on 100 South between 100 and 200 East. Providence Water In April of 1859 In April of 1859, the first white settlers to arrive in the Providence area naturally set up camp near a water source. These settlers chose a perennial stream called Spring Creek (the source of the stream being a large spring). The settlement originally took its name from the stream but in the autumn of 1859 two visiting Apostles of the Church of Jesus Christ of Latter-Day Saints renamed the village Providence. Around twenty houses were built that fall. Initially, "modest diversion ditches" brought the waters of Spring Creek closer to homes for livestock, farming, and family use." Located at the Cattle Corral Park on 100 South between 100 and 200 East. Providence Pavilion The first and only private building erected for public entertainment in Providence was the Pavilion built in 1905 by a stock company. Most social events were held in the Rock Church or the school until 1905 when a group of stock holders got together and made plans for a larger, more useable facility to meet the cultural and sporting needs of the community. The plaque is located on the corner of Center Street and Main across the street from the Old Rock Church. Mercantile Stores Established Early Providence merchants were the Rice Brothers. Their stock consisted of a few groceries, some dry goods, and a little hardware. Samuel Hargraves operated a private store in 1865 which later was taken over by the Providence Co-op. The Co-op was organized in 1869, with shares at a value of $10 each. The officers included a President, a board of directors and a business manager. The plaque is located on the corner of Center Street and Main across the street from the Old Rock Church.	<urn:uuid:57ae969d-7745-403a-a962-456b12456c78>	CC-MAIN-2022-33	https://providencecity.com/wp-content/uploads/2022/07/Providence-Historic-markers-2-pages1.pdf	2022-08-08T20:42:07+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882570871.10/warc/CC-MAIN-20220808183040-20220808213040-00572.warc.gz	452,810,848	958	eng_Latn	eng_Latn	0.99808	eng_Latn	0.998351	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2409, 4634 ]	[ 2.46875 ]	1	0
PHILOSOPHY STATEMENT – ST. JOHN'S WEE CARE 1. St. John's Wee Care Learning Center is a mission and ministry agency of St. John's Lutheran Church. It serves the children and families of St. John's as well as those of the community. Its objectives include pre-kindergarten education in a Christian context for children ages 3, 4, and 5, to teach them the skills needed for kindergarten readiness. 2. A Christian Environment The environment in which Wee Care classes and programs is conducted is one that is not only physically close to the Church, but philosophically close as well. Staff members at Wee Care view all of the "subjects" they teach, and every other contact with children, as ways to witness to God's love for His children. All of life—not just "Jesus time"—is sacred. Our words and actions convey our deepest convictions, even when we are not conscious of them. 3. Wee Care's philosophy parallels that of the Lutheran Church. Children are born sinful (Psalm 51:5); Christ has saved the whole world from sin (John 3:16). Through the "Means of Grace" (Baptism: Romans 6, and the Word of God: Romans 10:17), children and all people can believe that Jesus Christ is their Savior and receive eternal life (Romans 10). 4. The Purpose of Christian Education Christian education; therefore, seeks to nurture this faith in such a way that it touches every area of life (Ephesians 2:10). Since even little children can have faith (Matthew 18: 1-6), they are to be shown how to live as God's people. The Christian values and virtues they are taught are not ways to gain God's favor, but rather ways to express the love of God to others in daily life. 5. Christ-Centered Teaching "Jesus Time" Bible lessons will, for example, emphasize that even great "Bible heroes" were sinners who were forgiven and empowered by God, even as we are. Their deeds, though exemplary, are not the main point of the story. The main point is God's work on our behalf, especially His work of salvation through Jesus Christ. 6. Goal: Discipleship as a way of life Christian living is a life of discipleship. "Discipline" is the root word of "disciple." At Wee Care, Christian discipline permeates the environment. Children are taught that their behavior is a positive way to give glory to God. Even misbehavior, though it brings appropriate consequences, does not cause God to love His children any less. We continually stress that Jesus died and rose to save sinners out of His great love for the world. Our behavior (children and adults) is motivated by His love for us. 7. St. John's Wee Care Learning Center is a vital element along the way to life-long Christian education in a developmentally-appropriate setting.	<urn:uuid:e8979fac-302a-471b-8d3f-809f46f211ee>	CC-MAIN-2022-33	https://www.stjohnsandweecare.org/wp-content/uploads/PHILOSOPHY-STATEMENT-1.pdf	2022-08-08T18:37:39+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882570871.10/warc/CC-MAIN-20220808183040-20220808213040-00570.warc.gz	903,122,090	617	eng_Latn	eng_Latn	0.995896	eng_Latn	0.995896	[ "eng_Latn" ]	false	docling	[ 2711 ]	[ 2.375 ]	1	0
Physical Life Earth and Space LESSON 50 Identifying the joints and their functions Lesson Preparation Program Materials ü Science Word Wall card (see inset) ü Lesson Review 50 Science Word Wall joints Tool Kit Materials ü X-rays of the human body (see The Night Before) ü Resource book Your Insides (see The Night Before) Teacher Collected Materials ü Self-stick tag (see The Night Before) ü Optional: Model skeleton of the human body (see The Night Before) The Night Before ü The x-rays needed for the lesson are the chest, left and right hands, left foot, skull, and knee. Keep each backing paper behind its x-ray. ü Put a self-stick tag on the ﬁ rst page of "Joints Let You Bend" in the resource book Your Insides. ü Optional: Borrow a model skeleton from a science resource teacher/coordinator or a high school biology teacher. The Lesson * Seat children in an area where all children can easily see the x-rays and the illustrations on the pages titled "Joints Let You Bend" in the book Your Insides. "In our last science lesson, we learned the names of some of our bones." "What do you call all the bones together that form your body?" skeleton * Optional: Show children the model of a skeleton. "Does anyone remember how many bones are in a human being's skeleton?" 206 "Where is the largest bone located?" upper leg © Nancy Larson. All rights reserved. Nancy Larson Publishers, Inc. S1(1e)-LB-050 2 "What is it called?" femur * Ask a child to point to the femur of the skeleton or of his or her own body. "The bones in your head make up your skull." "What do we call the bones in your skull that protect your brain?" cranium * Ask a child to point to the cranium of the skeleton or of his or her own body. "Which bone in your skull moves when you eat and talk?" mandible * Ask a child to point to the mandible of the skeleton or of his or her own body. "Where is the smallest bone in your body?" inside your ear "What is it called?" stapes (st a¯'p e¯z) * Show children the x-ray of a chest. "This is an x-ray of a part of a human body." "An x-ray is a photograph that allows you to see the bones in your body." "What bones do you think this x-ray shows?" ribs, spine (vertebrae) * Repeat with the x-ray of the right hand, left foot, and skull. "Has anyone had an x-ray taken?" "Why did you need to have an x-ray?" "Where did you go to have the x-ray taken?" * Allow time for the children to share experiences with x-rays. "Today you will learn about joints." "The place where two or more bones meet is called a joint." "Joints allow your body to bend, turn, and twist." * Teacher Note: The body of an adult human contains more than 100 joints. Knuckles, wrists, and shoulders are examples of freely moveable joints. The joints between the eight bones that make up the cranium are fixed joints. Fixed joints are immovable. The vertebrae are examples of slightly moveable joints. * Show children the word card joints. "Let's read this word together." "Bend your arm at your elbow." © Nancy Larson. All rights reserved. This page may not be reproduced without permission of Nancy Larson. "The joint at your elbow allows you to bend your arm." "Move your ﬁ ngers and wrists." "The joints between the many bones in your ﬁ ngers and wrists allow you to bend, turn, and twist them." "Make a large circle with your arms." "The joint between the bones in your arm and your shoulder allows you to turn your arm like this." "Bend over and touch your toes." "The joints between the 33 vertebrae in your spine allow you to bend your back." "What other parts of your body have joints that allow you to bend, twist, or turn?" knees, feet, toes, hips * Ask children to identify other areas of their bodies where there is a joint. "Let's look at another x-ray." * Show children the x-ray of a knee. "The space between the bones is the joint." * Point to the joint in the x-ray. "The joint allows you to bend your leg." "Let's look at another x-ray." * Show children the x-ray showing the left hand. * Teacher Note: The bones shown in this x-ray are the eight carpals in the wrist, the five metacarpals in the hand, and the 14 phalanges in the fingers. "What part of the body do you think this x-ray shows?" the hand * Point to the joints in the x-ray. "The spaces between the bones are the joints." "The joints allow you to bend your wrist and ﬁ ngers." "Who would like to point to a joint in this x-ray?" * Ask several children to point to joints in the x-rays. * Teacher Note: Ligaments are connective tissues that hold bones together at joints. Pads of cartilage cushion the ends of the bones of a joint. This allows a joint to withstand great pressure and stress. © Nancy Larson. All rights reserved. 3 4 "I have a book that will help us learn more about our bodies." * Show children the cover of the book Your Insides. "The title of this book is Your Insides." "Let's read what this book has to say about joints." "The title of these two pages is 'Joints Let You Bend.' " * Read each section of the two pages on joints. Pause after each passage to show children the illustrations. "Who would like to share something you learned in science today?" * Allow time for the children to share. "In our next science lesson, we will learn about muscles." * Have children return to their seats. * Post the word card joints on the Science Word Wall. Lesson Review * Note: Lesson reviews may be completed on the same day a lesson is taught or on the following day. * Distribute Lesson Review 50. * Read the directions and questions one at a time to the children, allowing time for the children to answer each question before continuing. * Circulate and assist children as they work. * Collect the children's papers. Record on the Lesson Review Recording Form the completion of the lesson review. Return the papers to the children to take home or store in a science folder. © Nancy Larson. All rights reserved. This page may not be reproduced without permission of Nancy Larson. 2. Which joint helps you throw a ball? A femur B mandible 1. Why are the joints in your body important? B Joints protect your brain. C Joints keep your body stiff. 4. Circle the word that names something inside your body. 3. Circle the picture showing a person's spine. © Nancy Larson. All rights reserved. 5	<urn:uuid:f2c5a446-c68c-403f-b0e3-841ffdc9e237>	CC-MAIN-2018-05	http://www.nancylarsonpublishers.com/classroom/sample_lessons/science1-sample2.pdf	2018-01-19T13:09:06Z	crawl-data/CC-MAIN-2018-05/segments/1516084887981.42/warc/CC-MAIN-20180119125144-20180119145144-00370.warc.gz	525,520,394	1,474	eng_Latn	eng_Latn	0.995898	eng_Latn	0.999245	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1420, 3138, 4746, 6021, 6340 ]	[ 4.5625 ]	2	0
Occupational Therapy Building Blocks Our experienced Occupational Therapy team supports children and young people to develop their fine and gross motor skills, cognitive skills, social skills and independent living skills in order to be successful in their daily lives. Intervention is delivered through individual and group programs targeting key skill areas of development including pre-braille, pre-writing, self-advocacy and school readiness. Tailored programs can also support children around sensory processing difficulties, sleep issues and toilet training. Building Blocks * 3 to 4 Activities: Target Group Children aged 3-5 years with a sensory impairment What to expect Building Blocks is a small group program consisting of 6-8 weekly sessions (50 minute session, with 10 minutes of feedback to families) delivered during the school term. The program may be based at one of our metropolitan centres. Sessions are run by an Occupational Therapist along with a support staff member or student. At the end of each session there is the opportunity for therapists to discuss progress with caregivers. Building Blocks group is directed at children getting ready to start kindy/school or those recently started at kindy. Each session will involve: * Structured group time – choosing name tag, singing hello song, learning other children's names, explaining concepts from the theme for the day (e.g. colours, numbers, animals etc) A helping hand for eyes and ears * Moving around activity – warm up, gross motor coordination, upper limb strength * Fine motor task – e.g. threading or building with focus on manipulating small objects and hand strengthening * One activity involving different textures – e.g. messy play (finger painting, play dough etc) * Pencil and scissor tasks * Children will be encouraged to work independently from their families as they would in a kindy/school environment. Aims of the program The aim of this group is to develop and improve children's fine motor development, attention and concentration, understanding of routines and turn taking, skills for communication and social interactions in preparation for the kindy/school environment. Goals of the program Goals are individually negotiated with the child, their family and educators. Occupational Therapy Building Blocks Outcomes Locations Children will develop skills require in preparation for kindy/school, including their: * Attention and concentration * Understanding of routines and turn taking * Skills for communication and social interaction * Fine and gross motor skills Eligibility Criteria Families must be registered for services with Can:Do 4Kids Staff Occupational Therapists are allied health professionals who promote health and wellbeing. They focus on assisting individuals to reach and/or maintain the highest level of independence and function in all aspects of their lives. Can:Do 4Kids Occupational Therapists work as a part of a multidisciplinary team alongside Early Intervention Consultants, Speech Pathologists, Assistive Technology specialists, Child and Youth Development Consultants, Orientation and Mobility specialists, Physiotherapists, Social Workers and Audiologists. An Occupational Therapist may see a child/young adult: * In the classroom * In the home * In the community * At one of our clinic locations Referrals Families can contact Can:Do 4Kids directly or with a referral from NDIS, your GP, Specialist or school. Funding Can:Do 4Kids are registered to provide services under a variety of funding models including National Disability Insurance Scheme (NDIS), Medicare, Private Health and self funded. If you are unsure of your eligibility, or would like to discuss the best funding method for your child please contact us for further information. Contact Us We would love to hear from you. For further information about our services and to discuss your childs needs please contact us; on Phone: (08) 8100 8200 Email: firstname.lastname@example.org Web: cando4kids.com.au Office: 59-61 Grange Road, Welland 2.8.16	<urn:uuid:b9ec537c-02c4-4e8a-92ef-f408c8b1a94b>	CC-MAIN-2018-05	http://cando4kids.com.au/system/ckeditor_assets/attachments/125/2016_cs_ot_building_blocks.pdf	2018-01-19T13:16:08Z	crawl-data/CC-MAIN-2018-05/segments/1516084887981.42/warc/CC-MAIN-20180119125144-20180119145144-00371.warc.gz	57,344,344	818	eng_Latn	eng_Latn	0.995067	eng_Latn	0.99625	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2292, 4086 ]	[ 2.8125 ]	2	0
Home Practice Guide April—Trombone Name_________________________________________ School ______________________________________ Instructions for Home Practice Guide Completion: Each week, your child's practice should have a specific focus. We are providing you with practice goals and objectives for each week of the month. In most cases, your child will receive instruction on the material prior to playing the material at home. Each week, he/she needs to practice the assigned material repeatedly. Once your child feels prepared to play the assigned piece(s) for you, he/she will give you a short concert and/or explanation of the material. Once the concert is completed, please sign the appropriate week's box. End of the Year Spring Band Concerts (please save these dates) Monday May 8 th 6:15 PM-‐ report time, 6:30 PM-‐ 7:00 PM-‐concert George White, Hidden Hills, and Wood Canyon Bands @ Wood Canyon Elementary Tuesday May 9 th 6:15 PM-‐ report time, 6:30 PM-‐ 7:00 PM-‐concert Del Obispo, John Malcom, and Lobo Bands @ Clarence Lobo Elementary **Thursday May 18 th 6:15 PM-‐ report time, 6:30 PM-‐ 7:00 PM-‐concert San Juan Bands @ San Juan Elementary Many of our spring concert songs are posted online for practicing at our website: http://www.mrwentzel.com/bandpractice.html Name_______________________ Date____________________ Musical Crossword Puzzle II Complete the crossword puzzle using the clues below. ________________________________________________________________________________________ ACROSS DOWN 2. To play detached, short. 4. U 8. 9. To play smoothly between two or more different notes. > 10. 1. 2. ˙ # 3. 4. 5. ˙ b 6. To gradually slow down the tempo. p 7. f	<urn:uuid:b584cfad-f27a-479f-a69b-8534f8bfa2b3>	CC-MAIN-2018-05	http://mrwentzel.com/Monthly%20Home%20Sheets/April/April%202017-%20Trombone.pdf	2018-01-19T13:30:32Z	crawl-data/CC-MAIN-2018-05/segments/1516084887981.42/warc/CC-MAIN-20180119125144-20180119145144-00374.warc.gz	239,433,940	1,028	eng_Latn	eng_Latn	0.990599	eng_Latn	0.997374	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1303, 1729 ]	[ 2.515625 ]	12	0
Wildmoor Heath School Curriculum Newsletter Spring Term 2017-18 Year 6 – Miss Leadbeatter Year 6's themes for the Spring Term are the 'Holiday Show', which will look at the impact of travel and tourism and 900AD – History of Non-European Societies. In the first half term the children will be finding out about their responsibilities as tourists, and the impact that we can have on the human and physical environment. As geographers they'll be finding out about a tourist attraction in their local area, how maps can give us tourist information and how tourism impacts on regions, countries and cultures. As historians, they will create a history tour of their local area, while as technologists the children will evaluate materials used to market holidays, plan a holiday route around the world using QR codes and design a sustainable holiday destination. In 900AD, the children will ask: What holds an empire together? Perhaps it is faith – a belief in a single god or many different gods. Perhaps it is dependency – a need to work together and to help one another. Or perhaps it is leadership – strong individuals whose power and wisdom are admired. These bonds help to make empires strong. But the bigger they become, the more difficult they are to hold together… The children will study these themes as historians, artists and musicians. Year 4 – Mrs Leach Year 4's themes for the Spring are ICT & Computing, 'Turn it Up' and 'Gateways to the World'. In the first unit, the children will learn about how air travel helps to connect people around the world. This will include finding out about the connections we have with different places in the world and where we can travel to from our local airport. The children will also consider the 'hot topic' of airport expansion and plan an airport. In Art, they will research different airline logos and designs and create their own, while in Computing, the children will create a check-in database and program their own airplane game. In Society & International, they will be finding out about the jobs people do in an airport and the use of passports and visas around the world. In 'Turn it Up', the children will be finding out about the science of sound and light. In Computing they will learn how to keep themselves and their personal data safe online; to present and communicate information effectively; to gather information online and solve problems using different search strategies and to use sequence, repetition and selection in computer programming. Year 5 – Mr Peaple In their first unit, the children will be considering the Greek and Roman Empires and their impact on world we know today. In History, they'll be finding out about Athens and Sparta and how the Persian War brought the Greek city-states together. The children will also be performing their own Greek play. They will learn what daily life was like in Ancient Rome and what happened when the Romans invaded another country. They will use archaeological evidence to find out about the past. In Music, they'll be finding out how to write and perform their own Greek chorus, while in Art, they will find out about Ancient Greek and Roman art and how to create their own. After half term, the children will become 'Champions for Change', finding out about democracy and politics and taking an active role and interest in the future, to improve our lives and those of others. In Society, the children will be finding out about our system of government and different types of government around the world. They will consider what makes a good leader. In history, they'll be finding out about the origins of democracy and how and why empires have been established and studying a historical campaign or revolution for change. In International, they'll be finding out about global issues that should concern governments around the world. Year 3 – Miss Thompson Year 3's topic for the whole of the Spring Term is 'Active planet'. The tectonic plates that form the Earth's crust are always moving. Even the smallest movement can cause huge earthquakes, volcanoes and tsunamis that devastate communities across wide areas. If we can understand what is happening underground we can learn to predict and protect ourselves in the future. In Geography, the children will be finding out about how the Earth is formed, what causes an earthquake and how they can be measured. In Technology, they'll be finding out what makes buildings strong and about protective clothing and equipment. In Science, they will be finding out what happens when a volcano erupts. In Music, they'll be using instruments to make sound pictures and composing their own piece of music. In History, the children will be finding out about the devastation of Pompeii. In Art, they'll be using different materials and techniques to represent a volcano. In Society, they'll be finding out about legends associated with volcanoes and in International, finding out about international organisations that work after natural disasters. Year 2 – Miss Carter Year 2 will be researching 'The Stories People Tell'. Many of the stories that we enjoy today are influenced by the stories that have been passed down through the ages. By studying older stories, such as myths and legends, the children can become storytellers too, writing and performing their own stories to entertain people today. In History, they'll be finding out about myths and legends from different times in the past. In Art, they'll be creating their own Greek masks and designing and making dream catchers. In Music, they'll be finding out about songs and music that tell a story and how they can make their own music to tell a story. In Geography, they will find out about stories from different countries and cultures. In Society, they'll be finding out about fairy tales and the lessons that they teach us. Their second unit is 'From A to B' and the children will be learning about different forms of transport. In Geography, they will find out about how we travel to school and how to make maps of the journey. In History, they'll be finding out about transport in the past, how to make a timeline to show when different types of transport were invented. In Art and Music, they'll be finding out how to create futurist paintings to capture the speed and movement of transport, a boat collage in the style of Turner and Monet and a 'sound journey'. In ICT & Computing, the children will create a simple algorithm and program Bee-bots to follow precise instructions. Ten Things to Say to Your Child to Help Them Learn The IPC approach is based on the research by Carol Dweck into 'growth mindset' – that is, the belief it is hard work and effort that leads to success not innate talent or ability'. IPC will help the children to become academic risk takers by understanding that mistakes are part of learning; they will also learn to be resilient, resourceful and collaborative learners. Below are some things you can say to your child to help them to be more effective learners: 1. Say to your child the word 'yet' as often as you can. 2. Say to your child: 'you're getting better' whenever the opportunity allows. 3. Say to your child: 'what have you learned today?' 4. Say encouraging things as often as you can when your child is beginning to learn something new and encourage them when something still isn't perfect. 5. Say things to your child to show you can see that there's improvement, however small. 6. Say to your child: 'of course you've made a mistake, but keep going, you're learning.' 7. Say to your child: 'your brain is wired in lots of different ways, some ways are better than others. Let's try to make each part work as well as it can.' 8. Say to your child: 'take a break, do some exercise, and then start learning again.' 9. Say to your child: 'if you find facts difficult to remember then it is ok to use a 'hook' to help you remember.' 10. Say to your child: 'I found x easy to learn, but I had to work harder at y.' Year 1 – Dr Moynihan & Mrs Hamer In 'Seeing the Light' the children will be looking at Chinese New Year and the importance of light in festivals around the world. In Art and Music they will studying work with light and dark as a theme and will be looking at showing light and dark in their work. In Geography, they'll be finding out about what causes day and night and countries that have very long summer days and very long winter nights. In Science the children will be finding out what seeds and plants need to grow, about the different light sources and how some materials can reflect light. They will also be finding out how shadows are made. Year 1's second topic is 'Look & Listen'. In Science, the children will be ﬁnding out where sound and light come from, what happens when sounds enter their ears and how we can change sounds. In Technology, they'll be ﬁnding out how to design and make a drum. In Music they'll be learning how to play a drum rhythm. The children will be looking at Kenya for their International topic and exploring how languages are made up of sounds. Finally, Year 1 will do a short Computing unit called 'Say Cheese' during which they will be learning about Fox Talbot and how to take the perfect picture including using software to edit it. They will also learn about staying safe on-line, how to download, save and upload images and how to use them in documents and simple presentations. Residential Trips – Year 6 and Year 4 Year 6 will be going to Rhos-y-gwaliau (RYG) Outdoor Education Centre in North Wales from Sunday 18 th February to Saturday 24 th February next term. The trip is an important part of their geography, PSHE and PE curriculum. There will be a parent update meeting on Thursday 1 st February 2018 at 6.30pm. RYG Club starts on Thursday 4 th January (3.15 – 4.25pm) for 5 weeks. Year 4 will be going to Ufton Court from Monday 4 th to Wednesday 6 th June (in the Summer Term). We will be holding a launch meeting during January where full details of the trip will be given. Please keep an eye out for the invitation via School Comms. Statutory & School Assessments 8-25 th May – SATs Assessment Period for Year 2 14-18 th May – SATs Week for Year 6 21-25 th May – Assessment Week Year 3-5 11-15 th June – Phonics Check for Year 1 Please make sure that your child is in school for these assessments. (Meetings and further information will be provided to parents nearer to these dates) Parent View Parent View gives you the chance to tell Ofsted what you think about your child's school, from the quality of teaching to dealing with bullying and poor behaviour. The survey can be completed at any time; you don't have to wait until the school is being inspected. Visit https://parentview.ofsted.gov.uk/.	<urn:uuid:a8e3591b-14a2-4bfc-89e5-fdf613dbad12>	CC-MAIN-2018-05	http://wildmoorheath.org.uk/docs/Newsletters/WHS_Curriculum_News_Spring_2017-18.pdf	2018-01-19T13:24:21Z	crawl-data/CC-MAIN-2018-05/segments/1516084887981.42/warc/CC-MAIN-20180119125144-20180119145144-00375.warc.gz	367,706,640	2,355	eng_Latn	eng_Latn	0.999162	eng_Latn	0.999204	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 5055, 10838 ]	[ 4.09375 ]	2	0
Behaviour Policy Behaviour Policy Member of SLT Responsible for Policy: C Triance Member of SLT Responsible for Policy: C. Triance 1 Beliefs and Aims When adults change, everything changes Beliefs - We believe in high expectations and no excuses for what our students can achieve - We believe in our care values and we model cooperation, aspiration, resilience and excellence every day - We believe that a consistent approach to our behaviour routines maximises learning time and aids progress - We believe that all behaviour is learnt and that we can teach students how to behave - We believe that the way adults behave and the language they use is hugely influential in how students choose to behave - We believe students thrive and learn in an environment where they feel safe, supported and cared for Aims - To provide staff, students and parents with clear and simple guidance on the behaviours we expect to see all day, every day - To provide staff, students and parents with clear and simple guidance on the associated consequences - To ensure a consistent approach towards managing behaviour in every classroom - To create a climate for learning that supports high expectations and outstanding progress - To support a calm and caring atmosphere in school where students feel safe and supported Values and P Points We believe in our Academy values of cooperation, aspiration, resilience and excellence. Staff model these values and students will be rewarded with achievement points when their behaviour and conduct reflects these values. We have made our expectations very simple. There are only 4 and each one begins with a P. The following behaviours beginning with a P we expect from all students, all of the time: Prepared, Punctual, Participate and Polite. Prepared - Always come to school wearing the correct uniform - Always come to school with the correct equipment Punctual - Arrive at school on time - Be punctual for every lesson Participate - Take part in lessons by completing all work set and asking questions - Make the correct choice about behaviour and refocus if asked to do so Polite - Treat all members of the school community with respect at all times - Follow all reasonable requests from adults without question In lessons this will mean arriving on time with everything you need for that lesson; beginning and ending the lesson in an orderly and polite way; listening carefully; following instructions; helping each other when required and being sensible at all times. At other times this means moving sensibly and quietly about school, not running, barging or shouting. You should be ready to open doors, stand back to let people pass and help to carry things. In crowded areas please keep to the left. You should speak politely and use a low voice. Keep the school clean and tidy so that it is a welcoming place we can all be proud of. This means putting all litter in the bin, keeping walls and furniture clean and unmarked and taking great care of the displays, particularly other people's work. When you are out of school, walking locally or with a school group, you must always remember that the school's reputation depends on how you behave. Lesson Grading At the start of every lesson pupils will be given a grade 2 on the sims register All students' attitude and focus will be monitored within lessons, the expectation is that everyone's behaviour for learning will be at least good. All should strive for 1. At the end of each lesson, as part of the plenary/evaluation a grade is awarded to the student. 1 – outstanding 2 – good 3 – requires improvement, 4 – inadequate. Students given a 3 will be given a behaviour point from the class teacher. If a 4 is recorded this will have hit the criteria for a red card. It is expected that staff will contact home regarding this. Students' grades are converted weekly into CARE points. All students will have an average overall grade weekly for their behaviour for learning. Attendance will also contribute towards this. Consequences We want pupils to take responsibility for their behaviour and will encourage pupils to do this through restorative justice approaches which enable pupils to reflect on their behaviour and to make amends. This process does not, however, replace consequences. At our school we know consistency is essential for pupils to understand what is expected of them and to avoid mixed messages. It is vital that children learn early on in life that there are consequences for poor and unacceptable behaviour which undermines the positive atmosphere of our community. Reports Students will be placed on report if they are consistently breaching school rules, and the school's expected standards of behaviour. This decision is made by the Pastoral Coordinators and Miss Triance. Parents will be informed in writing or by telephone when a student is placed on report. Parents will also be informed of progress every two weeks while the student is on report. Reports have up to 3 targets which teachers score with a maximum mark of 2. Over 10 days this gives a maximum score of 100 which can be used as a percentage at the student's review. There is a tiered system in place: a) Green Report (3 targets) monitored by the form tutor b) Amber Report (3 targets) monitored by the Pastoral Coordinator c) Red Report (3 targets) monitored by Miss Triance/Mrs Lock. Each report is issued for a period of two weeks. A student will, in the vast majority of cases, begin on Green report. At the end of the two week period the report will be reviewed. The student may remain on Green, move up to Amber if he/she has failed the targets set or come off report. A student can only come off report when he/she has successfully achieved targets on a Green report. This means that a student who achieves targets set on Amber will move down to Green. Isolation Students will be placed in Isolation by Miss Triance, Miss Lovatt or Mrs Hooson. - There are allocated spaces in the Isolation Room which are specifically for pupils whose behaviour could have resulted in a fixed term exclusion. - These sanctions are booked in advance following investigations into each individual incident and in line with school policies. - Parents/Carers are notified and pupils remain in Isolation from 9.30am until 4.00pm. They spend their break and lunch in detention. If pupils are placed in Isolation they should arrive at school at 9.20am. - Pupils are required to complete a reflection sheet where they review why and how their behaviour incurred their sanction. [x] Insufficient work completed or inappropriate behaviour will lead to the isolation being repeated. Fixed Term Exclusions We will endeavour to avoid exclusions from school whenever possible. A decision to exclude a pupil for a fixed period is taken only in response to a serious breach of the whole school Behaviour Policy, including persistent disruptive behaviour, where these are not serious enough to warrant a permanent exclusion or referral to the alternative curriculum area or satellite centre and lesser sanctions such as detentions are considered inappropriate. Alternative Curriculum Area – The Sundorne Centre Students at risk of permanent exclusion may be referred to the Alternative Curriculum Provision. The Alternative Provision will provide students with a calm environment to further enhance and support student's educational experiences and outcomes. Students will receive personalised learning plans, focussing primarily in literacy and numeracy. The students will not be allowed in the main school building and they will have different start, finish, break and lunchtimes. Students may be referred into the provision for periods of up to 6 weeks. Students, who demonstrate positive attitudes towards their behaviour and academic progress, will be re-integrated back into lessons with support through agreed targets on a behavioural contract. Permanent Exclusions A decision to permanently exclude a student will be taken only: a) In response to serious breaches of the Whole School Behaviour Policy b) If allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school. A decision to exclude a pupil permanently will be taken usually at the final step in a process of disciplinary actions. It is an acknowledgement by the school that it has exhausted all available strategies for dealing with the student and is a last resort. Exclusions- The Right of Appeal and Legal Duties. Depending on the type of exclusion, in most cases, parents have the right to make representations to the governing body (or discipline committee). In all cases of permanent exclusions, parents have the additional right to appeal to an independent panel. The school has a responsibility to provide suitable full-time education for the pupil from the sixth school day of any fixed period exclusion of more than five consecutive school days. Local Authority / Trust are under a duty to provide suitable full- time education (satellite centre) from the sixth school day of a permanent exclusion. Home School Agreement We are required to have, and ask parents to sign, a home School Agreement that outlines the responsibilities of the parent and the school, including those around behaviour and attendance. Restorative Justice Restorative justice is a process which restores relationships where there have been problems. It is an opportunity for both sides to reflect and explain what happened and try to come up with a solution. Reflection on actions is normally used to allow the individual to reflect on their behaviour and to allow the pupil to decide for themselves why their behaviour was inappropriate and how it might of affected others in the school. Pupils are asked to write down what happened and reflect on how they feel. Also students are encouraged to explore what they would do differently in the future in similar circumstances. Attendance and Punctuality At Shrewsbury Academy we recognise that regular attendance is essential for achievement in school. Poor attendance can have a number of causes therefore it is the school's role to monitor all pupils' attendance and to work with parents, pupils and the EWS (Education Welfare Service), to investigate the reasons for non-attendance, and to act accordingly to ensure improvement. Form Registration am/pm Pupils are expected to be in their form rooms for registration as follows; [x] 8.45 am for monitoring registration, closing at 9.05 am. If pupils arrive at school after registration they must sign in with Mrs Rogers. [x] 1.55 pm registration in lesson. [x] Pupils who arrive late to registration with no contact from parents or no valid reason will be placed in break or lunchtime detention by their Form Tutor. [x] After 3 late marks a letter will be sent home to parents. If any more late marks are given after the letter the student will be given a 1 hour detention on the same day. [x] Persistent lateness will involve the EWS and parents will be invited into school. This could lead to a fine or prosecution. Class registration [x] Pupils are expected to arrive on time to all lessons. Lateness to lessons will result in detention. [x] Persistent lateness to lessons will result in Pastoral Coordinator's/Miss Triance's involvement. Pupils will be placed on a monitoring report and parents contacted. [x] Pupils who truant are quickly identified through our electronic registration system and parents/carers are quickly notified. [x] Persistent truancy will result in EWS involvement and may result in fines or prosecution. Absence from school Where a parent/carer is felt to be failing in ensuring the regular attendance of their child the Education Welfare Service may serve a Fixed Penalty Notice (fine) or serve a prosecution order through the courts, which may result in a further fine or prison sentence There are only two justifiable reasons to support a child's absence from school; [x] Medical reasons supported by a medical practitioner [x] Leave of absence authorised by the Head Teacher. All other absences are classed as unauthorised. Pupils leave of absence from school for family holidays [x] No parent can demand leave of absence for the purpose of a holiday. [x] The Head Teacher of the school has the discretionary power to grant leave for a holiday. Holidays are not classed as exceptional circumstances. [x] Pupils in the first term of Year 7 and pupils in Year 11 should not be out of school at all. [x] Parents/carers must complete an application for pupil Leave of Absence Form, which must then be returned to the school. This is available from School Reception As part of our role to monitor pupil welfare and progress Shrewsbury Academy operates a team approach involving Form Tutors, Heads of Houses, KS3/KS4 Pastoral team, SENCO, Support staff, Assistant Head, EWO and multi-agency team working in partnership with parents/carers. Any concerns parents/carers have about attendance or punctuality should be shared with The Attendance officer or EWO. Sanctions and Disciplinary Action- Off site Behaviour Sanctions may be given for poor behaviour off the school premises which undermines any of the above expectations and regardless of whether or not it is an activity supervised directly by school staff. Sanction may be in the form of detention, fixed term exclusion or in very serious cases permanent exclusion. The Use of Reasonable Force In order to maintain the safety and welfare of pupils, it may sometimes be necessary to use reasonable force on a pupil, as permitted by law. The Governing Body have taken account of advice provided by the DfE- Use of reasonable force: advice for head teachers, staff and governing bodies and the schools public sector equality duty set out in section 149 of the Equality act 2010. Force is generally used for two different purposes, either to control pupils or restrain them. All members of staff have a legal power to use reasonable force. This power also applies to people whom the Head teacher has temporarily put in charge of pupils such as unpaid volunteers or parents accompanying pupils on a school organised trip. Reasonable Force will be used only when immediately necessary and for the minimum of time necessary to achieve a desired result and in order to prevent a pupil from doing or continuing to do any of the following: Committing a criminal offence Injuring themselves or others Causing damage to property, including their own Engaging in any behaviour prejudicial to good order and discipline at the school or among any of its pupils, whether that behaviour occurs in a classroom or elsewhere. As a result of Self-defence or in an Emergency All staff including teaching assistants, lunchtime supervisors, admin staff and the site management has the right to defend themselves from attack, providing they do not use a disproportionate degree of force to do so. Similarly in an emergency, if for example, a pupil was at immediate risk of injury or at the point of inflicting injury on someone else, any member of staff is entitled to intervene. A volunteer helping in school would not be expected to work with a child who is known to need physical restraint as indicated in their Behaviour Management Plan. Circumstances in which reasonable force might be used Circumstances in which reasonable force might be used include the following: [x] Pupils found fighting will be physically separated. [x] Pupils who refuse to leave a room when instructed to do so may be physically removed. [x] Pupils who behave in a way which disrupts a school event or a school trip or visit may be physically removed from the situation. [x] Restraint may be used to prevent a pupil leaving a classroom where allowing him or her to do so would risk their safety or lead to disruptive behaviour. This may also include leading a pupil by the arm out of a classroom. [x] Pupils at risk of harming themselves or others through physical outbursts will be physically restrained. [x] In order to prevent a pupil from attacking a member of staff or another pupil. [x] To prevent a pupil causing injury or damage by accident, by rough play, or by misuse of dangerous materials or an object. Behaviour Management Plans A pupil with a known challenging behaviour, a medical condition which affects behaviour patterns or who has special educational needs may be the subject of a Behaviour Management Plan. This Plan sets out specific ways in which the behaviour is controlled whilst on school premises and during any off-site visit. It may also include details on managing the pupil's behaviour whilst travelling to school on organised home-school transport. In such circumstances, parents will always be made aware of their child's Behaviour Management Plan and will be asked to contribute to the content and control measures implemented in an attempt to apply consistency of sanctions and rewards both in school and at home. Wherever possible and appropriate, the child concerned will also be involved in creating the Behaviour Management Plan. Informing Parents when Reasonable Force has been used In accordance with current good practice, the school will speak to parents about serious incidents involving the use of force and will record such serious incidents. In making a decision about informing parents, the following will be taken into account: [x] The pupil's behaviour and level of risk presented at the time of the incident. [x] The degree of force used. [x] The effect on the pupil or member of staff concerned; and the child's age. All incidents when 'physical restraint' as opposed to 'physical control' is used will be recorded as soon as possible and details passed on to the Head teacher ( or Deputy in the absence of the Head teacher) who will follow up the incident where necessary. The following must be recorded: [x] all incidents where unreasonable use of force is used; [x] any incident where substantial force has been used e.g. physically pushing a pupil out of a room; [x] use of restraint; [x] An incident where a pupil is clearly distressed though clearly not overreacting. The following criteria will be used when considering the need for recording: [x] Did the incident cause injury or distress to a member of staff or pupil? [x] Even though there was no apparent injury or distress, was the incident sufficiently serious in its own right? Any use of restrictive holds, for example, fall into this category; [x] Did the incident justify force? This is particularly relevant where the judgement is finely balanced; [x] Does recording it help to identify and analyse patterns of pupil behaviour? If the answer to any of the questions is 'yes' , a written record should be made using the bound Record of Physical Intervention book (blue) and all other notes taken at the time are to be kept. In all instances of the use of physical restraint, parents will be informed the same day, by phone and in writing, and invited into the school to discuss the incident unless to do so would result in significant harm to the pupil, in which case, the incident will be reported to social care at the Local Authority. All injuries will be reported and recorded in accordance with school procedures. Post Incident Support Serious incidents can create upset and stress for all concerned. After the incident ends it is important to ensure all staff and pupils are given first aid treatment for any injuries. Emotional support may also be necessary. Where required, immediate action will be taken to access medical help for any injuries that go beyond basic first aid. The school will then make a decision about how and when to contact the parents of the pupil to engage them in discussing the incident and setting out subsequent actions. After the incident the Head teacher and/or other staff will: [x] Ensure the incident has been recorded: [x] Decide whether multi-agency partners need to be engaged and, if so, which partners: [x] Hold the pupil to account so that he or she recognises the harm caused or which might have been caused. This may involve the child having the chance to redress the relationship with staff and pupils affected by the incident. It may also mean the child is excluded. See Section 6.2 above. [x] Help the pupil develop strategies to avoid such crisis points in the future and inform relevant staff about these strategies and their roles; [x] Ensure that staff and pupils affected by the incident have continuing support as long as necessary in respect of : 1. Physical consequences 2. Emotional stress or loss of confidence 3. Analysis and reflection of the incident Follow up In many cases there will be a follow-up meeting of key personnel to discuss the restraint incident and review the Behaviour Management Plan or other plans for pupils. It might also be appropriate to review the whole school behaviour policy. Other Physical Contact with Pupils This school does not operate a 'no touch policy'. There are occasions when physical contact, other than reasonable force, with a pupil is proper and necessary. [x] Holding the hand of the child at the front/back of the line when going to assembly or when walking together around the school. [x] When comforting a distressed pupil. [x] When a pupil is being congratulated or praised. [x] To demonstrate how to use a musical instrument; [x] To demonstrate exercises or techniques during PE lessons or sports coaching; [x] To administer first aid [x] To apply sunscreen to the arms, face or lower legs of very young pupils or those with special educational needs who might struggle to apply it appropriately themselves. Allegations of Abuse against Staff and Other Adults Working in the School General All children and adults have a fundamental right to be protected from harm. All allegations of abuse will be taken seriously. (For more information, refer to the School Allegations procedure) The Governors of Shrewsbury Academy and Sports College have a duty to safeguard and promote the welfare of children and create and maintain a safe learning environment (section 175 of the Education Act 2002). Our policy is to identify where there are child welfare concerns and take action to address them, in particular with other organisations where appropriate, and in accordance with local inter-agency procedures. School staff have a positive role to play in child protection, as their position often allows them to be able to observe outward signs of abuse and changes of behaviour in children. Because of their role however, they are also open to accusations of abuse. Such allegations may be true, but they may also be false, misplaced or malicious. In order to fulfil its commitment to the welfare of children, this School has a procedure for dealing with allegations of abuse against members of staff and volunteers. The procedure aims to ensure that all allegations are dealt with fairly, consistently and quickly and in a way that provides protection for the child, whilst supporting the person who is the subject of the allegation. Bullying What is Bullying? According to the DfE document 'Preventing and Tackling Bullying-Advice for Head teachers, staff and Governing Bodies, bullying may be defined as: "Behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally" Specific types of bullying include those relating to: - Race, religion, culture or gender; [x] SEN or disabilities; [x] Appearance or health conditions; [x] Sexual orientation; [x] Young carers or looked after children or otherwise related to home circumstances; [x] Sexist or sexual bullying It can take place between pupils, between pupils and staff, parents and staff or between staff; by individuals or groups: face to face, indirectly or using a range of cyber bullying methods. Acts of bullying can include: [x] Name-calling [x] Taunting [x] Mocking [x] Making offensive comments [x] Kicking [x] Hitting [x] Pushing [x] Taking belongings [x] Inappropriate text messaging and emailing [x] Sending offensive or degrading images by phone or via the internet e.g. via social networking sites [x] Producing graffiti [x] Gossiping [x] Excluding people from groups [x] Spreading hurtful and untruthful rumours. Cyber bullying can be defined as the use of information and communications technology particularly mobile phones and the internet, deliberately to upset someone else. Cyber bullying that occurs while pupils are under the schools direct supervision will be dealt with in line with this policy (Whole School Behaviour Policy). In cases where cyber bullying occurs while pupils are outside our direct supervision (i.e. at home), parents will be encouraged to report these incidents to the police as criminal laws (such as those pertaining to harassment, threatening and menacing communications) may apply. The school whenever possible will support the parents in this, and may impose a sanction upon the bully where this individual is recognisable. The Law Shrewsbury Academy and Sports College endeavours to comply with the legal requirements placed on schools and the Governing body to determine detailed measures (rules, rewards, sanctions and behaviour management strategies) that "encourage good behaviour and respect for others on the part of pupils and in particular preventing all forms of bullying among pupils" Education and Inspections Act 2006, section 89. The school will exercise its legal powers (as outlined in section 89/5) and (section 91, Education and Inspections Act 2006) as deemed appropriate and practicable. Schools are required to comply with the new equality duty "The Equality Act 2010". The public sector equality duty has three aims: - Eliminate unlawful discrimination, harassment, victimisation and any other conducted by the Act - Advance equality of opportunity between people who share a protected characteristic and people who do not share it Foster good relations between people who share a protected characteristic and people who do not share it Reporting and recording incidents of bullying Pupils and parents are encouraged to report bullying to any member of staff. Incidents are in the first instance referred to the pupil's form tutor or Head of Key Stage to be investigated, appropriate action taken and parents will be informed promptly using usual school procedures. Pupil voice is important at this school and pupils are encouraged through various means to report any incidents of bullying behaviour which they encounter personally or become aware of. This is reinforced via assemblies, Anti-Bullying Week, PHSE life skills and during lessons and form time. The Whole School Behaviour Policy also reinforces the school's expectation as to how members of the school community should conduct themselves. A log will be maintained of racist incidents and information on incidents of bullying. Tackling Bullying The aim of any anti-bullying intervention is to safeguard and support the victim, discipline and modify the behaviour of the bully with a view to prevent, de-escalate and stop further incidents of harmful behaviour. Drugs and Drug related incidents General A drug is a substance which, when taken into the body, changes the way we feel, the way we see things and the way the body works. This section covers a range of drugs including medicines, tobacco, alcohol, solvents, novel psychoactive substances (so called "legal highs"), volatile substances and illegal drugs and describes the school's approach to dealing with incidents of drug misuse. Apart from medicines prescribed to an individual, all other items listed above are classed as "prohibited items" with respect to screening, searching and confiscation – Section 6.2. refers. Drugs Education forms part of the PHSE programme delivered in discrete sessions for all pupils. - Current research indicates that drug use, both legal and illegal, is rising amongst young people - We do not support the misuse of tobacco, alcohol, solvents, illegal drugs and medicines by members of the school. - Under no circumstances will the supply or sale of illegal drugs on the school site will be tolerated Behaviour of Parents/Carers and other visitors to the School Shrewsbury Academy and Sports College encourages close links with parents/carers and the community. We believe that pupils benefit when the relationship between home and school is a positive one. The vast majority of parents, carers and others visiting our school are keen to work with us and are supportive of the school. However, on the rare occasions when a negative attitude towards the school is expressed, this can result in aggression, threatening behaviour, written, verbal and/or physical abuse towards a member of the school community. Violence, threatening behaviour and abuse against school staff or other members of the school community will not be tolerated. When formulating our school procedures, reference was made to the DfES document "A Legal toolkit for schools-Tackling abuse, threats and violence towards members of the school community". A poster indicating that such negative behaviour is not acceptable is displayed in the school reception area. Our school expects and requires staff to behave professionally in these difficult situations, and to attempt to defuse the situation where possible, seeking the involvement as appropriate of other colleagues. However, all members of the school community (including other parents/carers and visitors) have the right to visit and work without fear of violence and abuse, and the right in an extreme case, of appropriate self-defence. We expect parents/carers and other visitors to behave in a reasonable way towards other members of the school community. The following outlines the steps that will be taken where parent/carer or visitor behaviour is unacceptable. Types of behaviour that are considered serious and unacceptable The following list outlines the types of behaviour that are considered serious and unacceptable and will not be tolerated towards any member of the school community. This is not an exhaustive list but seeks to provide illustrations of such behaviour: [x] Shouting, either in person or over the telephone [x] Speaking in an aggressive/threatening tone [x] Physical intimidation e.g. standing very close to her/him [x] The use of aggressive hand gestures/exaggerated movements [x] Physical threats [x] Shaking or holding a fist towards another person [x] Swearing [x] Pushing [x] Hitting e.g. slapping, punching or kicking [x] Spitting [x] Racist or sexist comments [x] Sending inappropriate or abusive e-mails to school staff or to the general school email address [x] Publishing or posting derogatory or inappropriate comments which relate to the school, its pupils or staff/volunteers on a social networking site [x] Breaking the school's security procedures Unacceptable behaviour may result in the Police being informed of the incident. Procedures for Dealing with Unacceptable Behaviour When a parent/carer or member of the public behaves in an unacceptable way during a telephone conversation, staff at the school have the right to terminate the call. The incident will be reported by staff to the Senior Management Team. The school reserves the right to take any necessary actions to ensure that members of the school community are not subjected to verbal abuse. The school may warn the aggressor, ban them from school, and/or contact the police. When any parent/carer or visitor behaves in an unacceptable way in person towards a member of the school staff a member of the Senior Management Team will seek to resolve the situation through discussion and mediation. If necessary, the school's complaints procedure should be followed. Where all procedures have been exhausted, and aggression or intimidation continues, or where there is an extreme act of violence, the discussion will be terminated and the visitor will be asked to leave the school immediately. It is also an offence under section 547 of the Education Act 1997 for any person (including a parent) to cause a nuisance or disturbance on school premises. The police will be called if necessary. The perpetrator may also be banned from the school premises for a period of time, which will be determined by the school. Prior to a ban being imposed, the following steps will be taken: [x] Depending on the severity of the incident, the parent/carer/visitor may first be issued with a written warning stating that if a similar incident occurs, the individual concerned will be banned from the school premises [x] In more serious cases the parent/carer/visitor will be informed, in writing, that she/he is banned from the premises temporarily, subject to review, and what will happen if the ban is breached [x] Extreme incidents will result in a permanent ban being enforced. The individual will be informed in writing of the permanent ban but will be given the right to appeal in writing against the decision. [x] In all cases, parents/carers will still have the opportunity to discuss any issues relating to their child with school staff [x] Incidents of verbal or physical abuse towards staff may result in the police being informed, and may result in prosecution If a parent/carer/visitor is intimidating, threatening or aggressive towards a member of the school community any interaction will be terminated immediately and the person will be instructed to leave the premises. Further action may be taken by the school. Unacceptable Use of Technology Shrewsbury Academy and Sports College takes the issue of unacceptable use of technology by any member of the school community very seriously. We expect parents and other adults within the school community to act responsibly when using on-line technologies. The expectation of parents is set out on page 4. Failure to comply with these expectations could similarly result in parents and/or other adults being banned from the school site, and the incident reported to the police.	<urn:uuid:3757f402-c0f7-4596-be52-9da0946ab41f>	CC-MAIN-2018-05	http://shrewsburyacademy.sat.coop/wp-content/uploads/2017/10/Behaviour-Policy-Sept-2017.pdf	2018-01-19T13:08:58Z	crawl-data/CC-MAIN-2018-05/segments/1516084887981.42/warc/CC-MAIN-20180119125144-20180119145144-00375.warc.gz	309,644,480	6,726	eng_Latn	eng_Latn	0.940132	eng_Latn	0.998815	[ "dan_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 136, 1311, 3209, 5225, 7561, 9587, 12149, 14745, 17399, 20005, 22474, 24441, 27321, 29828, 32516, 34233 ]	[ 1.9765625, 2.3125 ]	2	0
Guide Fall Allergy Fact #1: Ragweed is probably your kryptonite. If you have fall allergies, there's a good chance you're allergic to ragweed. Usually, ragweed impacts people who live in the East and Midwest. But, weirdly enough, you don't have to live anywhere near ragweed to be affected. Weird but true: Pollen from ragweed can travel up to hundreds of miles. Fun Fact: Some fruits and veggies (bananas, melons, zucchini) that cross-react with ragweed can cause itching of the mouth and throat. Besides ragweed, the most common causes of fall allergies are mold and dust mites. In the fall, mold loves to hide out in wet spots in your yard – like piles of leaves in your yard and your gutters. Dust mites get stirred up once you turn your heater back on in the colder months. Fact #2: Just because you're sniffling, it doesn't necessarily mean you have a cold. Sometimes, it's tough to figure out whether you're sniffly from a cold – or if it's allergies. Fall Allergy Symptoms Runny nose Watery eyes Sneezing Coughing Itchy eyes Itchy nose Dark circles under eyes A cold can last anywhere from 3-14 days, while allergies stick around until 1.) the allergen has been completely eliminated or 2.) allergy treatments take effect. If your symptoms last longer than 14 days, see a doctor. A board certified allergist can review your symptoms and recommend a treatment plan. Fact #3: Fall allergy symptoms can improve. Board certified allergists are trained to identify what's causing your allergies. Whether it's ragweed or other allergens, they can discover what's causing your fall allergy symptoms and how to help. How Do I Know? To start, your allergist will review your full medical history. From there, you may need to do a skin test or a blood test. Skin tests often involve the allergist pricking your skin with just a tiny bit of the suspected allergen. If your skin reacts (it may look like a mosquito bite), you're likely allergic to that substance. Your allergist may also opt to do a blood test. Sometimes, blood tests are performed when patients cannot do a skin test. It can take several days to get results back from blood tests. Fact #4: There are simple things you can do to feel better. Treatment Options Your allergist may try one or more of the following options to give you some relief: Top Tips to Manage Fall Allergy Symptoms Immunotherapy via allergy shots or oral tablets * Steroid nasal sprays to reduce nose inflammation * Antihistamines to reduce sneezing, sniffling, and itching * Decongestants to alleviate stuffiness and dry up the mucus in of your nose. * Over-the-counter allergy medications are available, but ask your allergist which one is right for you. * While they're called fall allergies, symptoms can start as early as mid-August. Start taking your allergy medications about two weeks before symptoms typically start. * Stay indoors with the doors and windows closed when pollen is at its peak (usually in the late morning or midday). Check your local weather report daily for pollen counts. * Wash your linens, curtains, and clothes on a regular basis. This probably goes without saying, but don't line dry your clothes outside. * Take your shoes and jackets off before you go inside the house. This will help keep pollen and ragweed from being in your living areas. 6 More Fall Allergy Prevention Tips Keep symptoms at bay with these quick tips. * If you have pets, bathe them regularly. * Before you turn on your heat for the first time, clean your heating vents and change the filter. Bits of mold and other allergens can get trapped in the vents over the summer and will fill the air as soon as you start the furnace. Also, use a HEPA filter in your heating system to remove pollen, mold, and other particles from the air. * Use a dehumidifier to keep your air at between 35% and 50% humidity. * Those with allergies should wear an NIOSH rated N95mask when raking leaves, mowing the lawn and gardening. This is especially true on windy days. Also, wear gloves so you don't transfer pollen to your skin. If your allergies are especially severe, you may want to consider outsourcing your gardening and yard work to someone else. * To avoid mold, keep compost bins and piles of leaves/yard waste as far away from the house as possible. Also, be sure to remove leaves from gutters. * Keep bathrooms clean of mold and mildew by regularly cleaning with vinegar or cleaners that remove mold. * Kids often get fall allergies during back-to-school time because dust and mold are common in schools. Make sure school administrators and nurses are aware of your child's allergies and any needed medications, especially emergency medications. * To reduce dust mites, clean air vents and keep the dehumidifier below 50%. Consider installing hardwood floors instead of carpeting. Thanks for reading! We hope our Fall Allergy Guide helped get you through the fall season. For more information about allergies and asthma care, visit our website at allergyasthmacare.com -Dr. John Seyerle & Dr. Ashish Mathur, Allergy & Asthma Care Inc. allergy-asthmacare.com	<urn:uuid:6a822df3-e45a-498b-adb9-5027c448e4c0>	CC-MAIN-2017-43	http://allergy-asthmacare.com/wp-content/uploads/2017/08/Fall-Allergy-Guide.pdf	2017-10-18T18:27:45Z	crawl-data/CC-MAIN-2017-43/segments/1508187823067.51/warc/CC-MAIN-20171018180631-20171018200631-00793.warc.gz	18,349,117	1,143	eng_Latn	eng_Latn	0.996495	eng_Latn	0.999054	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 18, 786, 1393, 2172, 3345, 4851, 5131 ]	[ 2.5625 ]	2	0
Christian Education Curriculum December 15, 2017 It is the philosophy of our church that there are certain essentials that should be part of any wellrounded Christian Education Program. Within the local church, Christian education takes place primarily through the Sunday School and the teaching services of the church. However, most Christian education is to take place in the home, directed and lead by the father. The purpose of this outline is give a framework to Christian Education. Over the years, Christians of deep spiritual understanding have come to believe that certain things should be taught to all. This outline is an attempt to get a handle on those key essentials of the Christian life. This information could be used by fathers to assist them in developing teaching plans for their families. It could also be used by the church to determine what content should be included in a teaching program. Most of the time for Sunday School, purchased professional materials may be used. However, these should not be used arbitrarily. The question always needs to be asked: Do the lessons move us forward in the areas we are most interested in? We have divided this outline into two essential sections. The first is the knowledge section. These are things we believe people should know. They are phrased in behavioral terms. What is a person able to do based on the knowledge. The second section is the discipline section. What is the person actually doing? We believe there are practices that every Christian should be doing. Knowledge Section I. Bible knowledge A. Structure 1. Books of the Bible – Be able to name them. 2. Authors - Be able to name 5 O.T. authors and 5 N.T. authors a) Name the author of the Pentateuch b) Name the primary author of the Psalms 3. Divisions -- history, poetry, letters, a) Identify books that fall into each category. 4. Time frame a) Give the approximate time frame for flood, Abraham, David, fall if Israel or Judah b) Give the approximate time frame for the birth of Christ, the resurrection, the preaching of Paul 5. Main themes Give the main theme or key ideas of each book of the Bible. B. How we got our Bible 1. Canon – How do we know which books are actually part of the Bible? What evidence is used for the O.T. Books? What evidence for the N.T. books? 2. Inspiration – Describe what is meant by inspiration. Give a couple of key Bible passages that discuss this doctrine. C. Old Testament 1. Creation – fall a) List the 6 days of Creation b) How did sin enter into the world? c) Where did Satan come from? d) What happened in the fall? 2. Fall – flood a) Why did God send the flood? b) How much of the world did it cover? 3. Flood – Abraham a) What happened at Babel? What is the significance? b) What are the key points regarding Abraham? How is that followed up in Romans and Hebrews? 4. Abraham – Moses a) 5. Moses - Promised land a) Wilderness wanderings - applications in NT b) Tabernacle -- illustrations of Christ 6. Pre-king period/judges 7. Saul, David, Solomon 8. Divided Kingdom 9. Captivity 10. Return 11. Prophecies D. New Testament 1. Forerunner of Christ - John a) John's mission b) John's message c) John's baptism (1) How different from Christian baptism d) Is he Elijah? 2. Life of Jesus Christ a) Ministry of Christ (1) Jesus' kingdom teaching (2) Reason for parables (3) Miracles b) Death and resurrection c) Post-resurrection period (1) Appearances – to whom and why 3. Expansion of the church a) Book of Acts II. Doctrine A. Catechism B. Creeds III. Bible Study Skills (Every student should have been trained in how to use these resources and should have several of them in his library.) A. Concordance B. Vine's C. Greek/Hebrew Interlinear D. Commentary E. Atlas F. Computer software G. Theological Word Book of the OT/NT H. Cross references I. Bible dictionaries J. Computer software such as logos or similar IV. Life Applications A. Apologetics 1. Should be able to give essential arguments for the Christian faith. B. World Views C. Hymnology D. Great Books The student should have read many books such as these 1. Confessions of St. Augustine 2. Pilgrim's Progress by John Bunyan 3. Poems of John Donne 4. Selections from Foxes book of Martyrs 5. C.S. Lewis: Mere Christianity, Screwtape Letters, The Problem of Pain, Miracles 6. John Milton Paradise Lost 7. Thomas a' Kempis the Imitation of Christ 8. Dietrich Bonhoeffer The Cost of Discipleship 9. Carl F. H. Henry God, revelation and Authority 10. Hudson Taylor's Spiritual Secret (1) Transitional nature of book (a) Care in establishing doctrines (i) Offer of the kingdom (ii) Baptism of repentance (b) Presentation of the gospel to various groups –pagans vs. Jews b) Epistles who wrote them and major themes and time and circumstance of writing (1) Paul's (2) Peter's (3) John's (4) Others 11. Spiritual Depression D. Martyn Lloyd-Jones 12. Harold Lindsell the Battle for the Bible 13. Josh McDowell Evidence that Demands a Verdict 14. J.I. Packer – Knowing God 15. John Piper -- the Pleasures of God 16. Francis Shaeffer The God Who is There 17. John Stott Basic Christianity 18. A.W. Tozer the pursuit of God 19. Joshua by Ryrie? 20. The Greatness of the Kingdom -- McClain E. Biographies 1. Luther 2. Calvin 3. Huss 4. Moody 5. Augustine 6. Aquinas 7. Francis Schaeffer 8. C. S. Lewis 9. Bonhoeffer 10. Hudson Taylor F. Church History 1. Spread of the Church 2. Early councils and the clarification of the doctrine of Christ and the Holy Spirit 3. Reformation 4. Key Individuals a) Augustine b) V. Christian Disciplines A. Obedient Living B. Devotions C. The Word 1. Meditation 2. Memorization a) Should have a plan for regular memorization and review of Scripture. D. Prayer E. Witnessing VI. F. Fellowship The Gospel A. Objective: To be able to explain the content of the Gospel in understandable terms using appropriate Scriptures B. Objective: Is able to use his/her testimony in explaining the Gospel to others VII. Christ As Our Life A. Christ is the life of the Christian 1. We are in Christ and He is in us 2. We are organically connected as branches in a vine 3. It is his life that empowers us a) "I labor through His power that works in me mightily" 4. The life we have is eternal life a) It is the life of God which has existed for ever b) We participate in that life because God dwells in us through Christ c) He who has the Son has life d) God's seed is in us e) We are made to share in the divine nature. 5. Questions a) What chapter contains the vine/branches illustration? b) How does Christ being our life apply to our security and assurance? c) Describe what eternal life is. B. Being in Adam vs being in Christ 1. Original sin/Adam our representative a) Adam's sin is counted as our own b) That's why we are born dead in trespasses and sins c) The Spirit is dead to God and no communication with God is possible 2. Christ our representative a) Dead, risen and ascended with Christ b) Christ's righteousness is imputed to us in the same way that Adam's sin is imputed to us c) What we were in Adam is gone (1) God does not regenerate the old. He replaces it with the new 3. Questions a) Using a line diagram show what happened at salvation regarding your life in Adam and your life in Christ. b) Using the diagram, describe eternal life. c) Describe the doctrine of original sin. Counter the argument that we are sinners because we have committed sins. Bring in appropriate Scriptures. d) Describe what it means to be dead in trespasses and sins. What part is dead? F. New nature e) Using Scripture, describe the person who is outside of Christ. f) Describe the effectiveness of the prayer life of an unbeliever and relate it to this topic. g) List and describe our position as having died with Christ. Use Scripture verses. Especially relate this to the world, law, sin, etc. h) Describe what is meant by imputed righteousness. C. Justification by faith 1. When we trust Christ to save us, he declares us righteous a) It is as though we had never sinned b) Abraham is the example. He believed God and God counted it as righteousness. c) The just ones shall live by their faith. 2. Our sins are not remembered against us any more 3. He adopts us into his family and makes us co-heirs with Christ 4. Has nothing to do with how we live our life a) Works are the outflow of the life of God in us 5. Questions a) What is meant by justification by faith. b) Quote verses which indicate our total forgiveness. c) Describe faith in Christ which does not save and give examples from Scripture. d) Describe the relationship between faith and works. D. Living by faith 1. We are to live by faith - trusting and believing God through each day 2. In the same way we are justified by faith we also grow by faith. a) We are not perfected by keeping the law but by living by faith 3. Questions a) Using appropriate scriptures explain how living by faith is just as necessary as being born again by faith. E. Assurance of salvation 1. Christ has taken up abode with us 2. He has given his spirit as a seal 3. Spirit is a down payment 4. He will lose none of those who are his 5. Salvation was initiated by God and so we are also kept by God. a) God finishes what he starts 6. Questions a) Give several verses of Scripture that assure you of your salvation. b) Using the tests in I John, illustrate your assurance of salvation based upon God's transformation of your life. 1. God has put a new spirit in his people 2. The nature of the Christian is to follow Christ a) His sheep hear his voice and follow him b) The godly love His word 3. Questions a) List the spiritual benefits of the New Covenant b) Explain how we know that the spiritual benefits are in place today in the life of the Christian. c) How do these benefits guarantee our sanctification as well as our justification. d) Quote several verses that demonstrate that the new creature loves God's word. VIII. Important Doctrines A. Trinity 1. God a) A Spirit b) Uncreated-eternal c) Omniscient d) Omnipresent e) Perfectly righteous f) Decrees g) Sovereignty 2. Christ a) Incarnation b) Virgin birth c) His offices d) His humiliation e) Creator & Sustainer f) Preeminance of Christ g) The Cross (1) We died with (2) We are crucified to world (3) We are crucified to law (4) Jesus became sin (5) He bore our sins there (6) He was the lamb of God (7) We glory in the cross 3. Holy Spirit a) Ministry of the Holy Spirit b) Fruit of the Spirit a) Relationship of church to Israel (1) Love (a) Love of God (b) Love for other believers (c) Love of our enemies (d) Forgiveness (e) Love for the weaker brother c) Grieving the Spirit d) Quenching the Spirit e) Being filled with the Spirit (1) Spirit-filled life (a) We are not to be drunk or controlled by wine (b) We are to be filled with the spirit f) Baptism in the Spirit (1) Operation that places us into the body of Christ g) Gifts of the Spirit (1) Purpose of gifts (2) Danger in exalting (a) Specifically tongues and healing h) Walking in the Spirit (1) How is walking in the spirit and the life of victory related? B. Man 1. Nature of man a) Three parts (1) Body (2) Soul (3) Spirit 2. Death 3. Resurrection a) New body b) Absent from the body/present with the Lord C. Church 1. Body of Christ a) Proper functioning of each part b) Gifts necessary for proper functioning 2. Unforeseen in the O.T. E. Sin b) God's purposes in the church 3. The leaders in the church a) Pastor b) Elder c) Deacon 4. Handling of sinning brothers 5. Practical aspects a) Leading singing b) Public prayer c) Taking offering d) Helping with communion e) Planning a service f) Ushering & welcoming g) How to lead a Bible study h) How to teach a SS class D. Angels 1. Good angels 2. Satan a) Satan a fallen angel 1. God is not the author of sin 2. Sin is the transgression of the law 3. Penalty of sin is death F. Creation 1. Creation vs evolution 2. Importance of creation as foundation for rest of scripture a) Work b) Marriage c) Care of environment 3. Recognizing our special creation and purpose in the plan of God G. Election 1. Recognize God's right over creation 2. Recognize God's choice of you from eternity past a) Knowing what you would be like b) Knowing the amount of work He would have to do to change you. 3. Rejoice in the fact that God has established purpose and meaning for your life. H. Eschatology IX. 1. Rapture a) Difference between rapture & second coming b) Tribulation c) Millenium I. Grace 1. Common-What God does in grace for all people 2. Special-What God does in grace for his children J. Punishment 1. Lake of fire 2. Punishment eternal 3. For those who are not Christ's K. Redemption 1. Bought us from the slave market of sin 2. Redeemed us from the curse of the law L. Sanctification 1. Position 2. Practical M. Justification N. Israel vs Church 1. Israel and the church are not the same thing 2. God's program for Israel has not been cancelled 3. He will continue the program when the church age is over The Christian Life A. Marriage/Family 1. Courtship/Dating 2. Purpose of marriage 3. Husband - wife relationship a) Proper view of submission among family members b) Recognize God's structure of authority 4. Divorce 5. Parent/Child B. Relationship to government C. Work D. Finances E. Relationships with others 1. Those in authority 2. Developing wholesome friendships 3. Maintaining a clear conscience with others	<urn:uuid:02dd1a33-014e-48bb-8856-bd5b3d0d1008>	CC-MAIN-2018-05	http://thetuinstras.net/?mdocs-file=876	2018-01-19T13:28:21Z	crawl-data/CC-MAIN-2018-05/segments/1516084887981.42/warc/CC-MAIN-20180119125144-20180119145144-00375.warc.gz	342,095,252	3,484	eng_Latn	eng_Latn	0.932461	eng_Latn	0.990133	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2547, 3507, 5254, 5778, 7583, 9646, 10559, 11466, 12478, 13527 ]	[ 2.515625 ]	1	0
Interactive Performing Arts Co. Angela Roy Presenter & Performing Artist 250.212.7495 email@example.com www.expression.bc.ca SCHOOL DISTRICT TEACHER PROFESSIONAL DEVELOPMENT Rhythmic Art! Storytelling… Through world music, rhythm & song!!! Programs designed for ~ Primary to Secondary Teacher ~ French Immersion Teachers Curriculum areas ~ Language Art ~ Social & Cultural Studies ~ Music ~ French Immersion PROFESSIONAL DEVELOPMEMENT PROGRAM REQUIREMENTS Room set-up requirements: 45 min set up & clean up time One chair (no arm) for each participant placed in a semicircle Large open space room, clean floor surface Two small tables Access to parking close to entrance Assistance to unload musical instruments Group size Maximum: 40 to 50 participants Participants: Wear comfortable clothing & footwear Professional Development & Training Options: Full day training: (5hrs) Half day training:(3hrs) Hour rates available: Hour rates applied to accommodate budget need, accommodation & travel may be considered IN School Programs: Cooperative scale fee are based on member of participants and bookings. ( three to six dollars per students) Workshop Includes ~Djembé Drum & World percussion instruments for participants to play ~ Study Guide/Rhythmic Art Booklet each teacher/participant Merchandise: ~1 Instructional CD ~ Songbook of world music ~ World Music CD for class room resource Djembé Dr ms and other perc ssion instr ments ABOUT ANGELA Her works have been showcased on CBC Radio-TV, Okanagan Life Magazine, and TV – CHBC. Today, she is in the studio working on a children world-song & rhythm CD – to be release this winter 2005 or on tour facilitating the rhythmic art program in schools, conference events & at festivals! Performing artists; percussionist-drummer, dancerchoreographer and singer, Angela experienced many facets of the performing arts! Angela has studiedperformed with the West African Drum & Dance Ensemble "Gamalie" of Togo, African for several years. Her artistic portfolio includes vocal & modern dance training. Educator, Facilitator, Instructor ~ "Federation des Parents Francophone" Angela has taught preschool to college students in many disciplines. Her specialty is developmental studies, program design and French language programs as well as "performing art based" educational programs. She has over a decade of as an educator & program developer. Her professional work experience includes; workshop/conference facilitator and program developer for organizations such as; ~ "Educacentre" ~ Canadian Parents for French ~ School district #22 & 23 ~ "College Universitaire de Saint Boniface" ~ BC Music Teacher Association ~ Central Okanagan Teacher Association ~ Multicultural Society of Kelowna ~ "Association des Professeurs d'immerssion et du ~ French Cultural Center of the Okanagan "Walking in door Angela got your attention immediately. Imagine what we could do with children using her technique! The best facilitator thus far in the conference!" Center of Excellence in Child Development National-Conference 2005 –Regina. Sask. EXPRESSION Interactive Performing Art co. The Rhythmic Art! Storytelling through rhythm, song & movement program is designed for ~ Kindergarten to secondary school levels ~ Child development programs ~ School district professional development ~ Festivals & Recreational Event Available in French Rhythmic Art as a teaching tool! Available in French RHYTHMIC ART AS A TEACHING TOOL! Explore world music ~global song ~ traditional stories! Expect high energy, dynamic, multi-sensory, kinesthetic & creative experience! Facilitated with over 40 African drums (Djembé) and an assortment of world percussion instruments for each participants to play & explore! Cultural & educational experience which will provide teacher with hand –on practical ideas and activities to take back to their class room. Program content respond to social, cultural studies, Language arts & music curriculum. Designed for student and teachers Primary to Secondary levels – Social-Cultural Studies & Music curriculum – Cultural Events & Assemblies – French Immersion programs - District Professional Development Events Explore/learn five main musical storytelling model; * Vocal & body percussion exercises * World song & chants * Hand drumming techniques & patterns * Rhythmic games * Rhythms & Polyrhythm Framework of the workshop will be presented through song & storytelling as this acts a liaison for each of the rhythmic activities. "Angela captivated her audience immediately with her many different types of dynamic presence! I was most impressed by her ability to explain the intricate rhythms in simple yet effective manner. I was very pleased by with the professional conduct of Angela and most appreciative of her wiliness to share her expertise. School District 22 Teacher Rhythmic Art ~ Learning Outcomes. To increase hand-eye coordination & global motor skills through multi-sensory & kinesthetic exercises using drumming, song, movement and games To develop verbal and non verbal skills through rhythmic phrases, songs stories and group discussion To demonstrate and teach basic musical rhythm concepts: tempo, timing pace, beats, pattern, dynamic, tone and base through hand drumming exercises and techniques To generate awareness & knowledge of world music and culture To foster group team work & individual leadership skills through rhythmic activities To energize & motivate students through the rhythm, song & movement To relate basic literacy concepts through narration , group participation and songs To relay basic elements of movement, rhythm, pattern, body, space, energy, shape, and force "Constant involvement and hands-on opportunities. Extremely good connection with the participants! We were motivated and engaged! We came back to class singing and drumming. Asking for a second class we hope to have Angela back	<urn:uuid:4cc38764-26a3-4337-af3a-ead65544efaa>	CC-MAIN-2017-43	http://expression.bc.ca/assets/Acrobat%20files/School%20District.pdf	2017-10-18T18:12:52Z	crawl-data/CC-MAIN-2017-43/segments/1508187823067.51/warc/CC-MAIN-20171018180631-20171018200631-00797.warc.gz	115,931,792	1,243	eng_Latn	eng_Latn	0.968743	eng_Latn	0.984285	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1476, 3430, 4907, 5978 ]	[ 2.171875 ]	2	0
WE'VE GOT A PROBLEM INTERDISCIPLINARY HIGH SCHOOL This guide links the We've Got a Problem unit to the Texas Essential Knowledge and Skills (TEKS) for high school students. We've Got a Problem is an interdisciplinary unit that allows students to explore solutions to a real problem on their campus or in their community. We've Got a Problem leads students to practice skills in all subject areas. For example, students may use graphs, tables, and statistical data, included in the Mathematics TEKS, to present an argument for a change. They will use the writing and research skills of the English Language Arts and Reading and Social Studies TEKS. The following document includes the applicable TEKS and the details of the We've Got a Problem unit. The asterisks indicate the TEKS which are testable on the State of Texas Assessments of Academic Readiness (STAAR). The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008. Description of Unit This unit encourages students to set up a proposal for an actual collaborative project which they can pursue. Students begin by developing a pre-proposal, and identifying stakeholders and potential funding sources. Finally, students will develop a real proposal and actually try to make the project a reality. Goals Students will meet these goals in their explorations: - Ask questions and explore theories - Have opportunities to generate new ideas - Develop the essential skills of logical thinking, creative problem solving, intellectual risk taking, and communicating - Become familiar with the process of setting up a proposal, doing the research and acquiring funding for a project - Establish a target audience for the proposal Phase I. Learning Experiences The learning experiences model the proposal development process. The class will go through the process as individuals will do in the independent research phase of the task. 1. Develop a pre-proposal. - Identify a problem or issue that the class will investigate - Develop a rationale explaining why this study is necessary and important - Identify resources students will need to learn more about the subject (e.g., books, periodicals, experts, videos, surveys, experiments, computer programs, presentations, collections, museums) - Identify the research design students will use to collect data, the type of data to be collected, and the strengths and weaknesses of the design - Develop a realistic timeline - Identify all the stakeholders and the target audience with whom students will share the information 2. The class will do the research necessary to write a full proposal that will include strategies for solving the problem identified. They must build a strong case for why stakeholders should address the problem in the way the class has identified. This is a process that change agents must go through frequently to obtain the necessary resources for solving the problems that are important to them and to others in society. 3. Develop a proposal to take to a stakeholder group. The proposal should include: - A problem or issue - A proposed solution - A rationale explaining why the question is important and why the proposed solution will solve the problem - A statement of others' opinions about the problem or issue - A summary of research - Resources that will be needed to solve the problem, including a realistic timeline and budget - Résumés of those who will be working on the project 4. Present the proposal to the stakeholder group. Websites where potential funders or programs may be found include: http://web.mit.edu/inventeams/apply.html http://www.pcrd.purdue.edu/documents/grant_writing/potential_funding_sources.doc http://www.mdibl.org/edu/highschool.shtml http://www.training.nih.gov/student/sip/index.asp 5. A completed project includes: a. Process record that includes documentation of individual growth during Phase I: Learning Experiences b. Pre-proposal c. Proposal d. Videotape of presentation Phase II. Independent Research Upon completion of Phase I: Learning Experiences, students will begin to prepare their actual proposals for change. Students may choose to respond in a variety of formats, such as charts, diagrams, graphic organizers, paragraphs, or a combination of these. Students may use all of the material they have gathered in the learning experiences and other classroom resources to answer the questions. What have you learned about the change process? Why are some people resistant to change? What does it take to change the minds of resistant people? A. Research process 1. Selecting a topic. Choose an area of need. Outline a plan for solving the problem. 2. Asking guiding questions. Once the student has selected a topic, he/she should think of three to five guiding questions to explore, such as: - Why is this issue important? - What changes would you like to see? Why? - How can these changes be implemented? Break down the process into detailed steps. While these examples are general, the student's questions should be specific to the chosen topic. The questions should lead him/her to form individual research-based opinions. The student should develop a hypothesis or some possible answers to the questions. 3. Designing a research proposal. The student should include numerous components in the research proposal: - The issue he/she would like to study - Three to five guiding questions he/she will investigate and hypotheses - Primary and secondary resources he/she will need to find answers to questions - Strengths and weaknesses of current policies governing the issue - The five most important things to know - Appropriate decision-making bodies involved (at city, state, and national levels) 4. Conducting the research. After you have approved student proposals, students begin using the resources they have identified and others they may encounter. During this stage, students will need to keep a log, note cards, or resource process sheets of all the sources and what they learn from each one. 5. Drawing conclusions. Based on their research, each student should make a list of recommendations or solutions for their chosen issue. B. The product Each student creates a proposal to present. The proposal should include reasons the issue is important, changes that need to be made, and how these changes could be implemented. The presentation should be similar to what would be given to a stakeholder group. C. Communication Each student presents their proposal to the class. Time should be allotted for the audience to ask questions. The Q&A session should be impromptu and unscripted in order to accurately reflect student learning. Students will then contact the potential funders and begin to promote their proposals. Depending on the success of their contacts, the project can be taken as far as the student would like to take it. D. A completed project consists of: 1. The research proposal, including guiding questions 2. A research log, note cards, or resource process sheets 3. The product 4. A Works Cited Page 5. A videotape or audiotape of the presentation to the class, including the unscripted Q&A session Resources for writing formal grant proposals: http://www.arc.gov/index.do?nodeId=102 http://www.montclair.edu/ORSP/preaward/NSF/NSF%20Successful%20Proposal.pdf http://www.research.buffalo.edu/sps/about/guide/chapter4.cfm http://www.mygovernmentgrants.com/grant_proposal.htm Texas Essential Knowledge and Skills The unit may address the following TEKS: Science: Integrated Physics and Chemistry C.2 Uses scientific methods during laboratory and field investigations* (Testable on the Chemistry STAAR) C.3. Uses critical thinking, scientific reasoning, and problem solving to make informed decisions* (Testable on the Chemistry STAAR and Physics STAAR) * More Science TEKS could apply, depending on the student's scientific investigation. Social Studies: United States History US.27 Understands the impact of science, technology, and the free enterprise system on the economic development of the United States* (Testable on the U.S. History STAAR, Reporting Category 4) US.28 Understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States* (Testable on the U.S. History STAAR, Reporting Category 4) US.29 Applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology* (Testable on the U.S. History STAAR) English Language Arts and Reading: II.23 Organizes and presents their ideas and information according to the purpose of the research and their audience II.24 Uses comprehension skills to listen attentively to others in formal and informal settings II.25 Speaks clearly and to the point, using the conventions of language English III III.1 Understands new vocabulary and uses it when reading and writing* (Testable on the English III STAAR, Reporting Category 1) III.2 Analyzes, makes inferences, and draws conclusions about theme and genre in different cultural, historical, and contemporary contexts and provides evidence from the text to support their understanding* (Testable on the English III STAAR, Reporting Category 2) III.12 Uses comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning* (Testable on the English III STAAR, Reporting Category 2, Reporting Category 3) III.13 Uses elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text* (Testable on the English III STAAR, Reporting Category 4, Reporting Category 5, Reporting Category 6) III.14 Writes literary texts to express their ideas and feelings about real or imagined people, events, and ideas III.16 Writes persuasive texts to influence the attitudes or actions of a specific audience on specific issues* (Testable on the English III STAAR, Reporting Category 4, Reporting Category 5) III.18 Writes legibly and uses appropriate capitalization and punctuation conventions in their compositions* (Testable on the English III STAAR, Reporting Category 6) III.20 Asks open-ended research questions and develops a plan for answering them III.21 Determines, locates, and explores the full range of relevant sources addressing a research question and systematically record the information they gather III.23 Organizes and presents their ideas and information according to the purpose of the research and their audience III.24 Uses comprehension skills to listen attentively to others in formal and informal settings III.25 Speaks clearly and to the point, using the conventions of language English IV IV.1 Understands new vocabulary and uses it when reading and writing IV.2 Analyzes, makes inferences, and draws conclusions about theme and genre in different cultural, historical, and contemporary contexts and provides evidence from the text to support their understanding IV.6 Understands, makes inferences, and draws conclusions about the varied structural patterns and features of literary nonfiction and provides evidence from text to support their understanding IV.8 Analyzes, makes inferences, and draws conclusions about the author's purpose in cultural, Texas College and Career Readiness Standards This unit may address the following Texas College and Career Readiness Standards: Mathematics: I.B.1 Performs computations with real and complex numbers I.C.1 Uses estimation to check for errors and reasonableness to solutions IV.D.2 Applies probabilistic measures to practical situations to make an informed decision V.B.1 Computes and interprets the probability of an event and its complement V.B.2 Computes and interprets the probability of conditional and compound events VI.A.1 Plans a study VI.B.1 Determines types of data VI.B.2 Selects and applies appropriate visual representations of data VI.B.4 Describes patterns and departure from patterns in a set of data VIII.A.1 Analyzes given information VIII.B.2 Uses various types of reasoning Science: I.A.1 Utilizes skepticism, logic, and professional ethics in science I.A.2 Uses creativity and insight to recognize and describe patterns in natural phenomena I.A.3 Formulates appropriate questions to test understanding of natural phenomena I.A.4 Relies on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes I.B.1 Designs and conducts scientific investigations in which hypotheses are formulated and tested I.C.1 Collaborates on joint projects I.E.1 Uses several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic II.E.1 Understands descriptive statistics II.F.1 Selects appropriate Standard International (SI) units and prefixes to express measurements for real-world problems III.D.1 Uses search engines, databases, and other digital electronic tools effectively to locate information III.D.2 Evaluates quality, accuracy, completeness, reliability, and currency of information from any source IV.A.1 Recognizes how scientific discoveries are connected to technological innovations Social Studies: I.E.3 Analyzes how social institutions function and meet the needs of society I.F.1 Uses a variety of research and analytical tools to explore questions or issues thoroughly and fairly I.F.2 Analyzes ethical issues in historical, cultural, and social contexts IV.A.1 Identifies and analyzes the main idea(s) and point(s) of view in sources IV.A.2 Situates an informational source in its appropriate contexts IV.A.3 Evaluates sources from multiple perspectives IV.A.4 Understands the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments IV.A.5 Reads narrative texts critically IV.A.6 Reads research data critically IV.B.1 Uses established research methodologies IV.B.3 Gathers, organizes, and displays the results of data and research IV.B.4 Identifies and collects sources IV.C.1 Understands/interprets presentations critically IV.D.1 Constructs a thesis that is supported by evidence IV.D.2 Recognizes and evaluates counter-arguments V.A.1 Uses appropriate oral communication techniques depending on the context or nature of the interaction V.A.2 Uses conventions of standard written English V.B.1 Attributes ideas and information to source materials and authors	<urn:uuid:11d79d5c-bd9c-4c6c-a57d-97f82dacb684>	CC-MAIN-2017-43	http://texaspsp.org/highschool/tasks/HS_Problem.pdf	2017-10-18T18:32:20Z	crawl-data/CC-MAIN-2017-43/segments/1508187823067.51/warc/CC-MAIN-20171018180631-20171018200631-00801.warc.gz	334,660,492	2,975	eng_Latn	eng_Latn	0.974428	eng_Latn	0.993479	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1817, 4025, 6280, 7616, 8681, 11389, 11518, 11665, 14026, 14658 ]	[ 4.15625 ]	4	0
A child's journey into the future or Sailing the seven Cs Harry Shier Centro de Servicios Educativos en Salud y Medio Ambiente (CESESMA), Matagalpa, Nicaragua This paper is based on the keynote presentation given by Harry Shier at the Network of Community Activities' biannual conference, Manly NSW, May 2001. "The right to play is a child's first claim on the community, because play is nature's training for life. No community can infringe that right without doing deep and lasting damage to the bodies and minds of its citizens" These wise and profound words were spoken by David Lloyd George, Prime Minister of the United Kingdom, in an address to the UK National Playing Fields Association in 1925. Seventy-six years ago, before the play movement or out-of-school-hours services had been thought of, this far-sighted statesman had a clear view of the true importance of the child's right to play. But how things have changed! – at least in the UK. Here is a more modern quote, also from a senior British politician … astonishing that I double-checked on the BBC website to make sure that, yes, these were his exact words. And this is a frightening prospect for those of us working with children out of school in the UK (as I was at the time). As a statement about child development and education it is obviously and blatantly false, and every out-of-school-hours worker knows it to be false from their own daily experience. This leaves only two possibilities: either Mr Blunkett imagines it to be true, or else he knows it is false. And I don't know which of these two possibilities scares me the most. "A child not in lessons is a child not learning." This was said by David Blunkett, the UK Secretary of State for Education, in his address to the UK Labour Party conference in September 1999. I found it so If he imagines the above statement to be true, isn't it shocking to realise that the man responsible for the education of all the children of the UK is so abysmally misinformed about the basic facts of child development? And on the other hand, if he knows it's not true, that is, if he is deliberately lying, isn't it appalling that such a senior politician is prepared to knowingly mislead (i.e. lie to) the entire British public, simply in order to bolster his party's outdated and misguided education policy? Around this time there was a lot of concern in the British press over the government's attempts to formalise early education. Here's just one example from the UK's Guardian newspaper in July 1999: "Play is out, early learning is in. Minister backs structured nursery schooling and warns days of children colouring and cutting are over". I can't imagine any Australian politician has said anything quite so stupid on the subject, but I wonder if you have come across similar negative attitudes from the authorities here? If those in power place so little value on children's learning out of school, it is all the more important that we ourselves recognise the true value of what we do, and act as advocates for play at every level. But why is play so important to children's development? Consider the young of three species of mammals, the bear-cub, the piglet and the human child (visualise, if you like, Winnie-the-Pooh, Piglet and Christopher Robin, and you'll get the picture). As newborn infants, these are all roughly the same size, and as full-grown adults they are also roughly the same size. But there is one important difference. The pig and the bear grow from birth to adulthood in two to three years. The human being takes almost twenty years to reach adulthood. Their physical bodies are of similar size and internal design; there is no physiological reason why the human should take so much longer to reach maturity. So why do humans take so much longer to grow up? The reason is that the human is a learning animal. Unlike other species, we need this time to learn all the things we need to learn in order to function as adult human beings in the complex societies we have developed. The other species can get by mainly on instinct, and it only takes them a couple of years to learn all they need to know to be a successful adult bear or pig. Our species, on the other hand, has evolved this long period of immaturity we call childhood, specifically to enable the young to learn stuff. In other words, children have evolved as natural learners. That is their sole function in life. And the important thing is, that this evolution of children as natural learners took place over many thousands of years, during which there were no schools, no teachers, no education authorities, no ELLA tests, in fact not even a word for "education" (which was invented much later by the Greeks). Children learn all the time, regardless of whether we teach them or not. And what we nowadays call "play" is one of the fundamental mechanisms that our species has evolved to enable that learning to take place. We don't have to make children learn. Indeed, I sometimes feel our clumsy adult interventions largely serve to get in the way or stop them learning. Our role as adults is not to make children learn, but simply to do the best we can to provide a fertile environment for that learning, and maybe to guide and facilitate it along its many pathways. Here's another way of looking at the same issue. Think for a moment about yourself, and the adult person you are today. Then think about the processes that happened throughout your life that helped you become this person. In particular, ask yourself what are the most important things you have learnt throughout your life that have helped you become the person you are today? Now imagine an old-fashioned weighing scales. On one side put the things your teachers taught you, and on the other side, all the other important things you learnt. This should give you a different perspective on the true importance of out-of-school learning. If learning through play is important now, I believe it will become even more important as the new century progresses. In fact, I believe that "schooling" as a means of education is becoming increasingly pointless, and will soon be completely irrelevant to the children of the new century. This may seem a controversial claim, so how can I justify it? As I see it, "schooling" is a system of education based on the principle that we, the adults, already know what the next generation needs to know, and are therefore able to teach it to them as they grow up. This system worked well from the beginnings of human civilisation up to the late twentieth century, because it was indeed possible to predict that each generation would lead a life broadly similar to the last, and would therefore need broadly similar knowledge and skills to successfully continue the established social order. For example, my great-great-grandparents, living on a small farm in southern Ireland, could teach their children – my great-grandparents – all they would need to know about farming life and the skills to carry on their farming tradition. They in turn could teach their children – my grandparents – everything they needed to know, and so it had been since time immemorial. But not any longer. We now live in such a fastchanging world that we, the adults of today, can barely imagine what kind of lives the next generation will lead when they grow up. All we can be sure of is that they will be using new skills and new technologies that we are not in a position to teach them. To take just one trivial example, my teachers taught me to write with a pen, not knowing that, when I grew up, I would write, not with a pen, but with a computer keyboard. I had to learn myself, through play, how to use a computer. Now my children are taught to use a keyboard, but their teachers have no idea what new means of communication they may be using in twenty years' time, and so are powerless to teach them. If today's teachers imagine they are teaching children the knowledge and skills they will actually use in the new century, I am afraid they are only deluding themselves. And how does this relate to play and out-of-schoolhours? The International Association for the Child's Right to Play summed it up well in a recent paper: "The old concept of education thus becomes futile in the fast-changing world of the third millennium. We need to replace it with a new system of learning, so that our children will know how to live their lives, not only in situations we have taught them about, but in situations we have never even imagined. "The mental tools needed to learn and become capable in this way (flexibility, creativity, cooperation, imagination, problem-solving etc.) are those that children acquire through play". Here's another way of looking at it, comparing three different philosophies of education: 19th Century: Traditional education "Learn what we already know". 20th Century: Progressive education "Learn the methods we use to solve familiar problems". 21st Century: The new age "Learn to face new challenges we have never even dreamt of, and so cannot teach you about". Right now it may seem like we out-of-school workers are struggling to hold on to the concept of play in a hostile climate of regulation, restriction and overprogramming of children. Eventually, however, the powers that be will have to recognise that we are the ones who have the key to the future of children's learning in the new century. And so, I've been wondering about this new approach to education, based on play, that may be able to save our society from the eventual collapse of the old system. What might it be like? Reflecting on this, I came up with my own ideas for a new curriculum for the 21 st Century. There would be seven core subjects in my new curriculum, and since they all begin with the letter C, the idea of "Sailing the Seven Cs" seemed a fitting way to describe it. Here they are: 1. Co-operating We now live in an economic system based on competing against each other, and, in order to sustain that economic system, those who control it have managed to convince most of us that (a) competition is natural for human beings, (b) competition in inevitable so we might as well prepare our children for it, and (c) competition leads to a happier, healthier society. These beliefs are all based, not on evidence, but on the political propaganda of the capitalist ruling elite. The evidence – and there is plenty of it – all points in exactly the opposite direction. We are naturally cooperative, not competitive. It is co-operation between people, not competition, that has enabled the human species to develop and thrive over thousands of years. And, as a system for organising society, competition is inherently wasteful, destructive and demeaning of the human spirit. That's why, in my ideal curriculum, cooperation is the first core subject. 2. Caring Caring doesn't seem to play any part in the school curriculum as we know it today. But I can think of nothing that would contribute more to building the sort of society I would like to live in than if everyone was committed to the general principle of caring for one another. So "caring" is the second C in my new curriculum. 3. Communicating Much of today's education is concerned with the mechanics of communication; mainly reading and writing. But I think children would be better served by learning about the nature and process of communication itself. Within this I am sure they would want to learn about a range of specific methods in current use, and I'm sure reading and writing would not disappear. But the important thing would be to use these skills to actually communicate with one another in the real world. 4. Challenging injustice There's a lot of talk these days about the importance of "citizenship", and how children should be taught about it. But it seems to me that what politicians mean by "citizenship" is the importance of knowing your place, knowing the rules, and following them meekly. The new century needs not just followers but leaders; that is, people who will not only do the right thing, but who, when they see the wrong thing done, will stand up for justice and fairness, even at personal cost. Children seem to acquire the basics of this very easily. One of the first social concepts children pick up is "That's not fair!" From this it is only a short journey to becoming active agents of justice and fairness, first in their own groups, then in the wider society. With support, encouragement and good role models you will soon see children standing up against racism, sexism and all kinds of discrimination and abuse of power. And this is how we lay the foundation for a fair and just society. 5. Conflict resolution Almost all the problems we have to deal with in society that aren't about abuse of power stem from a lack of conflict resolution skills. Again this is something I don't see playing any significant part in today's outdated curriculum, but which would contribute immeasurably to building the sort of society I would like to live in. And it goes without saying, I hope, that non-violence would be a core value underpinning our approach to conflict resolution. 6. Creating One of the saddest things that has happened in the UK education system in recent years is the way creativity and self-expression have been pushed to the sidelines in the government's reactionary education programme. In the new century I want to see creativity and selfexpression – in all their many forms – right back at the centre of children's lives. 7. Celebrating And finally, I want to live in a world where there is always an excuse for a celebration. I originally wrote this as "Celebrating diversity", because I love the cultural diversity of the world I live in. I would hate to have to live in a community where everyone was the same – the same colour, the same nationality, the same cultural background etc. I find it sad that in England, where I lived until recently, cultural diversity is generally seen as some kind of social problem, rather than one of the great joys of modern life. This is why I hope our children can grow up to recognise that diversity is not some kind of problem to be solved, but a treasure to be enjoyed and celebrated. Although celebrating diversity remains fundamental for me, I finally concluded that I'd like to see lots of celebrations of all kinds in the world of the new century. So the seventh of my seven Cs is just "celebrating" in general – and why not? The seven Cs would not be taught, but would be learnt and absorbed by children working together with skilled adult facilitation. The educators would be much more like today's out-of-school-hours workers than what we now call teachers. Other, more traditional, skills and knowledge would not be excluded, but could be added in around the seven Cs, as and when they became relevant to the children's needs. And above all, we should remember that "More is Caught Than Taught". "More is Caught Than Taught" (MCTT) is the name of a visionary childcare training programme developed by FOCAL, the Federation of Childcare Centers of Alabama, an African-American development agency working with low-income and minority communities in Alabama, USA. My visit to FOCAL in 1995 was a major source of inspiration for my subsequent career, and the principle of MCTT lies at the very heart of their work. What it means is that children learn the really important lessons of life, not from what we teach them, but from the environment we create for them, and above all from how we, as adults, choose to be with them. MCTT relates fundamentally to "sailing the seven Cs". The seven Cs are not things you can teach children. But they are things children can learn, if we choose to demonstrate them through how we work, how we relate, and how we treat one another day by day. I hope I've made a reasonable case for the importance of children's play, not just for the growth and development of every human being, but also for the very survival of our society in an unpredictable, fastchanging world. On top of all this, however, and regardless of whether you agree with my analysis or not, the right to play is a basic human right guaranteed to every child under Article 31 of the United Nations Convention on the Rights of the Child, an international treaty ratified by the Australian Government in 1992, in a solemn public commitment in front of the entire world community. In essence, Article 31 states: "The child has the right to rest and leisure, to engage in play and recreational activities and to participate freely in cultural and artistic life. The state undertakes to provide appropriate and equal opportunities for the realisation of these rights". This is a commitment which your government, in common with most others, has done little to honour in recent years, but which nevertheless remains in place, as a right to be asserted and demanded by all our children, and by those who work with them out of school. When things seem really tough, when you feel bogged down by the day-to-day worries of keeping your service going, and it's hard to keep sight of the bigger picture, the UN Convention on the Rights of the Child can be a source of new energy and inspiration. Take a deep breath and remind yourself that these basic rights you're struggling to achieve for the children in your community are rights that belong to all children the world over, and by working to realise these rights for your children, you become part of a global movement for the right to play, from Nepal to Nicaragua, and from Kurdistan to Kamchatka. So, to finish with, here are three of my favourite quotes about children's play that didn't fit in anywhere else. The first is from the Hebrew prophet Zechariah, writing in about 500 BC: "And the streets of the city shall be filled with boys and girls playing in the streets thereof". Zechariah Ch 5 v 8. It is ironic that today we have such a long way to go in order to get back to where Zechariah was at 2,500 years ago. And this is from the great Norwegian writer Henrik Ibsen: "In all life there is risk, and when one is more alive, there is more risk". (You could try quoting this to your local safety inspector – and let me know how they react). And finally, this one was on the back of a publicity leaflet from the BBC that came into our office a couple of years ago. We liked it so much we put it up on the notice board, and it always reminds me of why I'm doing this work: "Children who have spent a great deal of their time playing, will have inside them inner strengths which no-one will ever be able to take away from them, however hard their adult lives turn out to be".	<urn:uuid:0d9b002f-b2b8-4d08-a24f-c3db8edfade0>	CC-MAIN-2017-43	http://www.harryshier.net/docs/Shier-Sailing_the_Seven_Cs.pdf	2017-10-18T18:27:27Z	crawl-data/CC-MAIN-2017-43/segments/1508187823067.51/warc/CC-MAIN-20171018180631-20171018200631-00795.warc.gz	468,758,409	3,908	eng_Latn	eng_Latn	0.999213	eng_Latn	0.999242	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2436, 8243, 13495, 18749 ]	[ 2.40625 ]	3	0
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All it takes is four steps! 7 Remarkable Paper Folding Activities Your Kids Must Try Paper Folding: Introduction to Exponential Functions In this activity you will observe and record the relationship between the number of folds and rectangles of a piece of paper. Procedure: 1. Take a rectangular sheet of paper. Fold the paper in half once. How many rectangles are created? Record the data in the table below. 2. Using the same sheet of paper, repeat the process as many times as possible. Paper Folding: Introduction to Exponential Functions Basically this lesson is a collaborative activity where the students are given an exponential scenario. The groups must create a multi-rep poster where they collect data, draw a graph, write an equation and answer a question. The lesson opener is a bacteria problem. 9 Exponential Functions Activities That Are A Must! – Time ... enjoy now is paper folding activity for exponential growth below. Each book can be read online or downloaded in a variety of file formats like MOBI, DJVU, EPUB, plain text, and PDF, but you can't go wrong using the Send to Kindle feature. touching the void mr hoyes igcse english website, toyota camry automotive repair manual all Paper Folding Activity For Exponential Growth Bookmark File PDF Paper Folding Activity For Exponential Growthexponential decay when a piece of paper is folded repeatedly ... Paper-Folding Activity - Google Docs Exponential Functions: An exponential function takes the general form , and b # —L y = abX, where a and b > Of C-hO..nge b is the a is the The domain of Page 2/3 Copyright : jobs.onlineathens.com Read Free Paper Folding Activity For Exponential Growth Paper Folding Activity For Exponential Growth Access Free Paper Folding Activity For Exponential Growth challenging the brain to think bigger and faster can be undergone by some ways. 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Paper Folding Activity Students will model exponential growth and exponential decay functions by folding paper. Students will investigate how quickly an exponential function increases/decreases. Concepts covered include: scatter plots; domain and range; continuity; linear and exponential functions; Copyright code : bd3b3ebe6826ac30bdc410f73f908d5d Page 3/3	<urn:uuid:84c6fdee-0153-4a15-825c-6958f995955c>	CC-MAIN-2022-05	http://jobs.onlineathens.com/cgi-bin/content/view.php?data=paper_folding_activity_for_exponential_growth_pdf&filetype=pdf&id=bd3b3ebe6826ac30bdc410f73f908d5d	2022-01-23T03:37:34+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320303956.14/warc/CC-MAIN-20220123015212-20220123045212-00349.warc.gz	28,127,942	1,799	eng_Latn	eng_Latn	0.989064	eng_Latn	0.990168	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3738, 7034, 8571 ]	[ 2.890625 ]	6	0
Sample Music Lesson Plan For Elementary Students Right here, we have countless book sample music lesson plan for elementary students and collections to check out. We additionally present variant types and moreover type of the books to browse. The pleasing book, fiction, history, novel, scientific research, as capably as various additional sorts of books are readily reachable here. As this sample music lesson plan for elementary students, it ends stirring monster one of the favored book sample music lesson plan for elementary students collections that we have. This is why you remain in the best website to see the amazing books to have. HOW I LESSON PLAN AS A MUSIC TEACHER! \| Embrace The Mess \| ELEMENTARY TEACHER Lesson planning for the music classroomThe Dance Teacher's Lesson Plan Book: Standard Planning Edition Teacher Created Resource's Lesson Plan and Record Book Review How To Play Piano - EASY First Piano Lesson! Lesson Planning - Part 4 - Lesson Plan ExampleLearn To Play The Guitar Fast \u0026 Easily With ChordBuddy Instructional Lesson Plan Lesson Planning 101 \| That Teacher Life Ep 21 Practical Ideas for Middle School Music Lessons MY MUSIC CLASSROOM » Life Of A Music Teacher + Lesson Planning Should You Learn How to Read Music? Make Music Lesson Plans Easy for Musical Instruments How to Start Piano Lessons for Pre-School Aged Children How To Teach Piano Effectively - Josh Wright Piano TV How I made a teacher planner + DIY Planning and Planner Notebook inspired by Erin Condren HOW I LESSON PLAN AS A TEACHER \| Advice for New Teachers How I Lesson Plan As a Teacher \| Pocketful of Primary How to Become a Pianist in Ten Lessons - Lesson 1: Becoming an Excellent Adult Learner(Old Playlist) How to Teach Piano to Beginners - Introduction to No Book Beginners Teacher Planner Set-Up Garageband Tutorial: How to Make a Basic Track Classroom Management Strategies To Take Control Of Noisy Students Elementary Lesson Plan: Keeping Beats and Rhythm in Music Classrooms \| CMA Foundation Teacher Vlog: Teacher Planner, Lesson Plan Book – FREE is Better Lesson Planning: What is Required? 1.1 Music with Lindsey. Online Music Classes for Kids! (Unit 1: Lesson 1) MMC 5 Lesson Plan Ideas for GarageBand on iPad 2019 Five Rules for Online Innovation with Whiteboard Collaboration ToolsBeginner Piano Lesson Plan 1 - Creative Beginner Teaching [Part 2 of 2] Beginner Piano Lesson Plan 1 - Creative Beginner Teaching [Part 1 of 2] Sample Music Lesson Plan For A sample music lesson plan intended for elementary students. The lessons tackled here will still be easy but will already require a fundamental knowledge of the craft. You will either find these lessons unnecessary or extremely important. Your rise to the musical ladder will depend on how you find these types of lessons. 4. 10+ Best Music Lesson Plan Examples & Templates [Download ... American Idol Judge for a Day - An excellent lesson from our friends over at TheApple. Students learn how professionals identify quality singing ability. Based on National Music Standards this lesson will make for a fun day in your classroom. Also comes complete with a judging rubric and judge's criteria worksheet. Music Education Lesson Plans Music class lesson plan downloads for teaching music to primary school children and Early Years Foundation Stage and Key Stage 1 in England, Foundation in Wales, Early Years and Foundation KS1 in ... KS1 Primary school music lesson plans: Classroom resources ... Music teachers can utilize Study.com's range of music lesson plans to introduce students to music genres and music concepts. These music lesson plans identify clear learning objectives, include ... Music Lesson Plans \| Study.com A music class is always an elaborate affair whether you are teaching at an elementary level or the high school students. There are so many things to teach and hence you should follow an Elementary Lesson Plan Templates for music or high school music less plan- depending on your class. The lesson plan sample will help you to stay organized with the typical music lesson you want to be learnt by ... Music Lesson Plan Template - 7+ Free Word, Excel, PDF ... Lesson plans for working with 10 different pieces of classical music. Use the free downloadable .mp3s with these lesson plans, available in our other resources collection. Using these lesson plans will enable pupils to gain an understanding of the music, learn some new vocabulary and to create a new work based on the original or create a response to the pieces of music that can be performed in a group or classroom setting. Key Stage 2 Music Lesson Plans \| Teaching Resources Music from Across America – Edsitement offers this free lesson plan to music teachers who want to educate students about traditional and ethnic American music. The lesson plan unit includes five lessons in addition to suggested classroom activities. Music in Movies – ReadWriteThink offers this free music lesson plan for teenage students who want to learn more about movie soundtracks and how music can contribute to movie scenes. 15 Free Music Activities and Lesson Plans for the ... Materials Needed: Drawing paper the same length as children, lively' music, black crayon (for tracing), crayons (coloring), scissors. Procedure: The best work space for this activity is on the floor. Lay down the sheet of paper. Play some good, lively music. Lie down on the paper and dance. Page 1/2 Copyright : jaxairnews.jacksonville.com Music Lesson Plans and Activities This sample music lesson plan for teaching rhythm, uses various music ideas such as the use of body percussion, movement, singing, and other topics. Connect a transportation theme with music and you'll get a hit lesson that will get your kids a rockin'! A "Terrific Trains" Music Lesson Plan for Teaching Rhythm ... Music is a fun activity to learn and practice. But without proper guidance and structure, it can be rather challenging. To overcome this difficulty, there are a wide number of sample music lesson plan templates designed for teachers to help them make their classes more organised and exciting. 10+ Best Music Lesson Plan Templates - PDF, Word, Apple ... Browse lesson plans that teach students about the lives, music, and culture of our great composers. Ballet of the Unhatched Chicks (Mussorgsky) \| Music Lesson Plan - ABA Form Grade 1-2. Flight of the Bumblebee Game (Rimsky-Korsakov) \| Music Lesson Plan - Unit Wrap-Up Grade 1-3. Music Lesson Plans from the Lesson Zone™ \| MakingMusicFun.net 5-E Lesson Plan Template Example of Lessons for Music/Choir The Teaching Process Instructional Sequence Your Name: Samantha Johnson Grade Level: Middle School 6th-8th Grade Subject Area: Music/Choir Lesson Title: Sharps and Flats Lesson Length: 93-108 minutes Lesson Overview: In this lesson students will be introduced to a new music theory ... 5-E Lesson Plan Template Example of Lessons for Music/Choir The Great Importance of Lesson Planning. A lesson plan is an integral component that helps teacher be organized and stay focus while educating the class, hence allowing and helping every student to reach their potential a lot easier with less guidance. As a teacher, you are expected to be prepared and organized at all times, so keeping a lesson plan handy is a lot of help. 47+ Lesson Plan Samples \| Free & Premium Templates Popular Music Lesson Plans, K-5. Incorporate music into your curriculum, with these printables. You'll find plenty of activities to keep your students interested and engaged while they sing songs, play instruments, and learn about musical genres. We have lessons that compare current music to music from the past, lessons that connect science and music, lessons about rhythm and pitch, and lessons incorporating music traditions from a variety of cultures. Music Lesson Plans Grades K-5 - TeacherVision Lesson plans and resources for ages 4-14, and SEN, introducing children to thirty pieces of classical music with up to six weeks of learning and activities. Lesson plans - BBC Teach Want Some Easy Music Lesson Plans? FunMusicCo 2020-10-21T01:40:25+00:00. Attention: Classroom Music Teachers. Need Some Music Lesson Plans for Classroom Music? Get five FREE sample lesson plans delivered to your inbox over the next five days. Enter your name and email here and we'll send you a set of free samples – one each day over the ... Music Lesson Plans for Classroom Music Lessons \| The Fun ... Introductory Music Lesson Plan. s r. 1: To make students aware that notes have "names" 2: To develop the ability to identify any "natural" note with reference to a piano keyboard 3: To help students to understand that notes to be found on the the "black" keys can be assigned one of two "names" depending upon the circumstances This lesson is intended to cater for students who have no functioning working knowledge of music theory. musicteachingresources.com Music Theory Lesson Plans 1–2, 3–5, 6–8 This sample lesson plan is a model for how you can structure an individual lesson. It is part of 10 Guidelines for Planning Units, which provides strategies for efficiently putting together all of your teaching plans. Both were adapted from The New Teacher's Complete Sourcebook: Middle School by Paula Naegle. Sample Lesson Plan for New Teachers \| Scholastic Arts Lesson Plan Any age bracket may use this type. Art lessons may range from drama/theater, music, and visual arts. The format of this lesson plan is basic and usually would just contain the focused event plan. Classroom Lesson Plan This type of lesson plan is the one that is commonly used among teachers. Copyright code : 8da31259f501f536e0f2d560060abac6 Page 2/2	<urn:uuid:d5f9ecd5-4be6-4071-bd69-e56bab119d86>	CC-MAIN-2022-05	http://jaxairnews.jacksonville.com/cgi-bin/content/view.php?data=sample_music_lesson_plan_for_elementary_students_pdf&filetype=pdf&id=8da31259f501f536e0f2d560060abac6	2022-01-23T04:03:43+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320303956.14/warc/CC-MAIN-20220123015212-20220123045212-00350.warc.gz	31,821,032	2,000	eng_Latn	eng_Latn	0.994153	eng_Latn	0.994102	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 5451, 9711 ]	[ 2.359375 ]	15	0
9th Teaching & Education Conference, Prague Conceptual Framework of Adaptive Web Based Skill Assessment Tool Designed for Low Qualified Adults in Turkey Assist Prof.Dr. Muhammet Berigel* Onur Adıyaman, Hasan Karal, Adnan Baki, Taner Altun, Merve Yıldız, Furkan Kalyoncu *Karadeniz Technical University, Faculty of Economics And Administrative Sciences, Management Information Systems, Trabzon, Turkey, firstname.lastname@example.org Aim of Study «To compose a conceptual framework for literature and institutions which aims to create an adaptive assessment test for measuring skill levels of low-qualified adults.» Why measuring skills ? [x] planning a career for labor market [x] to get information to plan individualized learning [x] planning trainings, [x] ensuring quality [x] creating homogeneous learning environments Why to use adaptive skill tests? [x] Skill tests are the main tool to get information and assume about adults' skills [x] Traditional test have several disadvantages for determining skills of low qualified adults correctly [x] Asking the same questions, long test times, asking questions in the same order, reduce the reliability and validity of the skill assessment test [x] Computer adaptive tests reduce the amount of test time, dynamically customize the flow of questions, and show a result with a minimum amount of questions based on the answers of each exam participant To compose a conceptual framework for tests [x] It is very important to establish the conceptual and theoretical structure of the evaluation system to determine the skill levels of individuals [x] To create a correct model, all factors that may affect the evaluation process, evaluation methods, target audience analysis and content analysis should be carried out in detail. [x] The aim of this conceptual framework and to create a model is to provide a strong foundation for institutions and researchers that can be used for assessing low skilled/qualified young adults. Conceptual Framework of Study Conceptual Framework of Adaptive Web Based Assessment Toolwo dimensions: 1- Demographic features, 2- Skill Based Elements. Demographics features were divided to two factors Demographic Futures [x] General Demographics has two subcategories, [x] 1- Basic Demographics, Educational Background, Work Experiences. [x] 2-Skill-related Demographic features consist of items related to each skill. Skill Based Elements Skill Based Elements (for literacy, numeracy, and digital skills) was performed including four factors: Definition, Content, Context and Cognitive Dimension. [x] Definitions: Firstly, Skill Based Elements are defined and the boundaries that constitute these elements are drawn in accordance with the national curriculum. Special definitions and properties of each skill area are specified. [x] Content: Considering the primary and secondary school curricula and the effects of these curricula on today's life, a content structure was created for each skill area. [x] Context: The areas, situations, and contents defined by the skills to be measured were determined within the scope of content and definitions. [x] Cognitive Dimension: The cognitive states related to the skill to be measured are determined and classified. Skill Based Elements [x] A strong conceptual framework should be drawn to create rules and hierarchy in adaptive assessment systems. The creation of the conceptual framework is considered the first stage of adaptive assessment systems. [x] In this study a detailed conceptual framework was composed for each field. Literacy, Numeracy and Digital Skills. The conceptual framework of each skill area was created by experts as a result of literature reviews, detailed analysis of Turkish Education Systems, and Registration of Statistical Institutions. Conceptual Framework of Turkish Numeracy Literacy Skills: 4 content subcategory, 11 Cognitive Dimension, and 4 main contexts were composed Table 1. Conceptual Framework of Turkish Literacy. Conceptual Framework of Turkish Literacy For Numeracy skills: 5 content subcategory, 5 Cognitive Dimension and 3 main contexts were determined Table 2. Conceptual Framework of Turkish Numeracy Conceptual Framework of Digital Skills Digital skills, 14 content subcategory, 6 Cognitive Dimension and 2 main contexts were composed Table 3. Conceptual Framework of Digital Skills Definition Digital skills are defined as "the various capabilities that individuals are expected to have in using digital devices, communication applications, and networks to access and manage information." It enables people to create and share digital content, communicate and collaborate, and produce effective and creative ways of solving life, learning, work and social activities. Content Context Cognitive Dimension The Importance of Information Technologies in Daily Life, Computer Systems, File Management, Ethical values, Digital Citizenship, Privacy and Security, Computer Networks, Communication Technologies and Collaboration, Word Processor Programs, Presentation Programs, Spreadsheet Programs, Audio and Video Processing Programs, Problem Solving Concepts and Approaches, Programming Business-related skills Personal abilities Knowledge: Knowing, recognizing, remembering, reciting Comprehension: Information assumption, estimating, assimilating, translating, adapting to other examples. Application-reflection: Solving a new problem, reaching solution, making transactions, making calculations, adapting to the situation Analysis: Dissecting the whole, finding relationships, analyzing, revealing similarities and differences Synthesis: Combining elements according to certain rules, creating a new whole, developing original ideas, producing something unique Evaluation: Criticizing, judging, appreciation, discussing conclusions, summarizing according to internal and external criteria. Conclusion [x] Creating a conceptual framework for web based adaptive testing systems is one of the most important part of designing process and ensuring reliability and validity of systems. [x] Constructing a strong conceptual framework will have a big contribution for integrating parts of adaptive assessment systems such as entry point, item pool, stopping rules, time issues , content sampling, exposure controls assessment rules, test organization, scoring methods and algorithms(Chalhoub-Deville at all, 1996, Kravcik at all, 2005). Conclusion [x] Based on the skill scores obtained from the web-based adaptive evaluation system, individual training will be provided with e-learning technologies in a smart learning environment. At this point, well-organized and consistent adaptive evaluation is an important step, because determining the skill levels of low-skilled people makes it easy to provide appropriate feedback to all participants in the system. [x] This and similar assessment and learning models focusing low skills adults can be used in commercial entrepreneurship, social entrepreneurship, creativity and vocational training required by today's labor market. Acknowledgement Authors are grateful to project contract Number: VS/2019/0127 receiving financial support from the european union programme for employment and social innovation "easi" (2014-2020). For further information please consult: https://onlinebeceri.com/en/ Thank you… Questions???	<urn:uuid:843b868a-a391-44df-b67c-c9fc177bd2f6>	CC-MAIN-2022-05	https://onlinebeceri.com/wp-content/uploads/2020/06/Berigel-M_presentation1-IISES-2020.pdf	2022-01-23T03:42:46+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320303956.14/warc/CC-MAIN-20220123015212-20220123045212-00349.warc.gz	451,904,774	1,381	eng_Latn	eng_Latn	0.915782	eng_Latn	0.979972	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 423, 607, 818, 1396, 1970, 2176, 2396, 3243, 3795, 3988, 4184, 5889, 6431, 7073, 7341, 7366 ]	[ 2.140625 ]	1	0
Curriculum Overview Year 8 – Languages 2021-2022 Rationale for Year 8 Languages In Year 8, students will continue learning French and Italian. They will consolidate their learning in Year 7 and extend their knowledge of the languages by studying new topic areas. As outlined in the National Curriculum for Languages at Key Stage 3, our curriculum for Year 8 will enable students to recognise and use an appropriate range of vocabulary linked to the topics studied. They will be able to engage with authentic text in the target language and respond appropriately. They will be able to listen to native speakers and understand them. They will speak confidently, using accurate pronunciation and intonation and communicate their ideas clearly in written and spoken format. They will be able to apply grammatical rules and structures to a range of contexts and discuss different cultural aspects related to French and Italian speaking countries. The new curriculum has been developed using current research in language teaching and learning. It provides a high level of challenge as language learning is very demanding and requires resilience and perseverance; students are explicitly taught the need for continual practice to develop their skills as a linguist. Although teachers and students will strive for accuracy, mistakes are an integral part of learning a language and students are encouraged to learn from their own mistakes and the mistakes of others in a mutually respectful way. What will students learn and why? We have chosen to study topics that we feel are appropriate to their age, interests and maturity levels. We have also chosen to study different topics in French and Italian to avoid as much confusion as possible whilst still encouraging students to make links. In French in terms 1 and 2 all students will learn key words and structures that will enable them to describe their school, technology they use at school, school rules and problems at school. In terms 3 and 4 they will learn to talk about their daily routine at school, they will learn to describe their teachers and they will learn to talk about their jobs and future plans. In terms 5 and 6, they will learn to talk about their free time activities and interests and after-school clubs and school trips. In Italian in terms 1 and 2, they will learn to describe members of their family and talk about jobs that they do around the house. They will also focus on the skill of describing pictures on familiar topics. In terms 3 and 4, they will learn to talk about their free-time activities and interests, months, seasons and weather. They will also learn to talk about trips. In terms 5 and 6, they will learn to talk about where they live and understand and give directions. They will also learn to ask for information in a tourist office and describe their house. In both French and Italian, they will develop their knowledge of grammar by extending their knowledge of gender and number of nouns and adjectives. They will continue to identify patterns in grammar and extend their knowledge of verbs and tenses including more complex language, such as modal verbs and some idiomatic language. The focus in lessons is to encourage students to feel comfortable using the target language as much as possible using sentence builders, knowledge organisers and structure strips for support. All students will also engage in cultural activities to foster an understanding of different cultures and read literary texts. How will students learn? There will continue to be a focus on phonics and common letter combinations to enable students to master correct pronunciation and spelling. We will use a blended pedagogical method that combines introducing students to sentence builders and parallel texts for each topic. We will then support them with independent and creative writing and speaking using structure strips. This will enable students to process languages more easily and make links. Target communicative functions and key grammar are recycled and interleaved in different topics to aid retention and develop routinisation of the language. Homework tasks have also been designed to this end. In Italian, they will learn to talk about their family life. They will also focus on the skill of describing pictures on familiar topics, which they need to begin to develop in preparation for study at GCSE. They will learn to talk about their free-time activities, interests and trips. They will also learn to extend their ideas by including information about when they do these things in terms of time, weather and seasons. In the final stage, they will learn to talk about where they live and understand and give directions. They will also ask for information in a tourist office and describe their house. In French students will learn to describe their school, the technology they use at school, school rules and problems at school using more complex language. Secondly, they will learn to talk about their daily routine at school, they will learn to describe their teachers and they will learn to describe their after-school clubs. In the final stage, they will learn to talk about their jobs and future plans and school trips and holidays using more complex structures to refer to future time. Each lesson will have at least one skills focus, which links to the GCSE assessment objectives. There will be regular opportunities for students to reflect on their learning and develop their language skills. Students will be encouraged to make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge. How will students be assessed? Assessments in Year 8 will build on learning in Year 7, while increasing the level of linguistic and cognitive demand. They will also continue to develop the skills and language required for general conversation, picture description and role-play activities. The assessments will consist of a familiar format that gradually introduces GCSE-style activities in order to familiarise students with answering questions and instructions in the target language and they will address GCSE assessment objectives. What is the aim for learners by the end of the year in comparison to the previous year? Italian: by the end of Year 8, students will be able to use the present and perfect tenses with regular and some irregular verbs. They will also be able to refer to future time. Students need to know a range of basics well including days, months, weather, opinions and reasons and can confidently talk about themselves and their family in detail. French: By the end of Year 8, students will be able to use the present and perfect tenses with regular and some irregular verbs. They will also be able to refer to future time. Students need to know a range of basics well including numbers, days, time, opinions and reasons and can confidently talk about themselves and their school in detail.	<urn:uuid:73ab7630-e5df-4d57-bf32-8285dfa13b67>	CC-MAIN-2022-05	https://www.stjosephscollege.net/images/Curriculum_Maps/Languages/Year_8_Languages_Curriculum_Overview_2021-2022.pdf	2022-01-23T03:09:23+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320303956.14/warc/CC-MAIN-20220123015212-20220123045212-00349.warc.gz	992,984,930	1,314	eng_Latn	eng_Latn	0.998687	eng_Latn	0.998684	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3503, 7026 ]	[ 4.0625 ]	1	0
To: Task Force on Consolidated Government From: Mr. Michael Hoffman Re: Vote Dilution in At-Large Voting Systems Date: Thursday, November 14, 2013 Summary: 1) "One man, one vote" is the law. ALL at-large systems are examples of vote dilution, some to a greater extent than others. 2) The Duval electorate wants a representative Council, which is why they supported a residency requirement for at-large districts. However, the continuation of at-large elections for these 5 seats dilutes the vote of citizens, particularly African Americans and all citizens with modest incomes. (Example: Vote count from elections supervisor for most recent At-Large 5 election.) 3) My preference is for 19 single-member districts, which would produce smaller districts and arguably more-responsive representation. An option is a bicameral Council with single-member representation for all seats in each chamber. _____________________________________________________________________________________________ ___________ Full remarks made before Task Force on Consolidated Government public meeting, Regency Square Library, 11/13/13 "One man, one vote" is the measure of electoral equality. Regard less of how you parse it, vote dilution occurs when there is at-large representation, such as we have in Jacksonville. Elimination of the at-large seats brings the city to a "level playing field" in electoral terms. My recent email to the task force, which displayed the precinct results of the at-large District 5 election two years ago between Mr. Foy and Mr. Lumb, is a classic example of vote dilution of ethnic or racial minorities as well as those of modest economic means. At-large elections don't always result is such egregious consequences as the Foy-Lumb race; but, in tandem with off-year elections that typically feature smaller voter turnouts, at-large elections consistently favor blocs of older, white, better-off, and better-educated voters. Robert Cassanello's 2013 book – To Render Invisible: Jim Crow and Public Life in New South Jacksonville – covers race relations from Reconstruction until 1920, including voting. In this period African Americans exercised the franchise and held public positions, but gradually were eliminated from meaningful participation by white elites. Three episodes encapsulate this process: the loss of home rule (18881892) that occurred in response to a black majority controlling the ballot box in 1888; the 1906 gerrymandering of Jacksonville voting precincts that eliminated the last majority-black precinct and any hope of African Americans holding a seat on the city council until the 1960s, and the passage of the Florida Legislature of a white-primary law that banned African Americans from voting in the Democratic Party primaries until the 1940s. (See my book review below from the online Florida TimesUnion, July 21, 2013.) The original version of the Consolidation Charter of 1968 that went to the local Legislative delegation to be made into a bill and then a law, was altered by the delegation. Instead of 21 single-member districts, the delegation changed the electoral system to 14 single-member districts and 5 at-large seats. (I have encouraged the task force to take written or oral testimony from surviving members of the delegation, including Dr. Girardeau, to better understand the actions of the delegation in this instance.) Some 20 years ago the electorate insisted that a residency requirement be added because of a concern that at-large seats were being monopolized by white elites. This electoral alteration did not change the at-large voting system, which continues to dilute the vote of African Americans and all voters of modest means. Elimination of the at-large seats produces a level playing field in local elections by ending vote dilution. Having 19 representatives from 19 districts lowers the ratio of voters per representative, which brings local government closer to the people. Jacksonville needs a robust economy and racial comity, and the two are connected at many points. The at-large seats are vestiges of a century and more of white suppression of black votes. Let's have a level playing field in politics, and then we will be freer to work on the economy. Michael Hoffmann 01W 997 97 373 05D 2497 234 526 10P 1695 276 216 Book Review: 'To Render Invisible: Jim Crow and Public Life in New South Jacksonville' Posted: July 20, 2013 - 10:42pm \|Updated: July 22, 2013 - 8:37am "To Render Invisible: Jim Crow and Public Life in New South Jacksonville" by University of Central Florida professor Robert Cassanello throws into bold relief the history of Jacksonville between the end of the Civil War and World War I, when former slaves and masters struggled to create a new equilibrium in politics and society. The primary site for the political struggle was the franchise; social relations gradually consolidated under Jim Crow laws, creating a separate, invisible existence that operated behind "the Veil," as W.E.B. DuBois called it. Postwar Southern legislatures initially created constitutions that excluded black males from voting. The subsequent adoption of the 15th Amendment, guaranteeing suffrage, and congressional Reconstruction with its Union bayonets opened the door for male African-Americans in Jacksonville to vote and hold political office — which they did until shortly after the turn of the century. Blacks initially voted as a bloc for Republican candidates. The Compromise of 1877 removed the last Union bayonets from the South, signaling the abandonment of African-Americans by the Republican Party and the return to the political arena of native whites. There followed a decade or so of fusionist politics in which blacks had a political opening by voting with white insurgents hostile to the Bourbon Democrats. When fusion tickets were successful, blacks shared in that success — elected as council members, appointed judges and justices of the peace, and employed as police. The 1888 yellow fever epidemic, which saw large numbers of better-off whites flee the city to escape the fever, created a black electoral majority that voted into office a majority-white Republican municipal government. Jacksonville Democrats went to Tallahassee and complained of mob rule, resulting in the Legislature passing the notorious House Bill 4, which stripped Jacksonville of home rule and tasked Gov. Francis Fleming of Jacksonville with selecting all municipal officers, including the city council and mayor. Home rule was restored in 1893, but not before the Legislature levied a poll tax and introduced the Australian or secret ballot, both of which had the effect of diminishing voting by poorer blacks and whites. Better-off blacks continued to vote and there continued to be plenty of political activity behind the Veil in African-American churches, social organizations and grassroots political clubs. Jacksonville's sixth ward, which was overwhelmingly black, turned out a reliable bloc vote, keeping one or two black council members in office until 1906 ,when the sixth ward was gerrymandered. No blacks served on the City Council again until Mary Singleton and Sallye Mathis were elected in 1967. Nevertheless, blacks in Jacksonville continued to register and vote, even though there was no hope of being elected to local office. Enough persisted in voting, especially in national and statewide races, so that the 1965 Voting Rights Act provision requiring federal pre-clearance for electoral changes did not apply to Duval (or most of Florida). The perennial conundrum for readers of local history was posed by James Weldon Johnson in his autobiography, "Along This Way," published in 1934. Johnson recalled that as a youth Jacksonville had been a good town for blacks, that there was political and economic mobility possible (though not necessarily social mobility). By World War I Jacksonville had become a "cracker" town, where skin color was the primary determinant of one's fate. Retired UNF historian Jim Crooks writes in "Jacksonville after the Fire, 1901-1919" that large numbers of both whites and blacks who migrated to Jacksonville doubled the city's population in the decade after the Great Fire. This tidal wave of immigrants "quite possibly … contributed substantially to shaping the harsher racial attitudes" noted by Johnson. Indeed, the entire South was in the process of racial bifurcation. Cassanello complicates this narrative by concluding that "the native white elites were just as interested in maintaining the structures of white supremacy as were poor and working-class whites." The loss of home rule for four years by House Bill 4 amounted to a coup d'etat by leading whites. Even Duncan U. Fletcher, a moderate who was one of two white men who mentored James Weldon Johnson and saw that he got his shot at the bar exam, was a leader of the "Straightout" faction of the local Democratic Party that worked for elimination of black voting. "To Render Invisible" is a well-researched, nuanced book. The bibliography and endnotes are a mother lode of local history references. There are useful tables and illustrations. A must-read for students of Jacksonville history and politics, especially with a great public debate ahead about the Consolidation charter. Michael Hoffmann is a historian who lives in Atlantic Beach.	<urn:uuid:4a791e21-6978-4f87-9fa2-9b2704a35677>	CC-MAIN-2022-05	https://qa-www10.coj.net/city-council/docs/consolidation-task-force/publicinput-2013-11-14-hoffmanletter.aspx	2022-01-23T02:46:38+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320303956.14/warc/CC-MAIN-20220123015212-20220123045212-00349.warc.gz	489,380,887	1,875	eng_Latn	eng_Latn	0.991166	eng_Latn	0.998882	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1554, 3711, 4267, 4286, 4307, 4328, 4483, 7228, 9000, 9381 ]	[ 2.15625 ]	1	0
Learning & Teaching Policy Brighton Primary School 1542 Background Brighton Primary is accredited as a member of the Council of International Schools (CIS) and authorised to teach the Primary Years Program (PYP) of the International Baccalaureate. The aim of all IB programs is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. The Primary Years Program is a concept driven curriculum that enables students to inquire and develop the approaches to learning needed for now and the future. Through the IB learner profile, students at Brighton Primary School learn and demonstrate the knowledge, skills and dispositions to become responsible global citizens. Pedagogical Context The Victorian Curriculum issued to assess student learning. The PYP provides a framework that supports teachers to design and deliver curriculum. Together the Victorian Curriculum and the PYP provide a whole school approach to curriculum delivery and the assessment of student learning. The Victorian Curriculum is organised through the PYP Program of Inquiry. Each grade level implements six units of inquiry, which encompass all eight learning areas and the four capabilities of the Victorian Curriculum through a transdisciplinary approach. Social constructivism is the learning theory that underpins the PYP. It is an inquiry process where learners engage and collaborate in experiences that facilitate the construction of meaning and knowledge. Constructivist learning and teaching aims to foster critical thinking and create motivated, independent learners. Literacy and numeracy are developed through units of inquiry and stand alone units. High impact teaching strategies, including explicit teaching are used to build skills and knowledge within relevant contexts which deepen and further students inquiry and allow them to apply and transfer their learning. Educators Effective teachers see themselves as life-long learners and are responsive to the ever changing needs of 21st Century learners. Highly effective learning and teaching is delivered by skilled teachers who use their knowledge and understanding of how students learn. Their use of best practice is deepened through goal setting, highly effective professional learning and reflection. At Brighton Primary School, educators have a significant role in fostering and supporting quality teaching through promoting a culture of high expectations, building a whole-school approach to improvement, and through creating and sustaining an inclusive learning environment and a strong belief that every child can learn. All teachers at Brighton Primary School are committed to – * supporting the integration of the whole school instructional model into teaching practice * establishing an authentic purpose for learning and ensuring students understand that purpose * using inquiry learning as a stance across the curriculum and designing learning to foster learner agency * planning for and dedicating focused time for the daily explicit teaching of literacy and numeracy and allowing ample opportunities for students to engage independently in authentic literacy and numeracy tasks * integrating ICT as a learning tool in all areas of the curriculum * providing ongoing, constructive feedback to enable students to build their skills, knowledge and understandings * articulating high expectations for every student * setting timely, realistic and challenging learning goals * writing, implementing and monitoring Individual Learning Plans for students working 6 months below or 18 months above expected level * selecting instructional practices that scaffold the learning for all students to reach their maximum capability in literacy and numeracy, including the whole, part, whole model * possessing pedagogical knowledge and discipline content knowledge of the learning domains and using this information in planning and instruction * having deep understanding of the essential literacy and numeracy knowledge, skills, understandings, behaviours that students require along the developmental continuum * using a wide range of evidence-based assessment instruments appropriate to the stage and domain of learning * regularly analysing and monitoring student literacy and numeracy achievement data to identify successes, needs, areas for improvement and goals for future instruction. * collaborating with families and carers to support the development of the whole child (see Student Engagement Policy for more information) Professional learning is onsite, targeted and reflects our guiding statements. This in conjunction with access to up-to-date resources are critical to ensuring effective teaching and learning is experienced within the school. Parents and families Involvement in schools by parents and carers helps children achieve the best possible learning outcomes. Parents are invited to participate in school life, both formally and informally, through volunteering to assist with literacy, numeracy and extracurricular programs, school council and committees and parent associations. For more detailed information about parent participation, please refer to the Parent Participation Policy and Working With Children Check Policy. Please note: If you are interested in volunteering at Brighton Primary School you will need to present a copy of your Working with Children (WWC) check at the office. For more information about the WWC check, see: Working with Children For further information please go to http://www.education.vic.gov.au http://www.ibo.org/ This policy was last ratified by School Council in August 2019 To be reviewed in 2020	<urn:uuid:b4deeaf1-584a-49df-bfeb-d79f4546c6b8>	CC-MAIN-2022-05	https://www.brighton.vic.edu.au/wp-content/uploads/2021/10/Learning-and-Teaching-Policy-2019-2020.pdf	2022-01-23T03:19:16+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320303956.14/warc/CC-MAIN-20220123015212-20220123045212-00357.warc.gz	675,568,470	989	eng_Latn	eng_Latn	0.996232	eng_Latn	0.996409	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2934, 5733 ]	[ 2.265625 ]	1	0
Science Magazine Podcast Transcript, 12 October 2012 http://podcasts.aaas.org/science_podcast/SciencePodcast_121012.mp3 Music Host – Kerry Klein Welcome to the Science Podcast for October 12 th , 2012. I'm Kerry Klein. Host – Sarah Crespi And I'm Sarah Crespi. This week: mutation rates and the pace of human history [14:21], hidden patterns in scientific publishing [23:48], and a look at the deep history of animal development [00:57]… Interviewee – Stuart Newman You have to turn back the clock and look at what forces were acting on the very primitive aggregates of cells that were present about half a billion years ago when animals first arose. Host – Kerry Klein Plus, a few stories from our online daily news site [35:01]. Promo Support for the Science Podcast is provided by AAAS: the American Association for the Advancement of Science. Advancing Science, Engineering, and Innovation throughout the World for the Benefit of All People. AAAS—the Science Society—at www.aaas.org. Music ends [00:57] Host – Sarah Crespi More than half a billion years ago, a new material appeared on Earth—clumps of cells that adhered to each other, sometimes acting like a liquid and other times like a solid. The physical properties of this new substance set the stage for the physical forms of multicellular organisms. I spoke with Stuart Newman about how the properties and forces inherent in this material still hold sway in patterns of animal development. Interviewee – Stuart Newman In all of the different types of animals, there is development from a cluster of cells of layers of tissue, and these layers are generally non-intermixing. We also generate interior spaces – cavities. And when the embryo organizes itself, it elongates often, not always; it generates appendages from the surface; and there are segments that form in many different types of animals that are not directly related to each other. And what I mean by that is that sometimes you see segmented forms in disparate phyla that don't have a common ancestor that was segmented. So I call these different forms and structures morphological motifs. And not every one of them is present in every type of animal, but there's a limited number of them, and every type of animal is organized with at least several of these motifs. Interviewer – Sarah Crespi So, as you say, they're common to a lot of different animals. How far back in time do these motifs hold? I mean, when did they arise? Interviewee – Stuart Newman So there were two what are called explosive diversification periods. One began maybe 640 million years ago, and one around 540 million years ago. The first one was called the Ediacaran explosion, and the second one the Cambrian explosion. And it's thought that these diversification events, each of them were confined to maybe 10-20 million years. So this happened rapidly, geologically speaking, but more than half a billion years ago. Interviewer – Sarah Crespi And so what are some ideas about how these shared motifs might have arisen from our single-celled ancestors? Interviewee – Stuart Newman There was several billion years of evolution that led to the single-celled ancestors of the animals. So these cells were quite sophisticated and adapted to their own single-cell life. Then something happened that allowed cells to cluster. And what we know is that the genes that mediate clustering of cells in all of the modern animals – they're called cadherins, or at least cadherins are the major group of such proteins. They existed in these single-celled organisms, and they were used for single-cell functions – for perhaps capturing prey or adhering to the substratum. But they weren't used to coordinate multicellular development because there were no multicellular organisms. But then these cadherins and similar types of proteins were recruited for homophilic interaction, and homotypic interaction of clustering of cells. And then you had basically a form of matter that previously didn't exist in the biological world. Because you have these subunits that are independently mobile – they're not fixed in their position – but they are also cohesive. So, in a sense, this new type of material is like a liquid, because a liquid is defined by subunits – molecules in the case of nonliving liquids – that are mobile but nonetheless cohesive. So when you have this new type of living matter, then it can do things that liquids do. So, for example, if you have populations of cells that have different amounts or different types of these surface proteins, they can separate out like oil and water, and then you can have multiple layers. That's a morphological step that can just take place because of some mutational change in the expression of these molecules. So you get new forms. And these new forms don't necessarily arise because they're better adapted to anything, they just arise because of the inherent material properties of these clusters of cells. Every cell – bacteria, and in unicellular eukaryotic cells – they have oscillators within them. That is, they have biochemical networks that change periodically with time. It seems to be just a spontaneous property of complex networks that you often get oscillations. But we know from the study of coupling of oscillators in nonliving systems that oscillators don't have to be specifically interacting with each other; they can be just nonspecifically interacting, and they come into synchrony. But when it happens in a cluster of cells, then the cells achieve a uniform state across fairly large distances, or distances of many cells. So it's a way of bringing cells into biochemical coordination. Now if the cells receive some kind of external signal or some signal within the mass, they're all at the same state and they can all react in concert. And this is very interesting because it's a purely physical effect, but it creates what embryologists in the past called developmental fields, or embryonic fields. A field is a system of cells that are coordinated with one another across distances within the embryo. So that's another thing that could happen. But if you have oscillations and coordination like this, the oscillations could also locally come out of phase with each other, and you can get segmentation to occur. Again, these are manifestations of material properties of clusters of cells that give rise to forms based on physical processes that are applied to the nonliving and living world, but these forms then can exist in the biosphere and find appropriate niches. Maybe segmentation is useful for something, so segmented forms will find the niche where they can exist. But the segments did not come about because of adaptation; the segments came about because of the inherent physical properties of the tissue. Interviewer – Sarah Crespi Well let's come at this from a different angle. We've talked a little bit about why these things are held in common, but where is the novelty? Why haven't we seen new patterns of development arise? Interviewee – Stuart Newman Every material has its inherent properties, and although those properties may not always be manifested, when they are manifested there's a limit to how many different types of things you can get out of it. And then similarly with clusters of animal cells, they can manifest a number of different motifs, but it's not unlimited as to what they can form. So in a way, this potential was exhausted early on. If physical forces characteristic of this kind of – it's called the mesoscale materials. It's middle-scale. It's not microscopic or molecular, and it's not cosmological, but it's middle-scale. These middle-scale processes can give rise to layers, to interior spaces, to segments. They can elongate if the subunits have certain properties. It turns out that among the genes that were present in the singlecelled ancestors, there were a number of genes that were capable of mobilizing these physical forces of the middle scale when the cells found themselves in clusters. Before that, that kind of physics was irrelevant to the individual cell, but in the cluster, it became relevant. So then because these molecules were already there, they didn't have to newly evolve – you know, this explosive diversification of body plans and forms – when this first happened, and then you really can't get much more after that. But what you can do is you can stick with those forms, and you can reinforce them by further genetic evolution; you can integrate them with one another. There are many things that have happened in the last half a billion years. But among the things that have happened is not the production of new forms, because the era of morphological diversification basically has passed, and now we're just building on those templates. Interviewer – Sarah Crespi Really interesting. So your article's actually part of a special issue on how forces work in development. Can you talk a bit about how tension and adhesion play a role in development? Interviewee – Stuart Newman In the individual single cells, you might have adhesion molecules on their surfaces. And you also have tension in individual cells because every cell has a cytoskeleton that tugs from the inside on its surface. Now if you have a cluster of cells, the basis of the clustering is adhesion. You can get separation in two different layers because of differential adhesion, but you can also get cells kind of tugging from the inside and pulling away from each other, and that basically complicates things. In a nonliving liquid, nothing is tugging from inside the molecule to pull the individual molecules away from each other. So this is basically a unique characteristic of the kinds of liquid-like materials that a cluster of cells represent, because it has this internal tugging that can change the balance of forces and make something that would normally mix because of similar adhesive properties. Maybe because the cells are tugging from the inside, they don't mix as well. And then cells also do something else that we don't see in the nonliving world. They can produce signals that repel other cells. So in a way, there are things about embryos that you would never really infer from looking at nonliving materials, but once you see the forces that are generated by cells interacting with each other, you can almost easily understand, based on physics, what the cells are doing in the embryo. Interviewer – Sarah Crespi Great. Alright, well Stuart Newman, thanks so much for talking with me. Interviewee – Stuart Newman Thank you. Host – Sarah Crespi Stuart Newman and colleagues write on the evolution of developmental motifs in a special issue this week on the role of mechanical forces in development. You can read more articles on this theme at www.sciencemag.org/special/forces. Music [12:24] Host – Kerry Klein In 1950, the psychiatrist and so-called "catastrophist" Immanuel Velikovsky published a book entitled Worlds in Collision, in which he postulated that close encounters between the Earth and other planets were responsible for many catastrophic events mentioned in mythologies and religious texts. A few decades later, AAAS hosted a symposium to debate the veracity of Velikovsky's claims and to discuss the relationship between independent scholars and the scientific community. Among the list of speakers, renowned astronomer Carl Sagan weighed in on the discussion. Here's a clip of his talk. Recording – Carl Sagan The recent criticism of a prevailing belief is a service to the proponents of that belief, because if they are incapable of defending it, they are well advised to abandon it. This self-questioning and error-correcting aspect of science is its most striking property, and sets it off from many other areas of human endeavor, such as politics and theology. The idea of science as a method rather than a body of knowledge is not widely appreciated outside of science or indeed in, I'm sorry to say, in some of the corridors inside of science. For this reason, I and some other of my colleagues in the AAAS have advocated a regular set of discussions at the annual AAAS meeting of hypotheses which are on the borderlines of science or which have attracted substantial public interest. The idea is not to attempt to definitely to settle such an issue, but to illustrate the process of reasoned disputation, and hopefully to show how scientists approach a problem which does not lend itself to crisp experimentation or is unorthodox in its interdisciplinary nature or otherwise evokes strong emotions. Host – Kerry Klein Audio recordings of Carl Sagan, Immanuel Velikovsky, and others accompany a review this week of a book called The Pseudoscience Wars. You can hear the rest of the recordings online with the book review at www.sciencemag.org. Music [14:21] Host – Sarah Crespi The mutants of X-Men and other fantasy future humans may have to wait, as new research suggests that rates of human mutation may be slower than we once thought. Contributing correspondent Ann Gibbons spoke with Edward Hurme about how changing the estimated rate may force a rewrite of our evolutionary history. Interviewee – Ann Gibbons So the mutation rate is a simple thing. It's the number of mutations that arise between two parents and their child. So I have children. It's how many mutations each of my children has that are new between what I had and what my husband had. The new breakthrough is that this rate can now be determined much more precisely than it ever had been determined before by sequencing the genome of many living humans. And when you actually sequence the genomes of trios of parents – so two parents and their child – researchers in nine different studies have come up with a very precise measurement of what that mutation rate is. And the number they come up with – about 36 new mutations in each newborn across the entire genome. Interviewer – Edward Hurme So why was this so hard to measure before? What are some of the challenges involved in measuring the mutation rates? Interviewee – Ann Gibbons Well, in the past, we couldn't get good enough coverage of the human genome to count the number of mutations because the estimates of the human genome sequence were rough drafts. So you couldn't be sure that you were counting all the mutations that arose between a parent and child. So what scientists did – because they couldn't measure the mutation rate directly in living people – they would take a gene lineage. They would take a region of the genome – just whatever region they had studied, like an important gene that was in chimpanzees and humans – and they would count the number of mutations that differed between chimps and humans, or humans and macaques, or some other primate, and then they would build a family tree of sorts. And that would give them sort of the relative distance genetically between different species. They would then time the root of that tree by using fossils. So they'd figure, say you had a certain number of mutations between a human and a chimp, you might look at the fossils of the earliest members of the human family and see that they all lived between about four and seven million years ago. That would give you a rough rate if you divided the number of mutations by the number of years. There were a number of problems with this method, and one of them was that we didn't have any fossils of chimpanzees or gorillas, and it was unclear if you had exactly the right dates for the fossils; were they dated precisely; and were the oldest fossils of humans or the oldest fossils of other primates actually alive pretty closely to when they arose? One of the problems is that when you find a fossil of an early human ancestor, for example, one, is it really a human ancestor or is it an ancestor of a chimp and we don't know that or some other extinct species? So the fossils we have that we think are the earliest members of the human family may not be. Or, even if they are actually members of the human family, maybe they lived one or two or three million years after the first members arose, and the fossil record doesn't reflect everything that's out there. Interviewer – Edward Hurme So the new findings suggest that human mutation rates are actually slower than we previously thought. Why is this important? Interviewee – Ann Gibbons We use the mutation rate for everything from when did our ancestors split from the lineage that led to chimpanzees – you know, we come up with estimates that range between five and seven million years, some a little earlier. We use them to date everything like when we split from the ancestors of Neanderthals or when we split from the ancestors of this new kind of human – the Denisovans – that were from Russia. We use it to date when modern humans came out of Africa. And the idea has been that it's been in the last 60,000 years that our ancestors swept out of Africa and replaced Neandertals and other species. And even way back in primate evolution, it's used to date, for example, when the first apes appeared in Africa. When did early apes split from monkeys – the ancestors of monkeys? When did the first African apes appear in Africa? So as you can see, our whole sense of timing in human evolution and primate evolution comes from these rates. And the reason timing's important is many hypotheses hinge on why do we suddenly see new species of upright-walking hominids? Why do they appear? Well, maybe there's a difference in the climate. So if you want to see if there are changes in the climates, you need a date for when the first members of the human family arose. Interviewer – Edward Hurme How have researchers and anthropologists reacted to these new dates? Interviewee – Ann Gibbons Eight new studies in the past three years, and an older study, have all calculated the mutation rate directly. This is sort of the result of new high-throughput genome sequencing methods that give you high-quality coverage of the entire genome. So we're able to get the more precise rate, which we sort of said is about an average of 36 mutations in each newborn. That's something like a chance of getting 1.2 mutations per nucleotide site per 100 million years, okay? So when you think about spreading 36 mutations over three billion nucleic acids or bases in your genome, it comes out to not very many mutations per generation. This is the average rate in modern humans per generation, and it can be converted into a rate per year. Now there's a little debate about how you do that because you have to know exactly how long each generation is. But new studies done by Linda Vigilant and her team – a number of primatologists in Germany – have studied the actual generation times using DNA and observations in the field of chimpanzees and gorillas, and we know them in modern humans. What this comes out to is about half the rate that researchers have been using for the past 15 years. One study by David Reich at Harvard and his colleagues comes up with a slower rate, but it isn't half the rate. And that raises some questions about whether the new genome methods are actually catching all the mutations. We're sort of at the limits of their resolution. I think most geneticists think that the rate is definitely slower. There is still some debate about precisely how much slower. Is it half or a little bit less? Interviewer – Edward Hurme When researchers are looking at the average, is it possible that there are times when mutation rate is faster or slower, or is the average a good estimate of what might be happening over many, many generations or millions of years? Interviewee – Ann Gibbons This new mutation rate is probably an accurate reflection of what the actual mutation rate is in living humans. Most researchers feel like they're in the right ballpark now for that. They get into trouble, though, when they try to extrapolate it back in time, because we don't know all the factors that could have slowed down or sped up the mutation rate over the past five, six, seven, ten million years. So, some examples of the things that can alter that rate are variation in generation time. Maybe our ancestors had shorter generations on average. Would that speed up the clock? Or maybe they had longer generations on average with polygamy and different kinds of social systems. Fathers could have been quite old when they had several wives, so maybe the mutation rate was longer and that would slow down the clock. Another factor is the age of fathers at conception. A new study by Kong and his colleagues that was published in August found that the older the father, the more mutations their children had. So you can see it's a little bit hard to extrapolate it back. Another factor is did our early human ancestors, Australopithecines, for example, grow up faster and had their children younger? So that would affect the rate. And then finally, we don't know what the rate is precisely in chimpanzees or gorillas, and we're assuming their rate is the same as ours when we date events in human evolution. So now it's really important for researchers to go out. This work is being done to actually calculate the exact rate in chimpanzees today, and the exact rate in gorillas. Again, of course, we have trouble extrapolating those rates back to the ancestral gorillas or chimpanzees, because things like population size can affect the mutation rate. If you have a large population, the mutation rate is slower than in a small population. Interviewer – Edward Hurme So can you give us an example of some of the new dates for human evolutionary events? Interviewee – Ann Gibbons Yes. So if you apply the new mutation rate, you get a human-chimpanzee split of about 8.3 million to about 10.1 million years ago, instead of 4-7 million years ago. So that's quite a bit older. And the earliest fossils of the human family only are about 6-7 million years, so there's a problem there. The human-Neandertal split used to be 250,000 to 350,000 years ago. Now it's about 400-600 thousand years ago. That fits with fossils that look like they're ancestral to Neandertals that show up around 500,000 years ago in Europe. So that's a little better fit. And finally, we date the out-of-Africa migration to earlier, that we have our modern human ancestors coming out of Africa 90,000-130,000 years ago instead of less than 60,000 years ago. That would mean some of the fossils that have been discounted as modern human ancestors – especially in North Africa and Arabia – might actually be ancestral to modern humans if that's accurate. There will be some debate. I would say at this point anthropologists and paleogeneticists who use these dates are quite confused, and they're taking a wait-and-see attitude to see what geneticists end up deciding about applying these dates back in time. Interviewer – Edward Hurme Well, Ann Gibbons, thanks for talking with me. Interviewee – Ann Gibbons You're very welcome. Thank you. Host – Sarah Crespi Science News contributing correspondent Ann Gibbons writes about new evidence of a slower molecular clock in humans this week. Music [23:48] Host – Kerry Klein If you're a researcher and you're ready to get published, which journal do you target? Where do you turn if you've been rejected? Do revisions improve your paper? The answers for the questions vary for every researcher, and yet, according to Vincent Calcagno, publishing patterns do exist. Calcagno spoke with me about what he calls "the science of science-making," beginning with how he became interested in such an unusual area of study. Interviewee – Vincent Calcagno Originally, being an evolutionary biologist, I had no specific interest in that. But as many researchers, I guess, I got frustration of having a piece of research I liked very much, and I got rejected several times in a row by different journals. And as many researchers, I got interested in how often does this happen? Is it common? What are the implications? Do we really lose time? And can something be improved about that? And I realized that we knew almost nothing about that. All that the evidence that we had were very fragmentary. So I decided to carry out a large-scale and systematic study of this flows of manuscripts. Interviewer – Kerry Klein And large-scale, indeed, it was. You had a tremendous amount of data. So tell me, you know, what was the data that you collected, and how did you get it? Interviewee – Vincent Calcagno Yeah. I tried to cover a broad spectrum of fields. So we make a selection of about 16 fields, ranging from genetics, ground science, ecology, evolutionary biology, trying to keep them consistent. And we sampled old journals that were categorized in those 16 categories, so that's about a thousand different scientific journals. And we studied all articles that they had published for three years, between 2006 and 2008, and so that represents about 200,000 articles for which we tried to retrieve the submission history. Interviewer – Kerry Klein And so you then obtained all of the specific data by writing a computer program that could present each corresponding author with a questionnaire about, you know, the particulars of their submission process. So once you had all of this data from tens of thousands of articles, what sorts of patterns were you looking for? Interviewee – Vincent Calcagno The first thing we were able to with all this data is connect all the journals together and build what we call often a map of science. So we were able to determine which journals were exchanging articles with other journals. So we were able to build a big network that represents the proximity of different journals and the intensity at which different journals exchange research manuscripts. And from this, what I call the hidden map of science, because it relies on data that has been so far hidden from public knowledge, we were able to look at different things. For instance, we found a strong role of the impact factor of journals shaping the submission strategies. And we were also able to show that the history of submission of articles had movements on their citation type, so the impact they had, in terms of citation count following that publication. And we also, we like, looked at different things. But how well can impact factor explain the importance of a journal in this submission network, and so how much does it correlate with impact it has on citation patterns as we usually use? Interviewer – Kerry Klein Well, let's start with impact. So what sort of role does a journal's impact factor play in its pattern of submissions and resubmissions? Interviewee – Vincent Calcagno So we found a sign that most central journals – the ones that are connected to many, many different journals in the network – were also the one that had high impact factor, as we could expect. So submission flows tend to follow impact factor in a way. And then we dissected this correlation to look at more specific impacts that impact factor could have on submission strategies. And we found that at resubmission, researchers systematically went down on the ranking of impact factors. So they tended to try first high-impact journals and then go to lower-impact journals. And this pattern was very strong. There is a strong bias in the resubmission flow, as we could expect. And we also found more surprising results. For instance, high-impact factors were also the ones that were publishing the fewer first-intent manuscript, as we call them. So a first-intent manuscript is a manuscript that was first targeted at the journals. So low-impact journals published mostly articles that were directly targeted at them, whereas high-impact journals frequently recycled manuscripts from other journals and published more articles that are, in fact, resubmissions from another journal, which is not what we expected. Interviewer – Kerry Klein Right, indeed, because as you said, the flow of resubmissions sort of only goes in one direction, that usually the first submissions are at the high-impact journals and then they go down the line if they're rejected. Interviewee – Vincent Calcagno Yeah. This sounds a bit paradoxical maybe. Interviewer – Kerry Klein Yup. And let's have some numbers. I mean, of all of the manuscripts submitted to publications, how many of them are actually published on first-intent? Interviewee – Vincent Calcagno Yup, that's really interesting too. Overall, we were surprised to find that about threequarters – 75% - of all articles published in those journals had been initially submitted to the journal that would publish them. So as a scientist, I had an expectation that this would be higher from my personal experience and maybe with my colleagues, the same. So it was difficult to know what we would find. And in fact, most articles seemed to be first targeted at the correct journal – the right one, if you wish, because it will be published there, possibly after many revisions. Interviewer – Kerry Klein So many researchers have the right sort of risk in mind, and they hold their papers in the correct esteem to get it published the first time. Interviewee – Vincent Calcagno Yeah, I would take this as the ability and the knowledge of scientists in optimizing where they target their research to minimize the time and the effort they would lose being rejected. Interviewer – Kerry Klein And then you mentioned that you also studied citation history of various papers that are published. Did you notice any correlations between those that were published on firstintent and those that were published after resubmitting? Interviewee – Vincent Calcagno Yes, we did. So having been able to discriminate between articles that were first-intent and articles that were resubmission, we downloaded the citation data about three years after the publication of all those articles and compare the number of citations they received depending on their submission history. And we found that, surprisingly for us, while we'd not expecting trends, that resubmissions, or articles that had been published and previously rejected by another journal, were more cited than first-intent publications. And this is whether it is controlling for the year of publication and the journal. Interviewer – Kerry Klein Wow! What do you think could be the reason for that? Interviewee – Vincent Calcagno There could be several mechanisms that contribute to that pattern, and it will be interesting to find out exactly what's happening. But the most likely explanation that we have is that just spending time reviewing journals, maybe this improves intrinsic quality of the final product, the article that gets published. And so maybe those articles that have undergone a long submission process, being rejected in the end were slightly better than the ones that had directly been accepted in the journals. And we think that's a more likely explanation, because we did not find any difference between resubmissions that came from lower-impact journals and those that came from higher-impact journals. So we don't think this reveals the intrinsic potential quality of the results, but rather the benefits of having been more reviewed and edited by different peers. Interviewer – Kerry Klein Wow, how interesting. Well, so then do you have any advice for a researcher who is soon to be publishing and looking to make the highest impact in their field of research? Interviewee – Vincent Calcagno Yes, that's what many people ask me. I don't think there's a magical recipe that we can have. But if we are to integrate our results in that direction and try to have some guidelines, the advice will be we should try the big journals – try the big ones. So don't really think, "Oh, maybe I'm going to lose a lot of time and spend a lot of effort trying big journals, and in the end I will be rejected, and maybe I should go directly to a lower journal and get directly accepted." So, of course, trying and being rejected is a waste of time and very frustrating. But not everything is lost. Maybe this isn't the end; the final product maybe is better, and we will be more cited after publication, which is kind of compensation for the frustration and the effort. And the other aspect is maybe about – I did not talk about that a lot – but there's an effect, too, of resubmitting across fields, or resubmitting within journals of the same field. And since we find that resubmissions occurring across fields are, incidentally, less cited following publication, my advice would be do not change radically the type of journal and the scientific community of the journals at resubmission because you will maybe lose a bit of impact. And the real reason for that will be interesting to find, but it suggests that we gain from staying within a community of journals to the resubmissions. Interviewer – Kerry Klein Right. Great. Well Vincent Calcagno, thank you so much. Interviewee – Vincent Calcagno It's been a pleasure. Host – Kerry Klein Vincent Calcagno and colleagues reveal the hidden patterns in scientific publishing in a paper published online this week. You can read the article at www.sciencexpress.org. Music [33:50] Host – Sarah Crespi In the brain, addictive drugs are generally understood to employ similar mechanisms to highjack similar reward systems. But in a Report published last week, Eric Nestler and colleagues describe a surprising discrepancy between how two families of drugs behave in the brain. Interviewee – Eric J. Nestler What we had shown previously, and other labs have done as well, is that cocaine and other stimulants seem to, over the long term, produce this feed-forward response, where the brain becomes more sensitive to the stimulants, partly through a molecule called BDNF, this growth factor that tends to promote nerve plasticity in the brain. What we found in this paper—somewhat surprisingly, given the fact that opiates and cocaine do converge in producing the same effect on dopamine pathways—is that they produce the opposite effect on this modulatory protein called BDNF. Host – Sarah Crespi That was a snippet from Eric Nestler's podcast interview with Annalisa VanHook on the Science Signaling podcast. You can hear the whole interview at stke.sciencemag.org. Music [35:01] Interviewer – Edward Hurme Finally today, I'm here with online news editor David Grimm, who's here to give us a rundown of some of the recent stories from our online daily news site. So David, in our first story we'll look at the first trial of using neural stem cells in children. So what exactly is this disease that these children were suffering from? Interviewee – David Grimm Well Edward, it's a very rare and fatal brain disease known as Pelizaeus-Merzbacher disease, if I'm saying that correctly. And basically this is a disease where people have a lot of trouble producing a protein called myelin. Myelin sort of forms this sheath around neurons, and it actually sort of insulates neurons and helps them transmit electrical signals between each other. And obviously that would be very important in children with this disease that lack this myelin because actually they have problems with cells called oligodendrocytes, which produce myelin. These children have a lot of trouble talking, walking, even breathing on their own, and they often die very prematurely. So what this new study is all about is trying to find a way, you know, with stem cells, can we somehow get myelin back into these kids? And researchers have actually been looking at this question for a long time. And what they've been trying to do is trying to find human stem cells that will generate these oligodendrocytes, which produce myelin. And they've done a lot of animal studies, and actually recently, they've isolated some stem cells that seem to really do the job well in mice. When they gave these stem cells to mice, 60-70% of the time, the cells became oligodendrocytes and began producing myelin. Interviewer – Edward Hurme So how do you actually go about treating this brain disease with stem cells? What did the researchers do to treat these boys? Interviewee – David Grimm Well so what they did, you know, moving from mice to kids was they actually drilled small holes in the children's skulls. And it sounds extreme, but these were actually small holes just sort of big enough to get a fine needle into there. And then they basically squirted millions of these stem cells into the white matter of the children's brains. And this was done on four boys with the disease. And then they monitored the boys for about a year. And they found that at the end of the year, all the boys showed changes in their brain that were consistent with more myelin. And they also didn't have any side effects. And that's actually one of the big things that these trials are trying to do: not necessarily prove efficacy at first – although that's ideal – but just to prove that a therapy is safe. And at least in this case, it seems to be safe. And as a bonus, they actually saw that the boys actually seemed to have modest improvements in their development. For example, a five-year-old boy in the study began, for the first time, to feed himself and to walk without assistance during the study. So that was a pretty encouraging sign. Interviewer – Edward Hurme So what does this mean for the future of stem cell therapies, and even neural stem cell therapies? Interviewee – David Grimm Well, it's a good question. It's not just this disease that these researchers are concerned about because obviously this is a very rare disease. But there's a lot of factors of this disease that overlap with diseases like Parkinson's disease and multiple sclerosis, which are far more common. So the hope is that if the researchers can really sort of nail down this technique and make it work for this particular disease, that it could be applied to diseases that are much more common but also have a lot of very devastating neurological effects. Interviewer – Edward Hurme So our next story looks at how models of the spread of a disease found an unlikely reservoir for a virus. And the virus in question is known as EEV. So what is EEV? Interviewee – David Grimm Well, it's actually – you forgot an E there, Edward. It's actually EEEV, and it stands for Eastern equine encephalitis virus. And this is a very devastating disease that primarily strikes horses and kills horses, but it can actually also infect humans. And almost 3550% of humans with the disease die. So this is a really big problem. It seems to be prevalent along the eastern coast of the United States and tends to emerge as the weather gets warmer. And what scientists know is that EEEV is spread by mosquitoes. But there's a mystery because mosquitoes die in the winter, and that should really wipe out this virus. And yet every year the virus seems to come back. And that suggests to the scientists there must be what they call a reservoir. There must be another animal besides mosquitoes that's holding onto this virus so that the virus can reemerge back when the winter is over. Interviewer – Edward Hurme So how did the researchers figure out where this reservoir might lie? Interviewee – David Grimm Well, they had two prime suspects: either birds or reptiles. And they searched through a lot of the birds, and they found out that birds just rid themselves of the virus too quickly. When they get infected, they really get rid of it too quickly to be able to harbor it for months and months over the winter. So they didn't really seem like the likely reservoir. So they looked at a bunch of reptiles, and they also didn't see a lot of promising signs there until they looked at snakes. And specifically, they looked at several different species of snakes in Alabama's Tuskegee National Forest, and that's a place where EEEV is known to strike. And they tested the blood of the snakes, and what they found was that in two species of snakes, specifically the cottonmouth and the copperhead, more than 35% of the cottonmouths had antibodies against the virus, and 22% had bits of the virus's DNA in their blood. So this was a pretty strong indication that these cottonmouths – and probably the copperheads as well – are able to harbor this particular virus. Interviewer – Edward Hurme So how did they actually prove that the virus is staying in the snakes over the wintertime? Interviewee – David Grimm Well what they did was they actually brought some garter snakes back into the lab. They didn't want to use cottonmouths or copperheads because they didn't really want to get bit, so they chose garter snakes, which are nonvenomous. And they showed that in these garter snakes, the virus persisted even during the snake's hibernation, and it remained active even after 30 days of what they call cold-induced sleep. So this virus really stuck around in these animals, and it was still present at pretty high levels. And when I say virus, I don't actually mean virus. And that's actually one of the potential downsides of this study, because the researchers actually didn't find the virus itself. What they found was these antibodies and these bits of RNA that are related to the virus, and that's one possible downside. One expert said, you know, we can't really be conclusive about the snakes being the reservoir until we actually find the virus itself in these reptiles. Interviewer – Edward Hurme So from disease potentially hiding under the skin of snakes, our third story looks at a certain species of octopus that's hiding something under its skin as well. So, David, what can you tell me about the blue-ringed octopus? Interviewee – David Grimm Well Edward, this is a golf ball-sized octopus, and it's actually very poisonous – speaking of poisonous animals. It can actually kill an adult human within minutes. And what it does is actually bites people, or bites other animals, and releases venom through its beak – actually venomous saliva. But before it does this, it's kind enough to sort of give off a warning signal. And the warning signal is dramatic. It flashes these bright blue rings of light, and you can actually see a video of this on the site. And scientists have wondered how does this work? Where is this light coming from, and how actually are the octopi flashing them in the first place? Interviewer – Edward Hurme I'm guessing this is different from how octopuses normally control their colors. Interviewee – David Grimm You know, a lot of time what octopuses usually do is they activate what are called chromatophores, which are basically sacs of pigment. And these chromatophores give off color, give off light. And that's kind of what's happening here, but it's a little bit different. What the researchers found by dissecting a few of these octopi in the lab was they found that actually these blue rings of light are pretty much always on. But what happens is that they are actually concealed by pouches of skin normally. And what the octopi do is when they get agitated, they release one set of muscles and tense another set of muscles, and that basically just gets the pouches out of the way. You can almost think of it like a spotlight that's always on, but it's sort of got a cover on it. And when the octopi flex their muscles, they're basically removing that cover, and the light shines through again. And that's sort of what's happening. Interviewer – Edward Hurme And David, what else have we had on the site this week? Interviewee – David Grimm Well Edward, for ScienceNOW, we've got a story about how mites seek revenge on their childhood foes. Also, a story about how a feast of ribs shedding light on early human behavior. For ScienceInsider, we've got a story about the controversy over genetically modified crops in India. Also about how President Obama and Governor Mitt Romney differ on energy policy. And finally, for ScienceLive, our weekly chat on the hottest topics in science, this week's ScienceLive is all about new therapies for mental illness, and it actually will have already taken place by the time this Podcast comes out, but you can check out a transcript of the chat on the site. Next week's chat is going to be about the Nobel Prizes. Do the Nobels need an overhaul? And just one more thing to note. We are running our annual Dance Your Ph.D. contest. This is a contest for scientists who can interpret their Ph.D. theses in dance form. We have collected all of the entries for this year. And the 12 finalists have been picked, and you can go on our site to check out the 12 finalists in four different categories and vote for your favorites. We'll be announcing the winner next week. So be sure to check out all of these stories on the site. Interviewer – Edward Hurme Well David, thanks for talking with me. Interviewee – David Grimm Thanks, Edward. Interviewer – Edward Hurme David Grimm is the online news editor of Science. You can check out all our news at news.sciencemag.org, including daily stories from ScienceNOW, and science policy from ScienceInsider. While you're there, be sure to check out ScienceLive, a live chat on the hottest science topics every Thursday at 3 p.m. U.S. Eastern time. Music Host – Kerry Klein And that concludes the October 12 th , 2012, edition of the Science Podcast. Host – Sarah Crespi If you have any comments or suggestions for the show, please write us at firstname.lastname@example.org. Host – Kerry Klein The show is a production of Science Magazine. Jeffrey Cook composed the music. I'm Kerry Klein. Host – Sarah Crespi And I'm Sarah Crespi. On behalf of Science Magazine and its publisher, AAAS, thanks for joining us. 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INSPECTION REPORT Muscliff Primary School Bournemouth LEA area: Bournemouth Unique reference number: 131548 Acting Headteacher: Mrs Maggie Wyatt Lead inspector: Keith Sadler Dates of inspection: 8–10 March 2004 Inspection number: 256984 Inspection carried out under section 10 of the School Inspections Act 1996 © Crown copyright 2004 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated. Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. INFORMATION ABOUT THE SCHOOL Type of school: Primary School category: Community Age range of pupils: 4–11 Gender of pupils: Mixed Number on roll: 358 School address: Broadway Lane Throop Bournemouth Postcode: BH8 OAB Telephone number: 01202 548654 Fax number: 01202 548966 Appropriate authority: Governing Body Name of chair of governors: Revd. K Batt Date of previous inspection: 1 June, 1998. CHARACTERISTICS OF THE SCHOOL The school was opened as a new one-form entry school in September 1997 with one class of Reception aged children. In the school year 1998-99, the school admitted a further class of 30 Reception aged children. After this, the school was extended and became a two form entry school with 60 places in each year group. In the current year, there are about 60 children in each year group up to and including Year 4 and one class of 30 pupils in Years 5 and 6. There are currently 358 pupils on roll. This year is the first year that pupils in the school will be taking the national tests for eleven-year-olds. The school will be complete from September 2005. The school is housed in attractive two storey buildings. There are 14 classrooms, hall, ICT suite, drama and music studio, library and administrative wing. The school is set in its own grounds and has extensive hard court play space. Until 2000, pupils were drawn from a wide variety of areas. However, since this time, because the school is heavily oversubscribed, almost all pupils live very close to the school. The school serves a community of newer houses which are mainly owneroccupied. Almost all parents are in full-time employment and their socio-economic circumstances are broadly average. The very large majority of pupils are of white British heritage and almost all have English as their first language. The few pupils that have English as an additional language are not at an early stage of English language acquisition. The number of pupils joining and leaving the school at times other than those expected is few. The attainment of children on entry to school is above that expected nationally in personal, social and emotional development and communication, language and literacy. It is about average in other areas of learning. The proportion of pupils identified as having special educational needs (10 per cent) is below the national average. There are four pupils with Statements of Special Educational Needs. The school has gone through a period of rapid growth and constant change, with ten teachers being appointed to the school in the last three years. The headteacher, who opened the school in 1997, has been away from the school on longterm sickness leave for most of the last year. There is an acting headteacher, the substantive deputy head, and an acting deputy headteacher. The school was re-accredited with the Investors in People standard in 2003, has a Healthy Schools Award, an FA Charter Mark and a Bournemouth LEA Green School award. INFORMATION ABOUT THE INSPECTION TEAM The inspection contractor was: Cambridge Education Associates Ltd Demeter House Station Road Cambridge CB1 2RS Any concerns or complaints about the inspection or the report should be made initially to the inspection contractor. The procedures are set out in the leaflet 'Complaining about Ofsted Inspections' , which is available from Ofsted Publications Centre (telephone 07002 637833) or Ofsted's website (www.ofsted.gov.uk). REPORT CONTENTS PART A: SUMMARY OF THE REPORT OVERALL EVALUATION The school's effectiveness is very good and it provides very good value for money. The quality of the provision is very good in most areas. Good teaching and learning ensure that pupils achieve well in relation to their ability. Standards are currently above national expectations in Year 2 and well above in Year 6. The very good leadership of the acting headteacher has been a key factor in the school's continuing improvement. The school's ethos for learning is very good and inspectors agree with the parents' view that their children love coming to school, are happy and have very positive attitudes to learning. The school's main strengths and weaknesses are: * There is a very strong and supportive ethos for learning, in which pupils thrive, achieve well and attain well above average standards by the time that they reach Year 6. * Leadership and management by the head, senior staff, subject co-ordinators and governors are very good. * The care, guidance and support of pupils are very good. * The arrangements for Teachers' Assessments are very good. * The quality of teaching and learning is good in Years 1-6 and very good in Reception classes. * Parents are very happy with the school and the school's partnerships with parents, other schools and the local community are very good. * The school is very inclusive and ensures that pupils of all abilities make good progress in their learning. * The accommodation is excellent and is very well used to provide a stimulating and positive learning environment. The last inspection was carried out when the school had been open for two terms and had one class of 30 Reception children on roll. Since that time the school has grown by 60 pupils each year and is therefore very different from that of June 1998. However, the school has made very significant improvements. The quality of teachers' short term plans is now very good and there is an excellent teaching and learning policy. A policy for assessing, recording and reporting pupils' progress is in place and all these aspects are now very good. The governing body is very effective in its monitoring and evaluative role and the long term development plan is of high quality. STANDARDS ACHIEVED Key: A - well above average; B – above average; C – average; D – below average; E – well below average Similar schools are those with similar percentages of pupils eligible for free school meals Pupils achieve well throughout the school. Children enter the school with above expected levels in the personal, social and emotional and the communication, language and literacy areas of learning. In other areas their attainment on entry is about average. Due to very good teaching, they achieve well and most reach or exceed the required learning goals on entry to Year 1. Pupils progress well in their learning in Years 1 and 2 and although standards in tests for seven-year-olds in 2003 were generally below average, this was exceptional, with standards being generally above or well above average in the past four years. Currently, Year 2 pupils are attaining above average standards in reading, writing, mathematics and science. Pupils continue to achieve well in the junior years and by the time they reach Year 6, pupils are on course to attain well above average standards in the national tests for English, mathematics and science. The most able pupils in Year 6 are already working at the higher expected levels for pupils at the end of the school year. Pupils with special educational needs achieve well and make good progress towards their targets. This is because of the very good support that they receive from both their teachers and learning support staff. Standards in most subjects at Key Stage 1 are above average and are well above average at Key Stage 2. Pupils' personal qualities are very good. Their spiritual, moral, social and cultural development are all very good. Pupils have very positive attitudes to learning and their behaviour is very good. The rate of attendance is above the national average and pupils' punctuality is good. QUALITY OF EDUCATION The quality of education provided by the school is good. The quality of teaching and learning is good and is very good in the Foundation Stage. Pupils learn well because teachers ensure that the activities provided are well-matched to their needs and are interesting and challenging. Teachers' Assessments are very good. Teaching assistants make a very positive contribution to the quality of teaching and learning. The quality of the curriculum is good in Years 1 to 6 and is very good in the Foundation Stage. The provision for personal, social and health education is very good and teachers ensure that there is very good equality of access to the curriculum for all pupils. Extra-curricular opportunities are good, as are opportunities for enrichment. The care, guidance and support for pupils are very good. Partnerships with parents, other schools and the community are all very good. All these areas make a very good contribution to the pupils' achievement and the high standards. LEADERSHIP AND MANAGEMENT Leadership and management are very good. The acting headteacher has successfully built on the very good structures, systems and ethos developed by the substantive headteacher. The acting head has the vision, determination and skill to build on the current good provision. Senior staff are effective, as are subject leaders. Governors are very effective and play an important role in both supporting and challenging the school to improve further. They have a very good understanding of the school's strengths and they ensure that all statutory requirements are met. Management is very good. There are very good monitoring and evaluation processes in place. PARENTS' AND PUPILS' VIEWS OF THE SCHOOL Parents express very positive views. They are highly satisfied with the school and have confidence in the headteacher and staff. They are kept very well informed through formal meetings and informal contact. They are regularly consulted about any improvements needed. Pupils love coming to school. There are very good links with other schools and the community. IMPROVEMENTS NEEDED There are no areas of significant weakness that require additional focused attention. The school has moved forward very well in the absence of the substantive headteacher and is well placed to build on its successes and develop pupils' learning further. PART B: COMMENTARY ON THE INSPECTION FINDINGS STANDARDS ACHIEVED BY PUPILS Standards achieved in areas of learning, subjects and courses Throughout the school, pupils achieve well. Children in the Reception Year achieve well and are on course to reach or exceed the expected goals as they enter Year 1. Main strengths and weaknesses * Standards in Year 6 are well above average in English, mathematics, science and ICT. * Pupils with special educational needs achieve well and make good progress in their learning towards their individual targets. * Pupils achieve well because their individual progress is monitored effectively and the provision in most subjects is good. Commentary 1. Standards attained at the end of Key Stage 1 in 2003 showed below average attainment in reading and writing and average attainment in Mathematics in comparison with students in all schools nationally. In comparison with those of similar schools, standards were well below average in reading, writing and mathematics. However, this does not tell the full story. In each of the previous four years, standards have been generally above average or well above average in reading, writing and mathematics. Inspection findings are that the current Year 2 pupils are attaining above average standards in reading, writing, mathematics and science. 2. Because the school has not had Year 6 pupils until the current school year, no comparisons with national standards can be made. However, pupils in Year 6 are currently working at above average levels in English, mathematics and science and there is a large proportion of pupils already achieving the higher levels expected at the end of the school year in each subject. 3. Children enter the school in the Reception classes with attainment that is generally above the national average in communication, language and literacy and personal, social and emotional development. In other areas, their attainment on entry is about average. The pupils achieve well and most pupils are in line to achieve or exceed the learning goals in all areas of learning by the time they enter Year 1. 4. In Years 1 and 2, pupils progress well in their learning and achieve well. By the end of Year 2, standards are above average in reading, writing, speaking and listening, mathematics, science, history and religious education. Standards are well above average in ICT and are average in physical education. These above average standards are the result of good provision and in particular the good quality teaching, learning and curriculum. 5. Pupils also progress well in their learning in Years 3 to 6, and by the time that they leave school, standards are generally well above the national expectation. Standards are well above average in English, mathematics, science and ICT. In each of these subjects the more able pupils are currently attaining very high standards, particularly in science, where a significant minority of pupils are already attaining the higher level expected at the end of the school year. Standards in history and religious education are above expectations. In physical education, standards are in line with expectations. In art and design, design and technology and geography, evidence collected from the lessons seen, samples of work and discussion with pupils suggests that standards are generally above average, although there are indications that attainment is in line with expectations in music. 6. Pupils with special educational needs achieve well and make good progress towards their individual targets. This is because the school recognises difficulties at an increasingly early stage and is doing something about them. This includes providing very good support in class to help pupils finish work set at their level or extra teaching in small groups to improve spelling. Standards in national tests at the end of Year 2 – average point scores in 2003 – no table available for Year 6 pupils. There were 60 pupils in the year group. Figures in brackets are for the previous year Pupils' attitudes, values and other personal qualities Attendance and punctuality are good whilst the pupils' attitudes and behaviour, and their spiritual, moral, social and cultural development, are very good. All such aspects contribute very significantly towards the success of the pupils' learning. Main strengths and weaknesses * The pupils' attitudes and their behaviour are a strength of the school. * The school's action to promote good attendance are very good. * The spiritual, moral, social and cultural development of the pupils are all very good. Commentary 7. The school has very good procedures to promote pupils' attendance, which is above the national average. Most parents make good efforts to ensure that their children are very punctual and most lessons commence promptly. The pupils are very interested in school life and the wide range of activities that it offers so much so, that after the summer holidays and on the first day of term, they were nearly all queuing up at 0840, at the gate, waiting to be let in. 8. Most pupils are very enterprising and love taking responsibility. The large School's Council meets once a month and has influenced several decisions ranging from how to paint internal walls to reorganising the pond area. Other pupils act as class monitors, collecting and organising lunch bags and organising assemblies. 9. The pupils have very good relationships with each other and the adults in the school and from pupil questionnaires and talking to staff and parents it is very clear that bullying and harassment are very minimal. Through the school's very good personal and social education, circle time and assemblies all pupils are given confidence to report incidents to an adult. 10. The school has a very good ethos which stimulates a strong desire to learn. It also instils very good self-confidence. Both aspects were self-evident when inspectors talk to the School Council, selected from all classes. Their maturity, aplomb and democratic principles were stimulating. 11. The school is proud of its procedures, whereby it expects very good conduct, and behaviour overall is very good within and outside the school. Pupils are very proud of their school. They open doors ahead of you and ask if you've had a good day. During the whole of the inspection no evidence of litter, graffiti or vandalism was witnessed. There have been no exclusions within the twelve months prior to the inspection. 12. Within personal prayers and reflection at assemblies and in class the pupils are very well aware of their own being and a spiritual awareness. Innocence, awe and wonder were evident in several lessons, from fascination of optical illusion cards in a Year 1 science lesson to the amazement at, woodlice having mysteriously disappeared overnight from a tightly sealed container that was being used as part of an insect life experiment. Social and moral development is also very good, as discussed above. The pupils clearly know right from wrong and what their obligations to others are. They are also aware of local culture through country dancing, visits from the Junior Bournemouth Symphony Orchestra and being part of the Muscliff Project. Different cultures permeate the whole school. It has a teacher from Japan and another from Spain, and is being involved, through a European Union funded development project, with schools in Ireland, Poland and Portugal. The school also gives recognition to the faiths of Judaism, Hinduism and Islam through the religious education locally agreed syllabus. Attendance in the latest complete reporting year – 2002-2003 (%) The table gives the percentage of half days (sessions) missed through absence for the latest complete reporting year. QUALITY OF EDUCATION PROVIDED BY THE SCHOOL The quality of education is good. Teaching and learning Main strengths and weaknesses * Teaching and learning are good overall and very good in the Foundation Stage. * Behaviour management is very good and encourages very good learning. * Teachers' expectations of what pupils can achieve are high and they provide challenging activities. * Teachers ensure that pupils of all abilities are provided with activities that extend their learning. * Teachers' Assessments of the pupils are very good throughout the school. * Teaching assistants make a very good contribution to pupils' learning and good achievement. Commentary Summary of teaching observed during the inspection in 61 lessons The table gives the number of lessons observed in each of the seven categories used to make judgements about lessons; figures in brackets show percentages. 13. The quality of teaching and learning is good. Teaching is very good in the Foundation Stage. The parents' evaluation of teaching being a strength of the school is appropriate. 14. Teachers plan their work well to ensure that all pupils are provided with a wide variety of high quality activities that meet their various learning needs. In every lesson, the teachers are clear about what they want the pupils, to learn and what the expected outcomes of each lesson are. These are invariably shared with the pupils which helps their learning because they know how the current work builds on previous work. This helps them to become active learners and to take responsibility for their own learning. Teachers ensure that many opportunities are provided for the pupils to work together, and there are good structures in place – through learning partners, computer buddies and learning groups. Another strength is the high quality of teachers' assessments. Teachers are thorough in their assessments, listening carefully to the pupils' responses and then making adjustments to ensure that progress in learning is maintained. Teachers make good use of targets for pupils, particularly in English, and this too helps the pupils to become involved and take responsibility for their learning because they are shown exactly what they need to do next in order to progress. 15. Over nine out of ten of the 61 lessons seen during the inspection were either good or better, there being no unsatisfactory teaching and a very high proportion – 42 per cent – being either very good or excellent. This high quality teaching leads to very effective learning and the good achievement that is evident in most subjects. In almost every class, the behaviour management of the teachers is at least very good. They are adept at developing the pupils' very strong attitudes to learning. The parents reported that many pupils cheer when the school gates are opened and their children are most keen to come to school, disliking school holidays. This is evident in most classes, where the quality of the teaching instils in almost all pupils a love of learning. 16. Teaching is very good in the Foundation Stage. Here the teachers have a very good understanding of how children learn; they are very inclusive in their approach to teaching and learning ensuring that all the children are provided with very good activities to engage and motivate them in whatever area of learning is being taught. There is a very good balance between teacher directed and pupil-initiated activities and this too has a positive impact because from an early age, the children are given responsibility for making decisions about their own learning. This quickens learning, helps to develop very positive attitudes and boosts achievement. 17. The teaching and learning of pupils with special educational needs are good. The school made the decision that there would be no withdrawal groups for pupils with special educational needs and all their teaching and learning is carried out in the classroom with other pupils. This is most unusual and is successful. Teachers understand the pupils' learning needs very well and so they are able to plan work that is well matched to individual abilities. This means that all pupils feel included and enables them to make equally good progress in their learning. Support staff are very effective in motivating pupils with special educational needs. They keep pupils on task, explain work patiently and teach skills well such as spelling to small groups. All staff provide excellent role models to the small number of pupils with behavioural difficulties and this, combined with very good pupil management, allows them to maintain self-control on almost all occasions. The target setting arrangements are a further strong aspect of the teaching and learning of pupils with special educational needs. Targets in Individual Education Plans are very good and contribute well to enabling secure assessment of progress in learning. Targets are specific and measurable, reviewed regularly and well linked to pupils' needs but to be even more effective, they should be used as working documents within lessons to identify exactly when targets have been met. The curriculum The curriculum for children in the Foundation Stage is very good, and the provision for pupils in Years 1 to 6 is good. Extra-curricular provision is good, and the overall quality of the accommodation and learning resources is very good. Very significant improvements have been made to the Foundation Stage since the previous inspection. Main strengths and weaknesses * The overall provision for children in the Reception classes is very good. * The school makes particularly good provision for the core subjects of English, mathematics and science. * Good use is made of literacy and numeracy in other subjects. * The enrichment produced through extra-curricular activities and educational visits is good. * The provision made for pupils with special educational needs is good. * The teamwork between teachers and support staff is very good and they work very well together in providing for the pupils. * The accommodation provided for both staff and pupils is excellent. Commentary 18. The curriculum for children in the Reception classes is very good. There is a rich variety of activities across each of the areas of learning, which makes a very positive contribution to the good achievement and standards of the children. Planning is very good, appropriately based on the required Foundation Stage curriculum and very well adapted to meet the needs of the children in the school. 19. All subjects of the curriculum in Years 1 to 6 are carefully planned, and all statutory requirements are met. The school makes very good provision for pupils to develop their skills in English, mathematics and science, and this is reflected in the high standards that are achieved. Good use is also made of literacy, numeracy and ICT in other subjects of the curriculum, and this allows pupils further opportunities to develop their skills. The school shows a willingness to add interest and variety to the curriculum, and the provision of French for pupils in Years 5 and 6 and the introduction of the 'Creative Friday' are clear examples of this. The school makes every effort to involve pupils in the full range of school work, making suitable allowance for the needs of different pupils. As a result, the school makes very good provision for the equality of opportunity for all pupils and enables them to achieve as well as they can. 20. The curriculum provision for pupils with special educational needs is good. Work is matched well to individual abilities and support is sufficient and effective. Pupils have regular opportunities to work in small groups on particular skills such as handwriting or reading. Very good links with outside agencies, such as the learning and sensory support services, provide the school with the knowledge needed to deal with specific needs. Modified curriculum resources, accessible accommodation, open minds and sensitive support help to ensure very good provision for the small number of pupils with physical disabilities. This means that they are included fully in all activities including residential visits. 21. The school provides a good range of extra-curricular activities, including country dance, gymnastics, football and ocarina. The school welcomes many visitors, including writers, artists, police, local clergy and members of other faiths, as well as drama and music groups. A wide range of educational visits is arranged to places such as Montacute House, Scaplens Court, Brownsea Island and Moors Valley. A residential visit is arranged for Year 6 pupils to the Isle of Wight. The school also makes good use of the local area for this purpose. These activities make a significant contribution to pupils' personal and social development, as well as enhancing their understanding and skills in different curriculum subjects. 22. The school's accommodation is excellent, and supports the quality of provision. There are dedicated ICT and music/drama suite, very spacious grounds, which are in the process of being further developed and very good library and class spaces. 23. The school is very well staffed by a dedicated and well-informed group of teachers and support staff. They all work hard, and they complement each other very well in providing a varied and interesting curriculum for their pupils, and supporting them well in class. Care, guidance and support Pupils' care, welfare, health and safety, the provision of support, advice and guidance based on monitoring, and the involvement of pupils through the school seeking, valuing and acting on their views, are all very good. This very good provision contributes very significantly towards the success of pupils' learning. Main strengths and weaknesses * These aspects are all strengths of the school. Commentary 24. The school has good procedures for child protection. All staff are appropriately trained and there is good liaison with the local social services. Documentation is efficiently and effectively managed. 25. The headteacher is the named health and safety person and, with the relevant governor, she has undertaken risk assessments for all eventualities and has also created an up-to-date written policy. The full range of health and safety checks is administered effectively. Accident and medicine procedures are caring and efficient with several, trained, first aid personnel. The school makes very good use of outside professional help such as the police and school nurse. Lunches are eaten in hygienic conditions and the school has an in date Internet Policy that has been approved by the parents. 26. The pupils confirm whole-heartedly that they always have someone to whom they can turn for advice or a comforting word. They also receive very constructive comments when teachers mark their work. The annual reports to parents are of high quality. Teaching assistants observe pupils and make assessment notes, which are fed back to teachers and pupils at regular intervals. This makes a particular contribution to the quality of teaching and learning. 27. The school clearly appreciates the views of its pupils and, where feasible, acts upon them. Through the School Council, written questionnaires, suggestions at assemblies and circle time, many ideas have been put into operation. Recent ideas have included the siting of benches and flowers in the old pond area and an access tube from the main gate to the pond area. 28. There are very good and caring induction arrangements. In the term prior to entry, the headteacher and foundation staff arrange a series of introductory meetings for children and parents. They are shown the whole school, discuss behaviour, health and safety, a typical day and homework and meet the staff. 29. Pupils with special educational needs are very well supported. Their individual needs are well known to staff, who work hard to boost their learning. Pupils are involved as far as age or ability allows, in setting and reviewing targets on their Individual Education Plans. The pupils with Statements of Special Educational Needs are fully involved in their annual reviews. Partnership with parents, other schools and the community The school has very good links with parents, other schools and colleges and its community. These links contribute considerably towards the success of the pupils' learning. Main strengths and weaknesses * These aspects are a strength of the school. Commentary 30. Almost all parents believe this to be a very good school and the inspection findings verify this. 31. The school provides its parents with very good information. They all receive an up-dated prospectus and governors' report and both documents conform to all statutory requirements. Academic reports are easy to understand, say what a child can do, set realistic targets and advise parents how they can help their child achieve these targets. There are three parent evenings a year and curriculum evenings are also held regularly. The school has an open door policy and very good procedures to ensure satisfaction and deal with any concerns or complaints, though these are very rare. 32. The school very actively seeks and values the views of parents through consultations, questionnaires, surveys and working parties. Recently, parents have closely influenced the organisation of the car park and traffic calming outside the school. They have also been consulted on the current behaviour policy. 33. The contribution that parents make to the pupils' learning is very good. During the inspection several mothers were helping in school with reading, art and science lessons. Parents also readily volunteer to help with trips out and school performances and events. Parents receive a copy of the homework policy and are pleased to sign the home/school books. Many help with projects and topics. The school's very energetic "Friends of Muscliff" raises considerable funds to help school resources. 34. The school works effectively alongside parents of children with special educational needs to help to support their achievement. This includes parents and staff sharing knowledge, anxieties and successes and planning a common home/school approach. A small number of parents expressed concern that their child's difficulties were not identified early enough, but this is not the case. 35. The school's very good links with other schools and colleges are considerable. As part of a local group, the school shares professional knowledge with other similar schools. As the current school year is the first in which there have been Year 6 pupils, the school has no experience of transferring pupils to secondary education. However, the mechanisms have been carefully thought through and are fully in place. Regular places are offered to trainee Nursery nurses, those on child-care courses, studying for national vocational qualifications and secondary education work experience students. 36. Links with the community are also very good. The local church is extensively used for religious education and history and the vicar, who is also a governor, attends school regularly and takes assemblies. The pupils are also learning about christening and wedding ceremonies. Many local firms and shops supply prizes for fayres, and sponsor the football team. The pupils regularly support various charities and a local animal group and at Christmas, the choir sings at an old people's home. The school is often used by the community for holiday time, 'Boredom Busters', scouts and local football teams. LEADERSHIP AND MANAGEMENT Leadership and management throughout the school are of high quality and play a pivotal role in the very good effectiveness of the school. Governance is very good. Main strengths and weaknesses * The acting headteacher provides very good leadership and she has a very clear vision for the continued development of the school. * The role played by the governors is very good, and their understanding of the school's particular strengths is especially clear. * Co-ordinators provide very good leadership. Commentary 37. The quality of leadership and management by the acting headteacher is very good. She leads and manages the school both efficiently and effectively, and her strong leadership gives the school a very clear educational direction. It is evident that the leadership of the substantive headteacher, who opened the school in 1997, has been a very important factor in the effectiveness of the school. She established the very good systems for the leadership and management of the rapidly growing organisation. This has been successfully built on by the acting headteacher, who has achieved much in the past year since the substantive head has been away from the school. For example, the school's self-evaluation of its own performance has been carried out most effectively. Performance data has been used very well to track the performance of pupils in particular, and has helped the school to produce, and maintain, high standards. The acting headteacher is very well supported by the acting deputy head and a very strong and enthusiastic senior management group. There continues to be a significant degree of commitment amongst all the staff to continue to make improvements wherever possible, and the school development and improvement plan shows clearly where staff think this is possible. The very valid aims of the school are well reflected in the work of the school, and there is a most positive ethos founded on very good personal relationships. 38. The overall leadership and management of other members of staff, in their particular areas of responsibility, are also very good. The co-ordinators play a particularly strong role in monitoring pupils' work, on occasions observing lessons, identifying areas for improvement in their subjects and drawing up action plans. This has helped lead to the high standards now evident. The coordinators relate well to their colleagues, provide advice and support when necessary, and complement each other very well in the overall curricular and teaching provision. 39. Governors successfully fulfil their statutory duties in helping to shape the direction of the school and their involvement in the running of the school is very good. The chairman is keenly involved in school life. He provides important support for the headteacher and staff. Governors are active in formulating, supporting and monitoring initiatives for school improvement, especially in relation to the school development and improvement plan. They are also frequent visitors. Governors are committed to carrying out their monitoring roles, both in the particular class that is allocated to them and any area of responsibility they may have. This involvement has led to their very good understanding of the school's many strengths. 40. The leadership and management of special educational needs are good. The special educational needs co-ordinator has put good systems in place to ensure early identification of concerns and procedures to support these pupils. She has maintained very good links with supporting agencies and ensured that teachers monitor and assess these pupils effectively. She would now benefit from formal training to broaden her knowledge of special educational needs issues. 41. Financial management of the school is very good, and it is efficiently monitored by the governing body. This management is well supported by a most detailed school development and improvement plan, which fully addresses appropriate areas for development. All funds are carefully matched to the priorities that have been established in the plan. There are clearly defined routines, which enable the acting headteacher and governors to monitor the deployment of resources. Best value principles are used well when measuring improvements in the quality of teaching and standards achieved and when purchasing resources. Day-to-day financial management and administration are also very good. Routine administrative procedures operate efficiently and unobtrusively. The school administrative staff give very good support to both teachers and pupils. Good use is made of information technology systems to maintain financial control and accountability, and this administration effectively supports the smooth running of the school. The school has rather larger than normal reserves because the school was originally funded for 80 pupils and had 30 on roll. As the school becomes more complete as the roll moves to its maximum in 2005, the current surpluses will be reduced. Financial information for the year April 2002 to March 2003 42. Taking into account the use of available resources, the quality of teaching and learning, the standards being achieved by pupils, the improvement since the last inspection and the income that is received, the school gives very good value for money. PART C: THE QUALITY OF EDUCATION IN AREAS OF LEARNING, AND SUBJECTS AREAS OF LEARNING IN THE FOUNDATION STAGE Provision for young children of Reception age is very good and is a strength of the school. 43. There are two Reception classes, which are staffed by a teacher and two full-time teaching assistants. When children join the school, there is a wide range of abilities. Overall, however, children's attainment on entry is better than expected for their age, especially in personal and social development and in speaking and communication skills. The quality of teaching is very good and the broad curriculum is very well planned to help children learn effectively. Teachers and teaching assistants have a very good understanding of how young children learn. They plan and work together very effectively, providing a wide range of interesting activities. Staff make notes on children's progress regularly. They ensure that all children, including those with special educational needs and those from ethnic minorities, are fully included in all activities. Their expectations are very high and children are constantly encouraged to do their best. Occasionally, however, teachers do not check that activities are challenging enough for the most able pupils. The Foundation Stage co-ordinator provides very good leadership and management of both Reception classes. She plays an important role in the good achievement of the pupils through promoting effective practice, developing the curriculum and monitoring and evaluating the work of the staff. Excellent accommodation provides ample space for a wide range of activities, while attractive displays and a very good range of resources stimulate children's imagination well. There has been very good improvement since the previous inspection in 1998. Short-term planning, which was in need of development, is now very good. Teaching and assessment, together with pupils' attitudes and standards of attainment, have improved since the last inspection and are now very good. PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT Provision in personal, social and emotional development is very good. Main strengths and weaknesses * There are plenty of good opportunities for children to select their own activities and use resources independently. * Children have very good attitudes to work and have very good relationships with their teachers and other children. Commentary 44. Children enter the Reception classes with generally above average attainment. Owing to the very good quality of the provision, they make good progress in their learning and achieve well. By the time that they leave Reception, most exceed the expected goals. 45. The quality of teaching is very good. Teachers and teaching assistants help children to develop very good social skills. Children are happy to leave their parents on arrival and eagerly await the start of the morning session. They sit quietly and listen attentively to their teachers. They have learnt to put their hands up when answering questions and to take turns when sharing resources with other children. They go to the toilet on their own and put their coats on sensibly at playtimes. They choose a biscuit or a piece of fruit sensibly and eat their snack quietly and politely. They are encouraged to choose from a wide range of activities and this helps them to become responsible for their own learning. Children concentrate well when working individually and co-operate sensibly when sharing tasks in small groups. They have very good attitudes to work and their behaviour is very good. Children have very good relationships with each other and with the adults who teach them. As a result, children make very good progress and their level of personal, social and emotional development is much better than expected for their age. COMMUNICATION, LANGUAGE AND LITERACY Provision in communication, language and literacy is very good. Main strengths and weaknesses * Children develop good speaking and listening skills. * Children enjoy looking at books and learn to read simple words and sentences. * A daily reading time ensures that all children develop good reading habits. * By the end of Reception, most children write their own simple sentences. Commentary 46. In this area of learning, pupils enter school with above average levels of attainment. They progress and achieve well and by the time that they enter Year 1 children attain the required goals, with most exceeding them. 47. The quality of teaching is very good. Staff constantly talk with children to broaden their vocabulary. They ask many open-ended questions and encourage children to explain what they are doing. Children take part in role-play activities which, develops their speaking skills well. Several children played busily together in the Moon Café, for example, preparing and serving 'meals', while others 'sold' fruit from a market stall. Outside, children chatted happily as they put together numbered parts to create a giant image of the Gingerbread Man. Children who are more hesitant are given plenty of additional encouragement. Consequently, all children achieve very well, and language development is above national expectations. 48. Children sit and 'read' quietly on their own for fifteen or twenty minutes at the start of each day. Teaching assistants listen to individual children read, while the teacher conducts a shared reading session with a small group. This emphasis on a daily reading time means that children learn to love books and develop good reading habits. Children enjoy listening to stories. In one class, children were keen to answer questions as their teacher made very good references to the bold illustrations in a large print book. In the other class, children were enthralled as the teacher dressed up as Granny and told the children her own amusing version of the Gingerbread Man story. Children repeated key words and joined enthusiastically in the chorus Run, run as fast as you can. Children enjoyed sharing their books with the inspector. One girl read a simple story confidently, while another turned the pages carefully, looked closely at the illustrations, and joined in reading a few words correctly. In one lesson, a group of lowerattaining children followed the text carefully as the teacher read from a large print book about Monty at the party, and then discussed the illustrations. Children enjoy learning the sounds made by different letters and often recognise the initial sounds of words. They take reading books home regularly to share with parents and other adults. They consolidate their learning of letters and sounds, and soon recognise a variety of simple words. Many begin to use a range of strategies to identify unknown words and to read simple sentences. Children achieve very well, and most read better than expected for their age. 49. Children are given many opportunities to develop their writing skills. Many can already write their own name when they join the school. They learn to write all the letters of the alphabet correctly and are taught the sounds associated with each letter. They identify words with similar initial sounds and make up their own simple words such as cat or fox by combining the sounds correctly. During one lesson, children placed pictures from a story in the correct sequence and used printed cards to copy captions such as The little old woman [baked] a gingerbread man. Many children can copy simple sentences such as 'I went to Nanny's house' in a legible script, while higher-attaining children use capital letters and full stops accurately to write their own sentences such as 'A fish lives in the sea'. Children achieve very well and standards in writing are better than those expected nationally. MATHEMATICAL DEVELOPMENT Provision in mathematical development is good. Main strengths and weaknesses * Very good teamwork ensures that children are taught well in small groups. * Teachers do not always ensure that activities are challenging enough for the most able pupils. * Children achieve well and attain the required goals. Commentary 50. In this area of learning, children enter the school with about average attainment. Owing to the good teaching, they achieve well and reach the expected goals with a significant minority exceeding them. Teachers are skilled in this area, and they help children to enjoy investigating numbers and exploring shape and size. In one lesson, for example, children joined in a rhyme about Five current buns to reinforce their knowledge of numbers to five, then used a box of six painted eggs to 'take one away'. In smaller groups, one set of children used a delivery van toy to explore the concept of taking two 'buns' away from ten, while other children rolled a dice and assembled the numbered parts of a Gingerbread Man puzzle. Very good teamwork ensures that children are taught well in small groups, but teachers do not always check that the most able children are given tasks that are sufficiently challenging. As a result, the achievement of some of the most able children is limited. By the end of the Reception Year, most children add and subtract numbers within ten correctly. They recognise common two-dimensional shapes and place long, medium and short objects in the correct order. Higher-attaining pupils create quite complex repeating patterns and use numbers within 20. KNOWLEDGE AND UNDERSTANDING OF THE WORLD Provision in knowledge and understanding of the world is very good. Main strengths and weaknesses * Children learn effectively from practical activities and their own investigations. * The use of ICT is integrated well into lessons. Commentary 51. Children enter school with average attainment in this area. They achieve very well and by the time that they enter Year 1 most children exceed the desired goals. This is because the teaching is very good and involves plenty of opportunities for children to learn through practical investigations. For example, children investigate different materials and explored objects that float or sink. They investigated foods from different countries, mix flour, butter and water and cook gingerbread men in the oven. In both these sessions, the children worked very well together, achieved very well and made very good progress in their learning. Children are provided with a wide range of opportunities for independent learning, and this too helps to boost achievement. They cut out shapes from salt dough and learned to use the 'mouse' and the keyboard to give instructions to a computer. They learned how a floor robot operates, and quickly learned to program it to move the correct distance forwards or backwards and to turn left or right. PHYSICAL DEVELOPMENT 52. No teaching was seen in this area and it was not possible to make a judgement on overall provision. 53. Children have many opportunities to develop their manipulative skills and co-ordination by using the computer 'mouse', pencils, crayons and paintbrushes. Children handle tools and small equipment safely and with increasing control. They pour water into containers, cut shapes out of salt dough, assemble jigsaws and learn to use scissors correctly. Children take part in more energetic activities both indoors and out of doors. Children improve their coordination and balance as they play in the sand pit, jump on bouncers, ride tricycles and scooters around the playground and crawl through a polythene tunnel to reach the picnic area. Children are well co-ordinated for their age and it looks as if their physical development in this respect is above expectations. CREATIVE DEVELOPMENT Provision in creative development is very good. Main strengths and weaknesses * The quality of teaching is very good. * The musical aspects of the children's creative development are very good and a particular strength. Commentary 54. Pupils achieve very well in this area and by the time that they leave the Reception Year most exceed the desired goals. This is due to the very good teaching, which ensures that children develop their creative skills well. Practitioners provide a wide variety of paints, paper, card, fabrics and ribbons for children to make colourful collages. Children use their hands to print attractive patterns and learn to control a brush when painting pictures of houses or flowers. Children enjoy singing simple songs from memory and can sing a calypso-style song effectively in two parts. SUBJECTS IN KEY STAGES 1 and 2 ENGLISH Provision for English is very good. Main strengths and weaknesses * Standards in Year 6 are well above average and pupils achieve well. * Language, literacy skills and knowledge are applied very well across the whole curriculum. * Teaching and learning are good overall and often very good. * Very good presentation of work reflects pupils' positive attitudes. * Boys perform less well than girls in Years 1 to 4. Commentary 55. In the 2003 tests of reading and writing at the end of Year 2, attainment was below average in comparison with that of pupils in all schools nationally, and well below average when compared with that of pupils in similar schools. However, these standards reflect only this cohort of pupils; generally, results have been either above average or well above average in each of the past four years. Inspection findings are that the current Year 2 pupils are on course to achieve standards that are above the national average, with a large minority of pupils already achieving the end of Year 2 national expectations in both reading and writing. The present Year 6 are on target to achieve standards that are well above the national average because of highly effective teaching of very hard working and able pupils. Pupils with special educational needs make good progress towards their individual reading and writing targets and they achieve well. This is because they receive good quality additional support. 56. The achievement of pupils throughout the whole school is generally good in all areas of English, even though the overall standards attained for boys up to Year 4 is slightly more limited than girls. One of the reasons for good achievement is the very good links that are made with other subjects, which means that pupils can practise their skills regularly. Standards in speaking and listening are above national expectations in Years 1 to 4, and are well above expectations in Years 5 and 6. Pupils listen well and use language creatively. For example, pupils in Year 2 suggested that a beach in Barbados might be peaceful, calming, enchanting or dreamful. Slightly older pupils negotiated well as they classified books and explained clearly how they had sorted them. By the time pupils reach Years 5 and 6, they are very effective communicators, using a wide vocabulary and swiftly adjusting their language and style according to the situation. 57. Standards of reading are above average in Year 2, and, well above average by the time pupils reach Year 6. The high quality, number and range of reading materials in the school have had a positive impact on reading. Excellent displays offer exceptional encouragement for books to be read. Boys are being motivated by books which are very well chosen to engage their interests so that the gap in standards between them and the girls is narrowing. There is little difference by the time pupils reach Year 5. Pupils in Years 1 and 2 show good knowledge of phonics and use picture clues to help them read new words. Pupils read expressively, displaying an extensive knowledge of authors and a lively interest in what they are reading. Pupils have very good knowledge of differing types of books such as the genres of fiction or differing information books. By the time pupils are in Years 5 and 6 they use their skills of scanning or skimming well to extract and interpret information from a range of sources. 58. Standards of writing are above expectations in Year 2, and, in Year 6, the pupils are on course to attain well above average standards. The sensible decision to teach cursive handwriting as soon as pupils can form individual letters correctly has been a positive factor in the very good presentation of work and this also contributes to good spelling. Pupils are supported well to write for a range of purposes, so that those of lower ability do not give up and those of higher ability can display their talents. Year 2 pupils increasingly write in full sentences. When retelling the story of 'The Three Little Pigs' one pupil wrote persuasively 'Please accept my invitation so I can put a smile back on your face!' Year 4 pupils write and publish wellconceived books that they share with younger pupils. They showed insight in writing thank you letters following a theatre trip: 'It made me think how important we are regardless of colour or culture.' Pupils in Year 6 display a command of the written word that does credit to them and their teacher. Work is structured, well organised, personal and imaginative, for example when exhorting Tony Blair to drop tuition fees. 59. Teaching and learning are good in Years 1 and 2, and very good in Years 3 to 6. Throughout the school, all lessons seen were good or better. Support staff play a significant role in pupils' learning and they are key to the good achievements of lower-attaining pupils. Pupils want to please their teachers and so they work hard and make good, and sometimes very good, progress in their learning. Teachers both plan their lessons and make use of prior assessments very well so that, for example, higher-achieving pupils are extended very well and pupils with special educational needs are also able to make good progress in their learning. The teachers are well aware that, until Year 5, it is girls who are out performing boys in reading and writing and every effort has been made to address this difference. All pupils are monitored closely; they know their targets and their learning is enhanced by the availability of very good resources. This was evident in an outstanding Year 3 lesson where pupils read and followed instructions to make models, decorate biscuits or play new games, including one on the Internet. Challenge was again evident in a very good Year 5 lesson where pupils used their knowledge of similes to describe a mythological character. The setting of homework is satisfactory. 60. Leadership and management of the subject are very good. The school has adopted and adapted national strategies well and provides a rich and stimulating curriculum. The coordinator has a clear grasp of the strengths and weaknesses of the subject and, together with the school management team, has taken decisive action through well thought out improvement strategies. This has included close monitoring of teaching and planning, evaluating pupils' work and giving intensive help to particular groups of pupils, including those just below average. Thorough evaluation of these initiatives is proving successful in raising standards further and in the setting of challenging whole-school targets and individual targets. Language and literacy across the curriculum 61. The development of language and literacy across the curriculum is a strength. By Year 2, pupils have good overall language and literacy skills and, by Year 6, these are very good. The curriculum is planned particularly well to link and complement skills, including the use of specific subject vocabulary. Opportunities to discuss work in pairs or groups occur in almost all lessons. Pupils report their findings in science, they use role play in drama and present the results of environmental work to the mayor. Research skills are developed in subjects including history. The school's emphasis on writing can be seen throughout the school, for example in design and technology, where Year 2 pupils made a series of books on materials, or in reports written after Year 6 went to the local church. MATHEMATICS Provision in mathematics is good. Main strengths and weaknesses * Standards are above average at Year 2 and well above average at Year 6. Based on their prior attainment, all pupils are achieving well. * Teachers also make good use of other subjects to enhance pupils' numeracy skills. * The overall quality of the teaching and learning is good, with teachers making very good use of assessment to provide pupils with suitably challenging work. * The attitudes and behaviours shown by pupils are very good. They clearly enjoy their work in the subject. * The role played by the subject co-ordinator is good. Commentary 62. Inspection findings are that standards are above average in Year 2 and well above average in Year 6, and throughout the school, pupils' achievement is good. Pupils are confident in tackling all aspects of mathematics and they show above and well above the expected levels of understanding and skills. For example, pupils in Year 2 tackle addition and subtraction confidently, and their secure knowledge of the multiplication facts relating to 2, 5 and 10 allows them to successfully undertake a range of multiplication and division exercises. Pupils in Year 6 readily reduce a fraction to its lowest form, and they successfully find fractional and percentage parts of whole numbers. Pupils in Year 2 measure accurately with a range of standard and non-standard measures, and the oldest pupils measure angles to the nearest degree and know the angle sums of triangles and rectangles. Pupils throughout the school effectively tackle suitable and often challenging practical and problem solving activities. Older pupils are now competent at tackling problems that involve more than one step to find the answer. 63. The overall quality of teaching and learning is good. Lessons are suitably planned, resourced and implemented, although teachers do not always fully involve all pupils during the mental sessions at the start of lessons. Teachers have good subject knowledge, they explain clearly different methods and processes and they make very good use of assessment to ensure that all pupils receive work that is suited to their particular needs. Teachers make sure that pupils are kept busy with a range of challenging activities, and suitable help is provided both by themselves and teaching assistants when it is required. As a result, all pupils, including those with learning difficulties, make good gains in their overall mathematical knowledge and understanding. Teachers also make suitable use of homework to give pupils further opportunities to practise their skills. Pupils clearly enjoy the work and they answer questions and offer opinions confidently. They settle to their written and practical tasks with interest and enthusiasm. They work well with other pupils when required and they make good attempts to find answers and provide solutions. They readily seek help when necessary. Most pupils take considerable care with the presentation in their books. Teachers mark pupils' work regularly and they provide helpful, encouraging and sympathetic advice for them, to help them improve their work further. 64. The subject co-ordinator supports his colleagues well when necessary, and he has contributed well towards the high standards being achieved. He regularly monitors the work being produced by pupils, and on occasions he observes lessons to see for himself the standards being achieved in class. His leadership is good. Mathematics across the curriculum 65. Numeracy is taught very successfully in mathematics lessons, with teachers putting much emphasis on developing pupils' ability in handling numbers. Teachers also make successful allowance for pupils to develop their mathematical skills in other subjects, such as science and design and technology. Some effective use is also made of ICT, especially in relation to datahandling and work on shape. SCIENCE Provision in science is very good Main strengths and weaknesses * Standards are well above average and the pupils achieve well throughout the school. * The curriculum is very well organised and provides a rich range of good activities. * The quality of teaching and learning is good. * The subject is very well led by an enthusiastic and knowledgeable co-ordinator. Commentary 66. The teachers' assessments of seven-year-olds in the summer of 2003 showed that the school attained average standards in science both in comparison with all schools nationally and with similar schools. However, this was an unusual year for the school, with results being much higher than this in each of the past four years. Inspection findings are that the current Year 2 pupils are already achieving national expectations and by the end of the school year, standards are likely to be above average. Pupils achieve well throughout the school, and by the time they reach Year 6, standards are well above average, with the most able achieving very high standards. Most of the pupils in Year 6 already attain the national expectation for science at the end of the school year and a significant minority attain the higher level. Overall, these pupils are on course to achieve well above average standards. 67. Owing to the good teaching in Years 1 and 2, pupils make good progress in their learning. They are very enthusiastic in their science lessons because the teachers make the work interesting and practical. As a result, they achieve well, particularly in Year 2, and their skills, knowledge and understanding are all above average. Year 2 pupils were studying health and growth at the time of the inspection and in both classes, they were skilled in the task where they had to classify similarities and differences between photographs of animals and their young. Almost all of the pupils could compare the photos and describe and evaluate the similarities and differences between them. They had a good understanding that animals reproduce, and the most able were attaining the higher level. 68. Pupils progress well in their learning through the junior years. They achieve well and, owing to the good and often very good teaching, they remain enthusiastic and keen, enjoy lessons and they collaborate particularly well. In a very good Year 5 lesson, pupils were investigating the properties of materials. Owing to the very good teaching, the pupils had grasped extremely difficult concepts very well. They understood the differences between molecules in solids, liquids and gases, and the role and importance of molecular bonds. The teacher had an excellent knowledge of the subject and this led her to be able to provide very good explanations and to answer questions very well using good scientific language. This was then effectively modelled by the pupils. In this lesson, the standards achieved were well above average. In an excellent Year 6 science lesson, the pupils took the learning to a higher level. In this lesson, almost all the pupils showed knowledge and understanding at the higher expected level for pupils at the end of the school year. They were entranced by the teacher's rapid introduction when he reviewed previous work. They were very confident in giving detailed responses to sophisticated questions relating to changes of state in discussing non-reversible and reversible change in the property of materials. In the very good investigation set for the pupils, many of the pupils were articulate and assured in their explanations when explaining the change of state of mixing milk and vinegar to create a solid from the two liquids. 69. The overall quality of teaching and learning is an important reason why standards are so high. Teaching is always at least good, and there were examples of very good teaching in both the infant and junior stages. Teachers plan lessons well, are confident in their subject knowledge, make the work practical and ensure that the work set matches the learning needs of all the pupils in the class. This leads to good learning because the work is challenging, very well resourced and is well structured. 70. The curriculum for science is very good, and this too plays an important part in the good achievement of the pupils. The curriculum is well designed: it centres well on learning through investigation and provides a rich range of activities that become progressively harder as the pupils become older. As well as meeting fully the requirements of the National Curriculum, the school places a very good emphasis on environmental education. As a result of this, linked to the school's "Green Team" initiative – which is a long-term sustainability project – the pupils gain a very good understanding of the importance of the environment. The work is linked well to science and the humanities subjects. 71. Science is managed very well by an enthusiastic and knowledgeable co-ordinator, who provides very good support for other staff and she carefully evaluates the science work across the whole school to seek improvements. INFORMATION AND COMMUNICATION TECHNOLOGY Provision in ICT is very good. Main strengths and weaknesses * The quality of teaching and learning is very good. * ICT is very well developed to support teaching and learning across the whole curriculum. Pupils achieve very well and attain well above average standards. * Commentary 72. At the end of both Year 2 and Year 6, the pupils' attainment is well above the national expectation with a significant minority of Year 6 pupils attaining standards that are very high. This is due to the very good provision, including the quality of the teaching and the curriculum and the very effective use that is made of the good range of ICT resources available. 73. Year 2 pupils are confident and dextrous in using the computers. They have a very good understanding of the wide range of applications that are available to them and they talk fluently and with self-assurance about the different programs that they use and their purpose. For example, in a good lesson in which the pupils were building binary trees, pupils were knowledgeable when selecting questions that could be answered by "Yes" or "No" in order to separate different fruits. "Does it grow in England?", "Is it yellow?", were typical good questions raised. The pupils were able to then apply this knowledge to classify and sort the different materials. They could organise, amend, cut and paste their work. In this lesson, the pupils' achievement was good because, when being effectively presented with a new program, their overall confidence enabled them to grasp the program quickly and well. This was helped because the teacher had organised the lesson so that each pupil had a "computer partner" with whom they were able to discuss solutions before trying them out. 74. Throughout the junior year groups, pupils continue to make good progress in their learning and achieve very well. In a very good Year 4 lesson, the teacher was linking the ICT lesson with numeracy and geography and was very effective in introducing a spreadsheet program to generate graphs and charts to enable the pupils to interpret data. Pupils were very keen to learn, they listened very well and, as a result of the very good teaching, they were able to generate a bar graph of how they spend their leisure time. The mathematics taught within the lesson was good, because the teacher, in talking about the X-axis and Y-axis, developed the pupils' learning in mathematics as well as in ICT and geography. By the time that they reach Year 6, most pupils attain standards that are well above national expectations and the most able achieve standards that are very high. In a very good Year 6 lesson, also involving the use of spreadsheets, the teacher's very high expectations and challenge in the tasks set, led to very good learning. In this lesson, the aim was to teach the pupils how to use the formulae function in spreadsheets to "teach the computer" how to calculate the size of a remaining angle on a straight line when there is a given angle of 120 degrees. The pupils quickly learned how to input the formulae and to test it. Not only did they have to apply their knowledge of mathematics – which became particularly complicated when the second task was to work out angles between two intersecting lines – but they were also accomplished in working out a very exacting formulae to "teach the computer". In this lesson, a majority of pupils were attaining exceptionally high standards. 75. Of the five lessons seen, four were very good and one was good. This high quality teaching and learning is key to the well above average standards and high achievement of the pupils. The staff are all confident in using the technology, they present very challenging work for the pupils, and they support them very well in their learning through clear and very good explanations and also by making the ICT work relevant through linking it with other work. 76. The subject is very well managed by an exceptional co-ordinator. She dedicates significant amounts of time to supporting ICT throughout the school. She monitors and evaluates other teachers' ICT work very effectively and provides helpful guidance for teachers to implement the very good curriculum. She has also developed and maintains the school's web site. She has an outstanding vision for the future of ICT in the school, including developing a school-wide intranet which can be used for both learning and administrative purposes. She is keen, enthusiastic and knowledgeable. Information and communication technology across the curriculum 77. This is a strength in that most of the ICT lessons are made relevant through the clever planning of the ICT curriculum to integrate with other work being studied. As a result, the pupils readily use ICT as a tool to support learning across the whole curriculum. However, this was not well represented during the period of the inspection as too few computers were being used in the classrooms. There is significant evidence of school-wide use of ICT through the pupils' work both on display and in their books. HUMANITIES 78. No overall judgement can be made about provision in geography because too few lessons were being taught at the time of the inspection. However, in the four lessons seen, the pupils learned and achieved well. 79. There are indications that by the end of Year 2 pupils are knowledgeable about both their own area and also about life in several other countries. They know about Ireland because they write to children there; they have knowledge of Poland and Portugal because teachers exchange visits and share their experiences and they follow the journey on a map as "Midge Mouse" travels the world. They compile beautiful books about Africa and study the wild life there. Pupils in Years 3 and 4 display enquiring minds as they identify the purpose of features in their environment and record findings in words or charts. They become town planners and collaborate to make the best use of land. Their skills and enterprise have been recognised beyond the school with the Green Team receiving a number of awards. 80. Teachers are in the enviable position of having intern teachers working full time in the school from a number of countries. Together, they bring geography to life so that pupils learn about food, language, customs and dress of countries such as Japan or Spain through personal experience. Lively teaching, for example when a parcel and letters were delivered from Barnaby Bear inviting pupils to choose his holiday wardrobe, engages the interest of pupils. As a result, they work hard and learn well. 81. Very good leadership and management have contributed to giving teachers the skills, resources and support they need. The co-ordinator has brought vitality to the subject. Monitoring is a strength and assessment is satisfactory and improving. History Provision for history is good. Main strengths and weaknesses * Standards are above expectations in Year 2 and Year 6. * The very good co-ordinator ensures history has a high profile. * Boys and girls like history and work hard. Commentary 82. Achievement is good for both girls and boys, and is due to the good teaching and learning which centres very well on making the work as relevant as possible. For example, parents and grandparents provide a rich source of artefacts and stories such as toys and tales about the Second World War. This helps pupils develop enquiring minds and understand that we learn about history in many ways. In addition, visits out of school also contribute to the above average standards. This was evident, for example, in displays and in the well-researched and beautifully presented books on Ancient Egypt by Year 5 pupils. Year 6 pupils' good knowledge of the Victorians was brought alive by their visit to Osborne House and they recalled it with enthusiasm. 83. Teaching and learning are good and sometimes very good. Knowledgeable teachers work side-by-side with very good support staff to deliver lively lessons planned successfully to stimulate boys and girls of all abilities. Very good links are made to learning in other subjects. In a Year 2 lesson, pupils followed on a map Florence Nightingale's journey to Scutari. They developed empathy and displayed very good thinking skills as they considered the ethics of women working as nurses with men. Good support for writing enabled all the pupils to record questions to ask Florence. Teaching was very good in Year 6 where pupils' exemplary behaviour and hard work, and the teachers' high expectations, led to very good learning. Pupils' very good communication skills were evident as they considered how Bournemouth had been shaped by what happened in the past. They used previous knowledge of the area and interpreted very good resources including maps and the local census of 1851. 84. Leadership and management of history are very good. The co-ordinator has the drive and knowledge to improve the subject even further. Monitoring of teaching and pupils' work is very good and assessment is currently satisfactory. The subject makes a good contribution to pupils' spiritual, moral, social and cultural development. Religious education Provision in religious education is good. Main strengths and weaknesses * Standards by Year 2 and Year 6 are higher than those expected. Pupils' achievement is good. * The attitudes of pupils towards the subject are very good. * By the end of Year 6, pupils have a good knowledge of a number of world religions. * The quality of teaching and learning is good, with a variety of learning experiences provided for pupils. * The role played by the co-ordinator is good. Commentary 85. By Year 2, pupils are familiar with the Christian and Jewish faiths. They are able to relate some of the stories of famous religious figures, such as those of Jesus and Joseph. Pupils explain clearly that religions have different religious buildings and books that are special to them, and they can readily name and describe the Bible and the Torah. Pupils understand that religions have various ceremonies and special occasions, and they describe in great detail why Easter is so important to Christians and Hanukah is important to Jews. Pupils confidently discuss the need for friends and friendship, and they describe in detail what makes a good friend. 86. By Year 6, pupils are well informed about a number of world religions, successfully discussing many aspects of the Christian, Hindu and Islamic faiths. Pupils know that all religions have distinctive traditions and life-styles, and, for example, pupils in Year 5 can identify the importance of the Five Pillars of Wisdom to Moslems, and those in Year 4 recognise the relevance of Diwali to Hindus. Pupils throughout Years 3 to 6 are currently well informed and knowledgeable about the events surrounding Jesus' death and resurrection. Pupils are aware of the need for love and care in their dealings with others and they recognise the importance of their own families. Pupils throughout the school clearly understand the need to be tolerant towards other people's dress, lifestyle and rituals. 87. The quality of teaching and learning is good. Lessons throughout the school are well planned, and interesting ideas and information are presented to pupils. Teachers have good subject knowledge, and, through most suitable activities, pupils, including those with special educational needs, are able to make good gains in their knowledge and understanding. Teachers ensure the pupils' interest by providing a rich variety of learning experiences, such as asking thought-provoking questions, making good use of religious artefacts and visits to religious buildings and providing drama activities and the opportunity to express their thoughts at length through writing. This helps to support the good learning and, as a result, pupils are most keen to provide a variety of sensitive answers and observations; they enjoyed the range of activities and experiences provided, especially taking part in drama. Pupils take care with the presentation of their work, and it is sympathetically marked by the teachers. 88. The subject coordinator is well qualified, and her leadership and management of the subject are good. Although she has limited opportunity to observe lessons in other classes, she has collected an array of pupils' work to illustrate the work being covered, and has a clear understanding of the standards being achieved. CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS 89. Work in art and design, design and technology and music were sampled and it is not possible to report on overall provision in any of these subjects. 90. Two lessons were observed in art and design. Throughout the school, there are interesting examples of well-displayed artwork. In Years 1 and 2, there are indications that standards are above expectations. Pupils mix primary colours and learn new techniques in observational drawing. In a lesson in Year 1, for example, pupils learnt how to use shading and smudging techniques to good effect when drawing a range of fruits. In Year 2, pupils use a wide variety of materials such as fabrics, polystyrene tiles and pipe cleaners. As part of their Africa project, they create tie-dyed fabrics using natural dyes made from onion skins, beetroot and turmeric. These fabrics are mounted very effectively in frames made by scratching a pattern on polyprint tiles and printing a repeat pattern. Pupils in Year 2 study the works of famous artists such as Van Gogh and copy some of the techniques they used. They also create very effective sculptures by bending pipe cleaners and standing them in modelling clay. 91. In Years 3 to 6, work displayed suggests standards that are above expected levels. Year 3 pupils, for example, discuss 'hot' and 'cold' colours, then use blues and reds to create compositions describing emotions such as 'angry' and 'alone'. In a very good lesson in Year 3, pupils explored the use of perspective by discussing a sketch of the view from their classroom window. They quickly learnt that objects in the foreground appear larger than similar objects in the background and should be drawn first as they often obscure features further away. Pupils in Year 4 make good progress in developing detailed portraits of their friends and make good use of contrasting colours in their imaginative paintings of Hogwarts Academy. In Year 5, pupils make very effective use of tissue paper when producing collages, while pupils in Year 6 use polystyrene tiles to print attractive patterns. 92. The subject is very well led by an enthusiastic co-ordinator, who supports other staff well by providing in-service training and individual advice. Good use of a commercial scheme of work ensures that skills are taught in a logical progression and means that non-specialist teachers are provided with a wealth of resources and ideas to assist in their lesson planning. Assessment of pupils' work is carried out effectively each half term. Good use is made of sketchbooks in Years 1 and 2, and a review of their use by all pupils is a high priority in the current action plan. 93. During the inspection only one lesson was seen in design and technology. In this lesson Year 1 pupils successfully examined, cut and tasted a variety of fruit, and then planned a fruit salad, prior to making it. The teaching was good, and pupils learned well showing good attitudes to the subject. They were provided with suitable fruit, and appropriate tools, and they carried out their work carefully and safely, being particularly mindful of hygiene. A study of other plans and samples of work, suggests that the pupils' achievement is good and the curriculum is suitably broad and rich. For example, younger pupils make model playground equipment and 'coats for Joseph', and older pupils make moving monsters, money containers, musical instruments, biscuits and slippers. 94. Two lessons were seen in music. Both were satisfactory, with pupils achieving sound standards. Pupils are given a wide range of experiences from a carefully prepared curriculum that is well resourced. In the two lessons seen, pupils learned suitably and they enjoyed their music. The co-ordinator, who until recently taught music throughout the whole school, has a clear vision for the future of the subject and has spent a significant period of time supporting the teaching and learning of staff throughout the school. Over the past four terms, since having pupils in Years 5 and 6, a good start has been made on provision of extra-curricular music activities. Currently, pupils are able to learn flute, clarinet, violin and guitar as well as the ocarina. Resources for the subject are very good, with specialist accommodation being available for lessons. The school is poised to build well on the beginnings of strong musical traditions. Physical education Provision for physical education is good. Main strengths and weaknesses * Good teaching ensures that pupils achieve well and make good progress. * Pupils perform imaginative dance sequences, but are not always given enough opportunities to develop their evaluation skills. * Warm-up and cool-down exercises are sometimes too brief to be effective. * A wide range of extra-curricular activities, good use of sports coaches and participation in local competitions help pupils to develop their skills further. * The well-equipped hall, flat playground, large sports field and good resources contribute towards the effective delivery of the subject. Commentary 95. Standards in Years 2 and 6 are broadly in line with national expectations. Teaching and learning are good, and lessons are planned well to include a wide range of skills and different activities. Pupils with special educational needs, and those from ethnic minorities, are fully included in all activities. Pupils have good attitudes to the subject and are usually well behaved. They try hard to improve their standards, and, as a result, achievement is good throughout the school. There is a good emphasis on warm-up and cool-down sequences so that pupils understand how to exercise safely. Occasionally, however, these sessions are too brief to be effective, and the chosen activities are not progressive enough when quickening or slowing the heart rate. 96. Pupils cover all areas of the National Curriculum Programmes of Study, though not all aspects were observed during the inspection. In dance, pupils develop a good appreciation of basic principles and begin to combine these effectively into dance sequences. In Year 5, for example, pupils combined freeze-frame tableau effects with lively dance routines to develop interesting sequences of tribal dance. Effective use of a data projector and recorded music by the teacher enabled pupils to adapt their routines to appropriate visual and aural stimulation. In Year 4, pupils effectively developed flying, soaring and gliding movements to interpret scenes from a Harry Potter film. Some pupils showed good imagination in their sequences, but there was insufficient opportunity for pupils to develop their evaluation skills by giving their opinions about other pupils' performances. Pupils are taught a progressive development of skills in a wide range of games. In Year 2, for example, pupils develop basic handling and control skills in short tennis, while those in Year 4 learn tag rugby skills. In Year 6, pupils are taught more advanced skills of passing and pivoting in netball. As a result, they make steady progress in learning. 97. Leadership and management of the subject are good. The co-ordinator ensures that good planning is in place so that pupils build effectively on existing skills. Effective links with the local secondary school mean that pupils receive specialist sports teaching and coaching. Pupils have an intensive swimming course in Years 3 and 5, and pupils in Year 6 visit an outdoor pursuits centre to experience climbing, canoeing and sailing. The school benefits from a wellequipped hall, good outdoor facilities and ample resources. The wide variety of after-school clubs includes gymnastics, football and country dancing, and pupils benefit from participating in matches against other local schools. PERSONAL, SOCIAL AND HEALTH EDUCATION 98. Although only one lesson in personal, social and health education was seen, and therefore no overall judgement on provision can be made, there are strong indications that this area is a strength of the school. This is an aspect of learning that permeates all the work of the school. It is apparent in all lessons, and from the pupils' positive relationships, strong personal development and very mature attitudes, that this is a significant strength and of importance to the school. In the one lesson seen in Year 1, the focus was on keeping healthy and, in this very good lesson, the pupils were successful in identifying factors that keep them healthy. 99. The school has a clear ethos of enabling the pupils to want to learn, to live harmoniously and to be tolerant of others and this is evident in every classroom each day. The school provides very well to meet the demands of the wider community and has a strong programme to support pupils' understanding of environmental issues; there is a very good emphasis on sustainability. This has led the school's gaining a Bournemouth LEA "Green" award. The work of the School Council supports knowledge of democracy education from the time that the children enter the school. There is a suitable programme for sex and drugs education. The coordinator provides very good leadership and ensures that these aspects maintain a high profile throughout the school. PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS Inspectors make judgements on a scale: excellent (grade 1); very good (2); good (3); satisfactory (4); unsatisfactory (5); poor (6); very poor (7).	<urn:uuid:b3ab6352-7dc3-446a-a034-823519572f02>	CC-MAIN-2020-40	https://files.ofsted.gov.uk/v1/file/790685	2020-10-01T20:10:01+00:00	crawl-data/CC-MAIN-2020-40/segments/1600402131986.91/warc/CC-MAIN-20201001174918-20201001204918-00141.warc.gz	371,651,710	17,631	eng_Latn	eng_Latn	0.978743	eng_Latn	0.999291	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn...	false	docling	[ 321, 889, 3889, 4362, 4379, 7657, 10928, 14389, 17438, 20286, 24466, 28208, 31284, 34883, 39247, 39756, 43380, 47394, 50519, 53198, 58029, 61554, 65028, 69158, 73389, 76662, 80515, 84869, 88698, 90658, 90858 ]	[ 1.09375, 2.265625 ]	2	0
Dear Students and Parents/Guardians, We hope this letter finds you well. As the end of the school year draws near, we want to provide you with some resources so that you may continue to practice reading and writing throughout the summer. We are encouraging all students to participate in PGMS Summer Reading and Writing BINGO. This activity has many purposes. It helps to improve students' reading and writing stamina and confidence and prevent a drop off of skills during the summer. Our hope is that it inspires students to develop a lifelong love of reading and creating. We want to encourage students to read what they love: any genre, any medium, any style. By allowing students to select their own texts we hope students' identities as readers and writers will continue to grow throughout the summer months as they prepare for next year. PGMS teachers respectfully request you avoid reading any of the following books, as they are part of the curriculum. 6th Grade: • Academic: The Cay; My Life in Dog Years; Hatchet; Esperanza Rising; The Lightning Thief; Freak the Mighty • Advanced Academics: The Giver; Tom Sawyer; Mythology; The Shakespeare Stealer; One Crazy Summer 7th Grade: • Standard: Outcasts United; Fever 1793; American Plague; A Raisin in the Sun/Miracle Worker; Peak; Iqbal; Full Cicada Moon; The Giant and How He Humbugged America • Advanced Academics: Fever 1793; American Plague; Parallel Journeys; A Raisin in the Sun; Animal Farm; Iqbal; Hidden Figures 8th Grade: • Standard: Seedfolks; The Stars Beneath Our Feet, Roll of Thunder, The Outsiders, Hear my Cry; Walk Two Moons; I am Malala; Refugee; Chasing Lincoln's Killer • Advanced Academics: I am Malala; Refugee; A Narrative of the Life of Frederick Douglass; Midsummer Night's Dream; Dracula; The Princess Bride; Chasing Lincolns Killer; Killer Angels Parent Note: We encourage parents to select a book with their child to read this summer. Some books may have content or themes that are not suitable for all audiences. Since we do not know what school will look like when it returns, parents can help us by providing prizes for the bingo winner in their home to motivate and encourage participation. PGMS Summer Reading & Writing Bingo Books are available at: NEED SOME BOOK IDEAS? (Click on link for book information) If you havn't yet, joined the PGMS Library Group on Schoology. Mrs. Bunch has plenty of resources, ideas, and opportunities for fun in her group. You can also email her at email@example.com. Y	<urn:uuid:4eb77a11-6306-46bd-84de-e2a5a9b6967f>	CC-MAIN-2020-40	https://pinegrovems.bcps.org/UserFiles/Servers/Server_4202708/File/time%20sens%20docs/PGMS%20Summer%20Reading%202020%20final.pdf	2020-10-01T18:43:07+00:00	crawl-data/CC-MAIN-2020-40/segments/1600402131986.91/warc/CC-MAIN-20201001174918-20201001204918-00141.warc.gz	529,909,526	567	eng_Latn	eng_Latn	0.996742	eng_Latn	0.996685	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1839, 2226, 2311, 2505 ]	[ 2.296875 ]	1	0
Themes Picnic Pests Island Getaway Shapes and Colors Numbers 15-20 Letters R-Z Alphabet Words raccoon, sandwich, tent, umpire, visor, watermelon, X-ray, yarn, zigzag Sign Language August 2020 NEWSLETTER Theme Descriptions Picnic Pests: People love picnics and so do many types of bugs and other picnic pests! This theme provides opportunities for children to plan for and enjoy a picnic. They will also learn how to avoid the pests a picnic might attract! As children prepare to head back to school, important skills will also be reviewed and practiced. Island Getaway: Wrap up summer with an abundance of beach-related activities. The children will play in the sand and learn all about the creatures that live in it! The theme concludes with a tropical luau. Aloha! Activities for Home * Take a walk around the neighborhood to look for ants. When you find some, search nearby for their homes. Where might the ants live? Can you find an anthill close by? * Establish a library routine with your child. Take the Book Lists that can be found on these newsletters as a reference. Take some favorite books from your collection or library books outside. Spread out a large blanket and read under the shade of a tree. Reading aloud together improves your child's listening and thinking skills, expands his or her vocabulary, and instills a love of reading in your child! * Outdoor play is not only a form of exercise, but can also be a form of creative movement for your child. It fosters the development of large muscles, coordination, and balance. Provide your child with opportunities for vigorous outdoor play each day. Challenge your child's motor skills by asking how fast he can run or how far she can hop on one foot. Look for Books The best way to learn which books your child enjoys is to read children's books—lots of them! Check out funshineextras.com for Book Lists corresponding to each month's themes. Get to know your local librarians and ask for their recommendations as well. Watermelon Day by Kathi Appelt Seashells by the Seashore Pignic by Matt Phelan Amanda Panda Quits Kindergarten by Candice Ransom Sun by Marianne Berkes I Am Too Absolutely Small for School by Lauren Child The Sandcastle That by Megan Maynor Lola Built Commotion in the Ocean by Sam Usher by Giles Andreae Cooking Together When cooking with young children, allow them to help in a safe way with mixing, pouring, rolling, mashing, shaking, etc. Use words to describe what you are doing and what you plan to do next. Talk about what you see, smell, feel, hear, and taste. Bubble Solution 1/2 gallon water 3/4 cup liquid dish detergent 1/4 cup glycerin (for BIG bubbles!) Mix the ingredients and let them sit for at least one day. Store the bubble solution in a sealed container. Look around your kitchen or home for fun utensils and objects you can use for bubble blowers, such as slotted spoons, plastic berry baskets, or chenille stems bent into different shapes. © FunShine Express 2020 Sing Along with Me Find these songs at www.funshineexpress.com Busy Ants Sung to "Clementine" Ants are working, building anthills, They are busy as can be. They keep digging lots of tunnels. Ants are busy as can be! Let's Go to the Beach Sung to "Row, Row, Row Your Boat" Let's go to the beach. We'll play and swim and run. Let's build some castles in the sand. The day will be so fun! Let's go to the beach. We'll splash and float around. Let's build some castles in the sand. The day will be so fun! Reminders. . . Connect with Us! www.funshineexpress.com 1.800.340.8103	<urn:uuid:faf9b027-983a-407f-b208-2a3f0fce8f20>	CC-MAIN-2020-40	https://www.funshineexpress.com/docs/August%20Newsletter-8.pdf	2020-10-01T19:54:07+00:00	crawl-data/CC-MAIN-2020-40/segments/1600402131986.91/warc/CC-MAIN-20201001174918-20201001204918-00147.warc.gz	777,412,741	869	eng_Latn	eng_Latn	0.998498	eng_Latn	0.998609	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1747, 3615 ]	[ 3.078125 ]	1	0
TWELVE Ordinary Men and an EXTRAORDINARY GOD – Lesson 2 Phase 3 – Their calling to APOSTLESHIP Luke 6:12-16, Matt. 10:1-4 He appointed the apostles – Special _______________________ 1. The ______________ Luke 6:12-16 It was [a]at this time that He went off to the mountain to pray, and He spent the whole night in prayer to God. 13 And when day came, He called His disciples to Him and chose twelve of them, whom He also named as apostles: 14 Simon, whom He also named Peter, and Andrew his brother; and [b]James and John; and Philip and Bartholomew; 15 and Matthew and Thomas; James the son of Alphaeus, and Simon who was called the Zealot; 16 Judas the son of James, and Judas Iscariot, who became a traitor. A. By this point, ____________________ was building; Luke records just previous to this passage that the religious establishment opposed him for: 1) Eating and Drinking with ______________ 2) For his disciples plucking and eating grain on the ________________. 3) For ________________ a man on the Sabbath. B. At the time he selected the Twelve, the religious leaders were already looking to __________________ Jesus. 2. The ______________ A. Those he selected were ___________________, low-class, rural, uneducated people. They were commoners, nobodies. B. It is more real and more helpful to us to remember them not so much from their portrayal on stained-glass windows as much as their plain ways. God took them and ___________________ them into those stained-glass windows. 3. The __________________ A. Remember the ________________. 1) Knowing He will face His __________________ in a year and a half, Jesus intently focused on calling, equipping, and sending 12 Men. 2) These men would take His teachings, receive the ______________ and shake the world. B. Note his _____________________. 1) He _______________ intensely and intently. Luke 6:12 2) We know PRAYER was the ________________ of His life. Luke 5:15-16 4. The ____________. A. He discipled them to: 1) _______________ 2) Leave _____________________ B. They would then: 1) _____________ the call as Apostles and the Gifting of authority and miracle Power. 2) Be _________ out. 5. The __________________ A. They were lacking in __________________ understanding. 1) They were thick, dull, stupid, and slow to ___________________. 2) How did Jesus respond? He kept ______________ them, even after His resurrection. B. They lacked _______________. 1) They were _______________________ and self-promoting. 2) How did Jesus respond? By being an ______________ of humility. C. They lacked ____________. 1) "Oh, You of _________ faith." Four times in Matthew. 2) How did Jesus respond? He kept doing _____________ and wonderous works. D. They lacked _________________ 1) They _______ in the garden. Mark 14:50 2) How did Jesus respond: E. They lacked ________________ 1) They could not cast out ______________. 2) He sent them the _________ ____________.	<urn:uuid:4eb1acc5-6145-4f23-9ac5-c6c8151f3105>	CC-MAIN-2020-40	http://storage.cloversites.com/balboabaptistchurch/documents/Kevins%20Bible%20Study%209-9-2020.pdf	2020-10-01T20:08:45+00:00	crawl-data/CC-MAIN-2020-40/segments/1600402131986.91/warc/CC-MAIN-20201001174918-20201001204918-00146.warc.gz	112,491,698	713	eng_Latn	eng_Latn	0.996282	eng_Latn	0.998709	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1951, 2970 ]	[ 2.28125 ]	1	0
CORONAVIRUS DISEASE 2019 (COVID-19) Frequently Asked Questions February 28, 2020 What is COVID-19? Coronavirus Disease 2019 or COVID-19 (formerly known as 2019 Novel Coronavirus (2019-nCoV)) is a new ("novel") strain of Coronavirus that has not been previously identified in humans. Coronaviruses are a large family of viruses that are known to cause illnesses ranging from the common cold to more severe illnesses such as Middle East Respiratory Syndrome (MERS) and Severe Acute Respiratory Syndrome (SARS). COVID-19 originated in Wuhan, Hubei Province, China in December of 2019. Initially, most of the people infected were in the Hubei province. Since December, COVID-19 has been detected in over 50 countries internationally (on every continent except Antarctica). In the U.S., as of February 27, 2020, a total of 60 people have been diagnosed with COVID-19. Twelve people contracted the virus through known travel-related exposure, and three people contracted the virus through person-to-person spread. There have been an additional 45 people with COVID-19 who were repatriated to the U.S. and quarantined from China and the Diamond Princess Cruise Ship. How does COVID-19 Spread? COVID-19 is spread from person to person, mostly through respiratory droplets from sneezing or coughing. It can also spread via close personal contact, such as touching or shaking hands; touching an object or surface with the virus on it, then touching the mouth, nose, or eyes before washing one's hand. Prior reports suggest that there may be a connection to animal exposures, but this is still being investigated. The CDC defines close contact as being within approximately 6 feet of a person with COVID-19 for a prolonged period of time; close contact can occur while caring for, living with, visiting, or sharing a healthcare waiting area or room with a COVID-19 case OR having direct contact with infectious secretions of a COVID-19 case (e.g., being coughed on). How long does it take to get COVID-19? The incubation period, the time it takes for you to develop symptoms after you were exposed, is thought to be between 2 to 14 days after exposure. What are the symptoms of COVID-19? The main symptoms seen with COVID-19 are fever, cough, fatigue, and shortness of breath. How is COVID-19 diagnosed? The CDC recommends that a careful travel history be obtained from anyone who presents with a cough, fever, and/or shortness of breath. COVID-19 should be considered in any person with these symptoms who has had any of the following exposures within 14 days of onset symptoms: (1) travel to a geographic area with known COVID-19 widespread or sustained transmission and (2) close contact with any person confirmed or suspected to have COVID-19. Copyright © 2020 Medcor, Inc. All rights reserved. Page 1 If, based on the patient history, exposures, and symptoms, COVID-19 is suspected, the healthcare professional will contact the CDC or local health department for instructions on testing. Testing for the virus is possible using a CDC-developed, FDAapproved COVID-19 test, that tests samples from the nose, throat, or lungs for COVID-19. At this time, testing for COVID-19 is conducted by the local health department in Emergency Departments. Is COVID-19 serious? COVID-19 can cause serious symptoms and even death in certain people. People at higher risk for severe symptoms are older adults and adults with underlying health issues. Of note this same population has an increased risk of serious illness from any respiratory or fever illness such as the common cold and influenza. At this time, per the CDC, the COVID-19 mortality rate is 2.3%; however, in some regions of the world the COVID-19 mortality rate appears to be lower. In comparison, COVID-19 is far less lethal than some other outbreaks like SARS (10% death rate) and Bird Flu (60% death rate) and Ebola (70% death rate). The vast majority of those infected with COVID-19 have reported mild-to-moderate symptoms and have fully recovered. Can COVID-19 be treated? Yes, COVID-19 is treated supportively, just like other respiratory or fever illness like a cold or flu. Fever control with Tylenol or Motrin, fluids, rest, and cold medication can help ease the symptoms. People with severe symptoms should promptly seek medical care. Antiviral medications are currently being investigated as a potential treatment, but they are not yet widely available. Can COVID-19 be prevented? The best way to prevent infection is to avoid being exposed to this virus. However, the CDC recommends the following preventative actions to help prevent becoming infected and preventing the spread of respiratory viruses, including: * Wash your hands frequently with soap and water for at least 20 seconds. If soap and water are not available, use an alcohol-based hand sanitizer. * Avoid touching your eyes, nose, and mouth with unwashed hands. * Avoid close contact with people who are sick. * Stay home when you are sick. * Cover your cough or sneeze with a tissue, then throw the tissue in the trash. * Wipe down surfaces and frequently touched objects and surfaces with water and detergent. * If there is a known outbreak in your area, stay 3-5 feet away from people who are sick and avoid crowded locations. * Avoid going out if you are sick. * Avoid traveling to areas where there are known outbreaks. Copyright © 2020 Medcor, Inc. All rights reserved. Page 2 Where should I avoid traveling? The CDC currently recommends that travel be limited or avoided in areas with widespread or sustained transmission. Specific travel recommendations include: Travel Guidance Updates can be found on the CDC Website's "Coronavirus Disease 2019 Information for Travel" section Is there a vaccine available for COVID-19? Not yet. However, COVID-19 vaccine research and development work is taking place in countries throughout the world. There are early reports of potential vaccines, but further testing is required. At this point, researchers are estimating that it may take up to a year until a vaccine will be released. Where can I find out more about COVID-19? * COVID-19 Global Tracking Map: Johns Hopkins University Center for Systems Science and Engineering (CSSE) has created an interactive dashboard, to visualize and track reported cases of coronavirus disease 2019 (COVID-19) in real time. This publicly-available dashboard illustrates the location and number of confirmed COVID-19 cases, deaths, and recoveries for all affected countries. The global tracking map can be found through the Google search of "Global cases covid-19 and gisaid.org". * Centers for Disease Control - https://www.cdc.gov/coronavirus/2019-ncov/index.html Source Materials: U.S. Centers for Disease Control and Prevention (CDC) and World Health Organization Copyright © 2020 Medcor, Inc. All rights reserved. Page 3	<urn:uuid:e51671cd-7d31-4f74-9b7d-994e0ddf0030>	CC-MAIN-2020-40	https://www.medcor.com/wp-content/uploads/Medcor-Coronavirus-FAQ-Update-February-2020.pdf	2020-10-01T20:45:47+00:00	crawl-data/CC-MAIN-2020-40/segments/1600402131986.91/warc/CC-MAIN-20201001174918-20201001204918-00145.warc.gz	880,675,837	1,477	eng_Latn	eng_Latn	0.997037	eng_Latn	0.99791	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2812, 5431, 6871 ]	[ 2.046875 ]	1	0
Scientists have found strange new life-forms called "tubeworms" on the deep ocean bottom. What most likely provides resources for the tubeworms? Resources for the tubeworms.. I thik its Plankton.. What role did camels play in the distribution of goods in Africa? Camels could survive without water for much longer than humans. Naturally occurring copper exists in two isotopic forms. 63 Cu and 65Cu. The atomic mass of copper is 63.55 amu. What is the approximate natural abundance of 63 Cu? Tough hides, long eyelashes, and water-filled humps enabled camels to carry goods over inhospitable desert terrain Camels were difficult animals to work with but had the ability to carry their water reserves in the humps on their backs. Camel caravans carried gold and other resources from sub-Saharan Africa north to seaports and all throughout Africa, SUBMIT ANSWER ASK FOR HELP READ NEXT SECTION Select all that apply.which characteristics were shared by ancient civilizations?they were founded on fertile river valleys.they established trade routes.they were all located in mesopotamia.they believed in many gods.they shared the same indo-european language. Gary learned that the value of his car depreciates by 15% percent per year. Which of the following functions best describes the value of his car the year after the car is worth m dollars? A.f(m)=0.15m Wang Yong owes the bank $8500. To repay the debt, he paid a fixed amount back to the bank each month. After 12 months, his remaining debt was $6460. How much did Wang Yong pay each month? B.f(m)=0.85m C.f(m)=1-0.15m D.f(m)=1-0.85m Which answer best describes the verb tenses in the sentence? As late autumn approaches, the leaves change colors. A. The verb tenses are consistent. B. The verb tenses shift. What is the solution set of x 2 + 5x - 5 = 0? PLEASE';[ Why does the federal government require disclosure of campaign spending? Disclosure of campaign spending allows for public money to be used to fund elections and prevents any other money from being used to prevent corruption. Disclosure of campaign spending limits the amount of money that can be donated to campaigns and therefore limits corruption. Disclosure of campaign spending makes the government and public aware of where all money is going and makes it harder for corrupt spending to occur. Disclosure of campaign spending prevents corruption by making candidates only spend their own private funds. Which Amendment to the Constitution expanded voting rights to women? Question 17 options: 23rd Amendment 19th Amendment 14th Amendment 15th Amendment Which statement best describes the differences in civic duties and civic responsibilities? A civic duty is required by law, while a civic responsibility is a good thing to do for society. A civic duty can be completed by anyone while a civic responsibility is limited to only voters. A civic duty earns you money, while a civic responsibility is completely voluntary. None of these; Civic duty and civic responsibility are the same thing. Which of the following best describes the purpose of the 26th Amendment to the Constitution? lowered the voting age from 21 to 18 gave national election voting rights to residents of Washington, D.C. prohibited poll taxes gave voting rights to all men regardless of race Which phrase below best describes the meaning of the phrase, "I pledge Allegiance to the flag of the United States of America..." from the Pledge of Allegiance? I have liberty and justice in the United States Our nation is undivided I give my loyalty to the United States Our nation is a representative democracy for all people How the silica content of molten molten material affects the color of igneous rocks Which of the following is NOT a function of juxtaposition? suspense symbolism mood contrast character development "You know, bears don't have thumbs," Jodi said to her father. What is the main function of this text in the narrative? A) Create tension and conflict C) Introduce the characters and the main topic B) Develop the story's narrator fully D) Suggest resolution to the conflict B.a glass of water Which of these is not considered by economists to be a want? A.a bowl of cereal C.a tent Shirts are on sale at 3 for $15.50 how many shirts can be purchased with $139.50 D.all of the answers are correct How did navigators find their way before maps B. Tropical forests contain dense trees, which allow less sunlight to penetrate. Emergent trees are trees that grow to a height of more than 45 to 55 meters, above the usual height of trees in tropical forests. Which system provides the best possible explanation for why these trees grow to those heights? A. growth pattern homeostasis nervous system coordination in plants C. D. Which of the following graphs matches the pattern described above?Suppose your business has a special checking account used just for paying the phone bill. The balance is $740.00 this month. Next month the balance will be $707.60, after that it will be $675.20, and on the third month the balance will be $642.80. Write an explicit formula to represent the balance in the account as an arithmetic sequence. How many months can you pay your phone bill without depositing any more money in the account? phototropism KMnO4 Assign oxidation numbers to each element in this compound. What was the most common role for women in sumerian society 1. Home 2. More Solution	<urn:uuid:a8976c48-d48d-4132-be25-67f1d9f4666e>	CC-MAIN-2024-10	https://heritage.bafta.org/answers/2357875-scientists-have-found-strange-new-life-forms-called-tubeworms-on-the-deep-ocean-bottom-what-most-likely-provides-resources-for.pdf	2024-02-25T02:45:09+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474573.20/warc/CC-MAIN-20240225003942-20240225033942-00560.warc.gz	284,676,838	1,200	eng_Latn	eng_Latn	0.998352	eng_Latn	0.998642	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1908, 2976, 3980, 5466 ]	[ 3.78125 ]	1	0
Open Court 2nd Grade Spelling Workbook Yeah, reviewing a book open court 2nd grade spelling workbook could ensue your close connections listings. This is just one of the solutions for you to be successful. As understood, triumph does not recommend that you have extraordinary points. Comprehending as competently as union even more than further will manage to pay for each success. bordering to, the broadcast as without difficulty as keenness of this open court 2nd grade spelling workbook can be taken as capably as picked to act. From books, magazines to tutorials you can access and download a lot for free from the publishing platform named Issuu. The contents are produced by famous and independent writers and you can access them all if you have an account. You can also read many books on the site even if you do not have an account. For free eBooks, you can access the authors who allow you to download their books for free that is, if you have an account with Issuu. Amazon.com: open court phonics Ms. Jennifer from Kids Kingdom Preschool reviewing the alphabet sounds Discover ideas about 2nd Grade Spelling - Pinterest Collections for Young Scholars: Phonics Review Guide (Grade 1) (Open Court) by Marilyn Adams. Workbook ... More Buying Choices $2.75 (3 used & new offers) Open Court Reading Grades 1-3 Medium-Sized Sound/Spelling Cards (IMAGINE IT) by Bereiter et al. and McGraw -Hill ... Open Court Reading: Second Reader, Grade 1 (Leap into Phonics) (2002-06-30 RESOURCES \| OPEN COURT READING The Alphabetic Principle, Grade K Writing, Grade K. Comprehension, Grade 1. Phonemic Awareness and Phonics, Grade 1. Phonics and Fluency, Grade 1. Dictation and Spelling, Grade 1. Comprehension, Grades K-1 Writing, Grade 1 Workshop, Grades K-1 Comprehension/Knowledge Building, Grades 2-3 ... Amazon.com: open court phonics Open Court Reading: Spelling and Vocabulary Skills Workbook, Grade 4 [MGH] on Amazon.com. FREE shipping on qualifying offers. Open Court Reading A(c)2002 ensures that every child receives the best reading instruction available. This structured program teaches children through a systematic and explicit scaffolding of skills that build upon each other. 2nd Grade Open Court Map[1] - BreitLinks Aug 12, 2017 - Explore sweetlikethat26's board "Open Court Reading" on Pinterest. See more ideas about Kindergarten reading, Kindergarten literacy and Sight word activities. 2nd Grade Teacher Materials List - Goleta Union School ... Mar 16, 2013 - Explore robinbrandis's board "Open Court", followed by 308 people on Pinterest. See more ideas about Open court reading, Teaching and Phonics. HOME \| OPEN COURT READING 2nd Grade Master Spelling List (36 weeks/6 pages) Download Master Spelling List (PDF) This master list includes 36 weeks of spelling lists, and covers sight words, academic words, and 2nd grade level appropriate patterns for words, focusing on word families, prefixes/suffixes, and word roots/origins. 21 Best Open Court images \| Open court reading, Teaching ... Foundational Skills & Spelling Kits; ... The goal of Open Court Reading is for all students to be confident readers by grade 3, as well as strategic readers and thinkers. In Open Court Reading: Inquiry forms the heart of the program, beginning in kindergarten as students apply +<B@ what they have learned in the unit to find out more about a topic ... Second Grade Spelling Words – Free 2nd Grade weekly List ... This is a great technique for daily practice of Open Court Sound Spelling Cards. Instead of using the mounted cards, each student has their own copy in front of them. They finger track while listening and singing to the matching song (also available for purchase). ... Pearson Reading Street Refrigerator Copies- 2nd grade. Monday Mornings with Marisa: Sound Spelling Cards (Open Court Reading) 2nd Grade; 3rd Grade See more. Children's Books Age Range ... Advertisement Open Court Reading Grades 1-3 Individual Sound/Spelling Cards (IMAGINE IT) by Bereiter et al. and McGraw ... Buying Choices $15.80 (6 used & new offers) Open Court Reading Foundational Skills Kit, Practice Workbook, Grade 2 (OPEN COURT PHONICS KITS) by McGraw-Hill \| Jul ... OPEN COURT -- Unit by unit overviews, etc. ~~GREAT BLOG ... Part of the Monday Mornings with Marisa video series, this sample routine shows how to introduce SRA Open Court Reading Sound Spelling Cards, which use engaging stories to help students connect ... 65 Best Open Court Reading images \| Kindergarten reading ... Teaching dictation Once students using Open Court Reading and SRA Imagine It! start to learn specific sound/symbol relationships, dictation is used to help them learn to encode as well as decode words. This formally begins in first grade. This is the students' introduction to correct spelling. SRA Online Professional Development - Open Court Reading Overview of Second Grade Open Court Lesson Plans Sharing Stories: Ant and the Three Little Figs Unit 1: Lesson 1 Word Knowledge Comprehension Language Arts • Long /e/ Spelled e, ea, ee Open Court - Second Grade - Google Open Court Reading Resources; Open Court in Action; Product Trainings; Contact Us Contact Sales Rep; Request a Quote; ... Resources to enhance teaching and learning with Open Court Reading. Customer Log In. Instructional Resources. Grade K. Grade 1. Grade 2. Grade 3. Grade 4. Grade 5. Grade K. Comprehensive Curriculum. Scope and Sequence Open Court Reading: Spelling and Vocabulary Skills ... Amazon.com: open court reading grade 2. ... 2nd Grade; 3rd Grade; See more. Amazon Global Store. Amazon Global Store; International Shipping ... Open Court Reading - Spelling and Vocabulary Skills Annotated Teacher's Edition - Grade 2. by McGraw-Hill \| Jan 1, 2001. Paperback Open Court Reading TEACHER MATERIALS FOR SECOND GRADE SRA/Open Court Language Arts SENT B/O ITEM DESCRIPTION Teacher Editions— Unit 1, Unit 2, Unit 3, Unit 4, Unit 5, Unit 6 Phonics Materials Include: •Sound/Spelling Cards •Individual Sound/Spelling Cards (4) •HighFrequency Word Cards •Sound/Spelling Card Stories Audiocassette Open Court 2nd Grade Spelling Parents/guardians can also help students learn and use essential spelling skills by encouraging children to spell words correctly when writing. Parents/guardians can refer to the to the Open Court Reading scope and sequence found on the Curriculum website for information on which spelling patterns students will focus on this year. Amazon.com: open court reading grade 2 The Computer Lab Teacher: How to Use the Sound Spelling Cards (Grades K – with actions. 2769 best education images on My team uses these for our homework folders. Hope this is useful to all OCR teachers! Heather Burkett, fourth grade Open Court Sound Spelling Card Reference Chart See more +<B@ igt.tilth.org +<B@	<urn:uuid:04891c6d-9022-4536-8c06-7f07afd456ae>	CC-MAIN-2020-40	http://igt.tilth.org/open_court_2nd_grade_spelling_workbook.pdf	2020-10-01T19:50:11+00:00	crawl-data/CC-MAIN-2020-40/segments/1600402131986.91/warc/CC-MAIN-20201001174918-20201001204918-00146.warc.gz	57,021,316	1,555	eng_Latn	eng_Latn	0.981897	eng_Latn	0.984896	[ "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 3312, 6800, 6822 ]	[ 2.8125 ]	2	0
Essay Contest 2020 German Inventors Inventor Nikolaus Molitor There are many famous German inventors but for this essay, I have chosen my Great Grandfather Nikolaus Molitor. He invented a DC motor and produced electricity for several towns in Rheinland Pfalz. Around 1900, he bought a mill in Kobern-Gondorf, a town near Koblenz in Rheinland-Pfalz and used his inventions, including the DC Generator to produce electricity and bring light to the area. It was the first small power station in the Eifel region. Before his invention in the late 1890, the people living there had to use candles or oil lamps to have lights in their homes and had no electricity. During that time, not too many people were aware of electrical energy and had to live in the dark. Word got out that Nikolaus Molitor could power small towns with his invention. Some towns were across the river called "Mosel" and that presented a major obstacle. They thought, that they would never be able to be connected to his small power plant. My Great Grandfather came up with the idea to use a small boat to cross the river and place a thick cable on the bottom of the river. The cable was connected to his power station and he was able to deliver electricity to towns across the river. Little by little he connected all the small towns surrounding his power plant and produced electricity until the late 1930's and for his own house until 1960. When larger power stations threatened to take over my Great Grandfather's facility, he was prepared and started selling his other inventions. With his newly founded company MOGO (Molitor Gondorf), he manufactured and sold small home appliances, like small home heaters and water kettles. He also started selling and repairing radios. During World War II, people were only allowed to listen to sanctioned Nazi propaganda stations on their radios. It was forbidden to listen to "Feindsender", enemy radios stations, especially the British Broadcasting Corporation, BBC, which was airing news against the Nazi government. When my great grandfather heard that the SS was planning on confiscating all of the radios in his shop, he took out a small transistor from each radio. He then claimed to the SS soldiers that the radios were broken and did not work. Once the SS had left, he put the transistors back, and he and the towns people were able to listen to the BBC News again. My Great Grandfather kept inventing after the war, had many patents and expanded his services. My grandfather took over the company and opened a store in 1962. It still exists and my mom grew up helping in the store. Since my great grandfather, Nikolaus Molitor had done so much for the region, my grandfather Josef Karl Nikolaus Molitor opened a small "Heimatmuseum", where the inventions are displayed and preserved.	<urn:uuid:e54fb53e-d6ea-4331-9809-afe1635b8353>	CC-MAIN-2020-40	http://www.gipa.org/wp-content/uploads/2020/06/Inventor-Nikolaus-Molitor.pdf	2020-10-01T18:47:55+00:00	crawl-data/CC-MAIN-2020-40/segments/1600402131986.91/warc/CC-MAIN-20201001174918-20201001204918-00146.warc.gz	158,683,531	596	eng_Latn	eng_Latn	0.999177	eng_Latn	0.999283	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1749, 2810 ]	[ 3.03125 ]	1	0
Some companies use automated payment processing technology in which paper checks that may arrive at a lockbox are converted into electronic payments then the check itself is destroyed. this process is referred to as The answer in the given statement above is the accounts receivable conversion. This type of process allows an individual to receive the amount that he or she converts from paper check into a real amount when scanned under an electronic machine in which is being described above. Greg is designing a clock face. Using the center of the clock face as the origin, he keeps its diameter at 10 units. Match the positions of the hours on the clock face to their corresponding coordinates. What is the probability that a randomly chosen student has either blood group A or blood group B? A) 0.25 B) 0.60 C) 0.70 D) 0.81 200 elementary school students were surveyed to find their blood groups. Of those, 55 were of blood group A, 85 of blood group B, and 21 of blood group O. Discuss whether these findings about equality in hunter-gathering societies are of any relevance to 21st century society. What does the format painter button in excel do A 0.175 m weak acid acid solution has ph of 3.25 find ka for the acid Stan works on an assembly line. What would be the most appropriate way to cope with minor frustrations like hang-ups on a conveyor belt or annoying coworkers? Suppose y varies directly with x, and y = 8 when x = –6. What direct variation equation relates x and y? What is the value of y when x = –2? How is trade beneficial for developing countries? A medium that resists the flow of electric flow charge is a(n) A- conductor C- alternator B- insulator Im going to Nicaragua this summer with my church, and i am going to be their photographer. Where are best places to take photos? What advice would you give? Do Nicaraguans like people taking photos of them with permission? Which is biotic? Consider the food chain. What would MOST LIKELY happen if the bass started to disappear because too many of them had been caught during fishing season? What happened to the roman empire under constantine in 313 AD?? wind sunlight iron gate dead leaf On January 10, 2017, a man in Lebanon, Virginia, frustrated with the DMV bureaucracy, paid his DMV bill with 300,000 pennies that he carted into the DMV office in five wheelbarrows. The DMV had to count all these pennies and deposit them into the DMV bank account. After the DMV deposit and assuming a reserve requirement of 6 percent, calculate the initial change in Instructions: Enter your responses as a whole number. a. Money supply. b. Deposits. c. Total reserves. d. Excess reserves. e. Calculate the cumulative change in the banking system in lending capacity Ray charles was innovative in soul music because he combined what two styles? What effect does Hemingway's limited use of adjectives have? Glow Co. purchased machinery on January 1, 2015, for $880,000. The straight-line method is used and useful life is estimated to be 10 years, with a $80,000 salvage value. At the beginning of 2021, Glow spent $192,000 to overhaul the machinery. After the overhaul, Glow estimated that the useful life would be extended 4 years (14 years total), and the salvage value would be $40,000. The depreciation expense for 2021 should be:________. Discuss how the narrator's initial feelings about the blind man and his treatment of the blind man reveal problems in his relationship with his wife and even himself. 1. Home 2. More Solution	<urn:uuid:c48ae0a9-3b2e-4a21-8698-76b07da76ed5>	CC-MAIN-2024-10	https://heritage.bafta.org/answers/1395942-some-companies-use-automated-payment-processing-technology-in-which-paper-checks-that-may-arrive-at-a-lockbox-are-converted-into.pdf	2024-02-25T01:58:01+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474573.20/warc/CC-MAIN-20240225003942-20240225033942-00564.warc.gz	313,779,747	789	eng_Latn	eng_Latn	0.998626	eng_Latn	0.998723	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2338, 3528 ]	[ 2.84375 ]	1	0
Who are VIG guiders? The VIG guiders are professionals who are specially trained in the use of video. Sometimes the guiders will video themselves discussing the videos with you for their own supervision. What happens with the videos? - The videos will be stored safely and confidentially whilst the guider and you are meeting. Once you and the VIG guider have stopped working together, the videos will be deleted. - Only 'best positive clips' are kept. - The video clips, with your agreement, can be used in meetings, to share with other family members or in training. This will only be done with your consent. - If you would like a copy of the clips at the end of the work, you can be given a copy on request. A video and more information about VIG can be found at: www.videointeractionguidance.net Southwark Educational Psychology Service Email: email@example.com SOUTHWARKEDUCATIONAL PSYCHO LO GY S ER VI CE Dynamic Psychology– For better futures Video Interaction Guidance (VIG) Information Leaflet What is VIG? Video Interaction Guidance (VIG) is an evidenced based approach that hopes to strengthen skills in communication and interaction, leading onto improved relationships. Video clips are used to capture 'better than usual' moments which are shared with parents, carers or school staff that would like help to support a child's/ Young Person's (YP) communication and relationships. How will it help me? - It is hoped that the process will highlight strengths that you already have and some which you may not even be aware of. - Through a strengths based approach, you will be supported to use these skills to further improve communication and interaction with a child or young person. - People have found that when they see themselves communicating and interacting well with a child, this motivates them to use their skills more. This builds their confidence when they may have been worried that things were not working. - The VIG process will give you an opportunity to look and think about what helps communication and interactions to be more effective and positive. How does it work? The VIG guider will meet with you. They will explain the VIG process and together you shall set goals that you think will help. A short video clip is taken by the guider (about 5-10 minutes) of you and the child doing something you both enjoy. The VIG guider will take away the video, watch it and edit it to capture the best positive interactions. The VIG guider will then return at an agreed time to review and talk about the clips and they will take another recording of you and the child. You and the VIG guider will work together to bring about change where needed. How long will it take? The first session is about getting to know you and the child/ YP and setting goals. If there is time, a short video recording will be taken. This session will last for about 45 minutes to one hour. The following sessions (usually 2-3 more) will include reviewing the video and then taking another video – these sessions last from about 30 minutes to an hour. It is hoped that, after each video recording session, the VIG guider will see you one to two weeks later to review - each week noticing more and seeing what works.	<urn:uuid:7f3de642-5b59-4b27-b547-a59e8a6df612>	CC-MAIN-2024-10	https://www.thegemfederation.co.uk/assets/Documents/Attachments/VIG-Information-leaflet-FINALb-1.1.pdf	2024-02-25T00:51:20+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474573.20/warc/CC-MAIN-20240225003942-20240225033942-00562.warc.gz	1,044,124,426	715	eng_Latn	eng_Latn	0.998644	eng_Latn	0.999254	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1045, 3274 ]	[ 2.34375 ]	1	0
Water Wise Demonstration Garden Experimental Grass Plots The ten Experimental Grass Plots were installed to test the water needs, hardiness, ease of care and aesthetic qualities of various turf grass species and grass mixes available in Southeastern Colorado. Each plot has three watering zones that showcase the performance of each grass under these varying amounts of water. The plots are five feet wide by eighteen feet long. The signs at the far east edge of the plots show the different water zones across the plots. They are numbered 1-10 from right to left (west to east). Test Plot 1: Buffalo Grass Test Plot 5: Mountain Grass Mix Test Plot 2: Legacy Buffalo Grass Legacy was developed to replicate the lush green of higher water requirement lawns but is very drought and disease resistant. It can handle a little more traffic than other varieties of Buffalo grass. It is often available as "plugs" and will grow and fill in within one season. Test Plot 3: Prestige Buffalo Grass Prestige is another resent release from the University of Nebraska. It is a fine bladed soft green grass that grows to a height of 4" to 6". This is a very drought tolerant grass. Test Plot 4: Native Natural Turf Purity Variety Test Plot 6: Western Drought – Defy Test Plot 7: Forever Green Turf Mix Test Plot 8: Kentucky Bluegrass Sod Test Plot 9: Bella Bluegrass Bella Bluegrass, the only dwarf, vegetative bluegrass in the turf industry, is sure to revolutionize the bluegrass market. Originally developed by the University of Nebraska over a decade ago, Bella does not produce significant viable seeds, but because of its ability to re-grow from rhizomes and its rapid horizontal growth, it was a perfect candidate for vegetative propagation. "Bella has a dense turf canopy that helps prevent weed growth," said Wayne Thorson, owner of Todd Valley Farms, the licensed owner of Bella. "Since Bella only grows three to four inches tall, the end user can reduce mowing by 50 to 80 percent." Test Plot 10: Low Work and Water From High Country Gardens Slow growing & naturally dwarf fescue grass Dwarf Fescue Blend Tolerates Sandy, Clay and Average Soils USDA zones 4 through 10 Tolerates full sun to part day shade More information can be found on our website: www.secwcd.org/ content/turf- replacement	<urn:uuid:48559d11-9747-4569-a7c8-8f546301bf1a>	CC-MAIN-2024-10	https://secwcd.org/sites/default/files/home3/secwcdco/public_html/private/uploads/88/EGP.pdf	2024-02-25T02:15:30+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474573.20/warc/CC-MAIN-20240225003942-20240225033942-00564.warc.gz	531,493,925	521	eng_Latn	eng_Latn	0.995154	eng_Latn	0.995154	[ "eng_Latn" ]	false	docling	[ 2318 ]	[ 2.140625 ]	2	0
The Fruit of the Spirit is Goodness (Galatians 5:22-23) Introduction [Teacher, hold up some pictures of fruit.] What kind of a tree did this [orange] grow on? (Orange tree.) What kind of a tree did the [banana] grow on? (Banana tree). You can tell what kind of a tree it is by the kind of fruit that grows on it, can't you? Well, it's the same way with people. You can tell what kind of a person you are by the "fruit" of your life. [Teacher, before class, let some fruit turn rotten. Then, show it to the children.] Does your life produce rotten fruit or good fruit? Have you ever thought about what kind of fruit your life is producing? Jesus often used trees as an example of people's lives. Matthew 7:17-20 A good tree produces good fruit, and a bad tree produces bad fruit. (18) A good tree can't produce bad fruit, and a bad tree can't produce good fruit. (19) So every tree that does not produce good fruit is chopped down and thrown into the fire. (20) Yes, just as you can identify a tree by its fruit, so you can identify people by their actions. People can tell what kind of a person you are when they see the fruit of your life. Some people's lives produce rotten fruit like selfishness and meanness. Other people's lives produce good fruit full of love, peace, joy, patience, kindness, goodness, faithfulness, gentleness and self-control. When people see someone with good fruit like that, they'll know that person has a close walk with God. We don't want our lives to produce rotten fruit, do we? Let's pray and ask God to help our lives produce good fruit. Opening Prayer Father, we love You and want to please You in everything that we do in life. Please teach us this morning how important it is for us to make good choices in our lives. In Jesus' name, we pray. Amen. Memory Verse …run from all these evil things. Pursue righteousness and a godly life, along with faith, love, perseverance, and gentleness. (12) Fight the good fight for the true faith. Hold tightly to the eternal life to which God has called you… (1 Timothy 6:11-12 NLT) Lesson We have been learning about the fruit of the Spirit which is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control. The first fruit is love. Love is not just a feeling, it's an action word. And, if we truly have the fruit of the Spirit, we choose to love people with God's kind of love, even when they don't deserve it or even when it's inconvenient to us. The second fruit is joy. True joy comes from having Jesus in your life and knowing that you will live forever with him in heaven. True joy comes from the inside out; not from something that happens to us. The third fruit is peace. Because Jesus paid for our sins on the cross, we have peace with God. Now it is our responsibility to do all we can to live in peace with everyone; we're to be peacemakers. The fourth fruit is patience. Patience is trusting that God has a difficult situation under control and being willing to wait for Him to solve the problem. It's being willing to forgive others when they do things that bug us because you know that God has forgiven you for so much. Patience is not something that you are born with; you have to develop it. It takes great courage and faith to wait upon God's timing and for His purposes in your life to be fulfilled. The fifth fruit is kindness. Just like love, joy, peace, and patience; kindness is not just a feeling, it's an action word. God's kind of kindness is self-sacrificing; it's having compassion on others and being willing to do something for them without expecting to get anything in return. The next fruit is goodness. How many of you have been told by your mom or dad, "Be a good boy!" or "Be a good girl"? What does that mean exactly? Most of us would say that to be good, you shouldn't do anything that's bad. Goodness involves doing things that are right, but it goes way beyond staying out of trouble. Doing things God's way, instead of the way everyone else does them, is the definition of real goodness. We show goodness by choosing to obey God, even when it is hard. We should be actively looking for opportunities to do what God says is the right thing to do. That's what Daniel and his friends did when they were taken off to Babylon. Let's turn in our Bibles to the book of Daniel, Chapter 1. Many years after King David ruled Israel, four boys who were probably about 14 years old, lived in Israel. But, because the Israelites did not remain faithful to God, God allowed them to be captured by the Babylonians. The armies of Babylon destroyed Jerusalem and took the people captive, including these four boys. They were forced to march all the way to Babylon, 900 miles away, and put into slavery. Upon arriving in Babylon, King Nebuchadnezzar, the king of Babylon, gave orders to his chief official to choose the best young men from the captives. Daniel 1:4 "Select only strong, healthy, and good looking young men," he said. "Make sure they are well versed in every branch of learning, are gifted with knowledge and good judgment, and are suited to serve in the royal palace. Train these young men in the languages and literature of Babylon." Nebuchadnezzar knew he needed clever men to help him rule the Hebrew people. They were to be taught the language and knowledge of Babylon. They would be trained in philosophy, literature, and astronomy. At the end of three years, they would be ready to enter the King's service as advisors. Among those chosen were Daniel and his three friends. Now, these boys may have been excited to be chosen; that meant they would not be treated like slaves like all the rest of the people taken to Babylon from Israel. But along with this privilege came problems – they were to be fed from the king's table. Daniel 1:5 The king assigned them a daily ration of food and wine from his own kitchens. They were to be trained for three years, and then they would enter the royal service. When Daniel and his three friends came into the dining room for their first meal they realized that the food being served was strictly against God's laws. Certain meat, such as pork, is forbidden by the Jewish law. And, there are many special instructions in the Old Testament regarding how to fix food the proper way. The food offered to them had not been prepared according to those laws and therefore would not be right for them to eat. Also, before eating, the king usually offered his food to the false gods as part of worshiping the idols of the Babylonian people. Eating that food would be just like worshiping the idols—not honoring God. Daniel might have been thinking, "If we obey the king and eat the food, we will disobey God. But if we don't eat the food, we will disobey the king and he may have us killed." This was a tough decision for Daniel to make. It would have been easy for Daniel and his friends just to go ahead and eat the king's food. They might have thought, "No one will ever know. Our parents are not here and besides, that law is so old-fashioned, and everybody else is doing it… what would they think if we didn't go along with the crowd?" Daniel and his friends decided that no matter what happened they would obey God. They knew they must do what is right. God gave Daniel and his friends courage to obey God's rules. That is true goodness. Daniel 1:8 But Daniel was determined not to defile himself by eating the food and wine given to them by the king. He asked the chief of staff for permission not to eat these unacceptable foods. The word "defile" means to make dirty or impure. Daniel chose not to eat that which he knew would displease God; he chose to do the good thing—the right thing. God wants you to make good choices in your life. You are to purposely keep your life pure and clean so that God can use you for His plans and purposes. You must make a promise to yourself and to God that you will always do what is right and not to give into pressures around you. It must have been hard for Daniel to keep this promise with the others eating all that fine-looking food. But to eat it would be wrong. It's easier to resist temptation if you have thought through your beliefs well before the temptation arrives. Daniel and his friends made their decision to be faithful to the laws of God long before they were faced with the king's delicacies, so they did not hesitate to stick with their beliefs. We get into trouble if we have not previously decided where to draw the line. Before such situations arise, decide on your commitments, then when temptation comes, you will be ready to say, "No!" Daniel 1:9 Now God had given the chief of staff both respect and affection for Daniel. God blesses those who honor Him. And, He will bless you, too, if you make a commitment to always do what is pleasing to God, no matter what others may think or say about you. Daniel was determined to obey God. And God gave him an idea. Daniel asked if it would be all right if they had just vegetables to eat and good plain water to drink. He suggested they be put on a 10-day test to see if they stayed strong and healthy. Daniel 1:12-14 "Please test us for ten days on a diet of vegetables and water," Daniel said. (13) "At the end of the ten days, see how we look compared to the other young men who are eating the king's food. Then make your decision in light of what you see." (14) The attendant agreed to Daniel's suggestion and tested them for ten days. The attendant agreed to try the experiment. For ten days, Daniel and the other boys ate nothing but vegetables and drank only water. Daniel 1:15-16 At the end of the ten days, Daniel and his three friends looked healthier and better nourished than the young men who had been eating the food assigned by the king. (16) So after that, the attendant fed them only vegetables instead of the food and wine provided for the others. At the end of the 10-day test they looked fit and were allowed to continue their vegetarian diet for the next three years. And, God gave these four young men more wisdom than the king's own advisors. Daniel and his friends had made the right choice. God gave them the courage they needed to obey Him. God will give you the strength to make the right choices if you make a decision in your heart to please God in all that you think, all that you say, and all that you do. God will help you say "No" to sin and He'll help you choose what is right. It's not always easy to do the right thing. Sometimes it's hard to make a good choice. When might it be hard for you to stand up for what is right? (When everyone else is disobeying God's commands. When you feel tired or angry.) Sometimes we get tempted to do wrong. We might be afraid that others will make fun of us, or we might not have confidence to do things the other kids aren't going along with. There are times when we don't feel like being kind or loving, but even then – especially then – we are to choose to do the loving thing, and make the right choices. If we ask, God will help us do what is good and help us obey Him. That's how His fruit of goodness grows in our lives. Daniel and his three friends were only four young men among many Jewish captives. How do you think Daniel and his friends felt during the ten days when all the other boys were eating and drinking at the King's table? Why do you think the other Jewish boys did not stand up for what they knew was right? How did God honor Daniel and his friends for choosing to do what they knew was good? Daniel and his friends did the right thing in their school even when no one else around them did. Doing things God's way, instead of the way everyone else does them, is what true goodness is. God is our Father and He is perfectly good. When we choose to do good things, it's a way of telling Him we love Him. And, when you do what is right, it helps others grow in goodness, too. After all, that's why God plants the seeds of the fruit of the Spirit in us. He wants others to come to know Him by seeing our lives. People will follow your example. So it's important that you do everything you can to grow the fruit of the Spirit in your life. Closing Prayer Father, You are good. We know we grow in goodness by spending time with You and thinking about Your goodness. Help us to always choose to do the good and right thing, even when we are the only ones doing what makes You happy. In Jesus' name, Amen. Learning Activities Craft Corner Snack Apples. Game Center Playing the Hand You're Dealt We've been taking a lot about goodness. Everything good comes from God, because God is good. God wants us to live holy lives – lives set apart from the world. He wants us to live lives that are filled with goodness. But it's not always easy. Let's practice some ways to show goodness. [Teacher, have kids sit in a circle. Set the deck of "School Situation" cards on the table. Invite a child to pick up a card, read it, and say how he or she would feel in that situation and what the right choice would be in that situation.] School Situation Cards Your best friend asks you to help him cheat on a math test. You want him to keep being your best friend. You could offer to tutor him, but that won't help him on this test. What do you do? Your teacher is sick. You have a substitute teacher. Everyone is acting badly and trying to get away with everything they can. You want to fit in. What should you do? You are invited to go to someone's house to watch a video with a lot of violence in it. You really want to see it. However, you know that your parents would be very upset with you if you watched the movie. Why is watching the movie not a good thing to do? Can you think of another thing you and your friend could do together that would be fun for both of you and reflect God's goodness? You saved your allowance money and did extra chores for weeks so you could buy that special toy. Your family is going to stop at the toy store right after church. Your Sunday school teacher announces that your class is taking a collection for a family who lost everything in a fire. You feel the wad of money in your pocket. What do you do? Everyone is picking on an unpopular kid in the class. If you are nice to this person, you might be picked on too. How can you show God's goodness to the unpopular kid and to your friends? You've been busy all day and haven't had a chance to read your Bible or pray. You get a call from your friends. They want to go see a movie and invite you to come along. You know that goodness grows when we spend time with our good God. Think of three different ways you can handle this. Your parents are tired, and they're taking a nap on the couch. They've asked you to be quiet while they sleep. Name three ways you can demonstrate God's goodness to them while they sleep. It's time for you and your sister to draw chores from the chore jar for the week. You are really lucky. You drew all the good chores while your sister drew all the nasty chores! Do you have opportunities to demonstrate God's goodness in this situation? [Teacher, after each child has had a chance to respond to the situation card, ask:] Would it be hard for you to live out God's goodness in this situation? Why? Sometimes it's easy to imitate God's goodness. Other times it's hard, just as it was hard for Daniel and his friends. But God wants us to imitate His goodness all the time. And God helps us, just as He helped Daniel and his friends. Or use the following questions in another game of your choice: 1. What happened to Daniel and his friends in Babylon? (Chosen to serve the king. Given the kings' food to eat.) 2. What did Daniel and his friends choose to do? (To obey God's rules, no matter what.) 3. How did Daniel and his three friends look after ten days of only eating vegetables and water? (Stronger than the others.) 4. What are some of God's commands from the Bible? (Love others, don't lie. Care for people who are different from you.) 5. When might it be hard to obey God's commands? (When everyone else is disobeying God's commands. When we don't feel like being kind or loving.) 6. How do you think Daniel and his friends felt during the ten days when all the other boys were eating and drinking at the King's table? 7. Why do you think the other Jewish boys did not stand up for what they knew was right? 8. 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Pro-Vision Academy Charter School 3 rd /4 th Grade Distance Learning Plan Technology Applications Distance Learning Plan Week of April 20 - 24, 2020 Technology Activities TEKS: 3-5.5.B Make sure you put your FIRST AND LAST NAME on the first page of the work you turn in Monday-Thursday Read "Parts of a Computer with Annie and Moby" and then complete the quiz provided. See below for passage and quiz Friday Make sure ALL work has been turned in! You can submit assignments via Google Classroom using the Docs option or email them to firstname.lastname@example.org. Parts of a Computer with Annie and Moby A young girl, Annie, is in her classroom. She is drawing a picture of an elephant on a desktop computer. Her robot friend, Moby, comes over to her. MOBY: Beep? ANNIE: I'm drawing on the computer for my art project. MOBY: Beep. Moby walks to a different desktop computer. He uses actual paint to paint a picture on its screen. Annie runs up to stop him. Pro-Vision Academy Charter School 3 rd /4 th Grade Distance Learning Plan ANNIE: No, Moby! You don't actually draw on the computer! MOBY: Beep. ANNIE: How do we use computers? Annie's notebook reads: How do we use computers? ANNIE: Computers are powerful tools that we use to do many different things. MOBY: Beep. ANNIE: We can use them to create writing, artwork, and even movies. Text, art, and a movie video appear on computer screens. ANNIE: We can use computers to make or play games, too. An animation shows a young person playing chess with a computer. ANNIE: We use computers to communicate with people by chatting, e-mail, or blogging. Images show what Annie describes. ANNIE: We can also use computers to find information on the Internet. An animation shows a student at a desktop computer looking up information about Benjamin Franklin. ANNIE: Not all computers look the same. A desktop computer is meant to be used on a table or desk. An image appears of a desktop computer. ANNIE: A laptop or notebook computer is much smaller, and it can be carried around. All computers have software and hardware. What is computer hardware? Annie's notebook reads: What is computer hardware? ANNIE: The parts of the computer you can touch are called hardware. Pro-Vision Academy Charter School 3 rd /4 th Grade Distance Learning Plan Text reads, hardware: the parts of the computer you can touch. ANNIE: Some hardware is used to put information into the computer. MOBY: Beep? ANNIE: You can use a keyboard to type into the computer, and you can use a mouse to point to and select different things on the screen. Annie uses a keyboard and a mouse to enter text and create images on her laptop computer screen. ANNIE: A scanner copies a picture and sends it into the computer. Annie scans a picture of Moby and views it on her computer screen. ANNIE: Web cameras can input video directly into your computer. Other digital cameras can be used to capture images, and the images can be copied into the computer. Side by side animations show two kids talking on the computer using webcams and Annie's sister, Mia, dancing. Mia is taking video of herself with a camera and saving it to her computer. ANNIE: You can use a microphone to record things into your computer, too. Moby plays a violin into a microphone. The music is being stored in Moby's computer. ANNIE: Some hardware puts out information so you can see or hear it. Monitors show information on screens. Annie and Moby sit together at a computer monitor. They read text on the screen. ANNIE: Printers put information on paper, and speakers put out sounds so you can listen. A printer produces a sheet of text. Mia dances to music coming from a computer's speaker. MOBY: Beep? Moby puts his hand on a computer's modem. ANNIE: That's the modem. It connects to the Internet and works with your Pro-Vision Academy Charter School 3 rd /4 th Grade Distance Learning Plan computer to send out and take in information. How does a computer work with information? Annie's notebook reads: How does a computer work with information? ANNIE: That's the CPU, which stands for central processing unit. Annie points to her computer's CPU, which is under her computer desk. ANNIE: It's kind of like the computer's brain, and it tells all the other parts what to do. Images appear side by side of the inside of a CPU and of a human brain. ANNIE: The CPU works with the computer's memory, which stores information. The memory card inside the CPU turns green. ANNIE: In some computers, the CPU is attached to the monitor. Side by side images show a laptop computer monitor and a desktop computer monitor. ANNIE: A computer also has a hard disk drive, or hard drive. That's the piece of hardware that holds a lot of information and stores most of your files. The hard drive inside the CPU is outlined in blue. ANNIE: It also stores your computer's software. MOBY: Beep? ANNIE: What is software? Annie's notebook reads: What is software? ANNIE: Software gives instructions to the hardware and tells it what to do and how to do it. Text reads, software: gives instructions to the hardware and tells it what to do and how to do it. MOBY: Beep? Moby scratches his head. He is confused. Pro-Vision Academy Charter School 3 rd /4 th Grade Distance Learning Plan ANNIE: Our computers have software programs that help us go on the Internet. They also have writing and drawing software, and even games. Images appear of the programs Annie describes. ANNIE: If you load a CD or DVD into the drive, a program will read the information on it and play it. Annie loads a DVD into her desktop computer and starts watching a movie with dinosaurs. ANNIE: You can even use software to create your own music! Mia plays music on a keyboard. The keyboard is attached to her laptop computer. ANNIE: Computers are useful tools. They can gather information and help us understand it. Side by side animations show a communications satellite orbiting Earth and a person at a computer, gathering information from the satellite. ANNIE: Computers are tools that help us learn and explore. MOBY: Beep! Moby turns around and shows Annie something. ANNIE: You built your own computer? Moby nods. He is holding a computer that he has built from wood and nails. It is covered in wet orange paint. ANNIE: I'm not sure that's going to work out, Moby. Moby pushes a button on his homemade computer, and the monitor displays an image of Moby's head. Pro-Vision Academy Charter School 3 rd /4 th Grade Distance Learning Plan Quiz Questions 1. What is this part of the computer called? A. printer B. monitor C. CPU D. mouse 2. How are a mouse,keyboard, and a printer alike? A. They are all types of computer hardware. B. They are all types of input devices. C. They help you watch videos on a computer. D. They connect you to many other computers. 3. Which hardware OUTPUTS information from the computer? A. microphone B. mouse C. keyboard D. speakers 4. What can you use to point to and select things on a computer screen? A. a mouse B. a scanner C. a CD drive D. a monitor 5. Which computer part stores a lot of information? A. a hard drive B. a monitor C. a keyboard D. a printer	<urn:uuid:f95e7cf9-8432-449b-b556-e7e3de3a482d>	CC-MAIN-2024-10	https://www.provisionacademy.org/_files/ugd/457cbc_034469c1528c4d488c1e4f6267595ddf.pdf	2024-02-25T01:22:55+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474573.20/warc/CC-MAIN-20240225003942-20240225033942-00563.warc.gz	948,541,335	1,662	eng_Latn	eng_Latn	0.998411	eng_Latn	0.998982	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 972, 2252, 3856, 5245, 6492, 7235 ]	[ 4.375 ]	1	0
ORTHODOX MISSION SUNDAY God Sends Us Leader's Guide Level: Middle School Bible Verse: "I heard the voice of the Lord saying, 'Whom shall I send? And who will go for us?' And I said, 'Here am I. Send me!'" (Isaiah 6:8) Objectives: * Identify what it means to be sent by God * Explore how one person has answered God's call to be sent to evangelize * Challenge students to participate with OCMC to send missionaries * Act by collecting funds in the Mission Coin Boxes throughout Great Lent to support this work * Opening Prayer * Icebreaker - Volunteer for the Unknown * Activity #1 - Read and discuss the Bible Verse, Isaiah 6:8 * Activity #2 - Read and discuss the story of Sending Savas * Activity #3 - Missions Word Search * Activity #4 - Assemble OCMC coin boxes Items for icebreaker (see Icebreaker activity section), copies of the word search for each student, pens/pencils Overview: Materials: Pray: God of truth, Father, Son, and Holy Spirit, hear our prayer for those who do not know You, that they may come to a saving knowledge of the truth and that Your Name may be praised among all peoples of the world. Sustain, inspire, and enlighten Your servants who bring them the Gospel. Bring fresh vigor to wavering faith; sustain our faith when it is still fragile. Continually renew missionary zeal in us and in the Church, and raise up new missionaries who will follow You to the ends of the world. Make us witnesses to Your goodness, full of love, strength, and faith for Your glory and the salvation of the entire world. Amen. Icebreaker: Volunteer for the Unknown Ahead of time, gather a few items, one of which would be a "treat" for the students to receive (ex. candy) and one which would be less desirable (ex. packet of mustard). Ask for a student to volunteer, but don't tell them what they are volunteering to get. Select one volunteer, thank them for volunteering, and give them the undesirable item. Then ask for a second volunteer. The students will likely need some coaxing this time around. This time, thank the new volunteer and give them the treat item. Explain that when we volunteer to serve the Church through missions, we don't know what we will get. No matter what, though, we are needed. God Sends Us ORTHODOX MISSION SUNDAY Leader's Guide Activity #1: Bible Verse "I heard the voice of the Lord saying, 'Whom shall I send? And who will go for us?' And I said, 'Here am I. Send me!'" (Isaiah 6:8) Read the verse together. Discussion Questions: 1. Why do you think Isaiah would answer God's call without knowing what he was volunteering for? 2. How do you think you would react if you were in Isaiah's place? 3. Why might God call us to His service? How can we hear His call? Explain that missionaries around the world have answered God's call to be sent to bring His message to people. Activity #2: Sending Savas God calls all of us to live out our Christian faith in different ways. When we answer His call, amazing things can happen! This is exactly what is happening today with a young man named Savas, from the country of East Timor. Timor is an island in Southeast Asia. The west part of the island is part of Indonesia. The east part is its own country, East Timor. The island is about the same size as the US state of Maryland. Over 3 million people live on Timor. Savas grew up in East Timor as a shepherd and took care of buffalo and goats there. He also loved playing soccer, even though he usually lost. As a child, Savas wasn't involved in church. He was never interested in praying or reading from the Bible. This all changed, however, thanks to a friend of his who taught him how to pray. With his friend's help, Savas started to pray every day. Once he began praying, he noticed that his life was changing. He began winning every soccer competition he entered. After that, he decided to dedicate his life to prayer and serving God. Savas wanted to serve the Church in Timor, and so he started helping with the local Orthodox mission. Savas felt that God was calling him to this work, and, just like Isaiah the Prophet, Savas answered God's call. ORTHODOX MISSION SUNDAY God Sends Us Leader's Guide He realized that he needed to learn more about Orthodoxy, however, and so in 2014 he traveled to the city of Medan, Indonesia. There, he studied the Orthodox Christian faith at the theological school. Finally, in 2018, he graduated from that school, was ordained a deacon and then a priest, and came back to his home country of East Timor, where he is building up the Church. Back when he first started to pray, Savas had no idea that he would someday become a priest and help share his faith with the people on his home island. Amazing things happen when we follow God's call and go where He is sending us! Discussion Questions: 1. How did God call Savas? How did Savas answer God's call to be sent? 2. Why is it important for people like Savas to be sent into the world? 3. How can we help the people who are being sent by God? Activity #3: Missions Word Search Have students complete the included word search. Activity #4: Assemble the OCMC Coin Boxes Discuss how these funds will be used to support the ministries of the Mission Center to send people who have answered God's call. Send the boxes home with the students and ask them to fill them and return the boxes at a time you decide upon. Encourage the class to pray for OCMC missionaries and mission priests regularly. MISSIONS WORD SEARCH	<urn:uuid:36789089-cce8-4463-a6a7-175da1bbd04e>	CC-MAIN-2024-10	https://www.ocmc.org/sites/default/files/2022-06/2019_lesson_plan%28middle%20school%29.pdf	2024-02-25T01:12:44+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474573.20/warc/CC-MAIN-20240225003942-20240225033942-00567.warc.gz	920,858,806	1,276	eng_Latn	eng_Latn	0.998268	eng_Latn	0.998651	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 2233, 4121, 5464, 5486 ]	[ 4.0625 ]	2	0
insights Digital social skills by Catherine Gerhardt TECHNOLOGY AND PARENTING Just as we teach children social skills for real life, there are important social skills for the digital world. As they travel through new social situations, including online, it is imperative that parents teach children to follow a few basic rules. The internet is a portal into some of the most amazing places, and just like any new place we visit, we are likely to make a few social stumbles. If travelling the world, every culture you visit would have its own social nuances that you are likely to have to work your way around. It would be easy to misunderstand what others say or take offence to something that was not intended. Young people, at the best of times, are still learning social rules and developing their critical thinking skills around collective interactions. Well-meaning personalities can make all kinds of mistakes when they enter this new online culture. As parents we want to do whatever it takes to minimise the mistakes our children make online. Netiquette is a set of general guidelines for cyberspace behaviour. Here are some basic principles parents can use to help children solve their own 'netiquette' dilemmas. Be kind Remember the human behind every screen. Every user is an independent person with individual thoughts and feelings. It can be easy to misunderstand another person's intentions or even be rude to others when you are not interacting with them in person and given the grace of viewing facial expressions and emotions. Perhaps the best mantra we can go back to as parents is the golden rule of "Treat others how you would like to be treated." Developing empathy and trying to see that comment, post or photo from many different perspectives takes practice. How would you feel if someone said that to you? Treating others with respect is paramount. Yes, there may be times when you might have to stick up for yourself, however it needs to be done in a responsible and respectful way. If you wouldn't do it there, don't do it here Social standards apply to both online and offline spaces, and standards of online behaviour should be consistent with real life expectations. As parents we put many rules and expectations in place as to how we expect our children to behave in a public place. I know I expect my children to show respect, use their manners, help others out, practice kind language, etc. Online is the biggest public place your child will ever find themselves, which is all the more reason to work on exceeding those standards of behaviour. Respect privacy We're a Parenting Ideas school parentingideas.com.au/schools With the world wide web being a public place, privacy is paramount. Learning how to protect personal information and the importance of looking at a website's privacy policy can help develop skills around internet privacy. Asking for permission before creating accounts and downloading files, strategies for identifying scams and limiting the type of information kids give about themselves or others can help set a strong foundation for their digital lives. Children do not always appreciate that they may be putting their information in jeopardy, because the warning signs are not always obvious. Respecting other people's right to privacy is also crucial; don't tell other people's stories, spread rumours or give away personal details without permission. Develop their internal filter Parents may feel that they have some control over their child's use of technology and many use programs and apps that allow for monitoring and filtering content. Despite the best intentions, there are times when filters are re-set, not set up correctly or not even in place – for example when your child goes to their friend's house, gets online and no safety mechanisms have been established. What this means is that we need to help our children develop their internal filter, as this is the one they will always have and may need to rely on. Research is clear that the best way to teach morals and ethics is through example. Teach them to do the right thing Parents can nurture moral principles that will guide their children to stand up for their beliefs and act right even without us. Know what you stand for so that your child knows. Parents with clearly identified moral convictions are more likely to raise children that do the right thing. Pursue opportunities to look for moral issues and talk about them as they come up: from TV shows and news events to situations at home, school, and friends. Discuss with your child how you feel about the issue and why. Be upstanding There will be times online when your child will have to be brave and stand up for others, when they will have to go against social pressure to do what is right. When someone they know is being deliberately upset or harassed by another person, expect your child to move from bystander to upstander, because this is the right thing to do. In most cases many people contribute to the cyberbullying. Many know about the situation, but choose not to get involved. Encourage your child to stand up, speak up and act up against online abuse. They can support the target by letting them know they are there and provide empathy. Encourage your child to report what is happening to a trusted adult; someone who they believe will listen and has the skills, desire, and authority to help. THINK Using the THINK rule can go a long way in practicing digital social skills. It is a checklist of questions that children must go through before they post or comment online. Is it True? Is it Helpful? Is it Inspiring? Is it Necessary? Is it Kind? Created to emphasise care online, it applies to real world engagement as well. These simple rules apply all along the developmental spectrum. They also give us a clear understanding of what we can do as parents, to help our children manage a positive digital reputation We're a Parenting Ideas school parentingideas.com.au/schools Catherine Gerhardt Catherine Gerhardt is a dedicated advocate of critical thinking skills in children and young people. As a parent of school aged children she understands the commitments and challenges parents face ensuring they provide the right information to young people in a way that empowers them to develop their personal and social capabilities. Catherine is a certified training provider through the Office of the Children's eSafety Commissioner. 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52 Disease dynamics: understanding the spread of diseases Get to grips with the spread of infectious diseases with these classroom activities highlighting real-life applications of school mathematics I Issue 40 : Summer 2017 I Science in School I www.scienceinschool.org Image courtesy of Lightspring / shutterstock.com By Adam Kucharski, Clare Wenham, Andrew Conlan and Ken Eames Schools are breeding grounds for infections: students are constantly interacting with each other, and often they have not yet built up immunities to disease. Understanding these interactions is vital for predicting how an infectious disease – such as influenza – will spread. For school students, it is important to think about their social interactions and to understand the types of analyses that can be used to determine disease dynamics. exponentially across the classroom. With each step, the number of students that are infected doubles (see figure 1). This will help students to understand that it doesn't take many steps for an outbreak to spread through a susceptible population. These cross-curricular activities are for students aged 12–15, although some may be suitable for younger or older students too. The activities can be carried out by teams varying in size from small groups to the whole class. The resources do not require anything more than the slides that can be downloaded from the Science in School website w1 , paper and dice. Activity 1: The standing disease Students will see that the rate at which a disease spreads is dependent on the number of individuals that are susceptible or infected. This is only a simple mathematical model for determining the spread of disease, however, since it assumes everyone is susceptible to infection and that exactly two individuals are infected by each person. Procedure 1. Start with the whole class sitting down. Ask for one volunteer to be the first case. 2. This first volunteer should then stand up and 'infect' two classmates by pointing to them. This short, whole-class activity simulates the outbreak of a disease, the symptom of which is standing up. The objective is to see how quickly the disease spreads 3. These two students then also stand up, having been infected. 4. Each of those two students then infects two more students in the Biology Health Health and social care All sciences Ages 10–19 Modelling the spread of disease within a population requires knowledge of social contacts and the disease's mode of transmission. This article gives students the opportunity to understand and model disease within a community such as their school and social network. It will stimulate discussion on disease transmission, tracking outbreaks of disease and how quarantine may work. The embedding of mathematics in this activity will stretch and challenge students, showing them that maths is an essential part of science and a key part of epidemiological studies. Dr Shelley Goodman, UK classroom, and so on, until the whole class is standing up. 5. Ask the students how many steps it took to infect their class. Discussion * Ask your students to estimate how many steps it would take to infect their school, town, country or the world. It takes approximately 33 steps to infect the world with www.scienceinschool.org I Science in School I Issue 40 : Summer 2017 I 53 Image courtesy of NRICH a population of 8.5 billion (as there are 2 n new cases in generation n of the outbreak). * What would happen if each person pointed to 3 or 4 people instead of 2? * What can this tell us about how infectious diseases spread? * What are the limitations of this simulation of an outbreak? R 0 and networks R 0 (otherwise known as the reproduction number) is a measure used in epidemiology to indicate the average number of people that an infected person infects during the course of the contagious period (assuming that noone in the population is immune to the disease). If R 0 is greater than one, the disease will spread through the population. If R 0 is less than one, the cases of the disease will decrease and the outbreak will die out. but also how the outbreak may spread through a population. Thus, it is vital to understand the dynamics of the community or population. This is done by looking at how individuals interact with each other: who comes into contact with whom, and how often. Mathematical modellers can then build this information into their simulations to understand how an outbreak has spread through a population. This is vital for health researchers, as it helps them to trace individuals who may have become infected. It can also suggest which patterns of social behaviour may need to be changed if an outbreak does begin, such as social distancing or quarantine. R 0 varies depending on how long the patient is contagious, the number of susceptible people in the population, and the method of transmission. Airborne diseases, such as measles, generally have a higher R 0 than those spread by bodily fluids, such as Ebola. For epidemiologists, it is important to know not only the number of people that any one person may infect (R 0 ), Although Ebola has the same low R 0 as flu, it quickly turned into a major outbreak in West Africa with a high mortality rate – something that would usually limit the spread of a disease, because people die too quickly to infect a large group. What, then, were the major causes of the spread? travelled to other places. The outbreak was also in an area with weak health systems that were unable to enforce infection control. This example shows that the R 0 of a pathogen can vary in different outbreaks. The spread of flu, for example, is likely to be different in a group of 4- to 5-year-olds than in a group of 10- to 11-year-olds. Figure 2 shows the interactions between individuals in these two age groups on a particular school day. In the younger age group, there are fewer interactions between multiple individuals overall, compared to the older age group, in which two larger cliques of each sex are evident. The individual nodes with no interactions indicate that a student was absent on that day. The epidemic was partly triggered by chance; the first person to be infected happened to be a traditional healer in Sierra Leone, whose funeral attracted a large crowd (Freiberger, 2015). The cultural tradition of washing the dead for burial led to increased transmission, and people who touched the infectious body took the disease with them as they Activity 2: R 0 ranking Procedure 1. In small groups, ask your students to list five infectious diseases (rabies, flu, Ebola, chickenpox and measles) in order of which they think has the highest and lowest reproduction number. Then reveal each R 0 (0, 1–2, 1–2, 10, 16–18, respectively) – were they what the students expected? 54 I Issue 40 : Summer 2017 I Science in School I www.scienceinschool.org Image courtesy of Andrew Conlan; data source: Conlan et al. (2011) Discussion * Is there a connection between the severity of symptoms and R 0 ? * What can you say about the diseases with high R 0 (e.g. measles and chickenpox) – why are they so high? * Why is the R 0 for rabies 0? There is no known human-to-human transmission. * Why is Ebola cause for concern, when it has a low R 0 value? Activity 3: Comparing networks Procedure 1. Show the whole class the diagrams w1 of two different social networks: one with 4- to 5-year-olds, and one with 10- to 11-year-olds (see figure 2). Ask them what they think the difference is. * Why can the R 0 of the same pathogen vary in different outbreaks? 2. Discuss why these networking patterns may differ over time. Image courtesy of Nicola Graf Discussion * How/why does the social network change between 4- to 5-year-olds and 10- to 11-year-olds? * Would you expect this network to change again for 16-year-olds? What about for adults? Activity 4: Disease spread through a network Procedure 1. Separate the class into pairs or small groups. Give each group printouts of a social network w1 (figure 3) along with a dice. 2. Everyone starts off susceptible; pick one point of the network on the printout to be the first infected person. 3. Go around the infected person's contacts in turn. For each one, roll the dice; if they roll a 1 or a 2, that person also becomes infected. If they roll any other number, they are immune. 4. Repeat for the new infected cases – and so on, until you have rolled the dice for every infected person's contacts. 5. Count how many cases in the group are infected, and how many steps it took in total to infect them all. 6. Repeat the exercise several times, with different starting points. Note the number of cases each time. 7. These data can then be used for further analysis, e.g. mean, median, mode, distribution. Get students to plot graphs (e.g. figure 4) and analyse their results amongst their small group – or as a whole class. Discussion * Why are we only infecting those nodes when a 1 or 2 is rolled? * What would happen if we allowed 1, 2, 3 or 4 to infect someone? * What happens if you start in different places around the network? Figure 4: An example graph showing the number of cases against time www.scienceinschool.org I Science in School I Issue 40 : Summer 2017 I 55 * Why does the outbreak change in size each time it is simulated? Extension activity: targeted vaccination Students can consider these questions individually and then feed back to the whole class: * Who would you vaccinate in the network? * If you only had 2 or 3 doses of vaccine for the network, who would you choose to vaccinate and why? * Would you protect people with the greatest number of links, or concentrate on breaking the network in certain places? Acknowledgement The teaching activities in this article are adapted from the NRICH w2 Disease Dynamics series. Additional activities are available in this collection, which aims to show how maths can be used to understand epidemics, social interactions and vaccination. References Conlan AJ et al (2011) Measuring social networks in British primary schools through scientific engagement. Proceedings of the Royal Society B: Biological Sciences 278(1771): 1467–1475. doi: 10.1098/rspb.2010.1807 Freiberger M (2015) Ebola in numbers: using mathematics to tackle epidemics. Science in School 32: 14–19. www.scienceinschool. org/content/ebola-numbers-usingmathematics-tackle-epidemics Web references w1 Slides and other additional materials are available to download from the Science in School website. See: www.scienceinschool. org/2017/issue40/disease w2 To view the complete Disease Dynamics series, visit the NRICH website. See: www.nrich.maths.org Resources Play the pandemic game and attempt to wipe out the world's population as a diseasecausing organism. See: http://pandemic2.org Stimulate the spread of sexually transmitted diseases with a class activity. Visit: www. cpet.ufl.edu or use the direct link: http://tinyurl.com/n3tkpfs Understand how infectious agents can be transmitted from animals to humans. See: 56 I Issue 40 : Summer 2017 I Science in School I www.scienceinschool.org Heymann J (2013) Evolving threats: investigating new zoonotic infections. Science in School 27: 12–16. www. scienceinschool.org/2013/issue27/zoonosis Discover how archaeology and genetics combine to reveal what caused the Black Death. See: Bos K (2014) Tales from a plague pit. Science in School 28: 7–11. www.scienceinschool. org/2014/issue28/black_death For more information on infectious diseases and to find infectious disease fact sheets, visit the World Health Organization website. See: www.who.int/topics/infectious_diseases/ en/ 'Stop the spread' is a STEM challenge from Practical Action where pupils research infectious disease and design and build a model of a handwashing device for a school in Kenya. See: http://practicalaction.org/ stop-the-spread __________________________________ Image courtesy Nicola Graf The NRICH Project aims to enrich the mathematical experiences of all learners. 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2006-1764: CONNECTIONS PHYSICS REVIEW (CPR) PROGRAM Rachelle Reisberg, Northeastern University Rachelle Reisberg is Director of Women in Engineering at Northeastern University and Associate Director of the Connections program. She received her bachelor's and master's degrees in Electrical Engineering from Rice University. She has held management positions at IBM and Allmerica Financial. She was President of a start-up software company before joining Northeastern. Amanda Funai, University of Michigan Amanda Funai received her bachelor's degree in Electrical and Computer Engineering in 2005 from Northeastern University. Amanda was a student-teacher for the Connections Physics Review Program during her senior year at Northeastern. She is currently a graduate student at the University of Michigan. Allison Interrante, Northeastern University Allison Interrante is a student in Civil and Environmental Engineering in the College of Engineering at Northeastern University. She has been involved in the Connections Physics Review Program for the past two years as a student-teacher. She plans to continue her studies as a graduate student in Civil Engineering. Sara Wadia-Fascetti, Northeastern University Sara Wadia-Fascetti is an Associate Professor of Civil Engineering at Northeastern University where she is actively involved in a research program on structural condition assessment. She completed a B.S. in Civil Engineering at Carnegie Mellon and M.S. and Ph.D. degrees in Civil Engineering at Stanford University. Sara was the PI on the Connections grant and the recipient of the Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESEM 2002). She currently serves as Associate Vice Provost for Faculty Advancement. Bala Maheswaran, Northeastern University Bala Maheswaran is a member of Northeastern University's Gateway Team, a group of faculty expressly devoted to the first-year Engineering Program. Bala also is an ILS instructor for freshman physics and runs the CPR mid-term and final review sessions. © American Society for Engineering Education, 2006 Connections Physics Review (CPR) Program Abstract – The Connections Physics Review Program (CPR) was created at Northeastern University to increase the confidence, grades, and retention of freshwomen in the College of Engineering. Because of the traditional under representation of women in physics and engineering and the importance of physics introductory classes for first year engineering students, the CPR program has been developed to help students strengthen their physics and problem-solving skills. Connections consists of a series of programs initially funded by the National Science Foundation (HRD #0217110) and now institutionalized by Northeastern's College of Engineering to strengthen the pathways for women and girls to pursue careers in engineering and science. The program targets the transition points from middle school to high school, high school to college, and college to career. Connections program components at the college level are extensive and include scholarships, social programs, a freshman residence LLC (Learning Living Community), outreach programs, academic support, e-mentoring, and career preparation. The Connections Physics Review program was established as one of the early initiatives and has evolved over a five year period to become one of the key academic components. Physics was chosen because of its place in the engineering curriculum (required first year course) and because the problem solving skills and knowledge were viewed as essential for future engineering success. The Connections Physics Review program: ヰ conducts weekly sessions to review physics concepts introduced in lecture and to develop problem solving strategies. ヰ selects upper class women studying engineering (as role models) to lead the review sessions. ヰ holds all sessions in the evening in the freshman residence hall (LLC). ヰ heavily advertises the sessions (with free pizza) to entice women to all sessions. ヰ makes every effort to identify and assist struggling students with additional one on one tutoring. ヰ runs special mid-term and final reviews using faculty involved in teaching freshmen engineering courses. CPR results have been very encouraging. Over 65% of the freshman engineering women participated in the program during the spring of 2005. These sessions were heavily advertised in the women's residence hall, but men were very welcome to join as well. Women who participated reported an increase in confidence as a result of the program. Average physics grades for women who participated in the spring semester of 2005 were 3.1 (out of 4.0) vs. 2.7 for women who did not. All of the women who withdrew or received a grade of D or lower did not attend any review sessions. Average freshman physics grades for spring 2005 were 2.587 for men (n=285) vs. 2.982 for women (n=58). This paper discusses the CPR program strategies, implementation methods, results, and future plans. Background Despite consistent effort, interest among and representation in engineering for women is still much smaller than in society at large. 1, 2 Once women matriculate at the university, the need for retention among women is still an important factor in increasing the number of women in engineering and technical professions. 3 Research has shown that women tend to drop out of engineering earlier and with higher GPA's than men, suggesting a lack of support and confidence. The crucial year appears to be the freshman year when the largest drop in engineering students is seen. 4 Physics has particularly been a struggling point for women. Women are consistently underrepresented in the field, for example, currently representing only 22% of BS degrees in Physics. 5 The major loss of women in physics appears to be between high school and college graduation. 5 A solid background in physics is essential to future success in engineering coursework, while a shallow understanding can create future struggle in the undergraduate years. Focusing on improving support for these "gatekeeper courses" is an essential characteristic for successful retention. 6 The study skills necessary for future engineering problem solving are often honed in the study of physics. Engineers at Northeastern University take two introductory physics classes, the first being taught in the spring semester of their freshman year. Large physics lectures meet twice a week at Northeastern (usually between 50-100 students), a new and difficult experience for many freshman students. Women, in particular, feel isolated in large lecture classes, their minority status further accentuated, making them less likely to ask questions. Teachers often seem inaccessible and impersonal, struggling to cover a large amount of material, making physics unattractive and difficult for women. 7 Large lectures can also result in only a low-level of learning as compared to more interactive group work. 8 Students at Northeastern also participate in a smaller Interactive Learning Session (ILS) once a week, increasing the students' access to physics instructors and helping to alleviate some of the previously mentioned problems. However, adding more support for women engineers has been identified as a goal to increase their comfort and confidence in physics as well as improve their success and retention throughout their undergraduate career. In order to address these problems and increase the confidence that women have in engineering, Northeastern's Women in Engineering (WIE) has implemented a "Connections" program. ("Connections" is a series of programs initially funded by the National Science Foundation and now institutionalized by Northeastern's College of Engineering to strengthen the pathways for women and girls to pursue careers in engineering and science.) The Connections Physics Review (CPR) program consists of weekly review sessions taught by undergraduate students with supplemental tutoring and test reviews. This program operates in parallel with many other social and academic programs to help women such as: a Connections Learning Living Community for freshman engineering women, a Connections computer lab designed solely for women in science and technology, an active SWE chapter, and other activities. This combination helps to combat the "chilly" environment many women engineering students have reported nationally. The goals of this CPR program are to increase the confidence and academic aptitude of women in their freshman year. Physics was chosen because of its traditionally low appeal to women and because of its place in the freshman engineering curriculum. Desired results are a large participation by freshman women engineering students, a qualitative increase in confidence (both academically and in engineering in general), a quantitative increase in grades, and, over the long run, an increase in the retention rate for women in engineering at Northeastern University. Freshman Physics Classes Engineering students at Northeastern take their first physics class in the spring semester of their freshman year, covering the elements of Newtonian physics. This class involves a twice-weekly lecture held in a large lecture hall, a weekly small ILS session where students take quizzes and work on homework, two weekly homework assignments submitted online using the WebAssign program on Blackboard, and a weekly physics lab with lab reports. There are also two major exams: midterm and final. Connections Physics Review (CPR) program The CPR program to supplement the required physics course consists of three parts. First, there is a weekly review session taught by two undergraduate students. Second, there is individual one-on-one tutoring available for students, both those who request it as well as for students whose advisors recommend it. Finally, there are two reviews held before the midterm and final taught by an engineering faculty member involved in teaching the weekly freshman engineering physics ILS. This program has been supported this past year through a Presidential Award for Excellence in Science, Engineering, and Mathematics Mentoring (PAESEM) to Professor Sara Wadia-Fascetti at Northeastern University. Thus, major recruitment for the program is for women students, though men are welcomed. Originally, very few men attended the sessions, but the word seemed to spread and, by the end of the semester, between 30 to 40% of attendees were male, especially at the final review sessions. Recruitment largely consisted of posters, both around the engineering school, as well as in the women's engineering dorm floor (Connections LLC). Emails were originally sent to all engineering women enrolled in physics to invite them to attend, with weekly emails being sent out thereafter. In addition, students deemed to be struggling in physics by their advisors were suggested to attend the sessions. Weekly Review Sessions Each week, a physics review session was taught by two undergraduate engineering women students. These students were selected based not only on their knowledge of physics, but also on their interest in promoting and supporting freshman engineering students. Having undergraduates teach the sessions helps to provide a positive role model, someone who had been "in their shoes" and could impart valuable knowledge on how to study for the exams, complete the homework, and succeed in their academic careers. Having two students lead the sessions has proven to be a key, allowing for consistency each week even with their hectic schedules. The student-teachers also attended the physics lectures each week, often sitting in on different lecturers through the course of the semester. This had many benefits. First, the student-teachers had a more clear understanding of what is being presented in the class and the level of instruction. Secondly, they were also able to gauge gaps in learning – where the professor is unclear in one lecture or the material the professor skipped due to a lack of time. This allowed for the review session to be matched to the needs of the students. The student-teachers had a copy of the homework problems ahead of time and were able to prepare solution strategies for the review sessions. The student-teachers were compensated through the PAESEM grant. The CPR sessions were held in the university's Living Learning Center, a classroom located in the freshman housing complex. This location was very close to the Connections dorm and greatly increased the number of students who attend each week. Because the location is so close, many students "tag along" with their friends, even if they had no original intention to attend. Pizza was also provided each week. Although almost all of the students have a meal plan through the school, this greatly increased the number of students attending. Each review session ran between an hour and an hour and a half long depending on the complexity of the material covered during the week. The student-teachers presented a short review of basic principles from the week, as well as covered any tricky principles or gaps from various lectures and lecturers. Next, students present homework problems they are struggling with and the solutions are worked out together with a lot of interaction and questioning of the students. The key, however, was not to solve homework problems, but to help teach strategy and method to the students. The key concepts and principles used in each problem were summarized, as well as other situations where the concepts could be applied. Students were encouraged to ask questions about any principle with which they had doubts. In this environment, more women were willing to ask questions. Weekly review sheets were prepared for the students (for an example, see Appendix A). These review sheets highlighted the key formulas, concepts, and strategies to solve the physics problems, especially in relation to concepts already covered in class. Although little more than a summary of lecture notes and the book, these notes especially seemed to improve the confidence of the students, drawing on a different learning style which seemed very beneficial. 9 By presenting the material in a different way, students are provided more opportunities to develop their own learning style. The material seems less intimidating to mid-level students when succinctly summarized and also provides clues on appropriate study habits they should develop. A final review sheet was developed just before the final exam. (This review sheet is included in Appendix B.) Through the teaching of the review sessions and especially through tutoring struggling students one-on-one, it was discovered that some students were overwhelmed with the number of equations and simply unable to discover the proper methods, strategies, and formulas to use, a common problem for beginning physics students. 9 The sheet listed all of the common strategies, their accompanying equations, what variables they involved, and when to use them. For example, the section on kinematics is shown in figure 1. Kinematics Review Notes Equations: v = v o + at x = x o v 2 + v = v o t + ½ at 2 o 2 + 2a (x-x o ) a r = v 2 /r (for circular motion) - can only use when a is constant - in 2D problems, we solve for both axis (x & y) - then, a x = 0 & a y = -g = 9.8 m/s 2 - if thrown at an angle, calculate vxo & vyo - 1 object - object thrown or dropped - in 2D, called "projectile motion" - Givens & unknowns include initial & final position and velocity - Only for constant acceleration - Use the radial acceleration for one object moving in a circle or arc Figure 1 Based on qualitative comments from the students, this review sheet was very successful in helping students understand concepts and when to use them. Tutoring One-on-one tutoring was also made available for the freshman students with one of the studentteachers. This tutoring helped to supplement the rest of the physics instruction for those students who were still struggling. One of the most difficult parts of teaching the review sessions was identifying those students who could most benefit from one-on-one physics tutoring. Advisors and teachers of first year engineering students recommend struggling students to tutoring, especially after midterm grades were available. The student-teachers also tried to notice which students were struggling during the sessions; this is made much easier by having two students involved – one can teach, while the other can observe the students, their questions, and their responses. Midterm and Final Reviews Before both the midterm and final exams, a special longer review session (2 to 3 hours) was presented by a former freshman physics teacher who is a member of the engineering faculty. These reviews were advertised through posters as well as through the weekly sessions and were very well attended. Pizza was once again provided. Practice problems, especially in difficult areas, were solved by the professor. Although some students only attended these special review sessions, the confidence it helps to install in the students, especially as they prepare to take one of their first important midterms and finals, helped to achieve our goals. Planning Meetings Every few weeks, the student-teachers met with the Director of Women in Engineering (WIE). This time allowed for the student-teachers to discuss the sessions, tutoring, and plan for the Hints: When to Use: future. By meeting together often, the CPR program ran smoother and changed more dynamically in response to student's needs. Because the Director of WIE is in close contact with all of the freshman advisors, she would recommend additional students who were struggling and needed to attend the sessions as well as students who should take advantage of extra tutoring. Because the advisors have access to the academic standing of their students, this chain-ofcommand allows for a very efficient utilization of the CPR program. Based on these discussions, the student-teachers extended invitations individually to those students most in need. This resulted in several very special success stories. For example, one student studying alone was struggling in physics. Her advisor admonished her to attend the physics review sessions, but she had not yet attended any. During the weekly planning meeting, the Director of WIE urged the student-teachers to send a personal invitation to her. After this invitation, she began attending every review session and began one-on-one tutoring sessions. At the time of intervention, this 1 st year student had already taken the midterm and received a poor grade (18% where class average was in the high 60's). However, with this extra intervention, she was able to pull up her grade and eventually pass with a C- in the class. This one-on-one intervention was particularly successful for this student because it helped her look at the problems in a new way. She had been particularly confused about which formulas to use and had used kinematics to solve every problem on her midterm. With the emphasis in the review sessions on concepts and techniques and learning how to apply them, she was able to identify which equations to use on each problem. Thus, by addressing unique learning style needs and by intervening through the CPR program, women who previously would have been at risk for dropping out of engineering are continuing in their programs with higher GPA's, more confidence, and greater abilities in problem-solving. Results Attendance One important indicator of outreach programs is the actual attendance of the program. No matter how well designed, the program must be attended to provide results. Often, small factors combine, bringing in a critical mass of attendance, at which point the program can succeed on its own merits. This was definitely our experience in the CPR program. In prior years, the program received a small attendance, about 8-9 students each week. After analysis, a few small components of the program were changed to increase attendance. Originally, the program was held in an academic building on campus – this was changed to the Living Learning Center in the freshman housing area. Also, as mentioned, pizza and drinks were provided for each session. Although these factors seem small, attendance swelled with these additional changes. A third important factor to attendance success was employing two student-teachers. One of the teachers was always able to be there on-time, ready to begin the lesson. Based on these factors, the program experienced great success this past year (spring 2005) with an average attendance of 21.4 students at all sessions. We had an average of 19.25 students at our Physics Review sessions with an average of 34.5 students at the midterm and final exam reviews. The average student attended 4.2 sessions each. However, the average number of sessions for women was 5.5 compared to only an average of 2.7 for men. Surveys Midway through the course and after the course was completed (and students had received their grades), a survey was administered to gauge the effectiveness of the CPR program. The purpose of the first survey was to measure how effective each component of the program was, as well as to identify those students who had performed poorly on the midterm and would need extra support for the final. The purpose of the second survey was to measure the final effectiveness of the program, especially in terms of the confidence increase of the students and the program factors that contributed to its success. Because of the small number of surveys returned (around 15 for both surveys), the results were not statistically significant. However, a few general comments can be ascertained from the final survey. Students who responded reported an increase in confidence due to the review sessions. When asked, "To what degree did the physics reviews increase your confidence? (1 not at all, 5 to a great degree)," they had an average increase of 3.1. In terms of the helpfulness of various activities, the students rated the CPR components as helpful as can be seen in Figure 2. Statistics After the physics course was completed and grades were assigned, all the results as well as other factors related to the students' success were compiled. A table of results from our physics grade analysis is located in Appendix C. A few comments based on these grades follow below. ‚ Women received more A's than men (19% of women had an A versus 9% of men). ‚ Women had a higher grade in physics than men (2.982 versus a 2.587). ‚ Women received less F's than men (2% of women received an F vs. 8% of men). ‚ The average number of sessions attended by women was 5.5. ‚ Overall, 65.5% of women attended at least 1 review session. ‚ All of the women who withdrew or received D's and F's did not attend any review sessions. ‚ Of the women who attended a review session, 26.3% of those women received an A or A-. ‚ Those women who did not attend review sessions had lower grades in physics than women who did attend (an average grade of 2.707 versus 3.105). Men, on average, did not receive as large of a benefit from the review sessions as women. Only 11.9% of men attended at least 1 session. Most men did not attend review sessions until after the midterm and 9 men attended only the midterm or final review session. Overall, they also attended less sessions, at an average of 2.7 sessions each. Results are shown in the following series of graphs. Women who attended CPR had fewer lower grades compared to women who didn't attend CPR and to men. Grades for this same group in two other classes were compared: chemistry and calculus 1, both required freshman engineering classes the students had taken in the previous semester. Neither of these classes had review sessions and so were used for comparison purposes. Women's Chemistry Grades 70% 60% 50% 40% 30% 20% 10% 0% women attended (n=37) women did not attend (n=20) A B C D F We found that chemistry grades do not share the same trend as the physics grades. There are once again D's and F's and a much larger percentage of C's in the group of women who attended physics review sessions. The number of A's in the two groups of women is virtually the same, whereas in physics there were many more A's in the women's review session group. The same trends are seen in calculus grades. A multivariate linear regression was performed to confirm that the physics grades were statistically impacted by attending the review session, ruling out the effects of self-selection. The following variables were used: ‚ rTotal – the total number of review sessions attended by the student ‚ Attended – 1 if a student had attended at least one session, 0 otherwise ‚ Physics grade – the student's grade received in physics (spring semester 2005) ‚ Math grade – student's grade received in their first semester calculus classes (fall semester 2004). ‚ Chemistry grade – student's grade received in chemistry (fall semester 2004) ‚ Fall GPA – student's GPA in the fall 2005 at Northeastern (the semester before physics was taken). Each of the grades was converted to a 4.0 scale, the same scale the GPA uses. Using the physics grade as the dependent variable in the regression, the chemistry grade, math grade, or Fall GPA was used as an independent variable as well as either Attended or rTotal. These various regressions were run for both men and women. Using a threshold of c = .025, attending review sessions is statistically significant for women (both in terms of Attended and rTotal) with Chemistry, Math or Fall GPA. However, these were not statistically significant for men in any of these regressions. These results suggest that women gain a greater benefit from the review sessions (judged by their final physics grade). This result is shown to be statistically significant, even when compared to grades in other courses as well as their GPA overall. One of the questions we looked at was: Why were the men's results not statistically significant? There are many possible reasons. First, fewer men attended the sessions than women (11.9% versus 65.5%) and less sessions overall (an average of 2.7 sessions versus 5.5 sessions). This lowered usage of the program resulted in less overall competence. Secondly, most men who did attend were specifically counseled to do so by Page 11.354.10 their academic counselor. Thus, the men who attended the sessions were already struggling in their classes to a much greater extent than the women who attended. (One of the future CPR goals is to improve the benefit to men who participate.) Summary and Future Considerations The Connections Physics Review program made major advances this past year (2005) towards its goals to increase the confidence as well as the grades of women in this "gateway" class. Attendance was high, with a majority of women attending the review sessions. Statistically, the women's grades improved as they attended the review sessions seen through statistics on their final grades as well as regressions combined with scores in other classes and their GPA overall. Although men attended, their attendance was sparser and more heavily weighted toward struggling students. In the process of analyzing the CPR program results, several areas for future improvement were identified. Attendance at CPR was high among women but in order to continue this trend (as well as improve participation among men), we hope to increase awareness of the value of participating in CPR. To address the turnover in student-teachers from year to year, we are finding it essential to pass information between the years. Review sheets partially achieve this task, but planning meetings between the student-teachers from year to year can help improve communication. Also, previously in review sessions, we had focused mainly on skills and strategies through solving homework problems. We would like to expand this to include a longer review of the principles learned that week as well as review problems similar to, but not identical to, the homework. The students would then have a stronger skills base on which to build as well as the experience of solving the problems twice – one set in the review sessions together and the actual homework set at home. This would increase students' abilities, their practice time on physics, as well as their knowledge on appropriate ways to study in future engineering courses. We would like to share the results of this program and discuss additional strategies to increase retention of all freshman engineering students (and women in particular) during the conference presentation. References [1] Austin, A., The Changing American College Student: Thirty Year Trends, 1966-1996, The Review of Higher Education, vol. 21.2, 115-135, 1998. [2] National Science Foundation, Women, Minorities, and Persons with Disabilities in Engineering: 2004, NSF 04-317, 2004. [3] Abrams, Lisa and Audeen Fentiman, "An Integrated Program to Recruit and Retain Women Engineering Students," Proceedings of the 2003 ASEE Annual Conference and Exposition. June 2003. [4] Jenkins, Maura and Robert G. Keim, "Gender Trends in Engineering Retention," Conference Proceedings from the 34 th ASEE/IEEE Frontiers in Education Conference, 2004. Page 11.354.11 [5] American Institute of Physics, Women in Physics and Astronomy, 2005, AIP R-430.02, February 2005. [6] Dannenhoffer, Joan V. and Nicole Loock "An Evaluation of Using a Study Team Seminar Course to Increase Retention of Students in Introductory Math and Physics Courses," 2003 ASEE Annual Conference and Exposition, June 2003. [7] Whitten, Barbara L., Foster, Suzanne R. and Margaret L. Duncombe. What Works for Women in Undergraduate Physics?, American Physical Society, 34th Meeting of the Division of Atomic, Molecular and Optical Physics, May 2003. [8] Ramsier, R.D., Broadway, F.S., Cheung, H.M., Evans, E.A. and H.K. Qammar, University Physics: A Hybrid, Conference Proceedings from the 34 th ASEE/IEEE Frontiers in Education Conference, 2004. [9] Townsend, Sallie S. and Natalie D. Segal, The use of the visual-spatial intelligence in the solution of elementary physics problems, Proceedings of the 2003 ASEE Annual Conference and Exposition. June 2003. Page 11.354.12 Appendix A: Sample CPR Weekly Review Sheet Forces, Including Friction & Tension This week there was only one equation to remember. Memorize it. Use it! F = m * a. Remember, F is really the sum of forces or the net force. Steps to solve all problems about forces: 1) Draw a picture. Label all forces. 2) Draw free body diagram for each object with appropriate forces. 3) Draw arrow for each object showing direction of acceleration. (If unknown, pick a probable direction – if the acceleration ends up negative, you just picked the wrong direction). 4) Pick appropriate axes, for example, if something is on a plane. (making the axes align with the acceleration is often the easiest choice). 5) If necessary, break forces into components. 6) Calculate the net force along each axis. 7) Write 2 equations (per object) – 1 for each axis. (Use Net Force = m * a). 8) Solve for the unknowns. Types of Forces we have discussed: 1) Weight – F = mg (g on earth is 9.8 m/s^2). Remember this always points directly down. Every object with mass has this force. 2) Normal – Fn. This force always point perpendicular to the surface. Every object touching another object or surface (ex. Box on a table) has a normal force. This is the opposite & equal reaction mentioned in Newton's laws. This is found via calculations. It can not be negative. 3) External Forces – These are pushing or pulling forces specified in the problem. 4) Tension – Force from a rope. The same magnitude force acts along the rope (or at its ends). The direction of the tension is along the rope away from the object (see picture below). This must usually be found via calculations. (Note – objects connected with a taut rope have the same acceleration). 5) Friction – Force "rough" object exerts on the other to keep it from moving. Thus, this moves opposite direction of motion. There are two kinds of friction – static (to get motion started) and kinetic (once you are already moving). Friction is equal to uN where u is a coefficient that depends on the materials (look in table). Objects touching other non-frictionless objects or surfaces have this. Page 11.354.13 Appendix B: CPR Final Physics 1 Review Notes Kinematics Equations: v = v o + at x = x o + v o t + ½ at 2 v 2 = v o 2 + 2a (x-x o ) a r = v 2 /r (for circular motion) Hints: - can only use when a is constant - in 2D problems, we solve for both axis (x & y) - then, a x = 0 & a y = -g = 9.8 m/s 2 - if thrown at an angle, calculate vxo & vyo When to Use: - 1 object - object thrown or dropped - in 2D, called "projectile motion" - Givens & unknowns include initial & final position and velocity - Only for constant acceleration - Use the radial acceleration for one object moving in a circle or arc Forces Equations: ¬F = ma W = mg F fr = µF N Hints: - Always draw a force diagram - One equation per axis (break forces into components first) - FN is perpendicular to surface - Ffr points opposite direction of movement When to Use: - Asks for a force - Asks for acceleration, esp. if more than 1 object. - Often involves planes, pulleys, tensions, & friction Gravitation Equations: F = G (m 1 m 2 ) / r 2 Hints: - to find g, set F = mg and solve for g - for satellites, set F = mv 2 /r (radial acceleration) - r is the distance from the center of one object to the other When to Use: - to find g at a location - have BIG objects (i.e. planets) or things in space (i.e. satellites) Work & Energy Equations: W = F \|\| d = ± F dl = ÄK K = ½ mv 2 U g = mgy U spring = ½ kx U G = -GmM 2 /r (forces due to friction, air drag, etc.) E NC ÄK + ÄU = W P = W/t Page 11.354.14 Hints: - Work & Energy have same units and are often set equal to each other - If you use these strategies with friction, remember W NC When to Use: - Want to know v or x (can't use these to solve for a) - Object follows a path (down a ramp, on a roller coaster track, etc.) - You have a spring or a difference in height & a change in velocity - Have 2 separate times to compare Linear Momentum Equations: p=mv pinitial = pfinal Hints: - In elastic collisions, we also conserve kinetic energy, so we can use those formulas to solve as well. - Inelastic collisions rarely have enough to solve unless the objects stick together. - These equations can also be applied in 2D (momentum conserved in each dimension). When to Use: - Two objects collide - We know velocities or can calculate using kinematics - It says collision Rotational Motion Equations: v = Rw All kinematics equations with v~w, し~x, g~a perpendicular k = RF I = ¬mr ¬ k = I g 2 I = I CM + Mh L = Iw L initial = L K final rot = ½ Iw 2 K tot = ½ mv + ½ Iw 2 2 - 1 rev = 2ヾ rad = 360° - In general, the concepts & strategies are same as before with new variables. - Often, in the problems, you will have to convert w to be in terms of v and I to be in terms of m. When to Use: - When there's rotation - Things are spinning - You're asked for k or I or L - It says the word "ANGULAR" - Now, choose the best method 1 object -> Kinematics o o Rotation -> Torque o Collisions -> Momentum o Changes in height/velocity -> Conservation of Energy o People jumping on & off spinning things -> Momentum o Pulleys, strings, etc. -> Torque 2 Hints: Page 11.354.15 Static Equilibrium Equations: ¬ k = 0 ¬ F = 0 (one equation per axis) When to Use: - No motion Fracture & Stress Equations: $$ÄL = 1/E * F/A * Lo Stress = F/A Strain = ÄL / Lo$$ When to Use: - stress, strain, change in length, safety factor, etc. Waves & Oscillations Equations: f = 1/T T = 1/f v = -wA sin(wt + l) x = A cos(wt + l) 2 w = 2ヾf a = -w A cos(wt + l) w = Á(k/m) for a spring w = Á(g/L) for a pendulum F damping = -bv w' = Á(k/m)-(b/2m) x = A e^(-bt/2m) cos(w't + l) 2 E harmonic = ½ mv 2 + ½ kx 2 When to Use: - When something has oscillations - For pendulums - When they say something undergoes "simple harmonic motion" - When there is damped harmonic motion p=m/V P = F/A P = pgh P out = P in P = P o + pgh F B = p A 1 fluid g V v 1 = A 2 object v 2 P 1 + ½ pv 1 2 + pgy 1 = P 2 + ½ pv 2 2 + pgy 2 - Change weights to pobject g V Fluids Equations: Hints: - Draw a force diagram, esp. when dealing with buoyant force When to Use: - Working with fluids & pressures - Remember, fluids include liquids and sometimes gasses. Page 11.354.16 Appendix C: Physics Grade Analysis All students Women Men Women who did not attend any review sessions Women who attended at least 1 review session Men who attended at least 1 review session Page 11.354.17	<urn:uuid:7e428ec0-08f3-4336-af7f-7d50a4947c54>	CC-MAIN-2024-22	https://peer.asee.org/connections-physics-review-cpr-program.pdf	2024-05-26T20:36:09+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058973.42/warc/CC-MAIN-20240526200821-20240526230821-00808.warc.gz	380,872,568	8,173	eng_Latn	eng_Latn	0.905578	eng_Latn	0.997907	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2119, 5056, 8489, 11776, 15229, 17656, 21043, 23361, 24327, 26748, 29692, 30674, 32833, 34418, 36090, 37242, 37457 ]	[ 0.99609375, 2.921875 ]	2	0
Health and Safety 1. Preamble Pinelands Montessori is committed to providing a safe, secure and supportive learning environment for all pupils, staff, and the school community. This commitment includes the welfare of teaching staff and pupils as well as the protection of property, resources, and information. 2. Purpose Section 24 of the Constitution of the Republic of South Africa 9 Act 108 of 1996, states "a learner has the right to an environment that is not harmful to their well-being. It is a constitutional right of every learner to enjoy education in a harmonious and carefree environment." The purpose of this policy is, so far as reasonably practicable, to give meaning to Section 24 of the Constitution by: Establishing and maintaining a safe and healthy environment throughout the school; * Establishing and maintaining safe working procedures among staff and pupils; * Making arrangements for ensuring safety and absence of risks to health in connection with the use, handling, storage, and transport of articles and substances; * Ensuring the provision of sufficient information, instruction, and supervision to enable all employees and pupils to avoid hazards and contribute positively to their own health and safety and they have access to health and safety training as appropriate or as and when provided; * Formulating effective procedures for use in the case of fire and for evacuating the school premises; * Laying down procedures to be followed in case of an accident. 3. Responsibilities All members of the school community must work towards achieving the school's vision of excellence through holistic education by: * Being fully aware of their own responsibilities for maintaining a safe and healthy environment; * Being familiar with all instructions and guidance of safety within the school; * Using common sense at all times to take responsible care for their own safety and the safety of others; * Reporting any unidentified hazards to the Principal immediately. * Monitor and review school safety policy; 3.2 School Safety The Principal or Head of the school will: * Ensure that safe work practices and procedures are applied within the school; * Ensure that School Safety Inspections are undertaken once a term; * Establish a system for the reporting, recording and, investigation of accidents and ensuring this is applied rigorously; * Ensure members of the school community are aware of their own responsibilities; * Take responsibility for the development of and implementation of the school health and safety policy; * Monitor and review the policy and update when necessary; * Ensure all staff are familiar with the policy; * Facilitate the training of staff where needed or required; * Take active steps to ensure that equipment, buildings, and grounds are safe, secure, and well-maintained and that any damage is quickly rectified (funds permitting); * Ensure arrangements are in place for the speedy evacuation of the buildings in case of fire or another emergency, and that firefighting equipment is available and maintained; * Ensure first aid boxes are acquired and maintained. The Principal or Head is responsible for the following: * The required equipment is procured and kept serviceable and secure; * Emergency facilities are serviceable and well-maintained; * All exits, evacuation routes, firefighting equipment, and first aid equipment are prominently displayed; * Assessment of premises from a fire prevention and protection point of view; * Implementation of effective fire prevention measures; * To ensure that fire escapes are practical and not locked in such a way as to prohibit use; * To ensure that fire hazards are eliminated or kept to a minimum; * To ensure that firefighting equipment is kept secure, but accessible, is well distributed and well maintained, and effective; * Signposting of firefighting equipment; * Areas are searched after evacuation to ensure that all pupils and staff have evacuated and that affected areas are clear. 3.3 The Principal or Head * Develop a health and safety culture throughout the school; * Take responsibility for the day-to-day operations of the safety policy; * Ensure staff are aware of their responsibilities. 3.4 Staff * Support the implementation of the Health and Safety policy; * Take reasonable care of themselves and others; * Ensure as far as reasonably practicable that their classroom or work area is safe; * To make sure a risk assessment is carried out before any offsite visits by pupils. 3.5 Pupils * Taking growing responsibility for maintaining a safe and healthy environment and for their own safe conduct within it. 5. Pupil Safety 5.1 Personal safety and well-being * Pupils should not engage in any activity at school which may cause physical injury or trauma of any kind to themselves; * Pupils should exercise the greatest care whilst on the school premises and obey all school rules and instructions given at an assembly, by staff, the prefects, and by the RCL; * Whilst the school shall at all times take all reasonable safety precautions to avoid injury/ loss to learners, the School, Western Cape Department of Education shall not be liable for any claims/ litigations which may arise in respect of this; 5.2 Safety in classrooms * Educators must know how to apply emergency measures in case of accidents; * All classes must be equipped with an elementary first aid kit which must contain: 2 pairs of rubber gloves; a pair of scissors; bandages and plasters; disinfectant and cotton wool; * Serious injury must be reported to the office immediately. The office will administer the necessary procedure and, if necessary, contact the parent. Should the parent be unavailable the learner will be taken to (a) a private hospital (for pupils with medical aid); (b) to the community clinic (c) a Hospital outpatient or (d) the emergency services will be contacted and an ambulance requested; * Parents must ensure that they have completed the correct medical information on the application forms (with an emergency contact number). This I kept in the pupil file. Information is captured on the School's computer system and a file which is accessible to all staff at all times. 5.3 Learner accidents, incidents and illness * A qualified First Aid team must be present at all school sports events to attend to injured pupils should it become necessary; * If a pupil is unwell or falls ill at school, then the parent/s or legal guardian will be contacted by the office for his/her instructions; * It is essential that all contact numbers and details are provided accurately on the admission/ verification/ excursion forms; * Pupils who are on chronic medication must inform the front office as well as their educators. Pupils who suffer from respiratory illnesses must carry their "asthma" pumps or special medication with them at all times. * First aid boxes are located in the front foyer, and in one of the classrooms. 5.5 Serious Injries Where a pupil is seriously injured, and would appear to require expert medical attention or even hospitalisation, the following procedures should be followed: * Phone the parents/guardian/responsible adult; * If unable to reach a parent, an alternative family member or the family doctor should be contacted; * If the child is conscious or unconscious make sure it is safe to move the child before you do so; * If the first aid team cannot assist call an ambulance; * If the family is on medical aid, the child should be taken to the nearest private trauma centre or hospital trauma centre. (Note: these should be identified by name and arrangements made with them that they will receive pupils with suspected serious injuries.) * If the family is not on medical aid, the child should be taken to the trauma unit at the nearest hospital or clinic to be stabalised (This is for the parent's account.) The patient can always be transferred to state medical care subsequently; * Each sports coach/ manager must keep an up-to-date set of excursion forms for the players in his/ her team; * Remember to use the surgical gloves (which are supplied with all the first aid kits) whenever you are dealing with blood and body fluids as a protection against the HIV virus. 5.6 Safety of Pupils outside of the school premises * Pupils may not wait to be collected outside of the school gates. They must remain within the school premises until such time as their lift arrives; 6. Management of Property 6.1 Personal Property * The safekeeping of all pupils' possessions is the responsibility of the pupil. Pupils are advised to take care not to leave their bags and other valuables lying around unattended; * Dependent on funds, the school will install 24-hour camera surveillance in strategic locations around the school; * The school is not responsible for valuable personal items that a pupil may bring to school. This includes cell phones, ipods and other digital devices; * Teachers are cautioned about leaving handbags, wallets, purses, laptops etc. in their classrooms; * Teachers are able to leave their handbags, cell phones, laptops etc. in a locked cupboard in the office, if they wish to; 6.2 Cash on School Premises * Large sums of money are not kept on the premises. (less than R2000) * Staff Duties General * Staff must be alert at all times; * Report suspicious looking persons, parcels or vehicles to management immediately; * Keep a watchful eye over the pupils. 7.1 Pupil Supervision * In the event of an incident, the teacher on break duty is required to complete an Incidents Report Form that is submitted to the First Aid Leader and then the Head ; * During extra murals, the extramuraling the extra mural is responsible for first aid requirements. Again, an Incident Report must be completed; * During sporting events such as a sporting event where pupils are away from school property, the teacher in charge of the sport has him/herid bag with him / her; * During school tours, the Teacher carries a First Aid bag around at all times. 8. Safety on School Premises The school has implemented the following arrangements to ensure the safety and security of staff, pupils and other persons using the school premises. 8.1 Pupils * Pupils know that they must not leave the school property without written permission from the front office. * Parents/Guardians collecting their learners before the end of the school day have to request permission from the principal for their child to leave class early. Parents are asked to report to the Front Office. * No learner will be allowed to wait for their parents at the school gates. * Reporting any security conns to the principal, or Head or any other member of the teaching staff. * Parents do not leave their learners unsupervised on school property. * Parents collect their learners timeously. * The school in pursuance of ,its safety, security and substance abuse policy reserves the right to conduct a search of a learner if there are reasonable grounds for this action. 8.2 Visitors * Visitors must report at reception; * Visitors may under no circumstances proceed to any classrooms or other venue within the school (unless accompanied by a staff member); * Visitors may be subjected to security searches; * Visitors will not be permitted to carry any weapon whatsoever; * No unauthorized individual is allowed access onto the school premises and offenders may be prosecuted; * The drivers of all vehicles which are permitted to enter the school premises must display the designated identification car disc and their vehicles may be subjected to a security search; * The right of admission onto the school premises is reserved and any individual who may pose any problem or threat at school will be summarily removed by the school's security staff and may be charged with trespassing. 8.3 On-site contract workers * Must be under constant supervision of a contractor; * Must be easily identifiable as contract workers at all times; * May not have any contact with learners unless specifically required to do so and then it will be under the supervision of a staff member; * Must leave school premises by 17h00 unless alternative arrangements have been made with the Estate Manager or Head; * Contractor must have the relevant safety certificates if applicable and comply with the OSH Act. 9. Access Control 9.1 Use of Gates to Premises * All gates are locked during school hours; * The front gate is access controlled 9.3 Trespassing * Pupils may not use the facilities and the equipment of the school or enter the school grounds after school hours without the permission of a staff member; * The school is monitored on a 24-hour basis by contracted armed response to handle serious emergencies; * Electronic surveillance cameras with 24-hour monitoring also enhances the security of the school, its pupils and staff and its resources. 9.5 School Buildings * The premises have a security alarm system. This is monitored by Zone Watch; * The school property is securely fenced; * Maintenance of all building and equipment is an on-going procedure to ensure that the safety and security of everyone is maintained; * The school keeps track of all inventories; * Lights in the quad and around the school are switched on at night; 10. Maintenance of Safety Equipment 10.1 Fire extinguishers * Fire extinguishers must be accessible at all times; * Fire extinguishers must be inspected regularly and serviced on an annual basis by an accredited service provider; 12. Emergencies 12.1 Information and Communication * A general staff meeting is held on the first day of the school term; * During this meeting, any changes to the safety and security protocol of the school is discussed; * The primary pupils are informed of the evacuation procedures * All evacuation routes must be clearly marked * In case of the need for evacuation, learners are to proceed in single file, without talking, pushing or shoving; * At the place of safety, the registered teachers are to take roll call. The registered teacher then reports to the Principal or Head. 12.2 Procedures during an emergency evacuation 12.2.1 General Procedure An evacuation will be announced by bells. . Staff members with cell phones are to take these with them to the assembly point. All cell phones should, however, be switched off until clear of the building. Racism, Discrimination and Sexual Harassment * The school acknowledges that racism, discrimination, and sexual harassment are based on the assumption by some groups and individuals that certain groups are better or worthier than others as a result of perceived physical and inherited differences; * This school rejects this notion as false, and believes that racism, discrimination, and sexual harassment in any form is unethical and unacceptable. It also believes that racism, discrimination, and sexual harassment pervert understanding, and inhibit both the perpetrator and the victim from reaching their full potential; * The school is committed to working towards the elimination of racism, discrimination, and prejudice in its corporate conduct and in the conduct of all members of the school community, but most particularly its staff and pupils; * The school will not tolerate racism, sexism, slurs, discrimination, or harassment of any kind, and will rigorously investigate any allegations of this; * Those found guilty will be dealt with in terms of the school's disciplinary code and procedures and those of the Department of Education; 14. Learner Conduct 14.1 General The Code of Conduct and School Rules adopted by the school stipulates the following measures that affect school safety: * Mutual respect within and among groups; * Respect for parents and the community; * Avoidance of anti-social behaviour; * Adherence to rules and regulations; * Tolerance of the opinions and beliefs of others; * Full co-operation during lessons; * Collegiate pupils are expected to maintain a high standard of morality and integrity at all times; * Criminal activity and the use or possession of alcohol, drugs and/or narcotics are strictly prohibited; * Dishonesty in any form will not be tolerated; * Pupils acknowledge the School's right to search in the event of suspected theft or possible presence of prohibited substances; * Pupils must take pride in their school premises by ensuring that classrooms and grounds are kept neat and tidy at all times; * Pupils must observe and adhere to internal school rules, which should be read in conjunction with the code of conduct; * No girl may bring onto the school premises any form of alcohol, tobacco, nicotine, marijuana, intoxicating drugs or any other banned substance; * The possession and/or use of intoxicating drugs or any other banned substance in any place at any time is prohibited; * No one may smoke or vape or be in possession of nicotine or tobacco containing substances, whilst in school uniform, or when identifiable as a Pinelands Montessori student. The School will not tolerate: * Dishonesty of any kind; * Theft; * Fraud; * Obscene and foul language; * Bullying; * Any acts of aggression or violent behaviour of any form; * Graffiti and vandalism of any kind; * Initiation, as stipulated by National Legislation; * Hate speech; * Any action which will bring the name of the school into disrepute. 14.2 Carrying of Dangerous Weapons * No weapons, implements or materials which can cause bodily harm may be in the possession of any person at school or while under the supervision of the school; * Visitors may be subjected to security searches at the security checkpoint at the gates. The rights of pupils, staff and parents to healthy, safe schools 1. a) Every pupil and staff member have a right to an environmentally safe and healthy learning environment that is clean and in good repair. Collegiate should serve as a role model for environmentally responsible behaviour. 2. b) Every pupil, parent and staff member have a "right-to-know" about environmental health issues and hazards in their school environment. 3. c) School officials and appropriate public departments should be held accountable for environmentally safe and healthy school facilities	<urn:uuid:5a94fd92-1533-4a27-9172-f19dabaa8e43>	CC-MAIN-2024-22	https://pinelandsmontessori.co.za/documents/Health-and-Safety.pdf	2024-05-26T21:41:40+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058973.42/warc/CC-MAIN-20240526200821-20240526230821-00807.warc.gz	403,772,846	3,638	eng_Latn	eng_Latn	0.998012	eng_Latn	0.998292	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2739, 5279, 8481, 10085, 12406, 14184, 17097, 18311 ]	[ 2.015625 ]	1	0
The Legend of the Lost Emerald Educator Guide, Game Summary In The Legend of the Lost Emerald, learners in grades 4-6 will use the same tools, practices, and skills that maritime archaeologists use to locate and dive for shipwrecks on the Great Lakes and uncover the real treasure—the stories inspired by actual shipwrecks and Great Lakes history. Average time to play: 2 class periods of 35-40 minutes. Recommended browser: Google Chrome Language options: English, Spanish (To play in Spanish, click the "Options" button on the game home screen.) Learning Goals By playing the game, learners will: 1. INQUIRE: Engage in critical thinking and historical inquiry to solve mysteries of shipwrecks in the Great Lakes. 2. INVESTIGATE: Gather historical evidence from multiple sources by applying the language, practices, and tools of maritime archaeologists. 3. INFER: Practice using important reading, listening and language skills with primary and secondary source materials to support an evidence-based conclusion. Academic Standards Supported Wisconsin Standards for Social Studies : SS.Inq2, SS.Inq3, SS.Geog1, SS.Hist1 Wisconsin Standards for English Language Arts : R.4.4, RF.4.4a, RF.4.4c Wisconsin Standards for Information and Technology Literacy : ITL.KC1.c.2.i Guiding Questions & Key Terms Below are some guiding questions that you can ask learners. You may wish to emphasize the key terms (in bold) that can be found in the game. The 'before playing' questions include sample responses, but the 'while playing' and 'after playing' questions do not, as some are open-ended or depend on what a player is doing in the game. Use these questions with learners BEFORE playing the game. Use these questions with learners WHILE playing the game. 1. Is that artifact a primary or secondary source? How do you know? 2. I see you found a piece of evidence. Tell me how you can use it. 3. Explain how this new evidence fits with what you already know. 4. What new questions do you have after hearing from that character? Do you need more evidence to confirm what they said? 5. Do you have a prediction about the shipwreck after collecting that information? 6. Summarize with supporting evidence how you solved the mystery of that wreck. Use these questions with learners AFTER playing the game. 1. How would you describe Jules' job as a maritime archaeologist? 2. In this game, some of the initial ideas about where and how shipwrecks happened turned out not to be true. What did Jules need to be sure of what really happened? Where or how did she find that? 3. What role did ships play in the History of the Great Lakes region? 4. If you could do your own historical investigation… * What would it be about? * How would you set up your evidence board? * What types of artifacts would you be looking for? Go Deeper: Real Shipwrecks That Inspired the Game There are over 6,000 known shipwrecks in the Great Lakes! While the ones in the game are historical fiction, you can dive into deeper learning by investigating the real shipwrecks that inspired the game and researching other wrecks and their stories (see the next page for a chart to help you get started). In search of even more information? Visit www.wisconsinshipwrecks.org to do more research and explore more media on www.pbswisconsin.org/shipwrecks!	<urn:uuid:85e24e27-6195-4432-825e-7bc8aaa18a23>	CC-MAIN-2024-22	https://educators.brainpop.com/wp-content/uploads/2022/03/lle-educator-guide.pdf	2024-05-26T20:46:38+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058973.42/warc/CC-MAIN-20240526200821-20240526230821-00813.warc.gz	192,143,591	753	eng_Latn	eng_Latn	0.995674	eng_Latn	0.998662	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1284, 1708, 3334 ]	[ 4.40625 ]	1	0
Yankalilla Community Children's Centre Infection Control Policy The health and wellbeing of young children and educators is central to the creation of a high quality early childhood environment. The primary challenge is to provide a safe environment where play based learning (involving all the senses), physical closeness and warm relationships are not compromised by over protection and unnecessary anxiety. In order to eliminate or minimise the level of risk associated with exposure to infectious disease or illness the Yankalilla Community Children's Centre will abide by the 2022 Infection Control and Disease prevention. The five most important ways of preventing the spread of infectious disease in early childhood settings are: 1. Effective hand washing 2. Exclusion of sick children and staff 3. Immunisation 4. A high standard of Cleanliness 5. Standard precautions 1. Hand washing Hand washing, rinsing and drying remains one of the most basic and important procedures for maintaining hygiene and preventing the spread of infection. However, to be effective, hand washing must be done properly. Staff and children must wash, rinse and dry their hands: * Before going home * On arrival at the centre * Before eating (for babies, before they are fed) * Before giving medications * Before preparing or handling any food – including babies bottles * Before and After nappy changes * After wiping or blowing noses (staff or child's) * After going to the toilet or assisting a child to use the toilet * After coming into contact with any bodily fluids – blood, faeces, urine, vomit During outside play time, it may not be possible for staff to come inside to wash their hands. Staff will ensure they always apply gloves before handling blood or bodily fluids. After removing the gloves and placing them in the bin, staff will apply "Hands First" antibacterial sanitiser. * After touching animals Hand washing procedure: * Wash hands with soap and running water * Dry hands thoroughly with a clean paper towel. * Put paper towel in bin 2. Exclusion of children and staff who are sick Exclusion helps to prevent transmission of infectious illnesses to others and also assists in the recovery of the sick child. Children and staff must be well enough to attend and participate fully in activities. Children requiring one to one attention need home care. Parents are required to notify the Director if their child has any contagious illness. Exclusion will be handled in accordance with the SA Health exclusion period guidelines. (See Appendix 2) In addition, the centre has a 24 hour exclusion policy for children who have vomited or who have excreted more than one loose bowel action. Exclusion for 24 hours gives the vomiting and diarrhoea time to subside and for normal activity and diet to be reintroduced. In the event of an 'outbreak' of gastro ( more then 3 recorded cases) it is the recommendation of the SA Health that affected children are excluded for atleast 48 hours after their last vomit or loose bowel action. Children may return to the Centre after the prescribed exclusion period. The exclusion guidelines also apply to staff. In the case of a confirmed infectious disease or illness, Educators will record this on the illness record in the staffroom. If more then 3 cases of the same illness or disease have been confirmed a notice will be displayed on the front office door. When updating infectious diseases on the door only include cases in the past 2 weeks (Educators to date each case). Identifying symptoms of an excludable infectious illness and notifying families The staff will be vigilant in identifying symptoms which may indicate an excludable infectious illness or disease. The Centre does not have the facilities or the staff to care for sick children: therefore, children who are unwell, require one on one care or who have infections or contagious illnesses are not able to be cared for at the centre. Parents will be advised on enrolment that children who are unwell should stay home from childcare or preschool. If a child becomes ill while they are at the centre every effort will be made to contact the parent/guardian or emergency contact people. Parents will be contacted and child sent home when a child: * Refuses to drink fluids and eat * Has difficulty breathing * Vomits * Complains of headaches, earache or has a discharging ear * Is coughing uncontrollably * Needs to be comforted constantly – has no interest in play/ becomes one on one care * Develops a rash * Has a fever (temperature of 37.6 or higher) * Is pale and sleepy * Diarrhoea - 2 loose bowel actions on the same day Unwell children will be isolated as much as practical until the child is able to be collected. If medical attention is required, an ambulance will be called, depending on the severity of the illness. The centre will maintain a record of illnesses in the centre and an illness report form will be prepared for any child asked to be collected from the centre due to symptoms of illness. Temperature Ranges 3. Immunisation Children The most effective method of preventing certain infections is immunisation. Immunisation protects the person who has been immunised, children who are too young to be immunised and other people who have been vaccinated but did not respond to the vaccine. All children who attend child care or kindy are expected to remain fully vaccinated as part of the SA Government immunisation strategy. As part of the enrolment process for every child, parents are required to provide the centre with an Australian Immunisation History Statement For subsequent vaccinations, parents are reminded and required to provide a record of each vaccination within two weeks of the vaccination being administered or when next attending the service (whichever occurs first). Where an immunisation record is not provided or where the record is outdated when sighted, the child will be unable to attend until their immunisation record is updated. . . Any occurrence of a communicable disease, including a vaccine preventable disease will be reported to on the DfE Incident Management Response System (IRMS) and relevant authorities notified in accor dance with the DfE Injury Incident Reporting and Investigation Procedure. YCCC will notify all families if a case of an Immunisable illness is confirmed. Staff It is recommended that staff reduce their risk of transmission of infectious diseases by obtaining the following immunisations: Hepatitis A; Hepatitis B; Influenza; Tetanus Any childhood diseases they have not had (measles, mumps, rubella and chicken pox.) TGA approved Covid 19 Vaccination (Moderna, AstraZeneca, Pfizer) 4. A high standard of cleanliness Reducing the number of germs in the environment can break the chain of infection. Regular cleaning of surfaces with detergent and water, followed by rinsing and drying is the most useful method for removing germs from surfaces. Detergents and scrubbing help loosen the germs so they can be rinsed away with clean water. Drying the surface makes it harder for germs to survive or grow. The most effective method is use a container (spray bottles are NOT RECOMMENDED) of detergent and warm water (cold water can be used with a little extra scrubbing), immerse a cloth in it, wring it out, then clean the area with a vigorous scrubbing action, following by rinsing and drying. Toys, surfaces and bedding will all be regularly cleaned to prevent the spread of infection. Baby's toys that have been mouthed will be cleaned after use on a daily basis. Joeys room to do a termly audit on toys to ensure they are in good working order. Toys used in the over 2's program will be cleaned at the end of each week. A cleaning schedule applies to the cleaning of all other toys. Any loose toys are to be placed into a container with a lid or in the washing bags that are kept in the bathroom cupboard. Toys will be cleaned in warm soapy water and dried outside in the sun (weather permitting). The centre will be cleaned every night. Only non-hazardous cleaning products (as classified according to criteria of Safe Work Australia) will be used. During outbreaks of an infectious disease ie gastro – disinfectant will be applied to surfaces ie table tops, toys and door handles AFTER routine cleaning with detergent and water. NB: disinfectant will not kill germs if the surfaces have not been cleaned first. 5. Standard Precautions Prompt management of accidental spills of body fluids – including blood, vomit, urine, faeces and nasal discharge reduces the potential risk to children and educators. Standard Precautions assumes that all body substances are potentially infectious. Standard Precautions (see Appendix 1) will be followed when handling: * Body substances including saliva, urine and faeces * Blood, including dried blood * Broken skin (cuts and abrasions) * Mucous membranes (lining of nose, mouth) In the event that a child or staff member is exposed to blood or a body substance a Post Exposure Response (see Appendix 1) will be followed. Correct procedures for dealing with blood, faeces, vomit and urine spills are detailed in Appendix 1. Notifiable Infectious diseases The Director will report all instances of Notifiable Infectious Diseases on IRMS and to the Director Health and Safety Services on 82267555. . Source: Edi.sa.edu.au -_First aid and infection control standard. Department for Education and Child Development (2013) Infection Control Procedure National Health and Medical Research Council (2012) -Staying Healthy: Preventing infectious diseases in early childhood education and care services (5 th Ed.) DfE (2021). - Protecting children from vaccine preventable diseases procedure. SA Health - Exclusion from childcare, preschool and work. Last updated 10th August 2021 The Royal Children's Hospital Melbourne - Temperature Management Policy Adopted: March 2004 Next Review: November 2024 Appendix 1 Standard Precautions Standard precautions are hygiene practices incorporating hand hygiene and the use of gloves, other appropriate PPE to eliminate or minimise the risk of exposure to an infectious disease. 1. Hands must be washed after contact with blood or a body substance 2. Water impermeable gloves must be worn when likely to be exposed to blood or a body substance, or contaminated materials. 3. Hands must be washed and dried immediately after removing gloves (gloves cannot be guaranteed to prevent skin contamination and may not remain intact during use). 4. Cuts or abrasions on any part of a child or staff members body must be covered with waterproof dressing at all times. Safely Dealing with spills Faeces, vomit and urine * Wear gloves. * Place paper towel over the spill and allow the spill to soak in. Carefully remove the paper towel and any solid matter. Place it in a plastic bag or alternative, seal the bag and put it in the rubbish bin. * Clean the surface with warm water and detergent, and allow to dry. * If the spill came from a person who is known or suspected to have an infectious disease (e.g. diarrhoea or vomit from a child with gastroenteritis), use a disinfectant on the surface after cleaning it with detergent and warm water. * Wash hands thoroughly with soap and running water (preferably warm water). Post Exposure Response If a child or staff member is exposed to or comes in contact with blood or a body substance the following measures will be taken: 1. Remove contaminated clothing. 2. If blood or a body substance comes in contact with the skin, irrespective of whether there are cuts or abrasions, wash the area well with soap and water. 3. If the eyes are splashed, rinse the area gently but thoroughly with water while the eyes are open. 4. If blood or a body substance enter the mouth, spit it out and rinse the mouth with water several times, spitting the water out each time. 5. Wash hands thoroughly with soap and warm water. Pat hands dry with paper towels or air dryer. Waste Management If blood or a body substance is spilled on surfaces, the following infection containment procedures are to be followed: 1. Deal with the spill as soon as possible as above 2. Remove and dispose of gloves, paper towels / cleaning cloth in a sealed plastic bag after use. 3. The plastic bag may then be thrown away with household waste. 4. Wash hands thoroughly with soap and warm water. Pat hands dry with paper towel.	<urn:uuid:18ed7a48-f6d4-4d6b-9ef2-e4d323f89fab>	CC-MAIN-2024-22	https://yankalillacc.sa.edu.au/wp-content/uploads/2023/07/infection-control-policy-1-6.pdf	2024-05-26T20:14:35+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058973.42/warc/CC-MAIN-20240526200821-20240526230821-00811.warc.gz	954,768,450	2,586	eng_Latn	eng_Latn	0.991975	eng_Latn	0.998046	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2566, 6020, 8952, 9973, 11128, 12459 ]	[ 2.796875 ]	3	0
1.3 Engineering Jobs Summary Students learn the difference between Engineering, Science, and Engineering Technology. They experience different types of jobs that exist within many of the engineering disciplines. Learning Objectives After this class, students will be able to: * Identify the differences between engineers, scientists, and engineering technologists. * List and describe types of engineering jobs that exist within many engineering disciplines. Materials * Several constructed designs of paper airplanes. * Paper * Several constructed Gyro-Planes of varying sizes. * Drinking straws * Tape * Scissors * Tape measure Time 80 minutes Procedure/Pacing Engineers vs. Scientists vs. Engineering Technologists 1. Discuss the difference between the three emphasizing that scientists study the world as it is, engineers use math and science to solve practical problems and create what has not been before, and engineering technologists primarily use and extend existing technology and emphasize the application of engineering techniques. 2. You may want to use the following definitions that will be easier for students to understand and remember: * Scientist: Uses math and science to explore the world is it works. * Engineer: Uses math and science to create things that change the world. * Engineering Technologist: Uses tools created by engineers to solve specific problems. 3. Have students as a class or in small groups come up with their own descriptions of what a scientist, engineer, and engineering technologist might do. Some examples are: * Scientist: studies the human brain to understand the processes associated with learning, memory, etc. Engineer: studies the human brain in order to design an interface between the brain and an artificial eye to allow a blind person to see. Engineering Technologist: determines the best sensors, and signal processors to assemble the artificial eye. * Scientist: studies the movement of tectonic plates to understand how to predict earthquakes. Engineer: studies the movement of tectonic plates to design buildings that can safely withstand earthquakes. Engineering Technologist: identifies the materials and construction methods that can be used to build safer buildings. Engineering Jobs Set up stations for the engineering jobs below. Help students understand that these jobs are common to many of the engineering disciplines. Students will investigate some of the types of jobs available to engineers using the GyroPlane model (see Resources). Student groups rotate between stations. At each station students will: * Read the station narrative. * Do the activity representing the job. * Write the Job Title and its definition. * Answer the questions at the station. Research Engineer: Narrative: You work as a research engineer for a toy manufacturing company. Your company would like you to investigate characteristics of paper airplane flight. As a research engineer, you need to try several different paper airplane designs and record how they fly. Definition: Studies and characterizes possibilities. Much like a scientist, a research engineer does basic research not necessarily connected to a specific project. Station Set-up and Activity: Have a few different designs of paper airplanes, including the Gyro-Plane folded and ready to fly. Number each design, so students can refer to them easily. Have a tape measure available for distance measurement. Students throw each type of airplane to see the flight characteristics of each. Question: What are the flight characteristics of each airplane design? (List the design number, how far it flew, and describe the flight.) Design/Development Engineer: Narrative: You work as a design/development engineer for a toy manufacturing company. Based on paper airplane research, your company has decided to start manufacturing Gyro-Planes. As a design/development engineer, you need to determine which of the design configurations will work best and make drawings that will be used to manufacture the final product. Definition: Uses results of science and research to determine the best solution to a specific (marketing) need. Creates documentation to fully define the final product. Station Set-up and Activity: Have a few Gyro-Planes with varying sizes of front and back circles, and lengths of straws constructed. Students experiment with different construction configurations to determine the best. Question: Which design configuration of the Gyro-Plane flies best? Draw the best design configuration so that it can be manufactured. This drawing should include drawings of all of the parts and their measurements, as well as a drawing of the assembled Gyro-Plane with measurements of how it is put together. Test Engineer: Narrative: You work as a test engineer for a toy manufacturing company. Your company would like to know if the Gyro-Planes they are manufacturing will withstand the treatment they will receive during play. As a test engineer, you need to determine if the Gyro-Plane design will perform as specified. Definition: Verifies through tests and statistics whether a prototype or product meets the design's quality objectives. Station Set-up and Activity: Have a Gyro-Plane constructed for each student group to test. Students should perform tests that will simulate the conditions the Gyro-Plane will experience during the product lifetime. Question: What types of conditions might it experience when being used? Will it still fly if it crashes into the wall, the floor, if it is stepped on? How long can the Gyro-Plane be expected to last? (If you can't do a test to answer this question today, how might you test the plane to find the answer?) Manufacturing Engineer: Narrative: You work as a manufacturing engineer for a toy manufacturing company. Your company would like to make Gyro-Planes for as low a cost as possible. As a manufacturing engineer, you need to determine how the parts of the Gyro-Plane should be cut out of an 8 ½ x 11 sheet of paper to minimize paper waste and cutting time. Definition: Determines the best way to produce a product in order to meet design, cost and quality objectives. Question: How should the paper strips be arranged out on the 8 ½ x 11 sheet Station Set-up and Activity: Have sheets of 8 ½ x 11 paper, pencils, erasers, and rulers available. The manufacturing drawing (see Resources) should be also available at the table. Students should use the manufacturing drawing and measurements to determine the best layout for parts to be cut out of a sheet of paper in order to minimize paper waste and minimize cutting time. in order to be able to cut as many parts as possible and minimize the scrap paper wasted? Determine the layout of parts and draw it on sheet of paper. In-Class Assignment Assignment 1.3i: Engineering Jobs Resources http://www.instructables.com/id/How-to-Make-a-Gyro-Plane/ Homework Assignment 1.4h: Engineering Notebook, Description, and Sketch	<urn:uuid:9a7cef53-20e1-42b9-8821-f42e2f6ccc28>	CC-MAIN-2024-22	https://my.eng.utah.edu/~firth/1.3%20Engineering%20Jobs.pdf	2024-05-26T22:06:31+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058973.42/warc/CC-MAIN-20240526200821-20240526230821-00816.warc.gz	366,198,738	1,409	eng_Latn	eng_Latn	0.995335	eng_Latn	0.997762	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1311, 3543, 6103, 7028 ]	[ 4.84375 ]	1	0
OCR (B) Biology A-level Topic 3.1 - Cell Division and Development Definitions and Concepts https://bit.ly/pmt-edu-cc https://bit.ly/pmt-cc This work by PMT Education is licensed under CC BY-NC-ND 4.0 3.1.1 The developing cell: cell division and cell differentiation Anaphase - The third stage in mitosis where the chromosomes are pulled apart to the poles of the cell by the spindle fibres. Apoptosis - Programmed cell death. Blebs - Bulges on the plasma membrane. Bone marrow - Tissue within some bones which consists of hematopoietic stem cells, adipose tissue and stromal cells. Cell cycle - The periodic cycle of cell growth and division, divided into interphase, mitosis and cytokinesis. Cell plate - A structure that forms between the two groups of chromosomes during cell division in plants. Cell shrinkage - Occurs due to pyknosis during apoptosis. Centrioles - Structures found in the cytoplasm made of microtubules that produce the spindle fibres during mitosis. Centromere - A structure on a chromosome that holds the sister chromatids together. Chromatid - One strand of a replicated chromosome. Chromosome - A structure consisting of a long, coiled molecule of DNA and its associated proteins, by which genetic information is passed from generation to generation. Cytokinesis - The division of the cytoplasm at the end of mitosis to produce two new daughter cells. Differentiation - The process where a cell develops certain features so that it is specialised to carry out a certain function. G 1 (Gap 1) phase - The first growth phase in interphase during which the cell synthesises proteins and RNA, duplicates its organelles and increases in size before DNA replication in S phase. G 2 (Gap 2) phase - The second growth phase of interphase during which the cell continues to increase in size and synthesize biomolecules. Histone proteins - Proteins that, together with DNA, form chromosomes in the nuclei of eukaryotic cells. Homologous chromosomes - Two chromosomes with the same gene loci but different alleles, one inherited from each parent. Interphase - The longest stage of the eukaryotic cell cycle. It consists of G1 phase, S phase and G2 phase and occurs before mitosis. Karyorrhexis - The nucleus breaks into fragments during apoptosis. Macrophage - A phagocytic white blood cell. Metaphase - The second stage of mitosis in which replicated chromosomes align at the equator of the cell. Mitosis - The division of a cell to produce two genetically identical daughter cells. Mitotic spindle - A structure mainly consisting of microtubules that is formed by the cytoskeleton between centrioles. Chromosomes attach to the spindle via the kinetochore at their centrosome. Multipotent - A type of stem cell which has the ability to differentiate into any cell type within a certain tissue in the body. Nuclear envelope - The double plasma membrane surrounding the nucleus. Nucleus - An organelle which stores genetic information. Phosphatidylserine - A cell membrane phospholipid which acts as a signal for apoptosis. Pluripotent - A type of stem cell which has the ability to differentiate into any cell type in the body. Prophase - The first stage in mitosis where the nuclear envelope breaks down, the centrosomes move to opposite poles of the cell, the mitotic spindle begins to form and the chromosomes condense. Pyknosis - The nucleus shrinks during apoptosis. Specialised cell - A cell which expresses genes that enable it to perform a specific function. S (Synthesis) phase - The second phase in the cell cycle where the DNA in the cell is replicated. Stem cell - A type of undifferentiated cell which has the ability to divide many times and differentiate into many different cell types. Telophase - The final stage of mitosis in which new nuclear envelopes begin to form around the separated sets of chromosomes. Totipotent - A type of stem cell which has the ability to differentiate into any type of cell in the body or in the placenta. 3.1.2 The developing cell: cell division and cell differentiation Amniocentesis - A cell sample from the amniotic fluid can be screened for genetic conditions. Anaphase 1 - The third stage of meiosis where the chromosomes that make up the bivalent are pulled apart to the poles of the cell by the spindle fibres. Anaphase 2 - The seventh stage of meiosis where the chromatids are pulled apart to opposite poles of the cell. Antenatal care - Healthcare provision during pregnancy before childbirth. Biparietal diameter - A measurement of a fetus' cranial diameter performed using ultrasound. Chiasma - The point of linkage between two non-sister chromatids from homologous chromosomes where crossing over occurs. Chorionic villus sampling - A cell sample from the placenta can be screened for genetic conditions. Chromosomal mutation - A change in the number or structure of chromosomes. Crossing over - The exchange of genetic material between two chromosomes in a bivalent. Crown-rump length - The length of a fetus from the top of the head to the bottom of the buttocks measured using ultrasound. Dietary reference value (DRV) - An estimate of the energy and nutrient intake required by different groups of people. Diploid cell - Cells with two copies of each chromosome. Down's syndrome - A condition associated with physical and intellectual disability caused by a chromosomal non-disjunction mutation in which three copies of chromosome 21 are inherited. Essential vitamin - A vitamin that cannot be produced by the body and must be obtained from food. Folic acid - An essential B vitamin used for DNA and RNA production. It is used to treat anaemia and is given as a supplement during pregnancy to reduce the risk of neural tube defects in the fetus. Fertilisation - The fusion of gametes. Fetal growth chart - A graph which shows expected crown-rump length and biparietal cranium diameter at different stages of pregnancy. Fetus - Unborn offspring which develops from an embryo. Gametes - Sex cells that have a haploid nucleus and are produced through meioisis. Genetic variation - The differences in DNA base sequence between organisms, including members of the same species. Haploid cell - Cells with only one copy of each chromosome. Independent assortment of chromatids - Separated chromosomes move to either pole of the cell with equal probability. Independent assortment of chromosomes - Homologous chromosomes can line up at the equator of the cell in any order. During meiosis I, they move to either pole of the cell with equal probability. Karyotypes - A photomicrograph of an individual's chromosomes. Klinefelter's syndrome - A condition associated with infertility in males caused by a chromosomal mutation in which males inherit two copies of the X chromosome and one copy of the Y chromosome. Meiosis - A type of cell division used to produce gametes that produces four genetically different haploid daughter cells from one parent cell. Metaphase 1 - The second stage of meiosis where the bivalent chromosomes align along the metaphase plate and independent assortment occurs. Metaphase 2 - The sixth stage of meiosis where the recombinant chromosomes align on the metaphase plate. Neural tube - The precursor to the CNS in the embryo. Neural tube defect - Any condition that arises when the neural tube fails to close around the fourth week of pregnancy. Nondisjunction (mutation) - A chromosomal mutation in which homologous chromosomes or sister chromatids do not separate properly. Post-conceptual care - Healthcare provided from the onset of pregnancy. Pre-conceptual care - Advice on improving health provided before trying to become pregnant. Prophase 1 - The first stage of meiosis where the nuclear envelope breaks down, the spindle fibres form and the chromosomes condense and form bivalents. This is the stage of meiosis where crossing over occurs. Prophase 2 - The fifth stage of meiosis where the nuclear envelope breaks down, the spindle fibres form and the chromosomes condense. Recombinant chromosomes - The chromosomes produced by the crossing over and exchange of genes during metaphase 1. Telophase 1 - The fourth stage of meiosis where the nuclear envelopes reform around the separated chromosomes and they uncoil. Telophase 2 - The final stage in meiosis where the nuclear envelopes reform around the separated chromatids (now called chromosomes) and they uncoil. Translocation mutation - A chromosomal mutation in which part of a chromosome is moved to another locus. Turner's syndrome - A condition associated with underdeveloped ovaries in females caused by a chromosomal mutation in which only one healthy X chromosome is inherited and the other is partially or completely missing. Ultrasonography/ ultrasound - A technique that uses the reflection of ultrasound waves at borders between tissues to form images. Vitamin A (retinol) - A vitamin required for normal function of the immune system and eyes. Vitamin C (ascorbic acid) - A vitamin required for the production of collagen, an important component of blood vessels, skin, cartilage and bone. 3.1.3 The development of species: evolution and classification Adaptation - A feature of an organism that increases its chance of survival in its environment. An adaptation may be anatomical, physiological or behavioural. Alleles - Different versions of the same gene. Anatomical adaptation - A favourable change in the structure of an organism which makes it better suited to its environment. Behavioural adaptation - A favourable change in the actions of an organism which increases its chance of survival. Biodiversity - The variety of genes, species and habitats within ecosystems or habitats. Biological species - A group of organisms descended from common ancestors which can reproduce to form fertile offspring with one another. Bipedalism - The ability to walk on two legs. Classification - The process of grouping organisms based on their phylogenetic characteristics or evolutionary heritage. Chloroplast genes - Chloroplasts contain some of their own DNA which codes for some of the proteins involved in photosynthesis. Cytochrome c oxidase 1 - A mitochondrial gene in vertebrates which codes for a respiratory protein that reduces oxygen. Directional selection - A type of selection that favours one extreme phenotype and selects against all other phenotypes. DNA barcoding - A short section of DNA from a standard part of the genome is compared to a reference database to identify an unknown specimen. Hominid classification - A taxonomic family which consists of four genera of primates, including Homo . The classification has been revised many times. Homo sapiens - The binomial nomenclatures for modern humans. Hylobatid - Members of the Hylobatidae family of lesser apes, e.g. gibbons. Ecosystem - The interactions between living organisms and the environment in a given area. Evolution - The gradual change in the allele frequencies within a population over time. Occurs due to natural selection. Extant species - A species that still exists. Extinct species - The population of a species may decrease until it no longer exists due to habitat loss, hunting by humans, competition with other species or climate change. Fossil - A preserved trace or remnant of an organism from a past geological age found in rock. Genome - All of the genetic information within an organism. Gossip hypothesis - The theory that language arose from vocal signals during social grooming. It suggests that vocal signals evolved to allow storytelling. Lactose - A disaccharide formed by a condensation reaction between glucose and galactose. Locus - The location of a gene on a chromosome. Melanin - A biological pigment produced by melanocytes which provides the skin with some protection from damage by sun radiation. Mitochondrial genes - Mitochondria contain some of their own DNA which codes for some of the proteins involved in aerobic respiration. Mother tongue hypothesis - The theory that all languages developed from a single 'mother tongue' spoken prehistorically in Africa. Natural selection - The process which leads to evolution by which organisms with favourable adaptations have a selective advantage and survive to pass on their genes. Phylogenetic species - A group of organisms with similar characteristics that arose from the same series of common ancestors. Phylogenetic tree - A diagram used to show the evolutionary relationships between organisms. Physiological adaptation - A favourable change in the bodily/metabolic functions of an organism which makes it better suited to its environment. Polymorphic gene loci - A measure of genetic biodiversity. Calculated using: Selection pressures - Environmental factors that drive evolution by natural selection and limit population sizes e.g. competition, predation and disease. Simpson's Index of Diversity (D) - A measurement of diversity that considers both species richness and evenness. Calculated using the formula: Species evenness - The number of individuals of each species living together in a community. Species richness - The number of different species found within an area. Stabilising selection - A type of selection which selects against extreme phenotypes and produces a population with average phenotypes. Taxonomic hierarchy - A hierarchy used to group and classify living organisms which typically contains 8 levels - Domain, Kingdom, Phylum, Class, Order, Family, Genus, Species. Taxonomy - The classification of organisms into groups. Xerophytes - Plants that are adapted to live and reproduce in dry habitats where water availability is low, e.g. cacti and marram grass.	<urn:uuid:4c768506-e40c-4aec-8109-4f95863d5240>	CC-MAIN-2024-22	https://pmt.physicsandmathstutor.com/download/Biology/A-level/Notes/OCR-B/3-Cell-Division-Development-and-Disease-Control/Definitions/3.1%20Cell%20division%20and%20development.pdf	2024-05-26T21:57:19+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058973.42/warc/CC-MAIN-20240526200821-20240526230821-00816.warc.gz	407,664,545	2,820	eng_Latn	eng_Latn	0.966014	eng_Latn	0.99063	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 201, 2083, 4008, 5958, 8061, 10062, 12164, 13756 ]	[ 2.140625 ]	1	0
Security & Privacy Auth & Auth Two of the primary concerns in security are both abbreviated "auth," but they're different: authentication: This is all about obtaining the accurate identity of a person or a system. In the physical world, we use things like ID cards and facial recognition to authenticate one another. authorization: Once we know who you are, authorization is just about what you're allowed to do, or where you're allowed to go. We'll concentrate mostly on authentication. There are three categories of things that can be used to authenticate you: 1. Something you know. A password or PIN is a good example. Anyone who knows my email address and password can log in as me on Facebook. 2. Something you have. A physical, metal key is a good example. Anybody who has the key to my oﬃce can open the door and take my stuﬀ. 3. Something you are (part of your person, aka biometrics.) Humans do this all the time, in the form of facial recognition in person or voice recognition on the phone. The technology for it is still developing, but there are ﬁngerprint scanners, retinal (eye) scanners, and some limited forms of facial and voice recognition. The best practice is to use two-factor authentication, which means that we require items from two diﬀerent categories. Here are some examples of two-factor authentication: * When you use an ATM, you present both your bank card (something you have) and your PIN (something you know). Either item alone is not enough to withdraw money. * A photo ID represents two-factor authentication: you have the ID, and the picture on it resembles you (facial recognition). Sometimes the person requesting your ID will also ask your address or birth date, which brings in the third factor (something you know). Two-factor authentication over the web is a little trickier. Almost all of your web site accounts are based solely on something you know (user name or email address and password). But a few web sites, including Google, try to add other factors. For example, they can ask for your mobile phone number, and then send you a code as a text message. It's an attempt to bring in something you have (your phone) because most people won't be able to access their text messages without possessing that device. Another technique that's used in some environments is to have a physical device (the RSA SecurID is one such product) that displays a numeric code that changes every 5 or 10 seconds. The codes are unpredictable, but they are synchronized with a device on the server side. To log in, you must provide both a password and the number from the device. Password hygiene We can estimate how secure a password scheme is by counting how many possible passwords meet its requirements. For example, a typical four-digit ATM PIN is not very secure at all. It uses only digits, so there are 10 choices (0–9) for each of the 4 positions. That means 10⁴ = 10,000 possible PINs. The number of possible passwords is proportional to how long it would take, theoretically, to guess the password by "brute force" – that is, trying every possibility. If I found someone's ATM card, I could stand at an ATM and try entering a diﬀerent PIN every 2 seconds or so: perhaps starting with 0000 then 0001 all the way to 9999. How long would this take? In the worst case, 10⁴ passwords times 2 seconds each is 20,000 seconds, which is 20,000 ÷ 60 ÷ 60 = 5.5 hours. Of course, the ATM wouldn't allow you to try 10,000 diﬀerent PINs with the same card. After a few errors, it might lock that account and perhaps keep the card. But still, the number 10⁴ (also the 5.5 hours) is a nice way to quantify the theoretical complexity of a PIN. Let's apply that calculation to a diﬀerent password scheme. Suppose we have 6character passwords made of entirely lower-case letters. Then there are 26 choices for each position, so that's 26⁶ = 308,915,776. This sounds like a lot, but suppose I write a computer program that tries to log into your account using every possible password. Unlike a human at an ATM, it might be able to try a diﬀerent password every millisecond. Then the calculation is 308,915,776 ÷ 1000 ÷ 60 ÷ 60 ÷ 24 = 3.6 days. That's still not very good – if I was determined to get into a wealthy person's bank account, it's probably worth writing a small program and waiting four days. (Again, this is a theoretical measure of complexity – computer systems should lock accounts that have too many incorrect login attempts.) Now we have a way to understand much of the common password advice: that passwords should be long, should use both upper- and lower-case letters, and should use digits and special symbols. We'll try one more calculation: an 8-character password that can use upper-case, lower-case, and digits. That means each position has the possibility of 26 upper-case + 26 lower-case + 10 digits = 62 choices. Raise that to the 8th power for the number of positions, and we get 62⁸ = 218,340,105,584,896 – a mind-boggling number! Trying one login per millisecond would take up to 218,340,105,584,896 ÷ 1000 ÷ 60 ÷ 60 ÷ 24 ÷ 365 = 6,923 years! This calculation makes it clear that longer passwords with more diverse characters are substantially more secure. (If it takes thousands of years to break into the wealthy person's bank account, she probably won't care by then.) One other piece of advice you may have heard about passwords is that you shouldn't write them down. Actually, recommendations on this issue are evolving. Many security professionals now think it's more important never to use the same password for multiple systems. (We'll see why in the next section.) You probably have dozens (if not hundreds) of accounts on the web, and there's no way you can remember that many secure, distinct passwords without recording them somehow. Therefore, the best practice is to use a secure password manager. There are several systems that do this, such as LastPass and 1Password. A secure password manager maintains a database of your login names and passwords, but the database is itself encrypted by a master password, which is the only one you have to remember. Furthermore, the database is only ever decrypted locally, so nobody who has access to their server can see your decrypted passwords. If you forget your master password, all is lost – nobody else will be able to decrypt the database or reset your master password for you. Further reading: * City of birth? Why password questions are a terrible idea * The Usability of Passwords * The Sad State of Website Password Standards by John Myles White (January 2014) * Kill the Password: Why a String of Characters Can't Protect Us Anymore * DARPA to detail program that radically alters security authentication techniques Password storage TODO (hashes, dictionary attack) * How to safely store a password by Coda Hale Cryptography The word cryptography comes from crypto meaning "hidden" and graph meaning "writing." The idea is that we want to send messages that can be understood only by the intended recipient. If the message is intercepted by a third party, it will look like nonsense. Shared-secret systems These videos oﬀer a good overview of the progression of cryptography over the centuries: * Caesar Cipher & Frequency Analysis (2:36) * Polyalphabetic cipher (2:26) * One-time pad (2:55) Of these, the one-time pad is the most secure. It is, in fact, considered to be unbreakable, as long as: 4. The pads are truly and completely random, and 5. They are never reused. Below are some graphs I created that show what happens to a frequency analysis as we use each of these encryption methods, in turn. The ﬁrst one, for comparison, is from a large piece of English text. Here is my handout about using a poly-alphabetic (Vigenère) cipher. Here is a fragment of the one-time pad that I generated to encode the poem used for the last graph above. KGMKJ KGBST NWGNR BBFGA FJUPK DRUIF ZMOPU PMCAS HHWCS LCKMA ZWLVZ FVPFH YUGKX VJPXF HFEZQ GCMIT CZYGO UYESJ VUVJA UALLK YHEVT GPJZG SHMZI TQTDW Traditionally, pads are grouped into ﬁve characters. Then you write your secret message beneath the pad letters, grouped similarly. Suppose the message is "Attack at dawn". We'll regroup that as "attac katda wn" and match it with the pad: KGMKJ KGBST NWGNR attac katda wn Then, you just map the letters to the numbers 0–25 and add using modular arithmetic. So "K+a" is 10+0 = 10 = K. Then "G+t" is 6+19 = 25 = Z. Next, "M+t" is 12+19 = 31 5 = F, and so on. The full encoded message is: KZFKLUGUVTJJ There's also a great example and analysis of a Vigenère (polyalphabetic) message from the Civil War, that was ﬁnally found and broken in 2011. Public key systems One of the serious drawbacks of all the above cryptography techniques is that the sender and receiver must establish a shared secret. That is, they must get together in secret to decide on the alphabet permutation or password, or to create one-time pads. If an eavesdropper is trying to monitor their communications, there's a good chance that their shared secret will fall into the hands of the eavesdropper too. The invention of public-key cryptography removes this disadvantage. The key is split into two parts: one that is fully public, and one that is fully private. ``` * Public-key – Diﬃe-Helman (5:23) • Public-Key – RSA (16:30) ``` Malware and security bugs Tom Scott has videos on both Shellshock and Heartbleed. Start here: https://www.youtube.com/watch?v=aKShnpOXqn0 * Malware digitally signed by Sony certiﬁcates * Hacker fakes German minister's ﬁngerprints using photos of her hands	<urn:uuid:8ae0183d-4689-4d2f-8c28-af20ba83cb5a>	CC-MAIN-2024-22	https://liucs.net/cs101f16/n12-security.pdf	2024-05-26T20:41:58+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058973.42/warc/CC-MAIN-20240526200821-20240526230821-00820.warc.gz	315,947,345	2,301	eng_Latn	eng_Latn	0.99692	eng_Latn	0.998584	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1935, 3680, 6753, 7721, 8690, 9614 ]	[ 2.4375 ]	2	0
Problem of the Week Archive Happy Flag Day! – June 12, 2017 Problems & Solutions A stand at a local parade is selling flags for observers to wave. The small flags each cost 2/3 the price of each large flags and each flag costs a whole number of dollars. If Frida bought 5 flags and spent $24.00, how much do each of the small flags cost in dollars? Because the numbers are small, guess and check may be used to solve this one. If the large flags each cost $6 dollars, the small flags would each cost $4. To make sure this is feasible: $4 + $4 + $4 + $6 + $6 = $24 . The American flag has 13 horizontal stripes. If the flag outside of Victor's house is 4 feet tall and 6 feet wide, how many inches tall is each of the 13 stripes? Express your answer as a mixed number. First, we need to convert the height to inches: 4 inches × 12 inches/foot = 48 inches. Now we can divide the height by the number of stripes: 48 inches ÷ 13 stripes = 3 9/13 inches per stripe. On a bright, sunny day, Janine is standing 6 feet 3 inches away from the base of a 20-foot tall flag pole. She notices that her shadow just touches the base of the flag pole. If Janine is exactly 5 feet tall, how long is the shadow of the flag pole at this same time? To solve this one we can set up a proportion: 6.25/5 = x/20 → 5x = 125 → x = 25 feet. Problem of the Week Archive Happy Flag Day! – June 12, 2017 Problems A stand at a local parade is selling flags for observers to wave. The small flags each cost 2/3 the price of each large flags and each flag costs a whole number of dollars. If Frida bought 5 flags and spent $24.00, how much do each of the small flags cost in dollars? The American flag has 13 horizontal stripes. If the flag outside of Victor's house is 4 feet tall and 6 feet wide, how many inches tall is each of the 13 stripes? Express your answer as a mixed number. On a bright, sunny day, Janine is standing 6 feet 3 inches away from the base of a 20-foot tall flag pole. She notices that her shadow just touches the base of the flag pole. If Janine is exactly 5 feet tall, how long is the shadow of the flag pole at this same time?	<urn:uuid:81b3a929-a1ed-4d5a-9b58-03099d99d9e7>	CC-MAIN-2018-09	https://www.mathcounts.org/sites/default/files/images/potw/pdf/PoTW%20061217%20Solutions%2BProblems.pdf	2018-02-21T21:07:22Z	crawl-data/CC-MAIN-2018-09/segments/1518891813803.28/warc/CC-MAIN-20180221202619-20180221222619-00554.warc.gz	907,037,998	560	eng_Latn	eng_Latn	0.998673	eng_Latn	0.998554	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1322, 2135 ]	[ 3.859375 ]	1	0
TOOLS TO GROW at home spring HOME THERAPY PACKET PRESCHOOL - SCHOOL AGE CHILDREN www.ToolsToGrowOT.com www.ToolsToGrowTherapy.com Spring Home Therapy Suggested Book List BOOK 1: Little White Rabbit By: Kevin Henkes BOOK 2: How to Grow a Friend By: Sara Gillingham BOOK 3: Grow Flower Grow By: Lisa Bruce BOOK 4: Spring Joy By: Liesbet Slegers BOOK 5: Up, Down, & Around By: Katherine Ayres BOOK 6: The Very Hungry Caterpillar By: Eric Carle BOOK 7: Rose’s Garden and Sky Color By: Peter Reynolds BOOK 8: The Listening Walk By: Paul Showers BOOK 9: Yoga Bunny By: Brian Russo BOOK 10: The EARTH Book By: Todd Parr FLOWER pose 1. Sit on bottom, body upright. 2. Bring bottoms of feet together and knees out to the sides. 3. Thread hands under lifted knees. TREE pose 1. Stand tall, hands to heart. 2. Place one foot on side of ankle or calf. 3. Stretch arms up like branches. STAR pose 1. Stand tall, with feet shoulder width apart. 2. Extend arms straight out to the sides. 3. Stand still or sway back and forth. TURTLE pose 1. Sit on bottom, legs hip-width apart. 2. Bend knees, and thread arms under. 3. Bend forward, touching head to the ground. Butterfly Pose 1. Sit up straight and tall. 2. Hold bottoms of feet together with hands. 3. Move your knees up and down, like butterfly wings, and focus on your breath. Child’s Pose 1. Sit back on your heels. 2. Fold forward over your knees. 3. Stretch arms forward or back by feet. FINGERPRINT PAINTING Use pad of finger to dab paint or ink on the insects. spring HOME THERAPY www.ToolsToGrowOT.com Copyright ©2020 Tools to Grow, Inc. All rights reserved. PREWRITING BUG FUN! Draw circles on the bugs. Draw horizontal lines on the bug. Draw vertical lines on the worm. VOCABULARY CARDS PURPOSE: - These vocabulary cards are rectangular learning aids that have a printed word with an accompanying illustration. - These cards will help children develop the oral vocabulary related to this Spring theme. INSTRUCTIONS: 1. Print out the vocabulary cards (4 per page). 2. Cut out each card. THESE CARDS CAN BE USED: - While reading theme based literature. - During the practice of theme based yoga lessons. - As visuals to reinforce previous lessons. - Other activities, including: Sorting, BINGO, Memory Match, Picture to word Match, etc. \| Tree \| Seed \| \|------\|------\| \| Flower \| Rain \| \| Wind \| \| Turtle \| Caterpillar \| Bunny \| Bird \| Sunny \| \| Butterfly \| Cloudy \| \|-----------\|--------\| \| Rainbow \| Umbrella \| \| Raincoat \| \| \| Mud \| Bud \| Stem \| Leaf \| Petals \| \|-----\|-----\|------\|------\|--------\| \| \| \| \| \| \| SORTING BOARDS VERSION 1 INSTRUCTIONS: 1. Print each sorting mat (3 in total = One mat per page) 2. Using the following vocabulary cards, sort each card into the appropriate sorting mat: - Seed - Caterpillar - Flower - Tree - Wind - Rain - Bird - Bud - Bunny - Butterfly - Sunny - Cool 3. Optional: Glue cards onto sorting mats VERSION 2 INSTRUCTIONS: 1. Print Sorting mat (one page) 2. Print and cut out each sorting card (Color and Black/White Versions Included) 3. Black/White Version – color each item 4. Using the vocabulary cards, sort each card into the appropriate category 5. Optional: Glue and color cards onto sorting mat Spring Sorting Mat THINGS THAT GROW ToolsToGrowOT.com Spring Sorting Mat Animals/Insects ToolsToGrowOT.com Spring Sorting Mat WEATHER WORDS ToolsToGrowOT.com Cut out each card below. Using the sorting mat on the next page, place each card in the category it belongs. \| Seed \| Caterpillar \| Flower \| \|------\|-------------\|--------\| \| Tree \| Wind \| Rain \| \| Bird \| Bud \| Bunny \| \| Butterfly \| Sunny \| Cloudy \| Spring Sorting Cards Color each item. Cut out each card below. Using the sorting mat on the next page, place each card in the category it belongs. \| Seed \| Caterpillar \| Flower \| \|------\|-------------\|--------\| \| Tree \| Wind \| Rain \| \| Bird \| Bud \| Bunny \| \| Butterfly \| Sunny \| Cloudy \| \| THINGS THAT GROW \| ANIMALS/INSECTS \| WEATHER WORDS \| \|-----------------\|----------------\|--------------\| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| INSTRUCTIONS: Cut Assemble Cootie Catcher/Origami Fortune Teller: 1. Print out Fortune Teller: 3 Versions Included! 2. Cut out large square shape on the dotted lines. 3. Fold the solid lines as instructed: HOW TO USE: Use as conversation/topic discussion or writing prompts. SPRING FORTUNE TELLER VERSION 1 1. SUN 2. CLOUD 3. What do you wear when it's raining? 4. Where do birds build nests? 5. RAIN 6. Why would you wear boots in the spring? 7. WIND 8. How do people do spring cleaning? 9. How do you plant a seed? 10. Why do you use an umbrella? What kind of weather do we have in the spring? How does your family get ready for the spring holidays? Where do bunnies live? Why could you open your windows in the spring weather? How do you get ready to go outside in the spring? Why do people grow a garden? How does a caterpillar turn into a butterfly? What starts to grow in the spring? Who plants seeds to grow fruits and vegetables? Where would you find your garden tools? Where does a flower grow? Who do you like to visit in the spring? How does a caterpillar turn into a butterfly? How does a rainbow form? What do you like to do outside in the spring? FINE MOTOR SKILLS WHAT IS HIDING IN THE GRASS? PURPOSE: • This fine motor activity will address visual motor skills for coloring, and bilateral coordination skills for scissor use and folding skills. INSTRUCTIONS: 1. Cut out the grass on the solid horizontal lines. 2. Color the grass green. Color on both sides of the paper. 3. Color the bugs. 4. Cut along each dotted line on grass to make blades of grass. 5. Glue grass onto bug page as directed. 6. Fold down each blade of grass to find the bugs! CUT HERE CUT HERE What is hiding in the grass? Bug Detective Glue grass here CATERPILLAR HOLE PUNCH Cut out each card below. Using a hole punch, punch out “Caterpillar Holes” in each leaf. spring HOME THERAPY ©ToolsToGrowOT.com FLOWER Q-TIP ART spring HOME THERAPY © ToolsToGrowOT.com GROSS MOTOR SPRING ANIMAL WALKS FOX WALK 1. Bend down and place your fingertips on your toes. 2. Move each leg forward one at a time. 3. Try to keep your fingertips on your toes! RACCOON WALK 1. Kneels on all fours. 2. Slowly move your right arm and left leg at the same time. 3. Next move your left arm and right leg at same time. HEDGEHOG RUN 1. Bend forward to place hands on floor. 2. Quickly move forward, alternating your right foot and right hand together. 3. Next quickly move your left hand and left foot together. SQUIRREL JUMP 1. Place your hands in front of you. 2. Push off with your feet to spring forward. BEAR WALK 1. Bend forward to place hands on floor. 2. Move right hand and right foot at the same time. 3. Move left foot and left hand at the same time. 4. Go Slow! WOLF WALK 1. Kneels on all fours. 2. Slowly move your right arm and left leg at the same time. 3. Next move your left arm and right leg at the same time. 4. Howl! BIRD FLY 1. Place your hands on your hips and bend your elbows. 2. Move your elbows back and forth to flap your wings! MOUSE RUN 1. Bend forward to place hands on the floor. 2. Move right hand and right foot forward at the same time. 3. Move left hand and left foot forward at the same time. 4. 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Valentine Math Centers www.sharingkindergarten.com Valentine Math Centers 1. Candy Hearts- sorting coins and amounts 2. Time for Love- sorting time to the hour and half hour 3. Fill The Frame- 40 Addition Cards provided for sums up to 10 for 4 players. 4. Chocolate Covered Shapes- sorting solid and flat shapes 5. More or Less Cookies- sorting numbers more or less than 50 6. Tommy Says Teens- matching game for tens and ones using teen numbers and their tricky partner- ie 18 and 81. 7. You've Got Mail- subtraction from 10. 8. Blank sorting mat and chocolate pieces for your own game needs! Candy Hearts This activity is designed to allow students to sort coins and amounts into the correct jars. To prep—print out jar and coin heart onto cardstock. You can leave jars together as a mat or cut apart. Cut apart the page of coin hearts. Laminate all pieces and cut apart. Place at a center or station for student use. Time for Love This activity is designed to allow students to sort the clocks by time to the hour and half hour into the correct jars. To prep—print out jar and clock heart onto cardstock. You can leave jars together as a mat or cut apart. Cut apart page of clock hearts. Laminate all pieces and cut apart. Place at a center or station for student use. Fill The Frame This activity is designed to have students answer questions to earn a heart. The first one to fill their ten frame wins! This is made for 4 players. To prep—print out ten frames and hearts onto cardstock. Cut apart ten frames on the dotted line. Also cut apart hearts and laminate all pieces. Cut all parts out of lamination and place the like hearts in a bag. Have students read sight word, addition problem, reading comprehension question, or any other skill to earn a matching heart. * I provided Owl Addition cards with sums up to 10 to play here as an option if you want to use them. Chocolate Covered Shapes This activity is designed to allow students to sort flat and solid shapes. To prep—print out jars and shape strawberries onto cardstock. You can leave jars together as a mat or cut apart. Cut apart shape strawberries. Laminate all pieces and cut apart. Place at a center or station for student use. More or Less Cookies This activity is to practice number sense. Students should sort the cookies into the jars for more than or less than 50. To prep—print out the jars onto cardstock. Also print cookie cards onto cardstock. Cut apart cards, but not the jars. Laminate all pieces and cut apart. Place at a center or station for student use. I included two types of jar options for those who know the symbols and those that do not. You do not need both. Tommy Says Teens This activity is designed to provide students with extra practice identifying teen numbers by matching the Tommy card to the thought bubble. I added the challenge number cards like 18 and 81. To prep—print out the cards onto cardstock. Cut apart cards. Laminate all pieces and cut apart. Place at a center or station for student use. This can be a matching game or a pocket chart practice. You've Got Mail This activity is designed to provide students with extra practice subtracting numbers from 10. To prep—print out the mailboxes onto cardstock. Cut apart postcard problem cards. Laminate all pieces and cut apart. Place at a center or station for student use. (You can cut apart mailboxes if desired.) You do not have to use all the postcard pieces. Use only the ones you need or desire for your students. I hope you enjoy this math centers. I hope this saves you a ton of preparation time implementing fun and learning in your classroom. If you love this, please take a moment to rate it. If there is a mistake, email me at email@example.com Visit me at... www.sharingkindergarten.com www.facebook.com/SharingKindergarten Font by KG Fonts, Graphics by Scrappin Doodles These activities and ideas are mine. They are intended for a single classroom use only. Please be respectful of my hard work and do not share these activities with others without paying for an additional license. Thanks for understanding.	4695098d-4b6c-4c12-aec0-a1d43dd1d55d	CC-MAIN-2023-06	https://sharingkindergarten.com/wp-content/uploads/2020/05/Valentine-Math-Activities-8-Activities-to-Play-preview.pdf	2023-01-31T22:49:21+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764499891.42/warc/CC-MAIN-20230131222253-20230201012253-00064.warc.gz	532,759,715	901	eng_Latn	eng_Latn	0.998211	eng_Latn	0.998471	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 51, 596, 925, 1280, 1888, 2215, 2674, 3085, 3509, 4118 ]	[ 3.1875 ]	1	0
OPEN THE DOOR A bullying education, conflict resolution primer for Grades K – 6. Scot Cannon www.scotcannon.com OPEN THE DOOR A Bullying Education, Conflict Resolution Primer for Grades K - 6 written and performed by SCOT CANNON OPEN THE DOOR is a 45 - 50 minute stage presentation using pantomime, music and audience participation to look at the subject of bullying, cyber-bullying, anger and what to do when you are mad. OPEN THE DOOR offers: honesty, tolerance, communication and the search for common ground as alternatives to the use of violence as an expression of anger. OPEN THE DOOR does not pretend to give all the answers and solutions. Its main objectives are to start the students talking and let them know that they have choices when they are angry. OPEN THE DOOR is an interactive presentation that uses fifteen children as an integral part of the performance. Each grade will have a different activity to work on to prepare for the show. Teachers are asked to select students from each grade (total of 15) who will be attending the presentation to participate on stage with Scot. Scot will meet with the students 30 minutes prior to the start of the show. The major objectives of OPEN THE DOOR are: 1.) STOP, LISTEN, THINK, and TALK 2.) THINK BEFORE YOU TALK & THINK BEFORE YOU CLICK. 3.) ONCE YOU PUSH, HIT or CALL SOMEONE A NAME, you can NEVER TAKE IT BACK. 4.) WHEN YOU ARE ANGRY - OPEN THE DOOR - TELL SOMEONE WHAT IS WRONG! If you do not know what is wrong, ask someone - that is what your friends, parents and teachers are for. ****** While the following preparation activities will enhance the understanding and enjoyment of the show, it is not mandatory for the success of the program. These activities are useful before or after the show. ****** Scot uses his emotional struggle overcoming a childhood speech problem along with his years of teaching, performing, and being a foster-adoptive parent as his resources for this program. All he wants the children to learn how to do is.................OPEN THE DOOR! It is hoped that you will make copies of the guide and conduct many of the activities with your class. Scot would love to hear from your students. If you have any questions or comments about the performance, or if you would like to mail student packets to Scot, you can address mail or email to: email@example.com or 114 Congress Street, Belfast, ME 04915 1. I sometimes get mad when my parents tell me to... 2. I sometimes get mad when one of my teachers tell me to... 3. What do you do when you are mad at your parents or teachers? 4. You’re carrying your lunch back to your table when someone bumps you and the lunch hits the floor. You’re really mad! What would you do? 5. All your friends are going to the mall. Your parents won’t let you go. You’re mad! What would you do? 6. When you are mad, how do you get rid of your mad energy in a safe way? I AM MAD!!!! THIS HAD TO BE THE WORST DAY I EVER HAD. I WOKE UP TOO SOON, I WOKE UP TOO LATE. WHATEVER IT WAS, I WAS IN TROUBLE BEFORE I ATE. MY MILK WAS WARM, MY TOAST WAS COLD AND HARD. THE JELLY LOOKS FUNNY, I LOST MY REPORT CARD. MY PANTS DO NOT FIT, MY SOCKS ARE WAY TOO LONG. WHEN I MADE IT TO THE BUS STOP, THE BUS HAD ALREADY GONE. I RAN AND RAN UNTIL THE BUS CAME TO A STOP. I CHECKED MY FEET, MY SHOES WERE HOME, THERE GOES MY SOCKS. THE BUS WAS FULL...MY MIND WAS BLANK. WE THEN LEARNED WHY THE BUS HAD STOPPED, NO GAS IN THE TANK. WE ALL WALKED TO SCHOOL, I HAD NO SHOES OR SOCKS. MY FEET STARTED TO HURT, AFTER WALKING SEVERAL BLOCKS. ONCE WE MADE IT INSIDE THE SCHOOL, AND I FINALLY SAT DOWN. I REALIZED WHAT HAD HAPPENED, I HAD LEFT: MY SOCKS, MY SHOES, MY HOMEWORK, MY GYM CLOTHES, MY LUNCH MONEY, MY PENCILS AND PENS AND BOOKS... MY BRAIN, MY LIFE, AND MY GOOD LOOKS....................THANK YOU! I HAD LEFT IT ALL...LEFT IT ALL SOMEWHERE ELSE BEFORE MY DAY HAD STARTED. I WAS MAD AT MYSELF !!! OPEN THE DOOR SONG Music and lyrics by Scot Cannon © 3/31/93 OPEN THE DOOR WHEN YOU FEEL TRAPPED INSIDE OF THAT MASK THAT’S KEEPING YOU SAD OPEN THE DOOR LET SOMEONE IN TRY TALKING INSTEAD OF TRYING TO WIN LET’S BEGIN THE KID IS SO BIG, HE SITS NEXT TO ME WHEREVER I MOVE ON THE BUS, THAT’S WHERE HE WANTS TO BE. HE HAS CALLED ME NAMES, HE STARES AND HE GROWLS. WHAT AM I SUPPOSED TO DO WHEN HE SNAPS ME WITH A TOWEL? CHORUS MY BROTHER IS DRIVING ME CRAZY, HE STEALS ALL MY STUFF, HE PUTS PEANUT BUTTER IN MY SNEAKERS, AND HE THINKS HE’S SO TOUGH. SOMETIMES I WANT TO HIT HIM, I JUST HIDE AND HOPE HE WILL MOVE AWAY. I KNOW WE WILL BE GREAT FRIENDS TOMORROW, WHAT CAN I DO ABOUT TODAY? CHORUS THIS NEW KID IN OUR SCHOOL, HE LOOKS DIFFERENT FROM ME. HE CAN’T WALK TOO FAST, HE WEARS THICK GLASSES TO SEE. SOME KIDS LAUGH AT HIM, THEY SAY HE IS STRANGE. NO ONE PLAYS WITH HIM, I THINK I’LL ASK HIM HIS NAME. CHORUS MY PARENTS TELL ME TO DO THINGS I’VE ALREADY DONE. I DO THEM AGAIN, THEY DO IT JUST FOR FUN. I WANT TO GET MAD, I’D LIKE TO EXPLODE. THERE’S GOT TO BE A WAY TO DO WHAT I WANT AND DO WHAT I’M TOLD. CHORUS OPEN THE DOOR Scot Cannon Guitar DMaj GMaj DMaj open the door when you feel trapped in GMaj DMaj CMaj DMaj side of that mask that's keeping you sad open the door GMaj DMaj GMaj DMaj CMaj let someone in try talking instead of trying to win Emin A7 DMaj Let's begin. To Verse A DIFFERENT APPROACH TO A CONFLICT Often when there is a conflict, the people who disagree will try to win. When this happens, both people focus on winning and it becomes difficult to find a way to make the changes necessary to resolve the conflict. When people approach a conflict as a win/lose proposition, they are likely to be left with feelings of anger and the problem may get worse instead of better. As long as the goal of dealing with conflict is winning, both people will remain stuck in the conflict. If the word “conflict” is stripped of all of its values, what remains is a process which signals a need for change. That process is neither positive nor negative, neither good nor bad; it simply is. Conflict can be expressed clearly and directly in terms of the problem it creates. It is also possible for conflict to be resolved in such a way that all concerned parties are winners. Furthermore, if conflict is expressed peacefully and if all parties work to solve the problem to their mutual advantage, then there is another very positive outcome: learning. When people try earnestly to resolve conflict, they will learn new things about themselves and about each other, whether or not a resolution is reached immediately. The notion of conflict as a positive force or process is not a common viewpoint in our society. Many people approach a conflict as a win-or-lose, sink-or-swim proposition and they fight to win, sometimes as if their lives depended on it. Often we see people will avoid the situation and suppress their anger. These people have been taught since childhood that it is inappropriate to be angry and that engaging in conflict is unacceptable. When people express their feelings in constructive ways and work together to get what they want, conflicts can be addressed when they first occur and are very small. This approach reduces anxiety and prevents escalation of the dispute by addressing problems. Then they can be resolved quickly and easily. Working together to resolve disputes can lead to better, stronger relationships and better feelings about others and ourselves. ACTIVITY: OBSERVING A CONFLICT 1. Observe a conflict. It can be one that involves you or other people. It can be at school, at home, in your neighborhood, or on television. 2. Watch and listen carefully. Do not try to decide who is right and who is wrong. 3. Answer these questions about the conflict: A. What was the conflict about (what are the facts)? B. How did the people feel? C. How did the conflict end? D. Did change happen? If yes, what happened and how? E. If there was no change, why not? F. Was there a different way to resolve the conflict? 4. You may be asked to role play the conflict with another student in class. DISCUSSION: CONFLICT and COMMUNICATION Discuss the word “conflict.” A conflict is a struggle, opposition, contest, or disagreement. A conflict is not necessarily a bad thing. We learn and grow by working through conflict. Communication is the key to conflict resolution. There may be no right or wrong. It may be a conflict that no one has to win. A common ground must be found so life can go on. THE QUESTIONNAIRE, ROLE PLAY AND IMPROVISATION Copy the questionnaire sheet for the students to answer in class. If that is not possible, ask the questions orally. Whatever you do, follow it with a discussion of the answers. The next step is to act out some of the responses. Once you have discussed the answers to the questionnaire use questions 4, 5, and 6 as outlines for two improvisations. Try at least two different endings for each scene. Discuss the consequences of each situation. MORE ACTIVITIES Teachers: Please use any of the following activities that you feel are appropriate for your class. EMOTIONS Discuss how you can tell how other people are feeling (i.e., how they act, look, talk, move). How do you know when you are happy, sad or mad? Discuss a big word – COMMUNICATION! It is important to think of other people’s feelings and to let people know how you feel. In groups of five or less, have the students stand in front of the class and act out: HAPPY • SAD • MAD • SHY • CONFUSED • and any other emotions they can think of. PHYSICAL CHARACTERISTICS This can easily be combined with the activity above. Use the same discussion as above then take it one step further: 1. TONE OF VOICE Have the students say one line several times, each time with a different emotion. Example: “What is your problem?” (thoughtful, sarcastic, etc.) 2. GESTURES Compare different gestures: wave, smile, make a fist, point… 3. EYE CONTACT What effect does this have? Try no eye contact, staring, looking around… 4. POSTURE Sit up straight, slouch …. All of these things communicate to people before they really know who you are. GRAPHICS Graphics are inanimate objects and machines acted out by people. Examples: ELEVATOR – Start with two children standing side by side as elevator doors. Have them move apart for a third child to enter, push the button and they come together. FORK – Stand straight, lift arms with elbows even with shoulders, and lift hands up in “touchdown signal.” Keep elbows even with shoulders. TWO-WORD-MIMES – a form of charades. The only clue given is the letter. The charade must be identified using two words. Both words start with the same letter and the first word is always an “ing” verb followed by a noun: Bouncing Ball, Doing Dishes, Making Meatball CYBER-BULLYING We all have a voice inside our head that talks to us all day. All we have to do is listen. It will usually keep us out of a lot of trouble. The problem as always is when we don’t think before we talk or think before we click. Words are powerful things, spoken or written. They can save someone’s day or destroy someone’s life. One word said in anger can hurt and last a long time in someone’s heart. A word or threat sent as a text message, emailed, or posted on a website not only lasts forever, it will spread like a virus and be seen by everyone. It can result in laws being broken and an individual’s civil rights being violated. Worst of all is when someone cannot go on living because of the pain, disgrace and desperation. We are talking about communication here. How do we avoid things getting this far? Use the example above again. Tone & attitude is everything: Say WHAT’S YOUR PROBLEM? These different ways: 1. Thoughtful 2. Quick – not concerned 3. Sarcastic 4. Threatening 5. Scared 6. NOW…READY…TEXT IT!!!!!!! Here is the problem. You have no idea looking at a written word in a text or email what the motivation is. It could be any of the above. So many jokes taken the wrong way can destroy. THINK BEFORE YOU TALK! THINK BEFORE YOU CLICK! DIFFERENCES, DISABILITIES, AND STEREOTYPES Mention to the students that you understand the performer in the show, SCOT CANNON, has a speech problem. When he was in school, kids treated him differently. Some called him names and laughed. Some felt bad and didn’t quite know what to do. Sometimes people are afraid of differences and fear can lead to anger and violence. All this can happen before you even talk to or learn about someone. Discuss the words STEREOTYPE and SCAPEGOAT. STEREOTYPE – The belief that all people from a certain group are the same and will act the same way. SCAPEGOAT – Blaming someone for something they didn’t do just because of the group they belong to. Have the students in groups of five or less act out how they think these different groups behave: CHEERLEADERS SPORTS KIDS SMART KIDS KIDS WHO LISTEN TO RAP, DANCE & HIP HOP. KIDS WHO LISTEN TO HEAVY METAL Ask the kids what they think about each group and what they base their feelings on. Find out if they ever have judged someone and then changed their opinion after they had a chance to know them. LESSONS The major objectives of OPEN THE DOOR are: STOP, LISTEN, THINK, and TALK THINK BEFORE YOU TALK & THINK BEFORE YOU CLICK ONCE YOU PUSH, HIT or CALL SOMEONE A NAME, you can NEVER TAKE IT BACK. WHEN YOU ARE ANGRY - OPEN THE DOOR - TELL SOMEONE WHAT IS WRONG! If you do not know what is wrong, ask someone - that is what your friends, parents and teachers are for. VOCABULARY COMMUNICATION – being able to express your feelings and listen to the feelings of others. NON-VERBAL – communication without speech. GRAPHICS – visually acting out objects and machines. MAD ENERGY – energy created through anger. CONFLICT – a struggle, opposition, contest, or disagreement. COMMON GROUND – a solution to a conflict that both sides can live with. STEREOTYPE – The belief that all people from a certain group are the same and will act the same way. SCAPEGOAT – Blaming someone for something they didn’t do just because of the group they belong to. Civil Rights - rights all citizens in a society are supposed to have ..example - fair treat under the law., to live safe, peaceful and not be mistreated. Bullying – to be harassed, mistreated, and singled out for differences, appearances or habits.	9fc1113e-5e86-464a-a3c4-53b403fc92fa	CC-MAIN-2022-33	https://www.scotcannon.com/_files/ugd/33a0c8_c2649eedb2ed40f7bde4104e295f1e02.pdf	2022-08-08T00:16:51+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882570741.21/warc/CC-MAIN-20220808001418-20220808031418-00337.warc.gz	902,621,736	3,520	eng_Latn	eng_Latn	0.940386	eng_Latn	0.997707	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 113, 2425, 2928, 3979, 5109, 5402, 8571, 10877, 12159, 13625, 14459 ]	[ 3.65625 ]	1	0
Managing overwhelming frustration and anxiety in the new normal Jed Baker, Ph.D. www.socialskillstrainingproject.com H.O.P.E. - Hope is necessary to cope with anxiety and social distancing restrictions - What can we control: Social distancing, hand washing and properly worn masks work. - Antivirals and vaccine will come - Hope also leads to better outcomes with challenging behavior in kids! First help caretakers have the right attitude - Understand why students misbehave - Manage your own emotions as a provider - De-escalate crises with your kids - Set up prevention plans for any repeat problems How Hope Impacts Caregivers - Allows us to see difficult behavior as solvable - Hope! - Temporary not stable - Specific behavior not a character flaw - Is my client/child doing this on purpose? Does not matter if it’s a repeat problem. - Define problem as a gap between the demands placed on individuals and their coping skills - Therapy is: How to learn a better way to cope Discipline versus Educating - Discipline, rules and consequences can be a first step (especially for well regulated folks) - But when it does not work (especially for dysregulated folks): - Continue in an escalating power struggle? - Or ask why is it happening so we can prevent the problem rather than simply react to it. - Prevention is: Alter demands, teach better ways to cope Biology of Fear and Frustration - Low Frustration Tolerance - Limbic system: Controls emotions and fight, flight or freeze response - Forebrain: Reasoning and planning - Dr. Banner before he becomes the Hulk - Limbic system can hijack the rest of the brain - Prevent rage and distract when in rage. Crisis Management of the Hulk - Don’t threaten further at that moment - Non-verbal skills to increase safety. - Listen, agree, apologize when necessary - Collaborate: Ask “what do you want? Let’s find the right way to get that.” - When logic is gone: Distract - Novel items - Special interests - Sensory activities - Make a plan for next time Prevention plans - Explore why it happens: Interview, observe & and keep a journal to find triggers - No More Meltdowns Book/App - Develop a good prevention plan - Modify triggers - Increase ability to cope with trigger (skill training) Typical Triggers - Internal issues: hunger, tiredness, illness - Sensory issues: noise, light, touch, over-stimulation, boredom - Lack of structure - Challenging or new work, feared situations - Having to wait, not get what one wants, disappointments - Threats to self-esteem: losing, mistakes, criticism - Unmet wishes for attention: ignored, want others to laugh Components of a Behavior Plan 1. Change the triggers: sensory/biological, structure, task demands 2. Teach skills to deal with triggers: 3. Reward new skills 4. Loss system if not already frustrated --- Explaining - ASA picture story: https://theautismeducator.org/wp-content/uploads/2020/03/The-Coronavirus-Free-Printable-Updated-2-The-Autism-Educator.pdf?fbclid=IwAR5m7T8qgZC1JdZo1D6XhVtaz3BubzhuQF7n9RaqPLUSH4cOy - Give the facts: extremely contagious and can make a small percentage of people very sick. - To avoid getting and spreading it we need to distance ourselves from others in public and wear masks. Stay away from large crowds. - If we must go out in public, take protective measures: Wash hands, avoid touching surfaces, stay at least 6 feet away from others. Cover mouth/nose. --- Fall Out - Anxiety: Will I get it? Will my loved ones? What will happen to us? - Frustration over restrictions to avoid going out, seeing some people in person, cancelled activities, etc. Anxiety Management - Educate about alarm reaction in anxiety as it can be confused with virus symptoms. Anxiety causing shortness of breath and tight feeling. “False Alarms.” - Think like a scientist to combat worry - Overestimating probability? Masking works! - Overestimating severity? Look at risks by age - Exercise: 30+ min a day of aerobic exercise - Meditation, quieting the anxious mind. News free times. - www.fragrantheart.com, music (weightless), special interests and hobbies. What’s your meditation? - Medications: can be temporary Think like a scientist cue card \| Feared situation \| Anxious thought \| Realistic Outcome \| \|------------------\|-----------------\|-------------------\| \| Going outside \| I will get COVID.\| If I stay 6 feet away and wear a mask outside the risk is extremely low. \| \| Having COVID symptoms \| If I do get COVID I will die. \| Probability of death or hospitalization for most of us is extremely low, especially for younger folks without any comorbid conditions like diabetes or heart disease. \| Handling Staying at Home - Emphasize the Heroic act of staying away - Tap into who/what they care about. If you want “them” to be around you need to keep them safe. - Give alternatives. For example, you can video chat, do hobbies, order food, go outside away from others. - Guardians need patience to deal with children’s grief process: denial, anger, sadness, before acceptance. - When logic fails, distract! Turn on favorite show, start doing a preferred activity, favorite song etc. Establishing Structure at Home - Visual schedules involving mix of learning/school activities and preferred activities. (See ASA, Autism Speaks websites for those with autism.) - What was normal life like? - School work: Not full day - Social life: can still do through video chats and outside at a distance. Games can be played online and through zoom - Exercise: especially outside in nice weather at a distance from others - Home comfort and safety: take time to make meals, play and be together without demands Work tasks - Use preferred activities as reward for less preferred ones. Math before free play. - Modify demands: - Reduce time overall and for each task - Make it fun: Multi sensory like cooking for math lesson, or treasure hunt for reading words, or script writing/slide presentation for writing - Model it. Help before they become the Hulk! - 80/20 rule: Start with tasks they can do easily - Teach key coping skill: “Trying When Its Hard” (Not dumb if cannot do it. Growth Mindset: learn over time through effort and willingness to ask for help) Doing Home Work ### Carol Dweck’s Mindsets \| Mindset \| Preferred task difficulty \| Response to mistakes \| Acceptance of help \| Learning outcomes \| \|---------\|---------------------------\|----------------------\|--------------------\|------------------\| \| Fixed \| Easy \| Lose motivation \| Avoid \| Lower \| \| Growth \| Hard \| Stay motivated \| Welcome \| Higher \| ### Demands for Work Teach “Trying When It’s Hard” (i.e. Growth Mindset) - Try a little - Ask to watch first or ask for help - Take a break and try again - Negotiate how much ### Trying When Its Hard from Jed Baker YouTube Channel ![TGI Film School Productions](image) Transition Back To School (James Ball workbook, 2020) - Establish Routines in Advance/Simulate a Typical Day - Schedule, mask and social distancing, motivational system, sensory breaks - Picture/video lessons for mask wearing and social distancing paired with reinforcement - [https://www.cincinnatichildrens.org/patients/coronavirus-information/videos-for-kids-parents](https://www.cincinnatichildrens.org/patients/coronavirus-information/videos-for-kids-parents) - Video sessions with anticipated teachers and “safety” person. Calendar countdown of return - Gradual return with fun activities to motivate Waiting, Accepting No, Stopping Fun 1. Change the triggers - Use a visual timer and shorten wait time - Create a visual schedule. Use a “to do” box - Videotape perseverative routine - Highlight reward for waiting/accepting no & prime ahead 2. Teach skills (invisible payoff) - Waiting: get some later - Accepting no: get something else later - Stopping on time: get to go back later Waiting, Accepting No, Stopping Fun 3. Reward system - Points for waiting, accepting no and stopping on time - Disappointment poster 4. Natural loss systems: - Can’t stop, can’t do it again Self-esteem: Mistakes, Losing, Teasing 1. Change the triggers - Offer choice: let them win or not see mistakes - Stack the deck: with activities that they do well (80/20) - Prime ahead - Protect from teasing 2. Teach skills (invisible payoff) - Mistakes help us learn - Win the invisible game: friendship/self-control - Teasing: check it out 1st, stop, ignore, report Self-esteem: Mistakes, Losing, Teasing 3. Reward system: - Rewards for handling imperfection are greater than rewards for winning or doing work right. 4. Avoid loss systems when frustrated Unmet Needs for Attention 1. Change the triggers - Schedule attention: special time - Use a timer and red/green cards - Provide an appropriate outlet: theatre, presentation 2. Teach “Positive Ways to Get Attention” - How to get adult attention - How to get peer attention: Public versus private topics - Rules of comedy: Can’t make fun of vulnerable, use slapstick, random thoughts, and self-deprecation ### Public/Private \| Public \| Private \| \|---------------------------------------------\|----------------------------------------------\| \| Past: How was ____? \| Avoid sensitive topics: \| \| Future: What are you going to do _____? \| Sex, Violence, Race, Religion, Politics \| \| Present: What are you ________? \| Avoid insults \| \| Common/other interest: Did you _____? \| Avoid curses \| ### Unmet Needs for Attention 3. Reward system: - Rewards for appropriate topics 4. Loss systems: - Response cost - Warning - Loss of 10 min Simpsons - Warning - Loss of 20 min Simpsons - Loss of snack - Loss of 30 min Simpsons ### Sensory Needs: Self-Stimulation 1. Change the triggers - Alter sensory environment - For boredom, reduce wait time and engage - Modify frustrating work 2. Teach skills - Alternative ways/times to self-stim - How to be a self-advocate for better environment Sensory Needs: Self-Stimulation 3. Reward system - Reward new ways to self-stim 4. Loss systems: - Maybe response cost Unexpected Triggers: Self-Calming 1. Prepare for unexpected - Collaborate on ways to distract and soothe in preparation for the unexpected upsets. Create a relaxation folder. - Establish a safe person 2. Teach skills - Self-talk: “All problems can be solved if you can wait and talk to the right person.” - Draw or write the thing that distracts/soothes you. 3. Reward system: - for using calming strategies 4. Natural loss systems: - outbursts will limit continued participation in certain events. In Closing Can we tolerate our own discomfort long enough to . . . Can we enjoy what we do? Think Rather than react out of fear or anger Resources Challenging behavior Now at the APP Store DVD Social Skills Training and Frustration Management A 5-lesson curriculum for teaching social skills and coping strategies to children with autism spectrum disorder (Baker, 2013) Music CD BE A FRIEND A song about making friends and being a good friend Social Skills Books Elementary Level Middle, High School and Beyond More Resources - No More Victims: Protecting Those with Autism from Cyber Bullying, Internet Predators & Scams (Baker, 2013) - Overcoming Anxiety in Children and Teens (Baker, 2015) - School Shadow Guidelines (Liau & Baker 2015)	8d4eedef-7e48-4f80-a34d-2771451be9c3	CC-MAIN-2023-06	https://cdn5-ss13.sharpschool.com/UserFiles/Servers/Server_55394/File/News/OCDSB%20News/2021/April/ottawa%204-1-21%20(1).pdf	2023-01-29T09:42:09+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764499710.49/warc/CC-MAIN-20230129080341-20230129110341-00442.warc.gz	180,534,615	2,712	eng_Latn	eng_Latn	0.976098	eng_Latn	0.990371	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 611, 1699, 2666, 3665, 5199, 6304, 7020, 8040, 8634, 9254, 10378, 11028, 11784 ]	[ 2.71875 ]	1	0
1857 War of Independence V. D. Savarkar INDIAN WAR OF INDEPENDENCE 1857 -: Author :- Swatantryaveer Vinayak Damodar Savarkar -: Internet Rights :- Swatantryaveer Savarkar Rashtriya Smarak Swatantryaveer Savarkar Road, Dadar, Mumbai 400 028 Project Director : Ranjit Vikram Savarkar It is a simple truism patent even to the uneducated that the most tiny house cannot be built without a foundation strong enough to support its weight. When writers who profess to write the history of the Revolution that was enacted in India in 1857 ignore this common sense principle and do not try to discuss the real causes that led to it and impudently maintain that the vast edifice of the Revolution was built on a blade of straw, they must either be fools or, what is more probable, knaves. Anyway, it is certain that they are unfit for the holy work of the historian. In all great religious and political revolutions, it is almost impossible to connect together links apparently inconsistent, without thoroughly understanding the principles which are at their root. On seeing a great work of machinery composed of innumerable screws and wheels doing work of tremendous magnitude if we do not understand how the power is produced, we may feel bewildering astonishment, but never the inner pleasure due to knowledge. When writers describe such stirring events as the French Revolution or the religious revolution of Holland, the very splendour and magnitude of the crises they paint, often, dazzle and confuse their mind's eye and they rarely gather sufficient coolness and courage to go deep into the underlying principles. But without an exposition of the hidden causes and the mysterious forces that worked beneath, the essence of a revolution can never be made plain. And therefore it is that history attaches more importance to the exposition of principles than to mere narrative. While searching after principles, historians often commit another mistake. For every act, there are various causes, direct and indirect, general and particular, accidental and necessary. In their proper classification lies the true skill of the historian. In this process of classification many historians get mixed up and make the accidental into a necessary cause. These make themselves as ridiculous as the judge in the story who, in a case of arson, put all the responsibility on the match instead of the man who struck it. The real importance of any event can never be understood by this confusion of causes. Not merely that, but mankind begins positively to curse the memory of men who are represented as having started, with a light heart and private selfish motives, a Revolution in the course of which countless lives are lost and immense expanses of country devastated. And therefore, in writing the history of any event in general, and of revolutionary movements in particular, a writer cannot give a true idea of them by means of simple description, or even by tracing them backwards to accidental causes. An upright and impartial historian must try to discover the foundations on which the revolutionary structure was erected. He must try to discover and discuss fundamental causes. Mazzini, in a critical article on Carlyle's French Revolution, has said that every revolution must have had a fundamental principle. Revolution is a complete rearrangement in the life of historic man. A revolutionary movement cannot be based on a flimsy and momentary grievance. It is always due to some all-moving principle for which hundreds and thousands of men fight, before which thrones totter, crowns are destroyed and created, existing ideals are shattered and new ideals break forth, and for the sake of which vast masses of people think lightly of shedding sacred human blood. The moving spirits of revolutions are deemed holy or unholy in proportion as the principle underlying them is beneficial or wicked. As in private life, so also in history, the deeds of an individual or a nation are judged by the character of the motive. If we forget this test, we cannot appreciate the vast difference between the empire-building wars of Alexander the Great and Italy's fight for liberty under Garibaldi. Just as to decide about the merits of these two different events one has to consider the prime motive of the chief actors in those wars, so also to write a full history of a revolution means necessarily the tracing of all the events of that revolution back to their source, - the motive, the innermost desire to those who brought it about. This is the telescope which will show clearly the lights and shadows obscured by the blurred presentation of partial and prejudiced historians. When a beginning is made in this manner, order appears in the apparent chaos of inconsistent facts, crooked lines become straight, and straight lines appear crooked, light appears where darkness is, and darkness spreads over light, what appeared ugly becomes fair and what looked beautiful is seen to be deformed. And expectedly, or unexpectedly, but in a clear form, the Revolution comes into the light of real history. The history of the tremendous Revolution that was enacted in India in the year 1857 has never been written in this scientific spirit by any author, Indian or foreign. And hence there are current throughout the world most extraordinary, misleading, and unjust ideas about that Revolutionary War. English authors have committed, in this respect, all the faults noted above. Some of them have not made any attempt beyond merely describing the events, but most of them have written the history in a wicked and partial spirit. Their prejudiced eye could not or would not see the root principle of that Revolution. Is it possible, can any sane man maintain, that that all-embracing Revolution could have taken place without a principle to move it? Could that vast tidal wave from Peshawar to Calcutta have risen in flood without a fixed intention of drowning something by means of its force? Could it be possible that the sieges of Delhi, the massacres of Cawnpore, the banner of the Empire, heroes dying for it, could it ever be possible that such noble and inspiring deeds have happened without a noble and inspiring end? Even a small village market does not take place without an end, a motive; how, then, can we believe that that great market opened and closed without any purpose- the great market whose shops were on every battle field from Peshawar to Calcutta, where kingdoms and empires were being exchanged, and where the only current coin was blood? No, no. The market was neither opened nor closed without a purpose. English historians have always ignored this point, not because it is difficult to ascertain it, but because it is against their interests to admit the truth. Even more deceptive than this indifference, and one which changes or distorts the whole spirit of the Revolution of 1857 is the other device of English historians copied by their Indian sycophants,- the device, namely, of describing the rumour as to the greased cartridges as the moving cause of the Revolution. An Indian writer drawing inspiration from English history and English$^1$ money says, "Foolish people went mad simply at the rumour that cartridges were greased with cows' and pigs' fat. Did anyone --- $^1$ शिपायांचे बंड — विनायक कोंडवेद ओक inquire as to whether the report was true? One man said and another believed; because the second became disaffected, a third joined him, and so like a procession of blind men, a company of inconsiderate fools arose, and rebellion broke out." We propose to discuss later on whether people blindly believed the rumour about cartridges. But it will be plain to anyone who has read even the English historians closely and thought about the matter, that a great attempt has been made to father all the responsibility of the Revolution on this rumour. It is not surprising that to one, who thinks that a mighty rising like that of '57 can be produced by such trifles, it was only 'a company of inconsiderate fools.' If the Revolution had been due only to the cartridges, why did Nana Sahib, the Emperor of Delhi, the Queen of Jhansi, and Khan Bahadur Khan of Rohilkhand join it? These were not surely going to serve in the English army, nor were they compelled to break the cartridges with their teeth! If the rising were due wholly or chiefly to the cartridges, it would have stopped suddenly as soon as the English Governor-General issued a proclamation that they should not be used any more! He gave them permission to make cartridges with their own hand, but instead of doing so, or ending the whole by leaving the Company's service altogether, the sepoys rose to fight in battle. Not only the sepoys but thousands of peaceful citizens and Rajas and Maharajas also rose, who had no direct or indirect connection with the army. It is therefore clear that if it was not these accidental things that roused the spirit of the sepoy and the civilian, kind and pauper, Hindu and Mahommedan. Equally misleading is the theory that the rising was due to the annexation of Oudh. How many were fighting, taking their lives in their hands, that had no interest whatsoever in the fortunes of the Oudh dynasty? Then, what was their motive in fighting? The Nabob of Oudh himself was imprisoned in the fort of Calcutta; and according to the English historians, his subjects were very much disaffected under his regime. Then, why did Talukdars, soldiers, and almost every one of his subjects unsheathe their swords for him? A 'Hindu' of Bengal wrote an essay in England at that time about the Revolution. In it the 'Hindu' says, 'You have no idea how many simple and kind-hearted people who had never seen the Nabob, nor were ever again likely to see, wept in their huts when the sorrows of the Nabob were being related before them. And you do not also know how many soldiers were daily taking an oath, after the tears had flown, to avenge this insult on Wajid Ali Shah, as if a calamity had fallen on themselves in person.' Why did the Sepoy feel this sympathy with the Nabob and why did eyes which had never seen the Nabob glisten with tears? It is plain, therefore, that the Revolution did not break out simply on account of the annexation of Oudh. The fear of greased cartridges and the annexation of Oudh were only temporary and accidental causes. To turn these into real causes would never help us in understanding the real spirit of the Revolution. If we were to take them as the real moving causes, it would mean that, without these, the Revolution would not have taken place—that without the rumour of greased cartridges and without the annexation of Oudh, the Revolution would not have been there. It would be impossible to find a theory more foolish and more deceptive. If there had been no fear of the cartridges, the principle underlying that fear would have cropped up in some other form and produced a Revolution just the same. Even if Oudh had not been annexed, the principle of annexation would have manifested itself in the destruction of some other kingdom. The real causes of the French Revolution were not simply the high prices of grain, the Bastille, the King's leaving Paris, or the feasts. These might explain some incidents of the Revolution but not the Revolution as a whole. The kidnapping of Sita was only the incidental cause of the fight between Rama and Ravana. The real causes were deeper and more inward. What, then, were the real causes and motives of this Revolution? What were they that they could make thousands of heroes unsheathe their swords and flash them on the battlefield? What were they that they had the power to brighten up pale and rusty crowns and raise from the dust abased flags? What were they that for them men by the thousand willingly poured their blood year after year? What were they that Moulvies preached them, learned Brahmins blessed them, that for their success prayers went up to Heaven from the mosques of Delhi and the temples of Benares? These great principles were Swadharma and Swaraj. In the thundering roar of 'Din, Din,' which rose to protect religion, when there were evident signs of a cunning, dangerous, and destructive attack on religion dearer than life, and in the terrific blows dealt at the chain of slavery with the holy desire of acquiring Swaraj, when it was evident that chains of political slavery had been put round them and their God-given liberty wrested away by subtle tricks- in these two, lies the root-principle of the Revolutionary War. In what other history is the principle of love of one's religion and love of one's country manifested more nobly than in ours? However much foreign and partial historians might have tried to paint our glorious land in dark colours, so long as the name of Chitore has not been erased from the pages of our history, so long as the names of Pratapaditya and Guru Govind Singh are there, so long the principles of Swadharma and Swaraj will be embedded in the bone and marrow of all the sons of Hindusthan! They might be darkened for a time by the mist of slavery - even the sun has its clouds - but very soon the strong light of these self-same principles pierces through the mist and chases it away. Never before were there such a number of causes for the universal spreading of these traditional and noble principles as there were in 1857. These particular reasons revived most wonderfully the slightly unconscious feelings of Hindusthan, and the people began to prepare for the right for Swadharma and Swaraj. In his Proclamation of the establishment of Swaraj, the Emperor of Delhi says, 'Oh, you sons of Hindusthan, if we make up our mind we can destroy the enemy in no time! We will destroy the enemy and will release from dread our religion and our country, dearer to us than life itself$^2$. What is holier in this world than such a Revolutionary War, a war for the noble principles propounded in this sentence, 'release from dead our religion and our country, dearer to us than life itself'? The seed of the Revolution of 1857 is in this holy and inspiring idea, clear and explicit, propounded from the throne of Delhi, THE PROTECTION OF RELIGION AND COUNTRY. In the Proclamation issued at Bareilly, he says "Hindus and Mahomedans of India! Arise! Brethren, arise! Of all the gifts of God, the most gracious is that of Swaraj. Will the oppressive Demon who has robbed us of it b y deceit be able to keep it away from us for ever? Can such an act against the will of God stand for ever? No, no. The English have committed so many atrocities that the cup of their sins is already full. To add to it they have got now the wicked desire to destroy our holy religion! Are you going to remain idle even now? God does not wish that you should remain so; for he has inspired in the --- $^2$ Leckey's Fictitious Exposed and Urdu works hearts of Hindus and Mahomedans the desire to turn the English out of our country. And by the grace of God, and your valour, they will soon be so completely defeated that in this our Hindusthan there will not remain even the least trace of them! In this our army, the differences of small and great shall be forgotten, and equality shall be the rule; for, all who draw the sword in this holy war for the defence of religion are equally glorious. They are brethren, there is no rank among them. Therefore, I again say to all my Hindi brethren, 'Arise and jump into battlefield for this divinely ordained and supreme duty!' The man who, after seeing such magnificent utterances by the Revolutionary leaders, does not understand its principles is, as we said, either a fool or a knave. What stronger evidence is needed to prove that Indian warriors drew their swords at the time for Swadharma and Swaraj, feeling it the duty of every man to fight for the rights given to man by God? These Proclamations issued at different times and placed during the war make it unnecessary to dilate more on its principles. These Proclamations were not issued by nonentities; but they were orders issued from adorable and powerful thrones. They were burning expressions of the agitated feelings of the time. In these the real heart of the Nation had spoken out, when at the time of war, there was no occasion to conceal real sentiments through pressure or fear. This tremendous, heroic shout, 'Swadharma and Swaraj,' proclaims to the world the character of the Revolution in which 'all who draw the sword are equally glorious.' But were these two principles understood as different and exclusive of each other? At least, orientals have never had the idea that Swadharma and Swaraj have no connection with each other. The Eastern mind has maintained a full and traditional belief, as is also said by Mazzini, that there is no vast barrier between Heaven and earth but that the two are ends of one and the same thing. Our idea of Swadharma, too, is not contradictory to that of Swaraj. The two are connected as means and end. Swaraj without Swadharma is despicable and Swadharma without Swaraj is powerless. The sword of material power, Swaraj, should always be ready drawn for our object, our safety is the other world, Swadharma. This trend of the Eastern mind will be often found in its history. The reason why, in the East all revolutions take a religious form, nay more, the reason why Eastern history knows of no revolutions unconnected with religion, lies in the all-embracing meaning that the word 'Dharma' has. That this dual principle of Swadharma and Swaraj, always seen in the history of India, appeared also in the Revolution of 1857, should be a matter of no surprise. We have already referred to the first Proclamation of the Emperor of Delhi. Afterwards when Delhi was besieged by the English and the war was at its height, the Emperor issued another Proclamation addressing all Indians thus: 'Why has God given us wealth, land, power? They are not for individual pleasure, but they are given for the holy object of defence of our religion'. But where are now the means to attain this holy end? As said in the Proclamation given above, where is the gift of Swaraj, the greatest of all the gifts of God? Where is wealth? Where is land? Where is power? In the plague of slavery, all this divine independence is all but dead. In the above Proclamation, in order to show how the plague of slavery was destroying India, full descriptions are given as to how the Kingdoms of Nagpur, Ayodhya, and Jhansi were trampled down into dust. And it awakens the people to the fact that they are guilty of the sin of destroying religion in the house of God, having lost these means of defending religion. The command of God is, Obtain Swaraj, for that is the chief key to the protection of Dharma. He who does not attempt to acquire Swaraj, he who sits silent in slavery, he is an atheist and hater of Religion. Therefore, rise for Swadharma and acquire Swaraj! Rise for Swadharma and acquire Swaraj!" What divine events in the history of India are due to the realisation of this principle! The poet-saint Ramdas gave the same dictum to the Mahrattas 250 years ago. "Die for your Dharma, kill the enemies of your Dharma while you are dying; in this way fight and kill, and take back your kingdom!" This alone is the principle in the Revolutionary War of 1857. This is its mental science. The true and clear form, is the above verse of Ramdas.$^3$ Seeing at it through this telescope, what a spectacle comes into view! The war fought for Swadharma does not lose its lustre by defeat. The splendour of Guru Govind Singh's life is none the less, because his efforts did not immediately succeed at the time. Nor do we think the less of the rising of 1848 in Italy, because the Revolution failed completely at that time. Justin McCarthy says: "The fact was that throughout the greater part of the northern and north-western provinces of the Indian peninsula, there was a rebellion of the native races against the English power. It was not alone the Sepoy who rose in revolt - it was not by any means a merely military mutiny. It was a combination of military grievance, national hatred, and religious fanaticism against the English occupation of India. The native princes and the native soldiers were in it. The Mahomedan and the Hindu forgot their old religious antipathies to join against the Christian. Hatred and panic were the stimulants of that great rebellious movement. The quarrel about the greased cartridges was but the chance spark flung in among all the combustible material. If that spark had not lighted it, some other would have done the work. The Meerut Sepoys found, in a moment, a leader, a flag, and a cause, and the mutiny was transformed into a revolutionary war. When they reached the Jumna, glittering in the morning light, they had all unconsciously seized one of the great critical moments of history and converted a military mutiny into a national and religious war!"$^4$ --- $^3$ धर्मासाठी मरावें। मरोनि अवच्यांस मारावे।। मारितां मारितां घ्यावें। राज्ये आपुलें।। $^4$ History of Our Own Times, Vol.III. Charles Ball writes: "At length, the torrent overflowed the banks, and saturated the moral soil of India. It was then expected that those waves would overwhelm and destroy the entire European element and that, when the torrent of rebellion should again confine itself within bounds, patriotic India, freed from its alien rulers, would bow only to the independent sceptre of a native price. The movement, now, assumed a more important aspect. It became the rebellion of a whole people incited to outrage by resentment for imaginary wrongs and sustained in their delusions by hatred and fanaticism." White writes in his Complete History of the Great Sepoy War: - "I should be wanting in faithfulness as an historian if I failed to record with admiration the courage displayed by the Oudhians. The great fault of the Oudh Talukdars from a moral point of view was their having made a common cause with the murderous mutineers. But for this, they might have been regarded as noble patriots, fighting in a good cause, pro rege et pro patria, for the King and the Motherland" – for Swaraj and Swadesh! --- 5 Indian Mutiny, Vol.I, page 644. If it is true that the question whether India, bounded by the Himalayas on the north and the Ocean on the south, should be completely independent or not, was being solved on the battlefields of the war of 1857, then the chain of causes begins from that day in 1757 when the question was first raised. On the 23rd of June in 1757, the question whether India should belong to the Indians or to the English was openly discussed, for the first time, on the field of Plassey. On that very day and on that very field, where it was first discussed, were sown the seeds of the Revolution. If Plassey had not been there, the War of 1857 also would not have taken place. Though a century had rolled by, the memory of that day was fresh in the heart of Hindusthan. In proof of this, witness the terrible scene on the 23rd day of June 1857, in Northern India. In the vast country from the Punjab up to Calcutta, wherever there was an open field, thousands of Revolutionaries were fighting the English simultaneously in different places, from morning till evening, after openly challenging them saying: "To-day we are going to avenge Plassey!" When, on the battlefield of Plassey, India had sworn to fight a war of freedom, England was, as it were, anxious to hasten the day of its fulfilment as much as possible. For, Englishmen did not rest with sowing the seeds of the Revolutionary War at Plassey, but they made enormous efforts to encourage the growth of the plant all over India. Warren Hastings tended the plant in Benares, Rohilkhand, and Bengal. Wellesley did the same in the fertile fields of Mysore, Assai, Poona, Satara, and Northern India. This was not done without strong efforts, for the ground had to be ploughed not with ordinary ploughs but with swords and guns! What would ordinary ploughs avail against Shanwar Palace, the heights of Sahyadri, the forts of Agra, and the throne of Delhi? When these rocky portions had been broken and crushed, the smaller pieces left out by mistake were also next broken. The smaller princes fell under the strokes of English perfidy, oppression, and tyranny. The English did not even feed well or pat on the back the brutes by whose strength they effected all these conquests. For a hundred years, they had been oppressing and maltreating the sepoys in their army. When the soldiers of the Mahrattas or the Nizam won important victories, they used to get Jahgirs and rewards. But the Company gave nothing but 'sweet words' of praise. The sepoys, whose swords won India for the English, were so barbarously treated that General Arthur Wellesley would drive the wounded sepoys to the mouth of guns instead of sending them to the hospital! While the English had thus been sowing the seeds of discontent and hatred in almost all parts of Hindusthan, the time soon came when it appeared that their efforts would soon be crowned with success. The danger to the independence of India was first perceived by Nana Farnavis of Poona and Hyder Sahib of Mysore. From that day onwards the presence of this danger began to be seen, faintly at least, by the princes of India; and its effect was markedly seen in the "mutiny" at Vellore. This rising at Vellore was a rehearsal of the great rising of 1857. Just as in a theatre, before the actual performance, several rehearsals have to be gone through, so in history, before the actual and final attainment of freedom, in order to harmonise the whole performance, several rehearsals in the shape of risings are necessary. In Italy, the rehearsals started as early as 1821, and only in 1861 was the play successful. The Rising at Vellore in 1806 was such a rehearsal on a small scale. In this rising, the sepoys had been won over by the princes and people. At markets, preachers disguised as Fakirs were preaching. To indicate the time of rising, chapatees even had been distributed. Hindus and Mahomedans together had risen in the name of religion and liberty. But this being the first rehearsal, they fell even as they were rising. Never mind! Before the final performance, how many rehearsals have to be gone through! Only the actors should boldly stick to their tasks and never cease their rehearsals. And for producing this drama, both England and India were working day and night without rest. And those that were making ready to take part in the play were not common, poor, or ignorant folk. The Gadi of Tanjore, and Masnad of Mysore, the Raigarh of Sahyadri, the Dewan-I-Khas of Delhi were among the select actors. And to crown all, Lord Dalhousie landed on the shores of Hindusthan in 1846. There is not now much time left for commencing the task which was sworn to on the battlefield of Plassey. From the above chain of causes, it will be clearly seen that, before Dalhousie landed in India, the seeds of discontent had gone deep, very deeply, all over Hindusthan. Rajas and Maharajas, deprived of their kingdoms by the English, were burning in their hearts. The fact that the centenary of Plassey was approaching inspired a strange feeling of hope among the people; and in the very armies of the English, the sepoys were secretly chafing with rage and hatred. Even if India had had at this time a Viceroy who would strive to allay this secret discontent, it is very doubtful how far his efforts would have been successful. The question now was not whether the Company's rule should be good or bad; but the only question that used to be asked all over the country was whether the rule should exist at all. The one other force that was necessary for making an attempt to solve definitely this question was supplied when Dalhousie became viceroy; for he gave up the policy of coating poison pills with sugar before administering them to the victim, and began a system of open and direct oppression which did not fail to burn its way into the hearts of the masses. Lord Dalhousie is described, by English historians, as one of the founders of the English Empire. This fact alone is sufficient to form an estimate of his capacity and character. In a country where unjust wars of conquest and oppression of foreign nationalities and races are universally popular, it is no wonder that those who have committed the greatest injustice and oppression are the most honoured. Thus, he who is most unjust is deemed the most capable, and one has no better way of proving himself a great man in such a country than by committing a climax of injustice. In such an Empire, where there is such an emulation of injustice and oppression, Lord Dalhousie was given the significant title of a 'founder'; it is impossible to find a more suitable word to describe his character. With the result of a hundred years of wicked English policy behind him, obstinate by nature, possessed of boundless self-confidence, his flesh and blood permitted by the glory and pride of an unjust Empire, this bold, if not clever, man landed on the shores of out land saying openly, "I will level the land of Hindusthan." As soon as Dalhousie landed, he saw at once that so long as Ranjit Singh's lions lived in the Panjab, it was impossible to achieve, the object dear to his heart of levelling Hindusthan. He, therefore, determined to throw somehow or other the lion of the Panjab in the cage of Slavery. But the Panjab lion had no ordinary claws. Seeing his cave threatened, he rushed out of the lair at Chillianwalla and, with a terrible stroke of his paw, mauled the enemy and made him bleed. But, alas! While the lion was standing at the mouth of the cave at Chillianwalla, a traitor broke open the back-wall at Guzerat and the lion was surprised and captured. Soon the cave of the lion became his cage! Ranjit's Queen, Chand Kuvar, dies rotting in London! And the lion's cub, Dhulip Singh, ate the beggar's bread at the hands of the Feringhi enemy! After the annexation of the Panjab, Lord Dalhousie wrote in his despatch, the proud sentence that the extent of the British Empire was now continuous from the Himalayas to Cape Comorin. But now that the British frontiers had been pushed to the Himalayas on the north and to the seas on the south, it was inevitable that he should have an ambition to create an eastern and a western frontier suitable to these northern and southern ones. Then why delay? Send a 'peace' mission to Burma and the work is done. This peace mission so tightly embraced the peace of Burma that its ribs were broken and it expired! This very loving task was soon over and Burma was also annexed. Now at last, the whole of Hindusthan - from the Himalayas to Rameshwar and from the Sindhu to the Iravady became red - but, oh! Dalhousie, do you not fear that it will soon be redder still? Do we realise what is meant by the annexation of the Panjab and Burma? We cannot form an idea of it from mere names. The Panjab alone is a territory of 50,000 sq. miles and a population of four millions! It is the land watered by five sacred rivers of the Vedas, on the banks of which the Rishis in ancient times had recited sacred mantras! To conquer such a region Alexander came from Greece, to defend such a region King Porus fought. After taking such a country, the ambition even of Ravana would have been satisfied; but the land-hunger of Dalhousie was not satisfied even after swallowing not only the Panjab but also the extensive dominion of Burma. Though the frontiers of India were extended, there still remained the graves of ancient kingdoms within. Dalhousie therefore began to root these out and level everything. Not only did they occupy too much valuable space, but there was the fear that from these graves might one day rise the future avengers of India's wrongs. In the grave at Satara was buried a magnificent Hindu Empire. And it is no wonder that Dalhousie, who was a believer in the Resurrection of Jesus was afraid that out of Satara might rise a future Hindu Emperor who would confound the foreigner and establish Swaraj. In April 1848, Appa Sahib, the Maharaja of Satara, died. At this news, Dalhousie decided to annex that State. And what was the reason? The king had no direct heirs! Even the cottage of the village labourer who has no direct heir is not confiscated but is given to his adopted son or to his near relatives. And Satara was not a peasant's cottage but an 'ally' of the English Government. In the year 1839, Pratap Singh Chhatrapati had been charged with having engaged in a conspiracy with the object of overthrowing the British Government, was dethroned, and in his place Chhatrapati Appa Sahib was appointed by the English Sirkar to succeed him. Mr. Arnold, in his book Dalhousie's Administration, says "It is not pleasant to dwell, on the circumstances of the dethronement - so discreditable they were." After such shamelessly discreditable dethronement, the English established on the Gadi of Satara the brother, on account of the failure of legitimate sons. By this, the English practically acknowledged the right of other relations - as is the invariable law laid down by the Hindu Shastras - to succeed to the throne. The only truth about this whole affair is that Dalhousie, with the habitual --- 6 The first article in the treaty entered into by the Sirkar with the Chhatrapati, when he was placed on the throne of Satara, runs as follows:- "The valiant English Government on its part agrees to give the country or territory specified, to the Government or State of His Highness the Maharaja Chhatrapati (the Raja of Satara); His Highness the Maharaja Chhatrapati and His Highness's sons and heirs and successors are perpetually, that is from generation to generation, to reign in sovereignty over the said territory." treachery of his nation, overrode this open acknowledgement knowingly and deliberately, because it was profitable to do so. No one could under any pretext say that the English in any of the various treaties concluded with the various Rajas, had refused to acknowledge the right of adopted children to succeed to their adoptive parents' thrones. In 1825, the Company, while acknowledging the right of the adopted child of the Raja of Kota to succeed, openly declared: "The Prince of Kota must be considered to possess the right, in common with all other Hindus, of adopting a son and successor in conformity with the rules of the Shastras." Again, in 1837, when the Raja of Oorcha adopted a successor, the English acknowledged him and promised: "Hindu sovereigns have a right to adopt, to the exclusion of collateral heirs, and the British Government is bound to acknowledge the adoption, provided it is regular and not in violation of the Hindu law." It may be safely asserted that nowhere else but in English politics could be found the audacity of denying the very existence of those promises which were given most definitely and which are contained in their own documents. Not only by these declarations but on innumerable other occasions, the English have acknowledged the right of the native princes to adopt in accordance with the Hindu Shastras. Suffice it to say that, within the short period of two years (1846-47), the English Government had consented to the succession to the Gadi of innumerable adopted sons, and acknowledged their rights. Indeed, to try to seek, in the language of promises and treaties, the root cause of annexing these states, is to work in a wrong direction altogether. The real truth of the matter is that Dalhousie had come to reduce all India to a dead level and the grave of the Hindu Empire at Sarata was trying to raise its head. Obviously, therefore, though Pratap Singh and Appa Sahib had both adopted in accordance with the Hindu Shastras, the English --- 7 Parliamentary Papers, 15th February, 1850, page 141 annexed the Raj under the pretext of failure to legitimate heirs. The Gadi of Satara! The same Gadi on which Shivaji was crowned by the hand of Gaga Bhatt! The same Gadi to which Baji Rao I. dedicated all his triumph, before which he bowed low! O Maharashtra! behold that same Gadi, on which Shivaji sat, and to which homage was paid by Santaji, Dhanaji, Niraji, and Baji, has been broken to pieces by Dalhousie! Go on, if you will, with your petitions ad deputations. What if Dalhousie does not listen to these? In England at least, you think, the Directors will listen to you? Dalhousie is apparently a mere man; but, who knows, perhaps the Directors in England might be more than men. None in Maharashtra has seen these same Gods. It was, therefore, thought proper that Rango Bapuji, an excellent and loyal man, should go to England to lay the grievances of Satara before the 'Home' authorities. Success or no success, the game was at least, they thought, worth trying. But how long would they wait, hoping against hope, for the success of their mission? For how long would Rango Bapuji go on wearing away the very pavement of Leadenhall Street? Yes, Rango Bapuji will go on clinging to his impossible hope till he is mocked at and insulted, till every penny is spent in feeing English barristers with crores of Rupees so that he has not money left even for his passage, and until he receives the insolent reply that they refuse to give back Satara! While Rango Bapuji was busy packing for London, Balhousie's attention was being absorbed by a new affair; for, an occasion had risen by which he could weed out the miserable shrunken shrub of the Raj of Nagpur. Raghoji Bhonsle, the rightful owner of the Nagpur Gadi, died suddenly at the age of 47. The Raja of Berar was an ally of the English Government, and this very friendship of the English was the cause of his destruction! Those who knew that the English hated them were spared but all those who foolishly believed that the English were their friends were mercilessly and treacherously involved in ruin. The kingdom of the Berars was not the Englishman's jahgir, nor was it a feudatory state dependent for its existence on his sweet will and pleasure. It was an independent state on an equality with the Feringhi Sirkar. J. Sylvian has defied the British Government to show on what grounds and by what show of justice, either eastern or western, they could have the right of annexing such a Raj, merely because the king died childless. Obviously it was a game of 4. The treaty of 1826 beging as follows: - Treaty of perpetual friendship between the Honourable East India Company and His Highness of Maharaja Raghoji Bhonsle, his heirs and successors. legerdemain or sleight-of-hand; one removes and the other, his accomplice, conceals it quietly! While the opne cuts off the head, the other, his accomplice, goes on asking loudly by what law he dared commit the deed - as if murderers and highway robbers need the law to back them up. In 1853, then Dalhousie at last laid his murderous knife at the throat of 'his friend', showing as a reason that the Raja had not adopted a successor. Raja Raghoji had every hope of a child but died suddenly. Even if he died without a child, the right of adopting passed at his death to his legal wife. If the English had not acknowledged at any time previously the heirs adopted by the queens of deceased Rajas, we should have had nothing to say. But it remains a fact that the English had acknowledged the adoption of Daulatrao Scindia's widow in 1826, the adoption by Junkoji Scindia's widow in 1836, the adoption by the widow of the Raja of Dhar in 1834, and the adoption by the queen of Kishengarh in 1841. Not one, not two, but many such adoptions have the English acknowledged. But we should not forget the fact that, on these occasions, it was to their advantage to acknowledge these heirs. In this case, on the other hand, it was not to their advantage to acknowledge the adoption by the widow of Raghoji. The real point at issue, then was one of advantage to the English Government, and everything was determined on that issue. While the Raj of Nagpur was annexed because no adoption took place, the Satara kingsom faced a similar fate because the adopted heir should have a right to succeed to the throne! Impossible for logic to step in here. By annexing Nagpur, Dalhousie robbed an extensive tract of 76,832 sq.miles, with a population of 4,650,000 people and an enormous annual income. While the poor Ranees were weeping themselves hoarse, a loud knock came on the palace gate. The door was opened and in rushed the English troops. Horses were let loose from the stables, elephants - after forcibly pulling down the Ranees riding on them - were taken to the bazaars for sale, and silver and gold ornaments were removed from the palace and were sold by public auction in every street. The necklace that adorned a queen was lying in the dust of the bazaars. Elephants were sold for 100 Rupees! After this you will hardly be surprised to lean that horses, fed on richer food than Dalhousie had for his own dinners, were sold for 20 Rupees and that a pair of horses, on which the Raja himself used to ride, was sold for 5 Rupees! Elephants with the howdas on them and horses with caparisons were sold, but the Ranees still remained with their jewels. Why not sell the jewels? So, the jewels also went the way of other things, and no Ranee had a single jewel left on her person. But even here the "friendship" of the English could not stop. So, they began to dig the floor of the place! And, Heavens, in the very bedroom of the Ranees the Feringhi pickaxe began its desecrating work! Reader, start not yet, not tremble, for the pickaxe has only started the work, and will do further deeds, nay, is doing it. For, see you not it has broken the bedstead of the Queen, and is digging the very flooring underneath the bed? And shall we say it? All the while the Maharanee Anna Poorna Bai was on her death-bed, and was even then dying! While the Dowager Queen of the great family of the Bhonsles of Nagpur was on her deathbed, groaning with agony and for the insult to the throne and the family, in the neighbouring room, in that bed of the Queen, the Feringhi's pickaxe was doing its work! What a terrible accompaniment to the groans in the next room! And why all this? Because Raghoji died before adopting a successor! Ranee Anna Poorna Bai died, groaning for the insufferable insults flung at her ancient dynasty. But the hope of Ranee Banka to get justice from England was not yet dead! This vain hope was at last destroyed, but not until she had tried the immensely expensive remedy of feeing English barristers with lakhs of Rupees. Ands what did Ranee Banka do then? She spent the rest of her life in "loyalty" to the Feringhi! While the Lightning was working destruction at Jhansi, Banka, seeing that her sons were ready to unsheathe their swords of Swaraj, threatened them that, if they did unsheathe their swords, she would herself inform the Feringhis of their designs and advise the Feringhis to behead them! --- 8 Balhousie's Administration, pp. 165-168. 9 Banka, thy name shall go down to History as Banka the treacherous. Blow your trumpets loudly now, O Heralds of History, for soon there are to arrive on the scene two great heroes! These are two bright pearls in the necklace of Mother India. Now, then dark night has overspread the horizon of the whole country, these two alone are shining as luminous stars. They are fiery Akalis ready to avenge their country's unjust wrong with the last drop of their blood. They are two martyrs sacrificing their lives for Country, Religion, and Freedom. They are two witnesses, sword in hand, to prove that the blood of Hindusthan that gave birth to Shivaji is not yet dead. They are two noble souls that could entertain in their hearts the grant and holy ambition of Swaraj. They are two crusaders in the Holy War, glorious even in their defeat. Therefore, O readers, stand up in all awe and reverence, for the noble figures of Nana Sahib Peshwa and the Queen of Jhansi are coming on the stage of History! We do not know which to describe more - the splendour of the mountain tops of Matheran in the holy Maharashta, or the green, velvet-soft, grassy meadows adorning the feet of those hiolls. In the lap of the graceful plateau below, almost overhung by the sky-reaching peaks of the Matheran, there nestled a tiny little village called Venu, heightening the beauty of the already beautiful region. Among the old and respectable families of Venu, the family of Madhavrao Narayan Bhatt was the most prominent. Madhavrao and his noble wife Gangabai, though living in circumstances of domestic poverty, were happy in the enjoyment of mutual love. In the small house of this good family, all facts beamed with joy and happiness in 1824, for the good Gangabai had given birth to a son. That son of Madhavrao and Gangabai was no other than the Peshwa Nana Sahib, at the very sound of whose name the Feringhi shudders with fear, - that same Nana who has made his name immortal in history as a hero who fought for liberty and for his country. About the same time, the last Bajirao had abdicated his throne and was leading a life of retirement on the banks of Ganges. Many Maratha families had followed him and, hearing that Bajirao was generous enough to support them in good state on his pension, many new families also emigrated thither. Among the latter was the family of Madhavrao, who went to Brahmavarta in 1827 to seek the generosity of Bajirao. There, the little son of Madhavrao captivated the heart of Bajirao, and little Nana Sahib became a great favourite of the whole Durbar. His spirit even in childhood, his serious mien and his intelligence made a deep impression upon Bajirao, who eventually resolved to adopt him. On the 7th of June, 1827, Bajirao formally placed him on his lap and adopted him. At this time Nana was only two-and-a-half years old. In this manner, the child born in the village of Venu became, by a stroke of luck, the heir presumptive to the throne of the Peshwas! It was no doubt a great good fortune to be made heir to the seat of the Peshwas of the Mahratta Empire. But, O brilliant Prince, do you realise the great responsibility accompanying this good fortune? The throne of the Peshwas is not an ordinary thing! It was on this that the great Baji sat and ruled an Empire. It was for this that the battle of Paniput was fought. On this have been poured the sacred waters of the Sindhu for the anointing of generations of Peshwas; on this the treaty of Wargaon had been made and, most important of all, on this is to come, or any, already has come, the contaminating touch of slavery. Do you realise all this? To be the heir to a throne is to undertake, to guarantee, the protection and dignity of that throne. Then will you or will your not guard the dignity of the Peshwa throne? Either the Gadi should be adorned with the crown of victory, or it should be burnt in a brilliant pyre of glory, like the proud women of Chitore! There is no third way of saving the glory of the Peshwa's throne! O brilliant Prince! Think of this terrible responsibility, and then sit on the Gadi of the Peshwas! Since your father gave reason for the taunt that the Peshwa's Gadi surrendered, the whole of Maharashtra has become black with shame, and all desire that if the Gadi is to enter after all, it should end even as it began—that if it is to die, it should die fighting! Sit proudly on that Gadi, O young Nana, so that History may say with pride that the Gadi, whose first Peshwa was Balaji Vishvanath, had for its last occupant Nana Sahib! At about the same time in sacred Varanasi, there lives in the retinue of Chimnaji Appa Peshwa, Moropant Tambe and his wife Bhagirathi Bai. Little did the couple know at the time that their name would become immortal in History! This couple, which had the good fortune of giving birth to a daughter who was to be a veritable flashing sword in the hands of Hindusthan, this couple hardly understood its good fortune. Do the thorny branches know that, in the spring, a rose, delighting all with its fragrance, would spring forth from out of them! But though the branches knew it now, still, as soon as the spring time of Hindusthan came, the flower did come forth! It was in 1835 that Bhagirathi gave birth to the heroine, Ranee Lakshmi Bai. This brave woman's name in youth was Manu Bai. When Manu was hardly three or four years old, the whole family left Benares and went to the court of Bajirao at Brahmavarta. There she was so much liked by all the people that they called here "Chabeli". Prince Nana Sahib and the sweet Chabeli! When two such children braced each other in childish affection, what a sight must it have been to the people of Brahmavarta! What eyes would not glisten with joy to see Prince Nana Sahib and the Chabeli playing together in the armoury and learning their lessons in sword-play - lessons which they were destined to use in later life for the defence of their country and their religion? How limited, indeed, is the vision of man! When Nana Sahib and Lakshmi Bai were learning sword-play together, the spectators did not see the future glory of these brilliant children, and now those who do see their glory, have no longer the good fortune to see those children's games of the past! Still, if, to remove the short-sightedness of these eyes of flesh, we put on the spectacles of imagination, then we can easily see those games of the past. While Nana Sahib and Rao Sahib (his cousin) were learning their lessons under their tutor, this Chabeli too would closely watch them, and thus she learned to read, though stumbling often. Nana Sahib would be sitting in howdah on an elephant and the sweet child would affectionately call up to him, "Won't you take me too?"$^{10}$ Sometimes Nana would lift her up, and both would learn to ride the magnificent animal. Sometimes Nana would be on a horse and wait for Lakshmi to come and join him; just then she would come up galloping with a sword at her side, with her hair slightly dishevelled by the wind, and her hair complexion becoming ruddier by her efforts to curb the spirited horse. And both would start away at a smart pace. As this time, Nana was eighteen years old and Lakshmi Bai was seven; what a pleasant memory to $^{10}$ Parasnis's Life of the Queen of Jhansi. us that the heroine should have started her training for the holy was at the age of seven? These two jewels were extremely fond of each other from their earliest childhood. In Brahmavarta, at that time, were being brought up three of the most important characters of the Revolutionary War of 1857, Nana Sahib, Queen Lakshmi Bai, and Tatya Tope. It is said, that on every festival of Yamadvitiya, these two, Nana Sahib and Lakshmi Bai - historical brother and sister- used to perform the ceremony of Bhaubij. We can well picture to ourselves the sweet attractive spirited Chabeli, with a golde dish and with lamps in her hand, performing the ceremony. Such occasions when a Lakshmi Bai is waving the sacred lamp round the face of a Nana Sahib, such occasions make history more romantic than romance! In the early life of Nana Sahib and Manu Bai, we have the key to their future greatness. Their flesh and blood, even in early childhood, had been permeated by the love of Swaraj and a noble sense of self-respect and pride of ancestry. In 1842, the Chabeli was given in marriage to Maharaja Gangadhar Rao Baba Sahib of Jhansi, and thus became Maharani Lakshmi Bai of Jhansi. She was extremely popular at the Court of that place and gained the affection and devoted loyalty of all her subjects, as the later part of this history will show. In 1851, the Peshwa Bajirao II died. Let not a single tear be shed for his death! For, after losing his own kingdom in 1818, this blot in the escutcheon of the Peshwas spent his time in helping to ruin the kingdoms of other kings! He saved considerably on the pension of eight lakhs of Rupees allowed to him by the Company's Government, and invested it in the notes of the Company. Later when the English went to war with Afghanistan, he helped them with a loan of fifty lakhs out of his savings. Soon after, the English went to war with the Sikh nation of the Panjab. And all were in hopes, and the English in fears, that the Mahratta at Brahmavarta would make common cause with the Sikh Misals against the English power. When almost the whole of India was fighting against Aurangzeb, Shri Guru Govind Singh, after a defeat in the Panjab, had come into the Maharashtra, it is said, to enter into an active alliance with the Mahrattas. Now it seemed that the Mahrattas would go into Northern India on a similar mission, and perform the unfulfilled promises of the alliance. But Baji spoiled the sport at the eleventh hour. This Baji - this Peshwa of Shivaji and his descendants - spent money out of his own pocket and sent one thousand infantry and one thousand cavalry to the assistance of the English! This Bajirao had not troops enough to help the enemy to desecrate the house of Guru Govind Singh! O unfortunate nation! The Mahrattas should take the kingdom of the Sikhs and the Sikhs should take the kingdom of the Mahrattas - and all this for what? In order that the English might dance in joy over the corpses of both. We have rather to thank the God of Death that such a traitor - this Baji - died before 1857. Before his death, Baji Rao made a will by which he bequeathed all the rights of succession and powers of the Peshwa to his adopted son Nana Sahib. But immediately on the news of Baji Rao's death, the English Government announced that Nana Sahib had no right whatsoever to the pension of eight lakhs. What must have Nana Sahib thought on hearing this decision of the English? The conflict of passions in his heart is portrayed to some extent in the despatch written under his direction. It says: "It is simply unjust that the high family of the Peshwa should be treated by the Company so lightly as this. When our throne and kingdom were handed over to the Company by Shrimant Bajirao, it was done so on the condition that the Company should pay eight lakhs of Rupees every year, as its price. If this pension is not to last for ever, how can the surrender of the kingdom, which was given as a consideration for this pension, last for ever in your hands? That one party alone should be bound by the contract, while the other intentionally fails to do its part is absurd, unjust, and inconsistent."¹¹ Then follows a clear and well reasoned passage refuting the theory that he, being an adopted son, cannot get his father's rights, citing authorities from Hindu Shastras, from rules of politics and customary law. After that, the despatch of Nana Sahib continues: - "The Company puts forward another excuse to cease to pay the pension, namely that Bajirao II has saved a considerable sum which is quite sufficient to defray the expenses of his family. But the Company forgets that the pension was given as a condition of the treaty, and there is no single clause in the treaty directing the mode in which the pension should be spent. The pension is the price of the kingdom given, and Bajirao would have been justified had he saved even the whole of the pension! We ask the Company whether they have got the least right to ¹¹ Nana's Claims against the East India Company. question the manner in which the pension is expended? Nay, can the Company ask even its own servants as to how they spend their pensions or what they save out of it? But it is strange that a question, which the Company dare not ask even of its own servants, is raised in the case of the heir to a royal dynasty, and is made the pretence to break a treaty." With this argumentative and spirited despatch, Nana's faithful ambassador, Azimullah Khan, left for England. Of the important characters in the Revolutionary War of 1857, the name of Azimullah Khan is one of the most memorable. Among the keen intellects and minds that first conceived the idea of the War of Independence, Azimullah must be given a prominent place. And among the many plans by which the various phases of the Revolution were developed, the plans of Azimullah deserve special notice. Azimullah was very poor by birth. He rose gradually on the strength of his own merits, and at last became the trusted adviser of Nana Sahib. His early poverty was such that he served as a waiter in the household of an Englishman. Even while in such a low state, the fire of ambition was always burning in his heart. He took advantage of his profession as a Baberchi in order to learn foreign languages, and in a short time he had learned to speak English and French with fluency. After acquiring a knowledge of both these languages, Azimullah left the service of the Feringhis and began to study in a school at Cawnpore. By his extraordinary ability, he soon became a teacher at the self-same school. While still serving as a teacher in the Government school at Cawnpore, his reputation as an able scholar reached the ears of Nana Sahib, and he was introduced at the Brahmavarta Durbar. Once, at the Durbar, his wise counsels were appreciated and valued by Nana Sahib, who would take no important step without first consulting Azimullah. In 1854, he was made the chief representative of Nana Sahib and sent to England. His face was noble, his speech sweet and silvery. Knowing very well the customs and manners of contemporary English life, he soon became very popular among Londoners. Attracted by his pleasant and silvery voice, his spirited mien and Oriental magnificence, several young English women well in love with Azimullah. There used to be a crowd, in those days, in the parks of London and on the beach at Brighton, to see this jewelled Indian "Raja". Some English women of respectable families were so much infatuated with him that, even after his return to India, they would send him letters couched in the most affectionate terms. When, later, Havelock's army captured Brahmavarta, he saw there the original letters written by some English ladies to their "Darling Azimullah!" But though English women were captivated by Azimullah, still the East India Company would not leave their stern attitude. They put him off for some time with beguiling words, and at last gave the stereotyped answer, "We entirely approve of the decision of the Governor-General that the adopted so of Bajirao has no claim whatsoever to his father's pension." Thus, as regards the principal object of his mission he was disappointed, in a way. We say "in a way"; because at this very moment, a new inspiration, a new hope, was rising in his heart. There was no necessity of any foreigner's consent to realise this hope, but it depended for its realisation on his own country and countrymen! How to get the consent of his own men? How to acquire the independence of his country by force when it could not be acquired by Sama, Dana, or Bheda (conciliation, money, or division)? These thoughts breathed a new hope and a new life into Azimullah's heart. At this self-same moment, right in the heart of London, a Brahmin was sitting, brooding over the means for attainment of that which he was unable to obtain by petition or by prayer and his heart, filled with vengeance born of despair, was planning dozens of schemes for the attainment of his object. This was Rango Bapuji of Satara. Azimullah, the representative of the Peshwa, used often to visit him, and they both used to hold secret consultations. Leaving these two—one, the representative of the Chhatrapati of Satara himself, and the other, the representative of the Prime Minister of the Chhatrapati—to the quiet and secret revolution of the problem of saving the Hindu Empire, let us turn our attention to the activities of Nana Sahib. Fortunate will be the day when a complete and systematic history of the life of Shrimant Nana Sahib Peshwa will be before the world. Meanwhile, until such a day arrives, it would not be out of place to recount in brief some of the details of his life about this period, as published by the English historians, bitter enemies of Nana Sahib as they are. We have already related incidentally the story of his youth. He had married a cousin of the chief of Sangli. While in the north, in 1857, the Revolution was being resolved upon, this relation of Nana Sahib was making strenuous efforts to achieve the same end in Maharashtra by working in the Poatwardhan State. Nana had made Brahmavarta his home after the demise of his father. This city was in itself very beautiful, while the sacred Bhagirathi which flowed close to the city walls greatly added to its beauty. The palace of Nana commanded a most charming view; before him stretched the quite waters of the Bhagirathi; the banks were cheerfully alive with throngs of men and women; and beautiful temples of fames architecture raised their cupolas all along the banks. The Palace of the Peshwa was a grant structure. Its political, administrative, and other offices, and the large shops and well-kept roads inside the gates, amply testified to the activities within the palace. The many extensive halls within this palace were decorated with rich carpets and gorgeous tapestries. Most valuable china selected with faultless taste, magnificent candelabra studded with diamonds, beautifully carved mirrors, carved ivory of finest workmanship, gold art works richly set with diamonds, in short, all the luxury and taste and splendour of the Hindu palace were to be seen there.\footnote{See Thomson's \textit{Cawnpore}. Peculiar importance attaches to this man and his book owing to the fact that he was one of the two men who survived the massacre at Cawnpore.} The steeds and camels of Shrimant Nana Saheb were caparisoned in silver. Nana's fondness for horses was well known, and it is said that none could excel either him or Lakshmi Bai in horsemanship. His stables were a fine collection of splendid breeds. His special hobby was animals, and people even from far-off parts used to come to Brahmavarta, to see his deer and his gazelles brought from various parts of India, his camels, and his pointers. Yet, be it noted that, above all things, it was on his splendid collection of arms that Shrimant prided himself most. It included arms of all kinds and for all purposes,—swords of best-tempered steel, modern long-range rifles, and big guns of various sizes. Immensely proud of his high birth and conscious of his noble ancestry, Nana had quietly made up his mind that he would either live as became that noble parentage, or pass away from memory altogether. It is a significant fact, that in the main hall and in a prominent place were hung the portraits of those great and capable men who had adorned Mahratta history. What did those faces speak to him? What did the portrait of Chhatrapati Shivaji say to him? What a tumult of feelings must have arisen in his mind when he saw Baji Rao I, the Bhao of Panipat, the youthful and regal Viswas, the wise Madhava, and statesman Nana Farnavis, in the portraits before him! The very consciousness that he was born in a family which would boast of such great names, must have been constantly impelling him to, what thoughts? Nana, there is no doubt, must have felt, and felt terribly, the woeful humiliation of petitioning to his enemies for a pension for that Empire, of which his ancestors were the Prime Ministers, nay, rulers. The stories of the noble deeds of the great Shivaji, whose memory he fondly cherished, must, without doubt, have set ablaze in his heart the flames of anger and vengeance. A Sanskrit proverb says, "The honourable prefer death to dishonour," and Nana was above all honourable. Generous as a prince, pride was his greatest wealth - as it always is of the brave. Hence he could not bear the idea of accepting any invitation from the European officers about him. For was he not, as the Peshwa, entitled to the salute of gunds, which the Company was not willing to fire in his honour? He was serious constitutionally and his habits were simple. He had not a trace of extravagant habits or vices. An Englishman who had observed him closely on many occasions says that, at the time he saw him, he was really about twenty-eight years of age, but he looked forty. "He was inclined to embonapoint; his face was round; his eyes, restless like those of a tiger, were --- 13 Charles Ball's Indian Mutiny, Vol.I, page 304. 14 "A quiet and unostentatious young man not at all addicted to any extravagant habits."- Sir John Kaye. piercing and of great lustre; his complexion was like that of any Spaniard; his conversation was characterised by a touch of humour."¹⁵ In the Durbar, he was dressed in kinkhabs. Englishmen used to admire the jewellery he displayed about his person and his crowns studded with diamonds. His generous and sympathetic heart, had effectually won the love of his subjects. His kindness to his subjects would be quite natural, but it is significant that Shrimant was habitually generous even towards those very English people, who, turning ungrateful, had deprived him of his all. If any youthful English couple wanted change of air, the rich equipage of Maharaja Nana Sahib was ready at their service. Many a "Sahib", tired of living in Cawnpore, used to pay a visit with his "memsahib" to the town of Maharaja Nana Sahib, and presents to rich shawls and valuable pearls and diamonds were made to them on the occasion of their leaving Brahmavarta.¹⁶ It may be seen clearly from this that the poison of individual hatred never touched the noble soul of Nana. The elevated and heroic ideal, of generously treating those very enemies with social courtesy and obligation, whom, on the battlefield, you would remorselessly destroy, has again and again been celebrated in the epics and histories of Hindusthan. The Rajput heroes used to treat their bitterest enemies with splendid generosity. Be it noted, therefore, in this connection, that there was considerable cordiality between Nana and the English at this time.¹⁷ As long as they could feast at the palace of the Shrimant, the English officers and their wives were heaping friendly praise upon him, but as soon as he lifted the Sword of righteousness in the cause of --- ¹⁵ Trevelyan's Cawnpore, pages 68-69. ¹⁶ Trevelyan's Cawnpore, pages 68-69. ¹⁷ 'Nothing could exceed the cordiality which he constantly displayed in his intercourse with our countrymen. The persons in authority placed an implicit confidence in his friendliness and good faith, and the ensigns emphatically pronounced him a capital fellow.' - Trevelyan's Cawnpore. Swaraj and Swadesh on the battlefield of Cawnpore, what ignominy and what low abuse they heaped on him! Shrimant was well educated, and had the refinement of culture. He took great interest in politics and political affairs. He used to watch and closely study the ever-changing affairs of great nations, and for that purpose would closely follow the English press. He used to have the daily papers read to him every morning by Mr. Tod, an Englishman afterwards massacred at Cawnpore. He thus was able to observe, with his lynx-eye, all the political changes in England and in India. When heated discussions were taking place over the question of annexing Oudh, Nana was of opinion that that act would inevitably force on a war.$^{18}$ As this description is compiled from the histories written by Nana's enemies, it is to be noted that those virtues which his enemies ascribe to him must have been a distinct feature in his character. For it cannot be expected that English historians, with their terrible hatred for Nana, could acknowledge willingly his eminent virtues except where absolutely necessary. and good faith, and the ensigns emphatically pronounced him a capital fellow." - Trevelyan's Cawnpore. The tardy acknowledgment of such virtues is the more significant, as after this slight confession of truth, these very historians have wreaked to the full their devilish vengeance on Nana for having leaped forth into the battlefield. The poisonous pen of English historians has taken a fiendish delight in calling him a "badmash", a "high way robber", a "fiend", and "Satan", and has been heaping upon him low, vulgar, and dishonest abuse. But even if all this abuse was deserved, still the single fact, that Nana fought for Swarajya and bled for Swadesh, is sufficient to establish his loving memory in the heart of us Indians. It was essentially necessary that the whole world should realise the fact that a grant and terrible vengeance is visited sooner or later $^{18}$ Charles Ball's India Mutiny, Vol.I, p.304. on those who dare to commit the sin of depriving Hindusthan of Independence. Nana was the incarnation of vengeance of the land of Hind! Nana was the Narasimha Mantra of this land! Yes; this one fact will impress Nana's memory on the tablet of our hearts! Yet with this particular merit of Nana, when one further remembers the individual instances of his generosity, his pride of birth, and above all his noble and patriotic heart, one's head bows in loving adoration of that grant personality; and then rises before one's mind's eye the fair and noble form of Nana, with his huge strength, crown on his head, his bright and alert eyes red with injured pride, the sword (worth three lakhs of Rupees) by his side keen and ready to leap forth from the scabbard, and his body all aflame with anger and keen desire to avenge the Swarajya and the Swadesh! Ye, conflicting emotions, stop! What a terrible tumult is happening there! The insolent message, the last, has come to Nana from the English, that he has not a vestige of claim to the pension of Baji Rao; nay, that he must even give up the proprietary rights to Brahmavarta; and this, the Company further claimed, was justice! Justice? Now the English need not take the trouble of giving a definite reply whether it was justice or injustice! Extensive preparations are in progress and there, on the field of Cawnpore, will be determined the issue of the question. It is there that the question, whether it is justice or injustice to injure the heart of a Mahratta, will be fully discussed. Decapitated, headless trunks, mutilated bodies, flowing streams of blood - these will determine the issue. Aye, and the vultures sitting on the parapets of the well of Cawnpore will listen to this discussion and give a definite answer to the issue raised, Justice or Injustice? While splendid preparations were being made for this extraordinary ceremony at Nana's palace, his Chhabeli sister was not sitting idle. Before her had come the same question - Justice or Injustice? When she adopted her darling Damodar as her son, soon after the sudden death of her husband in 1853, the English annexed Jhansi, refusing to recognise the rights of adoption. But Jhansi was not a state which could be annexed by mere word or letter. Not the Banka of Nagpur, but the dear sister Chhabeli of Nana - Ranee Lakshmi Bai was ruling there! As if she cared a whit for this "annexation"! From her proud heart, seeing this low and heartless cunning of the English, pealed forth the thunders born of injured pride and a sense of honour, and through these the lightning of Jhansi declared, "Give up my Jhansi? - I will not! Let him try to take who dares!!" "Meri Jhansi doongi nahin!!" 19. ____________________ 19 Dalhousie's Administration, Vol. II. We have no hesitation in saying that Lord Dalhousie is one of those Indian administrators who are accused of more sing of administration than they are really guilty of. Officers like Dalhousie are nothing more than mouthpieces of tyranny. They merely execute the commands of the 'Home' authorities. To refer all responsibility for tyrannous misdeeds committed in India to such mouth-pieces would be as unjust as it is irrational. Dalhousie was purely a creature of the circumstances in which he was placed. The major portion of the responsibility, for good as well as for evil, therefore, rests on those who created the situation. As long as the general policy is dictated from 'Home', those whose duty is merely to execute it can act no more honestly than Dalhousie did. It would certainly be unjust to hold Dalhousie responsible for all those combined acts and deeds which had to flow directly from the situation created for him by his masters in England and his assistants in India. Dalhousie merely reaped that harvest of political robbery the seeds of which had been sedulously sown for a hundred years by his predecessors. The intrigues born of political avarice had been sown long before and Dalhousie's regime was the season in which they bore fruit. But for this heritage of iniquitous power behind him, how many kingdoms could Dalhousie have annexed? It was chiefly because generations of his predecessors had prepared the way for him by slowly undermining the foundations of the different kingdoms of India that Dalhousie was enabled, by the mere stroke of his pen, to annex so many of them. It was in 1764 that the relations between the Company and the ruler of Outh were first established. Since then, the servants of the Company had been steadily trying to usurp the fertile land of Ayodhya. Having first compelled the Nabob of Oudh to keep English regiments in his pay for 'protecting' him, they obtained from him in return Rs. 16 lakhs (160,000) per annum as the pay for these regiments. By such forced protection and voluntary compulsion, the treasury of the Nabob was rapidly emptied; and then the English suggested to the Nabob (it was a veiled command) that a replacing of all the native army of the Nabob by English regiments would be a valuable step towards the effectual 'protection' of the principality. A treasury which could not afford to pay even the pay of the "subsidised troops" could certainly not pay the salaries of the "additional" troops forced on the Nabob, and the English thoroughly knew this fact. Indeed, the additional demand was made because the English knew this fact. At last it was forced (most unwillingly!) upon the notice of the Company that, if the Nabob had an empty treasury, he had at least a tract of territory and, so, with the sold object of looking after the welfare and well-being of the Nabob, the Company deprived him, at once and for ever, of a territory yielding a new revenue of about two crores of Rupees (2,000,000) and forced him to accept the services of this extensive army of English soldiers. This territory was the land of Rohilkhand and the Doab. After robbing all this land from the territory of Oudh, the English signed an agreement that, as the Nabob had surrendered all and every right over this tract of land, the rest of the territory belonging to the Nabob should remain hereditarily in the family of the Nabob. Another article in the treaty provided that the Nabob should not oppress his subjects. After this treaty which was concluded in 1801, the Nabob was made to advance to the Company, whenever they wanted financial aid, crores of Rupees. The whole kingdom of Oudh was in the hands of the Compoany's army officers, the treasury became empty by forced loans and contributions, and it was impossible for the Nabob to administer his territory independently or to introduce internal reforms. But the philanthropic Company kept on urging upon him, pointing to the articles in the treary of 1801, to alter his administration so as to make his subjects happy and contended. How was it possible for the Nabob to do so? The Company thwarted all his efforts to reform the finances. Those old laws in the kingdom which ensured the happiness of the people were abolished by the Company and new ones were introduced. The subjects so much in consequence of these new laws that even the Company had to acknowledge its mistake and did do so ten years after. Thus, while on the one hand the Company unlawfully interfered in the internal administration of the kingdom, on the other hand it insisted that the subjects of the Nabob should have no complaints. They first made him empty his treasury to satisfy their exorbitant demands; and when, to satisfy their further demands which they insisted on being satisfied at once, the Nabob taxed his subjects, down comes the Company on the Nabob's poor devoted head and charges him with maladministration, because, forsooth, the subjects complained against the new taxes. The Nabob's administration was thus paralysed, but, at the same time, if by any chance the people, with one voice, rose against the injustice and attempted to get a reform of the constitution, English bayonets and swords of the "subsidised" troops were ever ready to smother the united voice of the nation. And still, the Company persisted in requiring that there should be no complaints in the kingdom! Thus, while on the one hand they rendered it more and more impossible either for the Nabob or the people to reform the administration in any way, on the other hand their strict and persistent demands for a better administration grew steadily louder and louder! "As a matter of fact, the true and effectual way for the introduction of an administration which would render the people happy would have been to call the British Resident back and to given the Nabob a free hand in the administration of his dominion. Thus, the whole guilt of the unrest in his territory rests on the head of the Company". Such is the clear and unmistakable evidence of Lord Hastings. But in spite of this, the Company threatened that, if the Nabob did not render his administration conducive to --- 20 Charles Ball's Indian Mutiny, Vol.I, p.152. the happiness of his subjects, the Company would consider it a violation of the treaty of 1801. This treaty of 1801 was cancelled and the Nabob entered into a fresh agreement in 1837. This treaty impaired the authority of the Nabob considerably, but he signed the new agreement simply with the intention of rescuing himself from the cunning treaty of 1801. In the year 1847, Wajid Ali Shah succeeded to the throne of Oudh. This new Nabob determined from the first to destroy the poisonous white worm which was killing the life out of the state, and with that object began reforms in the army which was the life of the kingdom. This youthful prince introduced strict regulations as to the discipline of the Sepoys and even personally supervised their drill. All the regiments had to undergo the drill every morning before the Nabob, who used to dress in the uniform of the commander-in-shift of the troops. He issued strict orders that every regiment that was late in presenting itself on the parade ground should be liable to a fine of Rs.2000 (200) and he, at the same time, bound himself to pay the same amount as fine if he himself failed in this duty.\footnote{Native Narratives of the Mutiny by Metcalfe, pp.32-33.} The Company, of course, could not bear to see the Nabob develop his strength. The British Resident, therefore in a short time forced the Nabob to give up these military activities and at the same time suggested that, if he so desired to increase the strength of the army, the Company was quite willing to increase the "subsidiary" force; the only condition they would impose being that the Nabob should, every year, pay a further additional sum towards its expenses and upkeep. The hotblooded Nabob was quite indignant. But he was forced to give up his darling scheme of military reform and was reduced to complete inactivity. Yet, the benevolent East India Company went on arguing that the Nabob should render his administration happy to his subjects. But now, the Nabob need not even think as to how to render his rule happy. For Lord Dalhousie has arrived in India with the express and benevolent object of taking upon himself (as representative of the E.I.Coy.) all the responsibility for the good administration of all the independent states of India. With his keen political insight, Lord Dalhousie soon realised that the treaty of 1837 was, as a matter of fact, a great blunder. For in the annulment of the old treaty was lost a very strong and a very hypercritical reason for the annexation of the independent principality of Oudh. The article in the treaty of 1801, demanding that the Nabob should rule for the happiness of his subjects, was an incontrovertible argument for annexing Oudh at the sweet will of the Company. How could this mistake of 1837 be repaired? Why, by simply denying the fact that the treaty was ever entered into. Without any indirect methods, the Nabob was informed that no such treaty as the one of 1837 was ever entered into. A short time after the treaty of 1837, the English, as it would appear, remembered the treaty perfectly well. Indeed in 1847, Lord Hartington had publicly and unmistakably acknowledged this treaty. Col. Sleeman in 1851 had further testified to the treaty. Nay, in that very year 1853, not only was mention made of this treaty, but it was actually appended to the list of the existing treaties in the Company's records for that year!22 So the English denied, aye, altogether, that there was ever any such treaty: - the very existence of a treaty which they had acknowledged just a minute before was denied by them even before the pen which had written the acknowledgment had been laid down! And thus, Wajid Ali Shah was informed that the Company would consider it necessary to take over the administration of his kingdom if he did not introduce the happy regime! But it must not be forgotten that all these important issues had been decided on long before Dalhousie even reached the shores of Hindusthan. All his predecessors, moved by unholy designs, had prepared --- 22 Dalhousie's Administration, Vol.II, p.367. the way to swallow this province, and their endeavours, characterised by low cunning, had almost succeeded. To Dalhousie was reserved the last act of consummation, the last stroke of policy and this absorbed all his attention. It would have been out of the question to "conquer" Oudh by sending an expedition into the territory as was done in the case of the Panjab or Brahmadesh (Burma), for as yet not a single man in the Oudh territory was for the English. The charge that the Nabob did not carry out the friendly intentions he professed was also out of the question, for had not the Nabob helped the English on all occasions, when help was needed? And had not the Nabob freely supplied the English with money from his pocket? Had he not supplied the English even with provisions, when they were pressed hard in many of their campaigns? Nor could there be any excuse, as in the case of Nagpur, that the Nabob had no direct heir; the palace was full of the Nabob's legitimate children. Nor was there trouble about adoption as in the case of Jhansi, for the present king was the legitimate son of the late king and had, further, sat on the throne for years. In short the Nabob of Oudh had not committed any of the above "crimes" which cost other princes their kingdoms. But though the Nabob had thus avoided every other "crime", still the demented fool had committed one unpardonable crime! What crime could cry louder than this, that the land of Oudh was very fertile, teeming with crops and rich in every way? Even the dry language of the Blue Book has broken forth into poetic eloquence when describing the beautiful and rich land of Oudh! The Blue Book says: - "In this beautiful land, everywhere within twenty feet, and in some places even within ten feet, of the surface, there is a plentiful supply of water. This splendid tract is most charming, nodding with whole forests of tall and towering bamboo trees, cooled by the shade of mango trees and green with rich and verdant crops. The deep shade of the tamarind, the fragrance of the orange trees, the rich hue of the fig trees, and the sweet all-pervading scent of the pollen of flowers lend an additional glory to a scene naturally beautiful!" That no wise Englishman should hesitate to pull down a Nabob who was guilty of such an enormity as possessing such a beautiful tract of territory all for himself, Dalhousie realised but too well and so, in the year 1856, the fiat went forth that Oudh was to be annexed. And what was the reason alleged? Of course this, that the Nabob was not reforming his administration. But, England couldst justify thy rule over India for a day, if thou acknowledgest the plea of unrest and maladministration as sufficient? There is the vice of opium-eating in China, absolute rule in Afghanistan, why, under thy very nose Russia has reached a climax of lawlessness and tyranny; yet couldst thou dare for that reason to drag the Chinese Emperor and the Amir and the Tsar from their thrones and annex their kingdoms? How couldst though acquire the right of gagging the mouth of your neighbour and binding his hands and feet and taking possession of his house, because, forsooth, he kept his things not quite in proper order? Even the treaty of 1801 did not give the Company the right of annexing Oudh under any circumstances. And was not that very absence of good administration, at which the Company pretended so much indignation, a thing brought about by their own agency? Arnold, the biographer of Dalhousie and the historian of his regime, asserts that the Nabob of Oudh was guilty of many a crime besides that! In the first place, he used to give presents of shawls to his servants of either sex; further that he has a fireworks display on the 11th of May; why, more - one morning he urged Shah Begum and Taj Begum to a dinner! What more horrible crime could he commit? All thanks to the English who bore patiently such gross acts on the part of the Nabob as taking medicinal drugs in the mornings, and desisted from dethroning him! But the patience of the English could endure no more! For, one day the Nawab was present when some stallions were let on the mares for breeding purposes. It is a wonder that malicious as the English historians were, trying hard to noise far and wide the incapacity of the Nabob for good administration, by such silly, trifling accusations, they should have taken the trouble to come to Hindusthan to witness such occurrences as these. Even in their own country, throughout the various royal palaces, they could have gathered enough material of worst nature; and in that case, their time would certainly have been more profitably employed in annexing and confiscating the estates of their own princes and lords, in order to put an end to violations and outrages of a far more nefarious kind! As soon as the British Resident received the order that the Nabob should be informed of the decision of Dalhousie - a lasting stain on his regime - the Resident went to the Nabob's palace and began to insist that the Nabob should sign a document stating that he was perfectly willing to give over his dominions to the Company. The Nabob read the document and flatly refused to sign. To make the Nabob sign this document, the Resident began attempts to bribe the Ranee and the Vizier and the threat was also given that a refusal by the Nabob to sign the document would result in even his pension being stopped. The Nabob was overwhelmed with grief at this and began even to weep. But it was of no use. Seeing at the end of three days that the refusal was still persisted in, the British army, insolently setting aside the Nabob's authority, entered Lucknow and took forcible possession of the whole Ryasat, including his palace. The Zenanas were looted, the Begums were insulted, the Nabob was hurled from the throne, palaces were turned into stables for the soldiers of the English and thus began a happy beginning of the good administration of the so-far-badly-managed Kingdom of Oudh. Though the ruling prince of Oudh was a Mahomedan, most of the big land-owners under him were Hindus. Jahgirs and Talukdari rights had continued from father to son in the families of these Zemindars for generations. Hundreds of villages were administered under the single authority of each of these proprietors. They possessed forts and had small armies under them to protect these Jahgirs. No wonder, then, that these Zemindars very soon incurred the displeasure of the Company. With a view to reduce all to the same level of poverty, the sordid roller of the Company's land revenue administration began to devastate the land. The Talukdars were deprived of their numerous villages wholesale, their lands were confiscated, their forts were demolished, and all over the land of Ayodhya one long wail of suffering rent the air! The Amir of yesterday became a Fakir today. The descendants of ancient and noble families were driven from village to village at the behest of a raw white youth of yesterday; insults were everywhere given; whole families were reduced to dust.$^{23}$ The English claimed that they were doing these things for the poor agriculturists and villagers. Tyrannous land-owners oppressed the Ryot; hence, these protectors of the Ryot were introducing new methods to deliver the Ryot from the cruel grip of the landowner. How many Ryots and how many villagers were deceived by these false pretensions will soon be witnessed on the battle-fields of Ayodhya. Faithful villagers, attached to their masters, used to visit these homeless Zemindars and Taklukdars, robbed and driven from door to door, and used to pay them faithful homage in the profuse flow of sincere tears. Thus, there was terrible suffering - right from the Nabob of Oudh to the villagers; not a place but witnesses wholesale looting, even burning, misery, oppression, and tyranny, and did not hurl terrible curses and vowed vengeance; not a homestead but looked desolate, terribly desolate! Such was the beneficent administration that was substituted in Oudh for the misgovernment of the Nabob! The world-wide difference between Swarajya and foreign rule was, thus, brought painfully to the notice of all Oudh. All their previous $^{23}$ Kaye says with reference to the Zemindar: - The chances against him were many and great, for he had divers ordeals to pass through and he seldom survived them all. When the claims of a great Talukdar could not be altogether ignored, it was declared that he was a rogue or a fool.... They gave him a bad name and they straightway went to ruin him It was at once a cruel wrong and a grave error to sweep it away as though it were an encumbrance and an usurpation. history stood before them vividly. They realised full well know that even death was preferable to living in slavery. How long to look on, while the Swadesh was reduced to dust and Swarajya was no more? They hated intensely these results and this shameful condition. At this very time, the roller of the Inam Commission was working in other provinces in order to destroy the stamina of Zemindars and Vatandars in those provinces and reduce them to the level of those classes in Oudh. Those lands and those Jahgirs which had been won by the Sanad of the Sword were being abolished wholesale, because they could not show documentary evidence of Sanads of paper. That the work of the Inam Commission was terrible may, to some extent, be realised from this single fact that nearly 35000 big Jahgirs and extensive Inams were inquired into by the Inam Commission and of these, within the space of ten years, three-fifths were usurped! By this means, all over India, property of every kind was rendered insecure. Thrones of princes, Vatans of Sardars, lands of Zemindars, Talukas of Talukdars, houses of citizens, the lands dedicated to the temples, the fields of agriculturists - all these were, in this terrible conflagration, burned to ashes. Even life was rendered insecure. No one could be sure that the few morsels of food which he was allowed to-day would be spared to him to-morrow. The contrast between Swarajya and foreign government, independence and slavery, stood naked in all its horrible aspects before the people. Thus did the English Administrator benevolently in this extraordinary way these vast dominions of our Indian princes which had been so far badly administered! To allow the existence of a slavery under which such unjust acts of oppression (as have been mentioned in the last chapter) and hundreds of other unmentionable crimes (which have been left unmentioned, being, indeed, too numerous to mention) are committed and encouraged and to bow the head in submission to the perpetrators thereof, is not this the very destruction of Religion? What religion is there which has not condemned dependence and slavery? The ultimate goal of true religion is likeness unto the nature of the Supreme Being that moves everything, of Him who made all beings capable of becoming all-perfect. There must not be imperfection in ma if he is to be like the All-Perfect. But how can there be anything but imperfection in a country where there is slavery? God is the essence of justice, and slavery is absence of justice. God is the essence of freedom; slavery is absence of freedom. Hence, where there is God there cannot be slavery, and where there is slavery there cannot be God or Godliness. Where there is no place for God, there can be no religion. In short, true religion cannot exist where slavery, the nursery of injustice, is rampant. Slavery is the straight road to Hell and true religion is a means of attaining Heaven. To walk in the path leading towards Heaven, the shackles of slavery must be broken. This was the practical philosophy which Sri Samartha Ramdas gave to Shivaji and Sri Pran Nath taught Chhatrasala and this advice to win Swaraj for the sake of religion, by fighting and dying for it, began to echo in the hearts of the people trodden under slavery, in 1857, two hundred years after it was originally given. Those, who had thrust this slavery - unnatural, born of injustice, on Hindusthan, had already begun the destruction of religion not only in India but all over the world. For, that religion is there which has not condemned injustice? But not satisfied with the tacit insult of the religion of India from the very day he set foot on the Indian soil up to the terrible battles of 1857, the Feringhi has been making steady and unceasing attempts to trample the Hindu religion and the Moslem faith. The head of the whole English nation was turned at the immeasurable success which had attended the attempt to Christianise (?) the indigenous ignorant races of Africa and America, and they had strong hopes that in India too, in a few days, the Cross would be everywhere triumphant. That the English fully believed that Hindusthanis would be ashamed of their religion when they saw the light of western civilisation and give it up, that they would consider the Bible more sacred than the Vedas and the Koran, and that they would be gathered together in the fold of the Church, leaving their Temples and Musjids, - is fully and unmistakably seen from the literature of that time and from the writings and speeches of Englishmen of the first half of the last century. The chairman of the Directors of the East India Company, Mr. Mangles, said in the House of Commons, in 1857 : "Providence has entrusted the extensive empire of Hindusthan to England in order that the banner of Christ should wave triumphant from one end of India to the other. Everyone must exert all his strength that there may be no dilatoriness on any account in continuing in the country fire grand work of making all India Christian." Macaulay, in 1936 - when schools in which English education was to be given were first opened in Bengal, had expressed a hope amounting almost to a conviction that, in thirty years, there would be no idol-worshipper left I Bengal.24 24 "It is my firm belief that, if our plan of educatio is followed up, there would not be a single idolator in Bengal 30 years hence !" - Macaulay's letter to his mother, Oct.12, 1836. Rev. Kennedy wrote at the time, "Whatever misfortunes come on us, as long as our Empire in India continues, so long as our Empire in India continues, so long let us not forget that our chief work is the propagation of Christianity in the land. Until Hindusthan, from Cape Comorin to the Himalayas, embraces the religion of Christ and until it condemns the Hindu and the Moslem religions, our efforts must The mind of the Feringhi was filled with such contempt and such hatred for the Hindu and Moslem faiths - the two principal religions of India - that very prominent writers, forgetting even ordinary conventionalities, constantly heaped shameful abuse on the two religions whenever they got a chance. The constant insistence by the East Indian Company to make India Christian was due to a very obvious reason. Once the religions of India died, the national feeling of the people would also die; individuality would die and it is infinitely more easy to rule a nation whose individuality is dead than to rule one which has a clearly marked individuality. Thus, the question was one of diplomacy rather than of religion, and the reason why England did not lift the sword for the solution of the problem was also to be found in diplomacy. England had learnt many lessons from the history of Aurangzeb. Both the strength and weakness of the policy of that monarch had been carefully studied by the English. Learning the wisdom of Aurangzeb, that the destruction of the religion of a conquered race makes the problem of retaining it in perpetual slavery much easier, the English had avoided his folly of open persecution for religion. Hence the stolid and continuous efforts of the English to make India Christian by indirect means only and not openly. No wonder, then, that every citizen of India – seeing that English authorities and missionaries were using such language openly – began to feel that, under the English Raj, everyone would eventually be forced to be Christian. With the disappearance of Swaraj, the Rajas and continue persistently. For this work, we must make all the efforts we can and use all the power and all the authority in our hands; and continuous and unceasing efforts must be kept on until India becomes a magnificent nation, the bulwark of Christianity in the East! If, with such uninterrupted perseverance, we continue our efforts, then I do not doubt that by the grace of God, we shall be successful in the end!” Maharajas who made rich gifts of Inams and Jahgirs to Temples and Musjids, were also disappearing. In this powerless state, - instead of new inams being granted, instead of fresh gifts of money being showered on Temples and Musjids as when where was Swaraj – even those Inams and the money remaining yet in their hands were being taken away forcibly from the temples and mosques. And there is no wonder that, seeing that there was no protection for their religions, the Hindus and the Moslems alike were pained and grieved. Nor is it to be wondered at that the blood of both the Hindus and the Mahomedans boiled with rage at being openly described in official and private documents as “heathens,” and peculiarly abusive epithet. And yet, there was every indication that the Feringhis, who cared more for the increase of commerce than of the Christian religion and were the devotees more of Mammon than of Christ – the Prince of Poverty, would therefore desist from attacking the religious prejudices of the people by open violence. As if with the express purpose of proving the falsity of such an idea, the English in the insolence born of unbridled power very soon began an open and violent interference with the religions of Hindusthan. Even while efforts were being made to pass in Calcutta the law for the abolition of suttee, public opinion in India began to suspect deeper designs on the part of the Government. Even before this law for the abolition of suttee had passed through the Councils of Calcutta, the prisoners were prevented from observing their religions. A few days more saw the passing of the Widow Remarriage Act, in the face of the loud protests of the Hindus. No sooner had this law been passed than Lord Canning expressed his opinion that the law for the abolition of polygamy was to be brought into the Legislative Council, and he exerted himself to pass it as speedily as possible through the council. The question we have to answer here is not whether the law which the Company was going to introduce was good or bad. What we want, in this place, to say is that neither Hindus nor Mahomedans could be certain as to where the attack on their religious customs would stop, seeing that the English, in the exercise of their authority for the passing of these laws, had begun the dangerous habit of interfering by force with the religious customs of the people. These laws may be good or bad; nor may it be necessary to attach to them the slightest importance; but this much is clear that any changes in the social habits based upon religious texts can be brought about only by the authority of those religious and through their adherents. When a foreign administration professing an alien religion, after making promises never to interfere with the religious beliefs of the people, endeavours to change by force the hereditary customs, the established religious beliefs of the people, on the strength of a majority composed of men professing the foreign religion, in the council and on the strength of despotic authority, and that, when the public opinion clearly and unmistakably expressed, of the adherents of those religions was opposed to such change, while, in the Council, the men who belonged to these religions has no authority at all, - then, indeed there was not the least difference between the tyranny of Aurangzeb and the tyranny of the Company's Raj. To-day law regarding only suttee has been passed; who could say that, when this injustice was swallowed by the people, what other laws the Company would not pass? The English hated idolatry as much as they did suttee. To-day the law for the abolition of suttee was forced on the people against their will; who knows that, to-morrow, a law for the prevention of idol-worship would not be thrust on the people under the pretext of reform? One injustice begets another. To allow the continuance of this system of interfering with religion by means of laws made by aliens was to follow the lifting of the sword of Aurangzeb. And when the English had begun to take up the role of Aurangzeb, there was no other remedy than that India must produce a Shivaji or a Guru Govind. And such was the usual impression all over India. And this idea the Christian missionaries began to strengthen themselves. In their street preachings at various places, they used to say openly that India would soon be Christainised. The Sirkar had already begun to pass one law after another to destroy the foundations of the Hindu and Mahomedan religions. Railways had already been constructed, and carriages had been built in such a way as to offend the caste prejudices of the Hindus. The larger mission schools were being helped with huge grants from the Sirkar. Lord Canning himself distributed thousands of Rupees to every mission, and from this fact it is clear that the wish was strong in the heart of Lord Canning that all India should be Christian. Why, if the would-be converts and afraid that they would lose their property by conversion, a law shall be at once be passed to prevent this! Hardly had the missionaries exhausted their sermons and lectures, when news came that a law had been passed that all the rights and privileges of converts to the property of their unconverted relatives should remain intact even after conversion. Another fact also came to light, that huge salaries were to be paid to the bishops and even archbishops from the Indian treasury. The insistence of every Englishman, from the highest officer in the Government to the commonest missionary of the towns, had reached such a pitch that the white superior in Government offices began to insist on all the "black" clerks under him to become Christian! While the officers were ready to lay the axe at the root of India's religions, at the expense of India's money, themselves living on the fat of India - the Government did not move at all in the matter. For, what was the Government but Lord Canning and his councillors? And, this Canning and this Council had surpassed all other officers in their holy zeal for conversion and were feeding the missionaries with lakhs of Rupees - those missionaries who defiled the people and heaped unrestrained abuse on their sacred religions. Under such circumstances, the people were reasonably afraid that a greater danger was in store for their religion under the British Raj. The English missionaries tried to allay the terrible unrest by an attempt to christianise the sepoys, the chief strength of the people of India, believing that the disaffection of the ordinary people would be no danger to them at all. That the low cunning of this trick was plainly understood by the people will be seen unmistakably from the proclamations of the "Multineers". That the complaints and grievances mentioned in these proclamations are literally true can be collected even from the reluctant confessions of the English historians themselves. Except in the time of actual warfare, all days were days of leisure to the Sepoys. How were these days of leisure utilised by colonels and captains and other officers in the English army? Why, in consistently poisoning the ears of the Sepoys with talks on Christianity! Do you think even this preaching was conducted in simple and decorous language? Not at all. Abuse, unrestrained filthy abuse, was heaped on the name of Rama Chandra, the sacred name, the mere mention of which makes the heart of every Hindu fill with love and with devotion, and on the name of Mahomed, the very mention of whose name fills all Moslems with reverence and awe. The Koran and the Vedas were openly defiled and images were desecrated! If any Sepoy retaliated on these fiendish Feringhies and returned abuse for abuse, the poor Sepoy's roti and ghee would be taken away by the authority of the missionary colonels. Why, very soon things came to such a pass that living in the English barracks meant the sacrifice of one's religion. For, if any Sepoy accepted the Christian religion he was praised loudly and treated honourably; and this Sepoy was promoted in the ranks and his salary increased, in the face of the superior merits of the other Sepoys! A soldier renegade giving up his religion became a Hawaldar and a Hawaldar, untrue to his religion, was promoted to be a Subahdar Major! Seeing that the Sepoys in the army were poor, ignorant, and short-sighted; feeling that when the military was christianised, the christianising of the people was once a question of time; considering the question every way, the English had come to the conclusion that the chief attack must be delivered on the Sepoy in the army. And in accordance with this opinion, from many directions, secret and open attacks on the Hindu and Moslem faiths had already begun to be delivered. Not only that, but some commanders and colonels did not hesitate even to declare publicly, through newspapers, that they had entered the army with the express purpose and object of destroying the religion of the Sepoy. --- 25 Causes of the Mutiny by a Bengali Hindu. The Commander of the Bengal Infantry himself writes in the Government Report that he had been continuing uninterruptedly for 28 years the policy of christianising the military and that it was a part of military duty to save the souls of heathens from Satan! Who could dare to say that the fears of the Sepoy were unreasonable as to the impossibility of preserving their religion in the face of the attempts to undermine it, continued day and night by these padre heroes who stumped the country with port-folios of military orders on the one hand, and the Bible in the other? Everywhere there was a strong conviction that the Government had determined to destroy the religions of the country and make Christianity the paramount religion of the land. An Englishman, to show how the hatred of the Feringhi was raging tumultuously in the hearts of both Hindus and Mahomedans, says:- "A Moulvie of my acquaintance, living outwardly on terms of intimacy with me, was on his death-bed. I was with him at the time and I asked him what was his last wish before he died. He looked very disconsolate and gloomy at this question. On being asked why he looked so gloomy, he said, 'Truly, I assure you that I repent exceedingly that I did not kill even two Feringhis in my life!' On another occasion a resectable and learned Hindu said boldly, 'We wish you to be gone and our native rule to be established, that we may continue in the ways of our fathers!'" While this tumult of disaffection was raging everywhere Dalhousie himself made a further attack on the Hindu religion. Even English historians who consider it their duty to support all the actions of the Government find it impossible to support this enormity. When the civilised Christian hero, Dalhousie, came forward to trample under foot the noble custom of adoption, one of the tenderest, most noble, loving, and sacred commandments of the Hindu Dharma Shastras and endeared to the people of all ages all over India, all India from one end to the other was shocked. The --- 26 Rev Kennedy, M.A. magazine required only a lighted match to explode with violence and this act of Dalhousie supplied it. To add fuel to this raging fire, orders were issued to the Indian sepoys that they should use the new cartridges! Soon after the promulgation of the order for using new cartridges for the new rifles, factories were opened for the manufacture of these cartridges in various places. A certain kind of fat had to be used for the greasing of these cartridges so that they might be smooth and well-lubricated, and orders soon followed that the sepoys should bite off this greasy portion with their teeth instead of tearing it away with hands as formerly. Immediately afterwards schools were even opened that the sepoys might learn how to use these rifles and also how to bite the cartridges with their teeth, and the Government reports from various quarters stated that the sepoys were immensely pleased with the long range of these new rifles. One day, a Brahmin Sepoy belonging to the village of Dum-Dum, very near Calcutta, was going to the military barracks with his Lota full of water. At that instant, a scavenger came and asked to drink from the Lota. The Brahmin replied that his Lota would be rendered unclean by his touch. The scavenger replied, "Enough of caste pride now! Do you not know that soon you would bite with your teeth the flesh of the cow and the fat of the pig? The new cartridges are being expressly greased with these materials for this purpose!" when he heard this, the Brahmin ran wild with excitement towards the camp, as if the very devil was in him; and in a few minutes, the sepoys became excited – a crown of mad men! – and horrible whisperings were in the air. Suspicions arose that the Feringhis had arranged a cunning plot to defile their religions by greasing the cartridges with cows' blood and pigs' fat. The Sirkar replied that, far from such a plot being devised by them, the very story that the cartridges were greased with cows' blood and pigs' fat was absolutely without foundation! Who was it then that spoke the lie? Was it the Sirkar or the sepoys? If the cartridges were really greased with cows' blood and pigs' fat, was it the result of mere ignorance or of conscious purpose on the part of the Government? That the English did not know with what material the cartridges were greased cannot be held for a moment. For in 1853, when these cartridges were introduced for the first time and when "native" sepoys from Cawnpore, Rangoon, Fort William and other places, not suspecting that unclean things had been used in their manufacture, has bitten off these cartridges with full confidence in their superiors, even then the English authorities knew with what the cartridges were greased. In December 1853, Col. Tucker has mentioned this fact very clearly in the Government reports.\textsuperscript{27} Why, even the Commander-in-Chief knew the fact and, in spite of this, the very things prohibited by the two religions were used and even factories for their manufacture were opened right in India! After ascertaining well this fact from the low caste Indians working in those factories, the sepoys of Barrackpore spread this news all over India. Even lightning travels not so quick! Within a fortnight, not a Hindu or a Mahomedan but was talking of cartridges and nothing but cartridges, wherever he was. And the stronger this public indignation grew, the stronger and more frequent grew the assertions on the part of the authorities, from the Governor-General down to the lowest white soldier, that the story of the cartridges was a mere fabrication. These statements of the Feringhi Government were not only absolutely false, but they were put forward deliberately with the knowledge that they were false. The fact that the very Commander-in-Chief was aware of four years before, was now being openly denied by the Government. That in the factory at Dum-Dum cartridges were not greased with cows' and pigs' fat, that the ignorant and superstitious sepoys had started this wholly unfounded rumour- such were the assertions of the English historians until a very recent date. But now, there does not seem to be the slightest doubt that the Government was well aware of this fact. The contractor who had undertaken to supply the fat for the cartridges had, in clear words, made a distinct agreement in his contract deed, drawn at that very time, to supply \textsuperscript{27} Kaye's \textit{Indian Mutiny}, Vol.I, p.380 cows' fat. The agreement was that the cartridges should be greased with the fat of the cow, the Sacred Mother, buying the same at the rate of two pence (two annas) per pound. And the sepoys should bite these cartridges with their teeth! When this cunning scheme was exposed, the Feringhi Government immediately issued orders that, thereafter, whatever fat was to be used for the cartridges should be only from sheep or goats, and that cows' and pigs' fat should never be used. If these orders mean anything they mean that so far the cartridges were being greased with cows' and pigs' fat. It was necessary for them to issue this new regulation because they knew this fact. From the Government documents published by Forrest it is clear beyond a doubt that, in the fat used for the cartridges, cows' and pigs' fat was mixed, and that this fact was known to the highest English authorities in the land.$^{28}$ And when the sepoys refused to bite these cartridges, the Feringhi military authorities used to swear that this was altogether false. Not only that, but they were threatened with severe punishment if they refused to obey the military orders through their silly prejudices. But when, regardless of these threats, it appeared that the sepoys were going to dare everything for the protection of their Dharma, then the Sirkar quietly retreated back and yielded on one point, allowing the sepoys to use a certain paper instead of fat. But what guarantee was there that a Government which could stoop to the meanness of using pigs' and cows' fat would not use some other mean trick of the same nature to make the paper substituted for the lubricating mixture smooth? If once unconsciously they were defiled with cows' and pigs' meat thrust in their mouths, then the missionary colonels and padre commanders $^{28}$ Says Yake: "There is no question that beef fat was used in the composition of this tallow." (Vol.I,p.381). Says Lord Roberts: "The recent researches of Mr. Forrest in the records of the Government of India prove that the lubricating mixture used in preparing the cartridges was actually composed of the objectionable ingredients, cows' fat and lard and the incredible disregard of the soldiers' religious prejudices was displayed in the manufacture of these cartridges." - Forty Years in India, p.431. would say, "Look here, you have now been christianised!" If, on the one hand, the military superiors tried to soothe the indignation and anger of the sepoys by false denials and lowly retractations, on the other hand, they provoked them still more by distributing on the parades thousands of big pamphlets full of abuse of Rama and Mahomed to spite their religions. The beginning of the agitation against the cartridges was started early in January and, before the month had ended, the Government had to yield on yet another point – a fresh regulation allowed the soldiers to use the fat they themselves prepared. Further, Birch, at the same time, by means of another Government memorandum, assured all the sepoys that not a single objectionable cartridge had been sent into the army! The Prince of Lies could not have been more versatile! Twenty-two thousand and five-hundred cartridges from the Umballa depot alone and fourteen thousand from the Sialkot depot had been already sent in 1856! In the rifle classes in various places, even at that very moment, practice in the use of these cartridges was being given! In the Gurkha Regiments, the cartridges were being openly introduced! And military authorities used to threaten the sepoys that they would be physically forced to use the cartridges. Why, in one or two places, when the sepoys were obstinate in their refusal to use these cartridges, whole regiments were punished severely. So, the sepoys determined that, whether they had to use these cartridges or not, they would not rest quiet until they had destroyed this political slavery and this dependence which was at the root of all this trouble. What religion can a slave have? The first step towards Dharma is to be a free man of a free country. Rise, then, O Hindusthan, rise! Even as Shri Ramdas exhorted "Die for Dharma; while dying, kill all your enemies and win back Swarajya; while killing, kill well." Murmuring such sentiments to himself, every sepoy in India began to sharpen his sword for the fight for Sradharma and Swarajya! It is then inevitable that we must resist sword in hand and wage a relentless struggle to win back our political independence and to safeguard the honour of the ashes of our fathers and the temples of our gods. We must hence hasten first to propitiate the God of War, the Lord of Hosts, even as Indrajit did before he marched on to the battlefield, as the 'Puranas' tell us, to secure the unconquerable Chariot which he expected to appear forth out of the blazing Sacrificial Fire. True it is that Indrajit was foiled in his attempt to secure it because unrighteous was his cause. But our cause is just, is righteous! We need not fear frustration. Even though we know that to fight for what we call Right does not unfailingly win though its inherent justificability or righteousness unless and until it is upheld by proportionate Might, even then to fight for our Right to the best of our might is in itself a heroic joy which fills the warrior with a divine intoxication. Lit up the Sacrificial Fire then, for we must propitiate the Lord of Hosts, the God for War! Dig the Sacrificial Fire-pit on the altar wider and wider, deeper and deeper! Well and good: Lo! The Fire of National Indignation is already bursting forth into flames! As the first sacramental rite, the Sankalpa, the declamatory vow, has already been proclaimed a hundred years ago as early as the year 1757 A.D. So, as the first sacrificial offering, throw the Field of Plassey into the flaming pit! Where is the Kohinoor of the Panjab? Here has Dalhousie himself offered to help us and brought it, snatching it away from its rightful owner the Khalsa of Guru Govindsingh! What sacrificial offering can be more igniting the hungry Fire than the Gem of "the purest ray serene", this ancient historical emblem of Indian Sovereignty? Throw then, the Kohinoor of Punjab in. The next immediate offering must be Burma. So let its King Theeba be exiled and into this crackling Fire pit, throw in the kingdom of Burma too. How do you forget the Throne of Shivaji himself? What is the good of its keeping rotting at Satara? We must respect the right of precedence due to it! Help us Oh, obliging Britania by doing your worst with your ravenous claws and relegating the kings there to the graves - where they might yet rule freely - bring here the Maratha throne quick! That the Fire of National indignation may get more and more fed, fat ad fierce, throw the throne of Satara in! The Gadi of Nagpur by itself could be but a poor offering for such a wild, warlike God. Hence bring ye, with the Gadi all the empty palaces, elephants, horses and the very anees too, not only with their jewels, rudely robbed but with their shrieks and weepings and wailings and in this Sacrificial Blazing pit throw it all altogether! Even though the flames are rising like huge columns leaping forth into the skies higher and higher yet they must be lit still more intensely and fiercely. So throw the lightning of Zansi in! Ah! Hear you not now the rambling so deep, so roaring in the bowels of this blazing fire pit, this 'Yadnya-Kund'? Surely some great explosive Revolutionary Birth is getting into line, form and figure! Feed up, Feed up the mighty sacrificial fire with anything and everything that is intensely combustible and at hand. So throw the Nabob of Oudh in! In with the Gadi of Tanjore! In with the Nabob of Arcot! Push in Raj Anguli, Sambalpur, all the Talukdars, Jahagirdars, Inamdars, Vatandars in fact all those who can affix a 'Dar' to their titles, depriving them of all their proprietary rights and possessions and making them all 'Nadars' -throw in, throw in! And now has come to the time for Dum Dum! Hasten ye all, friends and foes, and bring all the new cartridges in millions from the Dum Dum type factories spread throughout India, dip them in cow's blood, boil them in pig's fat and throw them into this all absorbing, all consuming Jaw of Fire! There, from the white-heat point the wild fire has risen to War-heat! Dancing on the blazing flames out of the Sacrificial fire pit, Behold, arises at last the presiding Deity, terrible to look at! Salutes innumerable to Thee, O Ward God, O Lord of Hosts! Under whose fierce insolence tyranny and injustice are ground and burnt to ashes, by the mighty hammer in whose hands the shackles of slavery get knocked down to pieces and Nations are set free and whose hundred and one red hot tongues are lolling out from hundred and one mouths athirst to lick up battlefulls of blood when loaded war clouds burst out on Nations fighting for life, for death, - that aspect of Thee, O spirit of War, O Har- the terrible! We contemplate, we worship! Be propitious! Wilt thou, O Lord, sharpen the edge of our sword and bless it with Victory? "If not, perchance, with victory - with Vengeance will I bless your sword !! - yes vengeance, the force deterrent, the Nemesis which tyranny dreads like death and which holds in the hollow of its hands the deeds of a Victory to come!!" WHILE the forces of the Revolution were thus maturing themselves all over India, as described in the last chapter, in Brahmavarta a Programme was being prepared as to how to organise properly all the materials for the war so as to bring the War of Independence to a successful conclusion. In the third chapter, we left Rango Bapuji and Azimullah Khan holding secret interviews with each other in some London rooms. Though history cannot record the exact conversation the Brahmin of Satara held with the Khan Sahib of Brahmavarta, still, it is as certain as anything can be that the map of the rising was being prepared by these two in London. After leaving London, Rango Bapuji went straight to Satara, but it was not possible for Azimullah Khan to go direct to Hindusthan. The extent of the dominions and the diplomacy of those against whom the war was to be wages were not now confined to Hindusthan alone. Hence, it was necessary to attach the British Empire in as many places as possible. It was also essential that it should be ascertained from what quarters in Europe direct help or moral sympathy could be expected in the coming War of Independence. With this object, Azimullah Khan made a tour in Europe before returning to India. He went to the capital of the Sultan of Turkey famed throughout the world as the Khalifa of all Moslems. Being informed that, in the Russo-Turkish War then going on, the English had been defeated in the important battle of Sebastopol, he stayed some time in Russia. Many English historians have a suspicion that Azimullah had gone there to ascertain whether Russia would pursue the war against England in Asia, and, if possible, to enter into an offensive and defensive treaty. When the trumpet of National War had been blown, all people openly declared that the Nana had completed a treaty with the Tsar of Russia and the Russian army was ready to fight against the Feringhis. If we bear this in mind, the above suspicion is strengthened. When Azimullah was in Russia, he had an interview with the well-known writer Russel, the military correspondent of the London Times. The poor man could not have even dreamt that, immediately after the Turko-Russian War, he would have to send from Hindusthan news of the wonderful activities of his guest. As soon as Azimullah heard the news of the defeat of the English, and that the Russians had beaten back the attach of the united forces of the English and the French on the 18th of June, he obtained admittance into the English camp. His dress was Hindusthani and rich like that of a prince. As soon as Russell came out, Azimullah said to him. "I want to see this famous city and those great Rustoms, the Russians, who have beaten the French and the English together."29 Undoubtedly, Azimullah was a past master in irony and satire. This curiosity on the part of Azimullah to see these brave Rustoms who defeated both the English and the French Russell undertook to satisfy, by inviting him to his tent. On that day, till the shades of sunset closed round them completely, "he was looking with marked interest at the fire of the Russian guns." One cannon-ball of the Russian guns burst right at his feet, but he did not move. The gay Azimullah, before returning home in the evening, said to Russell, "I have my serious doubts whether you could ever capture this strong fortified position." That night, Azim slept in Russell's tent, and he left next day, early in the morning. On the table was left this note: - "Azimullah Khan presents his compliments to Russell, Esq., and begs to thank him most truly for his kind attentions." Is is difficult to say where Azimullah went after leaving Russia. Yet, from the mention in the Proclamation of Cawnpore later on, it would --- 29 The above account is published in Russell's Diary, a very well-known book. Russell was military correspondent of the London "Times" in the war of 1857. He was personally present in most of the affairs that he describes. appear as certain he was trying to put through some diplomatic scheme in Egypt also.\textsuperscript{30} So, Azimullah then completed his European tour and returned to Brahmavarta. As soon as Azim reached Brahmavarta, the whole political atmosphere of the palace was changed. The \textit{Jaripatka} which had waves triumphant and victorious all over India lay so long in dust in the palace; the glorious drum of the Peshwas at the beating of which thousands of Mahratta swords had advanced on the battlefields and performed such deeds of wondrous valour, that drum hitherto only sounded melancholy to the ear; and the royal signet of the Peshwas on the sealing of which had depended the fate of the Mogul Empire had so far been lying sealing its own windowhood in the palace. But now all these appeared to be thrilled with extraordinary life. The dust-soiled \textit{Jaripatka} shone forth again; the old drums which had almost forgotten their martial music were practising again the forgotten military airs; and the regal seals seemed to be eager, extremely eager. The eyes of Shrimant Nana Sahib, "excited like those of a tiger, brilliant and fierce," since the arrival of Azimullah Khan, flashed more fierce from injured pride and shone more brilliant as he drank inspiration from the words of Shri Krishna, "Therefore, get ready for battle." Every \textsuperscript{30} Lord Roberts has come across a genuine letter from Azimullah to the Sultan of Turkey about the oppression in Hindusthan. He says regarding this "There were numerous letters from his English fiancees and two from a Frenchman .... It seems probable that 'les principales choses' to which Lafont hopes to bring satisfactory answers were invitations to the disaffected and disloyal in Calcutta and, perhaps, the French settlers in Chandernagore to assist in the effort about to be made to throw off the British yoke. A portion of the correspondence was unopened and there were several letters in Azimullah’s own handwriting. Two of these were to Omar Pasha of Constantinople and told of the Sepoy’s discontent and the troubles state of India generally.” – Forty Years in India, p. 429. corner of Brahmavarta echoed with those eternal words, Tasmat yuddhaya yujyaswa. For, in Swadesh, even in their own Hindusthan, the people have been reduced to be slaves and have foreign masters: the Swaraj is no more, they have lost their natural rights of liberty! All the attempts to win back the country and its independence by conciliation and by money, and by appeal, had so far failed; hence, be ready for war. "If you are killed, you will get to heaven; if you win, you will enjoy the earth; so, be ready for war; you will not be committing any sin thereby" - it was such heavenly inspiration that gave to Nana's eyes extraordinary brilliance! He studied the conditions of his country, saw the sufferings of his countrymen, noticed the destruction of his religion and, diagnosing all these chronic symptoms, he came to the conclusion that nothing but the sword could cure that terrible disease of slavery. Though it is not clear what was the ultimate ideal which he set before himself, still, it would appear that, in his opinion, the first thing to do was to drive the English out by unsheathing the sword and thus get independence; and then, to set up an Indian Government under the banner of the united authority of all the Indian princes. Before his eyes rose clear the history of how Swadesh fell into slavery through the turmoil of internecine quarrels. Before him, on one side was the portrait of Shivaji Maharaj, on the other of Baji Rao, his father. By seeing these two pictures side by side, he could well contrast the past glory and the present shame! And, hence, Nana's programme was first to fight a united fight, to make India free and, by removing internecine warfare, to establish the rule of the United State of India which would, thus, take its rightful place in the council of the free nations of the earth. --- 31 "Nana's object, then, was to lay the foundation of his future sovereignty at Cawnpore. The mighty power exercised by the Peshwas was to be restored; and to himself, the architect of his own fortunes, would belong the glory of replacing that vanished sceptre. There can be no doubt that some such thoughts influenced him." - Trevelyan: p. 133. He, also, felt that the meaning of "Hindusthan" was thereafter the united nation of the adherents of Islam as well as Hinduism. As long as the Mahomedans lived in India in the capacity of the alien rulers, so long, to be willing to live with them like brothers was to acknowledge national weakness. Hence, it was, up to then, necessary for the Hindus to consider the Mahomedans as foreigners. And moreover this rulership of the Mahomedans, Guru Govind in the Panjab, Rana Pratap in Rajputana, Chhatrasal in Bundelkhand, and the Maharattas by even sitting upon the throne at Delhi, had destroyed; and, after a struggle of centuries, Hindu sovereignty had defeated the rulership of the Mahomedans and had come to its own all over India. It was no national shame to join hands with Mahomedans then, but it would, on the contrary, be an act of generosity. So, now, the original antagonism between the Hindus and the Mahomedans might be consigned to the Past. Their present relation was one not of rulers and ruled, foreigner and native, but simply that of brothers with the one difference between them of religion alone. For, they were both children of the soil of Hindusthan. Their names were different, but they were all children of the same Mother; India therefore being the common mother of these two, they were brothers by blood. Nana Sahib, Bahadur Shah of Delhi, Moulvi Ahmad Shah, Khan Bahadur Khan, and other leaders of 1857 felt this relationship to some extent and, so, gathered round the flag of Swadesh leaving aside their enmity, now so unreasonable and stupid. In short, the broad feature of the policy of Nana Sahib and Azimullah were that the Hindus and the Mahomedans should unite and fight shoulder to shoulder for the independence of their country and that, when freedom was gained, the United States of India should be formed under the Indian rulers and princes. How to achieve this ideal was the one all-absorbing thought of everyone in the place of Brahmavarta. Two things were necessary for the success of this terrible war that was to be waged to win back freedom. The first thing was to create a passionate desire in Hindusthan for this ideal; the second was to make all the country rise simultaneously for the purpose of achieving it. To turn India's mind into the channels of freedom and to guide India's hand to strike for freedom, these two things it was necessary to accomplish; and this in such a manner that the Company's government should not suspect anything while the scheme was yet unripe. Not forgetting historical experience but guided by it, a secret organisation was resolved upon and, at once, started at Brahmavarta. To obtain all information, about this secret society, either now or in the immediate future, is as difficult as it is to obtain the information about any other secret society. But upon the facts that occasionally come to light, one cannot but admire the skill of the organisers.$^{32}$ A little before 1856, Nana began to send missionaries all over India to initiate people into this political ideal. In addition to sending missionaries to awaken the people, Nana also sent tried and able men to the different princes from Delhi to Mysore, to fill their minds with the glorious ideal of the United States of India and to induce them to join in the Revolution. These letters which were sent into every Durbar secretly, clearly pointed out how the English were playing the game of reducing India to insignificance by annexing Swadeshi kingdoms under the pretext of "no heir", how those states which were spared yet would soon be reduced to the same fate as the others and how, under the yoke of slavery, country and religion were both being tramples under foot; and they concluded by exhorting the princes to work for the Revolution which was to make them free. Direct evidence is available that messengers and letters from Nana were sent to the states of Kolhapur and Patwardhan, to the Kings in Oudh, the princes of Bundelkhand, and others. The English arrested one of such messengers at the Durbar of Mysore. The evidence given by this man is so $^{32}$ Trevelyan says in reference to this: "No society of rich and civilised Christians who ever undertook to preach the gospel of peace and goodwill can have employed a more perfect system of organisation than was adopted by these rascals whose mission it was to preach the gospel of sedition and slaughter." - Cawnpore, p.39. important that we give it word for word below: - "Two or three months before Oudh was annexed, Shrimant Nana Sahib had begun sending letters. First, no one would reply, for no one hoped for any success. After Oudh was annexed, however, nana began a regular battery of letters and, then, the opinions of Nana began to appeal to the Sirkars of Lucknow. Raja Man Singh, the leader of the Purbhayas, was also won over. Then the Sepoys began to organise amongst themselves and the Sirkars of Lucknow began to help them. No replies to letters were received till Oudh was annexed; but as soon as that was accomplished, hundreds of people came forward boldly and replied confidentially to Nana. Next came the affair of the cartridges and, then, the disaffection was so great that letters were simply showered on Nana".\textsuperscript{33} This very agent has given a long list of the letters sent by Nana to the various Durbars. While agents of Nana were moving from one Durbar to another from Delhi to Mysore in order to draw them into the War of Independence, it was in the Dewan-I-Khas of Delhi, more than in any other Durbar, the seeds of Revolution began to take root. The English had not stopped at merely taking away the \textit{Padshahi} of the \textit{Padshah} of Delhi, but had recently decided even to take away the title of \textit{Padshah} from the descendants of Babar. The Emperor, though reduced to such an extremity, and Zinat Mahal, the beloved, clever, and determined Begum of the Emperor, had already decided that this last opportunity of regaining the lost glory should not be allowed to go by, and, if dying was the only resource, then, they should die the death which would only befit an Emperor and an Empress. At this juncture, the \textsuperscript{33} For months for year indeed, the had been spreading their network of intrigues all over the country. From one native court to another, From one extremity to another of great continent of India, the agents of the Nana Saheb had passed with overtures and invitations discreetly, perhaps mysteriously, worded to princes of chief of different races and religions, but most hopefully of all to the Mahratthas....There is nothing in my mind more substantiated than the complicity of Nana Sahib in widespread intrigues before the outbreak of the Mutiny. The concurrent testimony of witnesses examined in parts of the country widely distinct from each other takes this story altogether out of the regions of the conjectural.” Kaye’s Indian Mutiny, Vol.I, pp.24-25. English were engaged in a war with Persia. Seeing that a simultaneous rising in India would be a help, the Shah of Persia began to open diplomatic correspondence with the Emperor of Delhi. In the Declaration of the Emperor of Delhi, it had been made quite clear that a confidential agent had been sent to Persia from the Delhi Durbar. While this intrigue was going on at the Durbar of the Shah, right in the city of Delhi agitation was started to stir the public feeling to its very depths. For this work, even public Proclamations were sometimes posted up on the wells of the town. In the beginning of 1857, a Proclamation couched in the following terms appeared boldly: "The army of Persia is going to free India from the hands of the Feringhis. So, young and old, big and small, literate and illiterate, civil and military, all Hindusthanee brothers should leap forth into the field to free themselves from the Kaffirs." Though these Proclamations were ever and anon posted in public places, still the English could hardly trace the persons who posted these Proclamations; and Indian newspapers used to publish these Proclamations and to criticise them in mysterious language. The various Shahzadas and their retainers in the palaces of Delhi openly and secretly spread disaffection, and were engaged in weaving a net-work of conspiracies. In the grounds of Prince Nawab Bakht, for six years, Sergeant Fleming's son had been practising riding. But when, in the beginning of April 1857, this English youth went to the residence of Vizier Mahbub Ali, the prince, excited beyond measure, said, "Away, get away from here, I boil with rage when I see the face of any Feringhi!" So saying, the Prince spat on him! Other people were working more secretly and quite differently from --- 34 Kaye's Indian Mutiny, Vol.II, p.30. 35 Military Narrative (p.374): "Jawan Bakht commenced abusing, declaring that the sight of the Kaffir Feringhi disturbed his serenity, spat in his fact, and desired him to leave." the manner of this abusive prince. Mrs. Aldwell says in her evidence, that she had personally heard Mahomedan mothers asking their children to pray that the English should be destroyed root and branch.\textsuperscript{36} Mukund Lal, Private Secretary of the Emperor of Delhi, says: - "Sitting at the doors of the royal palace, used to discuss the Revolution openly. The Sepoys would rebel soon; the army of Delhi would rise against the English; and then, all people, along with the army, would throw off the Feringhi yoke and enjoy Swaraj - such definite opinions were current. All people were inspired with the hope that, when once the \textit{Raj} was won, all power and all authority would remain in their own hands." Thus, the every cellar, in every house in Delhi, the disaffection only awaited for a spark which should explode everything up. Like the capital cities of Delhi and Brahmavarta, Lucknow also, the capital of Oudh, the last victim that had fallen a prey to the greed of Dalhousie, began to catch fire from the flames of the War of the Revolution. The Nabob of Lucknow and his Vizier were now residing near Calcutta. To all appearances, the Vizier of Lucknow looked as if he was wasting his time in luxury; as a matter of fact, however, Vizier Ali Nakkhi Khan was as much absorbed in his dangerous conspiracy near Calcutta as Nana Sahib himself was. One cannot help feeling wonderstruck at the schemes - secret, extensive, and daring - which Ali Nakkhi Khan was weaving to seduce the Sepoys in Bengal and to prepare them to join him at the right moment already fixed upon. Confidential agents were sent by him, in the garb of Fakirs or Sanyasis, to preach 'sedition' to the Sepoys. He opened correspondence with the Indian officers in the army to make them understand fully what immense advantages Swaraj could confer as compared with the service of the Company. How the English had committed an unpardonable crime in annexing Oudh, how the royal family of the Nabob had been treated with insult, and how the very Queen and Begums were expelled with violence from the palace - pictures of such heart-rending \textsuperscript{36} Trial of the King of Delhi. tyranny were drawn with such pathos that the brave Sepoys began to weep profusely. And, then and there, the Sepoys would take the water of the Ganges in their hands, or would swear by the Koran, that they would live only to achieve the destruction of the English rule. When Subahdar Majors, Subahdars, and Jamadars and the bigger officers were all sworn in, the whole regiment was naturally bound over. The Vizier of Oudh, by the use of such tactics, won over the whole army in Bengal.$^{37}$ In Fort William itself, in Calcutta, the Revolutionary agents of Ali Nakkhi Khan moved silently. After sending letters to the various Durbars from Brahmavarta, Nana exerted himself thoroughly to awaken all the latent power of the people. Wshen Brahmavarta, Delhi, Lucknow, Satara, and such other big and prominent princes figures conspicuously in the Revolutionary Organisation, how could this organisation suffer for want of money? To preach to all those who were a power among the people, thousands of Fakirs, Pundits, and Sanyasis were sent out in an incredibly short time. It is not true to say that all these Fakirs were true Fakirs; for, some of the Fakirs and Sadhus lived with the grandeur of Amirs. Elephants were given them for travelling. Guards armed to the teeth travelled with them, and every stage on their way was a regular camp. Provided with such paraphernalia, they could influence and impress the people better, and the Sirkar also had fewer reasons to suspect them. Influential and noble Moulvies were appointed to preach the political Jehad, and they were rewarded with thousands of Rupees. Through towns and villages, these Moulvies and Pundits, these Fakirs and these Sanyasis began $^{37}$ Some of the letters of the Sepoys of Barrackpore fell into the hands of the Ednglish. Kaye adduces the following letters as evidence for the above. "The second grenadier said that the whole regiment is ready to join the Nabob of Oudh." "Subahdar Madarkhan, Sirdar Khan, and Ram Shahi Lal said, "that in treachery no one could come up to the level of the “Beti-choot” Feringhis. Though the Nabob of Oudh gave up his kingdom, he could not even get a pension.” Many other letters, like this, the English came across afterwards.—Kaye’s Indian Mutiny, Vol.I, p. 429. (These regiments consisted of the sepoys from Oudh, Agra, and were only stationed in Bengal.— Author’s note). to travel, from one end of the country to the other, preaching secretly the war for political independence. Just this start was wanted, for this same trick was begun independently by other groups of the Revolutionary Organisation. After these paid missionaries came volunteers. Begging from door to door, they began to sow, in all directions, the principles of independence, patriotism, and love of Dharma - for the awakening of strength among the people. This work of preparing for revolutionary rising was done so cautiously and secretly that not much inkling of what was going on could reach even such cunning people as the English, until the explosion actually took place. When such a Fakir or a Sanyasi went to a village, a strange agitation and an unrest began in that village, and of this the English were sometimes cognisant. Whisperings went on in bazaars; 'sahibs' were refused water by the Bhishtis, Ayahs left English homes without permission; Baberchis purposely stood before the Mem-Sahibs half-dressed; and Indian messenger boys walked insolently and slovenly before their "masters", when sent out.\textsuperscript{38} These Fakirs and Pundits used to walk round and about the military cantonments more particularly. From Barrackpore to Meerut, Umballa and Peshawar, they started secret societies and, more than that, practically surrounded every military cantonment. The Hindu and Moslem Sepoys in the army being very devoted to their religious teachers, the Sirkar, though they might suspect them, could hardly proceed against them. For, they feared that the Sepoys would find in it another grievance against the Government. And, if the Sirkar did, by any chance, suspect them, these political Sanyasis sowed the seeds of the Revolutionary War in the very houses of the Sepoys in the neighbouring village. The authorities at Meerut were at last compelled to ask a Fakir, who was lodging near the Meerut military cantonment, to move away. As soon as this order came, like a simple, innocent man, this grand person left the camp on his elephant, only to go to a neighbouring village and establish himself securely in the houses \textsuperscript{38} Trevelyan's Cawnpore. of the Sepoys! That patriot Moulvie Ahmad Shah, whose sacred name has cast a halo round Hindusthan, whose glorious achievements we shall have to describe very soon, began similarly to tour through the country preaching the Revolutionary War. At last, when he began to preach in Lucknow itself, to thousands and tens of thousands in open meetings, that the hearers the martial craving for war. This heroic material song, sung with spirit by minstrels, would cause the arms of the hearers tingle and itch for battle, and their blood would begin to boil on listening to the exploits of their ancestors; then, the subject would To instil into every heart the one great desire for independence, and rouse it to action, there could be no more effective weapon than poetry. When the mass of the people are possessed by an idea which struggles for adequate expression, the poet, who realises the idea more intensely than the rest, gives it a beautiful expression, which at once touches their hearts and makes them love the idea still more. Hence the great part that national songs play in all revolutions. The national songs are an expression of the national soul under the sway of a strong ideal. They unite the hearts of the people with ease. When the soul of the land of Bharata was swayed by an intense passion for liberty, for the protection of Swadharma and the attainment of Swarajya, strange indeed would it have been if the heart of the nation did not burst into song. The principal court bard of the Emperor of Delhi had himself composed a national song which was to be sung by every throat in Hindusthan, and the Emperor of Delhi, in person, had ordered that this should be sung on all occasions of public ceremony. It described the heroic deeds of the past and painted a pathetic picture of the present fallen state. In that national song was echoed the cry of the nation that those persons, whose heads had been crowned but yesterday with imperially aggressive independence, should be reduced to the condition of slaves today, that their religion which yesterday was the state religion should today 39 The Meerut Narrative be unprotected, and that heads crowned recently with glory should, alas, be trampled to-day under the foot of the foreigner.\textsuperscript{40} While the national song was educating the people about their past glory and their present fall, a prophecy, that emblazoned the star of future hope and encouraged all, was heard, in the land. Prophecies are the leaps of the mind into the future. As soon as the heart of India began to long for Swaraj, the prophecies too began to point to Swaraj. From the northern snows to the extreme south, young and old circulated the prophecy that, thousands of years ago, a holy, ancient sage had foretold that the Feringhi Raj would end exactly a hundred years from the date of its creation! Indian newspapers gave wide publicity to this prophecy and interpreted it to mean that the Company’s Raj would fall to pieces on the 23rd of June, 1857. This one prophecy led to the performance of such wonders in Hindusthan that it may safely be asserted that, but for this prophecy, several portions of this history would have to be written in a different way altogether. The year 1857 was the centenary of the Battle of Plassey and the Company's rule would end in that year - this idea created a strange hope and an extraordinary inspiration which moved every part of Hindusthan since the beginning of 1857. After a considerable heated discussion between various English historians as to who foretold this, it has at last been decided beyond doubt that it was the stratagem of the Hindus, since it was according to their almanacs that the 100th year of Plassey fell in the year 1857. By this national prophecy, the impression of which is indelibly indited on some of the most important pages of this history, \textsuperscript{40} A mandate had, of late, gone forth from the palace of Delhi enjoining the Mahomedans, at all their solemn gatherings, to recite a song of lamentation indited by the regal musician himself which described in touching strains the humiliation of their race and the degradation of their ancient faith, once triumphant from the northern snows to the southern straits but now trodden under the foot of the infidel and the alien.- Trevelayn’s \textit{Cawnpore}. extraordinary wave of agitation came over the hearts of the young and old, and every one began to be ready to turn the prophecy into an actual fact. The secret organisation of the Revolution, which was first started in Brahmavarta was now growing at a tremendous rate. By this time, nuclei had been established in various places in Northern India and regular communication had been established between them. Rango Bapuji was trying hard to create nuclei of this organisation in the Deccan. The palace at Brahmavarta was the focus of the activities at Cawnpore; the same function was performed for Delhi by the Dewan-I-Khas of that premier city. The great and saintly Ahmad Shah had woven fine and cleverly the webs of Jehad - the War of Independence - through every corner of Lucknow and Agra. Kumar Singh, the hero of Jagadishpur, had taken the leadership of his province and, in consultation with Nana, had been busy gathering materials for war. The seeds of the Jehad had taken such root in Patna that the whole city was a regular haunt of the Revolutionary party. Moulvies, Pundits, --- 41 Malleson says at the end of his voluminous history: "Of this conspiracy, the Moulvi was undoubtedly a leader. It had its ramifications all over India - certainly at Agra where the Moulvi stayed sometime- and almost certainly at Delhi, at Meerut, at Patna, and at Calcutta where the ex-King of Oudh and a large following were residing."-Vol.V, p.292. rise ye, one and all, to drive out the Feringhi Kaffirs! They have trampled under foot the very elements of justice, they have robbed us of Swaraj; determined are they to reduce to dust our country. There is only one remedy, now, to free India from the insufferable tyranny of the Kaffir Feringhis, and that remedy is to wage a bloody war. This is a Jehad for Independence! This is a religious war for justice! Those who fall in such battles will be their country's shahids. Opened wide are the doors of Heaven for the shahids. But Hell is burning fierce to engulf those wretches, whose cowardly traitors, who turn away from this national duty! Countrymen, of these, which would ye have? Choose now, even now!" Zemindars, farmers, merchants, vakils, students, of all castes and creeds, were ready to give up their lives for the sake of Swadesh and Swadharma. A very prominent leader of this secret organisation was a book-seller! Near Calcutta, the Nabob of Oudh and his Vizier, Ali Nakkhi Khan, had seduced all the Sepoys and were ready for the occasion. The Mahomedan population of Hyderabad began to call secret meetings. The coils of the Revolution began to wind themselves round the Durbar of Kolhapur. The states of Patwardhan, and the father-in-law of Nana, at Sangli, were ready to fight - with their followers - under the banner of the united nation, in the coming war. Why, right of Madras, in the beginning of the year 1857, the following Proclamation began to appear from the walls of the city: "Countrymen and faithful adherents of your religion, rise, To link together the innumerable group of the various provinces which were working separately, men were employed to travel about secretly and letters were rarely used. If letters were used at all, they were written in a mysterious language, any mention of names being avoided. But when, after some time, the English persisted in opening any and every letter that appeared suspicious to them, the leaders, in order that their schemes should not come out and not even a trace should be known to others, began to carry on their correspondence in a kind of cipher; a sort of code was formed composed of dots and numbers, and this was used by them on all occasions! While everywhere activity of this kind was going on, the blunder as to the cartridges, born of the criminal desire to spite the religious feelings of the Sepoys, was committed by the English. This filled the cup of their iniquity! Every soldier vied with every other to fire the first shot. At the proper time, in the war to be waged for the object that was foremost in the minds of all their fellow-countrymen. We have already described how Nana and Ali Nakkhi Khan had acquired perfect control over the Sepoys of every --- 42 Inne’s Sepoy Revolt, p.55. regiment, and how thousands of Fakirs were sent into the regiments to seduce the Sepoys to patriotism. But after the mean and cunning trick was played by the English in respect of the cartridges, every Sepoy began, on his own account, to urge every other Sepoy to take the oath of fighting for their common country. In these two months, thousands of letters were sent from Barrackpore, in the name of the Nabob of Oudh, to the regiments stationed in the Panjab, in Maharashtra, and at Meerut, Umballa and other places. When immense bags full of letters were carried in the post, the English had their suspicions roused, and they - especially Sir John Lawrence - began to open these letters. All this time an extraordinary self-confidence had been created in the Sepoys. The Englishmen asked the Sepoys wounded in the battle of Kali Nadi and ordered to be blown from cannon mouths how they dared to rise against them; and the Sepoys replied, "If Sepoys are united, the whites would be like a drop in the ocean." A letter of one of these opened by the English says, "Brothers, we ourselves are thrusting the foreigners' sword into our body. If we rise, success is assured. From Calcutta to Peshawar, there will be an uncontested maidan." The Sepoys used to call together meetings secretly in the night. All resolutions were passed in the general meetings, and all decisions passed in the inner circles were obeyed strictly and by all. When they used to come to the secret societies, they used to conceal their identity by covering their faces completely, leaving only their eyes uncovered, and then speak about the thousand and one oppressions committed in the country by the English.\footnote{43}{These incendiary fires were soon followed by nocturnal meetings. Men met each other muffled faces and discussed in excited language the intolerable outrages the British Government had committed upon them." Kaye's \textit{Indian Mutiny}, Vol.I, p.365. "On the parade ground, about 1300 men were assembled. They had their heads covered so that only a small part of the face was exposed. They said they were determined to de for their religion." - \textit{Narrative of the Indian Mutiny}, p.5} If any one of the members was suspected of telling the name of the conspirators to the enemy, he was immediately put to death. In order that common deliberation should take place between the various regiments, it was arranged that on festive occasions one regiment should invite another to a feast and, on this pretext, united gatherings were carried on successfully. Meetings of select Sepoys were held in the house of the Subahdars. Though all political and religious wrongs were explained and commented on to the lowest Sepoy in the army, though every Sepoy knew about, and was anxious for, a fight with the English, still the knowledge of how to rise, when to rise, and who were the leaders of the various groups was not imparted to all. The work of deciding all these things was left to the officers, and every one was made of Tulsi, or by the Koran, that each one would do what the regiment should undertake to do. When one regiment was thus bound together, the chief committee of that regiment began negotiations with the chief committee of another regiment; each swore faithfulness to the other and they worked together. The mutual oath of the regiments, like the mutual oaths of the Sepoys were determined and decisive. Every regiment was a unit in the higher organisation. The English afterwards gathered a good deal of material to determine what this organisation was, and Mr. Wilson gives the following information about the society, in the Government report: "From the available evidence I am quite convinced that the 31st of May, 1857, had been decided on as the date for simultaneous rising. Every regiment had a committee of three members; and this committee used to do everything connected with the Mutiny. The Sepoys had no idea what decisions were arrived at. Tye mutual agreements between the various regiments simply amounted to agreeing to do what the other regiments would do. The committee had to decide on all important schemes, to do all the correspondence, and several other things. All came to the one important decision that the Sepoys should rise on the 31st. As it was a Sunday, they would be able to find a large number of European officers in church. All European officers, along with these, were to be murdered. Then all the treasuries, that would be full with the proceeds of the Rabbi crops, were to be looted. Jails were to be broken open and prisoners released. For in the North-Western provinces, from the prisoners alone an army of nearly 25,000 people could be formed." As soon as the rising took place, the power-magazines and armouries were to be taken possession of. All forts and strategic positions were to be taken, wherever possible. Such was the secret structure of the Revolutionary Organisation, and it had bound together the whole army. To supply the sinews of war to the secret organisation, the Sahukars of Lucknow, the palaces of Nana and Vizier Ali Nakkhi Khan, the Mahal of Delhi, and other heads of the Revolutionary party were sufficient. While the Sepoys were concerting their secret schemes, some secrets, now by a trifling mistake, now through a traitor, leaked out. Then, the English Government issued orders that the whole regiment about which the suspicion of disaffection arose should be at once dismissed. That, was most excellent. Why? The Government thus actually gave to the country so many volunteer Sanyasis to spread the fire of Revolution all round. The various Durbars of Hindusthan, the ordinary people, and the military - these three divisions of the people were linked together by the indefatigable efforts of the able Revolutionary leaders. There still remains the class of civil officers. An outline of the particular part which this class played in the structure of the Revolution must be given. The coming pages will clearly show that most of the more prominent Indian civilians in Northern India had taken a leading part in the "mutiny". From the Patel and Kulkarni of the village to the native judge of the high court, Hindu and Mussalman officers of all ranks, pleaders and clerks, had joined the Revolutionary Organisation secretly. The fact that the Government had not the least idea of the extensive organisation is easily explained; for these native officers alone are the eyes with which the Government was to see anything. But, on the other hand, it had been decided that, until the critical moment, these Government officers should not show even the least opposition to the Sirkar. Not only that, but very often it happened that, when it was necessary to arrest a Revolutionary leader, these Indian officers, who were the accomplices of this man, used to treat him as cruelly as an English officer would do, and used to sentence him to heavy punishment. When the Meerut Sepoys were tried, it was the native judges that passed heavy sentences on them; but it came to light that these very judges were scheming for a Revolution. Anonymous proclamations were posted at every square of the city of Lucknow, written in very strong language, to agitate the masses. These proclamations were couched in fiery and violent language. We give the following as a specimen. "Hindus and Mahomedans, rise unitedly and decide, once for all, the fate of the country; for, if this opportunity is allowed to slip by, not a single way will be left open to the people even to preserve their lives. This is the last chance. Now or never!" Though the English authorities knew well that proclamations were issued every day, they could to no more than tear them off; and still, every time they were destroyed, new ones were put up. The police used to declare that it was impossible for them to find out as to who put up these posters and when they were put up. The English came to know the reason soon after. The police themselves were the prominent members of the Revolutionary party.\footnote{44 Red Pamphlet: Part II.} Not alone in the revolution of Russia, but in the Revolution in India, too, the police were found to be in sympathy with the people. The programme, then, of the civil officers was to join secretly in the Revolutionary organisation of their countrymen without giving up government service and, when the right time came, to work on under Swarajya, performing those very functions which they were all doing under the English government. Now that the wheels of the secret machinery of the Revolution were set in motion, it was necessary to arrange that all the various motions should be synchronised. With this purpose in Bengal, a messenger of the Revolutionaries went to the cantonments, taking a red lotus in his hand. He would give the red lotus into the hands of the chief Indian officer in the first regiment. The chief would pass it to the one next to him, and so the red lotus would pass from Sepoy to Sepoy through the hands of all the thousand Sepoys, and then the last Sepoy would return it back to the Revolutionary messenger. That was enough! Without a whisper or a word, the messenger would pass on like an arrow and, as soon as the next regiment was in sight, he would give the red lotus in the hands of its chief officer. In this way, the organisation, so full of poetry, became impressed with one opinion, with revolution, with blood. The red lotus was the final seal of the organisation. What a tumult of thoughts must be raging in the mind of every Sepoy when he touched the red flower! That courage which it would have been impossible for the eloquence of orators to inspire was imparted in those warlike fellows by the dumb lotus flower and by the mute eloquence of its red, red colour.\textsuperscript{45} A lotus flower! The symbol, the poet-appointed symbol, of purity, victory, light! And its colour red, vivid red! The very touch of the lotus flower makes every heart bloom. When the Sepoys, hundreds upon hundreds, were passing on rapidly from hand to hand this lotus flower, the eloquence of it must have been full of wild suggestions and wilder aspirations. “The red lotus really made all the people one; for, in Bengal, both the Sepoys and agriculturists were found giving expression to this one sentiment, ‘All is going to be red!’”, with a movement of the eyes which \textsuperscript{45} "A man appeared with a lotus flower and handed it to the chief of the regiment. He handed it on to another—every man took it and passed it on and, when it came to the last, he suddenly disappeared to the next station. There was not, it appears, a detachment, not a station in Bengal, through which the lotus flower was not circulated. The circulation of this simple symbol of conspiracy was just after the annexation of Oudh." - \textit{Narrative of the Mutiny}: p.4. (The book also gives the picture of the flower.) betrayed an extraordinary, mysterious pregnancy of meaning”.46 ‘All will be red’- with what? This red lotus and this suggestive sentiment had made all “one-voiced” as far as individuals were concerned. But, it was also necessary to make all the principal nuclei one-voices through mutual visits. So Nana came out from the palace of Brahmavarta to link together into one chain the various links – nuclei of the organisation. With him started his brother, Bala Sahib, and his amiable and witty councillor, Azimullah. And why did they start? “For a pilgrimage!” Indeed! A Brahmin and a Moslem are starting together, arm in arm, to visit the holy, religious places, - an event without a precedent! This was in the March of 1857. Most essential was it now, indeed, to visit at least once the places of pilgrimage - and the first that they visited was Delhi. Only the Dewan-I-Khas or, perhaps, the atmosphere of Delhi could speak about the accents with which the consultations were carried on! At this very time, a judge of Agra, one Mr. Morel, came to see Nana. The later gave him such a hearty welcome that he did not have the least suspicion about the different kind of welcome which Nana was busy preparing for the English and which he was going to offer within a month or two. After supervising all arrangements at Delhi, Nana went to Umballa. On the 18th of April, he reached Lucknow, the important centre among the various nuclei. On that very day the people of Lucknow had followed the buggy of Sir Henry Lawrence, Chief Commissioner Sahib, and pelted him with a shower of mud and stones. And now Shrimant Nana had come there! This infused the whole city of Lucknow with an almost uncontrollable joy and excitement. Nana started in a huge procession through the chief streets of Lucknow, and a strong confidence was instilled in the Revolutionary party on seeing their would-be commander. Nana voluntarily went to Sir Henry Lawrence and told him that he had come to see Lucknow out of simple curiosity. Sir Henry issued orders to all the officers to show due --- 46 Trevelyan's Cawnpore. respect to Nana. Poor Sir Lawrence! He did not know what this simple curiosity meant. After visiting Lucknow, Nana went to Kalpi. The diplomacy of Nana was actively going on, this time with Kumar Singh of Jagadishpur who was in intimate correspondence with him about this time.\textsuperscript{47} Thus after personally visiting the leaders of the principal nuclei at Delhi, Umballa, Lucknow, Kalpi, etc., and drawing up a clear programme and a definitely outlined map of the future campaign, Nana returned to Brahmavarta about the end of April.\textsuperscript{48} While, by visiting the principal leaders, Shrimant Nana was touring to determine the date and bring about the necessary unity of purpose, a strange band of secret messengers to Revolution were going about at express speed throughout the length and breadth of India, to prepare the people for the great day. These messengers were not a new thing at all. Whenever the work of Revolution was started, these agents - \textit{Chapatees} - have as a rule done the work of carrying the errand far and wide in the land. For, in the Mutiny of Vellore, too, \textit{Chapatees} were used to perform the same function. These angels with unseen wings were flying through every secret corner of the country, setting the mind of the whole country on fire by the very vagueness of the message. Whence they came and whither they \textsuperscript{47} Red Pamphlet. \textsuperscript{48} Nana must have gone during this tour to many other cities, but, as English historians have not expressly mentioned them, they cannot be given. The following quotation is rather important: "Afterwards, the worthy couple (Nana and Azim), on the pretence of a pilgrimage to the hills, visited the military stations all along the main trunk road and went so far as Umballa. It has been suggested that their object is going to Simla was to tamper with the Gurkha regiments stationed on the hills. But finding, on their arrival at Umballa, a portion off the regiment were in cantonments, they were unable to effect their purpose with these men and desisted from their proposed journey, on the plea of the cold weather." -Russel's \textit{Diary}. went, no one could say. To those alone who were expecting them these strange symbols carried the exact message and spoke with limited significance; as for those whom they took unawares, illimitable was the conversation that they carried on! Some silly Government officers tried to get hold of these Chapatees, cut them to small crumbs, powered them, and powered once more, and tried if they could give some message; but, like witches the Chapatees had to tongue when they were asked to speak. The Chapatee spoke only to those it meant to speak to. It was made from wheat or millet flour. Nothing was written on it; yet it inspired the men who knew it with a strange Revolutionary energy at its very touch. The Choukidar of every village had it. He ate a bit of it first himself and gave the rest, as Prasad, to those who asked. The same number of Chapatees were made afresh and sent to the inhabitants of the neighbouring villages. The Choukidar of the latter place would send it to yet another village and, so, this fiery red cross of India travelled from village to village, kindling with flames every village it touched. Speed on, Angel of Revolution, speed on! Go thou forth to preach the Gospel to all the dear children of India, that the country is ready for a holy war to make everyone of them free. Dash on, Messenger, to all the ten directions, not stopping even at midnight, piercing the air with the age-inspiring cry, "The Mother goes forth to the war! March on! March on!! Save her!!!" The gates of the cities are closed; still wait not thou till they open - but fly over through the air. The mountain-defiles are deep; broken are the steep ascents; the rivers are wide, the forests are dangerous; still dread thou not, but speed like an arrow with this terrible national message. On thy speed depends the life or the death of the Desh and the Dharma. Hence cover as many miles as thou possibly canst and race with the wind! When the enemies destroy one shape of thee, go, thou miraculous Angel, assuming hundreds of forms at this critical period of our national existence! In every shape and form of thy speed create for thyself a thousand tongues. Invite all-wife and husband, mother and child, sister and brother- to come with their relatives to accomplish the predestined task! Invite the spears of the Mahrattas, the swords of the Rajputs, the Kirpan of the Sikhs, the Crescent of the Islamites - invite one and all to make the ceremony a success. Call the Goddesses of War at Cawnpore! Call the Goddesses of the forts in Jhansi! Call the Goddesses of Jagadishpur. To bless the work of national Revolution, bring with thee all thy relations, drums and trumpets, flags and banners, clarionets and war-songs, thunderings and war-cries. The martial spirit of the nation is awaiting the signal. Tell them all, "The auspicious hour is soon to strike; so, be ready!" Ready! Friends, be ready! And, O unfortunate Tyranny sleeping unconsciously and proud on the green, green hills, be thou ready too! The world might believe that a hill appearing green from a distance is really green. Nor does it fully know yet what a mistake it is to trample under foot the crown of such a hill. Trample, aye, trample! Now shines forth the year 1857, and in a moment it will be clear that the description of Kalidas applies literally to India. "In those whose wealth is their penance and patience, forget not there is a concealed fire, which, if it bursts forth, can consume the whole world!" O world! Our India has certainly patience as its prominent feature; but do not, on that account, take undue advantage of it for within her heart, whose treasure is all-forbearing calmness, resides concealed, the terrible fire for vengeance too. Hast thou ever beheld the third eye of Shankar? That is calmness itself while it is closed; but from it can issue the flames which can reduce the whole universe to ashes! Hast thou ever beheld a volcano! Apparently it is clothed with soft green vegetation; but let it once open its jaws, and then all sides will begin to pour forth boiling lava. Like unto that this living volcano of Hindusthan, fierce as the third eye of Shankar, has begun to boil. Terrible streams of lava in its interior are bubbling up tumultuously. Dangerous mixtures of explosive chemicals are being formed, and the spark of the love of liberty has fallen on it. Let Tyranny take heed when it is not yet too late! Neglect it in the least, and a thunderous explosion would teach insolent Tyranny what a volcanic vengeance really means! END OF PART I OF all the surprising incidents connected with the Revolution of 1857, the most striking was the secrecy with which the vast movement was organised. The clever English administrators had so little information about the source of the movement, even after the tremendous revolutionary upheaval all over Hindusthan, that, even a year after open mutiny had broken out, most of them still persisted innocently in the brief that it was due to the greased cartridges! The English historians are now beginning to understand that the cartridges were only an incident and they themselves now admit that it was the holy passion of love of their country and religion that inspired the heroes of the war of 1857.$^1$ We cannot sufficiently admire the skill of the leaders like Nana Sahib, Moulvie Ahmad Shah, and Vizier Ali Nakkhi Khan, who perfected that organisation with such secrecy under the very nose of the English officials in Hindusthan. It is difficult to find a parallel to the capacity for secret organisation. Medley says: "But, in fact, the greased cartridges was merely the match that exploded the mine which had, owing to a variety of causes, been for a long time preparing." --- $^1$ Malleson says: "In this lesser sense, then, and in this only, did the cartridges produce the mutiny. They were instruments used by the conspirators, and those conspirators were successful in their use of the instruments only because, in the manner I have endeavoured to point out, the mind of the Sepoys and of certain sections of the population had been prepared to believe every act testifying bad faith on the part of their foreign masters." "Mr. Disraeli dismissed the greasing of the cartridges with the remark that nobody believed that to have been the real cause of the outbreak." - Charles Ball's Indian Mutiny, Vol. I, page 629. One author goes further and says: "That the fear about the cartridges was mere pretext with many is shown beyond all question. They have not hesitated to use freely when fighting against us, the cartridges which, they declared, would, if used, have destroyed their caste." displayed by these men, who successfully taught the necessity of mutual help and united action to the Hindus and Mahomedans, and infused the revolutionary spirit among all classes of the people - sepoys, police, zemindars, civil officials, peasants, and bankers; and who harmonised all these conflicting elements into an army fired with the sacred purpose of freeing the motherland; and all this, without letting the English have any adequate suspicion of this vast upheaval. Just as this secret organisation was becoming ripe, the Government began to force the greased cartridge on the soldiers in Bengal. It appeared probable that the first experiment would be made on the 19th regiment. It was the month of February. Of all the regiments stationed in Bengal, the 34th was most anxious to start the Revolution. This regiment being stationed at Barreackpore, Vizier Ali Nikkhi Khan who stayed near Calcutta had bound the whole regiment by oaths in favour of the Revolution. Some companies of this regiment has been sent to the men of the 19th, and these had brought over the whole of that regiment to the national cause. The English had no notion of this and decided to force the cartridges first on the 19th regiment as an experiment. But the regiment openly refused to accept them and made plain their determination even to draw their swords, if necessary. Seeing this, the English, in pursuance of their policy, began to put down the "natives". But the English officers soon saw that they were not the "natives" of past days. The clashing of swords soon convinced them of that. But they had quietly to pocket this insult, because, in the whole province, they had no white troops with which to overawe the Sepoys. To remove this difficulty, an English regiment was ordered from Burma to Calcutta in the beginning of March. The order went forth that the 19th regiment was to be disarmed and disbanded. It was decided to execute this order at Barrackpore! But the Barrackpore regiment was not going to see quietly the spectacle of its countrymen being dishonoured. The sword of Mangal Panday positively refused to rest in its scabbard. The 34 regiment wanted to leave the Company's service quite as much as the 19th. Hence all patriots thought it was best that the Company itself disbanded the 19th. The wiser leaders counselled patience for one month until all were consulted. And letters had already been sent from Barrackpore to various regiments to fix the signal day. But Mangal Panday's sword would not wait! Mangal Panday was a Brahmin by birth. He took up the duties of a Kshatriya and was a valiant young soldier. Into the heart of this young and brilliant Brahmin who loved his religion more than his life, and who was pure in his private life and undaunted in battle, the idea of the freedom of his country had entered and electrified his blood. How could his sword be patient? The swords of martyrs never are. The crown of martyrdom shines only on the head of those, who, regardless of success or failure, bathe their cherished ideals with their hot blood. But from this apparently useless waste of blood does the sacred image of victory spring forth. The idea that his brethren were going to be insulted before him fired Mangal Panday's heart, and he began to insist that his own regiment should rise on that very day. When he heard that the leaders of the Organisation would not consent to his plan, the young man's spirit became uncontrollable, and he at once snatched and loaded his gun, and jumped on the parade-ground, shouting, "Rise! ye brethren, rise! Why do you hold back, brethren? Come, and rise! I bind you by the oath of your religion! Come, let us rise and attack the treacherous enemies for the sake of our freedom." With such words, he called upon his fellow-soldiers to follow him. When Sergeant-major Hughson saw this he ordered the Sepoys to arrest Mangal Panday. But the traitor-Sepoys whom the English had been used to count upon upto now were nowhere to be found. Not only did no Sepoy move to arrest Panday at the orders of the officer, but a bullet from Panday killed the officer, and his corpse rolled on the ground! Just at this time, Lieutenant Baugh came upon the scene. While his horse was prancing forth on the parade, another bullet from Panday struck the horse and brought both the horse and the rider to the ground. While Panday was loading his gun again, the officer got up and aimed his piston at Panday; but the latter, undismayed drew out his sword. Baugh fired but missed his mark; he then drew his sword; but before he could use it Panday struck him down rolling again. While another white man was charging Panday, a Sepoy smashed his head with the barrel of his gun; and a shout arose from among all the Sepoys, "Do not touch Mangal Panday!" Immediately, Colonel Wheeler came and ordered Mangal Panday's arrest. Another shout arose, "We would not even touch the hair of this sacred Brahmin." The colonel, on seeing the blood of Englishmen flowing and the Sepoys in such mood, speedily retreated to the bungalow of the general. On the parade Mangal Panday continued waving his hands full of blood in the air, shouting tremendously all the time, "Rise! Brethren, rise!" When General Hearsey heard this, he took some European soldiers and rode hastily towards Panday. Seeing that he would soon fall into the hands of Feringhis and preferring death to falling into the hands of the enemy, Mangal Panday turned the gun towards his own breast, and immediately his sacred body lay wounded on the parade ground. The wounded young soldier was taken to the hospital, and the English officers returned to their tents, amazed at the bravery of this Sepoy. This was on the 29th of March, 1857. Mangal Panday was, then, tried before a court-martial. During the inquiry, attempts were made to compel him to reveal the names of other conspirators. But the valiant youth bluntly refused to do so. He also said that he had no personal malice against the officers whom he shot. If there has been any personal malice, Mangal Panday's name would have been in the list of assassins and not of martyrs. But Mangal Panday's brave deed was done through devotion to a high and noble principle. His sword came out of its scabbard to defend his country and religion, "thinking alike of victory and defeat," as the Bhagavat Gita enjoins. He came out with the firm resolution to die rather than face the insult to his country and religion. In this his bold attempt, his bravery as well as his patriotism are worthy of the highest praise. He was condemned to be hanged. The 8th of April was the day fixed for the execution. Whatever might be the inspiring splendour in the actual blood of martyrs, the very names of martyrs inspire us with noble sentiments! What, then, must be the power of the martyr over those who believed in him when he was before them in flesh and blood, ready to undergo martyrdom? It is no wonder that a divine love for him inspired all those who saw Mangal Panday. Not even a low-class man could be found in the whole Barrackpore to act as executioner! At last four hangmen had to be brought from Calcutta to do the dirty work! Mangal Panday was carried to the scaffold on the morning of the 8th, surrounded by soldiers. He walked with a steady step through the banks and ascended the scaffold. While he repeated once more that he will never give out the names of any of the conspirators, the noose dropped and the glorious soul of Mangal Panday left the body and went to Heaven! This was the first skirmish of the Revolutionary War, and so died the first martyr. We always ought to remember with pride in our heart the name of Mangal Panday, whose blood was the source of the river of martyrdom! The seed of freedom that had been sown for the three years and more, was first watered with hot blood from the body of Mangal Panday! When the time comes to get its crop, let us not forget who first boldly came forward to nourish it. Mangal Panday is gone, but his spirit has spread all over Hindusthan; and the principle for which he fought has become immortal! He gave not only his blood but his sacred name also to the Revolution! It has become a nickname for all those who fought for religion and country in the war of 1857 whom friends and foes alike called by the appellation of "Panday."2 Let every mother teach her son the story of this hero with pride. --- 2 “The name has became a recognised distinction for the rebellious Sepoy throughout India.” – Charles Ball. “This name was the origin of the Sepoys generally being called Pandays”- Lord Roberts’s Forty-one years in India. THE seed of revolutionary martyrdom soaked in the blood of Mangal Panday was not long in taking root. The Subahdar of the 34th regiment was charged with holding secret revolutionary meetings at night and beheaded. And when documents were found proving that the 19th and 34th regiments had secretly planned to raise a revolution, they were both disarmed and disbanded. This was a "punishment" in the eyes of the Government, but the Sepoys of these regiments looked upon it at as great honour. The European regiments were kept ready on that day, and the English officers were confident that the Sepoys would repent of their disobedience after being disbanded. But thousands of Sepoys willingly laid down their arms like some unholy object, and broke with pleasure the chains of slavery. They tore away their boots and uniforms and proceeded to take a bath in the neighbouring river, as if to wash away the sins of slavery. It was the custom for the Sepoys to buy military caps out of their own money, so the Company allowed them to take them back as their private property. But were they going to don the emblem of slavery again after the purificatory bath in the river? No, no. No one would commit such an impiety! The days are gone when India would don other people's caps! Throw away these slavish caps! Thousands of caps began to fly in the air! But through the obstinacy of the force of gravitation, they fell again on India's soil! The Goddess has been polluted again! Run, Sepoys, run even before the English officers tear those other badges of slavery, and trample these into dust! Thousands of Sepoys began to trample upon the polluted caps; and, seeing the Sepoys dance upon the caps, which was an insult to their authority, the English officers were petrified with astonishment and rage. Mangal Panday's blood not only sowed the seeds of freedom in the regiments stationed in Bengal, but electrified also Umballa on the other side of --- 3 Red Pamphlet, part I, page 34. India. Umballa was the chief headquarters of the English army, and the English Commander-in-Chief Anson stayed there. The Sepoys at Umballa struck upon a new plan, that of burning of house of every officer that went against them! Every night the houses of tyrants and traitors used to receive the unwelcome visit of fire. The work was done so swiftly and secretly that it seemed as if the God of Fire Himself had become a member of the Secret Society. There were so many fires and thousands of Rupees were offered to discover the culprit, but no revolutionary played the part of a traitor! At last, the Commander-in-Chief Anson wrote to the Governor-General in despair, “It is really strange that the incendiaries should never be detected. Every one is on the alert here, but still there is no clue to trace the offenders.” Towards the end of April, he writes further: “We have not been able to detect any of the incendiaries at Umballa. This appears to me extraordinary; but it shows how close are the combinations among the miscreants who have recourse to this mode of revenging what they conceive to be their wrongs, and how great is the dread of retaliation to any one who would dare to become an informer!” The English Empire is based on Indian treachery! So, in Umballa, when not a single man turned traitor, the Commander-in-Chief of the English became helpless and began to thirst secretly for revenge, at the same time wondering at the secret conspiracy of the Sepoys! These fires had now begun in various places in Hindusthan. It is but natural that there should be sparks blown up here and there before the vast final conflagration broke out. Since the visit of Nana Sahib, Lucknow was in commotion. There also the houses of foreigners and traitors began to take fire! The plan fixed upon was that on the 31st of May the whole of Hindusthan should burst out in a universal conflagration, so that the English should have no room to escape and thus die in the country they wanted to keep enslaved! Though the Lucknow branch of the Secret Society had consented to this plan, the valiant Sepoys could not restrain themselves. Besides, the exciting speeches every night in the meetings of the Society and the sight of burning houses inflamed them still more. On the 3rd of May, four such uncontrollable Sepoys rushed into the tent of Lieutenant Mecham, and said, "Personally, we have no quarrel with you, but you are a Feringhi and must die!"\textsuperscript{4}. The lieutenant, frightened out of his wits at the sight of the fierce-looking Sepoys, implored them for mercy and said, "If you like you can kill me in a second. But what will you get by killing a poor individual like me? Some other man will come and take my place. The fault is not mine but of the system of Government. Then why don't you spare my life?" At these words, the Sepoys cooled down and remembered that their real aim was to annihilate the whole system at once, and returned. But this news reached the officers, and Sir Henry Lawrence disarmed the regiment by means of a trick. But at Meerut, things were taking a more lively turn. Some Englishmen formed the novel idea of testing if the Sepoys really objected to the cartridges. And they decided to force them on a company of cavalry on the 6th of May. It seems only five of the ninety Sepoys there touched the cartridges! Once more the same cartridges were given them to be used. Again they all refused to touch them, and went away to their camps. When this news reached the General, he tried them before a court-martial and sentenced all the eighty-five Sepoys to rigorous imprisonment ranging from eight to ten years! This heard-rending scene occurred on the 9th of May. These eighty-five Sepoys were made to stand under the guard of European infantry and artillery. All the Indian Sepoys were also ordered to stand by two witnesses the scene. Then the eighty-five patriots were ordered to take off their uniforms were torn away, their arms were snatched off, and all the eighty-five were handcuffed. Those hands which so long held only swords to pierce into the hearts of the enemy, such martial hands were now loaded with handcuffs! This sight inflamed the hearts of all the Sepoys present; but, seeing the artillery on the other side, they did not draw their swords then and there. Then the eighty-five Sepoys were told that they were sentenced to rigorous imprisonment for ten years, and these religious martyrs were \textsuperscript{4} Charles Ball's \textit{Indian Mutiny}, Vol. I, page 52. hurried away to their prisons, bending under the heavy prisoners’ chains! What sign their compatriots made to these religious martyrs at the time, the future will soon unfold. This sign must have encouraged them! We will destroy the foreign slavery, under which to refuse cartridges mixed with the blood of cows and pigs is an offence punishable with ten years’ hard labour! We will soon break not only the chains tightening round your legs but also the chains of slavery riveted for one hundred years round the feet of our dear Motherland! This must have been the meaning of the sign that they made. This was in the morning. The Sepoys could not possibly control themselves any longer. They returned to their barracks, smarting inwardly under the insult and shame of seeing their brethren being imprisoned by foreigners for what was nothing more than an act of self-respect in defence of their religion. When they strolled out in the bazaars, the womenfold of the town said to them scornfully, "Your brothers are in prison, and you are lounging about here filling flies! Fie upon your life!"$^5$ How could they, already chafing under injury, hear women taunting them so in the open street, and still remain doing nothing? All over the lines that night there was a number of secret meetings of the Sepoys. Were they to wait now till the 31st of May? Were they to sit like dummies, while their compatriots were rotting in prisons? Were they going to wait till others rose, when even the women and children of the town were calling them traitors in the streets? The 31st was yet very far off, and were they to remain till then under the banner of the Feringhis? No, no. To-morrow is Sunday, and before the run of to-morrow sets, the chains of these patriots must be smashed, the chains of the Motherland must be smashed, and the banner of Independence must wave forth! Immediately messengers were sent to Delhi, “We will be there on the 11th or the 12th, keep everything ready.”$^6$ --- $^5$ J.C.Wilson. $^6$ Red Pamphlet. Sunday dawned on the 10th of May. The English have so little information about the secret preparations of 1857, that they had no idea about the meetings of the Sepoys at Meerut, much less of their communications with other Sepoys. They began their day with the usual peaceful pursuits. Horse-carriages, cold appliances, fragrant flowers, airing, music and singing, all was going on in full swing. The servants in a few Englishmen’s houses suddenly left their services, but this did not cause more than a moment’s surprise. But here in the Sepoy’s camp the point was being debated, whether there should be a general massacre or not. The 20th regiment said that, when the English were in church, they should rise with the shout of “Har, Har, Mahadev!” and massacre all the English, civil and military, men and women, on the way to Delhi. This plan was agreed upon at last. At that time, the church bells began to toll in the air. The Englishmen with their wives were strolling towards the church. Meanwhile in the town of Meerut, thousands of people even from the villages, were gathering together with old and broken weapons! The citizens of Meerut also prepared themselves for the country’s cause. Still the English had not any serious information about this! At five o’clock, the bells were tolling for prayer – only it was the last prayer of the Englishmen before they were despatched to give an account of their sins! There, in the Sepoy lines, however, the air resounded to the fierce shout "Maro Feringhiko!" - "Kill the foreigner!" At first hundreds of horsemen galloped towards the prisons to free their compatriots. The jailors, also, being members of the revolutionary party, left the prison and joined their brethren, when they heard the cry, "Maro Feringhiko!" In a moment, the walls of the prisons were razed to the ground! A patriotic blacksmith came forth and smashed the chains of all the prisoners. What a wonderful sight when the liberated prisoners embraced heartily their brethren; their deliverers! With a lour war-cry, the heroes roded their horses and marches towards the church along with their brethren, leaving the hated prison behind. In the meantime a company of infantry already started the Revolution. Colonel Finnis of the 11th regiment had approached towards them on horseback and begun to threaten them haughtily in the usual manner. But the Sepoys rushed at him like death. A Sepoy of the 20th regiment emptied his pistol at him, and both the horse and the rider fell dead on the ground. Infantry and artillery, Hindu and Muslim, were thirsting for the blood of the Englishmen! This news spread to the bazaars of Meerut and Meerut was ablaze; and everywhere the Englishman was killed, wherever he was found. The people of the bazaars took swords, lances, sticks, knives, anything in fact that came to hand and were running about in the lanes. All the buildings that were in any way connected with English domination – bungalows, offices, public buildings, hotels – all were burning in a blaze. The very sky of Meerut wore a threatening aspect; there rose clouds of smoke, terrible flames of fire, and confused shouts from the thousand throats; and, above all of them could be heard the terrible cry, “Maro Feringhiko!” As soon as the Revolution began, according to the plan previously agreed upon, the telegraph wires to Delhi were cut and the railway line was strictly guarded. The night being dark, the English who survived were utterly confused. Some hid themselves in stables, some passed the night under trees; some on the third floor of their houses; some in a ditch; some disguised themselves as peasants, while others fell at the feet of their butlers. When darkness was falling, the Sepoys were already marching to Delhi, and it was the townsmen of Meerut that were accomplishing the work of revenge for the wrongs and oppressions of a century. The hatred towards the English was so violent that stone houses where they resided, which could not be burnt, were pounded down! The bungalow of Commissioner Greathed was set fire to. He was still hiding inside. The rumour went about that the people of Meerut had risen in arms and surrounded his bungalow. Then the Commissioner fell at the feet of his butler and implored him for his and his family’s life. The butler gave the mob a ruse and led them away, and the Commissioner fled away from the crumbling bungalow. The mob dragged Mrs. Chambers out of her bungalow and killed her with knives. Captain Craigie clothed his wife and children in horse clothes to disguise their colour, and hid them all night in an old demolished temple. Dr. Christie and Veterinary surgeon Phillips were battered to death. Captain Taylor, Captain MacDonald, and Lieutenant Henderson were hotly pursued and killed. Many women and children died in the burning houses. As more and more English blood was spilled, the terrible cry of the Revolutionaries and their spirit became more and more violent. Passersby began to kick about English corpses! If in the middle somebody showed pity in striking down the English, thousands of men used to run there crying, "Maro Feringhiko!" They would point to the mark of the handcuffs round the wrist of any lately manacled Sepoy present in the company and would shout, "We must revenge this!" Then swords flashed out without any thought of mercy. Meerut was about the last place where the Revolution should have started in the natural course of events. There were only two Sepoy regiments of infantry and one of cavalry, while there was a complete riflemen battalion and a regiment of dragoons of Europeans there. Besides, the whole of the artillery was in the hands of the Europeans. Under these circumstances, the Sepoys had no chance of success. Therefore was it that, immediately after the rising, the Sepoys went away towards Delhi, leaving the work of revenge to the townsmen of Meerut. It was very easy to have stopped the Sepoys on the way and to have crushed them. But even English historians are ashamed of the cowardice, mismanagement, and want of foresight among the civil and military officers there. Colonel Smyth of the Indian cavalry ran away to save his life when he heard that his regiment had risen against the English. When the chief officer of the artillery was getting his guns ready and parading them, the Sepoys were already on the way to Delhi. Even then, the English army, instead of following them, remained inactive all right, as if cowed down. To tell the truth, when Meerut rose, the English were absolutely dumbfounded. They could not form any idea of this unprecedented and sudden rising till the next day! On the other hand, the Sepoys had a clear programme before them. It was this: to rise immediately, to release the prisoners, and massacre the English. Either the English were frightened at the sudden rising or the citizens of Meerut, plundering and burning on all sides, made it impossible for the English to seed where the real rising was. When they would be busy taking their bearings, the Sepoys were to have marched towards Delhi. This march towards Delhi was a very cleverly organised plan. There is not the least doubt that the leaders of the Secret Society showed unexampled skill in taking hold of Delhi at the first heat, thus making the Rising only national in a moment, and destroying the prestige of the English. And the plan was as quickly executed as it was cleverly arranged. Before the English got news of the rising, the telegraph wires between Meerut and Delhi were cut, the road was guarded, the patriotic heroes were liberated from prison, the blood of English despots was flowing on the ground, and two thousand Sepoys, with their drawn swords wet with English blood, raised the significant cry of, “To Delhi, to Delhi!” NANA Sahib Peshwa had been to Delhi towards the end of April and all were anxiously awaiting Sunday, the 31st of May, agreed upon as the day of rising. If the whole of Hindusthan had risen simultaneously on the 31st of May, history would not have had to wait longer than 1857 to record the destruction of the English empire and the victorious Independence of India. But the premature rising of Meerut benefited the English much more than the Revolutionaries. It is true that the spirited and patriotic women of the Meerut bazaars, who taunted the soldiers and goaded them on to release their comrades, have added one more honourable episode to our history. But the Meerut Sepoys, by their rising, unconsciously put their brethren in unforeseen confusion by warning the enemy beforehand! All the Sepoys at Delhi were Indian. They too had become restless since the heroic martyrdom of Mangal Panday. But the Emperor Bahadur Shah and --- 7 "It is certain, however, that if this sudden rising in all parts of India had found the English unprepared but few of our people would have escaped the swift destruction. It would then have been the hard task of the British nation to reconquer India or else to suffer our Eastern empire to pass into an ignominious tradition." Malleson, Vol. V. "The calamitous revolt at Meerut was, however, of signal service to us in one respect: inasmuch as it was a premature outbreak which disarranged the preconcerted plan of simultaneous mutiny of Sepoys all over the country, settled to take place on Sunday, the 31st of May, 1857." - White's History, page 17. 8 "From this combined and simultaneous massacre on the 31st of May, 1857, we were, humanly speaking, saved by the frail ones of the bazaar. The mine had been prepared and the train had been laid, and it was not intended to light the slow match for another three weeks. The spark which fell from the female lips ignited it at once and the night of the 10th of May saw the commencement of the tragedy never before witnessed since India passed under British sway." – J.C. Wilson’s Official Narrative. the Empress Zinat Mahal had tactfully restrained them. Just at this moment, a message from the Meerut branch of the Society was delivered to the Delhi branch, "We are coming to-morrow; make the necessary preparations!" Hardly had this unexpected and strange message been delivered at Delhi when two thousand Sepoys were already on the march from Meerut, shouting, "Delhi! Delhi!" Night herself was then sleepless. How could she sleep amidst the terrible noise produced by thousands of horses stamping and neighing, the clanging of swords and bayonets, and the fierce shouts and secret whisperings of the marching revolutionaries? When day dawned, the Sepoys were astonished to find that the Meerut artillery had not been following them. The Sepoys forgot all the fatigues of the night and, without losing a minute, marched on with vigour. Delhi is about thirty-two miles from Meerut. At about eight in the morning, the first part of the army was in sight of the sacred Jumna. Seeing the holy Humna which seemed, by its cool breezes, consciously to encourage the heroes bent on the holy work of Freedom, thousands of soldiers saluted her, shouting, "Jai Jumnaji!" Horses began to gallop on the bridge of boats leading to Delhi. But did the river Jumna understand their sacred mission? It was necessary to let her know this and get her blessings before marching on. Then, catch hold of that Englishman there walking along the bridge, and let his blood be poured into the dark Jumna! This blood will tell her the reason why these Sepoys are galloping so hurriedly towards Delhi! After crossing the bridge of boats, the Sepoys were already at the walls of Delhi. Whedn the rumour reached the English officers, they collected the Sepoys on the parade-ground and began to treat them to lectures on loyalty. Colonel Ripley, with the 54\textsuperscript{th} regiment started to opposed the Meerut Sepoys. The Sepoys of the 54\textsuperscript{th} regiment told their Colonel when starting, "Show us the Sepoys of Meerut and we will then sede." The colonel said "Shabash' (Well done!) and the regiment marched towards the Revolutionaries. As they advanced, they saw the Meerut cavalry galloping towards the fort. Just behind the cavalry, there were also coming on, the infantry dressed in red garments and thirsty for English blood. As soon as the two armies saw each other, they saluted; and the army of Delhi met that of Meerut on friendly terms! When the Meerut army raised the cries of "Let the English rule be destroyed!" and "Long live the Emperor!", the Delhi army replied by shouting, "Kill the Feringhis!" In a moment, Colonel Ripley, who, in confusion, began to shout, "What is this!", "What is this!", was riddled with bullets and fell down dead. All the English officers of the army of Delhi were similarly killed. After having thus sealed their patriotism with English blood, the horsemen of the Meerut cavalry descended and heartily embraced their comrades from Delhi! Just then the historic Kashmir gate of Delhi opened, and this army of the heroes of liberty entered the town of Delhi with the cries of "Din! Din!" The second part of the Meerut army was also trying to enter Delhi by the Calcutta gate. The gate was first barred, but at the terrible knock of the Sepoys, it began to open slowly, and soon the watchman at gate joined the Sepoys with cries of "Din! Din!!" The Sepoys who entered by the Calcutta gate turned towards the bungalows of the English at Daryaganj, and the buildings there were all ablaze before long. Those Englishmen who escaped the fire succumbed to the sword. The English hospital was near by and it was found that it had given shelter to the English bottles! It is natural that the Sepoys were engaged at the temerity of this hospital, after it had seen the example of the bungalows of Daryaganj being razed to the ground for sheltering Englishmen! So they broke all bottles and after punishing the hospital, they began the hunt for English blood in all the houses of Delhi! But what is an army without a banner and what are mere cloth banners for an army like this? So, wherever an English head was found, it was stuck at the ends of lances, and with such terror-striking flags did the army push forward at a rapid pace! In the royal palace of Delhi, Sepoys and townsmen were crowding together, shouting, "Victory to the Emperor." Commissioner Fraser was entering the gates of the palace, wounded. A man called Nuzul Beg standing near him pierced him in the cheek. At the sign, all the Revolutionaries ran up the stair, trampling Frazer down all the way up. The Sepoys did not stop there, trampling him, but went upstairs to the room in which Jennings and his family were living. An attempt was made by someone from inside to bolt the door, but a furious knock of the Sepoys burst it open. Jennings, his daughter, and a guest fell to the sword in an instant. Where is that Captain Douglas, who was running already dying with terror, all through the street of Delhi? Kill him, too! And this Collector hiding in the corner? Give him also leave of life! Well, now there is not a trace of Feringhi authority left in the palace of Delhi! Now, Sepoys, you can surely rest a while! Let the cavalry pitch their quarters in the palace, and let the Sepoys who had marched all night take a little rest in the palace in the Dewan-I-Khas. In this way the palace of Delhi came into the hands of the army of the people, and the Emperor, the Empress, and the leaders of the Sepoys held a conference as to future plans. It was now evidently foolish to wait till the 31st of May as previously arranged; so after a little hesitation, the Emperor decided openly to take the side of the Revolutionaries. As this was going on, a large part of the artillery of Meerut, who had also risen, arrived at Delhi. They entered the palace and gave a salute of twenty-one guns in honour of the Emperor and of freedom. The little hesitation that remained in the mind of the Emperor, even after the pleadings and arguments of the Revolutionary Sepoys, now completely disappeared after this thunder of cannon; and the hundred Imperial yearnings in his heart awoke with a flash. The leaders of the Sepoys, with their swords dipped in English blood, stood before the dignified and magnificent person of the Emperor, and said, "Khavind! The English are defeated at Meerut, Delhi is in your hands, and all the Sepoys and people, from Peshawar up to Calcutta, are awaiting your orders. The whole of Hindusthan had arisen to break the chains of English slavery, and to acquire their God-given independence. At this time, take up the flag of Liberty in your own hands, so that all the warriors of India may assemble to fight under it! Hindusthan has begun to fight to get back Swaraj and if you accept her leadership, in a moment, we will either drown all these Feringhi demons in the oceans or give them as food to the vultures!"\textsuperscript{9} The Emperor grew spirited after hearing this unanimous and exciting eloquence on the part of the leaders, both Hindu and Mahomedan. The memories of Shah Jahan and Akbar rose before his mind's eye, and a divine inspiration inflamed into his heard, that, rather than continue in slavery, it would be preferable even to die, in the attempt of liberating one's country. The Emperor said to the Sepoys, "I have no treasury and you will get no pay!" The Sepoys replied, "We will loot the English treasuries all over India and lay them at your feet!"\textsuperscript{10} When the Emperor, at last, declared that he would accept the leadership of the Revolution, there was a thundering roar of applause in the vast multitude assembled in the palace! While all this was going on in the palace, in the city outside there was terrible confusion. Hundreds of the citizens of Delhi took up any arms they could get hold of, and joined the Revolutionaries and were roaming about to kill any stray Englishmen in the streets. About twelve o'clock, the bank of Delhi was besieged. The family of Beresford, the manager of the bank, was killed, and the whole bank was demolished. The mob then turned to the printing office of the 'Delhi Gazette.' The compositors were busy setting into type the news from Meerut. Suddenly, there was a roar of "Din! Din!!" outside, and in a moment, all the Christians in the building were despatched. The types were thrown away, the machinery was smashed, and everything that was made impure by the touch of the Englishmen was destroyed. The great wave of Revolution then rushed on! But see the yonder church! Is it fair that it should hold its head high in the march of this Revolutionary War? From this very Church have prayers gone forth to Heaven to perpetuate English dominion in India! Has this church preached once at least to its congregation that their dominion in India is a sin and a crime against liberty? On the contrary, this partisan church has sheltered under her wings these tyrants, to protect them and to look after their material more than their spiritual welfare. We have already got the reward for allowing this den of cruelty to be established in our midst, in the shape \textsuperscript{9} Charles Ball's \textit{Indian Mutiny}, Vol. I, page 74. \textsuperscript{10} Metcalfe of cartridges mixed with cows’ and pigs’ blood! Run to that church! Why are you looking on? Smash that cross, take away those pictures from the walls, pound down that pew, and shout, “Din!” Every day the bells ring in the church. We shall, also, peal them on our way back. Peal on, bells, peal on! You are pealing so much to-day and still no Ednglishman comes to the church! How do you like to touch of these brown hands? Fall down on the ground! Our comrades are ready to trample you down! When all the bells fell down with a crash, the mob smiled to each other in a ghastly way and said to one another, “Kya tamasha hai!” “what fun!” But there, on the other side, there was even a more ghastly scene taking place. There was a big arsenal of the English army near the palace. In this arsenal there was a vast quantity of ammunition useful for war. At least 900,000 cartridges, 8 to 10 thousand rifles, guns, and siege-trains were there. The Revolutionaries decided to capture this arsenal. But this work was not at all so easy. If the Englishmen in the arsenal were so inclined, they could kill a large number of the attacking force; they had only to light a match. It was thus very dangerous to attempt to capture the arsenal. Still, without it, the life of the Revolution was not safe for a moment; so thousands of Sepoys made ready to carry out the task. They sent a message in the name of the Emperor to the officers of the arsenal, asking them to surrender. But such paper messages never conquer kingdoms! Lieutenant Willoughby did not even condescend to reply to the note. At this insult, thousands of infuriated Sepoys began to mount the walls of the arsenal. Within the walls were nine Englishmen and some Indians. When they saw the flag of the Emperor of Delhi flying on the Fort, the Indians speedily joined their comrades, and the nine Englishmen began to fight with the courage which despair gives. It was evident that the handful of Englishmen could not hold out long before the terrible onslaught of the Sepoys. They had already determined to blow up the arsenal in case all hope of saving it for England was gone; because they were not certain of their lives being spared even if they were willing to hand over the arsenal. On the other hand, the Sepoys also, in spite of a certainty of losing a large number if the arsenal was blown up, fiercely continued the assault. To their air came also hundreds of the citizens of Delhi. Suddenly the terrible boom and crash, as if of a thousand cannon, which both sides had been expecting every moment, rent the air, and volumes of flame and smoke went up to the skies! The nine English heroes, instead of handing over the arsenal to the enemy, set fire to it themselves and gave up their own lives. With that one crash, twenty-five Sepoys and about three hundred men in the neighbouring streets were literally blown to pieces! But it was not in vain that the Revolutionaries, at last, got hold of the arsenal at the cost of so many men who fell victims in the blowing up of the arsenal. The Sepoys got a good store of arms, each getting four guns. As long as the vast arsenal was in English hands, the Indian Sepoys in the chief cantonment were under the English officers. True, they had refused to attack their brethren; but they did not also rise against the English. At about four o'clock in the evening, the thundering crash was heard which shook the whole of Delhi. The Sepoys in the cantonment suddenly came together and fell on the Englishmen, crying "Maro Feringhiko!" They killed Gorden Smith and Revely and, wherever an Englishman was found, he was killed. The national vengeance awakened after a century, crushed down men, women, children, houses, stones, bricks, watches, tables, chairs, blood, flesh, bones - anything that had any relation with the English! In the end, at the strict orders of the Emperor, many Englishmen were saved from massacre and made prisoners in the palace. But such was the popular fury against the Feringhi despots that, after a struggle of four or five days, the Emperor was compelled to hand over the fifty English prisoners to the mob! On the 16th of May, the fifty Englishmen were taken to a public maidan. Thousands of citizens, assembled to witness the scene, burst forth in imprecations against English rule and the faithlessness of the English. When the order was given, the Sepoys kill the fifty in a second. If any Englishman attempted to ward off a Sepoy's sword and implored for mercy, loud cries of "Revenge for handcuffs!", "Revenge for slavery!", "Revenge for the arsenal!", would rise up, and the bent English head was soon severed from the body! The massacre of the English began on the 11th and ended on the 16th. In the meanwhile hundreds of Englishmen ran away from Delhi to avoid death. Some blackened their faces and disguised themselves as "the despised" Indians; some died of heat, while running away, in the woods and forests; some learnt by heart the songs of Kabir and attempted to escape through the villages in the guise of Sanyasis; but were killed by the villagers when the disguise was seen through. Some were cut by the villagers as "Feringhis" when they sat down under the trees in fatigue after walking long, long distances; and a few with the assistance and hospitality of kindly villagers at last safely reached the English camp at Meerut. The hatred against English rule was so great that, at the news of the massacre of Delhi, hundreds of villages determined never to allow an Englishman to set foot within their limits. But in none of these villages, not even in Delhi itself was a single Englishwoman outraged.\textsuperscript{11} The fact is proved by the enquiries of the English themselves and is universally admitted by the English historians. And still what lies were not circulated in England by the English missionaries at that time? We have no hesitation in saying that nobody has ever dares to make false statements more mean, despicable, or wicked, than the false descriptions given, at the time, by English missionaries "from personal experience," about the events at the time of the massacre! What can one think of the love of truth of a nation which allows its citizens to say falsely that English \textsuperscript{11} "However much of cruelty and bloodshed there was, the tales which gained currency of dishonour of ladies were, so far as my observation and enquiries went, devoid of any satisfactory proof." - Hon.Sir Wm. Muir, K.C.S.I., Head of the Intelligence Dept. These five days will be ever memorable in the history of Hindusthan for yet another reason. Because these five days proclaimed by beat of drum the end for the time being at any rate of the continuous fight between the Hindus and Mahomedans dating from the invasion of Mahmud of Ghazni. It was proclaimed first that the Hindus and the Mahomedans are not rivals, not conquerors and the conquered, but brethren! Bharatmata (Mother Ind) who was, in times past, freed from Mahomedan yoke by Shivaji, Pratap Singh, Chatrasal, Pratapaditya, Guru Govind Singh, and Mahadaji Scindia - that Bharatmata gave the sacred mandate that day, 'Henceforward you are equal and brothers; I am equally the mother of you both!' The five days during which Hindus and Mahomedans proclaimed that India was their country and that they were all brethren, the days when Hindus and Mahomedans unanimously raised the flat of national freedom at Delhi. Be those grand days ever memorable in the history of Hindusthan! women were made to walk about naked in the streets of Delhi, that they were outraged openly, that their breasts were cut, the small girls were outraged, and so on? And these were priests, too! The Revolution of 1857 did not take place because the Indians wanted white women! It was brought about, rather, to remove all traces of white women from India! In this manner, the storm raised by the violent ravings of the women of the Meerut bazaars, dug up, by the roots, in one stroke, the poisonous tree of slavery which had been standing in the country for a hundred years! The chief cause for this extraordinary success of the Revolutionaries in five days was the ardent desire among all classes of the people to get rid of English slavery. From the women of Meerut to the Emperor of Delhi, there was a strong desire in every heart to achieve Swaraj and protect religion. This desire had already been put into shape by the secret societies. Therefore was it that in five days the banner of Swaraj could be won on the historic capital of Hindusthan, Delhi. On the 16th of May, there was not even a trace left, in Delhi of English domination. Such was the hatred against things English that anyone who uttered a word of English was mercilessly thrashed! The rags of the English flag were being trodden down upon the streets; and the flag of Swaraj, from which the strains of slavery had been washed away by hot blood, was flying at the head of the Revolution! The wave of liberty rose so strong that in five days there was not even one traitor in the whole of Delhi. Men and women, rich and poor, young and old, Sepoys and citizens, Moulvies and Pandits, Hindus and Mahomedans - all attacked the foreign slavery with their swords drawn under the banner of their country. It was on account of this extraordinary patriotism and love of freedom, and a confirmed hatred of the English, that the words of the women of Meerut could raise the throne at Delhi once more from the dust! THE news of the liberation of Delhi travelled with lightning rapidity, and by its suddenness absolutely staggered for a moment Indians as well as the foreigners. Englishmen could not even grasp for a time the meaning of what had come to their ears. Lord Canning was fast asleep there in Calcutta, in the certainty that peace was reigning all over India, and Commander-in-Chief Anson was preparing to go to the cool heights of Simla. When first Canning got a scrappy telegram to the effect that Delhi was free, he could hardly believe his eyes. The Indians were in a consternation quite as much as the Englishmen, because this unthought-of rising at Delhi spoiled all the preconcerted plans of the Secret Revolutionary Organisation. And the Englishmen were not, now, likely to repeat the tactical mistakes which they committed while confused at the sudden rising in Delhi. They got an opportunity to retrieve their mistakes, being forewarned of the future great danger by this sudden shock. The throne of Delhi could now be wrested from the Emperor in a couple of days by a sudden onslaught. Whereas, if the rising had taken place simultaneously in all places on the 31st, as arranged previously, the complete success of the Revolution would have been assured in the course of a single day. Though that plan failed on account of the sudden rising at Meerut, the taking of Delhi at once openly gave the Revolution a national character, and the sudden news had brought about an extraordinary awakening in the whole of Hindusthan. Now, the question was whether to take advantage of this awakening and rise at once, or wait till 31st as arranged before. What were the plans adopted by the Centres? Would not a rising without consultation of the rest produce confusion similar to that of the rising at Meerut? Such were the questions which the Revolutionary leaders in other places put to themselves and wasted their time with. There is no other life-killing poison to a revolution than indecision. The sooner and the more sudden the spreading of a revolution the greater are its chances of success. If a delay is made after the first start and breathing time is given, the enemy gets time to guard himself; those who rise prematurely lose confidence, when they see no one joining them; and a clever enemy, profiting by the past, puts obstacles in the way of those who want to rise later. Therefore, to give the enemy time between the first rising and the spreading of a revolution is always harmful to the Revolution. But that is exactly what happened. This sudden rising in opposition to their previous plans confused the Revolutionary leaders in various places and they could, for the time being, neither hold back nor rise. The inevitable idleness of the Revolutionary party was of the highest advantage to the English. They never had occasion to hear such terrible news since fist they set foot on the soil of Hindusthan. The swords of the very Sepoys who so long maintained and extended their power were now turned against them. English Sovereignty fled from this spectacle at Meerut to Delhi, only to find the old Emperor, who strangled her with the left hand and wrested her crown away with the right! This English Sovereignty full of gory wounds, spat upon even by the women at Meerut, with hair dripped in English blood, with necklaces of bones, with all her ornaments including the crown snatched away by the people - this English Sovereignty now tried to enter Calcutta with a terrible moan! The English dominion in India has not the slightest natural strength! In this month of May, there was only one white regiment, right from, Barrackpore to Agra, a distance of 750 miles. Under such circumstances, if the whole of this region had risen according to the plan of the Revolutionary party, not one but even ten Englands put together could not have been able to hold Hindusthan! This white regiment was stationed at Danapur. There was a considerable number of white troops in the Punjab on the frontier, but it was necessary to maintain them there. Under these circumstances, the first effort of Lord Canning was to bring as many white troops together as possible. Just at the time, fortunately for the English, the war with Persia had come to an end and orders were sent to that army to return at once to India. At the end of the war with Persia, the English had picked up a quarrel with China and had ordered troops thither; but when this storm arose in India, Canning determined to stop the army on its way to China. Besides these two, the English regiments which were to have gone to Rangoon were detained at Calcutta, and orders were issued to the Governor of Madras to hold in readiness the 43rfd infantry and the Madras fusiliers. While this white army was marching towards Calcutta from all directions, Canning made one more attempt to pacify the Sepoys. He issued a proclamation and ordered it to be posted in every town and village. It was worded in the usual manner and contained the usual stuff. It said, "We had no intention to interfere with your religious and caste affairs. We have not the least intention of insulting your religion. If you like it, you can make cartridges with your own hands. It is a sin on your part who have eaten the salt of the Company to rise against it." But who was now going to pay attention to such empty proclamations? Where the question at issue was whether the English ought to have, at all, the right of issuing proclamations in India or not, to issue a new proclamation was not to pacify but to exasperate the people. Hindusthan had no time to read these proclamations, for all eyes were turned to the magnificent Proclamation that went forth from Delhi! It was a strange sight, two proclamations at once, one of freedom at Delhi, the other of slavery at Calcutta. Hindusthan at that time welcomed the Proclamation of Delhi. And, therefore, Canning laid aside his pen and ordered the Commander-in-Chief to direct his guns immediately towards Delhi. Commander-in-Chief Anson was at Simla when he got the telegram announcing that Delhi had become free. When he was thinking what he was to do, he got Canning's order to take Delhi at once. The ignorance of the English about the plans and the strength of the Revolution was so extraordinary, that they perfectly believed that they could take Delhi in a week and could quell the rising before a month was over. Sir John Lawrence, Chief Officer in the Punjab, also sent urgent message to Anson to Capture Delhi. But Anson knew better than either Canning or Lawrence what it meant to take Delhi and he determined to wait until sufficient preparations were made. Hardly had Anson left the heights of Simla and arrived at the army headquarters at Umballa, when there was a tremendous uproar at Simla! A rumour was abroad that the Gurkha Naziri battalion had also risen, and at that the English at Simla lost all courage. In that year the head was unsufferable to the English even at Simla! It appeared that the English would now have to pay a very heavy price for the royal pleasures, which they had so long enjoyed in cool bungalows and beautiful pleasure-gardens. There was a general uproar that the Gurkha regiment was coming, and women and children ran wherever they would get away. In this race, the men, naturally, even with loads on their backs, left the women and children far behind! This exhibition of English courage was open for two days, but it was closed afterwards as no Gurkhas were to be seen. About this time, similar scenes were being enacted, also, at Calcutta. Often the rumour would get about that the regiment at Barrackpore was in arms against the English; and English men, women, and children would be seen running towards the fort. Some booked passages to England, some prepared all their luggage in readiness to run away to the fort, and some would hide in corners in their offices and leave their work aside! Such was the panic created by Meerut and by Delhi - and yet Cawnpore was still to come. As soon as Anson arrived at Umballa, he began to prepare the siege-trains to besiege Delhi. There was never such a danger to the English in India before; but, now that it appeared, their real weakness came forth into prominence. Their state was absolutely deplorable. It became impossible for Anson to expedite matters. The English officers ordered about Indian soldiers just as they liked, but they could not do the same to their own soldiers! How could the English soldier give up in a day his haughtiness and his luxurious habits? And it was now out of the question to get an Indian to help in everything. Carriages, labourers, provisions, even stretchers and ambulances for the wounded could not be got! Adjutants, quarter-masters, commissaries, medical chiefs - none could get his department ready and every one was in a fix. What a shadowy thing is English Power in India, without the help of the Iondians themselves! When once the Indians were roused, the English found it extremely difficult even to march from Umballa to Delhi, because "natives of all classes held aloof, waiting and watching the issues of events. From the capitalists to the coolies, all shrank alike from rendering assistance to those who power might be swept away in a day."¹ If the Indians had always kept aloof like this, then, indeed, as the above writer says, English power might have been swept away in a day. But such a brilliant day had not yet arisen in 1857! The year, 1857, was the dawn after a long night's sleep. Those who saw the vision of the brilliant day to come woke up and left their beds, but others, who thought it was still night, clung to their covers of slavery and went again to sleep. Amongst these sleepy heads, the honour of Rip Van Winkle was very keenly contested between the states of Patiala, Nabha, and Jhind. These states had it in their hand either to establish the Revolution firmly or kill it. These states lay between Umballa and Delhi and without their support the English rear was quite defenceless. Even if these states had remained passive like the others, the Revolution had a great chance of success. But when Patiala, Nabha, and Jhind began to deal blows at the Revolution even more cruel than those of the English, the chain between Delhi and the Punjab was suddenly snapped. These states despised the invitation sent to them by the Emperor of Delhi, killed the Sowars that brought the message, showered money on the English from their own treasuries, mustered their armies, and protected the regions through which the English armies were to pass, and attacked Delhi along with the English; and when the Punjab Revolutionaries left their hearths and homes to defend the national flag at Delhi, these Sikh states, these disciples of Guru Govind Singh, cruelly tortured and murdered them! When the English were sure of the help of Patiala, Nabha, and Jhind, they mustered up courage. The Raja of Patiala sent his brother with sepoys and artillery and ordered him to guard the Thaneswar Road, and the Raja of Jhind took up the strong position of Panipat. When these two most important stations were thus guarded, the roads from Delhi to Umballa and uninterrupted communication with the Punjab were perfectly secure; and the Commander-in-Chief left Umballa on the 25th of May and marched towards Delhi. But Anson had become quite disheartened since the news of the freedom of Delhi. He had now, besides, to be roasted in the terrible heat of the plains, of which he had a great terror having passed his time hitherto amid the cool shadeds of Simla. Emaciated by these mental and bodily worries, the Commander-in-Chief succumbed to cholera on the 27th of May, just as he arrived at Karnal. On the same day, Sir Henry Barnard took charge of his office. In This manner, the English army, after burying the old Commander-in-Chief, was marching under the new one towards Delhi. At that time, the English were so hopeful of victory that they were openly boasting that they would fight in the morning and brink the blood of the enemy in the evening at Delhi! While this army was marching from Umballa, the world saw the secreted poison in the black hearts of these white Sepoys! The army at Meerut was composed of "heathens!" It is, of course, an example of the savage nature of Indian country and religion that they massacred "harmless" Englishmen at Meerut and Delhi, relying on the "rumours" about cartridges! But let not what is concealed be laid open before the world! Otherwise God will despise truth more than false rumours and civilisation more than barbarity! Ah, it will require pools of blood to wash these blasphemies away! On the way from Umballa to Delhi, in thousands of villages, all those that could be easily caught were immediately put before a court-martial in rows after rows, and were condemned to be hanged and killed in a brutal and barbarous manner! At Meerut, the Indians no doubt killed the alien English but it was not done savagely enough. They simply cut off their heads with a blow of the sword. But the English, be it said to their credit, corrected this mistake. Hundreds of Indians were condemned to be hanged before a court-martial in a short time, and they were most brutally and inhumanly tortured, while scaffolds were being erected for them. The hair on their heads were pulled bunches by bunches, their bodies were pierced by bayonets, and then they were made to do that, to avoid which they would think nothing of death or torture - cows' flesh was forced by spears and bayonets in the months of the poor and harmless Hindu villagers!12 Ah! But it still remains to be told to my "barbarous" readers what this court-martial was and is. Hundreds of innocent villagers were herded together, and then they were given "justice". When there was a revolution in the Netherlands, Alva had established a similar court. The inquiry before this court was so thorough that sometimes the judge would go to sleep. When the time of sentence came, he would be awakened, and with a grave look at all the prisoners before me, he would 12 History of the Siege of Delhi. say, “Let these be hanged!” This historical death-chamber of the Netherlands was doubtless reformed and improved upon by the English! For, their judges never went to sleep. Not only so, but, before their appointment, they had to take an oath that they would give the death sentence, without thinking of guilt or innocence! The place, where, after such a holy oath, English officers sit down in order to condemn all “natives”, guilty or innocent, to be hanged, is known in the English language as a court-martial! Wreaking all along the line of his march such a demoniacal vengeance on thousands of innocent men for the handful of Englishmen killed at Delhi and Meerut, Commander Barnard sought to join the white troops at Meerut before marching right up to Delhi. It has already been noted that the English had a considerable force at Meerut. This force was coming down from Meerut to join the army from Umballa. But the national army of Delhi came forth to fight with the Meerut army before the junction could be effected. On the 30th of May, the opposing armies met on the banks of the river Hindan. The right of the Indian army was safe on account of powerful guns, and the English could to nothing against it. While the fight was raging on this side, the left of the Indian army could not stand before the English onslaught. There was confusion in their ranks, and they retreated to Delhi, after leaving five guns in the field. But before the English could take possession of the guns one brave Sepoy of the 11th regiment, rather than leave his place, chose death instead. Others might do their duty or not, but he was determined to do something for his country before he lost his life. With this noble inspiration, this Sepoy of the 11th regiment, seeing that the guns would otherwise fall into the hands of the English, purposely fired into the arsenal, when the English crowded round the captured guns. There was a tremendous explosion and Captain Andrews and his followers were burnt down, and several Englishmen were --- 13 “Officers as they went to sit on the court-martial swore that they would hand their prisoners, guilty or innocent and, if any dared to lift up his voice against such indiscriminate vengeance, he was instantly silenced by the clamours of his angry comrades. Prisoners condemned to death after a hasty trial were mocked at and tortured by ignorant privates before their execution, while educated officers looked on and approved.”- Holfes’s History of the Sepoy War, page 124. injured. After placing so many heads of the enemy before his Motherland, he then placed before her his own martyr’s head! Just as the English historians are always singing the praises of Captain Willoughby who blew up the arsenal at Delhi, we shall also sing the praises of this brave Sepoy, this martyr for the cause of his Motherland. But, alas, even his name is not known to history! About this hero, Kaye says: “It taught us that, among the mutineers, there were brave and desperate men who were ready to court instant death for the sake of the national cause!”$^{14}$ As the English were, thus, completely successful in this first battle, they expected Delhi to fall in a day or two, and used to enquire every time, by post, for news of the fall! But how different were matters in reality! Though, when this unprecedented and sudden revolution first burst out into flames, Delhi had not yet the tact and boldness to lead and guide it, yet every heart in Delhi was full with the intense desire not to rest until the mother-country was free, so long as God gave them life. So, the Depoys, despised by the populace all night on the 30th on account of the defeat they had sustained, came out to fight again on the 31st. When the guns of the Revolutionaries started their havoc, the English also replied with their artillery. Since the guns of the Revolutionaries were directed on this day with good aim and the Sepoys fought with stubborn courage, the loss of life on the English side was considerable. The hot sun of May, also, became unbearable to the English. The English tried the tactics of the previous day, but that would not succeed. The Ednglish prepared for a general assault towards the evening. But the Revolutionaries rained a perfect shower of cannon balls on the advancing English and, before the broken ranks of the English could reform to advance, they retired from the field in good order. Never mind, Sepoys, in one day you have shown great improvement. Even if you are so defeated again tomorrow, even then, the English are done for. For now they have not enough strength left even for petty skirmishes. On the first day of June, an army was seen marching towards the rear of the already straitened English camp. The English were utterly confounded when they found this army to be composed of brown soldiers! They were preparing, with $^{14}$ Kaye’s History of the Indian Mutiny, Vol. II, page 138. despair in their hearts, to defend themselves, when they soon discovered that this army was not the army of the Revolutionaries, but only the Gurkhas under Major Reid coming to help them. The English army from Umballa was helped by the Sikhs, the army from Meerut was helped by the Gurkhas! Under these circumstances, what were the poor Revolutionaries of Delhi to do? The two English armies, effected a junction on the 7th of June. At the same time, the siege-train prepared with the help of the Raja of Nabha also arrived safely. The Sepoys of the 5th regiment were entreating the Gurkhas to revolt and capture the siege-train as soon as it arrived at Umballa. But the Gurkhas flatly refused to serve their country and their religion, and the siege-train arrived at Delhi. And the united army of the English arrived scatheless right up to Alipur, near Delhi. Hearing that the English army had arrived at Alipur, the Revolutionaries again came out of Delhi and met the English army near Bundel-ki-Sarai. At this moment, the English army was in a most efficient condition, with all the necessary complement of artillery and other engines of war, good commanders, fresh and numerous soldiers, and an advantageous position. The Revolutionaries had nothing but the goodness of their cause to support them. Their leader was a prince who had never seen a battlefield in his life. Their number was swelled by more camp followers than regular soldiers. And besides, they had become disheartened at seeing their countrymen, the Sikhs and the Gurkhas, helping the enemy. The English on the other hand assured themselves that the battle would only be a great Tamasha (a show). But the glorious ideal of Swaraj had filled the hearts of the Sepoys with a new inspiration and a new courage which discounted all odds. Such was the valour they showed that the English were soon convinced that it was not a Tamasha, but a real, grim, life-and-death struggle. The Delhi artillery was so powerful that the English artillery could to nothing against it. While the artillerymen and officers of the English were falling, the Delhi artillery became more and more fierce. At this, the English ordered their infantry to rush the artillery of the Revolutionaries. The English soldiers came right up to the artillery and the field-arsenal, and still the Revolutionaries would not budge an inch! In the fight for Swadharma and Swaraj, these Sepoys behaved like true heroes and did not leave their posts till English bayonets pierced them through! But these brave heroes had not, at that time, a proper leader, or one who would, at least stand by them to the end, if not lead and encourage them. For, while they were dying for their country and religion, pierced by English bayonets but still sticking to their posts, their Commander-in-Chief had run away towards Delhi at the first roar of cannon! Just then, the English cavalry charged the left, and Hope Grant with his horse artillery charged the rear of this unfortunate army. The field was lost and this army, harassed by compatriots and foreigners alike, after fighting all day, was routed, and retreated to Delhi. General Barnard in order to follow up the victory ordered the English army to push forward, and it arrived at the walls of Delhi towards evening. The result of this day's fight was that the Revolutionaries lost the control of the territory surrounding Delhi, and the English got an advantageous position to attack the fort itself. It is necessary to record here that English historians applaud the Gurkha regiment under Seymour for conspicuous bravery in this battle. In English eyes, the names of these Gurkhas have become favoured and honoured, for this extraordinary eagerness and unparalleled bravery in cutting the throads of their mother's sons! The English won the battle of Bundel-ki-Sarai with the help of the Gurkhas, but the battle destroyed all the fancies of their imagination; for, it killed the vain hope of the English soldiers that they would spend the night in Delhi and spill the arch-enemy's blood. The unpleasant truth, that there were not only disorderly camp followers in the Revolutionary army, but that here, on the walls of Delhi, swords flashing wit the fire of righteousness were now unsheathed for the protection of Swadharma and Swaraj, was forced upon the notice of the English by this stubborn battle! In this battle, the English lost four officers and forty-seven men, besides one hundred and thirty wounded. But the thing which spread more sorrow and despair in the English army than all these losses, was the death, in the thick of the battle, of Adjutant-General Colonel Chester. It will be seen, later on, how English historians surpass English novelists when they given the losses of the Revolutionaries. But even in this din of the first battle, it is necessary to say that, as regards the number of cannon which the English captured on that day, one gives thirteen, and the other says they were exactly twenty-six! We should also note that both these were military officers present in the fight! In this manner, on the evening of the 8\textsuperscript{th} June, the English army encamped outside the walls of Delhi. The work of bringing the armies from Umballa and Meerut safely to Delhi depended solely on the movements in the Punjab. It is, therefore, here necessary to see what were the effects of the Meerut rising in this important province, what the Swadeshi men did there, and how far the plots of the English against them were successful. When the Sikh Edmpire was broken, and the Punjab fell, finally, into the hands of the English, Lord Dalhousie pursued an administrative policy in that province which was calculated to destroy the two virtues of love of freedom and martial spirit among the Sikhs. When the administration of this newly-acquired province came into the hands of the two officers Sir Henry Lawrence and Sir John Lawrence, they completely disarmed the people, enlisted most of the Sikh Sepoys in the English army, brought the larger portion of the European army in Northern India into the Punjab, and directed everything in such a manner that the mass of the people should attend only to agriculture as the chief means of their subsistence and do nothing else. When people become mere peasants, they lose their martial qualities; they become hungry for "peace" and do not easily give their consent to revolutionary projects which might interfere with their agriculture. This deep and profound statesmanship of the English proved successful in the Punjab and, within ten years of the destruction of the Sikh Empire in the Punjab, the majority of the Sikhs began to take to the plough and left their swords altogether, and those that still retained the sword put it into the hands of the English in order to put down their own countrymen! In these circumstances, the chief officer in the Punjab, Sir John Lawrence, was sure that there would be no trouble there. Like other English officers he had no adequate idea about the impending danger till the beginning of May, and he too had intended to leave Lahore for summer and go to the cool air of the Murree Hills. Just then, the news of Meerut and Delhi electrified the Punjab. The clever Chief Commissioner grasped the grave import of the news and stayed where he was, in order to fight those who were preparing to overthrow the English empire. At this time, the greater part of the Punjab army was at Mian Mir. As the camp of Mian Mir was very near Lahore, the Lahore fort was allowed to be garrisoned purely by Sepoys. In the camp at Mian Mir, though the Sepoys outnumbered the English soldiers by four to one, the English officers had no suspicion about them until the news from Meerut arrived, and when the news did arrive they found it difficult to ascertain whether they were or were not secretly in communication with the Meerut Sepoys. At this time, the chief officer of the army of Lahore was one Robert Montgomery. This Robert Montgomery and Sir John Lawrence were both trained in the school of Dalhousie. They were gifted with rare coolness and courage and could preserve their presence of mind in the midst of the most unexpected difficulties. It was necessary to find out how far the spirit of national freedom had awakened among the Punjab Sepoys. A Brahmin detective was employed to ascertain the state of mind of the Sepoys. This Brahmin did the work of treachery exceedingly well and reported to Montgomery, "Sahib, they are steeped in revolt- they are so far steeped in revolt"- and so saying he put his hand to his neck. This account of the Brahmin removed the veil from the eyes of Lawrence and Montgomery. They saw clearly that the Revolution was well organised not only in northern India but that the fire was smouldering also in the Punjab, only waiting for the right moment to burst into flames. Thanking the premature rising at Meerut for having enabled him to discover this terrible secret, Montgomery immediately ordered the Sepoys to be disarmed. On the 13th of May, in the morning, a general parade was called out at Mian Mir. To keep the Sepoys confident in their sense of security, a grant ball was given to the English residents. Before the Revolutionaries guessed the secret of this apparent hunting after pleasure, in these conditions, they were suddenly surrounded by English cavalry and artillery. It was impossible for the Sepoys to see through this deceit and, when the usual parade movements were going on, the artillery were ordered to be in readiness to fire, and the confused Indian regiments were peremptorily ordered to give up their arms! The thousand Sepoys, indignant with rage but overawed by the strong force of artillery, threw down their arms and, without a word, walked away to their lines. While this ceremony of disarming the soldiers, who by their valour, had saved the lives of Englishmen, in Afghanistan, was going on, a battalion of the English force was sent to the fort of Lahore. This battalion, with the help of the English artillery in the forest, disarmed the Sepoys there and turned them out of the fort and occupied it. If there has been the slightest delay or slackness in this manoeuvre, within a fortnight, the whole of the Punjab would have been burning with Revolution; for, the different regiments of Peshawar, Amritsar, Pilhur, and Jullunder were anxiously waiting for the moment when the Sepoys of Mian Mir would attack the Lahore fort. When the news spread that the English had disarmed the Mian Mir Sepoys and taken the Lahore fort, English prestige gained a great deal of ground in the Panjab.$^{15}$ But a position of even greater importance than the Lahore fort was the Govindgurh of Amritsar. This latter, being a holy place of Sikhs and there being a probability of the Sikhs being aroused if anything happened there, the Sepoys had their eye on it. The rumour arose that the Sepoys, disarmed at Mian Mir, were going towards Amritsar to take Govindgur. The English perceived the danger and requested the Jat and Sikh peasants to protect Amritsar! This request was acceded to by these loyal traitors, and the fort of Amritsar. Like that of Lahore, fell into English hands. Before the 15$^{th}$ of May, the two towns of Lahore and Amritsar were kept, at least for the time being, from joining the Revolution. After completing all these measures for the security of the Panjab, Sir. J. Lawrence began to extend his labours to places outside his own province. When the news from Delhi reached him, he said it was not a rebellion but a national --- $^{15}$ "Had the Punjab gone, we must have been ruined. Long before reinforcement could have reached the upper provinces, the bones of all Englishmen would have been bleaching in the sun. England could never have recovered the calamity and retrieved her power in the East." - Life of Lord Lawrence, Vol. II, page 335. revolution. Still he nursed the fond hope that if Delhi could be taken within a short time there would be no rising anywhere else. With this idea, he sent letter after letter to General Anson to take Delhi before June. Not only this, but he began to send contingents from the Punjab to make up the complement of the army of Ambala, while taking upon himself the responsibility of keeping the Punjab at peace. The first instalment of this assistance was the Guide Corps Regiment under Daly. John Lawrence had great confidence in Daly’s bravery, and therefore selected him to lead the Guide Corps and march towards Delhi. Daly marched towards Delhi by forced marches and joined the English army at Bundelki-Sarai the day after the battle. In the siege of Delhi were now two traitor regiments – the Gurkhas were exceedingly fond of these two regiments. And who can say that this love was undeserved? The regiments deserved it fully, considering the measure of their treachery! While Daly’s regiment was marching towards Delhi, John Lawrence took a minute survey of the political situation of the Punjab. In that territory, Hindus, Mahomedans, and Sikhs were often at daggers drawn. The Punjabees had not yet felt the common national awakening of the Hindus and Mahomedans as the people of Northern India had. As a matter of fact, it was hardly ten years since they had lost their freedom. But the very Sikhs, who in 1849 fought furiously with the English, were now in 1857, embracing them. The key to this extraordinary historical mystery is to be found in the fact that the Revolution of 1857 came so soon after the loss of their independence. Those brave, illustrous, spirited followers of the Khalsa, who so hated Mahomedan slavery that they fought continuously for one hundred years and made the Punjab free, would certainly not have tolerated the slavery under the English if they had realised the nature of English rule. But before the ignorant Sepoys realised the fact that English rule was nothing short of slavery, before they had time enough to understand it fully, the Revolution of 1857 broke out. The English domination came into India at a time when a revolution was taking place in Indian politics. Various small groups of accumulated waters, divided for centuries, were trying to break the dams that separated each from the rest and unite into a vast river. The vast river is the United Nationality of India. The great united and compact nations of the world of to-day passed before their unity, or even for the sake of their unity, through an intermediate stage of disorganisation, internal strife, and disorder. If we look at the strife in Italy, in Germany, or even in England under the Romans and the Saxons and the Normans. If we see the mortal enmity between different races, provinces, and religions, and the inhuman persecutions in the course of mutual vengeance, we shall realise that the strife in India was a very small matter. But who can deny that the above countries have now united their several peoples into strong and powerful nations to-day, because they had been melted in the furnace of internal strife and the fire of foreign despotism? By a similar process of historical evolution, Bharatabhumi was in the course of creating a great nation out of the heterogenous elements that inhabited it. The streamroller of English slavery was strong enough to crush out all the differences among the peoples of Northern India and make them unite together to throw it off; but in the Panja, ten years were not enough to make them realise the nature and effect of that slavery, in those days. And, therefore, the Sikhs and the Jats could not conceive the idea and help in the realisation of a United Indian Nation.$^{16}$ The men who represented the English Government in the Punjab understood this weak link in the chain of the Revolution and turned it to their advantage. They began the policy of increasing the hatred of the Sikhs and the Jats for the Mahomedans. They were reminded of an ancient prophecy which was current among the Sikhs, that the Khalsa would one day march on Delhi - the spot where the Mogul Emperor formerly killed their Guru - and raze it to the ground. Now the time had come for the prophecy to be fulfilled! But if, according to this prophecy, only the Khalsa Sahib were to march on Delhi and conquer, what would be the gain to the English? Instead of Bahadur Shah, a Ranjit Singh might rule at Delhi. It is natural that those whose interests lay in ousting both Bahadur and $^{16}$ Sir John Lawrence in a letter wrote: - "Had the Sikhs joined against us, nothing, humanly speaking, could have saved us. No man could have hoped, much less foreseen, that these people would have withstood the temptation to avenge their loss of national independence." - October, 21$^{st}$, 1857. Ranjit from the throne of India should think it advisable to change this one-sided prophecy a little! In this revised and enlarged edition of the prophecy it was so written that Delhi would be razed only when the Khalsa and the Company would join hands! What a prophecy! But the pity is that it turned out true! The English took every unscrupulous advantage of the situation. To fan still further the hatred of the Sikhs for Delhi, a false proclamation was posted that the first order of the Emperor was to massacre all the Sikhs! Poor old Emperor! What an irony! At that very moment, he was every day going about the streets of Delhi and saying that this war was only against the Feringhi and no damage should evermore be done even to the hair of any Indian.\footnote{17 Metcalfe.} Though the Revolutionary party tried their utmost, the Sikhs turned to the side of the English. But in the Punjab, many regiments were composed of the non-Punjabee Hindustanee people and all of them had prepared their minds to fight against the Engloish, and were waiting for the appointed signal. It was not only Sepoys that vowed for freedom, but some patriotic sections of people outside the camp also were sowing the seeds of revolution everywhere. The English soon discovered that even after the disarming of the Mian Mir Sepoys the solid ground on which they were so confidently relying was being undermined. Though the forts of Lahore and Amritsar were secure, the arsenal at Ferozepose was undefended. On the 13th of May, a parade was ordered to ascertain if the Sepoys there showed any signs of mutinying by endeavouring to take the undefended arsenal. But the Sepoys behaved so coolly at parade as not to give the slightest room for suspicion of the passions that were tearing their hearts. Therefore, their disarming was not thought of; but only the two regiments were stationed apart from each other. One of the regiments was made to march through bazaar in the town. How little the English knew what was being exchanged at their bazaar! The spirit of independence was strengthened among the Sepoys there, if that were possible, by the pleadings of the shopkeepers and the customers and, before the regiment came out of the bazaar, they laid aside their doubts and hesitations and made a firm resolve. In the moment, there was raised a war-cry and the English could only blow up the arsenal as they thought it was difficult to save it. The Sepoys then, hurried towards the walls of Delhi, from where the National Flag was calling out to all Indians to rally round it! At the same moment, the town of Ferozepore also rose and burnt to the ground the bungalows, tenants, hotels, and churches of the English. Add the people began to roam about hunting for Englishmen. But the latter had been warned by telegrams from Meerut and were, already, hiding in the barracks. The English army which came to pursue the Sepoys, killed everyone they came across, and, after following them for some distance, returned, boasting of their indiscriminate massacres and inhuman cruelties. The English were as much afraid of the Afghan tribes beyond the border as of the armies of the Indian Revolutionary party. When the secret propagation of the revolution of 1857 was still in progress, the Secret Society of Lucknow had asked the help of the Amir of Kabul. From a letter which fell into the hands of Mr. Forsyth in August 1955, it is abundantly clear that Mussulmans of Lucknow were intriguing with Amir Dost Mahomed. It said, "Ayodhya is now annexed, and when Hyderabad is also swallowed up, even the name of Mahomedan rule will not be heard of! Some remedy must be found to prevent this in time. If the people of Lucknow rise for the sake of Swaraj, Sire, to what extent can we rely upon your help?" To this question of Lucknow, the diplomatic Amir replied enigmatically, "We will see to it." But the Amir of Kabul having recently concluded a treaty with England, the English were afraid of the Mahomedan tribes on the frontier near Peshawar rather than of the Amir himself. Some Mullahs were sent to preach among these tribes and exhort them not to rise against the English. The English officers at that time near Peshawar were all bold, diplomatic, and clever in war. The danger on the side of Peshawar was avoided, though with very great difficulty, by the promptness of men like Nicholson, Edwardes and Chamberlain who were heartily supported by such an able officer as John Lawrence. They found out at the very first stroke how to enlist these Mahomedan tribes on their own side. Their greed for money was exploited and they were bribed to enlist in the English army. After buying these mountaineers with money, Sir John formed a moving army to put down the unrest smouldering everywhere in the Punjab. In this army were English soldiers and experienced and tested Sepoys in whose disloyalty to the country the English could put implicit faith. Hardly was this corps formed when it found important work to do; for, the news of the disarming at Mian Mir had created a tremendous agitation in the Indian Sepoys stationed at Peshawar. The bold English officers at Peshawar decided to strike the first blow and they prepared to disarm the Sepoys. But the English commander and other officers felt very much grieved at the impending insult to the Sepoys of their regiments. These English officers, on account of the marvellous secrecy of 1857, would not believe that their Sepoys had secretly joined the Revolution. However, Cotton and Nicholson surrounded them with European troops on the 21st of May and gave the order to disarm. Seeing that it was impossible to escape from this sudden situation, all the Sepoys laid down their arms. And their officers also, unable to look on calmly at that insult threw down their arms and decorations and joined the Sepoys in hurling curses on the Company! When the troops at Peshawar were disarmed, the English found an opportunity to turn their attention to the 55th regiment stationed at Hotimardan. The Government of Panjab was perfectly certain that this regiment was also revolutionary; but the chief officer of the Sepoys there, Colonel Spottiswoode, did not share the Government's suspicions. He was continually insisting that his Sepoys would never rise against the English; still the Government persisted in its order to disarm them. Colonel Spottiswoode felt very much chagrined; and when, on the 24th of May, the Sepoy leaders came to him and asked him mif the rumour that the English army was marching against them from Peshawar was true, he gave an evasive reply and the Sepoys went back dissatisfied. The English were really marching from Peshawar to destroy this regiment, as they did at Peshawar. Rather than see the wicked and disgusting affair, Colonel Spottiswoode retired to his room and committed suicide! At this news, the 55th regiment attacked the treasury, took up their arms and flags, looted the treasure, broke the chains of the slavery to the foreigners, and marched on towards Delhi! But Delhi was not near. The whole of the Panjab, full of English soldiers, had to be crossed and, besides, an English army was pursuing them. Under these circumstances, success was so difficult that they questioned within themselves as to whether it would not be wiser for them to lay down their arms like their comrades at Peshawar and surrender to the English. But the heroes decided that it was better to have the noose of death round their becks than the chains of slavery round their feet, and they made it known by shouts to the English army following them, "We will die fighting!" And, in truth, did the heroes of this 55th regiment lay down their lives on the battlefield fighting for the freedom of their country! The story of this 55th regiment is simply heart-rending. The pursuit had been so hot that Nicholson was often on horse back for 24 hours without dismounting. Hundreds of them died in the fight and others escaped beyond the frontier, fighting as they went. But who would give shelter to the Hindus there? The Mussulman hordes began to receive them in a terrible manner. Isolated Sepoys were forced to become Mahomedans there. Thus these unfortunate Sepoys fighting in defence of their religion turned towards Kashmir for shelter, thinking that Gulab Singh, the Maharaja of Kashmir, would be able to protect them. When hundreds of these Hindu Sepoys were talking through the stony regions, without food, without clothes, without a fire to warm them, towards Kashmir, weeping that there should be no one on earth who would protect their sacred religion, the English organised massacres of these Sepoys at various places, and they were killed like wild beasts! But, still, some of the Sepoys escaped towards Kashmir, in the fond hope of finding a protector of Hinduism. Protector of Hindus! Alas! Sepoys, you will soon be undeceived. When the Rajpur-born Gulab Singh of Kashmir heard that these helpless Sepoys who were ready to jump into the jaws of Death to save the honour of their Hindu religion were coming towards him, he prohibited them from entering his country! Nay more, after giving orders that any of these Hindus found in his territory should be instantly killed, he very proudly let the English Durbar know of his valiant deeds! Now, Sepoys, either you change your religion and surrender to slavery or embrace death! Of these, Martyrs, you have done well in choosing death! The English were so cruelly slaughtering them wherever they found them that the permanent scaffolds on the maidans began to rot by the flow of constant streams of Hindu blood! Still the English were not satisfied. Scaffolds-permanent scaffolds - were tired of performing executions, and, then, the mouths of guns were opened. And of the 55th regiment which had not spilt a single drop of English blood, every one of the men who had not been hanged was blown from the mouth of the gun! A thousand Hindus were, thus, slaughtered in no time. But, even at this last moment, (says Kaye a little ashamed at this terrible bloodshed), "Brave and sullen they went to their doom, asking only to die like soldiers at the cannon's mouth, not as dogs in the noose of the gibbet." As regards the massacre of these brave people, in a manner which would bring shame upon even savages, English historians generally say that, though this was undoubtedly cruel, "the severity of the hour would be the humanity of all time!" The cruelty was desired in the interests of humanity! English historians, remember this your own sentence, "The severity of the hour would be the humanity of all time!" As you now know the meaning of this sentence, you will also remember it exactly on a future occasion. It is well that you perpetrate this cruelty for the sake of humanity, but do not forget that the Hindu Nana is there at Cawnpore! One more thing must be told here. Those English historians who vie with each other in dramatic descriptions of the massacres committed by the Revolutionaries, attempt at the same time to suppress purposely and consciously the inexcusable, unprecedented, and inhuman atrocities committed by their own countrymen. Before the massacre of this unfortunate but patriotic regiment, Heaven alone knows what brutal tortures they were subjected to by the demoniacal English! For English historians have clean wiped off from history this incident and left no trace of it at all. Kaye himself says, "Though I have plenty of letters with me describing the terrible and cruel tortures committed by our officers, I do not write a word about it, so that this subject should be no longer before the world!" Here is a historian, indeed! What proof have we that the ruffians, who stuffed cow's flesh in the mouths of harmless inoffensive peasants on the road to Delhi, did not also cram the throats of these brave Hindu Sepoys of the 55\textsuperscript{th} regiment in the same manner before blowing them from guns! While these inhuman atrocities were going on in the direction of Peshawar, here, in Jullunder, the smouldering fire of the Revolution was bursting into flame. John Lawrence had started the policy of disarming Sepoys wholesale in the Panjab; and Jullunder and Pilhur would have been so treated long ago but for the admirable selfrestraint and organising power of the Pilhur Sepoys. The Sepoys in the Jullunder Doab, like their comrades all over the Punjab, had made preparations for a rising. It was clearly given out by a patriotic Hawaldar, taken prisoner in the assault on Delhi, and the Government reports have recorded the same, that, all over the Jullunder Doab, it has been decided to rise simultaneously. The plan was that when the Jullunder army should send a corps to Hoshiarpur, the 31\textsuperscript{st} infantry should rise and march to Pilhur; on their arrival, the 3\textsuperscript{rd} regiment at Pilhur was to rise and all together were to march to Delhi. Similar plans had also been made in other places; but, before the time of putting them into execution, the secret leaked out and the English were forewarned. The Pilhur regiment, however, observed great secretary till the last moment. When the siege-train was being taken to Delhi, they could easily have broken it up, but not to spoil the general plan, this regiment kept outward peace till the right moment. At last, on the 9\textsuperscript{th} of June, the signal agreed upon was made at Jullunder - the bungalow of the colonel of the Queen's Regiment was set o fire. At this signal, the Jullunder Sepoys rose in revolt at midnight. As a matter of fact, the English had European soldiers and artillery there, but the rising of the Sepoys was so unanimous and sudden that, at their terrible war-cries, the English lost their nerve. English men, women, and children began to run away to places of safety. But the Jullunder Sepoys had no time to waste in massacres. Since the English guns were aimed at the flag of freedom in Delhi, every heart was drawn towards that place. When Adjutant Bagshwe began to interfere unnecessarily, one horseman galloped towards him and shot him dead. The English military officers of the place had, to the end, confidence in the Sepoys and informed the higher authorities that they need not be disarmed; and they really did trust the Sepoys. For this, the Sepoys not only refrained from massacring them wholesale but spared the life of those also that had not yet left the place. Thus, the Jullunder army kept its plan well and the officers who trusted them were spared their life. In this, the Sepoys showed great magnanimity.\textsuperscript{18} And yet, although the perpetrator himself has confessed to. "In the Panjab, near Ajnala, in a small island, many a Sepoy who had simply fled away from a regiment, which was working under the reasonable fear of being disarmed and shot by the Government for suspicion, was hiding himself. Cooper with a loyal body of troops took them prisoner. The entire number, amounting to two hundred and eighty-two, were then conveyed by Cooper to Ajnala. Then came the question what was to be done with them! There was no means of transporting them to a place where they could be tried formally. On the other hand, if they were summarily executed, other regiments and intending rebels might take warning of their fate, and thus, further bloodshed might be prevented. For these reasons, Cooper, fully conscious as he was of the enormous responsibility which he was undertaking, resolved to put them all to death. Next morning, Government and their officers had treated them kindly and they were thankful to them for their trust, they did not allow these private relations \textsuperscript{18} The English have circulated a myth and have called it the Back Hole of Calcutta and the whole world is execrating the memory of Siraj-ud-daulah for this wild invention of an English forger's brain. Here is a blood curdling story of a real black hole which accordingly, he brought them out in tens and made some Sikhs shoot them. In this way, two hundred and sixteen perished. But, there still remained sixty-six others who had been confined in one of the bastions of the Tahsil. Expecting resistance, Cooper ordered the door to be opened. But not a sound issued from the room; forty-five of them were dead bodies lying on the floor. For, unknown to Cooper, the windows had been closely shut and the wretched prisoners had found in the bastion a second Black-Hole. The remaining twenty-one were shot, like their comrades. 1-8-'57. For this splendid assumption of responsibility, Cooper was assailed by the hysterical cries of ignorant humanitarians. But Robert Montgomery unanswerably vindicated his character by proving that he had saved the Lahore division." - Holmes's \textit{History of the Indian Mutiny}, page 363. to come in the way of the national cause, and they gave up their body and soul to the cause, when the war-bugle for country and freedom sounded. Before beginning the revolt at midnight, they had despatched a horseman to inform their Pilhur comrades. As soon as this messener of freedom from Jullunder arrived, the Pilhur regiment also rose. Now it only remained for the Jullunder men to march to Pilhur! It was not an easy talk, for it was necessary to avoid the English artillery and cavalry; but such was the tumult and confusion among the English and so clear was the map drawn by the Revolutionaries that, at last, all the Jullunder Sepoys arrived at Pilhur in perfect order. Seeing thousands of their comrades coming to meet them, the Sepoys of Pilhur marched in a body to receive them. The comrades heartily embraced each other, and the vast army under the leadership of Swadeshi Jamadars and Subahdars marched towards Delhi. On the way was a river and beyond the river was the city of Ludhiana awaiting to kiss the dust of these heroes' feet. The very morning, the English officers of Ludhiana had received a telegram announcing the rising at Jullunder. But it was too late. The officers had no hope of keeping the Sepoys there under control. For, before the Government telegram arrived, the Sepoys had got the information that their comrades had already left Jullunder! The English officers at Ludhiana resolved to bar the way of the army coming from Pilhur on the river Sutlij which flows between the two towns. The bridge of boats on the river was destroyed and the English, the Sikhs, and the auxiliary troops of the Raja of Nabha were protecting the bank of the river. When the Revolutionaries got this information they began to cross the river at night, four miles up the river. Some of their number had just crossed the river in boats, some were still crossing, while some were yet on the other bank. In this state, the English and the Sikhs began their artillery-fire on them. It was about ten at night and the Revolutionaries could not find the whereabouts of the English army. Besides, their guns had not yet crossed the river. In this difficult situation, the English and the Sikhs, with their artillery, fell upon them. But when the shock of the first attack was passed, the Sepoys, without moving an inch, kept up a steady fire on the enemy. The ranks of the Sepoys, though disordered for a moment on account of the sudden attack of the enemy defended their position for about two hours. Just then, a Sepoy's bullet went right into the chest of the English commander, Williams, and he fell dead on the field. Now, the moon had arisen to dispel the midnight darkness and to throw her cool rays on the heads of the devotees of freedom. In this moonlight, the Revolutionaries saw the whole strategy of the English, and they left their position and attacked the English boldly. Not being able to hold out before this attack, the English army as well as the loyal Sikhs took to their heels! Proud of victory that they had just won against the combined forces of the English and the Sikhs, the Sepoys entered the town of Ludhiana about midday. In the city, there was a certain Moulvie who always used to breach to the people to break away from English slavery and establish Swaraj. On account of the Moulvie's lectures, this town had become a powerful centre of the Revolutionary part in the Panjab. When the sign came that the time had come to deal the last blows at the chains of slavery, the whole town rose. The Government stores were looted and burnt. Churches, the houses of Englishmen, the presses of English newspapers, all were burnt. There was rivalry among the citizens to accompany the Sepoys and show them the stations of Engloishmen and especially the houses of "native dogs" who used to wag their tails under the protection of the Englishmen! Prisons were broken. Whatever belonged to the Government and whatever was English was burnt down. That which could not be burnt down was razed to the ground. In this manner, Ludhiana also began to glow with the Revolutionary fire. But it was desirable for the Revolutionaries to go to Delhi. It would have been a great strategic and moral advantage if the Sepoys could have held Ludhiana fort, as it was the key to the Panjab; and if Ludhiana had also been a centre of the Revolution, like Delhi, it would have been a terrible shock to the English power. This was, no doubt, known to the Sepoys. But it was impossible for them to remain in Ludhiana under the circumstances. They were all more Sepoys, without a leader. They had no ammunition. If, at such a juncture, there has been at Ludhiana a Nana Sahib, or a Khan Bahadur Khan, or a Moulview Ahmad Shan, they would never have left Ludhiana. Now, they could do nothing but march towards Delhi. And so they proceeded towards Delhi, crying that they would now decide, at the walls of Delhi itself, the question of slavery or Swaraj. The English were so much demoralised then that, though the Sepoys used to march in procession by day, yet no one dared to suggest pursuit! But the enforced idleness of the Revolutionary party at other places for three weeks after the Meerut rising, was completely taken advantage of by the English in the Panjab. Because there were large forces of European troops in the Panjab, it became easy either to disarm the Sepoys, or compel them to revolt under odds of time and place, and then destroy them. Seeing that the Sikh princes and people were joining them instead of the Revolutionaries, the English expell all the Hindusthanees in the Panjab from the frontier up to the Sutlij and crushed the seeds of the Revolution in that part of the country. At this time, not only the Sepoys, but thousands of peaceful and well-to-do non-Punjabee Hindusthanees in towns and villages, were deported at the mere will be the authorities. And when the Punjab was, thus, completely in hand, the movement of European troops towards Delhi began on a large scale. There were two chief reasons why the Panjab remained in English hands. One was that the Sikhs sided with the English. If they had even been indifferent, the English could not have retained the Panjab for a single day. The Revolutionaries, naturally, spared no pains to bring over the Sikhs to their side. As soon as Delhi was free, a devoted servant of the Emperor sent him a long, detailed, and very interesting account of the state of feeling in the Panjab. In it, the faithful servant Taju Din says, "The Sikh Sirdars in the Panjab are all idle and cowardly, and unlikely to join the Revolutionaries. They have become the playthings of the Feringhis. I saw them personally in private, had conversations with them, and spoke to them most earnestly. I asked them, 'Why do you join the Feringhis and become traitors to Swaraj? Won't you be better off under Swaraj? Therefore, at least for your own gain, you ought to join the Emperor of Delhi!' To this they replied, 'See, we are all waiting for the opportunity. As soon as we get the order of the Emperor, we will kill these Kaffirs in a day' But I believe they are thoroughly untrustworthy." So when horsemen came, with the order from the Emperor to the Sikh kings, they were assassinated! This was the first and most important reason why the English found it so easy to keep their hold on the Panjab; yet we cannot say that it was impossible to drive the English away from the Punjab, in spite of the opposition of the Sikhs. If advantage had been taken of the laxity of the English till the month of May, and if there has been a simultaneous rising according to the original plan, then, the Sikhs too would have been terrorised to join a division among them; and, whatever else might have happened, the English could not possibly have taken hold of thousands of Sepoys separately and put them down. It cannot be maintained that in the Punjab there was no desire for Swaraj. The Brahmins of Thaneshwar and the Moulvies of Ludhiana, the shopkeepers of Ferozepore and the Mussalmans of Peshawar, were wandering about, preaching everywhere a holy war for the sake of Swadharma and Swaraj. The writer of the above-mentioned letter says, "If a Sirdar from the Emperor together with an army can be sent thither, the Panjab will be free in a moment. The Sepoys at different places will rise and rally round your banner. The English will have to leave in haste. And I am certain that all Hindus and Mahomedans will bow to your glorious throne. Besides, it is desirable that the rising should be made in this month of June, for English soldiers find it hard to fight in the sun. They die quickly even before fighting begins. As soon as you see this letter, you should send a Sirdar with an army into the Panjab," etc. etc. Though popular sympathy in the Panjab was with Delhi, the Revolutionaries could not take advantage of it. The reason is that the wave of Revolution was inevitably checked for three weeks after the freedom of Delhi. If, according to the prearranged plan, there had been universal and simultaneous risings, the English could not have moved anywhere; solitary and helpless regiments could not have been disarmed in the Panjab; the wave of Revolution would have daily gained in volume, and undecided and hesitating people like the Sikhs would have been carried away with it; and, seeing a glorious and successful beginning, those who sympathised but dared not throw in their lot with the Revolution would have become emboldened and,- India would have been free. In short, on account of the treachery of the Sikhs and the premature rising at Meerut, the roots of the Revolution in the Panjab were all weeded out. And the Panjab being the backbone of Delhi, the news was very discouraging to the Delhi patriots. We have given, above, the movements of the Revolutionaries and of the English in Delhi and the Panjab during the three weeks. The English had been making all possible preparations during these three weeks and large contingents of European troops were constantly being sent from Calcutta to Allahabad. In Bombay and Madras, in Rajputana and Sind, a minute inquiry was made as to the sympathisers of the Revolutionary movement, and great efforts were being made to crush it in time, as was done in the Panjab. And, thanking God for this previous warning of the Revolution, they began to be confident that they had extinguished the flames in various places. While these preparations were going on during these weeks on the side of the English, on the side of the Revolutionaries all possible outward quiet was maintained in general, except for some small risings that took place here and there. This was the state of affairs, on both sides, on the 30th of May. We must now turn to the succeeding events- how this was immediately altered, how the growing confidence of the English was dashed to the ground, how the flames of the Revolution burst again with redoubled vigour in spite of the great losses it had sustained during these three weeks. Revolutions are not regulated by fixed laws. They are not accurately working machines like clocks or watches. They have their own way of marching. They can only be regulated by a general principle; but they brush away minor rules by their very shock. Revolution has only one watchword- "Dash on!" All sorts of new and unthought of circumstances might arise during its progress, but one must stop; one must overcome them and press forward. Tell us now, O Must of History, how Nana Sahib the Moulvie of Lucknow, the Ranee of Jhansi, and other grand heroes clung to this principle with such extraordinary persistence! And fail not to tell, also, O History, how all Indians could not cling to it as these heroes did! Come and sing the songs of glory and of raise with us in the first part, and, also come and weep with us later on! JUST as the tremendous shock was shaking the whole of North-Western India, towards Umballa and the Panjab, so also in the South, another part of the country was trembling through another of its waves. In the town of Aligarh, below Delhi, there was the regiment called the "9th Native Infantry." Some detachments of this regiment were stationed at Minpur, Itawa, and Boland. The Government had such confidence in this regiment, that they thought that it would never revolt even though all the Sepoys in India should rise against them. Though the officials heard rumours that, in the bazaars of Boland, secret revolutionary societies were rife, they believed that the 9th regiment was sure to stand aloof from them, and remained idle in this sense of false security. About the month of May, the places about Boland selected from amongst them a revered, faithful, and freedom-loving Brahmin, and deputed him immediately to Boland town. The Brahmin walked away with quick steps, his heart overwhelmed with conflicting emotions of hope of success and fear of failure of the errand on which he wanted, towards the military station of Boland, which on the one hand was relied upon by the English for loyalty, and, on the other, was looked upon with hopeful eyes by the Mother-country. Will my compatriots listen to my pleadings for the freedom of the Mother-country and for the protection of religion? Or will they cling again to the dread and dark narcotic of slavery? And draw their swords against me for having disturbed their sleep, when I wanted to wake them and show them the brilliant vision? With such feelings surging in his heart, but with his face beaming with a quiet light of peace, this Brahmin entered the station with his extraordinary message. He was well received and his message was welcomed. As to the plan of rising, the Brahmin said that they should all rise suddenly amidst the noisy jollity of a great marriage procession, massacre the English, and proceed to Delhi. Of course there was nobody there against the principle of overthrowing English dominion, but a discussion began as to the fitness of this mode of realising the principle at Boland. Just then the Brahmin was arrested on the information of three Sepoys of the regiment. He was immediately sent from Boland to Aligarh, the chief station of the regiment, and sentenced to be hanged in the presence of all the Sepoys. While this was happening at Aligarh, the three loyal Sepoys were being disgraced and spat upon at Boland. The whole camp of Boland heaped curses on them and went, without the permission of their officers, to Aligarh where the Revolutionary messenger had been taken. On the evening of the 20th May, the Brahmin was to be hanged. The whole regiment was made to attend at the execution. What was to be done now? If they were to wait till the 31st of May, the Brahmin would be hanged. As they whispered to each other. "He ios going!" , and looked up, they beheld that the Brahmin's body was hanging on the scaffold, delivering a terrible oration of REVENGE! What an oration! Instead of strings of words, streaks of blood were flowing incessantly! The dead Brahmin could never in his life have delivered such an oration as he was delivering from the scaffold without uttering a single word! For, in an instant, a Sepoy broke forth from the ranks and, pointing his sword towards the body of the Brahmin, he exclaimed, "Friends! This martyr bathes in blood!" This shaft from the mouth of that brave Sepoy, entered the heart of the thousands of Sepoys quicker, even, than it takes for a spark to explode a powder-magazine! They, at once, drew out their swords; and these thousands of Sepoys, mad with rage, began to dance with delirium, thundering, "Death to the Feringhi rule!" It is no wonder that the English officers were at their wits' end after this scene. Not only did the "most loyal" 9th regiment rise, but it spoke out that, if the English wanted to save their lives, they should leave Aligarh at once! Taking advantage of this generosity, the officers at Aligarh with their wives and children, and all the other Englishmen and women there, including Lady Outram, left Aligarh quietly. Before midnight not a trace of English rule remained at Aligarh! The news of the freedom of Aligarh arrived at Minpur on the evening of the 22nd May. It has been said above that a detachment of the 9th infantry was stationed here. Anybody can imagine from the account of their brethren's doings at Aligarh, what the thoughts of the Sepoys of this detachment would have been. The officers at Minpur got information that a certain Raje Nath Singh, who had fought against the English at Meerut, had gone to a place called Jivanti. They, therefore, sent some Sepoys to arrest him. But these Sepoys of the 9th regiment, instead of arresting him, took him safely out of Jivanti and reported to the officers that no one of that name stayed there. A Sepoy called Ram Din Singh was sent by the officers under guard to Aligarh, for disobedience. When he was halfway, the Sepoys on guard released him, broke his chains and quietly returned to Minpur! This regiment, fired with patriotism, was only waiting for the signal to rise. But in order that the enemy might not cripple them before the simultaneous rising, they apparently kept such good behaviour that the 9th regiment was regarded as the "most loyal" regiment in the whole of India! But since the above-mentioned tour of the Brahmin, not only the Sepoys, but the whole mass of the people of the Aligarh district also, were in a rage. The Minpur detachment of the 9th regiment had been sent to the Aligarh district to quell the growing discontent, and, when it returned to Aligarh, the butchers, and even loafers in the bazaars, asked them questions like "When are you going to kill the Feringhis?" , "When are you going to rise for freedom?", How would Sepoys have liked to postpone a work for which even butchers and loafers were impatient? Just then came the news of Aligarh. Seeing that their comrades had risen, they thought it disgraceful to wait any longer, and so they rose that same day. They, also, spared the life of all Englishmen who fell into their hands, took plenty of arms and ammunition from the arsenal, loaded it on camels, and started on the 23rd to Delhi. At the same time, a similar movement was going on amongst the garrison of Itawa. The chief magistrate and collector at Itawa, Allen O.Hume, as soon as he heard the news from Meerut, formed a select corps to guard the roads round about Itawa, with the help of the assistant magistrate Daniell. On the 19th this corps met a handful of Sepoy coming from Meerut. The few Sepoys surrendered and were ordered to lay down their arms. The Meerut Sepoys pretended to obey the order, disarmed the enemy of his suspicion, and then suddenly took up their arms and massacred their captors! Before this news got about, the Sepoys entered a Hindu temple near by, and his themselves there with all their arms. When the collector of Itawa, Mr.A.O.Hume, heard this, he and Baniell took some Indian soldiers and marched to attack the temple. At first, Mr.Hume was confident that the handful of Sepoys must have been killed by the populace even before his little corps attached them! But, when they came near the temple, they discovered that the townsmen, instead of killing them, were singing their praises and giving them provisions. Though the villagers thus belied his expectations, Daniell thought that at least his Sepoys and police would stand by him. With immense confidence, he gave the order to attack the temple and himself rushed forward. But who followed him? Only a single Sepoy was inclined to obey his order! But this white commandant and his black slave were both despatched in an instant by bullets from the Sepoys in the temple, and Mr.Hume, who was proudly coming up, left the Sepoys in peace at the temple and took to his heels! On this day, the 19th of May, a rumour was afloat that the army at Itawa was going to rise. But the head-quarters were at Aligarh, and, as the order to rise had not yet come, the Sepoys at Itawa remained quite. And it would have remained so till the 31st of May but for the fact that in the meantime the self-sacrifice of the Brahmin martyr set the Revolutionary flames glowing. When, on the 22nd, the news came that Aligarh had rise, Itawa rose also. On the 23rd of May, the whole army rose, shouting, "Har! Har! Mahadeo!", sword in one hand and a lighted torch in the other. The Sepoys then attacked the English camp. They looted the treasury, broke prisons, and told the English that, unless they left the place instantly, they would be indiscriminately massacred. In this terrible plight, the English took their wives and children with them and ran wherever they found a way! Mr. Hume himself, profiting by the magnanimity of the Sepoys, disguised himself as an Indian woman and ran away.¹⁹ When Hume ran away, it was proclaimed by beat of drum that Itawa was indepdendednt, and all the Sepoys went away to join the chief division of the regiment marching towards Delhi. ¹⁹ Red Pamphlet, part II, page 70. Thus the regiment rose like one man. In places so far apart as Aligarh, Boland, Minpur, and Itawa, the programme was perfectly carried out—looting the treasury, announcing freedom, sparing the life of the English when at the mercy of the sword, and after securing a good supply of provisions and ammunition, marching to Delhi. The regiment which the English thought would be the last to rise, thus rose sword in hand long before the others. The English, thereafter, could not feel themselves secure of anything! There is a small town called Nasirabad about twelve miles from Ajmere. In this town there was a company of English soldiers and the 30th native infantry, besides the artillery. There were, also, the 1st Bombay Lancers and the 15th regiment which had been lately brought from Meerut. In the last regiment, the hatred of the English and the desire for driving them out were strongest. And it would have been a wonder, if the thousand political preachers from Meerut would have let go this opportunity of explaining personally to the Nasirabad Sepoys the resolutions of the Secret Society at Meerut. Excepting some men of the Bombay Lancers, the whole Sepoy army was unanimous, and resolved only to wait a suitable opportunity. This came on the 28th of May, for, on that day, the discipline in the artillery was very lax. Thus, at the appointed signal, the 15th regiment from Meerut took possession of the artillery. To take it back the English officers together with the Bombay Lancers marched upon them. But, in a very short time, the Lancers retired with wisdom, and the English officers fell dead on the ground. Newbury was not only killed but his body was blown to pieces! Colonel Penny and Captain Spottiswoode also fell in this skirmish. Then, leaving all hope of the city, the English ran away to Biau. The Revolutionaries took the treasury, and their unanimously elected commander gave presents to the Sepoys in the name of the Emperor of Delhi. The houses of the Englishmen were burnt. Then that army composed of thousands of Sepoys marched towards Delhi brandishing their arms to the tune of enthusiastic military airs! BAREILLY was the capital of the province of Rohilkhand. The English had wrested the kingdom away from the Rohilla Pathans who had been ruling the province. There was a population there of brave, strong, and spirited Mussulmans, biding their time to take revenge for this insult. Rohilkhand and its capital must also be counted among the places where the Revolutionary propaganda against English rule was spreading fast about the year 1857. In Bareilly, at this time, were stationed the 8th Irregular Cavalry, and 18th and 68th regiments of infantry, and a battery of Indian artillery. Over this force, the chief officer was Brigadier Sibbald. About the month of April, some Sepoys had expressed their doubt about the cartridges, but the Government did not pay any serious attention to them, and forced the Sepoys singly to accept them. Once or twice again there was some tumult and growing disaffection among the Sepoys, but the Government could not see its danger. The news of the Meerut rising reached Bareilly on the 14th of May. Thereupon, the Englishmen sent all their families towards Naini Tal and ordered the cavalry to be in readiness. The cavalry was also Indian, but it had the Special and complete confidence of the English. All the Sepoys, including the cavalry, were called on parade on the 15th of May, and the chief English officer preached to them loyalty and good behaviour. He said that the new cartridges were thenceforth to be stopped, and that the Sepoys should use the old cartridges to which they had no objection. Nay more, he said he would himself trample into the dust any new cartridges which he saw on the field and thus tried to remove the Sepoy's fear about the cartridges. As a matter of fact, to dilate upon cartridges now was superfluous. The Commander-ini-Chief had issued an order that throughout Hindusthan, the new cartridges were, thenceforth, to be stopped. When the Government thus drew back immediately after the Meerut rising, and stopped, of their own accord, the use of the cartridges upon which they insisted so much before the month of May, the people and the Sepoys saw in the new order nothing but a sign of fear and weakness. The error of the theory that the Sepoys revolted solely on account of the cartridges, was now to be clearly proved at Bareilly. The Grigadier told the Sepoys that he would himself smash these cartridges, and tried to reassure them; but the days were gone when such words could pacify them. What was the use of giving orders about cartridges? Where the question at issue was whether the English should any longer have the power of giving any orders whatsoever in the land, to give further orders was to inflame the quarrel. To lecture now about good or bad cartridges was an unpardonable digression! For the people of Rohilkhand had now received an urgent and pressing invitation from the Swadeshi throne of Delhi to hold aloft the flag of Indian freedom. Was this invitation one that could be lightly treated? "From the commander of the army at Delhi to the commander of the army at Bareilly, hearty embraces. Brothers, there is a fight with the English proceeding at Delhi. By the grace of God, even the first defeat that they have received at our hands has demoralised them more than ten defeats would have done them at other times. Innumerable Swadeshi heroes are coming to Delhi. At such a time, if you are dining there, come here to wash your hands. The Padishah of Shahs and the Home Splendour, our Emperor of Delhi, will give you a great welcome and fitly reward your services. Our ears are anxious for the second of your cannon and our eyes are thirsting to see you. Come! Come at once! For, Brethren, how will the rose-tree flower without spring? How will a child live without milk?" Was this an invitation to be rejected? While the invitation was on its way, Khan Bahadur Khan, the descendant of Hafiz Rahmat, the last independent Rohilla chief, was weaving the nets of the secret society. Khan Bahadur Khan used to get two pensions from the English, one as the descendant of Hafiz Rahmat, and the other as a judicial officer under the English. He was known throughout the province as a great favourite of the English. The Government also had great confidence in him. And he was the life and centre of all the secret societies of Bareilly! But, though this invitation asked the people of Bareilly to come at once, they decided to wait till the 31st of May, in accordance with the plans originally arranged. All the Sepoys were doing their duties without, in the least, disobeying the English officers. A few days before, a hundred of the revolted Meerut Sepoys came and lived secretly in the "lines" themselves, and stirred up the revolutionary spirit by the narrative of the events at Meerut, and then left. Still, the Sepoys kept the peace outwardly. The Subahdars of the regiments even went so far as to request the Europeans to bring their families! But before this request was fulfilled, a rumour arose on the 29th of May that the Sepoys had taken oath, at the time of the morning bath in the river, that they would massacre the English at two o'clock! Immediately the English got ready the loyal cavalry regiment. They, also, came together and formed without murmur. But the whole day passed and the Sepoys never rose. The English retired at night, saying that though the rumour was false, it at least incidentally proved that the cavalry could be relief upon. Just then, sure and certain information came that the cavalry had sworn, long before, never to lift their swords against their comrades or help the English! The English now could not make up their minds what to believe. Not only the 29th, but also the 30th passed away without any incident. And on the latter day the conduct of the Sepoys was so good - if anything, it was more loyal than ever - that the civil and military authorities made up their minds that the danger was surely past and that there was no longer any reason for fear! The 31st of May dawned. Early in the morning, the house of Captain Brownlow was set on fire. But the English had not much reason to be particularly fearful of anything serious. The day was Sunday. The Sunday military parade passed off smoothly, as well as the reports of native officers. The English officers even observed that the Sepoys were more than usually quiet that day. The English prayed in their churches. There was not the least sign of trouble anywhere. The clock struck eleven. A gun was fired among the Sepoy lines. Hardly had the echo died out, when a noise of clanging rifles and shrill shouting rent the sky! The rising at Bareilly was so carefully planned, that it was arranged beforehand who was to kill which Englishman. As soon as it was eleven, the 68\textsuperscript{th} regiment attacked the Englishmen near their lines. Small detachments quickly went to the various bungalows, and the rest attended to the straggling Englishmen, to go to their houses and burn them. On heaving this noise and trumult, the terror-stricken Englishmen ran towards the cavalry lines. All the civil and military officers had decided to come together there for refuge. As soon as they arrived there, they ordered the cavalry regiment to march on the Revolutionaries. But the Indian head of that regiment was also a Revolutionary. Mahomed Shafi galloped towards the Revolutionaries and ordered the horsemen to follow him. They followed him, shouting, "Die for religion, come, the green flag is calling you!" Still the English tried to collect together a few that remained, and attempted to come near the parade ground, but finding it impossible to stand before the terrible onslaught of the Revolutionaries, they all turned their back and began flying towards Naini Tal. Brigadier Sibbald was killed in the first affray. Captain Kirby, Lieutenant Fraser, Sergeant Walton, Colonel Troup, Captain Robertson - all the Englishmen that fell into the hands of the Revolutionaries were killed. Only thirty-two officers escaped the massacre and safely reached Naini Tal. In this way, the English power at Bareilly was made to end in six hours! When the English flag was hauled down and the flat of freedom began to fly at Bareilly, the Subahdar of the Sepoy artillery, Bakht Khan, accepted the commandership of all the Sepoy troops. We will hereafter have occasion to refer to him at the time of siege of Delhi. He delivered an enthusiastic oration to all the Sepoys as to their conduct after acquiring freedom and their duties in sustaining the newly established Swaraj.\footnote{20 Charles Ball's \textit{Indian Mutiny}, Vol. I.} And now, this Swadeshi brigadier went through the town in the carriage of the English brigadier. Behind him followed the new officers seated in the carriages of their English predecessors. Khan Bahadur Khan was accepted by acclamation as the ruler of Rohilkhand in the capacity of Subahdar of the Emperor. After all the houses of the Engliosh at Bareilly had been burnt down and looted, Khan Bahadur Khan ordered the imprisoned Englishmen to be brought before him. Hew had acted as judge under the English administration and knew English justice thoroughly. So, he appointed a court for the trial of the English criminals. Among them were the Doctor, the son-in-law of the Lieutenant-Governor of the North-Western provinces, the principal of the Government college at Bareilly, and the District Judge of Bareilly. Only the day before, loyal Khan Bahadur Khan had been sitting beside them as a friend. Today, one was on the throne and the others in the prisoner's dock! The jury took their oaths as usual, and took their seats on the bench. The prisoners were charged with various crimes involving treason and were all sentenced to be hanged, and the six Englishmen were forthwith executed. As the Commissioner of Rohilkhand has escaped with his life, Khan Bahadur Khan issued a proclamation that the Feringhi commissioner had absconded, and a reward of one thousand rupees was offered to anyone who would bring him, dead or alive. After having thus firmly cemented his authority with English blood, Khan Bahadur Khan sent word to Delhi that Rahilkhand had become free. The Revolution began that morning at eleven, and, before sunset, the messenger announcing Rohilkhand's freedom set out for Dselhi! The announcement that the whole of Rohilkhand had become free was not a vain boast. While the artillery at Bareilly was shaking the English power to pieces, English blood had already begun to flow at Shahjahanpur. This latter town is about forty-sevel miles from Bareilly, and was the headquarters of the 28th infantry. The news of Meerut reached Shahjahanpur on the 15th of May. But since the Sepoys gave no indication whatever of their plans to the authorities, the 31st of May dawned there like other days, in peace and happiness. It being Sunday, the English were in church; but before their prayer was half-finished, the Sepoys ran towards the church! When the chaplain came out to see what the matter was, his hand was cut off and the massacre began. The city magistrate, Ricketts, fall while running. Labadoor was killed in the churth itself. Only one batch of the Sepoys had come to the church while the other had been sent to the English cantonment. The latter had already started killing and burning. The assistant magistrate ran into the verandah for life, but was killed. Doctor Bowling began to address a few words to the Sepoys. The Sepoys, also, were listening to his words, but, unfortunately, he called them, in the course of his speech, “seditious.” In reply to this “charge,” a bullet came whizzing and he dropped dead. The Revolutionaries who had gone to the church had only swords and sticks with them; so, now, they returned to the lines to take their rifles. In the meanwhile, some Englishmen, together with the women and children, with the help of some Sikh Sepoys and the native cooks and servants, ran to the house of a neighbouring Raja for safety. But the Raja explained to them his helplessness and asked them to “move on.” The fugitives then went away towards Mahmadi. Thus, before the evening of the 31st of May, Shahjahanpur also became free. To the north-west of Bareilly, at a distance of about forty-eight miles, is the district town of Moradabad. Here was stationed the 29th infantry regiment and half a battalion of native artillery. A fine opportunity came to test their loyalty, after the news from Meerut had gone there. The English authorities got information on the 18th of May that some of the Meerut Sepoys had camped near Moradabad. The 29th regiment was ordered to make a night attack on them. In obedience of that order, the Sepoys attacked the Meerut Revolutionaries while they were asleep in the woods, but, however, in some ways or other, in spite of the determined attack under these conditions, all but one of them succeeded in escaping. The night was so dark! The English officers also thought that the darkness helped the Meerut Sepoys to escape, though attacked under such odds. It has now transpired, however, that the attack was a mere sham; may more, some of the Meerut Sepoys, said to have escaped in the forest, actually slept that night in the Sepoy lines at Moradabad! However for the time being the English had entire confidence in the 29th regiment on account of the loyal night-attack which it made. And nothing in its conduct was calculated to dispel it till the end of May. On the morning of the 31st, however, all the Sepoys began to form on the parade-ground. The English were about to ask the reason of their assembling thus without permission, when the Sepoys spoke authoritatively in the following manner: "The rule of the Company is at an end! Therefore, you should leave this country immediately and go away, or else you will be massacred! If you cannot go at once we will allow you two hours to prepare for departure. But you must vacate Moradabad as soon as the two hours are over." The Moradabad police also announced that thenceforth they would not obey the orders of the English, and the citizens supported them! When these three simultaneous notices were given, the English people at Moradabad - the judge, the collector, the magistrate, the surgeon, and others - with their families, ran away from Moradabad without the least attempt at remonstrance. Any Englishmen who were found in Moradabad after the time limit had expired were killed. Commissioner Powell and others became Mohamedans and thus saved their lives. The Sepoys took possession of the treasury and all government property, and before sunset the green flag began to fly on Moradabad.\footnote{21 Charles Ball's \textit{Indian Mutiny}.} There is also another district town, called Budaun, between Bareilly and Shahjahanpur. Mr. Edwardes was then collector and magistrate of the district. Since the English government came into Rohilkhand, the old Zemindars were being frightfully oppressed with heavy taxes and otherwise. Therefore, the big Zemindars and their tenants were very much disaffected. In fact, the land-tax in Budaun was so oppressive, that Edwardes himself knew that Budaun was perfectly ready, and only waiting for a chance to drive out the English; and for this reason he asked military help from Bareilly. But the situation in Bareilly, as has already been described, was not such that help could be sent to Budaun. However, a message from Bareilly came that troops under European officers would be despatched on the 1\textsuperscript{st} of June. At this news Edwardes felt happy and on the 1\textsuperscript{st} of June sat with his eyes towards the road from Bareilly. He soon saw a government man coming galloping on towards Budaun. In the hope that he would be the forerunner of the succour which he expected. Edwardes hastily interrogated him. But in reply, instead of an assurance of help from Bareilly, he got the message that, at Bareilly itself, the English power was at an end! There were Sepoys kept at Budaun to guard the treasury, and Edwardes asked their head, "Bareilly was become independent; what about Budaun?" The head replied that the Sepoys under him were loyal and that there was no cause for anxiety. But in the evening, the town of Baudaun rose in revolt! The Sepoys at the treasury, the police, and the leading citizens announced, by beat of drum that the English rule was at an end. Thus, the whole district went willingly into the hands of Khan Bahadur Khan. The Sepoys took the treasure and marched towards Delhi and all the English officers at Budaun began to run about in the forests at night. Under privations of food and clothing for weeks, hiding everywhere, sometimes in the stable of some villager, sometimes in deserted houses, English collectors, and magistrates, and English women, were running about to save their lives. Some of them were killed, some died, and some lived under the protection of kindly “natives!” In this manner, the whole province of Rohilkhand rose in a day! In Bareilly, in Shahjahanpur, in Moradabad, in Budaun, and other district towns, the military, the police, and the citizens issued Proclamations and deported the British Power in the space of a few hours! The English power was smashed and the Swadeshi government was put in its stead; British flags were torn down, and green flags began to fly in the court-houses and police-stations and offices. India assumed the role of ruler and England was put in the prisoner’s dock! This extraordinary transformation took place in a whole province in a few hours! What wonder that not a drop of Swadeshi blood was shed in freeing the whole of Rohilkhand? Instead of saying “Rohilkhand is dependent”, all said “Rohilkhand is free,” and the thing was done! On one day, unanimously, everywhere and at once, the police, the Sepoys, and citizens rose and drove away the few English officers in the district towns. No more pains than this were required to make the province free! A strong organisation of secret societies, and the swift and clever execution of the plan proposed, these were the two things which enabled Rohilkhand to free itself from the English and accept the rule of Khan Bahadur Khan. All the Sepoys went away to Delhi to fight under the leadership of Bakht Khan, the head of the Bareilly artillery above-mentioned. Then, Khan Bahadur Khan formed a new force to keep order in the province and the capital. Almost all citizens were formed into a militia. The civil departments were also organised and almost all the previous holders of offices were confirmed in their posts. And the chief posts, occupied previously by Europeans, were now given to Indians. The government land-tax was assessed in the name of the Emperor of Delhi. Courts of justice were opened as before and the former officers were retained. In short, there was no break in any department or its work on account of the Revolution, except that instead of Englishmen, the chief officers were Indians. Khan Bahadur Khan personally wrote an account of the doings in his province to the Emperor, and the following Proclamation was posted throughout Rohilkhand. "Residents of Hindusthan! The long-looked-for festival of Swaraj has arrived! Are you going to accept or refuse it? Are you going to take advantage of this great opportunity or are you going to let it go out of your hands? Hindu and Mahomedan Brethren! Be it known to all of you that, if these English are permitted to remain in India, they will butcher all and put an end to your religion! The residents of Hindusthan have so long been deceived by Englishmen, and have cut their necks with their own swords. So, now we must repair this sin of treachery to our country! The Englishmen will try, now also, their old work of deception; they will try to incite the Hindus to rise against Mussalmans, and the Mahomedans to rise against the Hindus. But, Hindu Brethren! do not fall into their nets. It is hardly necessary to tell our clever Hindu brethren that the English never keep their promises. They are adepts in the art of trickery and deceitful imposture! They have all along been trying to root out all other religions on earth but their own! Have they not pushed aside the rights of adopted children? Have they not swallowed up the countries and kingdoms of our Kings! Who took away the kingdom of Nagpur? Who took away the kingdom of Lucknow? Who has trampled under foot both Hindus and Mahomedans? Mussulmans, if you revere the Koran, and Hindus, if you revere the caw-mother, forget now your minor differences and unite together in this sacred war! Jump into the battlefield fighting under one banner, and wash away the name of the English from India in streams of blood! If the Hindus will join hands with the Mahomedans in this war, if they will, also, take the field for the freedom of our country, then, as a reward for their patriotism, the killing of cows will be put a stop to. In this holy war, he who fights himself, and he who helps another to fight, by means of money, will attain earthly and spiritual freedom! But, if anyone will oppose this Swadeshi war, then, he will strike at his own head and be guilty of the sin of suicide!" Leaving Rohilkhand for the present to make its preparations for defending the Swaraj which it has got back, we shall go to Benares and Allahabad to see what is taking place there. ABOUT four hundred and sixty miles from Calcutta lies the ancient city of Benares, on the banks of the sacred Ganges, shining in all her historical glory. Benares is surely the queen of all the cities that have been built by the side of the cool, clear, and holy waters of the Bhagirathi. The rows of houses mounting higher and higher from the banks of the Ganges, the domes of tall temples with golden steeples glittering in the sun, the thick rows of trees gracefully raising heads to the sky, the grand harmony of the innumerable bells sounded in the temples, and, above all, the sacred temple of Vishweshvarfa, all these give a unique splendour to the city of Benares. The pleasure-seekers go there for amusement, the devoted for prayer, the Sanyasis for contemplation, and the holy of salvation. All these achieve their various purposes in the holy city. For people who are satiated with the pleasures of the world, holy Benares is a place of retirement, and for those unfortunates whose hopes and desires of happiness in this world are shattered by the jealousy and spite of cruel and wicked men. Benares and the sprays of the cool Ganges are a haven of rest. Thanks to the English, there was no want of such unfortunate men in 1857 coming to end their days of toil in that haven of refuge and peace. Several Hindu and Mahomedan nobles, helpless since the palaces of Delhi and Poona and Nagpur etc. were closed to them, and the plundered royal families of Sikh and Mahratta princes, were telling their tale of woe in Benares in every temple and every Musjid. In this holy city, it is no surprise that the degradation of Swadharma and the destruction of Swaraj were being hotly discussed among both Hindus of Mahemadans. The military station of the province was Sikroli, which was a short distance from Allahabad. There was the 37th infantry, the Ludhiana Sikh regiment, and a cavalry regiment; the artillery was purposely kept in the hands of Englishmen. Among the Sepoys, the desire to rise for Swadharma and Swaraj had been secretly fomented by various means. As the year 1857 approached, signs were evident that there was a tremendous agitation among the populace at Benares. The chief commissioner at the city, Tucker, Judge Gubbins, Magistrate Lind, and other civil officers, as well as captain Olpherts, Colonel Gorden, and other military officers had from the first taken great precautions for the safety of the English at Benares. For, in that city, the popular agitation often outstepped the limits of secrecy and sometimes became almost uncontrollable. Purbhayyas openly shouted prayers in the temples, "God, release us from the rule of the Feringhis!"\textsuperscript{22} Secret societies were formed to ascertain the strength of the movement in other places. When the month of May came, there was quite a number of Mahomedan preachers in the Sepoy camp, proclamations were affixed to the city walls and public squares asking the people to rise,\textsuperscript{23} and at last, things went so far, that Hindu priests began holding public prayer-meetings in the temples to pray for the destruction of the English and the victory of Swaraj. About the same time, the prices of grains went up enormously, and, when English officers went about explaining how, according to the laws of political economy, the grain merchants would, in the end, be the losers if prices rose any more, people said boldly to their very faces, "It is you who have made everything dear in our country; and now you come to lecture to us!" The English were so much terror-struck at this ugly manifestation of popular fury, even before the rising, that Captain Olpherts and Captain Watson themselves insisted that the English should vacate the place! At last Gubbins said, pathetically, "I will go on my knees to you not to leave Benares!", and the plan of evacuation was temporarily postponed! And, indeed, why should it not be so? For have not the Sikh nobles established a volunteer corps, now, to protect the English? And has not the descendant of Chet Singh whom Warren Hastings trampled down, also joined the English? When there is so much "loyalty" yet, there is no reason why the English should leave Benares! \textsuperscript{22} Report of the Joint-Magistrate, Mr. Taylor. \textsuperscript{23} Red Pamphlet. But, while the English of Benares, relying on the strength of this loyalty, had given up the idea of leaving Benares, terrible news began to come from the direction of Azimgarh. Azimgarh is situated about sixty miles from Benares, and the 17th native regiment was posted there. In this regiment, a tremendous agitation commenced since the 31st of May, and the magistrate, Mr. Horne had been delivering sweet speeches to pacify the Sepoys! But the days were gone when such empty lectures would have pacified soldiers. The 31st of May dawned, and the Barracks at Benares were set fire to, the sign for the other Sepoys in the province to rise. So, the rising must take place in the first week of June. Today is the 3rd of June and a good day. For, don’t you see that the treasure of Gorakhpore, together with the treasure of Azimgarh - altogether seven lakhs of Rupees - is being sent to Benares? What better opportunity can you desire or expect? The twilight of the 3rd of June was slowly changing to the darkness of the night at Azimgarh. All the English officers of Sepoy regiments were dining together at the club, and the women and children were playing and frolicking nearby. Immediately the party heard a tremendous noise. The English had by the first week of June learnt by heart the meaning of these sudden crashes. Even the sudden hush in the midst of their jollity looked like a mutual whisper of “The Sepoys have risen!” Just then followed a thundering noise of drums and clarionets! Not a moment passed before the white people, with the picture of the Meerut events before their mind’s eye, started running for dear life. Officers, women and children despaired of life. But the Azimgarh Sepoys, seeing this unfortunate people suffering a worse agony of death, relinquished all thought of revenge. They took charge of them in order to protect them from being harmed by stray Sepoys, and ordered them to leave Azimgarh at once. But what about some of the over enthusiastic Sepoys who had sworn to shed English blood on that day?24 Well then, Lieutenant Hutchinson and Quarter-Sergeant Lewis, at least your bodies must fall a prey to our bullets! Enough, let the rest run away alive. If they cannot run, we --- 24 Narrative, p.58 have no objection to their leaving in carriages! But the officers and their wives complained, "Who will give us carriages now?" But the Sepoys replied gallantly, "Do not be anxious; we will give you carriages." With such extraordinary magnanimity, the Sepoys brought carriages, took away the handcuffs of the English, put them in carriages, and even gave a few Sepoys as guard; and thus, the whole caravan, including all the flags and other signs of English rule, started forth for Benares! On the other side, the treasure of seven lakhs, the English store of ammunition, the prison bearing the stamp of British rule, offices, roads, barracks - all fell into the hands of the Sepoys. And who was foremost in all this work? It was the police, the police whom the English trusted for information about a possible rising in order to save their lives! The police were as well undermined and as harmless on the surface as the Sepoys. When the appointed time came, they began by hoisting the flag of Swaraj on the English houses and prisons. Some Englishmen who did not find room in the carriages going to Benares ran away in the night of Ghazipur. When the sun rose the next day, it gazed in admiration at the marvellous transformation that had taken place during its short absence, and shone delightfully on the revolutionary flat flying at Azimgarh. The Sepoys, in the flush of victory, drew up a great military procession; and, to the strains of martial music and banners unfurled marched away to Fyzabad. Although the news of the freedom of Azimgarh reached Benares, there were hopes amongst the English that Benares at least would be safe. Since the news of the Meerut rising, John Lawrence in the Punjab and Lord Canning in Calcutta had been straining every nerve to send English troops to the chief centres of the Revolution. Since the northern army was busy in the siege of Delhi, there was perfect helplessness in the parts south of Delhi, and English officers sent pathetic requests to Calcutta, saying, "For God's sake, send us Europeans!" We have already described how, by this time, Lord Canning had called European troops from Bombay, Madras, and Rangoon, and had retained in India the army destined for the now abandoned invasion of China. Out of these troops, General Neill, with the Madras fusiliers had, about this time, arrives at Benares. The first succour of European troops, and that too under a bold, able, and cruel general like Neill, restored the confidence of the English at Benares. Just then, the English army at Danapur also came to Benares. As there was extraordinary unrest in Benares and there was clear evidence that the Sepoys were also concerned in the Revolutionary propaganda, the English thought that they should make an attempt to crush the Revolution in its embryo. From the first, the English were confident that this could easily be done by the combined strength of General Neill’s troops, the Sikh nobles and soldiers, and the artillery. The news of Azimgarh reached Benares on the 4th June and it was decided after considerable discussion that the Sepoys should be disarmed before they rose. Accordingly, a general parade was ordered that afternoon. Hearing this order, the Sepoys guessed the rest. They also got the secret information that the English held the artillery in readiness. When on the parade maidan the English officers gave them the order to lay down their arms, it was clear to them that they would be first disarmed and then blown from the mouth of guns. Therefore, instead of laying down their arms, they attacked the neighbouring arsenal and fell on the English officers with fierce cries. Just then, there arrived on the scene the Sikh regiment intended to overawe them. The Sikhs were at the time possessed of such a spirit of loyalty to England, that they fell at the feet of the English and prayed to be given a chance of fighting the Sepoys, at least for a short time! A Hindu Sepoy attacked their commander Guise and he dropped down dead in an instant. Hardly had Brigadier Dodgson arrived to take his place, when a Sikh Sepoy, at the inspiration of the moment, shot him! But the other Sikhs, unable to forgive this great crime, hacked him to pieces! The Sikhs were waiting for the reward of this loyal deed, when the English artillery opened fire on them all! Seeing the confusion going on between the Hindu and the Sikh Sepoys, the English authorities must have suspected that the Sikh regiment also had deserted them. On account of this misunderstanding, they opened fire on all indiscriminately. Now the unfortunate Sikhs had no other way left but to join the Revolutionaries! All the Indians, together, attacked the artillery thrice. This was about the only prominent occasion in the history of 1857 when Hindus, Mahomedans, and Sikhs, unitedly fell upon the English! But, at that very moment, the Sikhs were making extraordinary efforts to expiate this sin! While the battle between the English and the Sepoys was raging near the barracks, there was a fear that the townsmen would also rise. In this fear, English officers, women, and children were running about in the streets. Then the Sikh Sirdar, Surat Singh, rushed forward to protect them. The treasury at Benares, besides containing lakhs of Rupees, also contained the most valuable ornaments wrested by the English from the last Sikh Queen. And this treasury was guarded by the Sikhs! It was here impossible that the Sikhs would not entertain the idea of taking hold of the treasury and taking back the ornaments belonging to their Qaueen who had been deported by the English. But their leader, the loyal Surat Singh, came forward and arranged that his co-religionists should not touch any of them! And, soon, the treasure was transferred to the guard of English soldiers. At this time, a Pundit, called Gokul Chand, had also joined the side of the English. Even the Raja of Benares placed his all - his influence, his wealth, and his power - his everything at the feet of his lord - not Kashi Vishweshwara, but - the English! The Sepoys alone did not surrender in spite of the hot fire, but retired fighting out of the field and spread all over the province. No doubt, the English, following John Lawrence's plan in the Panjab, crushed the Benares rising in embryo; but the news that Benares had risen spread with lightning rapidity all over Northern India, and the different Revolutionary centres, which were waiting with their eyes directed towards Benares, began a series of risings. Javanpur rose on the 5th of June. When the news arrived at Javanpur that the Sepoys from Benares were coming there in all haste, the English officers began to deliver lectures on loyalty to the Sikh Sepoys stationed there. But these lectures had hardly ended when the tramp of Benares Sepoys was heard rapidly approaching! The few Sikh Sepoys at Javanpur who belonged to the Sikh regiment at Benares at once joined the Revolutionaries, and the whole was ablaze in the flames of the Revolution. Seeing this, we joint magistrate, Cuppage, again stood up to lecture, but, from the audience, came a whizzing bullet instead of applause, and the magistrate sahib fell down dead! Commanding officer Lieutenant Mara also fell shot by a bullet. After this, the Revolutionaries attacked the treasury and ordered all the English to clear out the Javanpur. Now, the Benares cavalry too entered the town. They had taken terrible oaths to kill every Englishman they met. Seeing an old deputy collector running, the Sowars ran after him. Some Javanpur men tried to mediate, "Give the poor man his life, he has treated us very kindly." But the Sepoys replied, "Can't help it; he is an Englishman and must die!"\textsuperscript{25} Even in times of such excessive hatred, the Revolutionaries gave permission to Englishmen who surrendered, to lay down their arms and run away quietly. Making use of this permission, most of the Englishmen vacated Javanpur and departed in a short time. They hired boats on the banks of the Ganges to go to Benares. But, when in the middle of the stream, the boatmen looted them and left them on the sands! There, at Javanpur, the whole town came out, looted and burnt English houses, and mixed into dust all the signs of their power. The Sepoys took as much treasure as they could carry and marched towards Aydhya. Then, the old women of the town and paupers who had never had a Rupee in their lives, were placed in charge of the remaining treasure. They helped themselves with it plentifully, and showered blessings heartily on Swaraj and the Revolution! In this way rose Azimgarh on the 3\textsuperscript{rd} of June, Benares on the 4\textsuperscript{th}, and Javanpur on the 5\textsuperscript{th}. The whole province of Benares was in flames. If the chief town of a province falls to the enemy, the Revolution, as a rule, loses strength in that province. For the whole province to depend on the capital in times of Revolution is regarded as a most dangerous fault in Revolutionary tactics. Mazzini says, 'Wherever our flag flies, that is our capital.' The capital must follow the Revolution and not vice versa. However, accurately the map of a Revolution might have been drawn in the beginning, it is impossible that events will happen in a settled order during its course; therefore, though it fails in the capital, the province must never give it up. Undoubtedly, Benares gave a very good illustration of this principle. For though the capital of the province, the city of Benares, fell into the grip of the English, in the province itself, the cyclone of the Revolution \textsuperscript{25} Charles Ball's \textit{Indian Mutiny}, Vol. I, page 245. arose at once and enshrouded the whole atmosphere. Zemindars, peasants, Sepoys, - all began to consider English rule as unholy as cow's flesh! Even small villages, if they heard that an Englishman was within their boundaries, would beat and drive him out.\textsuperscript{26} Especially the people were so disgusted not only with Englishmen but with everything they had done, that they could not bear to see anything connected with the English before their eyes! They drove away Zemindars appointed by the English – good or bad – and put the old hereditary Zemindars instead. In one week disappeared, completely, English methods of taxation their prisons, and their courts of ‘justice’! The telegraph lines were cut off; the railway lines were dug up; behind every hillock and every bush were hidden villagers thirsting for English blood and money; and most of all, in village boundaries, warders were parading so that the English should get not only no provisions but not even any information! In these circumstances, the mistery of the English knew no bounds! And still, the city of Benares had been frustrated in its attempt at freedom, and the Sepoys who rose had marched to Oudh! When the attempt of the 4th of June at Benares failed and wholesale arrests followed, an important fact came to light.\textsuperscript{27} Only from such incidental events it is possible to understand how the machinery of the Secret Organisation had been worked. Three of the most active agitators and a millionaire banker were arrested at Benares. When their houses were searched, some very violent letters written in cipher and received from the chief centre of the Revolutionary organisation, fell into the hands of the Government. The most important of these letters came from “a head leader”. Their substance was as follows:- “The Benares citizens should rise at once. Kill Gubbins, Lind, and other Englishmen. The money for this work will be given by \textsuperscript{26} At every successive stage of this military revolt, the fact of a deep-seated and widespread feeling of hatred and an unappeasable revengefulness for an assumed wrong is more plainly developed. The desire for plunder was only a secondary influence in producing the calamities to which the European residents of various places were exposed.” – Charles Ball’s \textit{Indian Mutiny}, Vol. I, page 245. \textsuperscript{27} “No sooner had it been known in the districts that there had been an insurrection at Benares, than the whole country rose like one man. Communications were cut off with the neighbouring stations and it appeared as if the Ryots and the Zemindars were about to attempt the execution of the project which the Sepoys failed to accomplish in Benares.” – Red Pamphlet, page 91. the banker.....” When the house of this banker was searched, a store of 200 swords and rifles was discovered! This is a short account of the rising of the province of Benares. Here the people never massacred Englishmen as at Meerut or Delhi. In the whole province not a single English woman was killed. May more, when national anger in the heart was demanding “Revenge!”, the people cordially bid farewell to the English there, themselves assisting sometimes to yoke the animals to their carriages. Look on this picture and on that which will now follow! We do not say that the English should have sympathised with Benares in its attempts to attain Swaraj. But we do maintain that the English could never be justified in the atrocities that they committed in the Benares province, so totally incommensurable with the provocation they received either from the Sepoys or the people in that province. The English have never spread to hurl the most vile and lying abuses on the heads of the Revolutionaries, and hence, on all Indians, for their “cruelties.” Now, when we shall have described below how a brave commander of the “civilised” English army treated the people in the Benares, and when it is said that all the facts that we shall give are from the accounts of the English themselves, it will be superfluous and unnecessary to add anything to it. Let the imperial world judge for itself. After the Benares rising, General Neill organised detachments of the English and Sikhs to keep ‘order’ in the neighbouring villages. These bands used to enter villages occupied by defenceless peasants. Anybody whom they met was either cut down or hanged. The supply of those to be hanged was so great that one scaffold was soon found to be insufficient, even though worked day and night; therefore, a long line of permanent scaffolds was erected. Though, on this long range, people were half killed and thrown away, still, there was a crowd of waiting candidates! The English officers gave up as hopeless the silly idea of cutting down trees and erecting scaffolds; so, thenceforth, the trees themselves were turned into scaffolds. But if only one man were to be hanged on each three, what has God given so many branches to a tree for? So, “natives” were left hanging on every branch, with their necks tightly roped to them. This "military duty" and this Christian mission went on incessantly night and day. No wonder the brave English got tired of it. So the necessary seriousness in this religious and noble duty was mixed with a little humour for the sake of amusement. The rude manner of catching hold of peasants and hanging them on the trees was altered to suit the taste of art. They were first made to mount on elephants. Then the elephants were taken near a high branch, and after the necks were tied tightly to it, the elephants would be moved away.\textsuperscript{28} Still, when the elephants were gone, the countless unshapely corpses used to hang on the branches. Englishman says in his letter, "We set sire to a large village which was full of them. We surrounded them, and when they came rushing out of the flames, we shot them!"\textsuperscript{29,30} But in spite of these various efforts in different directions, there were still hundreds of thousands of 'black' men living! Now, to hang all these would require an amount of rope that could not easily be had! The "civilised" and "Christian" nation of England was landed in this unthought-of difficulty. By the grace of their God Himself, they hit upon a new plan, and the first experiment was so successful that, thenceforth, hanging was abandoned for the new and scientific method. Village after village could thus be razed to the ground! After setting villages on fire, and keeping the guns in position to overawe them, how long will it take to burn thousands of natives? This setting fire to villages on all sides and burning the inhabitants, was so amusing to many Englishmen that they sent letters to England giving a humorous description of these scenes. The fires were so quickly and skilfully lighted that no villager had any chance of escape at all! Poor peasants, learned Brahmins, harmless Mussalmans, school children, women with \textsuperscript{28} Narrative, page 69. \textsuperscript{29} Charles Ball's \textit{Indian Mutiny}, Vol. I, pp. 243,244. \textsuperscript{30} "Volunteer hanging parties went out into the districts and amateur executions were not wanting to the occasion. One gentleman boasted of the numbers he had finished off quite "in an artistic manner", with mango trees for gibbets and elephants as drops, the victims of this wild justice being strung up, as though for pastime, in "the form of a figure of eight". – Kaye and Malleson's \textit{History of the Indian Mutiny}, Vol. II, page 177. infants in their arms, young girls, old men, blind and lame, all were burnt in the mass of flames! Mothers with suckling babes also succumbed to these fires! Old men and women, and those unable to move away even a step from the fire, were burnt in their beds! And if a solitary man were to escape the fire, what then? One Englishman says in his letter, "We set fire to a large village which was full of them. We surrounded them, and when they came rushing out of the flames, we shot them!" And was it only a solitary village that was thus treated? The English sent various detachments to the various parts of the province to burn villages. Out of the many batches, one officer, out of the many officers of a batch, says of one of his many outings, "You will, however, be gratified to learn that twenty villages were razed to the ground!" And all this account is only a summary of what has accidentally appeared in the works of English historians, who openly swear, "it is better not to write anything about General Neill’s revenge!" Enough! To add even a word more of our own to it, is to spoil this naked picture of the inhuman barbarity of the English! And, therefore, you terror-struck eyes, look now towards the love-waves of the happy union of the Bhagirathi and the Kalindi rivers. The city of Allahabad, eternally laved by the calm, noble, and graceful waters at the union (Sanhama), is situated about seventy miles from Benares. To the holy purity of the Prayaga-Kshetra, the vast fort built under the reign of Akbar, gave an additional beauty. Allahabad is the key to all the important roads leading from Calcutta towards the Punjab and Delhi. Here, the fort of Allahabad has the imperial grace of a tall, strong, and great commander appointed to guard over the movements of these provinces. In the Revolution of 1857, he who held this fort held the key to the whole province. Such being the case, both sides made extraordinary efforts to --- 31 Charles Ball’s Indian Mutiny, Vol. I, pp. 243-244. 32 Charles Ball’s Indian Mutiny, Vol. I, pp. 243,244. acquire or retain the command of this most important fort. The plan of the Revolutionary party was that the Sepoys as well as all the citizens of Allahabad should rise simultaneously. While the secret organisation was working up towards this goal, the Prayaga Brahmins had been of the greatest use in inspiring into the cities the ideals of Swaraj. These influential Hindu priests had been long sowing the seeds of the Revolutionary War, not only among the citizens of Allahabad, but also among the Hindu population in the whole province. With the traditional Hindu prayer at the time of the bath, was couples the holy and religious prayers of the Revolution. Also, among the vast Mussalma population of the town, the Mullahs were very busy. Thousands of Mussalmans were only awaiting the signal with a firm determination to offer their blood on the battle-field in the cause of country and religion. The English, at the time, quite expected this. They seem to have been firmly convinced that all Mussalmans were their mortal enemies. The well-known writer of the Red Pamphlet says, "The Mahomedans too, have shown that they cherish in their hearts the proselytising doctrines of their religion and that, as Christians, they will ever detest and take advantage of every opportunity of destroying Feringhis." True as this is in general, it was more true still in this city. At Allahabad, the Moslems were more advanced than the Hindus. They were most prominent in the management of the machinery of the secret society. The efforts of Hindus and Mahomedans for the freedom of their country became, at last, so great that the very judges and Munsiffs of the Government joined the secret society!33 Allahabat being the chief station of the province, the English should have taken extraordinary precautions to guard the fort. But, on account of the ignorance till the beginning of May about the internal agitation in the whole country, the military preparations at Allahabad had been very bad. At Allahabad itself, the men who were spreading all around the fire of Revolution had kept such skilful secrecy that the Government did not think it necessary even to keep a single English soldier there! When the news from Meerut came, this important station had 33 Charles Ball's Indian Mutiny, Vol. I, page 268 only the 6th Sepoy regiment and about two hundred men of a Sikh regiment from Ferozepur. Soon after, the Oudh cavalry was brought there, and the forst, together with the vast store of arms and ammunition, was kept entirely in the hands of the Sepoys. The English officers at the head of these Sepoys were strong in the belief that their Sepoys were very loyal. Especially the 6th regiment was undoubtedly the first in loyalty! One day, after hearing the news of Delhi, they sent word to their officers, "Khavind, give us the order to go to Delhi and cut those mutineers to pieces. We are anxiously waiting." This extraordinary symptom of loyalty was admired everywhere. From the Governor-General himself came the order to give public thanks to the 6th regiment, "for this unparalleled faithfulness and loyalty." Just then a citizen brought the information that the 6th regiment was secretly hand in glove with the Revolutionaries! Seeing this, the 6th regiment caught two revolutionary preachers and handed them over to the officers as a tangible proof of their loyalty. Now, why base suspicions? But, if the Government still suspects our loyalty, then the officers should come amongst us and see for themselves how pure our hearts are! The English officers came on the 6th of June into the lines and saw that their heart was indeed full to the brim with loyalty everywhere. Nay, some of the Sepoys actually ran up to the officers, embraced them heartily, and affectionately kissed them on both cheeks. And the same night, everyone of the Sepoys of the 6th regiment rushed out, sword in hand, shouting "Maro Feringhiko!" (Kill the Feringhis!). While the Sepoys were moving heaven and earth in order that their plans might not be frustrated and they themselves might not be disarmed as at Benares, the English were removing their families into the fort for protection under the charge of the Sikhs and the cavalry. The news from Benares came to Allahabad on the 5th. On that day, there was so much agitation in the town that the English pointed some guns in the direction of the bridge towards the Benares side and closed the castle- 34 Narrative. gates. At night, the English officers whom the Sepoys had only then affectionately kissed had assembled at the mess for dinner, when at a distance the terrible bugle began to blow! The sounds of the bugle, as it were, conveyed the information that the loyal 6th regiment had also risen! That evening, the order had been given to the Sepoys to take the guns which were on the Benares bridge into the fort. But it seemed that the hitherto traditional loyal practice of obeying all the orders of the English was suddenly discontinued that evening; for, the Sepoys themselves issued an order that the guns shall be taken not to the fort but to the cantonment! The officers called the Oudh cavalry to punish the Sepoys for this extraordinary disobedience. The young and promising officers, Lieutenant Alexander and Lieutenant Harvard, got the cavalry in order and marched on the Sepoys. At this time the morning was just rising. When the cavalry was brought face to face with the insolent Sepoys, the English officers gave the order to attack and rushed boldly forward, hoping that thousands of horses would gallop behind them and trample down the handful of Sepoys. But, behold! the cavalry refused to draw their swords against their own countrymen and did not move! At this, the Sepoys raised a tremendous shout of applause. Lieutenant Alexander was hit in the chest and fell down, his body was cut to pieces, and then all the Indian Sepoys embraced each other and marched to the camp. Two horsemen had already galloped to the camp and given the news to their brethren in the camp. The scene that followed on the parade ground was unparalleled! Whenevfer an English officer gave a word of command, whiz came a bullet! Plunkett, Adjutant Steward, Quarter-Master Hawes, Pringle, Munro, Birch, Lieutenant Innes, - all fell down dead! The excited mass of humanity on the parade ground was now going about setting fire to the houses of Englishmen. When they heard that there were many Englishmen at the mess-house, an attack was made and every Englishman there was killed! It has been already said that the most important thing in Allahabad was the possession of the fort. In it were the English women and children and a vast store of ammunition, and it was entirely in the hands of the Sikhs. All the Sepoys were now waiting for the firing of the gun, the settled sign that the Sikhs and the few Sepoys with them had also risen and driven out the English. But within the fort, the Sikhs showed their true treachery! They not only refused to take away the English flag from the fort but helped the English officers to disarm and drive out the few Sepoys that had found their way inside. The English express even now a sense of astonishment as to how the Sikhs stuck to them at that juncture. In half an hour, the extensive fort of Allahabad would have fallen into the hands of the Revolutionaries. That, is to say, in half an hour, the backbone of English rule would have been smashed! But the Sikhs spent that half an hour in hacking their own countrymen and their mother country! Though the Sepoys in the fort rose again and again, the Sikhs instead of joining them, disarmed them and drove them out at the orders of the English. And thus, the fort continued to be in English hands. But Allahabad did not fortunately consist of these four hundred Sikh traitors alone! As the time for the Sepoy rising in the fort approached, the city of Allahabad rose also. The terrible shouts on the parade-ground were echoed from the town itself. At first, the houses of Englishmen were destroyed; then, Sepoys and the people together broke the prison. No hearts could be more full to hatred against the English than those of the hundreds of prisoners there. So, as soon as they were released, they shouted hoarse cries and ran first to the quarters where the English resided! The Revolutionaries had a special eye on railways and telegraphs! The railway officers, the lines, the telegraph poles and wires, engines, were all crushed to pieces! In spite of all the precautions taken by the English, some Englishmen fell into the hands of the Revolutionaries. They despatched them quickly! Then, the half Feringhis, who, relying on the protection of the English, used to treat the "natives" with insolence, came in for their turn. Those who had been against the Revolution had their houses attacked. The lives of only those were saved who took oaths, "We will fight against the English!" On the morning of the 17th, the Revolutionaries captured the treasury containing nearly thirty lakhs of Rupees. Then, in the afternoon, a great Revolutionary flat was taken in procession and hoisted on the police station. And while the town and the fort were thus involved in the flames of Revolution, all the Sepoys and the citizens saluted it! Almost at the same moment, the whole province of Allahabad rose like one man! Everywhere, things were altered so quickly that, after a short time, no one would have believed that the English had ever been ruling there! In every village the embroidered flag was hoisted and a stray Englishman was beaten away or killed and the roots of English rule were, as it were, uprooted! Oh, how superficial really are the roots of slavery in spite of the centuries of efforts made to drive them in! And, especially, an unnatural seed like that of slavery, how can it take root? Most of the Talukdars in the Allahabad province were Mahomedans and their tenants were Hindus. Thus, the English had considered it impossible that these two would unite and that the whole mass of the people would rise against them. But, in this memorable first week of June, how many of such impossibilities were realised! Without even waiting to hear about the rising of the city of Allahabad, all the villages of the province rose simultaneously and declared their independence! Hindus and Mahomedans, because they fed on the same Mother's milk, rose together to strike blows at English rule! Not only the able-bodied Sepoys, but also old military pensioners enrolled themselves as national volunteers. Twisting their moustaches, they would organised bands. Those who were too weak and old to do anything themselves would explain to younger men important points in military strategy and give advice on knotty points of tactics. Can we wonder that the noble ideals of Swadharma and Swaraj which thrilled youth even in superannuated Sepoys had thoroughly permeated all classes of the population?35 Shopkeepers, Marwaris, and Banias, even, took such an important part in that popular agitation that General Neill in his report makes a special --- 35 "And with them went on not only the Sepoys who, a day before, had licked our hands, but the superannuated pensioners of the Company's native army who though feeble for action, were earnest in their efforts to stimulate others to deeds of cowardice any cruelty." - Kaye's Indian Mutiny, Vol. II, page 193. reference to their hatred of the English! "The majority of the chief merchants and others have shown the worst spirit towards us. Many of them have taken active part against us." But, even after this, the English were boasting that the peasants would take their side. But Allahabad shattered this vain delusion to pieces! The peasants took a leading part in the Revolutionary War of 1857, as, perhaps, they never had done in any political agitation before. Under the banner of their old Talukdars - not the new ones appointed by the English - the peasants threw their ploughs and ran with lightning speed to join the war for freedom. They had compared the English Company with their old kings; and they were firmly convinced that their own Swaraj was a thousand times better than the Feringhi Company's rule. Therefore, when the hour of consummation arrived, they began the work of revenge for the wrongs of decades. Everywhere, Swaraj was hailed with shouts of delight and even the children in the streets began to spit on slavery! It is true; even children spat, for children of twelve or fourteen would organise processions in the streets with the Revolutionary flat. The English arrested such a procession and sentenced the little boys to death! Hearing this sentence, an English officer felt so ashamed that, with tears in his eyes, he came to the chief commandant and requested him to release the children. But it was of no use! And the children who committed the crime of raising the flag of independence were all publicly hanged! Will not the murder of these little angels fall back on the head of the assassins? The whole province shook with tremor; peasants and Talukdars, old and young, men and women, all arose with the cry, "Har, Har," to smite the chains of political slavery. "For not only in the districts beyond the Ganges but in those lying between the two rivers, the rural population had risen .... and, soon, there was scarcely a man of either faith who was not arraigned against us."36 And, for the success of these huge efforts of the whole populace and for the freedom of the Motherland, the Prayaga Brahmins and Mullahs began to send forth prayers unto Heaven! 36 Kaye’s Indian Mutiny, Vol. II, page 195. It is difficult to find in Indian history another Revolution, so exciting, so quick, so terrible, and so universal! It was almost an unheard to thing in India that the powers of the people should awaken with a start and begin to shed pools of blood for the freedom of the country, even as thundering clouds shed rain. Besides, the sight of Hindus and Mahomedans fighting side by side for Hindusthan realizing their true interests and natural comradeship, was truly magnificent and inspiring. After having set up such a terrible whirlwind, shall we wonder that Hindusthan could not firmly keep it under control? The wonder is that Hindusthan could raise such a whirlwind at all. For, no nation has been able to control a Revolution suddenly. If we compare the Rising with the French Revolution, we will find that the inevitable incidents of any Revolution - like anarchy, confusion, outrage, selfishness, and looting, were not fewer there than in India. This was a vast experiment made by India. So we need not be surprised if, in the province of Allahabad where the experiment was so successful, there were, also, some mistakes and confusion. The hereditary feuds of Zemindars, the excessive poverty - the corollary of long slavery, and the enmity of centuries between Hindus and Mahomedans and the natural occasional misunderstandings during the efforts to extinguish it, all these made it impossible that there should not be anarchy for some time, when the first shock of the Rising was sensibly felt. After the Creation, there comes often the Deluge. Whoever wants a Revolution must be prepared to meet these difficulties in carrying it out! However, when the week of looting and burning was over, all the dangers of anarchy melted away and the Revolution assumed some organised form in Allahabad. In that province, as in all places where a Revolution due to popular agitation takes place, the difficulty after the rising is that of finding capable leaders. This difficulty was soon got over in the city of Allahabad; for, an ardent lover of liberty, called Leakat Ali, soon became the leader of the Revolution. The only information we have about this extraordinary man is that he was a religious preacher among the weavers. Before the Rising, he had worked as a teacher in a school. He was adored by all people for the holy purity of his life. When the province of Allahabad became free, the Zemindars of the Chauvis Parganas brought this Moulvie in a few days to Allahabad and appointed him chief officer there. And he was proclaimed in great ceremony as the representative of the Emperor of Delhi. This Moulvie established his head-quarters in a fortified garden called Khusru Bagh and began the work of organising the Revolutionaries in the province. He soon put all the affairs of state in good order. He did not stop with merely saying that he was the Subahdar of the Emperor but he continued to send, to the last, reports of the events in Allahabad to the Emperor of Delhi. The first thing that Moulvie Leakat Ali had to do was to capture the fort of Allahabad. He had begun the attempts to organise and prepare the army that collected under him and direct an attack on the fort, when the news came that General Neill was marching from Benaras towards Allahabad. Even now, if the four hundred Sikhs in the fort had come to their senses, the whole fort, together with the guns, arms, and ammunition, would have fallen to the Revolutionaries without a shot being fired! General Neill was so afraid of this that he marched with his English troops in haste to Allahabad. Heill arrived there on the 11th of June. He had no hope that the Sikhs would protect the fort and its English occupants till his arrival. He was, therefore, overjoyed when he saw the English flat still flying on the walls of the fort. He, immediately, kept the English soldiers to garrison the fort and sent the loyal Sikhs out to do the fighting. It is clearly seen from this how little faith Neill had in the Sikh Sepoys. Though Neill had no faith in the Sikhs, the Sikhs had complete faith in him; for, they refused to join the Revolutionaries even after this insult, and consented to burn the neighbouring villages. On the 17th of June, the English army began to push its way into the town. Describing the incidents, the Moulvie, in his report to the Emperor, says, "Of the traitorous sinners who have joined the enemy, some have spread the rumour that the English are going to blow up the whole town. The people have left their homes and have announced that they are going away in order to save their lives! Therefore, the whole town is being deserted in spite of assurances of protection." As this unfortunate report of the Moulview had set out on its way to Delhi, the English attack on Khusru Bagh began. The Revolutionaries defended the place that day; but the Moulview soon saw that it was madness to attempt to hold Allahabad from a dilapidated garden while the fort was in the hands of the enemy. So, on the night of the 17th, he left for Cawnpore with all his followers. The next day, on the 18th, the English reentered Allahabad together with the 'loyal Sikhs'. Though Allahabad followed the example of Benares and fell into the English hands, the Revolutionaries did not lose courage at all. Seeing the enemy thus safely protected in the chief forts, the people of the province were all the more enraged and every village put up entrenchments and prepared to make a stand. The days were gone when such determined people could be seduced by bribery. This was a war of principle, and though Neill offered rewards of thousands of Rupees for the heads of even minor leaders, the penurious peasants themselves were unwilling to help him. An English officer of the time has expressed his surprise at this noble stand for the sake of principle. He writes of one village: "The magistrate offered a reward of one thousand rupees for the head or the person of the leader of rebels who is well-known to the natives; yet, such is their hatred towards us that no one would give him up!" Let alone betraying the leaders, it was considered, at that time, a great sin even to sell for money any commodity to the English. If anyone did commit that offence, he was immediately given a harsh punishment by the community. "Any one who had worked for the Europeans, these murderers killed. So, if the population is to a man against us, we should stand but a bad chance. A poor baker was found with his hand cut off and his nose slit, because he had sent in bread to us." This is the report of the 23rd of June. Simply because the baker gave bread to the English, the villagers cut off his hands and nose. When this national and armed boycott was proclaimed, the misery of the Feringhis knew no bounds. It is true they had taken the fort of Allahabad. But, they found it impossible to move even a step one way or the other. They could get neither oxen, nor carts, nor even medicine! No dolies for sick soldiers and no men to lift them! There were sick men lying about in various places. Their shrill cries were so fearful that some English women died by hearing them. The days were hot. And the trick of the Revolutionaries in rising in June, so that the Englishmen 37 Charles Ball's Indian Mutiny, Vol. I. might die of heat also, now came to be understood. All Englishmen were busy bathing their heads in cold water! Besides, the provisions always fell short. Nobody could be found who would sell even a grain of corn to the English. "Up to to-day, we have had little to eat; indeed, I could not have fed a dog with my yesterday's breakfast!" So writes an officer from Allahabad! This heat and this starvation brought on cholera in the English camp. To add to the troubles, English soldiers regularly started getting drunk! All discipline was gone. These drunkards began to disobey Neill’s orders to such an extent that he wrote to Canning that he had decided to hand a few of them! The English army, beset with these numerous difficulties, was chained to Allahabad city. Though urgent messages requesting help were coming frequently from the English of Cawnpore, a dashing warrior like General Neill, had to see the first of July dawn in Allahabad itself! It is important to note that General Neill and his fusiliers had been brought from Madras. If, at this time, there has been even a slight tremor of a Revolution towards Madras, the English would have been unable to bear the strain even for a day. For, though the resolute Indians of Allahabad had all but succeeded in the cleverly organised plan of shutting up English soldiers in the forts, the English had no real reason to be disheartened. For Madras, Bombay, Rajputana, the Punjab, Nepal, and other parts were still lying like dead weights hampering the national movement. When some of these parts did begin to move, they fell on their own countrymen, like demons. Were not thousands of Sikh Sepoys ready to help the English in Benares itself? However, whatever the others might do, the Brahmin priests and Mullahs of Prayag, Talukdars and peasants, teachers and students, shopkeepers and customers - in spite of various difficulties, in spite of the want of a great military leader who could lead them to battle, in spite of defeat, discouragement, and anarchy - showed a confirmed and inveterate hatred of slavery. Of the great sacrifices, including the sacrifice of life itself, made by these noble patriots for the lofty ideals of Swaraj and freedom. History will ever be proud! For, all these patriots were actually paying a very heavy price for rising against English slavery. It is difficult to find a parallel, even in the history of savages, to the cruel brutality which Neill showed in the provinces of Benares and Allahabad! We do not write this as a figure of speech; any one will be convinced that what we have said is nothing but the bare truth, if he reads the accounts given by the English themselves. We had given some account of the inhuman conduct of the British in Benares. Here, we extract a letter of a brave and generous Briton to describe his achievements in Allahabad. "One trip I enjoyed amazingly; we got on board a steamer with a gun, while the Sikhs and the fusiliers marched up to the city. We steamed upthrowing shots right and left till we got up to the bad places, when we went on the shore and peppered away with our guns, my old double-barrel bringing down several niggers. So thirsty for vengeance I was. We fired the places rightand left and the flames shot up to the heavens as they spread, fanned by the breeze, showing that the day of vengeance had fallen on the treacherous villains. Every day, we had expeditions to burn and destroy disaffected villages and we have taken our revenge. I have been appointed the chief of a commission for the trial of all natives charged with offences against the government and persons. Day by day, we have strung up eight and the men. We have the power of life in our hands and, I assure you, we spare not. A very summary trial is all that takes place. The condemned culprit is placed under a tree, with a rope round his neck, on the top of a carriage, and when it is pulled off he swings."38 Neill burnt old men; Neill burnt middle-aged men; Neill burnt young men; Neill burnt children; Neill burnt infants; Neill burnt babies in cradles; and Neill has burnt babies suckling at the breasts of their mothers! Kaye admits that six thousand Indians were done to death at the place above mentioned! Hundreds of women, young girls, mothers, and daughters have been burnt alive by Neill, without even counting their number. We make the statement in the presence of God and in the presence of all humanity! If anyone has the slightest proof against it, let him come forth boldly and stand for a moment at least before the world and God! 38 Charles Ball's Indian Mutiny, Vol. I, page 257. And what was the crime all these had committed? The crime was that they were ready to bear all these for the sake of their country's freedom! Still the massacre of Cawnpore has to come! Neill's barbarities were not a revenge of Cawnpore, but the Cawnpore bloodshed was the result of and revenge for Neill's inhuman brutalities! Neill has killed as many people in Allahabad alone as all Englishmen, women and children who had been killed throughout India in the Revolution, put together! And tens of such Neills were conducting such massacres in hundreds of places! For every Englishman, a whole village has been burnt! God will not forget this and we will, also, never forget this! And what do English historians say about this? They generally omit this, and that too, ostentatiously! If they do give some of the details, it is to prove how bold and brave Neill was. What greater mercifulness than such timely cruelty? Some say that this cruelty on his part shows the great love of humanity in Neill’s heart! Kaye, no doubt, suspects that the Cawnpore massacres were a result of this barbarous revenge; but, he says, it is natural that the leonine qualities of the British people should come out on account of the insolence of the ‘natives’. Kaye does not write a single word against Neill for this cruelty. But, instead of allowing man to discuss this question, he leaves it to God! When talking of Nana Sahib, his pen puts even Obscenity to shame! Charles Ball praises Neill inordinately. But what does Neill himself say? He says, “God grant I may have acted with justice! I know I have acted with severity but, under all the circumstances, I trust for forgiveness. I have done all for the good of my country, to re-establish its prestige and power, and to put down this most barbarous, inhuman insurrection.” The definition of Patriotism in England is unique indeed! Another historian, Holmes, says: “Old men had done us no harm; helpless women, with suckling infants at their breasts, felt the weight of our vengeance no less than the vilest malefactors. But, to the honour of Neill, let it be remembered that, to him, the infliction of punishment was not a delight but an awful duty."39 We fervently hope that impartial history, by examining the above extracts, and the true God - not Neill's God - will look more sympathetically and forgivingly at the few massacres by the Revolutionaries than at these wholesale slaughterings by the English. Are massacres in the cause of freedom justified? This question "should be left to God!" "Let God forgive me, for what I am doing, I am doing to win national independence for my country!" - this sentence would fit the mouth of Nana far better than that of Neill! It was the Revolutionaries who were "fighting for their country," not Neill! And, if anyone performed a "duty" in massacres, it was the Revolutionaries alone, fired with the desire of fighting for Swaraj and Swadharma and burning for vengeance for all the oppressions that the Motherland suffered for a hundred years! But, of what use is all this philosophy now? Neill has sowed the seeds of cruelty and horror in Allahabad. Their abundant crops are already rising in the fields of Cawnpore. Let us, then, go towards Cawnpore to reap them in their full harvest!! --- 39 Holmes’s Sepoy War, pages 229-230. LET us now leave aside, for a moment, the bloody streams of the Revolutionary Ganges flowing about violently on the fields of Northern India with the holy desire of saving our forefathers from the bottomless pit of slavery, and turn to the events happening at its source at Haridwar. About the time of the Meerut rising, there were assembled a larger number of Revolutionary leaders in the palace of Nana Sahib than could be found, at the time, in the palace of Lucknow, in the Subah at Bareilly, or even at the Dewan-I-Khas palace at Delhi. The Revolution of 1857 was conceived in the palace at Brahmavarta. It was there that the embryo also took a definite shape. And, if the birth also had taken place at Brahmavarta, the Revolution would surely not have been so short-lived. But, before complete development, the thunder at Meerut brought the Revolutionary child into being, unfortunately before its time; it was not, however, left to its fate; but strenuous preparations were made in the palace at Brahmavarta to sustain and nourish it even under such adverse circumstances. At the place of honour sat the proud and noble form of Nana Sahib, the very incarnation of the Revolutionary Spirit. His brothers, Baba Saheb and Bala Sahib, and his nephew Rao Sahib, were there, ready to sacrifice their lives, wealth, and comfort for the fulfilment of their leader's noble objects. Besides these sat the man who, from the low station of a menial servant, had risen in his master's favour by means of his industry and ability, the man who had studied the politics and warfare of Europe, determined to utilise that knowledge in the holy war of liberating his country from slavery. This was none other than Azimullah Khan. There also sat the lightning Queen of Jhansi, aiding now the experience of the Revolutionary leaders with her magnificent intuition and inspiring them with her own unbounded love of country and honour. But in this historical meeting, who is the warrior over there, sharpening his sword in the direction of the armoury? Readers, that hero in the armoury is the celebrated Mahratta Tatia Tope. He is the last valiant Mahratta warrior of the School of Shivaji. There are many people who are brave, but the valour of this last Mahratta hero was the sword incarnate drawn by the Mother herself for her freedom. Tatia Tope was born in about 1814. His father's name was Pandurang Bhat. Pandurang Bhat had eight sons and of them, the second was called Raghunath. It is this Raghunath who shines as the brilliant star of liberty in the galaxy of the heroes of Hindusthan. Pandurang Rao Tope was a Deshasth Brahmin and was the head of the charity department, under the late Bajirao Peshwa at Brahmavarta. In the verandah, Nana Sahib, the Jhansi Ranee, and Tatia Tope played the games of their childhood! Nana Sahib and Tatia Tope were intimate friends from childhood. In childhood, these two were trained in the same school, fitted to perform the heroic deeds which they did in the great event of their later life. They had read the Ramayana and the Mahabharata together; they had read together the accounts of the war-like deeds of the Mahrattas, and their young hearts had throbbed together at the noble inspiration which the stories of Hindu heroism awoke. Towards the end of April, Nana Sahib and Azimullah Khan had travelled through all the chief towns in Northern India to give the necessary unity to the work of the secret organisation. They were now waiting for the appointed time. Suddenly on the 15th of May, the news of the rising at Meerut and the subsequent freedom of Delhi came to Cawnpore. At this news of the premature rising, there was not the least apparent agitation in the palace of Brahmavarta. In a Revolutionary organisation are bound up together thousands of separate parts; it is unavoidable that some should move too quickly and others too slowly, some at the appointed signal and others at the sudden impulse of the moment. The palace at Brahmavarta at once understood the situation and decided to turn the Meerut rising to advantage. But, to take such an advantage, which was the better course? To follow Delhi at once or wait till the first week of June according to the original plan? Of these two alternatives, the latter seemed preferable and, accordingly, the machinery at Brahmavarta continued to work secretly. Cawnpore was, for a long time, an important military station of the English. In Cawnpore, there were the 1st, 53rd and 56th Sepoy infantry, and a regiment of Sepoy cavalry - altogether three thousand Indian soldiers. The cavalry was wholly in the hands of the English and, besides, they had about a hundred English soldiers. The chief officer of the whole army was Sir Hugh Wheeler. Sir Hugh Wheeler was an old and very popular commander among the Sepoys. He had done good service in the Sikh and in the Afghan campaigns. The Government knew full well that the Sepoys were very much attached to him and nobody entertained any serious suspicion that secret societies were working among the Sepoy lines at Cawnpore. About the 15th of May, a peculiar agitation was to be seen in the whole of Cawnpore city. At the news of the doings of the Meerut Sepoys, their Cawnpore comrades had lost their usual stolidity and looked perturbed. But, the English authorities heard the news only on the 18th. As the telegraph communication to Delhi was cut, Sir Hugh Wheeler sent scouts to obtain correct information as to the extent of the disaffection. These scouts met on their way a Sepoy coming from Delhi, but he flatly refused to give any information to the Feringhis! It is a great mystery to English officers how, in 1857, the Sepoys quickly got from distant points news of which the English authorities, with their telegraph system, were ignorant.$^{40}$ The Sepoys had no necessity of learning of the Meerut rising after it took place; for, even a day before the events, human telegraphs had conveyed to them all detailed information! It is only after the English, at last, got the news of the Meerut rising that they began to think seriously about the secret agitation among the Cawnpore Sepoys. But Sit Huge Wheeler was still confident that the agitation was due to the extraordinary nature of the news that arrived from Meerut and would gradually subside. But there in the city of Cawnpore and in the Sepoy lines, everyone saw clearly that the days of English $^{40}$ “Indeed one of the most remarkable features of the mutiny has been the certain and the rapidity with which the natives were made aware of all important movements in distant places. The means of communication is chiefly by runners who forwarded messages from station to station with extraordinary celerity.” – Narrative, page 33. rule were over. Hindus and Mahomedans held big meetings; the Sepoys held secret conferences; school-masters and students discussed the rising; and everyone in the shops of the bazaars openly thought out plans. The fire of popular indignation, so far kept secret, now burst forth openly. People openly discussed in the streets about driving out the English and the Sepoys refused to obey all orders except those given by their Swadeshi superiors.\footnote{41 Nanak Chand’s Diary.} When an English lady went to the bazaar to make purchases, in the usual proud and haughty manner, a passer-by came up to her and said with a frown, "Enough of this haughtiness now! You should understand that you will soon be driven out of the bazaars of Hindusthan!" This was the rude awakening first experienced by the English. Seeing that it would be folly to keep quiet under these conditions, Sir Wheeler began to make preparations for the defence. His first thought was to select a place of refuge in case of danger. He selected one near the Sepoy lines, to the south of the Ganes. He fortified it by entrenchments, erected places for mounting guns, and even ordered a supply of provisions to be stored there. But, it is said that the Indian contractor, without Sir Wheeler’s knowledge, put a far smaller quantity of provisions than ordered for. Sir Wheeler and the English officers believed that, even if the Sepoys rose, this place would save them from any material damage. For they would follow the example of their comrades in other places and march towards Delhi and would leave the English quietly to go down the Ganges and join the army at Allahabad! Sir Wheeler did not rest with the preparation of this fortified place as a protection for the English in case of a rising but he also sent urgent letters to Sir Hentyr Lawrence at Lucknow to send reinforcements! But such was the strength of the Revolutionary propaganda at Lucknow that Lawrence was crying for reinforcements himself! However, he immediately sent towards Cawnpore eighty-four English soldiers, the English artillery under Lieutenant Ashe, and some cavalry. There was nothing special in these preparations which Sir Wheeler made for the defence of the English. But the third remedy which he sought for removing the danger to the English power was one which now appears very extraordinary and yet gives a true idea of the skill in the Revolutionary organisation of the time. This was the request made by Sir Wheeler to the Raja of Brahmavarta to come to save Cawnpore! The news of Meerut had produced an extraordinary agitation among the ranks of the Sepoys and the common people in the bazaars, but the palace of Brahmavarta appeared as quiet, peaceful, and unruffled as before. It was impossible to have discovered even a ruffle on its surface that would betray the tremendous internal agitation. The movement among the Cawnpore troops at least put Sir Wheeler on his guard. But, he never for a moment entertained any adequate suspicion that the Raja of Brahmavarta would go against him. The man whose crown the English had trampled under foot only a short time before, the Naga snake whom they had only just before enraged by wilfully treading on his hood, from that man the English now asked for protection in their hour of need! The English were not altogether mistaken in this procedure. Nana Sahib was "a gentle Hindu", and how many cowardly Hindus are there not in India who are harmless and cringing even when trodden under foot by the English? In the pious belief that Nana Sahib was also one of them, Sir Wheeler invited his help. What better chance could there be for the Prince of Brahmavarta! He entered Cawnpore on the 22nd with two guns, three hundred private Sepoys, infantry and cavalry! There was a large number of civil and military officers of the English at Cawnpore. Nana encamped in the very midst of these English people. Now it was certain that, if there was a revolt at Cawnpore, the treasury would be attacked. How best to guard it? Of course by entrusting it to Nana Sahib! Soon two hundred of Nana's Sepoys began to keep guard over it. Collector Hillersden profusely thanked Nana Sahib and Tatia Tope and it was even proposed that the English women and children should, if necessary, go for safety to the Nana's palace at Brahmavarta! Here was Mahratta policy! That Nana should be invited with his troops to Cawnpore to 'protect' the English and to fight against his countrymen rising for freedom, that he should take his head-quarters in the English camp, that a treasure of lakhs of Rupees should be entrusted to him for better keeping and, above all this, that the English should thank him for his services! Here is Mahratta policy! Nana paid the English in their own coin. And all this, only a week before the great upheaval! From this it is evident how in 1857, the English were long left groping in the dark and then pushed down the precipice! The knowledge that Independence was the goal and War the means was clearly given to the general populace at that time; but, as to who were the leaders, what was the day of rising, what were the chief centres, all this was kept so secret that not only the English but even the rank and file of the Revolutionary society knew not much about it. The heads of the Central Secret Society and their faithful servants were the only men who had detailed information. This brings out the meaning of what we have said before that there was a secret committee in every regiment. The letter which fell into English hands at Benares was signed only "From a great leader". The responsible leaders conducted themselves in a manner suited to the work of the Secret Society. Even on the day before the rising, the English had not any adequate inkling about the plans of Emperor Bahadur Shah, Nana Sahib, or the Queen of Jhansi! And, amongst all these the palace of Brahmavarta kept the closest and strictest secrecy. The historian Kaye says: "Nana had not studied in vain the history of Shivaji, the founder of the Mahratta Kingdom!" The chief rendezvous of the secret societies of Cawnpore was the house of Subahdar Tikka Singh. Another place of meeting for the secret societies was the house of the Sepoy leader Shams-ud-din Khan. At these secret meetings, two faithful servants of the Brahmavarta palace household, Jwala Prasad and Mahomed Ali, used to attend on behalf of Nana Sahib. Subahdar Tikka Singh and Jwala Prasad - both hold, freedom-loving, and passionately sincere patriots - soon got a hold on the assembly and the whole army had unanimously sworn to obey their orders. So, the voice of Subahdar Tikka Singh was the voice of the whole army. It was extremely necessary that such a leader and Nana Sahib should personally meet and settle important points. Besides, the settled programme had become useless on account of the Meerut rising and the consequent confusion. It was therefore necessary to alter that programme to suit the changed circumstances, and for this it was decided that Tikka Singh and Nana should meet.\textsuperscript{42} In their first meeting, a long discussion took place. The Subahdar gave assurances that both Hindus and Mahomedans were ready to rise unanimously for Swadharma and Swaraj and were waiting only for Nana's orders. After this, it was settled that another meeting, more secret and of longer duration, should be arranged to settle the minor details, and the Subahdar returned. On the evening of the 1\textsuperscript{st} of June, Nana Sahib, accompanied by his brother Bala Sahib and his minister Azimullah Khan, came down to the banks of the sacred Ganges. There stood Subahdar Tikka Singh and the heads of the Secret Society awaiting him. The whole company then got into a boat. They entered the waters of the holy Ganges; everyone there took an oath, with the holy water of Ganges in his hands, that he would participate in the bloody war for his country's liberty. Then followed a deliberation of two hours in which the whole of the future programme was definitely decided upon, and the company returned. Their secrets were known to the sacred Ganges along and in her hands they were safe! But this much is well known that, on the following day, Sham-su-ddin came to the house of his beloved Azizan and told her that within two days the Feringhis would be destroyed and India would be free! Sham-su-ddin did not give this news of freedom to her as empty bravado; for, the heart of this beauty yearned as much for India's freedom as that of her brave lover. Azizan was a dancing girl very much loved by the Sepoys; she was not one, however, who sold her love for money in the ordinary market, but in the field of freedom it was given as a reward for the love of country. We will soon show further on how a delightful smile from her beautiful face encouraged fighting heroes and how a slight frown from her dark eyebrows hastily sent back to the field cowards who had come away. While the plans of the Revolutionaries were thus ripening, the terror in the English camp was beyond all description! Sir Wheeler sighed with relief when he got reinforcements from Lucknow and when the treasure and the arsenal had been put under the charge of Nana Sahib. But the English population had lost all courage. The 24th of May was the great \textit{Id} festival of the Mahomedans. The \textsuperscript{42} Forrest's \textit{State Papers} and Trevelyan's \textit{Cawnpore}. English in every town apprehended a rising on that day. But the leaders in 1857 were not such fools as to rise on such an easily marked day. To keep peace ostentatiously on a day when a rising is expected by the enemy as certain and to burst forth on a day when the enemy thinks there is no chance whatever to trouble, in one of the chief means of carrying a Revolution to success. Therefore, even in Cawnpore, on the day of the Id festival, there was not the slightest disorder. The English were so much frightened that morning that Sir Wheeler telegraphed to Lucknow, "There will be a rising to-day inevitably!" But when, on the evening of the festival, the Mahomedans paid and received visits as usual, Sir Wheeler was reassured. On the day of the birth of Queen Victoria, the usual salute of guns was not fired in the apprehension that the Seoys would be unnecessarily disturbed by the noise! Some English officers were heartily grieved that, on the birth-day of, Victoria, a salute dared not be fired in her honour; but what could the poor fellows do? If we look at the place erected by the English as a refuge in case of a rising as has been said before, we shall at once understand how helpless the condition of the English had become! Someone would purposely set up a rumour that the Sepoys had risen, as in the story of the wolf and the shepherd-boy, and caravans of the English would begin to run through the street with all possible speed! AN English officer writes: "Whilst I was there, buggies, palkies, gharries and vehicles of all sorts drove up and discharged cargoes of writers, tradesmen, ladies, women suckling infants, ayahs and children – and officers, too! – In short, if any insurrection took or takes place, we shall have no one to thank but ourselves, because we have shown to the natives how very easily we can be frightened, and when frightened, utterly helpless!" The cowardice exhibited in this conduct of the English, as this officer says, was thoroughly understood by the populace. When the entrenched place was being erected, had not Azimullah said the same to a Lieutenant in a jocular vein? Azimullah Khan, in his usual sweet voice, asked the lieutenant, "Well, Sahib, what are you going to call this new building which you are constructing here? The lieutenant replied, "Really, I have not yet thought about it." The smart Azimullah, with a wink in his eye, retorted, "Well, you can just call it 'the castle of despair'." One day towards the evening, a young gallant Englishman, under the influence of drink, shot a Sepoy. The shot missed but the Sepoy brought a case against the culprit. According to usual custom, the soldier culprit was declared not guilty and released, the reason given being that the gun went off while the accused was intoxicated! This decision was the customary one, but alas! the times had changed! At this insult, the whole Lashkar began to mutter among themselves, "Alright, our guns will also soon go off!" This became an exciting catch-word among the Sepoys. When they saw each other, they would say, "Well, now our guns are to go off, aren’t they?" The sarcastic greeting became common in the army. However, they decided to suppress their anger for the time and not to be hastened into a premature rising as at Meerut. To add fuel to the fire, the dead bodies of an Englishman and his wife were carried down the Ganges to Cawnpore. This testimony of the rising, in a city somewhere up the river, began to hold a terrible conversation with the city of Cawnpore. Oh! Ganges, how many more of the impure loads have you to carry before you send them to their ocean home! The English had now been so often deceived by the cry of "The wolf! The wolf!!" that they were frequently slumbering when the wold was really to come. On the 1st of June, Sir Hugh Wheeler wrote to Lord Canning, "Unrest and danger are no more. Not only is Cawnpore safe, but I am soon going to send help to Lucknow!" And the white troops which had come from Allahabad actually started for Lucknow! And that, on the 3rd of June! What a wonder that the plot – in which three thousand Sepoys and 43 Trevelyan says: - "The Sepoys, familiar as they were with the brutality of low Europeans and the vagaries of military justice would at a less critical season have expressed small surprise either at the outrage or the decision. But, now, their blood was up and their pride awake, and they were not inclined to overrate the privileges of an Anglo-Saxon or the sagacity of the military tribunal."- Cawnpore, page 93. the whole city of Cawnpore, not excluding the dancing-girls, participated – should be kept sealed from the English and their auxiliary dogs like Nanak Chand! The seal was finally broken on the night of the 4th of June. According to the general programme, by dead of night, three shots were fired and the buildings already agreed upon were set fire to! This was the sign that the time for bloodshed, destruction, and death had begun. In the beginning, Tikka Singh's horse leapt forth and, immediately, thousands of horses started galloping at a smart pace. Some started to burn English houses and stables, some ran to fetch other regiments, and some went to capture the military flags and banners. When the old Indian Subahdar-Major, in whose charge the flags were, began to dispute with the Revolutionaries, a blow of the sword on his head sent his corpse rolling on the ground. "Subahdar Tikka Sing's Salaams to the Subahdar of the 1st infantry regiment. He asks the reason why the infantry is delaying when the cavalry had already risen against the Feringhis? Two galloping cavalrymen gave this message, and the whole of the 1st regiment came out with the cries of Victory! and Country! - Din! and Desh! At this, their officer, Colonel Ewart, said, "Oh! my children (Babalog), what is this? This disgraces your loyal character! Wait, children, wait!" But the Sepoys did not waste their time in listening to him. In a moment, the whole regiment marched in military order to join the cavalry, and then the whole army together marched to the music of war-songs to the Nana's camp at Nabobganj! Nana's Sepoys were ready at the Nabobganj treasury. They embraced their comrades and, at once, the enormous treasure and the great arsenal fell into the hands of the Revolutionaries! While this was going on at Nabobganj, there were still two regiments left behind at Cawnpore. The English immediately called them on parade in order to keep them in their hands. As the English had the artillery in their hands, the two regiments together with their officers stood in arms on the parade ground all night. At daybreak, the English officers satisfied themselves that these regiments at least were not rebellious. They were permitted to go back to their lines and the officers also began to leave. Now, the Sepoys saw a good chance. A couple of officers whispered something from a corner, and suddenly, one of them rushed forward and shouted, "God is on the side of Truth! Brethren, come arise!" At this order, swords began to flash on all sides, and, seeing the crisis coming, the English artillery opened fire. But the Sepoys had already gone beyond its range! It was quite possible for the Sepoys to have killed their officers at the time, but, without going so, they went away to join their comrades at the first opportunity. Thus, three thousand Sepoys encamped near Nana Sahib at Nabobganj, on the 5th of June. Sir Wheeler had one satisfaction - that not a single Englishman was killed. He thought that the Sepoys would, as usual, march towards Delhi, and the danger to Cawnpore would be over. And if there had been a lack of able leaders in Cawnpore as there was in other places, the Sepoys, would, indeed, have gone to Delhi as Sir Wheeler surmised. But, at Nabobganj, at the time, there was no such lack of bold and able leaders. Nana Sahib was there; his brothers, Bala Sahib, Baba Sahib, and his nephew Rao Sahib were there; Tatia Tope was there; and Azimullah Khan too was there. When such brilliant and intellectual leaders were there, what need had the Sepoys to go to Delhi to seek one? The best interests would not be served by shutting up all the available forces in Delhi alone. The successful plan would be to harass the English in various places. Above all, as Cawnpore to a great extent commanded the line of communications between the Panjab, Delhi, and Calcutta, it was necessary to strike a blow at Cawnpore and capture it. When the Subahdar's and Nana's men had explained all this to the Sepoys, it was unanimously decided to turn back towards Cawnpore. The three thousand Sepoys elected Nana Sahib their King and expressed an ardent desire to see him. When he appeared, he was hailed with tremendous enthusiasm and they saluted him with all royal honours. When the election of the King was over, with his consent, the Sepoys proceeded to elect their officers; Subahdar Tikka Singh, the very life of the Revolutionary centre at Cawnpore, was elected the chief commander of the cavalry and was given the title of "General". New army regulations were issued. Jamadar Dalganjan Singh was made the colonel of the 53rd regiment, and Subahdar Ganga Din of the 56th regiment. Then, there was a grand procession of the flag of freedom on the back of an elephant, and on the same day it was proclaimed by beat of drum that Nana Sahib had commenced to reign. After these elections, Nana Sahib did not waste even a second. When the English received the information that the Sepoys did not go to Delhi but had stopped on the way, they entrenched themselves in the new fort and had their artillery ready. Their number was about one thousand, men, women, and children all told. It was of the first importance to capture this fortified place, and Nana Sahib ordered the whole army to march thither. The English were not certain that the Revolutionaries would attack them; but, early on the morning of the 6th, Sir Wheeler received a note. It was from Nana Sahib and was couched in the following terms: "We are going to begin the attack. We want to warn you, and therefore send this previous notice to you." When he received this invitation to fight, Sir Wheeler got ready all his officers and soldiers and artillery men, and made all necessary preparations for the fight. The fact that, before beginning the battle, Nana Sahib gave a previous written note to the English when it was in no way called for, is of the greatest importance. The English would certainly not have shown this generosity had they been in Nana's place. Those, who always try to pour foul disgrace on Nana Sahib's name, should bend their heads with shame at this act of natural gallantry! If we remember these two facts, the saving of the lives of all English officers at the time of the rising and the twelve hours' previous written notice given by Nana Sahib, and then read the final scenes, we will appreciate better the real situation at Cawnpore. Soon after sending the notice to battle to the English Subahdar (now General) Tikka Singh went towards the arsenal and was busy, all the morning, arranging the arms etc. and sending them to the place of attack. Guns were pointed against the English fort from the side of the river as well as from land. The plan of the attack was formed with true military skill. At the same time, the Cawnpore town was also in a tumult! Spinners, sword-smiths, and people from the bazaar, Mussalmans, and the influential silver-merchants - everybody took anything that came to hand and were looking for Englishmen. Offices, courts, and all English records, old and new, were burnt, and those Englishmen that forgot to betake themselves to the fort were killed. It was now mid-day. At about one the English fort began to be besieged, and, about evening, the guns began to boom and the attack commenced. The English had about eight cannon and plenty of ammunitions which they had already kept buried in the fort. The Revolutionaries, also, had captured the arsenal and the big buns and they too were not hard up for ammunition. General Tikka Singh had from the first kept the artillery in excellent condition. Nana Sahib's guns played great havoc on the English buildings within the fort. When, on the 7th of June, the artillery of the Revolutionaries began to do its terrible work, English women and children, who had never been in such a plight before, began to run about here and there crying frantically. But habit took away the terror even of death, and balls flying over the heads created no greater surprise than birds flying in the air. Two days after the attack was commenced, the supply of water in the fort began to fall short. There was only one well within the fort which was of any use but the Revolutionaries had a keener eye on it than the English soldiers themselves. The heat of the sun was so strong that the soldiers would die of sunstroke. All hearts became hardened like stone. The difference between the sexes, and modesty, vanished. Children died for want of milk and sorrow killed the mothers. Let alone burying the dead, but it even became impossible to inquire who was dead and who was alive. For even while making a list of the living, some name would have to be scored off. To draw a true picture of such situations, the best way is to describe the events of a typical hour. Captain Thomas, relating his experience, says: "While Armstrong was lying wounded, Lieutenant Prole came to see him. Just as he uttered a few words consolation, a bullet from the Sepoys struck him in the thigh and he fell down. With his hand on my shoulder and mine round his waist, I began to lift him to take him to the sergeant. Before I had gone many steps, there was a buzzing noise and a bullet entered my shoulder. I and Prole both fell dying on the floor. Seeing this, Gilbert Bucks came running towards us. But the enemy's bullet came after him, pierced his body through, and he fell at once in the jaws of Death." This account of one hour gives a good idea of the history of those twenty-one days! When Sir Wheeler's son was wounded, his two sisters and his mother were giving him medical assistance in a room. But, before he could take the medicine, there was a fearful explosion and a cannon ball carried away the young man's head. While Magistrate Hillersden was talking to his wife in the verandah, a twenty pound cannon ball burst on his head and he was blown to pieces. A few days later, the wall on which the widow was leaning collapsed and she met her death. There were seven women in a ditch near the forst. A bomb exploded and not only killed them all, but it also killed the English soldier who, before the rising, had shot the Sepoy and had been acquitted as not guilty. So at last the guns of the Sepoys also went off! And, when they did go off, it was in such a manner that succeeding English soldiers will remember it for ever, even when under the influence of drink! In this terrible siege, there were, also, some foolish Indians who thought it their duty to be faithful to the English. They were there, in the jaws of death, simply for the sake of "loyalty"! An Indian nurse in the employ of the English lost both her arms by a bomb explosion. Butlers running about here and there to give hot food to their masters also fell dead frequently by shells. Indian bhishtis often risked their lives to give water to the English. Water was so scarce that children would suck the leather bags containing water! Cholera, dysentery, and typhoid also did not fail to take their revenge on the English. Sir George Parker, Colonel Williams, and Lieutenant Rooney died through illness. Those that did not succumb to shells or sickness went insane from the terrific fright of the ghastly living cemetery. Such was the pandemonium there. Sp, in return for the cruel wrongs of a century, Revenge incarnate was crushing everyone she found in her terrific jaws for twenty-one days, and was dancing with a ghastly smile! While such was the state within the fort, the English guns placed outside did great service in the fight. Chief officers of the artillery, Ashe, Captain Moore, Caption Thompson, and other brave soldiers fought with a splendid valour. The English had great hopes of speedy succor from Lucknow or Allahabad. On account of the strict scouting of the Revolutionaries, it had become impossible to carry on correspondence. Still, an Indian messenger had carried as far as Lucknow a letter by Siur Wheeler, partly in Latin, partly in French, and partly in English, and packed in the quill of a bird. It said only, "Help! Help!! Help!!! Send us help or we are dying! If we get help, we will come and save Lucknow!" But, the vigilance of the Revolutionaries was usually so good that hardly any such messenger from the English camp could get back there safe. The English often sent scouts, empowering them to promise lakhs of Rupees if they could find any traitors in the Revolutionary camp. But not one lives to return and give information! For example, we will give an account given by one of the scouts himself. "When Mr. Shephered lost his wife and daughter, he undertook the task of getting information from the Revolutionaries' camp and sowing dissensions in Cawnpore. He set out in the disguise of an Indian cook. Hardly had he gone a short distance when he was arrested and brought before Nana Sahib. When he was asked about the state of the English, he began to give false and glowing descriptions as agreed upon. But seeing that two women, captured just before he was caught, had told the true story of despair, he got confused. He was first put in a prison and, on the 12th of July, he was brought before a court and sentenced to three years' rigorous imprisonment." From this will be seen the regard for justice which Nana had, even in the heat of the war. Though English scouts were thus baulked, the scouts of the Revolutionaries did their work exceedingly well. One day, a bhishti (water-carrier) stood, on a high piece of ground near the English fort and cried, "Even disregarding the fear of death, since I love the English so much, I have come to convey to you a piece of joyful news. An English army with guns has come up on the other bank of the Ganges. It will start tomorrow to relieve you. This news has created a perfect consternation among the rascally rebels and we, all loyalists, have become ready to join the English!" At this news, the English imagined that their scouts must have successfully sowed discord among the Revolutionaries and, also, that the English army from Lucknow must have arrived. On the next day, the same bhishti came up and cried, "Victory to the English! The English army was late on account of floods in the Ganges; but, now, all is accomplished and they are coming. Before the end of the day, my masters will be victorious." That day passed, and so also the next; but the strained eyes of the English could see neither the army of succour nor the loyalist bhishti! Azimullah, now, knew enough of the misery of the English camp, and it was not again necessary for the bhishti to risk his life. The English were often taken in by such resourceful tricks of the Revolutionary scouts. After giving notice of the siege on the 6th of June to the English, Nana Sahib had brought his camp close to the besieging armies and near by the tent of General Tikka Singh. When Cawnpore became free, the whole province became flooded by a great wave of Revolution. Every day, new Zemindars and princes came with their retinues and joined Nana Sahib's camp. Nana had now about four thousand troops under him; but, of these, the artillerymen were the most active in their duties. Here in one quarter Nanhi Nabob took his stand. When the rising began, his house and property were ordered to be confiscated for his fanatical Hindu hatred. But soon, a compromise took place and he joined that war of freedom. The artillery in Nana's charge were manned by the finest marksmen and old pensioners. While the Revolutionaries were making efforts to set fire to the English buildings within the fort, an amateur artillery man discovered a new explosive. The first experiment was so successful that the barracks, which were of immense value to the English and against which it was thrown, were soon burnt to ashes! There was so much competition amongst the people to join in firing the batteries that women helped men, and old men helped young men in the work. One quotation will show how, in that season of noble ideals and inspiration, the masses had risen up. A native Christian says, "While I sat on a mat disguised as a Mahomedan, I saw men returning to supply waters to those who were fighting. Suddenly, one of them came up to me and said, 'While our countrymen are fighting there, it is a shame that a young Mahomedan like you should sit here killing flies! Come there to help at the artillery.' He also told me that the young son of the one-eyed pensioner Karim Ali had done a great deed that day. He had made some discovery and set fire to the English buildings. For this bravery, he was rewarded with ninety rupees and a shawl." To sit idly, instead of fighting for the country, was considered a disgrace not only to a young man but even to woman; so, the women of Cawnpore had left their Zenans and jumped into the battle-field. But all these young soldiers and heroic women were put to shame by the ardour of a beauty which was no other than the dancing girl Azinan, above-mentioned. She had now put on a heroic garb. With her rosy cheeks and smiling lips, she was there on horseback, fully armed. And the artillery Sepoys would forget all their fatigue at the sight of her. Nanak Chand says, in his diary, "Armed Azinan is flashing everywhere like lightning; often she stands in the streets giving milk and sweetmeats to tired and wounded Sepoys." Even while the fight was going on in this manner, Nana Sahib was making all possible arrangements for the civil administration. Though it is always a difficult task to introduce order in the revenue and police departments at a critical time like that of a Revolution, Nana Sahib first began the work of giving justice and protection to the inhabitants. The prominent citizens of Cawnpore were called together and the man elected by the majority of them, Holas Singh by name, was given the office of chief magistrate. Nana Sahib gave strict orders that Holas Singh should protect the citizens from disorderly Sepoys or bandit villagers. The work of supplying provisions to the army was entrusted to a citizen, called Mullah. A court was appointed to settle civil and criminal disputes. Jwala Prasad, Azimullah Khan, and others were made judges and Baba Sahib was made the President. From the few documents of this court that are extant, it is abundantly clear that those guilty of oppression or disorder were severely punished and that great care was bestowed on the maintenance of order. A man convicted of a very heinous theft had his right hand cut off. A Mahomedan butcher was given the same punishment for killing a cow. Vagabonds without any profession and people convicted of small thefts were publicly disgraced in the streets on the back of a donkey. 44 Like the Committee of Public Safety established during the French Revolution, this court gradually encroached upon all the other departments. To supply ammunition in case of shortage, to supply clothes to the army, to try the arrested English scouts, to 44 Thomson's Cawnpore. punish rogues who wanted to escape - all these were done by this court. It also gave rewards to those who discovered English refugees. The attack of the Revolutionaries on the English fort took place on the 12th. Rather than take it by a general assault, the general plan of the Revolutionaries was to reduce it by harassing the English on all sides by artillery. They also directed assaults now and then. After both sides had lost some men the Revolutionaries would retire. The vigour and courage of the artillery was not equalled by the cavalry and the infantry. This fault will also be prominently noticed in the sieges of Delhi and Lucknow; but, in the siege of Cawnpore also, more importance was attached to the artillery than to hand-to-hand sight. Not that the Sepoys were, at all, afraid of death. The valour and bravery the Sepoys displayed in the assault, on the 18th of June, on the fort were remarkable. On this day, disregarding the cannon-fire of the enemy, they ran straight, like arrows, at the enemy’s camp, mounted the walls, took an English gun, and turned its mouth, and it seemed for a moment that the flag of freedom would never be set back. Instead of helping such brave Sepoys, some had, on the other hand, sworn as it were to create disorder without reason and bring confusion in all the ranks. This weakness compelled the whole army to return. Like the brave Sepoys of Oudh, some brave hearts at Cawnpore did their duty, as heroes always do, without waiting to see what the others did. One day when the assaulting party was retiring, one Sepoy lay down there, pretending to be dead. When Captain Jenkins, renowned for his bravery and a bold fighter, came up there galloping confidently, the Sepoy jumped suddenly at his prey and shot him dead in the neck in an instant! The 23rd of June came. One hundred years before, on this day, the English had laid the foundations of their power on the battle-field of Plassey. On that 23rd of June, the English got their first decisive victory in Hindusthan. The sting of the insult of that unfortunate day was burning in the heart of Hindusthan so much that, even after a hundred years, that evil day and its evil memory was fresh in the heart of all Indians. The terrible would of slavery inflicted on that day had not been healed even after a hundred years. No balm had yet been found that could heal it! What a righteous hatred was rankling in the heart even of the peaceful and forgiving India? In the last breath of every dying generation and in the first breath of every new one being born, she has been mixing in the spirit of revenge for Plassey! This went on for a hundred years, and the morning of the 23rd of June, 1857, had risen. Astrologers had foretold that at last on this day the Mother would be avenged. Nana Sahib! Though the fulfilment of the prophecy is in the hands of God, you are to do your duty towards achieving the end! And not to lose the chance of that auspicious day, the 23rd of June saw the whole of Nana Sahib's camp in a terrible commotion. All the divisions, if not every man of the army, had got ready to direct an assault as had never been directed before. The artillery, the cavalry, and the infantry - all, inspired by the memory of that historical day, came down into the battle-field. The bravest of them assembled together and took oaths - the Hindus with Ganges water and the Mahomedans on the Koran - that, on that day, they would either acquire freedom or die fighting! The cavalry rushed forward and came up to the walls without heeding the enemy's artillery. The infantry, under cover of big bags of cotton which they pushed along, showered bullets on the fort, from the other sides. People from the neighbouring villages had also come to join the Revolutionaries. From within the fort, the English also kept up an incessant fire. Though they could not check the forward movement of the Revolutionists, they prevented them from breaking into the fort that day. Nevertheless this last attach at Cawnpore did not go in vain. After that day's fight the English lost all hope. They were full of despair and saw clearly that it was thenceforth impossible to hold the fort against Nana Sahib. Though not on the 23rd, yet on the 25th of June, they hoisted on their wall the flag of truce! On seeing this flag, Nana Sahib ordered the fighting to stop6 and sent to General Wheeler a letter by the hand of a captive English woman. The note ran: "To the subjects of Queen Victoria. Those who have had no connection with Dalhousie's policy and those who are ready to lay down arms and surrender will be safely conveyed to Allahabad." This note was written by Azimullah Khan at the order of Nana Sahib. When General Wheeler received the note, he gave authority to Captains Moore and Whiting to consider it and the two officers resolved upon a surrender to Nana Sahib. The next morning, on the 26th Jwala Prasad and Azimullah Khan, on behalf of Nana Sahib and Moore, Whiting, and Roche, on behalf of the English, met near the walls. First, the conversation began in English, but soon Jwala and Azim forced them to carry on the conversation in Hindusthani - the language of the nation. The terms settled were that the English should hand over all the artillery, arms and ammunition, and the treasure to Nana Sahib, and Nana Sahib should give provisions to and convey the party to Allahabad.45 The agreement was drawn up raised the flat of freedom at Cawnpore, a constant flood of heroes was pouring in thither. Young national volunteers from every place were repairing towards Cawnpore. A town, which could not send men, sent money. But, alas! it was not only these volunteers that were now crowding into Cawnpore. Day and night helpless people, who had been unsuccessful in their efforts and who were tired of English slavery, also came to the camp in large numbers. Thousands of Sepoys from Allahabad and Kashi had come to Cawnpore in the preceding week with the news of the cruel vengeance which the English had taken on their comrades and their wives and children. Hundreds of young Indian sons, whose fathers had been hanged in shapes of the figures - "8" and "9", also had come there. Husbands whose wives and infant sons in the cradle had been burnt by Neill also came. Fathers whose daughters had their hair and clothes set fire to by English soldiers amid shouts of applause, also crowded the place. Men whose properties were burnt to ashes, men whose religion was trampled under foot, men whose nation had been enslaved, such men created a tumult round the banner of freedom with shouts of "Revenge! Revenge!!" And, when the day of victory had arrived, Nana Sahib's promise to convey the English to Allahabad dispelled all the hopes of the Sepoys and the people, and they began to grumble aloud. The English officers who came to look after the preparation of boats distinctly heard whispers of "Massacre" (Katal) among the Sepoys lounging about on the banks of the Ganges! 45 Red Pamphlet. It is also said that a palace Pundit had explained to the Sepoys how, in the eyes of religion, there was no sin in beheading men who had broken faith with a nation and had enslaved it!46 On the 27th of June, the sun rose on this disturbed atmosphere. The English were to be seen off from the Sati Chowda Ghat. The cavalry and the infantry stood round the Ghat and the artillery was also in position. Thousands of the citizens of Cawnpore had also assembled at the Ghat, since the morning, to witness the scene on the banks of the Ganges, each with his own mental picture of it. Azimullah Khan, Bala Sahib, and the Commander Tatia Tope, also stood on the terrace of a temple near the Ghat. The name of the temple too was fitting to the occasion. Inside was the image of "Har Dev" and it appeared as if the lordship of the whole region was vested for the time being solely in the hands of Shiva, the Terrible! Nana Sahib had sent the best conveyances to take the English from the fort to the Ganges bank. For Sir Wheeler, a beautifully decorated elephant, with Nana Sahib's own mahut, came and stood at the gate of the fort. Sir Wheeler did not like the idea of being taken in such a melancholy procession on an elephant; so, he seated his family on it and betook himself to a palanquin. The English women had also palkees allotted to them. The procession started. The English flat at the fort was hauled down and the flag of freedom and religion flew in its stead! Instead of having heart-burnings at this insult to English prestige, the prisoners expressed joy at being released from the jaws of death. In the flush of joy of a renewed life, they left the fort and proceeded hastily - but whither? However, it is useless to discuss that question at this stage. The Ganges ghat is still a mile and a half afar. When this procession, after going though the mile and a half, got down on the sands, the Sepoy lines closed from behind and guarded the way. While embarking on the boats from the palkees and elephants, no Indian came forth that day to help the English. Yes; but there were exceptions. In one or two cases, they did get help when they were getting down but, then, the 46 Trevelyan's Cawnpore. "Get away! A woman? Yes. But she is a Feringhi! Cut her to pieces!" Before he finished the sentence, the thing was done! Sepoys offered their swords, not their hands. The wounded Colonel Ewart had been put in a doli. A Sepoy stopped his doli and said: "Well, Colonel, how do you like this parade? How are the regimental uniforms?" With these words, he dragged him down from the Palkee and cut him to pieces. His wife was near by. Some said to her: "You are a woman and your life will be spared!" But, one frightful young man rushed forward, shouting, "Get away! A woman? Yes. But she is a Feringhi! Cut her to pieces!" Before he finished the sentence, the thing was done! The English committee itself has admitted after enquiry that all the boats on the river contained ample provisions on board. The English waded through the water and took their seats in them. Everywhere there was a dead silence and calm. The boats were almost crowded. The boatmen were ready with their oars. At last, Tatia Tope waved his hand backward and forward in the air as the sign for the boats to start. Suddenly, in one corner, some one blew a bugle to break the terrible silence. As soon as the shrill sound of the bugle was heard, a crashing noise started --the noise of guns, rifles, swords, kukris, and bayonets. The boatmen jumped from the boats and came to the bank, and the Sepoys rushed into the water with a jump! No other sound was heard but "Maro Feringhiko!" Soon all the boats caught fire, and men and women and children all jumped hastily into the Ganges. Some began to swim, some were drowned, some were burnt and most succumbed to bullets sooner or later! Lumps of flesh, broken heads, severed hair, chopped-off arms and legs, and a stream of blood! The whole Ganges became red! As soon as anyone took up his head above water, he was shot by a bullet; if he kept it under water, he would die of asphyxia! Such was the wrath of Har Dev! Such was the one hundredth anniversary of Plassey! It was ten o'clock in the morning. It is said that, at this time, Nana Sahib was quietly pacing a hall in the palace. What wonder that he was uneasy in that palace, while an account of the century's wrongs was being settled! Such moments are epochs in history. They are the final strokes of a period, the summary of an age. Heaven knows his thoughts, at that time, when he was pacing the hall! But he was not allowed time to think much longer; for, a cavalryman came galloping fast and informed him that the Sepoys had commenced an indiscriminate massacre of the English on Sati Chowda Ghat. Hearing this, Nana Sahib remarked that there was no necessity of molesting the women and the children and made the same man gallop back fast with the stringent order, "Kill the Englishmen! But no harm is to be done to the women and children!"\textsuperscript{47} We must notice, while passing, that the second part of Nana Sahib's order is conspicuous by its absence in Neill's orders! When Nana Sahib's order reached Sati Chowda, the Sepoys were in the height of their dread work. Some Englishmen were burning in the heap of tottering boats, while some were attempting to swim across the river. The Sepoys also jumped into the water and followed them like wild dogs, shouting and foaming with rage. With their swords in the teeth and revolvers in the hand, the Sepoys began the terrible hunt in the water. General Wheeler was killed in the first rush. Henderson also fell. But it is easier to given a list of those that survived than of those that died! As soon as Nana Sahib's order arrived, the massacre was at once stopped and one hundred and twenty-five women and children were taken alive out of the water. They were taken as prisoners to Savda Kothi. The remaining Englishmen were made to stand in a line and the order for their execution was read to them. One of them asked to be given time to read to his comrades some sentences from a prayer-book, and the request was granted.\textsuperscript{10} When the prayer was finished, the Sepoys quickly cut off their heads with swords! Out of the forty boats, only one boat escaped; and out of the Englishmen in it, only three or four were saved from the attacks of the villagers, and that too, because a Zemindar, called Durvijay Singh, took pity on them! This Zemindar kept the naked and dying Englishmen for a month and then sent them down to Allahabad. In short out of one thousand living Englishmen and women, on the 7\textsuperscript{th} of June at Cawnpore, only four men and one hundred and twenty-five women and children survived on the 30\textsuperscript{th}. The women and children were in the prisons of Nana Sahib and the four half-dead men were partaking of medicine and hospitality in the \textsuperscript{47} Forrest's State Papers. Almost all English historians admit that Nana sent this order as soon as he heard the report. Also Kaye and Malleson's Indian Mutiny, Vol. II, page 258. house of Durvijay Singh. It is here necessary to record briefly the arrangements made by Nana Sahib as regards the imprisoned women and children. We would have had no occasion to refer to this at all, had not English writers published a series of "reliable information" and most shameless accusations that the women were violated, that they were insulted in the streets, that Nana Sahib himself attempted to violate them, etc., and had not the English nation been so blind and wicked as to believe these despicable and diabolical falsehoods! It is distinctly stated by the special commission appointed by the English in this behalf that all these accusations are false.\footnote{Muir's Report and Wilson's Report, See also, Kaye and Malleson's \textit{Indian Mutiny}, Vol. II, page 2.} Still this does not end the question. Not only did Nana Sahib save these women from massacre and thus put to Shame Neill, Reynold, and Havelock, but, in that conflagration of 1857, Nana Sahib did not show to the treacherous enemy who ruined individuals, the nation, and religion, even a hundredth part of the severity and cruelty which, in similar conditions and under similar provocations, England herself has shown to India, Austria to Italy, Spain to the Moors, or Greece to the Turks. And this is proved by the histories of the English themselves. In the first confusion of the massacre at Cawnpore, four English women and some half-caste women had been taken away by some cavalrymen. At this news, Nana Sahib had the Sepoys immediately arrested and disgraced. He compelled them to restore the women at once.\footnote{\textit{Narrative}, page 113.} The prisoners were given chapatees, and meat occasionally.\footnote{Neill himself says in his report: At first they were badly fed but afterwards they got better food and clean clothing and servants to wait upon."} They were not forced to do hard labour in any sense. The children were given milk. Over them was kept a chief wardress, called Begum. Since cholera and dysentery broke out in the prison, they were brought out to take fresh air, thrice every day.\footnote{Neill himself says in his report: At first they were badly fed but afterwards they got better food and clean clothing and servants to wait upon."} It would not be here out of place to give a small anecdote to show how the people were furious even at the name, “English”. One morning, a Brahmin peeped over the prison wall and saw English women who would never go out except in a palanquin, wash their clothes. Moved at this sight, the Brahmin remarked to his neighbour, "Why do they not allow them a washerman?" As a check to this excessive humanity, the neighbour slapped the Brahmin hard in the face! A few of the women in the prison used to grind corn and each of them was given flour for one chapatee free. This showed them what it meant to work for one's living! What was the end of this imprisonment and what was the reason for that end will appear at its proper time. We will leave the women and children in prison and now turn to more important matters. When all the emblems of English rule had been wiped out of Cawnpore, Nana Sahib held a great Durbar, about five o'clock on the afternoon of the 28th. In honour of the Durbar, there was also a military parade of the whole army present. Six regiments of infantry, and two of cavalry, besides bands of Revolutionaries, with their banners, who had come from various places to join in the war, were present at the ceremony. The artillery by whose power Cawnpore was conquered was deservedly given the place of honour. Bala Sahib was, from the first, very popular in the army and got a splendid ovation when he arrived. At first, there was a salute of 101 guns in honour of the Emperor of Delhi which shows how, in 1857, Hindus and Mahomedans had forgotten all their animosities. Next when Nana Sahib arrived in the camp, he was acclaimed with shouts and received a salute of twenty-one guns. Some said the twenty-one guns represented the twenty-one days of the siege. Nana Sahib thanked the army for the great honour and said, "This victory belongs to all of us. All have an equal glory therein." It was then announced that Nana Sahib had ordered one lakh of Rupees to be distributed to the army as a reward for its victory and, when he presented himself on the parade, another salute of twenty-one guns was fired. Then, Nana’s nephew – Rao Sahib, and brothers – Baba Sahib and Bala Sahib, each got a salute and seventeen guns in their honour. Brigadier Jwala Prasad and Commander Tatia Tope were given the honour of eleven guns each. In this manner, the evening sun heard the martial song of freedom through the din of cannon, and then the whole army returned to the camp. After the military review, Nana Sahib, in company with his brother Bala Sahib, proceeded to the historically famous palace of Brahmavarta. The 1st of July was fixed as the day of coronation. On that day, what splendour there was in the palace! The old historic throne of the Peshwas was brought with great ceremony into the Durbar Hall, and Nana Sahib, with the royal Tilaka on his forehead, amidst the booming of guns and the thundering applause of thousands, ascended the throne which was indeed independent, earned by his prowess, supported by the populace, and blessed by religion. On that day, hundreds from Cawnpore sent presents to Nana Sahib.\footnote{51 Trevelyan's \textit{Cawnpore}, page 293.} The Mahratta throne which the English hurled down from Raigarh thus re-emerged out of the Ganges flowing red with English blood. The Hindus all over the land hailed it with "Raja Ramchandra ki Jay!!!" But while Nana Sahib was straining every nerve to regain freedom in childhood, Rani Lakshmi Bai, a fellow competitor with him in childhood at Bramhavarta in horse-riding and elephant-riding, did not keep idle. When Nana Sahib cast the die on the battlefield for independence at Cawnpore, she did the same at Jhansi. She was as close an associate to him in the game of Revolution as she was in the games of childhood. On the 4th of June, on the same day that Cawnpore was suffused with the clouds of fiery fume of cannonade, the Rani of Jhansi too dashed out like lightning and joined the battle of freedom. On the 4th June, Jhansi rose. Before this rising, a few letters fell into the hands of the British commissioner at Jhansi from which it appeared that Lakshman Rao, a Brahmin in the Ranee’s service, was organising a Revolution and, as a preliminary, intended to kill the British officers in command of the army. But while the English were discussing amongst themselves as to what precautions were to be taken, on the same day, the Revolutionists took possession of the fort. Finding this, the English sent to take shelter in the city fort. The Revolutionaries made an attack upon that also, and took it. On the 7th, Rasaldar Kala Khan and Tahsildar Mahomed Hussein of Jhansi and other valiant soldiers led the attack and the flag of Revolution was hoisted on the fort of Jhansi. The English, on the other hand, hoisted the white flag and craved for peace. Hakim Salay Mahomed, a prominent citizen of Jhansi, promised to spare the lives of the English, if they surrendered unconditionally. The English laid down their arms, and the doors of the fort were opened. But when the English came out of the gates, the soldiers shouted, "Maro Feringhiko!" The Sepoys had known how the English had massacred their women and children and how Neill had burnt whole villages and were infuriated beyond measure. On the 8th, a procession was led through the city and the English were made to march in the procession as prisoners of war. The very English people, who were wielding the highest authority at Jhansi only a week before, were, to-day, parading as captives. As they were approaching Johan Bagh the Sepoys asked the general, "Rasaldar Sahib, what further orders?" The Rasaldar ordered that the Feringhis who were guilty of treason in having dared to dethrone the Ranee and annex the country should not be spared and that, therefore, they should be drawn up in three separate rows of men and women, and children and, as soon as the jail Daroga decapitated the commissioner in the line of men, immediately the rest of the lines of men, women and children should be beheaded. In a second, blood began to flow in streams. Thus, they died as victims of the merciless annexation policy of Lord Dalhousie refusing to recognise the adoption made by the queen. About seventy-five men, twelve women, and twenty-three children were decapitated by the Revolutionaries and, there being no legal or adopted heir of the English to represent them, the Revolutionaries annexed the Kingdom of Jhansi to the Ranee's crown as the guardian of her son, Damodar Rao. They declared: "The Universe belongs to God, the country to the Emperor, and the authority to Ranee Lakshmibai." There is an authoritative work on the life of the Queen of Jhansi by a well-known Marathi historian, and there the able author has established by an incontestable array of proofs that there was not the least incitement to this massacre from the young Queen. This work has a wide circulation and is translated in other vernaculars in India, and so we think it unnecessary to repeat the argument once more. SINCE Dalhousie annexed Outh, the people of that province had been sinking deeper and deeper in misery. After Oudh lost her independence, all the offices of honour, power, and wealth in the Nabob's Kingdom were given to Englishmen, and the Swadeshi men had to go to the well. The Nabob's army was disbanded, his nobles were driven into poverty, his ministers and other officers lost their positions and were pushed to the low ranks of wage-earners; and all of them entertained a rankling hatred of the slavery which destroyed their country and reduced them to such a state. The sting of slavery was felt not alone in the capital and among the palace officials. The traditional rights of properties and Inams (fiefs) of the big Zemindars and Rajas were also confiscated by the English. So, all these Rajas and Zemindars saw how, between even a bad Swaraj (national rule) and subjection to a highly developed foreign rule, the former was to be preferred and was infinitely more agreeable and honourable. The increase in the land-tax produced discontent among the peasants. Most of the Hindusthanee Sepoys in the English army were from Oudh, and the misery and slavery of the place of their birth soon made them intensely disaffected. Every one put his hand to the sword when he remembered how the English ruined Nabob Wajid Ali Shah with their cruel treachery and deceit. The big Zemindars of Oudh, were descendants of Rajput heroes. They were intensely excited when they heard of the perfidious cruelty of the English towards their King. After the annexation of Oudh, the English asked them to come and accept services under the new regime. Hundreds of the freedom-loving and valiant men replied, at that time: "We have eaten the food of Swaraj! We will not touch the foreigner's food!" Sir Henry Lawrence was made the chief officer of the new Oudh province. He was the elder brother of Sir John Lawrence by whose alertness and statesmanship the seeds of the Revolution in the Panjab were smothered before taking root. Just as the Chief commissioner of the Panjab had saved that province, so also his brother in Oudh had begun his preparations to save this. If anyone deserves the credit of having materially helped to perpetuate British power in India in this Revolution, it is the Lawrence family. Sir Henry Lawrence, as soon as he stepped into Outh, really grasped the situation there and had expressed the fear of a Revolution, long before any other Englishman thought of it. Lucknow being the capital of Oudh province, Sir Henry had his headquarters there. He started the policy of pacifying disaffected Zemindars by sweet speeches. He took pains in organising a Durbar at Lucknow and in giving various honours, titles, and rewards, in order to make the people forget their late Swaraj. He was not unwise enough to rest content merely with applying pacificatory means, but also began to think out various plans for opposing a possible popular rising. For, though Sir Henry Lawrence was a better officer than his predecessors, the people in Oudh were heartily disgusted with English rule as such, whether good or bad. Their ambition could be satisfied with nothing less than the restoration of Swaraj and the reinstallation of Wajid Ali Shah on the throne. They had no other desire but to break the English chains and make Hindusthan free again. Their religion was yesterday the religion of the free. But yesterday, it was the religion of the state and the kind. Today, it had fallen to a secondary and a servile place. These were their chief complaints, and the remedy was not good rule by the English but the end of all English rule. Powerful Hindu chiefs, like Man Singh, and leaders of Mahomedans, like Moulvie Ahmad Shah, resolved to sacrifice their all in this war for freedom and the Hindu and Islamic religions. Thousands of Moulvies and Pundits began to wander all over Oudh, preaching sacred war, openly and secretly. The army took the oath; the police took the oath; the Zemindars took the oath; almost the whole populace joined in a vast conspiracy to fight the English and the fire or popular agitation spread everywhere. It has been already told how sparks of this agitation would come forth, now and then, unintentionally. Moulvie Ahmad Shah himself was convicted of sedition and was given the death sentence which was later commuted. The 7th regiment was disarmed. Sir Henry Lawrence held a great Durbar on the 12th of May, in order to keep control over the Sepoys as far as possible. He then delivered there an eloquent oration in Hindusthanee. He fully dilated upon the importance of loyalty, the insults offered by Ranjit Singh to the Mahomedan religion, Aurangzeb's insults to Hinduism, and the protection accorded by the English to both Hindus and Mahomedans against mutual injury. He then personally presented swords, shawls, turbans, and other presents to those Sepoys who had shown their loyalty; while, on the other side, the 7th regiment was being disarmed and disbanded. What an irony time had in store for him! In a very short time, these loyalists who got rewards had to be sentenced to be hanged on proof of their complicity with the Revolutionaries. The loyal Durbar was held on the 12th. On the 13th, the news came that Meerut had risen and, on the 14th, the people heard the joyful news that Delhi had fallen into the hands of the Revolutionaries and that a Proclamation had been issued of the freedom of Hindusthan. Sir Henry Lawrence now selected two places near Lucknow city, Machi Bhawan and the Residency, and began the work of fortifying these as places of refuge. The English women and children were taken there and all Englishmen, clerks, civil officials, and merchants were taught military drill, discipline, and the use of the rifle. At Meerut too, after the rising, all the civil Englishmen there had been given such training and made ready for the field in ten days. Sir Henry Lawrence was made the chief military officer of the province. Oudh being close to Nepal, Sir Henry Lawrence sent a mission to Nepal requesting help from there. He asked Jung Bahadur to come down into Oudh with an army. While these precautions were being taken, Sir Henry would get "reliable" information every day that there would be a rising that day. Daily, on receipt of the news, he would take special precautions; but the day would pass and no rising would take place. He was often thus deceived. On the 30th of May also, an officer informed Sir Henry that there was to be a rising that evening at nine o'clock. The sun set on the 30th. While Henry Lawrence was dining with his subordinates, the nine o'clock gun went off. Seeing that the man who had brought information this time was one who had proved a false prophet before, Henry Lawrence bent forward and said sarcastically, "Your friends are not punctual!" Not punctual! Hardly had he finished the sentence, when he heard the crashing noise of the rifles of the 71\textsuperscript{st} regiment. As previously settled amongst themselves, at the nine o'clock gun, a detachment of this regiment attacked the bungalows of the English. The mess-house of the 71\textsuperscript{st} regiment was set on fire and the Englishmen were fired at. Lieutenant Grant who was attempting to escape was hidden under a mattress by some one; but someone else gave the information to the Sepoys. He was dragged out and killed. While Lieutenant Hardinge was guarding some streets with his cavalry, he also received a sword-cut. The cantonment was on fire. Brigadier Handscomb was also killed. The English soldiers and a few Sepoys who stuck to the English flag were under arms all night, trying to check the spread of the rising as much as possible. On the morning of the 31\textsuperscript{st} of May, Henry Lawrence marched on the Revolutionaries with the English soldiers under him and a few Sepoys who were still loyal to the English. But, on the way, the 7\textsuperscript{th} cavalry regiment that was with him also rose. He left them to join the Revolutionaries and returned. Though the English had the whole of the 32\textsuperscript{nd} regiment stationed at Lucknow, besides the artillery, before sunset, the 71\textsuperscript{st} infantry, the 48\textsuperscript{th} infantry, and the 7\textsuperscript{th} cavalry regiment, together with the irregular troops, hoisted up the flag of freedom. At a distance of fifty-one miles to the north-west of Lucknow is the town of Sitapur. There were stationed here the 41\textsuperscript{st} infantry and the 9\textsuperscript{th} and 10\textsuperscript{th} irregular infantries. At Sitapur also stayed the commissioner of the province and other big officials. On the 27\textsuperscript{th} of May, some English houses had been set fire to. But the English had not yet the experience to know that those fires were the premonitory symptoms of the rising. They, therefore, did not give any special attention to it. Nay, more, even the Sepoys made great efforts to put down the flames! This fire served two purposes. One was that the members of the secret society got notice that the time had come. The other was to test the credulity and confidence of the English. On the 2nd of June, an extraordinary incident occurred. The Sepoys complained that the flour bags given to them contained power of bones and refused to take them. They also insisted that they should be instantly thrown into the Ganges. The English quietly threw the bags into the river! In the afternoon of the same day, the Sepoys suddenly rushed into the gardens of the English and everyone helped himself to whatever fruit he liked and as much as he likes. The English officers protested vehemently, but the Sepoys did not stop in their repast to listen to the remonstrance! After the terrible feast, they began an equally terrible exercise in order to digest the food! On the 3rd of June, a batch of Sepoys went up to the treasury and captured it, and the rest went and attacked the house of the Chief Commissioner. On the way they met Colonel Birch and Lieutenant Graves and killed them. The 9th irregulars, also killed their officers. All the Sepoys would shout, "The Feringhi rule is at an end!" and fall upon any Englishman they met. The commissioner and his wife were running towards the river. He, his wife, and a boy were killed while crossing the river. Thornhill and his wife, also, fell a prey to bullets. The Sepoys in their rage killed about twenty-four English. Many others among the English, however, ran to the Zemindars of Ramkote, Mitavali, etc., enjoyed their hospitality for eight to ten months, and then were taken safely to Lucknow. All the Sepoys of Sitapur then went to Farrukabad. The fort there, in which the Englishmen had taken refuge, was taken after severe fighting and the Englishmen were massacred. Habob Tafuzar Hossein Khan was re-established on the Gadi which had been wrested away from him by the English. The Nabob, also, caught and killed every Englishman in his state. Thus, on the 1st of July, there was not a single Englishman left in the province of Farrukabad. In the town of Malan, about fourty-four miles to the north of Sitapur, the English officers had heard rumours of a conspiracy among the Sepoys and the people. When they also got the news of the rising at Sitapur, they ran away on their horses and, thus, the whole district became free without even a drop of blood being shed. The third district was Mahmadi. The English here had sent their famililies to the Raja of Mithauli. The Raja saw them and told them that they must live secretly in his jungles, as he had no power to protect them openly. For, the Sepoys in the whole province of Oudh had taken oaths to rise. After sending away their wives to the Raja, the English officers at Mahmadi took themselves to the fort. On the same day, the English fugitives from Shahjahanpur in Rohilkhand arrived at Mahmadi. But there was not even a moment's safety at Mahmadi and the officers sent a message to Sitapur to help these helpless Englishmen. Sitapur had not yet risen then and some Sepoys were sent with carriages to Mahmadi to fetch the refugees. But, the Sitapur Sepoys brought with them the seeds of the Revolution. They put all the English in carriages and took them safely till half-way to Sitapur; but there, they suddenly told them to get down and killed them. In this massacre, there were eight women, four children, eight lieutenants, four captains, and many others. The officers remaining at Mahmadi immediately ran away and the whole district was free from British rule on the 4th of June. Another district near Sitapur is Barhaitch. The chief officer here was Commissioner Wingfield. There were four administrative centres- Sikrora, Gonda, Barhaitch, and Melapore. Out of these, at Sikrora were stationed the 2nd infantry regiment and a battery of artillery. When there were signs of a rising here, the English women and children were sent to Lucknow. On the morning of the 9th of June, many English officers voluntarily repaired to the Raja of Balarampur for refuge. Only the chief officer of the artillery, Bonham, retained his faith in the Sepoys and would not leave his post. But, in the evening, the Sepoys plainly told him that they did not wish to injure him personally but that they would not fight against their countrymen, because the English rule was at an end. At this, Bonham had to leave the station. The Sepoys showed him the safest way and he reached Lucknow safely. When the news of Sikrora's independence reached Gonda, that town also rose for freedom. Then the commissioner, Wingfield, together with all the Englishmen ran for safety to the Raja of Balrampur. This Raja protected nearly twenty-five English people and sent them to an English camp at a suitable opportunity. The news of the liberty of Sikrora and Gonda soon reached Barhaitch. The English officers there, without waiting for a rising, left the chief town of the district and ran towards Lucknow, on the 10th of June. But, since the Revolutionaries had their out-posts at various places all over the province of Oudh, they disguised themselves as Indians and tried to cross the river Gogra in a boat. First, they did not attract any attention; but when half-way, there was a sudden cry of "Feringhi! Feringhi!!" The boatmen jumped away out of the boats and the English officers were killed. With these officers vanished the British power in Barhaitch. Though there was no military station at Melapore, still the popular outburst compelled the English officers to run away from the district. A Raje helped them as far as possible in their fight. But, soon, they fell victims partly to the swords of the Revolutionaries and partly to the hardships of the forest. Fyzabad was the chief town of the eastern part of Oudh and was also the residence of Commissioner Goldney of the province. In the province of Fyzabad, there were three districts, Sultanpur, Saloni, and Fyzabad. In the city of Fyzabad were stationed, at the time, the 22\textsuperscript{nd} infantry, the 6\textsuperscript{th} irregular infantry, some cavalry, and some artillery, all under the command of Colonel Lennox. In the district of Fyzabad, the oppression of the English government was at its worst. Sir Henry Lawrence himself writes, "The Talukdars have also, I fear, been hardly dealt with. At least in the Fyzabad district, they have lost half their villages, some Talukdars have lost all." \textsuperscript{53} Immediately after the news of Meerut, the English officers at Fyzabad were afraid that this oppression would soon be avenged, and anxiety to save themselves took possession of their minds. They could not send their families to Lucknow, because the road was thoroughly guarded by the Revolutionaries. They could not prepare to fight at Fyzabad, because the whole army there was composed of Indians. Finding themselves in this dilemma, these officers at last went to Raja Man Singh for protection. Raja Man Singh was the great leader of all the Hindus in the province of Oudh. His sword was always drawn to protect the Hindu religion under the Nabobs. In the may of 1857, this proud Raja had been imprisoned by the English for some begatelle about revenue. But, since the English had been weakened by the Meerut rising, they had released him in order to curry favour with him and gain him to their side. \textsuperscript{53} Kaye and Malleson's \textit{Indian Mutiny}, Vol. III, p. 266. With very great difficulty, he consented to give refuge to English women and children in his castle. He still said that the people would not like his action and would not even scruple to attack his castle for it. On the 1st of June, however, the families of the English Officers went to Man Singh for refuge and lived safely in his Shahganj Castle. While the English were taking these measures of precaution, the Revolutionary fire began to burn brighter at Fyzabad. Moulvie Ahmad Shah, a name which finds a place now in Indian history, was one of the several Talukdars whose property had been confiscated by the English. He had taken the vow not only to get his Talukdari back but to free his country. Since the English annexed the kingdom of Oudh, Talukdar Ahmad Shah had given his all-in-all for the service of his country and religion. He became a Moulview and set out on a tour through Hindusthan to preach Revolution. Wherever this political saint went, there was seen an extraordinary awakening amongst the people. He personally saw the great leaders of the Revolutionary party. His voice was law in the royal family of Oudh. He formed a branch of the Secret Society at Agra. At Lucknow, he openly preached the destruction of the British power. He was beloved by the masses in Outh. With his body, his mind, his speech, and his intelligence, he worked incessantly in preaching freedom and weaving a perfect net of secret societies. He then took up the pen also. He wrote Revolutionary pamphlets and began to spread them broadcast in the province of Oudh. In one hand the sword and in the other the pen! Seeing this, the English ordered his arrest. But the Oudh police did not help to arrest the popular leader! So, a military force was sent to fetch him! He was tried for sedition, sentenced to be hanged, and detained for a time in the Fyzabad prison. The race began between the Moulvie and the English power to hang each other! While the Moulvie was preparing to hand the --- 54 “Before the mutiny broke out, the Moulvie travelled through India, on a roving commission, to excite the minds of his compatriots to the steps then contemplated by the master spirits of the plot. Certain it is that, in 1857, he circulated seditious papers throughout Oudh; that the police did not arrest him; and, to obtain that end, armed force was required. He was then tried and condemned to death. But, before the sentence would be executed Oudh broke into revolt and, like many a political criminal in Europe, he stepped at once from the floor of a dungeon to the footsteps of a throne!”- Malleson, Vol. IV, page 379. Says Gubbins:- “The English power, the latter was hurrying to erect a scaffold to hand the Moulvie. But, in the hurry, they retained the Moulvie in the Fyzabad prison and thus erected scaffolds for themselves. For the Moulvie's arrest was the spark that set fire to and exploded the Revolutionary magazine at Fyzabad. The whole town, including the army, rose at once. When the English officers went to the parade ground to keep the Sepoys in order, the Sepoys on their part informed them boldly that thenceforth they would only obey the orders of Swadeshi officers and that their leader was the Subahdar Dhuleep Singh. Subahdar Dhuleep Singh then imprisoned the English officers; they were prohibited from going beyond a distance of twelve steps. Then, the townsmen and the Sepoys ran to the prison which had been sanctified by the feet of the popular hero. The door of the prison creaked and amidst the loving shouts of the populace, the Moulvie Ahmad Shah threw away the chains which had now been broken to pieces and walked up to the crowd! This was the Moulvie’s rebirth! The English power which was about to hang him was itself hanged by him at last! As soon as he was released, he accepted the leadership of the Revolution at Fyzabad, and the first thing which he did in revenge for the sentence of death passed on him, was to send a message to Colonel Lennox, now kept under guard, thanking him for his permission to allow the use of a Hookah while he was in prison.$^{55}$ After thanking for the gift of a Hookah the man who gave him the death sentence, the noble-souled Moulvie warned the English officers to leave Fyzabad immediately. To prevent looting and disorder at Fyzabad, as happened in some other places, detachments of Sepoys were sent out as guards. The arsenal and other public buildings were also guarded by Sepoys. $^{55}$ Charlkes Ball’s Indian Mutiny, Vol. I, page 394. Moulvie of Fyzabad was released from jail by the mutineers. He came from Madras and was of a respectable Mahomedan family and had traversed much of upper India, exciting the people to sedition. He had been expelled from Agra for preaching sedition.” Etc. etc. The Sepoys of the 15th regiment elected a committee of war which resolved that the English officers should be killed. But the chief officers decided that the first promise should not be broken and so they let them go away alive. They were even informed that they might take with them all private property, but no public property as that belonged to the King of Oudh! Thereafter, the Revolutionaries themselves got boats ready for the English and gave them some money; then the officers took leave of all the Sepoys and went away along the Gogra in boats. On the morning of the 9th of June, a Proclamation was issued that Fyzabad had become independent, that the Company's rule was at an end, and Wajid Ali Shah had recommended to rule! While the English were floating along in the boats, the Sepoys of the 17th regiment saw them. They had received a letter from Fyzabad Sepoys asking them to kill all the Englishmen coming from there. The attack on the boats commenced. The chief commissioner, Goldney, was killed; so also Lieutenant Thomas, Ritchie, Mill, Edwardes, Currie and others. Those that went to the town of Mohadaba were killed by the police themselves. Only one boat and its occupants concealed themselves successfully till the end and reached the English camp safely with the help of the boat-men. While Raja Man Singh’s household was anxious about the safety of English women and children given in his charge, many more men came there again for refuge. Man Singh was, at the time, at the chief city of Oudh. He wrote home that he had just made an agreement with the Revolutionaries by which they allowed him to give shelter to women and children, provided that he did not take there any Englishmen, and that it had been decided that his house should be searched to see whether he observed the conditions. Therefore, the Englishmen in his fort, with their families, left to cross the river Gogra. They encountered many dangers and hardships on the way and those of them that survived arrived safely at the house of the Raja of Gopalpur. That, Raja entertained the twenty-nine English with great hospitality, for some days, and then sent them safely to the English camp. Most of the Englishmen who escaped in the trials of 1857 have written long accounts of their experiences. They are all very instructive and are a living monument to the nobility of sentiment of the people of our nation. Though there was so much hatred all over Oudh against the English, they were entertained hospitably, when they surrendered, even in the houses of those Rajas who fought on the side of the Revolutionaries. And such examples are not isolated. Busher writes “Now, I alone remained. Running on, I came across a village on the way. The first man I was there was a Brahmin. I asked of him some water to drink. He saw my misery and took pity on me and told me that that village consisted of Brahmins and that my life was safe... Buli Singh came up in pursuit. I ran into a gully when an old woman came up to me and pointed out a cottage. I went in and hid myself in the grass. Shortly after came Buli Singh's men and began to pierce everywhere with the ends of their swords to find me. They soon found me and dragged me out by my hair. The people in the village began to heap curses on the Feringhis! The, Buli Singh conducted me to another place, amidst the hootings of the village crowd. My execution was postponed everyday. I fell on my knees and craved for mercy. In this way, I was taken, at last, to Buli Singh's house.” After a long time, he was sent away to the English. Colonel Lennox writes: "While we were running, the men of Nazim Hossein Khan caught us. One of them drew out his revolver, gnashed his teeth and said that his hands were throbbing to despatch the Feringhis away in an instant but that he could not do it! We were next taken up to Nazim. He was sitting in the Durbar leaning on a cushion. He told us to drink a little sherbet and rest, and not to be frightened. When the question arose as to what quarters should be given to us, an angry servant suggested the horse-stables near by. Nazim rebuked him for this, but immediately another broke forth, 'Why all this trouble? I will just kill these Feringhi dogs!' Nazim thundered against them all and promised us our lives. We hid near the Zenana through fear of the mutineers. We got good food, clothing, and rest." Then, Nazim disguised all these as Indians and sent them safely to the English camp. As soon as the English officers left the city of Fyzabad, the other districts in the province also hoisted the flag of freedom. Sultanpur rose on the same day, i.e. the 9th of June. The third district town, Saloni, rose on the 10th. The officers of the latter place were running for their lives. The Sirdar Rustom Shah saved some of them, and Raja Hanumant Singh also saved some. The gallant and brave princes of Oudh did not rest content merely by sparing the lives of those who surrendered but also entertained the English most hospitably. As a matter of fact, the English had inflicted terrible losses on, and offered great insults to, almost all these Zemindars. Not that the Zemindars ever forgot that their Swaraj had been destroyed and their religion was trodden under foot. Followed by their Sepoys, they were openly warring against the English and many had taken oaths never to rest until the English were out of the country. But, to match this heroic patriotism and love of freedom, they all showed equally heroic gallantry. While the common people were massacring the English in a fit of rage and revenge, they treated the English women and children hospitably and showed them clemency! Even those officers who had but now persecuted them were given their lives, when they came to surrender! Though the mass of the people insisted that it was not desirable to leave the officers, for they might again come to fight - as the officers did in the latter part of the war - they did not shrink from showing them generosity! In how many other countries except in India can be found, in Revolutionary times, this gallantry and this nobility of heart, even when it enraged the masses? Raja Hanamant Singh was the chief of Kala and, though not behind anybody in his anxiety to fight in the cause of his nation, his nobility forced even his enemies to speak of him in the following terms: "This noble Rajpur had been dispossessed, by the action of the revenue system introduced by the British, of the greater part of his property. Keenly as he felt the tyranny and the disgrace, his noble nature yet declined to regard the fugitive chiefs of the nation which had nearly ruined him in any other light than as people in distress. He helped them in that distress; he saw them in safety to their own fortress. But when, on bidding him farewell, Captain Barrow expressed a hope that he would aid in suppressing the revolt, he stood erect, as he replied, 'Sahib, your countrymen came into our country and drove out our king. You sent your officers round the districts to examine the titles of the estates. At one blow, you took from me lands which, from time immemorial, had been in my family. I submitted. Suddenly misfortune fell upon you. You came to me whom you had depoiled. I have saves you. But now, - now I march at the head of my retainers to Lucknow to try and drive you from the country." 56 This generosity on the part of the people of Oudh was not a sign of weakness. Between the 31st of May and the end of the first week of June, the whole province rose in Revolution like a big machine suddenly setting to work! In the whole province, the Zemindars, Jagirdars, and Rajas; the thousands of Sepoys under the British - infantry, cavalry, and artillery; all the servants of the civil departments; peasants, merchants, and students; in short all, whether Hindu or Mahomedan, rose like one man for freeing their country. Private enmity, differences of religion and caste and rank were all forgotten. Every one felt in his heart that he was jumping into the battlefield for a war of justice. It was the masses who re-established Wajid Ali Shah on the throne of Oudh in ten days. What a statesmanlike answer this to Dalhousie's contention that he deposed Wajid Ali Shah for the good of the people! At the end of the first week of June, there was scarcely a village in the whole Oudh province that had not given such a statesmanlike reply to Dalhousie, by tearing to pieces the English flag! After giving a true picture of this state of things, the famous historical researcher, Forrest, says in his preface, "Thus in the course of ten days, the English administration in Oudh vanished like a dream and left not a wreck behind. The troops mutinied, the people threw off their allegiance. But there was no revenge, no cruelty. The brave and turbulent population, with a few exceptions, treated the fugitives of the ruling race with marked kindness, and the high courtesy and chivalry of the people of Oudh was conspicuous in their dealings with their fallen masters who, in the days of their power, had, from the best (?) of motives, inflicted on many of them a grave wrong." 57 If the experienced and able English officers had not been thus spared by the heroic nobility of the people of Oudh, Oudh could not have been reconquered merely by the English novices! For, as we shall see later on these were English officers and were returned with the new forces sent by 56 Malleson's Indian Mutiny, Vol. III, page 273 (foot-note) 57 Forrest's State Papers, Vol. II, page 37. the English and wreaked terrible vengeance on the Revolutionary leaders and followers who had, through misplaced generosity saved their lives as shown above! About the 10th of June, the whole province of Oudh became independent and all the Sepoys and volunteers marched towards Lucknow. In that city, the great English leader, Henry Lawrence, was moving heaven and earth to inspire life into the dying English power. Though he had lost the whole province, he had still kept his hold on the capital. He had smelt the Revolution from afar and had fortified the two places, Machi Bhawan and the Residency, as has been already mentioned. When the Sepoys revolted on the 31st of May and went away, Lawrence formed a splendid regiment of Sikhs and another of the “most loyal” Hindusthanees. The remaining division of the old Sepoy army had rebelled before the 12th of June. This revolt pleased Sir Henry in a way, for now he had with him a select and faithful army consisting of the English regiment and artillery and the two regiments of Sikhs and Hindusthanees, whose loyalty to the English had been proved by severe tests. Sir, Henry was now waiting, ready to give battle. The Depoys and young fighting men of the province of Oudh were collecting together around the city of Lucknow. Both sides, before commencing the fight, were awaiting the issue of another struggle. The siege of Cawnpore was at its height, and neither the English nor the Revolutionaries started the battle until the final news from Cawnpore came. Each party based its hopes on the result of Cawnpore. Sir Henry wrote hopefully to Lord Canning, on the 23rd of June, “If Cawnpore stands, it is doubtful whether Lucknow will be besieged at all.” On the 28th, the news came to Lucknow that not a single Englishman was left alive at Cawnpore! The Revolutionaries were flushed with the victory and marched up to Chinhut to attack the English. The terrible defeat of the English at Cawnpore shook the basis of English prestige everywhere. Sir Henry Lawrence thought that, unless this defeat were counteracted, not only the Residency at Lucknow but even Fort William of Calcutta would not be safe, and resolved to wash away the insult of Cawnpore with the blood of the Revolutionaries. The English army assembled near the iron bridge, on the 29th June. Sir Henry left Lucknow with four hundred English soldiers, four hundred traitor Sepoys and ten guns. He marched a long distance without seeing any sign of the enemy. At last, he came across the front rank of the Revolutionaries. Sir Henry, then, ordered his sepoys to take a very important village on his right. The sepoys attacked that village and it fell into the hands of the English. The English soldiers, also, took the village of Ismailganj on the left. The Indian and English officers of the guns rained such a fire against the guns of the Revolutionaries that the latter was silenced. The English almost won the day at Chinhut. But, suddenly the cry arose that the Revolutionaries had entered unobserved the village on the left; the English soldiers were suddenly attacked and driven out, and the village was captured by the Revolutionaries, who now attacked the English centre and rear. As the English soldiers retired, the Revolutionaries rushed on. There was confusion in the English ranks and Sir Henry, seeing that a further stand would result in the ruin of the whole army, sounded a retreat! During the retreat the English suffered excessive hardships; for, the Revolutionaries did not stop with the victory of Chinhut but started a hot pursuit. The Sepoys manning the English artillery now began to slack. But the rest of the Indian cavalry and artillery showed even greater bravery than the English soldiers and ably covered the retreat. But, in a short time, the retreat ended in a rout! The despairing English army began to run towards Lucknow. Out of the four hundred English soldiers, nearly one hundred and fifty died that day. We need not count the Indian loyalists! The English left on the field two guns and a big howitzer. They had in this manner, Sir Henry re-entered the Residency at Lucknow. Still the Revolutionaries were following him. When the English and the Sikhs and other loyalists came within the shelter of the guns at the Residency, the battle of Chinhut came to an end. But, its results still remained. The Revolutionaries now surrounded both Machi Bhawan and the Residency. Sir Henry, therefore, decided to vacate Machi Bhavan in order to render his defence more effective. The arsenal there, containing a large quantity of ammunition, was blown up, and all the Englishmen now came into the Residency. This Residency had enough stores of provisions, arms, and ammunition to stand a siege. There were now, in the Residency, about a thousand Englishmen and eight hundred Indian sepoys. They prepared to defend themselves against the vast number of Revolutionaries collecting outside. Seeing the preparations of the English general to defend the Residency after the battle of Chinhut, the Revolutionaries commenced a regular siege. Thousands of the Revolutionaries were mustering strong and chafing to put an end to the slavery and foreign domination. In this manner, the enraged Ayodhya beat and pursued and imprisoned the English Power in this little Residency of Lucknow.\textsuperscript{58} \textsuperscript{58} The well-known writer of the \textit{Red Pamphlet} says :- "All Oudh has been in arms against us. Not only the regular troops but sixty thousand men of the army of the ex-kind, the Zemindars, and their retainers, the two hundred and fifty forts- most of them heavily armed with guns - have been working against us. They have balanced the rule of the Company with the sovereignty of their own kings and have pronounced, almost unanimously, in favour of the latter. The very pensioners who have served in the army have declared against us and to a man joined in the insurrection." WHAT effect had this spirit of freedom which inspired life in the dead or dying thrones of Delhi, Cawnpore, Lucknow, and Bareilly on the other states which were still, more or less, living? The mass of the people, in 1857, had thoroughly understood that, so long as foreign domination over Hindusthan remained, the living states were as useless as the dead ones were lifeless. The Revolution in 1857, inspired by the holiest and the highest ideal of freedom, was not fighting furiously for the sake of this king or that heir. Individuals - peasants or kings - may live or die, but the nation should not die, must not die. The ideal was the establishment of the country's freedom by breaking the dreadful chains of slavery, and the universal war was sounded for the attainment of this noble end, even though the way to it was over the ashes of cottages and of thrones. He is a king who would free his country. The other kings were as well dead as alive. The people in the states like Gwalior, Indore, Rajpootana, and Bharatpur were, also, full of the spirit of the Revolutionary War, as much as those in territories which had completely lost their independence. None of them entertained the sordid idea of keeping away from risk and danger, because his own native state was safe; nor looked upon his own tiny state as the whole nation, and upon the annexed provinces as people having exclusive interests and belonging to a foreign system. Foreigner! One son of the Mother, a foreigner to another! No; 1857 has come and all India is one; one in life; one in destiny! Now, then,. You Scindia of Gwalior! Give us the order to fight against the English. Give us not only the order but come and be our leader; Raise the holy cry of "Swadesh" and "Swadharma" on the battlefield and march on with the army to complete the half-done work of Mahadaji. The whole country is hanging on the one word of Jayaji Scindia! Say "War!", and Agra falls, Delhi is liberated, the Dekhan rises amidst thunder, the foreigner is expelled from the country, the land is free, and you are the man who shall give it the gift of freedom! The lives of two hundred millions of men depended on the tongue of one man. Such an occasion is verily Historical! But, the one tongue of the Scindia first would not move at all and, when it did move, it said "Friendship!" instead of "War!" The Scindia resolved to preserve his friendship - not with the country but with the English! At this, the people rose in a fury. If the Scindia does not wish to fight, we shall fight! If you do not run to save the Motherland, we will run to liberate her without you, and, if it comes to that, in spite of you. To-day is Sunday, the 14th of June. We have waited for the Scindia till to-day. We will only wait for the sun to set to-day; when the sun sets - Har! Har, Mahadev! Who is there driving in that carriage? Mr. And Mrs. Coopland. How dare anyone salaam to them? Salaam a Feringhi after the 14th of June? Not only this Feringhi but, see there, the brigadier is coming, and no one raises his hand or moves his head to salute him! Brigadier, indeed! But who made him brigadier? Is it not the Feringhis? A crow, though standing at the top of a palace, does not become an eagle. So, march on right in the fact of the brigadier and pay no attention to him. And so, the Sepoys of the Gwalior contingent passed the brigadier without saluting him. Still there was no disturbance till the evening. In the evening, one bungalow took fire. Yes; now comes the time of rising. Artillery! rise in revolt! Infantry! Take burning torches in one hand and shining swords in the other and dance about in all directions, roaring like lions. See the colour of every man you meet in the street; if he is dark, embrace him; if white, kill him. Maro Feringhiko! You are hiding in the house; all right, we will set fire to it! Who is this running out of the bungalow to save himself from the fire? Is he a white man? Cut his head off! Who is this again? A white woman "Mat Maro! Mat Maro!" (Don't kill!) "We do not want to kill women!" The whole night, the ghostly dance is going on. There must be no Englishman in Gwalior, 59 Mrs. Coopland's Narrative. 60 Mrs. Coopland's Narrative. Contingent forces revolted, split the blood of their officers, drove out English women, the English flag, and English power out of the limits of Gwalior state and made Gwalior perfectly independent. They next began to order the Scindia: “Come and be our leader; come out with the whole army towards Agra, Cawnpore and Delhi to liberate Hindusthan!” Scindia kept them quiet for many days by constant promises. Until Tatia Tope comes secretly to Gwalior and leads them, the troops are to remain thus inactive. And, therefore it is that the English at Agra have still some hope. For the Lieutenant-Governor of the North-Western Province Mr. Colvin, is at Agra, standing in terror of death every minute. He had previously delivered a lecture on “loyalty” to Sepoys, agitated by the Meerut news. He had issued a proclamation of pardon! But there was not even a single Sepoy weak-minded enough to come to beg his pardon; nay, more, as a reply to the proclamation of pardon, they attacked Agra on the 5th of July. The revolted regiments of Nasirabad and Neemuch marched on Agra; so, the “loyal” troops of the rulers of Bitaoli and Bharatpur were sent against them! The troops sent by these states declared that though they would refrain from rising against the English, for such were the orders of their rulers, they would not lift their swords against their own countrymen!” The English were thus deceived and disappointed. The native states were “loyal”; but their people and armies “would not lift their swords against their countrymen!” So taking with him the English troops alone, Brigadier Polwhele marched upon the Revolutionaries coming to attack Agra. Both armies met near Sassiah and the battle lasted the whole day; at last, the English force found it impossible to stand the attack of the Revolutionaries, and retired. The Revolutionaries, flushed with victory, pursued --- 61 “It was a most favourable moment for recovering his lost authority. It was merely necessary to accede to the proposal of the mutinous contingents and to revenge himself on the British. Had he so acceded, had he put himself at their head and, accompanied likewise by his trusty Mahrattas, proceeded to the scene of action, the consequences would have been most disastrous to ourselves. He would have brought at least twenty thousand troops, one half of them drilled and disciplined by European officers, on our weak points. Agra and Lucknow would have at once fallen. Havelock would have been shut up in Allahabad; and either that fortress would have been besieged or the rebels, giving it a wide berth, would have marched through Benares on to Calcutta. There were no troops, no fortification to stop them.” – Red Pamphlet, page 194. them hotly. When the army entered Agra, the Revolutionaries were at their heels with shouts of victory. Agra got the opportunity it wanted. It was the 6th of July. The town of Agra rose in revolt, headed by the police. The police officers were all in concert with the Revolutionary society. The religious leaders of both Hindus and Mahomedans organised a great procession. The Kotwal and other police officers walked in the front line. They raised shouts of victory for Swadharma and Swaraj and proclaimed that the English rule was at an end and that the authority had been transferred to the Emperor of Delhi! When Agra thus became free, Mr. Colvin, together with all the English there – ashamed of the defeat and anxious for the future – retired into the fort. He had now one great fear, and that was about the side that the Scindia would take. The mere news that the Scindia had joined the Revolutionaries would have made Mr. Colvin surrender that impregnable fort! But as it was clear that the Scindia was not against him, as was proved by his “loyal” letters and help, the English flag at Agra seemed to revive. But the weight of supporting it was too much and Mr. Colvin died on the 9th of September, 1857, to the deepest sorrow of the English government in India. The Revolutionary spirit that exhibited itself among the masses and the Sepoys at Gwalior had also burst forth in a terrible manner at Indore. Secret communication was established between all the troops in the English camp at Mhow and the troops of Holkar, and a rebellion was decided upon. On the 1st of July, Saadat Khan, a Mahomedan nobleman at the Indore court, ordered the army to fall upon the English at the Residency. He declared that the Maharaja Holkar had given him the order. But the Indian troops did not need any such declaration, even. They raised the flag of freedom and, at once, marched with their guns on the Residency. The Indian troops at the Residency refused to fire on their countrymen on behalf of the English. The English lost all hope; they quietly packed their bag and baggage and fled from Indore. The Indian troops at the Residency had guaranteed them their lives and protected them till the end. English authors always try hard to find out exactly whether the Maharaja Holkar sympathised with the English or with the Revolutionaries. But one who minutely studies the history and the conditions of 1857 would see at once that during the Revolution, most of the states had purposely observed a dubious attitude. The desire of freedom is innate in man. Most of the states intended to raise the flag of freedom as soon as there was reasonable prospect of the success of Revolution. They did not join the English, because they did not want to aid in the failure of the Revolution. On the other hand, they did not want, by actively helping the Revolutionaries, to give a handle to the English, if they should be able to overpower the Revolutionaries, to confiscate their estates. Thus, they provided for the other alternative of the Company coming out victorious. Fools that they were, not to be able to see that, if they joined the Revolutionaries, there was absolutely no chance for the English to succeed; while, if they remained neutral, the chances of the success of the Revolution were greatly lessened! This is the real explanation of the conduct of most of the states in this critical period. If the people and the troops drove out the English from the Residencies, they were permitted to do so; because, it meant the freedom of the states. Notwithstanding this, the rulers would continue to declare their friendship for the English, so that, in case of English success, they should not lose what they had. It would seem that Cutch, Gwalior, Indore, Bundela, Rajputana, and other states - all behaved in this manner. And it was this selfish conduct on the part of the princes which, in the end, strangled the Revolution. If they had boldly come forward, crying "Freedom or Death!", they would certainly have obtained freedom. But they played a double-game - the result of mean selfishness. Their good intentions, being weak, achieved nothing and their baseness was conspicuous! They were not open and bare-faced traitors to the country like Patiala and others; but they played, indirectly, the part of traitors: they let base selfishness take possession of their souls, even while hoping for the noble goal of freedom and, hence, they are cursed for their sin. When will they wash it away? But these selfish motives which mastered the minds of the princes did not enter for a single moment the hearts of the people. And it was by their glorious onslaughts from Peshawar up to Calcutta that the fire broke forth and blood began to flow, in order to reduce to ashes and wash away the terrible curse of slavery. which had smitten the land. And it was by their united strength and unselfish fight that English power collapsed and was grounded into dust, for some time at least.\textsuperscript{62} How little Calcutta and England understood the nature of this terrible earthquake! In the opinion of the Government, there was perfect peace before the Meerut rising. Even when Meerut rose and the Proclamation of freedom was issued from Delhi, Calcutta could not understand the real meaning of the eruption. Seeing that no wave of the rising appeared between the 10th and 31st of May, Calcutta was confirmed in its idea that there was no serious trouble in Hindusthan. On the 25th of May, the Home Secretary proclaimed openly: "There is perfect peace within a radius of six hundred miles from Calcutta. The momentary and isolated danger is passed. And it is strongly hoped that, in a few days, perfect peace and safety will reign." The "few days" passed; the 31st of May dawned. "Peace and safety" reigned everywhere! Around the Lucknow Residency, in the Cawnpore Maidan, in the Jogan Bagh at Jhansi, in the bazaars of Allahabad, on the Ghats of Benares, everywhere "peace and safety" reigned! Telegraph wires cut to pieces, railways and iron bridges smashed and mixed into dust, English corpses floating in rivers, pools of blood in the streets - everywhere "peace and safety!" It was then, that the fog at Calcutta cleared. On the 12\textsuperscript{th} of June, all the English residents began to organize a corps of volunteers. English shopkeepers, clerks, writers, civil officers, - in short, all Englishmen were hastily enrolled in the military list; they were taught drill and rifle practice. The work was done so quickly and energetically that, in three weeks, a while brigade of the newly-drilled \textsuperscript{62} Wherever the chiefs of the native states hesitated to join the revolution, the people of the states became uncontrollable and tried to throw off the yoke even of their own chief, if he would not join the nation's war. Seeing this extraordinary upheaval of the populace, Malleson says: "Here, too, as at Gwalior, as at Indore, it was plainly shown that, where the fanaticism of the oriental people is thoroughly roused, not even their kind, their Raja - their father, as all consider him, their God, as some delight to style him - not even their Raja can bend them against their convictions." The Sepoys of the Rajas of Jaipur and Jodhpur refused point blank to raise their hands against their countrymen who were fighting for the nation, even when asked by their Raja to do so. Malleson's Indian Munity, Vol. III, p. 172 volunteer recruits was formed. The brigade consisted of cavalry, infantry, and artillery; since they were thought capable of protecting Calcutta, that work was given to them; and the Government got the opportunity of sending the professional English soldiers to parts where the Revolution was in full swing. On the 13th of June, Lord Canning called a meeting of the legislative council and got a law passed against newspapers. For, as soon as the Revolution began, the Indian newspapers of Bengal had begun to write articles openly sympathising with and encouraging the Revolution. On Sunday, the 14th of June, a carnival of "pease and safety" was celebrated at Calcutta, also. We shall describe that day's scenes best through an English pen. "All was panic, disorder, and dismay. The wildest reports were in circulation. It was all but universally credited that the Barrackpore brigade was in full march on Calcutta, that the people in the Suburbs had already risen, that the kind of Outh with his followers was plundering Garden Reach. Those highest in office were the first to give the alarm. There were secretaries to Government, running over to Members of Council, loading their pistols, barricading the doors, sleeping on sofas; Members of Council abandoning their houses with their families, and taking refuge on board the ship; crowds of lesser celebrities impelled by these examples having hastily collected their valuables, were rushing to the fort, only too happy to be permitted to sleep under the fort guns. Horses, carriages, palanquins, vehicles of every sort and kind were put into requisition to convey panic-stricken fugitives out of the reach of imaginary cut-throats. In the suburbs, almost every house belonging to the Christian population was abandoned. Half-a-dozen determined fanatics could have burned down three parts of the town...."63 In the very capital of the English, merely at a bazaar rumour, so much "pease and safety" began to reign. Therefore, the Government prepared to destroy the Barrackpore Sepoys and the Nabob of Oudh, who were the cause of so much --- 63 Red Pamphlet, page 105. "peace and safety". They got, from one amongst the Sepoys, the information that the Barrackpore Sepoys would rise on the night of the 14th. So, before they could rise, they were brought before the English artillery and disarmed. And, on the 15th of June, the Nabob of Oudh and his minister were arrested for the "safety of the realm", and their houses, including the Zenana, were thoroughly searched. And, though nothing of an incriminating nature was found, the Nabob and his Vizier were incarcerated in the Calcutta fort. Thus, the gradually accumulating powder-magazine of the city of Calcutta itself was emptied, only just before the spark fell on it. The Vizier Ali Nakkhi Khan was the man who, residing in a harmless garden-house at Calcutta, had set on foot the Revolutionary secret organisation among the Sepoys all over Bengal and had woven the terrible net in order to re-establish his master on the throne of Oudh. When he was imprisoned in the Calcutta fort, the Revolution lost, as it were, its head. While in the fort, he once spoke plainly to the English who were cursing the Revolutionaries: "The terrible Revolution created in India is in my opinion just. It is a proper revenge for the annexation of Oudh. You have consciously left the royal road of justice and have entered the thorny path of deceit and selfishness. What wonder, then, that your feet are bleeding by the self-same thorns? You were laughing when you sowed the seeds of revenge; why do you, then, blame the people when the self-same seeds have borne fruit in due course?" When Calcutta itself had such a hazy and misty idea of the extent of the Revolutionary movement, we can easily understand how England, which depended for its information solely on the main news from India, at first slept the sleep of ignorance, and then, when suddenly awakened, became possessed by terror and behaved like a madman. When the news of Barrackpore, Berhampore, Dum-Dum, and other places reached England, all eyes were turned towards India. But soon, everything became quiet and all began to feel safe again. On the 11th of 64 Red Pamphlet. June, the President of the Board of Trade said, in reply to a question in the House of Commons, "There is now no reason for anxiety as regards the late unrest in Bengal. For, by the dexterity, firmness, and quickness of my honourable and noble friend, Lord Canning, the seeds of unrest sown in the army have been completely rooted out." These are the sentences which the Parliament heard on the 11th of June. On that date in India, eleven cavalry regiments, five field-batteries of artillery, at least fifty regiments of infantry, and nearly all the sappers and miners had risen in open revolt! The whole of Oudh was in the hands of Revolutionaries! Cawnpore and Lucknow were besieged! The Revolutionaries had taken more than ten millions of Rupees from Government treasuries; and all this, at the moment when, owing to the dexterity, firmness, and quickness of Lord Canning, "the seeds of unrest had been completely rooted out." But soon, the news of the extraordinary and sudden growth of these seeds of Revolution again disturbed England's sleep. The news about the Cawnpore massacres somehow reached the people and on the 14th of August, 1857, the unhappy, terror-stricken, and agitated masses caused a question to be put in the Parliament, in the House of Lords, "Is the rumour about Cawnpore true?" Earl Granvile replied: "I have received a personal letter from General Sir Patrick Grant that the rumour about the massacres at Cawnpore is altogether untrue and is a vile fabrication. A Sepoy first set up the rumour. Not only in his baseness discovered but he has been hanged for spreading the false rumour."65 While the rumour about Cawnpore was being discussed in the House of Lords, a month had already passed since the "truth" had been written in grim letters of red blood! While English politicians were resting a little in safety, after hanging the Sepoy who started the rumour, the truth came in person to the shores of England. And the whole of England became mad and hysterical with anger, fury, wounded pride, and this malicious fury continues up to this day. And England is shouting, even today, in every line of her own histories, that the massacres committed by the --- 65 Charles Ball's Indian Mutiny. Revolutionaries are demoniacal in their cruelty and are a blot on the fair name of Humanity! And this loud shouting by the English at the top of their voice has made the whole world deaf! The very name of 1857 brings a shiver and horripilation and shame to everybody! The very mention of the name of the Revolutionaries of 1857 creates disgust and loathing in the minds not only of their enemies, not only of innocent and indifferent third parties, but even of those for whose sake the Martyrs shed their blood! Their enemies give them choice epithets like ‘demons’, ‘goblins’, ‘blood-thirsty and hellish vermin’. The strangers call them savage, inhuman, cruel, and barbarous. Their own countrymen are ashamed even to own them. Such is the cry everywhere even today. And this incessant cry has deafened the ears of the whole world so that they should not any more listen to the voice of truth! The Revolutionaries are demons, goblins, murderers of women and children, blood-thirsty vermin of hell, inhuman. Oh World! When will you forget this and understand the truth? Any why all this? Why? Because, the Revolutionaries rose against the English, rose for their country and religion, and, with shouts of "Revenge!", massacred some of them. Indiscriminate massacre is a heinous sin. When Humanity will reach the goal of universal justice, of ultimate beatitude, when the millennium preached by the incarnations, by the Messiahs, and by religious preachers will be an accomplished fact on earth, when the resignation taught by Christ in the glorious words - "Whosoever shall smite thee on the right cheek, turn to him the other, also" will be impracticable, because, there will be no one to hit on the right cheek, in such a divine age if anyone revolts, if anyone sheds a drop of blood, if anyone even whispers the word "Revenge!", then, at once, the sinner, by this act, by his very utterance, would be eternally damned. For, when Truth reigns in every heart, revolt must be a heinous sin. When everyone abhors killing, to shed a drop of blood must be a sin. In a time of such unchallenged justice, to punish a man even for uttering a sinful word would be altogether blameless. But so long as that divine age has not arrived, so long as the highly auspicious end remains only in the lines of saintly poets and in the prophecies of the divinely inspired, and so long as, even to make that state of universal justice possible, the human mind has to be busy eradicating sinful and aggressive tendencies, so long, rebellion, bloodshed, and revenge cannot be purely sinful. As long as the word "rule" is used for "authority" both just and unjust, so long its antonym "rebellion" can, also, be just as well as unjust. And till then, before passing judgment on the history and the authors of any revolt, bloodshed, and revenge, there must be a full and minute inquiry of the circumstances under which they took place. Revolt, bloodshed and revenge have often been instruments created by nature to root out injustice and introduce an era of justice. And when Justice uses these terrible means for her salvation, the blame of it does not lie on Justice but on the preceding cruel Injustice, the power and insolence of which called forth the means. We do not hold the justice which gives the death sentence responsible for bloodshed but rather the injustice which is taken to the gallows. Therefore, the sword of Brutus is holy. Therefore, the waghnakh of Shivaji is sacred. Therefore, the bloodshed in the Revolutions in Italy is of fair fame. Therefore, the beheading of Charles I is a just deed. Therefore, the arrow of William Tell is divine. And the sin of brutality falls heavily on the heads of those who committed the provoking injustice. Moreover, had the world no fear of revolt, bloodshed, and revenge, the earth would have bent under the devil-dance of unchecked robbery and oppression! If Oppression were to be secure from the fear that Nature would, sooner or later, create the Avenger of Temporary Injustice, the whole world would have swarmed to-day with Tsars and robbers! But because very Hiranya-Kashipu has his Narasimha; because every Dushshasana has his Bheema; because every evil-doer has his avenger, there is still some hope in the heart of the world that Injustice cannot last. Such a revenge, therefore, is nature's own reaction against Injustice. And, therefore, the sin of the cruelty of that revenge rebounds on the original evil-doers. And it was the fire of such a divine vengeance that was burning in the heart of the sons of Hindusthan in 1857. Their thrones were broke, their crowns smashed, their country taken away, their religions trodden under foot, their lands confiscated, their properties robbed, and laws despised; they had been cheated with promises made only to be broken; insults and outrages had reached a climax. Life itself had lost all its charms for them on account of the dire dishonour in which they had sunk. Requests were in vain; so, also, were petitions, complaints, wailings, and cries; all in vain. Then the natural reaction began and everywhere could be heard the whispers of "Revenge!" India had been subjected to innumerable, cruel oppressions each of which, individually, would have justified the revenge. If there had been no revolution even after all this we would have had to say "India is dead!" That revenge, therefore, was only the inevitable reaction against the English injustice and oppression. And when once the whole nation rose up in a rage, we should wonder not that there were indiscriminate massacres in one or two places, but that there were not such massacres in every place! For, the excited logic of those who committed the massacres naturally began to say, "O"pose illegal force by righteous force!" Before the Sepoys who were caught in the battle of the river Kali were mounted on the scaffold, the English asked them why they had massacred their women and children. They at once retorted, "Sahib, does anyone kill a snake and let its offspring alone?" The Sepoys at Cawnpore used to say: "To extinguish the fire and leave the spark, to kill a snake and preserve its young is not the wisdom of the wise." "Sahib, does anyone kill a snake and leave its offspring alive?" How are the Sahibs going to answer this blunt question asked by the Sepoys at Kali-nadi? And this blunt question has not been asked by the excited masses of India alone, or the masses of Asia alone, as some English writers have been charitable enough to suggest. Wherever national wars are proclaimed, national wrongs are avenged by national killing alone. When the Spaniards won back their independence from the Moors, to what state did they reduce them? The Spanish are neither Indians nor Asiatics. Then, why did they fall on the Moors who had stayed in Spain for nearly five centuries, and why did they massacre indiscriminately whole helpless families - men, women, and children - simply for the fault of belonging to another race? Why did Greece, in 1821, massacre twenty-one thousand Turkish peasants - men, women, and children? The secret society, Hetairia, which is looked upon as patriotic and heroic in Europe - what explanation does it give of the massacre? It is only this, that the Turkish population in Greece was too small to be kept in the country and too big to be removed outside and that, therefore, to kill them all was "a necessary measure of wise policy." Was this not their answer? The idea that no one kills a snake and leaves his offspring alive, also, came into the mings of the Greeks and burnt away the natural feelings of mercy in their heart! And the whole of the responsibility rests on the black poison of the snake. Indeed, if there was no propensity in human nature towards a terrible revenge for an horrible injustice suffered, the brute in man would have been still the dominating factor in human dealings. Is not one of the most important functions of law - the punishment of crime? History bears testimony to the fact that whenever, in the human mind, the passion of vengeance - as a consequence of injustice, carried to a climax - rages with uncontrollable strength, wholesale massacres and other inhuman atrocities take place in the life-evolution of every nation. Instead, therefore, of being --- 66 Sir W. Russell, the famous correspondent of the London Times, remarks: "We who suffered from it think that there never was such wickedness in the world; and the incessant efforts of a gang of forgers and utterly base scoundrels have surrounded it with horrors that have been vainly invented in the hope of adding to the indignation and burning desire for vengeance which hatred failed to arouse. Helpless garrisons surrendering without condition have been massacred ere now. Risings, such as that of Pontus under Mithridates, of the Irish Roman Catholics under Protestant settlers in 1641, of the actors in the Sicilian Vespers, of the assassins who smote and spared none on the eve of St. Bartholomew, have been over and over again attended by inhuman cruelties, violations, and tortures. The history of Mediaeval Europe affords many instances of crimes as great as those of Cawnpore. The history of more civilised periods could afford some parallel to them in more modern times and amidst most civilised nations. In fact, the peculiar aggravation of the Cawnpore massacres was this – that the deed was done by a subject race, by black men who dared to shed the blood of their masters and that of poor helpless ladies and children. Here we had not only a Servile War and a sort of Jacquerie combined, but we had a war of religion, a war of race, and a war of revenge, of hope, of national determination to shake off the yoke of a stranger and to re-establish the full power of native chiefs and the full sway of native religions." – Russell's Diary, page 164. surprised at the cruelties and massacres in four or five places during the Indian Revolution, our wonder should be that such cruel massacres took place on such a modest scale and that this terrible vengeance did not run riot more extensively and in all places. All Hindusthan had been scorched to the bone by the terrible oppression of the English, and a most grim reprisal did Indian humanity take when the oppression became unbearable - so unbearable that the massacres became not more but rather much less than the necessities of national punishment would have required in any other country. But Hindusthan did not, in 1857, - for the just removal of its wrongs - give that punishment, take that vengeance, cause that bloodshed of which the English nation, led by Cromwell, was guilty in the massacres in Ireland. Does not history record how he was very much enraged at the sturdy patriotism of the Irish, how his sword cut to pieces not only those who fought but also the helpless, impoverished masses, how rivers of blood flowed in that unfortunate country, how helpless women were butchered along with the infants in their arms and were weltering in pools of blood, and how, in this manner, Cromwell, for the guilty object of conquering and subduing Ireland, committed cruel oppression, took more cruel vengeance, and, cruelest of all, caused terrible bloodshed? But, in 1857, in Hindusthan, Nana Sahib and the Begum of Oudh, Bahadur Shah and Lakshmi Bai, tried to the last to save women and children, though the fierce Sepoys were wild with fury. But how did the English women reward Nana for saving their lives at Cawnpore? Why - by playing the spy on him! And - how did the European officers return the kindness of the Indians who spared their lives? History has to record with shame that they returned it by poisoning the minds of the ignorant English soldiery with lying stories of vengeance, by marching at their head against the Revolutionaries, by betraying the strategic weakness of the Revolutionaries, and by butchering those very Sepoys and villagers who spared their lives. Strange indeed - immensely strange it is - that the Hindu people allowed not their constitutional magnanimity to be disturbed even by such gross ingratitude! What a number of roofs of the poor agriculturists have been instrumental in saving the lives of the hunted English! Many and many a woman and child amongst the English fugitives has been tenderly protected by village women, painting them black with their own hands and giving them Indian clothes. Raw English officers - insignificant English youths - have again and again been brought back to life by Brahmins giving them a sip of milk in time, while they lay by the roadside exhausted by running day and night! Read Forrest, and he acknowledges that Oudh - Oudh into whose body the knife of oppression had been driven most ruthlessly - treated with incomparable generosity the English while they were flying everywhere unprotected. Did not the leaders of the Revolution warn their followers bent on vengeance, again and again, by issuing proclamations in various places that their sacred cause would become unsuccessful through child-murder and woman-murder? The "mutineers" of Neemuch and Nasirabad spared the lives of the whites. While some white people were running for very life everywhere, even the villagers on the way shouted, "Feringhis, Feringhis, kill the Feringhis!" Then, one family came forward and said that they had just dined with Rajputs, and to kill them, therefore, - heartless enemies though they were - was out of the question.$^{67}$ If the Hindusthanee who is by nature kind and magnanimous, whose villages, up to this very day, are full of humanity, respect, and regard for life - human and animal, sanctioned and took part in the massacres of 1857, then the cruelty of these massacres, instead of reflecting discredit on the morals of the nation, proves only the immense hideousness of the Alien oppression to which it was now intended to put an end. The famous truth enunciated by Macaulay is here well exemplified: "The more violent the outrage, the more assured we feel that a Revolution is necessary." And who have the right of sitting in judgment on the people of Hindusthan for the offences they are alleged to have committed? The English? If there is anyone in this wide world who have the least right to condemn the conduct of the Revolutionaries, it is these English! Is it England that is to declare to the world that Hindusthan was guilty of one or two massacres? - the England which produced Neill? Or the England which devastated by the sword and destroyed by $^{67}$ Charles Ball's Indian Mutiny, Vol. I. fire villages after villages with the women and children in them? Or the England which bound to the stakes and burnt, actually burnt, those brave fellows with the spirit of Panday in them, fighting or their country - deeming handing not a sufficient punishment? Or the England which seized the innocent Hindu villagers, sentenced them to be hanged, and then pierced them with bayonets, and then, Heavens! thrust beef dripping with blood - the blood of the cow - down their throats, at the point of the bayonet - a desecration to which they would have preferred being hanged and, even, being burnt alive? Or the England which ordered, under the very nост of the commander-in-chief, that the body of the Nabob of Farrukabad should be smeared all over with the fat of the pig, before he was hanged?68 Or that England which sewed the followed of Islam in the skin of a pig before killing him?69 Or the England which advocated these and hundreds of other similar crimes as justifiable revenge on the "mutineers"? Justifiable vengeance! Whose was the justifiable vengeance - that of the Panday party enraged and vowing vengeance because their mother - trhe Country - was being ground down under oppression for a hundred years, or that of the Feringhi party which was guilty of that National oppression? Not one individual, not one class, alone had been moved deeply by seeing the sufferings of their country. Hindu and Mahomedan, Brahmin and Sudra, Kshatriya and Vaisya, prince and pauper, men and women, Pundits and Moulvies, Sepoys and the police, townsmen and villagers,, merchants and farmers – men of different religions, men of different castes, people, following widely different professions – not able any longer to bear the sight of the persecution of the Mother, brother about the avenging Revolution in an incredibly short time. So universal was the agitation! This fact alone shows that, at this time, the utmost had been done as far as oppression went. Not even the class of Government officers – the class that were individually benefited by the foreign domination – were on the side of the --- 68 Charles Ball’s Indian Mutiny, Vol. I. 69 Forbes-Mitchell's Reminiscences. Government. An English writer says that to give the list of Government officers who were seduced would mean the drawing up a list of all the Government officers in the disaffected provinces. Exceptions were rare. He gives the following names as instances: - Kazi Abul Fazul, Chief Judge of the N.W.P., the Principal Sudder Amin of Agra, the Munsiff of Agra, the Principal Sudder Amin of Delhi, the then Government Pleaders in the Sudder Diwani, the Chief Kotwal of Agra, two of the Munsiffs of Delhi, the Principal Sudder Amin of Calcutta, the Deputy Collector of Cawnpore, the Deputy Collector of Fatehpur – the man who killed Robert Tucker – the rest of the native officers of Fatehpur, the Munsiff of Allahabad, another Munsiff of the same province, the Principal Sudder Amin of Bareilly, the Deputy Collector of Azimgarh, the Principal Sudder Amin of J - , the Principal Sudder Amin of G - . This is only a select list! So all-embracing was the Revolutionary fire. The worst abuse that one could use towards another, in those days, was to call him "loyal"! Anyone who showed such "loyalty" and any who obtained service under Government were classed as traitors to their country and their religion! Those who persisted in Government service were excommunicated by their caste; no one would eat with them; no one would marry among them; the Brahmin refused to do Puja for him; none would set fire to his funeral pyre. The service of the foreigner, of the Feringhi, was considered as sinful as matricide! Are not these indications that the climax of oppression has been reached? 70 Rev.Kennedy, M.A., page 43. 71 "Revolt had, in consequence, swept before it, in many cases, all regard to personal interest and all attachment to the former master. The imputations of remaining faithful to the Government, in such circumstances has been intolerable. It is well known that the few Sepoys who have remained in our services are deemed outcastes, not only by their caste people in general. These even say they cannot venture to go to their homes; for, not only would they be reproached and denied brotherly offices, but their very lives would be in danger." - Rev. Kennedy. And hence this volcano – supremely quiet externally – was boiling inside and had reached the bursting point. On the back of this volcano, Oppression was stalking about reckless and without fear. But as soon as the psychological moment came and Tyranny stamped on the green surface with all the more reckless vehemence the Volcano burst! Behold, the Revolution in Eruption! Fountains of fire are surging up – blood is raining upon her – piercing shrieks are mingled with the clashing of swords – ghosts are dancing – heroes are shouting! The cool green tract of the volcano has split in twain – now it bursts into a hundred parts – aye, it has burst in a thousand placed – it has deluged the earth with fire and sword! In Kathiawar, there is a curious kind of stream, known as the Vitharoo, in some places. The surface of the stream has the appearance of hard ground. Strangers, ignorant of this, step on to it confidently. When the hard layer moves a little, they try to steady themselves by firmly pressing on the surface. No sooner is this done than the surface yields and the poor wayfarer is drowned in the deep waters. The Revolutionary stream had spread over India like the Vitharoo. Oppression believed, deceived by the dark colour on the face, that it was only earth that suffers without complaint every wrong (as the Sanskrit name for it signifies). Oppression stepped on it. The black surface showed agitation. Then Oppression, in the pride of its power, pressed harder on this deceptive earth. But, behold! the ground has yielded and up surges the bottomless pit of blood, foaming and raging, waves on waves! Doomed Oppression! step where you will, no solid ground meets your feet! Know, now at least, and know well that below the dark face flow streams of blood, red blood. And hear, even yet, the deafening roar of the Volcano's Eruption! THE END OF THE SECOND PART. AFTER declaring her Independence on the 11th of May, the city of Delhi had been busy in organising the wild storm, that such a bold step has raised into a systematised revolution. By restoring the Emperor of Delhi to the ancient throne of the Moguls, the citizens of Delhi had already created a nucleus mighty enough, by the very prestige of its name, to sustain the struggle of a people's liberation. But this restoration of the old Mogul was a restoration, neither to the old power nor to the old prestige, nor to the old traditions. Though the raising of the old Bahadur Shah to the Emperirship of Hindusthan was, in a narrower sense, a restoration to him of his ancient throne, still in a wider and truer sense, it was no restoration at all. For, the Mogul dynasty of old was not chosen by the people of the land. It was thrust upon India by sheer force, dignified by the name of conquest, and upheld by a powerful pack of alien adventurers and native selfseekers. It was not this throne that was restored to Bahadur Shah today. No, that would have been impossible; for, such thrones are conquered and not received. That would have been suicidal; for, then, it would have been in vain that the blood of hundreds of Hindu martyrs had been shed in the three or four centuries preceding. Ever since the rising power of Islam left its native wilds of Arabisthan and went conquering East and West, irresistible and unchallenged, country after country and people after people had been made to prostrate in submission of Islam. But the unopposed wave was opposed, for the first time in the land of Bharat, with such strenuous, uncompromising, and undaunted tenacity as could be found only very rarely in other histories. For more than five centuries the struggle continued; for more than five centuries the Hindu civilisation had been fighting a defensive war against the foreign encroachment on its birth-rights. From the death of Prithvi Raj right up to the death of Aurangzeb, the war was without a truce. And in the midst of this gory struggle of countless years, a Hindu power arose in the western mountains of Bharat Varsha which was destined to fulfil the mission of the innumerable dead, who fell fighting in protecting the honour of the race. From out of Poona, a Hindu prince Bhausahib - advanced with a mighty host, captured the throne of Delhi, and vindicated the honour of the Hindu civilisation; the conqueror was conquered and India was again free, the blot of slavery and defeat being wiped off. Hindus again were masters of the land of the Hindus. So, in the truer sense, we said that the raising of Bahadur Shah to the throne of India was no restoration at all. But rather it was the declaration that the longstanding was between the Hindu and the Mahomedan had ended, that tyranny had ceased, and that the people of the soil were once more free to choose their own monarch. For, Bahadur Shah was raised by the free voice of the people, both Hindus and Mahomedans, civil and military, to be their Emperor and the head of the War of Independence. Therefore, on the 11th of May, this old venerable Bahadur Shah was not the old Mogul succeeding to the throne of Akbar or Aurangzeb - for that throne had already been smashed to pieces by the hammer of the Mahrattas - but he was freely chosen monarch of a people battling for freedom against a foreign intruder. Let, then, Hindus and Mahomedans send forth their hearty, conscientious, and most loyal homage to this elected or freely accepted Emperor of their native soil on the 11th of May, 1857! And from far and near, the loyal homage did come to the Delhi monarch, from many Rajas, many regiments, and many of the chief cities of Hindusthan. The different regiments that had risen at different places in the Panjab, Ayodhya, Neemuch, Rohilkhand, and many other places, marched on to Delhi with their flags and banners, and tendered their services to the venerable Bahadur Shah as the accepted head of the Revolution. Many regiments again brought whatever treasuries they had looted from the possession of the English Government on their way to Delhi and faithfully handed them over to the treasury of the Emperor. A proclamation was at once issued, addressed to the whole of Hindusthan, declaring that the foreign domination and the rule of the Feringhis had come to an end and that the whole nation was free and liberated. It exhorted the people to rise to a man to complete this Revolution so promising in its beginning, and warned them that the sole motive that should dominate them in this fight should be a self-denying, spiritual fervour and a consciousness of a divine duty. "Let it be known that the only inducement we can hold forth is that of Dharma alone. Let all those to whom god has granted determination and will, renounce the hope of property and of life and join us in this cause of our ancient faith. If the people sacrifice their private interest for the public good, the Englishmen will be exterminated from our land. It should be known that no one dies before his time and, when his time comes, nothing can save him. Thousands of men are carried off by cholera and other diseases; while, to be killed in a war of Dharma is martyrdom. And it is the duty of every man and woman to kill or expel every Feringhi from the land of Hindusthan. Let zeal for religious duty alone be the motive of those who join me, and not any worldly aspiration, though they who rise for the faith get happiness in this world too!" These extracts are from the different, and sometimes similar, Proclamations published in Oudh and Delhi. Another Proclamation was issued from the throne itself and was most widely published all over India. Even in the farthest south were found copies passing from hand to hand, in the bazaars and in the army. It insisted: "To all Hindus and Mahomedans! We, solely on account of religious duty, have joined with the people. Whoever shall, in these times, exhibit cowardice or credulously believe the promiseds of the English impostors, will be very shortly put to shame and receive the reward for their fidelity to England which the rulers of Lucknow got. It is further necessary that all, Hindus and Mahomedans, unite in this struggle and, following the instructions of some respectable leaders, conduct themselves in such a way that good order may be maintained, the poorer classes kept contented, and they themselves be exalted to rank and dignity. Let all, as far as it is possible, copy this Proclamation and fix it in some prominent place, escaping detection if prudence requires it, and strike a blow with the sword before giving circulation to it!" Soon after the general declaration of war against the English power, the Revolutionaries at Delhi began to manufacture the arms and ammunition necessary for its continuation. A big factory of cannon, guns, and small arms was started, and some Frenchmen were employed to supervise the manufacture. Two or three big ammunition depots were also opened and many maunds of gun-powder begs to be prepared by people working day and night. A general order was issued prohibiting the slaughter of kine throughout the country and, when once some fanatic Mahomedans wanted to insult the Hindus by declaring Jehad against them, the old Emperor, seated on an elephant and with all his Imperial officers, went in a procession through all the city declaring that the Jehad was against the Feringhis alone! Anyone found killing a cow was to be blown up or his hand cut off. Different regiments were named after the different princes of the palace. Some Europeans, too, were to be seen fighting on the side of the Revolutionaries against the English power. The position which the English had occupied after the battle of Bundel-ki-Serai was very nicely suited to their military operations. The long range of hills, styles by the English as the Ridge, which almost touched the fortifications of Delhi at one of its extremeties and extended to the river Jumna four miles ahead, had, owing to its height, a special advantage from the military point of view. For the Ridge, being higher than the surrounding level by fifty or sixty feet, offered a fine position for the guns so as to keep up a continuous and effective cannonade. Again, this Ridge had at its back the wide canal of the Jumna which, owing to the heavy rains of the year, was copiously supplied with water even in this month of June. Being at their back, this canal was free from attacks of the enemies of the English power, and now especially so; for, the Panjab, which would have been the greatest terror to the English had it attacked them from their rear as Delhi had been doing from their front, had now declared in favour of the British. The Rajas of Nabha, Jhind, and Patiala rendered an immense service to the English people by guarding all the highways to the Panjab and, thus, facilitating the transport of corn, men, and ammunition from the Panjab into the English camp. This combination of circumstances, unfortunate for India, rendered the situation extremely favourable to the English. High and lowering hills, behind them a plain for the whole army to encamp beyond the range of the enemy's fire and, at the same time, escape the detection of the enemy's scouts, water living and inexhaustible so closely running, the great highways to the Panjab all open, at hand, and protected, and the back guarded by the constant watch of the loyal Panjab states at their own cost - all these circumstances heightened the confidence of the British commander, Barnard, who along with his officers was of the opinion "Now, to take Delhi is not the work of even a day!" And if it is not even one day's work to take Delhi, then, why spend two for it? Why should we not reduce this sinful, treason-loving city to dust by ordering these English soldiers to pounce upon it just this very minute? The Panjab is the backbone of our army and when that is so strong in loyalty, why should we try to take Delhi by these weak tactics of prolonged siege? Would it not be better and nobler to rush straightway against that wretched city and crush it at the very first onslaught? Let our army be divided; let one of these divisions blow up this Lahore gate, let another pull down that Kabul gate, let many others rush simultaneously into streets of the city with a torrent-like rush and, taking post by post, let us all march on straight against the palace without the loss of a moment! Wilberforce Greathed and Hodson - warriors like these are longing for this bold and straight onrush, and have taken upon themselves even the entire responsibility of carrying it out to a successful termination. Then, there need be no hesitation at all. So on the 12th of June, General Barnard issued secret orders for the assault. It was all settled who should gather, where the gathering should take place, and when and how the different divisions should start under the cover of night, who should command the right and who the left. All these and many other details of the attack were settled and fixed and, now at two o'clock in the morning, the English army began to debouch itself on the parade ground which was fixed as the secret rendezvous. When it is certain that tomorrow's night will give us the chance of sleeping in the royal palace itself, who is so foolish as to grudge, to-night, a few hours' loss of sleep? Unlikely, indeed, but unfortunately true! For it happened that, at the proper hour, some parts of the army were found missing. Brigadier Graves thinks it rashness to begin the assault on Delhi in this fashion and it is even suggested by many others that such a scheme would be fatal to the British power itself all over India. Therefore, the dreams of the quick success and straight attacks, indulged in by the British army, had to be realised that night not in the palace of Delhi but on the camp-beds alone. The next morning, Willberforce Greathead again drew up a scheme for the future attack and sent it to the commander, Barnard, for reconsideration of the same. General Barnard, though a famous warrior known much in the Crimean campaigns, yet had been suspected of a very halting and hesitating mind. He called a council of war, on the 14th of June, to consult his chief officers on the subject of the assault. Even after the bold and eloquent advocacy by Greathead of a straight assault, the other officers could not feel confident of its success, and they urged further that even assuming that the assault would result in success, still, it would be much waste of energy and prestige as an actual defeat. The straight assault might carry Delhi - yet, how to hold it? How many English soldiers were likely to survive the constant cannonade of the Revolutionaries from street to street and from house to house? Barnard himself was most diffident of the issues. After all this discussion, the war council agreed - simply to disagree! And thus, even like the night-dream of the 12th of June, passed away this day-dream of the 15th of June, leaving "the straight assault" and "the bold rush" still in their theoretical existence and excellence. This council of war again sat, on the 16th of June; but that ended in a worse division of opinion and diffidence of mind. For, as the English commander was planning the bold and straight assault on the city of Delhi, there, on the other side, into the city of Delhi were pouring fast new hearts, new treasuries, and new energy. And the Revolutionaries, leaving the defensive policy which they had up to this time observed, began to assume the offensive as well, made frequent sorties, and attacked the British army from different sides and with varying success. The regiments that had risen all over India had been, all the while, pouring into Delhi with their treasuries, arms, and ammunition and left no anxiety in the Revolutionary camp as to the provisions of war or to the number of Sepoys. And so, it was quite natural that the Revolutionary army should assume the aggressive and pin the English army to its place by not allowing it to move onwards even by a single step. After making a bold attack, after a slight or even a bloody skirmish or encounter, without themselves suffering any heavy losses, the Indian army would retire into the city. By this harassing policy, the Revolutionary army kept the English in constant check and prevented them from assuming the offensive. On the 12th of June, they issued out of the city and, concealing themselves in threes and low grounds, advanced as far as within fifty yards of the English front and attacked them before they were aware of their presence. The English lost many artillerymen and Knox himself was killed by a Sepoy who deliberately aimed at and shot him. Simultaneously with this, another division of the Sepoys attacked the English rear, and there a hot encounter took place. Even on the right of the English army, the post called "Hindu Rao's house" was most vigorously attacked by the Sepoys. "A detachment of native irregular cavalry, on whose loyalty the English had relied, went over to the enemy." And so sudden was the retrograde movement that the greater number of them escaped from the first of our guns which were turned upon them as soon as their treachery was disclosed.$^1$ Major Reid who was in charge of this place says: "They went to the front just as if they were going to charge; but no sooner had they closed than, to my horror, I saw them mix up with the enemy and walk off with them. Immediately I saw this, I ordered the guns to open upon them but the wretches were too far off and I don't think that more than half-a-dozen were killed." After this assault, every day saw the Revolutionaries issuing from out the city and every evening saw them retiring back into the city. Any regiment that newly came into the city had to go out and attack the enemy the very next day. On the 13$^{th}$ of June, Hindu Rao's house was again attacked; the 60 regiment (the same that joined the Revolutionaries on the 12$^{th}$) was conspicuous in the day's action. Major Reid writes that they "marched up the Grand Trunk Road in columns of sections right in front and led the attack headed by the Sirdar Bahadur of the regiment, who made himself very conspicuous, calling out to the men to keep their distance as he intended to wheel to his left. They fought most desperately. The Sirdar Bahadur was killed by his orderly, Lall Singh. I took the riband of India from his breast and sent it to my wife." On the 17$^{th}$ of June, the Indian army tried to erect a battery on the Idga building, which would have completely enfiladed the Ridge. Seeing this, Major Reid and Henry Tombs attacked the Revolutionaries from both sides and pressed upon them with irresistible force. But the handful of brave Revolutionaries who had been entrapped in this --- $^1$ Kaye's Indian Mutiny, Vol. II, page 411. On the 18th of June, the Sepoys who had rebelled at Nasirabad came to Delhi, and delivered over the treasure that they had brought with them to the royal authorities; and their representatives were received by the Emperor himself in the palace; and they were treated with due honour and respect. At the Durbar, the representatives of the Sepoys of this regiment took oath to attack the English army on the 20th of June. Accordingly, the morning of the 20th of June saw the hosts of Revolutionaries leaving the gates of the city and marching towards the foreign foe. In order to attack the English forces on their rear, the Sepoys stole forth through Sabzi Mundi and, taking the English by surprise, they opened fire with terrible effect and advanced against the English. Scott, Money, Tombs, and other English officers tried their utmost by heavy cannonading to stop the onslaught, but the tenacity with which the Indian army pushed on was irresistible. The brigade from Nasirabad pushed on with such destructive force that the brave Tombs cried out, through supreme despondency, "Run on, Daly, run on! Or my cannon are lost to the enemies!" Daly did come on with the Indians of the Panjab but, in a short time, was sent back by the Revolutionaries with a bullet lodged in his shoulder. As the evening approached, the Revolutionaries decidedly got the upper hand. Again, they pressed on, nay, almost captured the British guns. The 9th lancers and the loyal Panjabees, though they more than once came rushing against them, had to retire precipitately. The night set in, but the field was still hotly contested. The English did their best but could do nothing further than to save their cannon. Lord Roberts writes: "The mutineers routed us." Hope Grant had a horse killed under him, himself was terribly wounded, and, but for the loyalty of a Mahomedan horseman standing near by, would have been killed in a minute. Such fighting continued till the middle of the night, but still the advance of the Sepoys could not be checked, and so, at last, the English retired from the battlefield and left the Revolutionaries in complete and victorious possession of an important position at the rear of the British camp! That night the British commander could not sleep for anxiety. For, had the Revolutionaries retained the possession they had so bravely won, they would have completely cut off the British communications with the Panjab. To avoid this evil, the British, early in the morning, were preparing to offer a further resistance to the victorious Swadeshi army. But owing to the want of ammunition and further additions to their numbers, the Sepoys retired into the city, leaving the English to take possession of the ground they had vacated. The news of this battle and the dogged march of the Sepoys had encouraged the Delhi people and, the canon on the wall being of long range, they kept up a constant and unceasing fire on the British army. These onslaughts of the Delhi army effectively prevented the British army from assuming the offensive, by constantly compelling them to be themselves on the defensive. And the difficulty which the English found even in maintaining the ground they had occupied made it impossible for them to advance even a step further without receiving new succour from the Panjab. And, to add to all these difficulties rose to-day - the 23rd of June, 1857! This 23rd of June of 1857 is the centenary of the battle of Plassey! It was on this day that, a hundred years ago, in the gamble for empires the Indian dice proved unlucky on the battlefield of Plassey. One hundred years have passed, each adding new insults and new shame to those previously inflicted! To settle this standing account of a century of degradation, to wash off these national insults and this national shame by torrents of blood - this is the fierce desire that gleams in the eyes of all the Sepoys in the city of Delhi. Through every breeze of the wind and through every ray of the sun, through every thundering roar of the cannon and through every clashing of the sword, comes forth a deep rumbling voice, "Plassey! The Vengeance of Plassey!" As soon as the dawn announced the hundredth anniversary of the woeful field of Plassey, the Revolutionary forces began to pour out of the Lahore gates of the city. The English people, too well aware of the fact that this day would tax their energies to the utmost, were quite prepared and had already drawn up their soldiers in battle-array even before the day rose. Nay, through this very anxiety, they requested the Government of the Panjab to send them help, which fortunately for them, did arrive on the eve of this day. This news of the arrival of fresh troops from the Panjab infused the English with great confidence. But, neither this news of the reinforcements which the English received nor the discovery of the fact that the British had already destroyed the bridges leading to their rear would stop the enthusiasm of the Revolutionaries. They rushed on through the Sabzi Mundi and began to open fire on the British. The British infantry led charge after charge, but the Revolutionists repulsed them as often as they sallied forth. The artillery from the walls of the city was doing its work with equal vigour. Hindu Rao's house, too, was receiving its share of attention from the Revolutionaries. At twelve in the noon, the battle was raging hottest. The Revolutionaries led attacks after attacks on the Panjabee division, the Gurkha battalion, and the white troops of the British. Major Reid says: "The mutineers, about twelve o'clock, made a most desperate attack on the whole of my position. No man could have fought better. They charged the rifles, the guides, and my own men again and again and, at one time, I thought I must have lost the day." That one of the bravest English officers, fighting on the very spot, should write these words testifies to the fierceness and strength of the attacks of the Revolutionaries. Yet, they had no capable leader who could bring into a focus these scattered elements of fire and energy. The ardent desire to win back the liberty of the land and the remembrance of the national insult of Plassey were the only ties that could keep them coherent. Even the English artillery was in a great danger of being captured by the Indian army and, at last, the chief officer, Colonel Welshman, himself was shot dead while goading on his men! The whole day, every man in the English camp was fighting hard and now it seemed that they could no longer 2 Major Reid's Siege of Delhi. hold on. But still the British commander need not lose hope! For the fresh troops of the loyal Panjabees that had come this very morning are eager to try their chance! They were ordered to march on and, against this fresh attack of fresh soldiers, the Revolutionaries, who had unceasingly been fighting the whole day, had to enter into an unequal contest. However, till the night set in, the Revolutionaries fought on, greatly handicapped as they were. And then, the armies retired from the field, each party claiming the honour of a victory! So ended the centenary of Plassey in the defeat of neither, and both the armies entered their respective camps, filled with respect for each other's courage and bravery. Day after day, new troops were coming in on both sides. The English forces, after frequent reinforcements from the Panjab had by this time, risen to the number of seven thousand. On the other side, the regiments of Rohilkhand who had risen in revolt had reached Delhi, with Bakht Khan at their head. Lord Robert says: "The Rohilkhand army, having crossed the bridge of boats, began to enter the city through the Calcutta gate. We could clearly see these thousands of Sepoys from the Ridge, entering the city with perfect discipline and drill playing martial tunes, and waving variegated flags and banners." The only force that was able to unite to some extent these different regiments in Delhi was that of love of the principle alone. For, there could grow no organised and compact army from amongst these thousands of Sepoys of different castes and creeds who had never seen the faces of each other in their whole life and had been drifted together by a chance storm. In spite of the utmost efforts of the Emperor and his councillors to stop looting and anarchy in the city, no day would pass without some complaint or other of the Sepoy lawlessness, or of looting, or of blackmail. In this state, the supreme need of the hour was a leader who could unite these innumerable and divergent forces into a unifying focus. The city of Delhi, in spite of the growth of the evil tendencies and vicious propensities in the men, so natural in an agitated time as this, had led attack after attack on the English army and had, at least, held them in fear and check. It was the ardent desire amongst the soldiery and the citizens to drive away the foreign foe, that enabled them to do this. But to ensure ultimate success, it was imperatively necessary that this love of the abstract principle must be united with, and concentrated in, the ability of a great personality. It was, therefore, thought to be a Godsent when the brave Bakht Khan of Rohilkhand entered Delhi with his troops and treasury. The state of the public mind at Delhi, at the time of the arrival of Bakht Khan, is well described in the diary of one who was then living in Delhi. This extract, though meagre and casual, is taken here not only to give some account of this particular day but to give a general idea of the state of Delhi and the course which events were taking. "The bridge of the Jumna is repaired; for, the arrival of the Rohilkhand troops is expected. The Emperor with a telescope viewed the approaching army of Rohilkhand while it was still far away. On the morning of the 2nd of July, Nabob Ahmad Kuli Khan, with all other nobles and citizens, went forth to receive the army of Rohilkhand. Hakeem Ahsanullah Khan, General Sanad Khan, Ibrahim Ali Khan, Gulam Kuli Khan, and other leavers, too, were present. Mahomed Bakht Khan, the commander of the forces of Rohilkhand, requested the Emperor to accept his services. When Bakht Khan pressed his request to know the desire of the Emperor, the Emperor said: 'It is my ardent desire to see that the people are completely protected, that the security of life and property is maintained, and that the extermination of the British foe is triumphantly carried out.' The general then said that, if the Emperor wished, he was ready to act as the commander-in-chief of the Revolutionary forces. At this, the Emperor pressed the hand of the general with affection. Then, the different heads of the different regiments were called together and they were asked whether they would elect Bakht Khan as commander-in-chief. All of them voted 'aye' and took military oaths of obeying the general as their commander-in-chief. After the levee was over, the Emperor again granted a private interview to the general. All over the city, the order went forth that Bakht Khan would act as the commander-in-chief. He was presented with a shield, a sword, and the title of General. The Prince Mirza Mogul was appointed adjutant-general. Bakht Khan informed the Emperor that, even if any of the princes of royal blood would continue looting in the city, he would not hesitate to cut off his ear and nose at once. The Emperor replied, 'You are invested the supreme authority. Do whatever you think best, without the least hesitation'. The Kotwal of the city was ordered that if there was any row or looting through his negligence in the city he would be hanged. Bakht Khan reported that he had brought with him four infantry regiments, seven hundred cavalry, six horse guns, three field-pieces, etc., etc. As this part of the army had been given its pay for six months in advance and as the general had with him four lakhs of Rupees in cash, the Emperor was assured that he need have no anxiety about money or pay. Not only this, the Emperor was informed that further captures of money would at once be sent to the Royal Treasury. The emperor distributed sweet-meat worth four thousand Rupees amongst the Sepoys. The Sepoys of Agra, the regiments of Nasirabad, of Jallundhar, all are under the command of Bakht Khan. The general ordered that every citizen in the city should be armed. All householders and shopkeepers should keep arms. And those who had none should, at once, ask for them at the Supreme Thana and they would be given them free. But none should be found without arms. Any Sepoy who would be found looting would be deprived of his hand. Bakht Khan went to the armoury and, after examining it, got the arms and powder-magazines properly arranged. At eight in the night, the general went to the place. The Emperor, with Begum Zinad Mahal, Hakeem Ahsanullah Khan, and Ahmad Kuli Khan, discussed the state affairs. In the general parade on the 3rd of July, nearly twenty thousand Sepoys were present." While the arrival of Bakh Khan was giving the Revolution in Delhi some sort of organisation, in the English camp too, men of energy and initiative were arriving from the Panjab and other places. The English government had very few men with them who could surpass, in energy or --- 3 Native Narratives by Metcalfe, page 60. ability; the brave Brigadier-General Chamberlain who had just arrived from the Panjab. The famous military engineer, Baird-Smith, too, came there. All the men who distinguished themselves in the Sikh War were sent from the Panjab by John Lawrence to help the English army at Delhi. Then, General Barnard decided to try once more the "straight and bold" assault on Delhi which had been so many times thought of and given up in the last. Even as in the past, this assault too was perfectly planned. And on the 3rd of July, the English army, all the while standing ready to march, did begin to move - but, lo! Someone has just brought the news that General Bakht Khan was spared them all the trouble of marching on Delhi; for he himself has marched upon them! On the 4th of July, Bakht Khan again came forth and pressed on the English rear as far as Alipur itself! That, the city of Delhi, about which the English had been openly boasting before the siege began that to see it was to conquer it, should not allow him even to take one step further on in spite of new forces pouring from the Panjab to his help, even after the constant struggle of a complete month, was too much of an anxiety and shame to the sensitive nature of Barnard. The English were so eager to take Delhi and so confident of their ability to do so that long before June had ended, the news of the fall of Delhi would reach Bombay, Calcutta, and Madras! And, no sooner did this usual news prove as usually groundless than the English people all over India would begin to ask each other, "What are the English forces doing at Delhi, at all?" This anxiety and shame were working on the mind of Barnard. And to this gloomy view of the past there could be seen nothing in the future but a still darker sequel! He was not allowed even a moment's rest by the constant attacks of the Sepoys; nor could he fail to see that every day that rose was lessening the hope of carrying any bold or straight assault on the city of the Revolutionaries. At last, Barnard, the commander of the British forces, emaciated in body and eaten up in mind by this hopelessness and dark despair, fell an early victim to cholera, on the 5th of July. This came up like a shock over the English forces in the camp. This was the second commander of the English forces who tried to enter the city of Delhi but succeeded only in entering the grave, instead! General Reed, now, took up the charge and became the third commander of the English forces! While the British camp was busy in planning assaults, the people of Delhi were busy in actually carrying them out. All of them cannot be described here for want of space. Yet, the sortie of the 9th of July and again that of the 14th of July, and the doggedness with which the Revolutionaries fought, and the bravery with which the English and revolutionaries fought are too important and inspiring to be omitted without any remark. On the first day, the English cavalry was actually routed and driven back. The English artillery was silenced. A brave Sepoy threw Hill and his horse down on the ground. Hill, recovering himself, drew his sword, while three Sepoys jumped upon him. Hill tried to shoot twice and twice he missed, while one of the Sepoys succeeded in snatching away his sword. They closed in hand-to-hand fight; they struggles; down they came. Hill was lying on the ground and the Sepoy was standing with one foot planted on Hill's breast and with sword drawn in his hand. Major Tombs saw this from a distance of nearly thirty feet; he aimed and shot at the Sepoy and killed him. Major Tombs raised Hill from the ground and began to move him off, but saw, to his utter dismay, that yet another Sepoy had picked up the pistol of Hill and was coming towards him. The Sepoy, single-handed, fought with two or three Englishmen, wounded one with the sword, killed the second, and was himself struck down by the sword of a third. Tombs and Hill, both of them got the "Victoria Medal" for this brave encounter, and Sir John Kaye says that the brave Sepoy, too, ought to have got the "Bahadur Shah Medal"! How many must have deserved the Bahadur Shah Medal for their brave martyrdom in that War of Independence! But this, too, is equally true, that those that are so brave and so self-sacrificing get, if not the Bahadur Shah medal, yet the nobler one, the Duty medal of Martyrdom, even from the hands of Death himself! On this day, the English soldiers were disgracefully routed! But unable to avenge this on the Revolutionaries, these brave people went back to their camp and wreaked their vengeance on the poor innocent bhishtis (water-carriers) and other Indians in their service, by actually cutting them down to death in cold blood!"$^4$ And yet it was these bhishtis and others who had kept the English army in fighting condition! But the English were worsted still more terribly in the attack of the 14$^{th}$ of July. For, on this day, the brave Chamberlain was shot dead by a Sepoy. "The first warrior in our camp, the first in fame, the first in honour! Woeful the day when our Chamberlain was carried back to the camp wounded mortally! - " such is the language with which the English historians express the fullness of their grief at this their national loss. Thus, the 15th of July passed off and still the proud towers of Delhi were carrying their flags and banners, resplendent in the rays of the sun, proclaiming to the world that the city had now become the abode of Freedom! At last, Reed himself resigned and retired to the Himalayan hills to avoid a sure death! This was the third commander of the English forces. Two were put into the grave; the third could survive simply by resigning the charge - still Delhi could not be taken! The chiefs of the staff, Quartermaster-General Becher and Adjutant-General Chamberlain were laid down in the camp expecting their death every moment - still Delhi could not --- $^4$ "It is related that, in the absence of tangible enemies, some of our soldiery, who turned out on this occasion, butchered a number of unoffending camp-followers, servants, and others who were huddling together, in vague alarm, near the Christian church-yard. No loyalty, no fidelity, no patient good service on the part of these good people could extinguish, for a moment, the fierce hatred which possessed our white soldiers against all who wore the dusky livery of the East." - Kaye and Malleson's Indian Mutiny, Vol. II, p. 438. be taken! Nay, even the question of self-defence is getting more and more hopeless by the constant and harassing attacks of the Revolutionaries who numbered, by now, more than twenty thousand! Even if the Revolutionaries lost more men in the encounters, yet the English could reap absolutely no advantage. But the death of even a handful of their number perceptibly weakened their strength. For this reason, the English determined to remain only on the defensive. For, defeats in these assaults could neither weaken the Revolutionaries nor put a stop to their further assaults. But, on the contrary, they grew more determined and fearless and did openly boast, "Even a success is costing the English as much as a defeat!" Even the English people themselves all over India began to write and criticise and complain that "the besiegers themselves are besieged!" And, when, in such straits, even the third commander retired, then, men like Greathead, Chamberlain and Rotton began to give up every hope of attacking Delhi and, in the headquarters itself, the question of actually raising the siege of Delhi began to be discussed! This was the state of the siege of Delhi when the third commander, Reed resigned and the fourth one, Brigadier-General Wilson, succeeded him in the command! WHEN the Sikh Sepoys delivered the Allahabad fort into the hands of the English, instead of into the hands of the Revolutionaries, the English made it a base of operations on their side. There was now no longer the danger of having to carry on all civil and military operations in the North India from a distant centre like Calcutta. Lord Canning decided to shift the capital itself to Allahabad until the Revolution was suppressed and, accordingly, he came in a few days to reside at Allahabad. But, in the meanwhile, came the news of the miserable plight of the English at Cawnpore and their piteous cries for help. General Neill, therefore, kept a small army for protection at Allahabad and sent the rest under Major Renaud to raise the siege of Cawnpore. This detachment marched on burning villages indiscriminately, on their way. Just then, Havelock was appointed to the command of the Cawnpore army in place of Neill. He arrived at Allahabad towards the end of June. He was a trained and an experienced officer. Fortunately for the English, the war with Persia came to an end about the time when the revolution actually broke out, and the whole English army, under good commanders like Havelock, arrived in India just at the time when they were very badly wanted. Though Neill was extremely chagrined to find that Havelock superseded him as the chief officer at Allahabad and that he had to be under him, he did not allow his private feelings to come in the way of the welfare of his country's rule in India. He made vigorous efforts towards the equipment of the army. He gave every help to the army which was to be commanded by Havelock, made all arrangements as to the commissariat, and quietly handed over the charge of the troops to Havelock when the latter officer arrived. This army was now fully prepared to go to the assistance of the English at Cawnpore. Havelock was eager to start, when suddenly news came that Sir Hugh Wheeler was defeated and had surrendered and that all the Englishmen, including him, had been massacred on the banks of the Ganges! Havelock determined to revenge their death and set out in haste from Allahabad towards Cawnpore. He had with him one thousand select English infantry, one hundred and fifty Sikhs, a picked detachment of English cavalry, and six guns, all desperate with rage. There were, also, several civil and military officers going along with them, officers whose life had been saved consciously and deliberately by the revolted Sepoys and the people, out of mercy, or who had escaped their vigilance, and who now came to give information about the geography of the country to the new officers and men, to fight along with them and to wreak a terrible vengeance. And these brave Englishmen, whom one word of a Sepoy would have despatched from this earth, who would have been dead by now but for their mercy, now came together and started the campaign of burning villages wholesale. When the news came to Cawnpore that a detachment under Major Renaud was marching towards Fattehgurh, Nana Sahib sent some troops in that quarter. Hoping to crush the small detachment in a short time, this army under Jwala Prasad and Tikka Singh reached Fattehgurh. But, by that time, Havelock's army had joined Major Renaud and the united English army fired their guns as soon as they heard that the Revolutionaries had come. When the small Revolutionary force rushed into the field, confident of crushing Major Renaud in no time, it found arrayed against it the whole army of Havelock, together with artillery and all necessaries. This was on the 12th of July. They were, thus, completely taken by surprise. The fight began and they had to retire from the field leaving their guns behind them. Pursuit was impossible and the English army gave up the idea and entered the town of Fattehpur. At the time of the rising in Fattehpur, the leadership of the Revolution had been taken up by a deputy magistrate in the English employ, a Mahomedan named Hikmat Ullah. English officers had also been killed there. The sword of English revenge now fell on that town. The former magistrate of the town, Sherer, who had been spared his life by the Revolutionaries and let off, now came with the army and was not eager to exercise his power of magistracy, so long in abeyance. So, a looting by the military was ordered, first of all. When it was certain that nothing more remained in the tow worth looting, the order was given to set fire to it; but the honour of this work was left to the Sikhs. So, when the Ednglis troops left, the Sikh troops performed their allotted task, set fire to the whole town and followed them. When the English army burnt alive the whole town of Fattehpur, the fumes spread along and, at last, reached Cawnpore. The news reached Nana Sahib's camp that the detachment which attacked Major Renaud's force was suddenly set upon by Havelock's army and that, after routing them. The English had entered the town and destroyed the whole city by first looting the place and then, burning alive the people in it. The whole of the Cawnpore Durgar was excided with rage and fury. Just when it was decided to send another army under Nana Sahib himself to obstruct the English march on Cawnpore at the Pandu river, it was announced that some traitors who had deserted to the English had just been arrested. At their trial it was proved that some of them had carried letters from the women prisoners at Gawnpore to the English at Allahabad. When the news spread 5 "After the defeat of Nana Sahib's forces at Fattehpur, some reputed spies were brought to the Nana Sahib. They were accused of being the bearers of letters supposed to have been written to distant stations by the helpless women in prison. In the correspondence, some of the Mahajans and Baboos of the city were believed to be complicated. It was, therefore, resolved that the said spies together with the women and children, as also the few gentlemen whose lives had been spared should all be put to death." Narrative of the Revolt, page 113. One of the Christian prisoners in the prison of Nana Sahib tells the same account and one of the Ayahs (nurses) deposes to the same effect. that those whom Nana had saved from massacre as "women" were maintaining secret, treacherous correspondence with the English at Allahabad, the important question arose as to what would be done to them. As the English burnt Fatehpur, why not avenge it by destroying this "Bibigarh" (Palace of Females) in return? Though the prison was called Bibigarh, there were, also, some men in it saved by the intervention of Nana Sahib. After the unanimous resolution that these prisoners, along with the traitors who carried the correspondence, should all be killed, the dreadful meeting of the dreadful night adjourned. Next day, the spies and the Englishmen were dragged out of the prison and made to stand in a line. At first, the spies were decapitated with swords, in the presence of Nana Sahib himself; then, the Englishmen were shot. When Nana Sahib left the place, people came up to the corpses and mocked, "This is the Governor of Madras; this of Bombay, and this of Bengal." When this grim mockery was going on here, the order was sent to the Sepoys at Bibigarh to kill all the inmates. When the warders would not dare to do it, it was resolved to bring someone of greater mettle as regards cruelty. The chief wardress of Bibigarh, Begum Sahib, sent a man to the butcher quarter of the Cawnpore city. In the evening, some butchers, brandishing naked swords and big knives in their hands, entered the prison gesticulating in rage. They entered about evening and came out when it was just beginning to be dark. But, in that short space of time, there was a regular stream of red blood within the prison! As soon as they entered, they stabbed right and left and killed about one hundred and fifty English women and children! The room was a lake of blood with pieces of human flesh swimming in it. When they went in, the butchers walked on the ground; but when they came out, they had to wade through blood. The night was wailing with the screams of the half-dead, the deep groans of the dying, and the piteous cries of a few children who escaped on account of their size in the general massacre. About dawn, the unfortunate creatures were dragged out of Bibigarh prison and pushed into a neighbouring well. A couple of children, so long crushed under the weight of the dead bodies, got out near the well and began running away. A blow threw them also dead on the heap of the dead. Men drank water so long from the well, but the well now drank human blood. As the English had thrown to the skies the screams of brown women and children at Fatehpur, so, the Pandays threw the screams and the corpses of white women and children into the deep down! The account between the two races, extending over a hundred years, was thus being settled! Even the Bay of Bengal might, in ages, be filled up; but the yawning well of Cawnpore – never! About the same time, Havelock was pushing forward after defeating the army sent by Nana Sahib at Pandu nadi. Commander Bala Sahib Peshwa, brother of Nana Sahib, was hit by a bullet in the shoulder, in a skirmish, and returned to Cawnpore. Nana Sahib called together a council of war to settle the future plan of campaign. The question was discussed whether Cawnpore should be evacuated without fight or a strong resistance should be offered to the English advance; and, at last, after a long discussion, the latter alternative was decided upon. On the 10th July, the English army came near Cawnpore. The news of the Cawnpore well had not reached them. Though Wheeler's fort was gone, they had a strong intention of rescuing Bibigarh. With this desire, they did not rest a moment in spite of fatigue, sun, and strife. When the turrets of Cawnpore came into view, Havelock was inspired all the more by these hopes. He sent reconnoitring parties to spy the army of the Pandays. That army was so splendidly --- 6 “The refinements of cruelty – the unutterable shame – with which, in some chronicles of the day, this hideous massacre was attended, were but fictions of an excited imagination, too readily believed without inquiry, and circulated without thought. None was mutilated, none were dishonoured……… This is stated, in the most unqualified manner, by the official functionaries, who made the most diligent enquiries into all the circumstances of the massacres in June and in July.” – Kaye and Malleson’s Indian Mutiny, Vol. II, page 281. arranged on the field that the English warrior who had spent all his life on the battlefield perceived that there were some men, among the Revolutionaries, of extraordinary military skill. He called together his officers and drew out for them, with his sword, on the ground a map of his plan of attack. While Havelock was explaining to them that, instead of a front attack, the Revolutionary left wing should be attacked first, Nana Sahib, mounted on a white horse, joined the efficiently arranged troops of the Revolutionaries. From the English camp, the figure of Nana Sahib could be seen distinctly galloping into the different ranks and encouraging the soldiers. About noon, the English attack on Nana Sahib’s left wing commenced. To check this fierce, sudden the unexpected attack on the left, the Revolutionary artillery began fire. As the English artillery was a little late in arriving, these guns did very effective work. But when Havelock, irritated, by the success of the Revolutionaries, began to push forward again in desperate vigour and when the Highlanders, with turned eyes, ran straight to the guns and when the English, without going back an inch, rushed forth with the cry, "Death or Victory!", then, the left wing became quite unable to resist the united, sudden and orderly attack and retreated, leaving their guns behind. While the left was retreating, the English artillery had defeated the right wing. Seeing the English army victorious, the Revolutionaries began the retreat along the road to Cawnpore. But, with the courage of despair, Nana Sahib rallied them and, with the rest of the guns, renewed the fight. At this time, Nana Sahib made marvellous efforts to encourage and lead the Sepoys "Such was the battle of Cawnpore. The Revolutionaries fought very well. Some of them did not retire even when sword clashed with sword. They saved their guns with determination and the firing was, also, splendidly aimed."7 One more assault from the English side, and even this desperate resistance became in vain and the defeated Revolutionaries retreated towards Brahmavarta. On the 17th of July, Havelock's victorious army entered the city of Cawnpore. Havelock and his army who had brought --- 7 Red Pamphlet. up to Cawnpore the first wave of victory, to revive the lost English prestige were blessed by Englishmen, both in India as well as in England. Everywhere in England, in the street-corners, on sign-boards of shops, on the walls of public-houses, Havelock's name was engraved! When the permission to loot Cawnpore was given, hundreds of English officers and soldiers, along with the Sikhs, fell upon Cawnpore like vultures on a wounded lion. At Bibigarh, the spot was clotted with blood and there was a suspicion that it was English blood that had been split there. Therefore, a large number of Brahmins in Cawnpore were caught and those of them against whom there was any suspicion of complicity with the Revolution were sentenced to death. Not merely that, but, before being hanged, they were made to lick off, with their tongue, the blood spots and, then wash away the stains, broom in hand. The reason of giving this unheard-of punishment to those about to be hanged is thus given by an English officer: "I know that the act of touching Feringhi blood and washing it with a sweeper’s broom degrades a high caste Hindu from his religion. Not only this but I make them to do it because I know it. We could not wreak a true revenge, unless we trample all their religious instincts under foot, before we hang them, so that they may not have the satisfaction of dying as Hindus." In the massacres ordered by the Revolutionaries, not only no religious injuries were inflicted on the English, but they were always given time, when they requested so, to read the Bible before they were killed. But the English clean took away, so far as they could, from the Revolutionaries who were massacred at Cawnpore and Delhi, all consolations of religion. But many gallant men, even in this misery, embraced death with a smile for the sake of their principle and made sacred the gallows on which they were hanged. Charles Ball says: "General Havelock began to wreak the terrible vengeance for the death of Sir Hugh Wheeler. Batch of natives mounted the scaffold. The calmness of mind and nobility of demeanour which some of the Revolutionaries showed at the time of death was such as would do credit to those who martyred themselves for devotion to a principle. One of them, who worked as a magistrate at Cawnpore under Nana Sahib, was arrested and put on his trial. But, he seemed to indifferent to all the proceedings as if they all referred to someone else and not to him. After he was sentenced to death, he rose and turned his back to the judge and walked with a firm step to the scaffold erected for him; while the Maungs were making the final preparations, he was looking at their movements in an easy and natural manner. And without the least agitation, he mounted the scaffold even as a Yopgi enters Samadhi! Fortified by the assurances of his creed, death to him was but a transition from the hated association of the infidel Feringhis to the blissful enjoyment of paradise." While the British army entered Cawnpore and was taking revenge ad libitum, Havelock praised the small army consisting of English and Sikhs for having fought bravely in an orderly, compact, and determined manner. Soon after this, General Neill also arrived at Cawnpore, having left a sufficient English garrison at Allahabad. When these two English officers of equal rank came together, each of them would have the desire of having all the troops under his control and there was a possibility of more disorder in the already disorderly English army. Seeing this, Havelock told Neill plainly on the latter’s arrival. “General Neill, it is better that we should understand each other clearly. So long as I am here, the whole command is mine and you should not give any orders.” In order that English interests might not suffer through the personal jealousy of the two officers, Neill remained to guard Cawnpore and Havelock marched towards Oudu at the head of the troops going for the relief of Lucknow. Neill hit upon a new plan for the defence of Cawnpore. He formed a corps of Mahars and gave the town in their charge. The trick of inciting these low class men against the higher classes succeeded wonderfully. When the division among the --- 8 Charles Ball's Indian Mutiny, Vol. I, page 388. Hindus and Moslems vanished, this caste difference was thus made use of! After the defeat of Cawnpore, Nana Sahib Peshwa left Brahmavarta and crossed the Ganges with his treasure and his army. His first camp was at Fattehgarh; the English army under Havelock, not being able to ascertain Nana's whereabouts, marched towards Lucknow. By the end of June, the whole province of Oudh was a perfect beehive of the Revolutionaries, and it was not easy task to march through the province and to relieve Sir Henry Lawrence and raise the siege of Lucknow. Still, in the flush of victory, Havelock and his army thought lightly of the work of crossing the Ganges and relieving Lucknow. Just as the idea, "to see Delhi was to conquer Delhi", possessed the English army which descended from the Panjab, so, the idea that it was only necessary to cross the Ganges in order to take Lucknow now haunted Havelock's army going up from Cawnpore. It is true Lucknow is not very far from Cawnpore. It is also true that the energy and quickness which was displayed by Havelock on his march from Allahabad to Cawnpore inspired him to undertake stupendous tasks with a light heart. But now, there was not an inch of space in Oudh that was not involved in the flames of the national Revolution. Oudh being the cradle of the Purbhayya Sepoys who began the revolt in India, the parents, the children and relatives, and friends of these Sepoys, in every hamlet and every cottage, were inevitably burning with Revolutionary spirit. Still, this terrible state of affairs did not daunt the English commander who was full of his victory. He was in such high spirits that he hoped to conquer Lucknow at the very sight thereof, then to march to Delhi and, after taking it, to go to Agra! With such confidence, Havelock, with two thousand English troops and ten guns, crossed the Ganges on the 25th of July. General Neill stayed at Cawnpore and Havelock marked towards Lucknow. Such was the disposition of the English troops at the end of July, 1857. THE province of Behar and its capital, Patna, did not remain aloof from the wave of Revolution which was sweeping over the North-Western Provinces, Allahabad, Agra, and Bengal. Of the different districts in the province, the chief towns were Gaya, Arrah, Chapra, Motihari, and Muzzafferpore. The army to control the province was stationed near Patna, in the town of Danapur. There was the 7th, 8th, and 40th native infantry and, to keep these in check, there were the European artillery and a European regiment, all under the command of Major-General Lloyd; besides, there was the 12th native cavalry regiment under Major Holmes stationed near by, at Sigwali. The historical town of Patna was the centre of the powerful Wahabi sect of the Moslem religion. The English commissioner, Tayler, was certain that Patna would take part in the Revolution of 1857, and he therefore kept a close watch on the leaders of that sect. The town of Patna which thoroughly hated the English yoke had started a secret society with the object of overthrowing the English power as far back as 1852. This secret society had amongst its members influential and rich merchants, bankers and Zemindars, a fact which gave the society immense funds for its work. As prominent Moulvies accepted leading positions in the society, the work soon assumed a grave turn. They had correspondence and communication with the secret society at Lucknow as well as with the Sepoys at Danapur. The whole town of Patna, from the police officers down to humble booksellers, was anxious and eager for the moment when the first blow was to be struck against the English power. Patna was the headquarters of the secret society and the organisation counted amongst its members representatives of all classes in the vast population of the town. To the mass of the people, the word "Feringhi" itself was as gall and wormwood. They had no lack of funds and even sent some money to the distant frontier districts in the west to organise a Revolution against the English. Since the police had also joined, the nightly secret meetings went on without a hitch. The various members of the society employed hundreds of Revolutionaries in their service under various pretexts and paid them out of the funds of the society. While Patna was, thus, burning with the hatred of Feringhi rule, its flames were spreading in all directions in the vast province, giving secret inspiration to the people. Soon, communication was established with the Sepoys stationed for the protection of the province, with the Zemindars, Rajas, with the chief towns in the various districts, and all were hand and glove with the secret society at Patna. The Sepoys in the camp at Danapur began to hold secret meetings and form plans at nights, under cover of the trees! And if they saw some Englishman who might have discovered them on his patrol, they killed him! When the power of the people was thus organised and ready for Revolution, negotiations began with the secret societies at Delhi and at Lucknow. When the final question was being discussed as to the time when they were to start the Revolution, the English commissioner, Mr. Tayler, got the news of Meerut. Following closely came the news that there was unrest among the Sepoys at Danapur. The commissioner was a clever man and thought the whole of India was rising in Revolution, the Sikhs were yet confirmed traitors. Therefore, Tayler immediately sent two hundred Sikhs under Rattray for the defence of Patna, and the Sikhs, accordingly left for Patna. But, wherever they passed, all the way they were despised and cursed, day and night! They were accused of treachery (Nimal-haram) to the nation and, on the way, villagers would ask them sarcastically, "Are you true Sikhs or Feringhi converts?" They were advised, secretly and openly, to stand up for their country when the crucial moment came. When the Sikhs, with the curses of the whole province on their heads, began to enter the town of Patna, the popular fury became intense everywhere on seeing them; every citizen of the proud city ostentatiously avoided the touch, even of their shadow. What more - the priest of the Sikh temple in that freedom-loving city curtly refused entry to these traitors within the temple! The belief that these Sikhs, were not real followers of Guru Govind Singh - a belief shared by the Sikh Guru, the Mahomedan Moulvie, and the Hindu Prayagwal - is an excellent proof how, in the town of Patna, the ideals of Swadharma and Swaraj were really in unison. When the Sikh army came into Patna, Tayler proceeded to try and nip in the bud the Revolutionary activities in the province. The conduct of Waris Ali, the police Jamadar of the Tirhut district, appeared suspicious and the authorities suddenly surrounded his house and made him prisoner. This Jamadar in the English service was just then writing a letter to a Revolutionary leader at Gaya, called Ali Karim! On the evidence of the Revolutionary correspondence seized in his house, he was, soon after, sentenced to death. When he was brought to the scaffold, he shouted, "If there is any real devotee of Swaraj here, let him liberate me!" But, before his request could be heard by the devotees, his lifeless body was hanging from the scaffold! The Mahomedan leaver, Ali Karim, was also ordered to be arrested and a European detachment was sent for the task. When Mr. Lowis, the head of the detachment, came up to Ali Karim, the latter mounted his elephant and an exciting race began! But, the spectators soon tropped their impartiality and exceeded the bounds of fair play. The neighbouring villagers, seeing the Feringhis chasing a countryman, began to harass the --- 9 "As soon as the Sikhs entered the town, a wild Fakir rushed forward into the road and, with savage menaces and threatening gestures, reviled them as traitors and accursed" - Patna Crisis by Tayler. former, misdirected them on their way, and, at last, even stole one of their ponies! The English officer "irritated by fatigue and despair," left it to his Indian servant to chase the swift Karim and returned the next day, not having achieved his task. The servant also, being an English-hater, let Karim alone and came back to his master with a sorry face. While these arrests were going on in the province, Mr. Tayler came to know the names of several leaders in the city and he resolved to surprise them. The Revolutionary secret meetings used to take place in the house of the leaders at night and, though Tayler had no definite information about the names of the persons who were implicated in, or the general programme formed, still he had no doubt about the complicity of three most influential Mullahs of the place. He thought it necessary to arrest them at once. However, there was the fear that an attempt to arrest them openly would, perhaps, precipitate the revolt he wanted to suppress. So, the honest officer struck upon a new plan. One day, select citizens were hospitably invited to Mr. Tayler's house to confer with him on important political matters. When all the guests had arrived, he came up with the Sikhs; and when, after some conversation the company were taking leave to depart, Tayler stopped the three Moulvies, who were also among the guests, and informed them smilingly that, as it was dangerous to leave them at liberty in the then troublous times, they were arrested! However, this act was applauded everywhere on the pretext that it was for the good of the English power and all admired Tayler's energetic action. After having thus arrested the prominent Revolutionary leaders without shedding a drop of blood, Tayler decided to strike at the town of Patna, while it was still confused at the suddenness of the arrests. He therefore issued an order to disarm the town and prohibited the people from leaving their houses after 0 P.M. This order rendered the nightly meetings of secret societies impossible. The storing of arms, also, became difficult. So long, the Revolutionary society at Patna was awaiting the signal to rise from Danapur. But, when this life-killing procedure began, they resolved to rise suddenly and boldly rather than be crippled by it. On the 3rd of July, Mussalmans began to crowd towards the house of a leader, Peer Ali by name. They entered his house and settled their plans. In a short time, they came out one by one, with green flags and shouts of "Din, Bolo! Din!" About two hundred Jehadis came out in procession and attacked the church. Just then, a white man, called Lyall, was seen coming with some troops, and Peer Ali shot him dead, and his infuriated followers hacked his body to pieces beyond recognition! But, Rattray came with his "loyal" Sikhs and made a desperate attack on the Revolutionaries. When the Sikhs thrust their swords in the body of the Mother, when their bodies became red with her blood, then, the handful of Revolutionaries were soon broken up by the force of superior discipline and arms. The English arrested the Revolutionary leaders one after another, among them being Peer Ali who had shot Lyall. Peer Ali was originally a resident of Lucknow but had lately established himself as a bookseller in Patna. He had imbibed the ideas of independence by reading the books which he used to sell. The conditions of dependence and slavery became unbearable to him. He placed himself in communication with the Revolutionaries at Delhi and Lucknow. He imparted to others his passionate patriotism. Though he was only a humble bookseller, he had great influence in the Revolutionary councils of Patna. He collected together a large number of armed men with the help of the wealthy members of the secret society and they were all sworn to rise against the British power at a given signal. When the English officer at Patna, Mr. Tayler, began torture and oppression, Peer Ali's hot nature could not keep quiet. He was by nature stern spirited, and brave. He could not bear to see the tortures of his countrymen and therefore he, as he confessed later, "rose prematurely." Next, we see Peer Ali sentenced to death, severely handcuffed, his hands bleeding from his wounds. He stood before the scaffold, with a heroic smile on his face, defying the death that was awaiting him. There was only a slight sob when he took the name of his beloved son. Immediately, the English officer, to take advantage of his emotion, addressed him these words: "Poor Ali, you might even now save your life by disclosing the names of the other leaders." Turning calmly to the Feringhi he replied in bold and noble words, "There are some occasions in life when it is desirable to save one's life - but there are some others when it is more desirable to sacrifice it! This moment is one of the latter kind, when to embrace death at once is the means of eternal life!" Then, describing in plain language the numerous acts of injustice and oppression committed by the English, the martyr dying for his people said, "You might hand me, you might hand other men like me; but, you cannot hand our ideal. If I die, thousands of heroes will rise out of my blood and will destroy your kingdom." With these propetic words, this hero, without casting the shadow of a shame on his country, entered by the door of death into the circle of patriots of immortal memory! "Out of my blood will rise thousands of heroes!" These last words of the noble martyr could not be falsified, were not falsified! At the news of his death, the "most loyal" regiment at Danapur rose in revolt on the 25th of July. In spite of the presence of an English regiment and English artillery, the three Indian regiments, with their hands, tore away in disgust the Company's uniforms and marched away to the Shon river. On account of the fear and old age of Major-General Lloyd, the chief officer of the place, the English army did not dare to pursue the Sepoys. Though the English major-general was thus handicapped by old age, still, in the direction in which the revolted regiments were marching, there is palace of Jagadishpur. --- 10 The Commissioner Tayler himself says: "Peer Ali himself was a model of a desperate and determined fanatic, Repulsive in appearance, with a brutal and sullen countenance, he was calm, self-possessed, almost dignified in language and demeanour. He is the type of the class of men whose unconquerable fanaticism renders them dangerous enemies and whose stern resolution entitled them, in some respects, to admiration and respect!" was an old hero who, in spite of age, had the spirit of youth in his arms and his sword, and who was proudly twirling his moustache. It is to his banner that the Sepoys were hurriedly flocking! There was almost always one great defect which often nullified the efforts of the freedom-loving Sepoys and people, and that was the want of capable leaders. In the Shahabad district, at least, the Jagadishpur palace had removed this want, and therefore the Depoys marched thither after crossing the Shon river. For, there the Sepoys could find a leader befitting the battle of Swaraj. A man of heroic spirit, of unconquerable valour, and born in a Rajput family of ancient fame, this leader of the Swaraj war graced the name of Kumar Singh by wearing it. His lordship over the extensive Shahabad lands had been established by the continuity of ages and the people there felt a natural love towards his ancient family. Storms of great empires rose and subsided in the land of Hindusthan from time to time; but, through all those cruel vicissitudes, this province was free under its beneficent Rajput princes and continuously enjoyed freedom and Swaraj. Through all the most oppressive seasons of a hundred Revolutions, the Banyan tree of the dynasty of Kumar Singh had been bearing all the inclemencies of heat and cold on its summit, but had never ceased to protect the humble birds that nested in its branches. Summer heat might scorch the top; winter frost might bite the leaves; but the birds enjoyed the quiet of eternal spring for endless generations. The dynasty loved the subjects like its own children; the subjects worshipped the dynasty as the representative of God upon earth. But, to the foreign despot, this reciprocal loyalty and kindness was a thorn in his side. He therefore determined to ruin this royal family! All of a sudden the chattra of Swaraj was broken and the province was laid bare; the tree was struck by the cruel lightning and the birds began to flutter about in helpless agony! And it was with a determination of avenge the wrongs of his dynasty and his country that the old youth was standing on the terrace of Jagdishpur palace, twirling his moustache! An old youth! - yes, he was an old youth. For, nearly eighty winters had passed over his head and yet the fire in his soul was as fierce as ever and the muscle in his arm was strong. A Kumar of eighty years and a Singh! How could he bear the sight of the spoliation of his country by the English! After Dalhousie swallowed the kingdom of Oudh, the English went about, throughout Hindusthan, digging up and demolishing all raised placed in order to raze them all to the ground. It was in that campaign that Kumar Singh's country also fell a victim. Kumar Singh swore that he would shatter to pieces the English rule which had ruined his country and Swaraj in this inexcusable, cruel, and unjust manner! And he began at once communications with Nana Sahib. Commissioner Tayler of Patna had, for long, been receiving information that Kumar Singh was planning a Revolution that he had established communications with Revolutionary societies throughout India, and that hundreds of Sepoys at Patna were secretly in league with him. The very idea, however, that this old man of eighty would run to the battle-field, instead of lying down for a peaceful death, appeared to his mind absolutely impossible. Besides, was not Kumar Singh always writing letters of loyalty to him? Still, Tayler who was not an exception to the usual nobility of heart of Englishmen wrote to Kumar Singh: "You are very old and your health is very bad! I feel great anxiety for your company for the rest of your days. I will feel very much obliged if you will do me the honour of accepting my hospitality. With the hope that this invitation will not be rejected, - I am yours etc., Tayler." In the past Afzul Khan had sent a similar invitation to Shivaji! The astute Rajput at once understood that the loving invitation of the commissioner meant only the quiet opening of the prison door! Therefore, he wrote back: "Thanks awfully! It is true, as you say, that my health is very bad; and, therefore, it is that I cannot come to Patna just now. As soon as I feel better, I will start immediately". O Kumar Singh! You are, indeed, uneasy in mind and body! And it is also true that, when you feel better after shedding Feringhi blood, you are going to Patna! But, for what? That is a different question. Just then came the revolted Danapur Sepoys with the medicine to cure Kumar Singh. "Why do you wait now, oh Kumar Singh! We bind you by the oath of the Motherland, by the oath of our religion, of your honour! Throw away the sheath and draw your sword for Swaraj! You are our king, our leader, our general! You are an ornament to Rajput race; you ought, at once, to jump into the battlefield!" Thus cried the Swaraj-loving Sepoys; thus advised the holy Brahmin priests; thus, also, whispered to him his sword, anxious to smite the enemy! Then, the hero of eighty, who was too weak to go on an elephant to Patna, was suddenly inspired and, from his sickly bed, he jumped right into the battlefield! The Sepoys next hurried from Jagadishpur to Arrah, the chief town of the Shahabad district, looted the treasury, and destroyed the English prisons, offices, and flags. At last they turned to a small fortress. The clever Englishmen of the place had stored in that fort arms, ammunition, and stores of provision in order to defend themselves in case of a rising. Besides, a detachment of fifty Sikhs had been sent from Patna to help the handful of Englishmen. While these men, about seventy-five in all, lay waiting in the fort fully prepared, the occasion for which they were waiting arrived and the Revolutionaries besieged the place. While these twenty-five Englishmen and fifty Sikhs were trying to defend the fort obstinately, the Revolutionaries, instead of assaulting it, were busy in shutting them completely on all sides. It is probable that they considered the place almost in their hands and did not think it worth while to spend time and men in capturing it by general assault. They probably 11 "The Brahmins have incited him to mutiny and rebellion!" - Major Eyre's Official Despatch. thought it more advantageous to look after the surrounding territory and other English camps. Partly for this and partly for the fierce artillery of the besieged, the Sepoys brought up their guns and began to use them instead of ordering a general assault. In one or two places, mines were laid and blown up with dynamite. In a few days, the water-supply in the fort was exhausted. But the Sikhs were too valiant to bear to see the miseries of the English. In twenty-four hours, they dug a new well in the fort! And, while this work was going on, they were, at the same time, fighting like demons. The Europeans would not agree to a conditional surrender, thinking of the fate of their Cawnpore comrades. When the Sepoys discovered that there were Sikhs, besides Feringhis, fighting within the fort, they grew wild with indignation. Because, then it was not alone the Sepoys that were besieging the English but it was Kumar Singh besieging the followers of Guru Govind Singh. The Sikhs were extraordinarily brave but basely treacherous to their country. Every evening, efforts were made to bring them round to their duty. The messengers of the Revolutionaries would stand behind pillars and shout out to them words of advise: "O Sikhs! What hell do you look forward to by thus helping the Feringhis! They who have destroyed our kingdom, they who are violating our Mother-country, they who have insulted our religion! Fighting on their side, what hell do you look forward to?" The Revolutionaries would bind them with oaths of religion, of country, of interest, of freedom. They shouted heart-rending implorations to leavethe side of the Feringhi. They threatened to massacre them if they still persisted in acting treacherously and helping the foreign despots. Not only had all this no effect on the Sikhs, but the reply they would give was a shower of bullets, while the English clapped hands in applause shouting, "Bhale! Bhale!" (Well done!). Thus, the siege went on for three days. On the third night on the 29th, the English force was suddenly awakened by the noise of distant guns. Their faces beamed with smiles. Was it not the English army, coming to kill the Revolutionaries and raise the siege? Yes, it was the English army. About two hundred and seventy Englishmen of the English regiments at Danapur and about one hundred Sikhs under the valiant Captain Dunbar had come to the banks of the Shon river to raise the siege. Never was the English army so jubilant and hopeful of victory! The Englishmen and women who had come to see them off bade farewell to them, all smiles. The boats sailed smoothly on the Shon and, about seven in the evening, the army reached the outskirts of Arrah. The bright orb of the waxing moon, also, marched along with them to partake of their victory. Oh, Captain Dunbar! Arrange your troops properly while the moon is shining, for soon it will be dark. In this arrangement, as usual, the "loyal Sikhs" must be put in the front. They also stepped forward lightly. Where is the black guide who is to show the way in the thick jungles of Arrah? Put him forth, and then, oh victorious warriors! mArch on brandishing your swords in the bright moonlight. Trees were left behind, the ground was being covered, mile after mile was being crossed, and even the Arrah bridge is reached. But, what is this? Where is the enemy? How is this, that not a single Revolutionary has yet fallen? The cowards have run away! They have run away at the bare news that Dunbar is coming! Even Alexander did not inspite his enemies with such terror! Oh Moon! You have so long waited in cold and wind to witness the raging battle, but you have only seen the cleverness of the retreat of the Revolutionaries. Go, then; do not stay any longer to be disappointed; draw the curtain of night over this universe and retire to your resting place! But, though the moon went away, you, Dunbar! do not return! Here now comes the mango-grove and there is no more chance of encountering the Pandays. But, oh! What is this sound? May it not be the leaves of the mango-tree shaking in the wind? Whiz! Whiz!! Beware, Englishmen! Beware! A deluge of bullets from all sides! Every tree of the mango-grove had as if guns in its branches, smiting the foreign Feringhis! Kumar Singh is come? The English army is prepared to fight; but, with whom? Not one man on the enemy's side could be seen! In the thick mango-grove, in the weird darkness of the night, in the high and low places, Kumar Sing's soldiers were hidden and not one could be seen! Nothing was visible except the stars in the sky and the trees on the earth! And it was not possible to fire at both these and gain victory! The wind-god was enraged and sent red-hot shots from somewhere foaming, into the English army! Fire from the left, fire from the right, and fire in front! The clothes of the English army were white and easily distinguishable but Kumar Singh's men were dark, their clothes were dark, and the night was dark! If all the dark circumstances conspired together, how could the English hold to their feet? The white Englishmen and the dark Sikhs, both ran away from the field! Their commander, Dunbar, was one of the first to be killed. Running for life, the English army came into a ditch near by. There they tried to hold on for some time, but, about early morning, they left behind not only their dead but their wounded comrades on the field and commenced the fight to the Shon river, being thirsty, hungry, full of blood, and black with shame. But it was no easy matter to run away from Kumar Singh. At every step, blood began to flow. As a wild boar pierced by lances, dropping on this side and that through weakness, runs shedding streams of blood on the field - such was the English army when it came to the Shon river. But here, there was the climax of destruction. At first, they could not find their boats. After some time, they found that they had stuck in the sand. Those that there were not so stuck had been set fire to by the Pandays! At last, a couple of boats were saved. When the white population of Danapur came to the bank expecting to greet a victorious army singing war-songs, and bringing with them the rescued men of Arrah, they did not hear a single shout of joy from the boats. No flag, no band, not a single face uplifted! All hearts began to beat in impatience, "My son, my brother, my husband, my father left only yesterday for the field in all hopes; and to-day - God forbid the thought!" Before the prayer could reach Heaven, the unfortunate troops landed on the Ghat at Danapur, and soon the terrible news spread like lightning that, out of four hundred and fifteen men, only about fifty returned alive safe from the hands of Kumar Singh! An Englishman writes, "He who had heard the heart-rending cries of those English women will not forget it to this day! Some began to beat their breasts, crying piteously, some shouted hoarsely, and some began to pull away their hair. If they had seen General Lloyd, the originator of this destructive plan, there is not the least doubt that they would have lynched him!" But while the sky was being rent by the cries of these women at Danapur, Major Eyre was marching towards Arrah to revenge the defeat and their sorrow. Though he had not yet heard of Dunbar's defeat, he had marched straight towards Arrah, on hearing that the English there were besieged. While Kumar Singh's Sepoys were returning after crushing Dunbar's army on the 29th and 30th of July, they got the news that Eyre was advancing towards Arrah. The old commander got together his troops without losing a moment. He made the arrangements for fighting after taking advantage of every strategic position on the route, and gave the last desperate battle on the 2nd of August, near the village of Bibiganj. Both armies endeavoured to take possession of a thick forest near by. In this race between youth and age, the aged Kumar Singh arrived first and, thus defeating Eyre's plans, he opened a terrible dire. Eyre had three excellent guns and he was continually advancing on the strength of these. Thrice Kumar Singh's men jumped at the guns. Thrice did they go almost near the mouth of the fire-spitting guns, but the English kept their artillery constantly firing. At that moment, Captain Hastings came up panting to the commander Eyre, and said, "Eyre, even the English infantry is being pushed back! Victory has slipped from us!" If this state had continued for half an hour more, the battle would have been Kumar Singh's. Now, as anyhow the victory was going, the English wanted to try a last desperate attack before leaving the field. In this, Eyre ordered the English force to charge with bayonets. Immediately, the English soldiers rushed like arrows on the Revolutionaries. It cannot be understood why the Sepoys who would bravely rush up to the mouths of guns could not stand a general charge with bayonets, but it is certain that they did not withstand it. Eyre drove them out of the thicket and pushed forward, marched up to the fortress at Arrah, and relieved the Englishmen besieged there. And the town of Arrah thus fell into English hands again. The siege of Arrah lasted only for eight days. In these eight days, the brave Rajput had to maintain the siege as well as fight two battles. His extraordinary courage spirit, and bravery were not matched by the bravery of his followers, and so, after suffering defeat at Eyre's hands, Kumar Singh had to retreat to Jagadishpur. But when he heard that the English army, reinforced by the lately besieged troops at Arrah, were swelling considerably, he began to collect together all the available fighting men at Jagadishpur. The English by this time had seen not a little of Kumar Singh's activity. Fearing that he might again march on Arrah, Eyre forestalled him and himself started towards Jagadishpur. Kumar Singh was greatly handicapped and recognised that it was impossible, with his disheartened followers, to oppose in open battle the English army, well-disciplined and victorious, and that, too, near a capital town. He, therefore, decided to use guerilla tactics and, after two sharp skirmishes, came out of Jagadishpur. And Eyre, with the English army, pitched his tent in Kumar Singh's palace on the 14th of August! Though the English destroyed the palace, the Hindu temples, and other buildings at Jagadishpur, still, the idol of the temples, the king of the palaces, and the owner of the buildings, Kumar Singh, was as unconquerable after the battle as before it. Other kings might be cowed down by the fall of their capitals, but the king of Jagadishpur was not of that sort. His motto was, "Wherever I am, there is Jagadishpur!" So, to hold Jagadishpur without capturing him was only a vain endeavour. Now that his home was lost - the battlefield itself had become his home. WHEN the third chief commander of the English army before Delhi became hopeless of taking the town and resigned, Brigadier-General Wilson replaced him. At that time, in the camp of the English army maddened by the attacks of the Revolutionaries, it was seriously discussed, in despair, whether the siege should be raised. It is difficult to say what would have been the course of the Revolution of 1857 if this plan had been resolved upon. Still, it is clear that this one movement on the part of the English would have harmed their cause more than many defeats at the hands of the Revolutionaries. The English had a strategic advantage in thus besieging the town of Delhi, because the Revolutionary army was shut up there in one place. If that vast host had spread over the province instead of being thus bottled up and had harassed the English after forming small detachments everywhere, this guerilla warfare would have soon reduced the small English force to impotence. But Delhi being besieged, the battlefield was restricted, the English force had not to put up with an unbearable strain, and the Revolutionaries were inconveniently huddled up together in one city and thus were more liable to attack. In these circumstances, to raise the siege of Delhi was to break the dam and let the Revolutionary forces inundate the whole country. Even if Delhi were captured, the Sepoys would no doubt have spread all around. But there was a vast difference between driving them out of Delhi, defeated and dejected, and making them elated by raising the siege and allowing them to fall upon the English. Though the English commander thoroughly understood this difference, despair, discouragement, and the fierce onslaughts of the Revolutionaries made him think of raising the siege. At that moment, the English power in India hung in the balance. It was, indeed, fortunate for the English that there was, at this time, a bold and desperately courageous officer like Baird-Smith in the English camp outside Delhi. When all other officers were thinking of a retreat, he said with determination, "We must not release our hold of Delhi even by an inch! Our noose, fallen round her neck like cruel death, must be constant and thorough! If we raise the siege of Delhi, the Panjab will be out of hand, India will be gone, and the Empire ruined forever!" Encouraged by the words of Baird-Smith, Brigadier Willson determined not to turn back without taking Delhi. The Revolutionaries, on the other hand, sustained the siege with rate ability and courage. They would make a sudden sortie, attack either the right or the left wing, kill as many people as possible, and retreat quickly when the English rose vigorously to repel the attack. When the English army would have been decoyed near the fort in pursuit of the Sepoys, the Revolutionary guns would at once open a tremendous fire. With these tactics, the Revolutionaries so often deceived the English and killed so many of their number that Brigadier Wilson had to issue a special order that on no account was a pursuit of the Sepoys to be attempted. As the English numbers began to dwindle by this new ruse of the Revolutionaries, their commander's eyes were turned towards the expected siege-train from the Panjab. All means of communication in North Hindusthan - telegraphs, railways, and posts - were completely destroyed, and the English army at Delhi was as much besieged as the Revolutionaries. The English had no adequate knowledge as to what was going on in the south of Delhi, or as to where the army sent from Calcutta had arrived, or as to the state of affairs in the towns of Lucknow, Cawnpore, Benares, and other places. A month after Sir Hugh Wheeler was killed, the English army at Delhi got 'reliable' information that he was hastening to come to their help! There was no hope of getting any reinforcements from Calcutta and the whole strain fell upon the Panjab. Sir John Lawrence had borne his burden well and had often sent reinforcements of English as well as Sikh soldiers. This time, too, he did not refuse the new request for a siege-train and more reinforcements but sent two thousand troops under the command of Nicholson. When the news of the arrival of this army reached the English camp at Delhi, every face beamed with joy, hope, and encouragement. The fact that Nicholson was the commander encouraged them more than that two thousand soldiers were coming. A leader like Nicholson is worth thousands of soldiers! In the dispirited English ranks, everyone would say, "Now that Nicholson is coming, there is no doubt about the victory!" As the acquisition of good leaders removed the doubts as to victory in the English camp, so the lack of good leaders among the Revolutionaries made their defeat more and more certain. The Emperor, whom they had set upon a rejuvenated throne, though of praiseworthy qualities of kindness and mercy fit for times of peace, was quite inexperienced in war and unequal to military leadership. There was no lack of brave Sepoys at Delhi. Those who had even surpassed English troops in warfare when fighting on their side, those who had learnt their drill and discipline under the English themselves, those whose swords had extended English rule right up to Afghanistan - there were fifty thousand of such heroes within the walls of Delhi. But there was wanted at least one capable head to command and lead the victory these fifty thousand men. All honour to these fifty thousand men who fought and failed. The wonder is that they held on for so long without a capable leader to lead them! Even the old Emperor whom they had placed on the throne was as anxious to find a good leader for them as they were themselves. He tried many experiments, but they did not work. He gave all the power in the hands of Bakht Khan. He appointed three generals to manage the army. He then ordered that a committee of six- three Delhi citizens and three Sepoy leaders - should together look after all the affairs of the army. And when this representative council also proved fruitless, the noble and patriotic Emperor, fearing that, perhaps, the Revolution was being destroyed on account of his fault and that capable men were leaving his side on account of his being at the head, announced publicly that he was ready to give up all his power and abdicate. Rather than India come back under the English, rather than the constantly wheeling vulture of foreign domination tear the entrails of long-suffering India, rather than India be always submerged in the mire of slavery, the old Mogul proclaimed that the rule of any man over Hindusthan who would give her freedom and Swaraj would be a hundred times more pleasing to him than the continuance of his own rule. He sent letters written in his own hand to the Rajas of Jeypore, Jodhpur, Bikaneer, Alwar, etc. "It is my ardent wish to see that the Feringhi is driven out of Hindusthan by all means and at any cost. It is my ardent wish that the whole of Hindusthan should be free. But the Revolutionary War that has been wages for this purpose cannot be crowned with success unless a man capable of sustaining the whole burden of the movement, who can organise and concentrate the different forces of the nation and will unify the whole people in himself, comes forward to guide this rising. I have no desire left in me of ruling over India, after the expulsion of the English, to my own personal aggrandisement. If all of you native Rajas are ready to unsheathe your sword to drive away the enemy, then, I am willing to resign my Imperial powers and authority in the hands of any confederacy of the native princes who are chosen to exercise it."12 This is the letter written by the leader of Indian Mahomedans, the Emperor of Delhi to the Hindu kings in India! This unique and typical letter shows how the noble words - Swatantrya, Swaraj, Swadesh, and Swadharma - were thoroughly understood in Hindusthan. Seeing the religious instincts of Hindus and Mahomedans thus completely united together in patriotic harmony, Charles Ball says, "Such unexpected, surprising, and extraordinary transformation is rarely to be seen in the history of the world!" But this extraordinary transformation had been completely effected only in one province of the vast land of Hindusthan, and the immediate result of the Proclamation was not a perfect success. Though it is 12 Thed autograph letter:- Native Narrative by Metcalfe, p. 226. . in the main, and in this sense, true that, before the walls of Delhi, a fight was going on between freedom and slavery, in another and in an important sense, we can say that there never was a true fight there between Indians and Feringhis as such. The author of the famous work The Siege of Delhi, says, “There were four times as many natives as Europeans in the artillery. For every European horseman there were two native horsemen. It was not possible to move a step without the help of the natives.” The vigorous life in one part of the country was killed by the treacherous activity in other parts. In spite of this, even towards the end of August, the Revolutionaries gave the English no opportunity to attack, but always pursued the offensive and continuously directed attacks on the English camp. This is not a mean indication of their devotion to the principle of Swaraj. While all this heroic devotion on the part of the Revolutionaries was rendered powerless for want of a capable leader, the camp of the enemy got the advantage of a commander like Nicholson. Now was to be seen, for the first time, a shadow of despair in Delhi. The armies of Neemuch and Bareilly began to accuse each other for the present state of affairs; and riotous Sepoys, though regularly paid clamoured for more pay and threatened to loot the rich men of the town if their demands were not satisfied. Then, at the command of the Emperor, Bakht Khan assembled together the Sepoy leaders, Sepoys, and prominent citizens and asked them the question, "War or surrender!" At once, the cry went ringing up to the sky, "War, War, War!" (Ladhai!) At this display of enthusiasm there was hope everywhere, and the Revolutionary army, not excepting the Bareilly and Neemuch Sepoys, marched towards Najafgarh to attack and carry the English siege-train. After reaching Najafgarh, the Neemuch army would not encamp where the Bareilly brigade was encamped; and, instead of preparing to fall together on the enemy, they disobeyed Bakht Khan's orders and encamped at a neighbouring village. When the English heard this news, the new commander, Nicholson, took a select and sufficient force and marched in all haste towards Najafgarh. He suddenly attacked the Neemuch brigade which had encamped at a distance disobeying the orders of Bakht Khan. The Revolutionaries were lying scattered, unprepared, and uninformed - the attack was cautious and well-ordered and under the command of Nicholson! The destruction of the Neemuch sepoys was complete. They fought; they fought with great courage; they fought with such bravery that the enemy applauded them. But this was vain bravery! The Revolutionaries had never suffered such a defeat since the battle of Bundelki-Serai. The whole Neemuch brigade fell this day on the field! This was the fruit of self-willed action and disobedience of the orders of their own elected commander! Undisciplined bravery is as useless as cowardice! This victory of the 25th of August removed altogether the cloud of despair in the English Camp. This was their only real victory since the month of June. Everyone was anxious now to assault Delhi. Commander Wilson gave the order to Baird-Smith to prepare the plan of the final attack. This Baird-Smith who, by his persistence, had retained the English army at Delhi when it was thinking of raising the siege, prepared the map as ordered. The new siege-train from the Panjab also arrived safely in the English camp. The English commander sent a message to his troops in the following strain. "This city of Delhi has baulked the English army and three generals' military skill for the last three months! The time has certainly come near when your efforts up to now will be rewarded by the razing to dust of that city!" After the arrival of reinforcements from the Panjab, the English army consisted of three thousand and five hundred English soldiers, five thousand Sikhs, Panjabees, etc., two thousand and five hundred Kashmiris --altogether eleven thousand men. Besides, the Raja of Jhind himself was there, with hundreds of his men to assist in the fall of Delhi. In the first half of September, the English commander assumed the offensive and began to construct new batteries. This produced consternation among the Delhi Sepoys. While, outside the walls, the English were steadily advancing in good order, inside there was a climax of disorder, anarchy, and disobedience among the Indian troops! The Indians on the English sided worked so arduously in the work of constructing the battery, in spite of the artillery-fire of Delhi, that Forrest writes, "The natives excelled in steady and unparalleled bravery. When man after man was being killed, they would keep up their work. If the man in front was killed by a bomb, they would stop for a moment, shed a tear or two for the dead, put the new body in the line of corpses, and begin work again in that terrible place!" The Indians under the English worked with such discipline, while those in the town of Delhi shirked their work. From this difference, what a lesson has to be learnt! Honouring the officers and obeying their word of order is the very essence of discipline. But this principle was being trampled down everywhere at Delhi. Most of the fault lay on the incapable officers and the rest on disorderly sepoys, and, now, there was disheartening despair to crown all! The 14th September came. The English army was divided into four columns - three under Nicholson stood on the right to force the Kabul gate and enter Delhi. When the sun rose, the English guns which had been so long shattering the walls stopped suddenly. There was a dead silence for a moment in the English camp and immediately the force under Nicholson dashed against the wall. The first column went up to the breach which had been effected in the Kashmir Bastion. From within, the guns of the Revolutionaries kept up a hot fire. The English fell in heaps one upon another in the trenches but some reached the walls. A ladder was placed over the wall and the English army began to scale up the latter. The Revolutionaries fought desperately and shot down hundreds after hundreds of the Feringhi army. But the English force pushed on in spite of the terrible onslaught. At last, the English affected a big breach and carried it. Delhi's walls yielded and the bugle of victory sounded! In the same manner, near the breach at the Water-Bastion also, there was a terrible hand to hand fight, and the second column, killing and dying at every step, Carried the breach and jumbed inside the city. The third column was marching towards the Kashmir gate. When Lieutenants Home and Salkeld came in front of the gate to blow it up with dynamite, from the walls, from the windows, from everywhere came a perfect shower of grape. The draw-bridge over the trench in front of the Kashmir gate is broken. Only one plank remains. Enough, march forward on it, one by one! The sergeant is killed, this Mahadoo has fallen - but, Home, rush forth. Home ran forth and placed the dynamite near the gate. Others then rushed forward on the plank to apply the fire to it. Lieutenant Salkeld has fallen, shot by a bullet; rush forth, you, Captain Burgess; why, you are also shot; never mind, the hero has set fire to it, even as he was dying! A terrible crash like thunder! The Kashmir gate was blown up by the terrific force of the dynamite. But even this sound was not heard, in the din of battle, by the English commander who was waiting for the Kashmir gate to open! Should he advance or should he not? But, though he had not heard the bugle of victory, he had not the slightest doubt about the success of the English heroes who had rushed forth. After waiting for a time, he marched forth. With absolute confidence in his soldiers, Campbell gave the order for an assault. The troops came near the ditches. They saw their victorious and dying comrades in the ditches, rushed through the breach in the Kashmir gate, and jumped into Delhi. The fourth column under Major Ried had started from the English right to take the Kabul gate. When it reached Sabzi Mandi, it met the Sepoys who had come out of Delhi to oppose it. Major Reid fell in the first encounter, the English advance was checked, there was confusion in the English camp, the Revolutionaries were elated, and it seemed that the English would be routed. But Hope Grant brought up the cavalry and the battle again became equal. Though the English artillery opened a terrible fire from every house and garden of Kishenganj, the Revolutionaries sent bullets flying and shed pools of blood. The English cavalry also found it impossible to advance. But it was also impossible to return for fear that the Revolutionaries might capture the guns. The English cavalry stuck to their posts to die. Not a man moved from his place, except by death. Of the grand bravery and discipline of the Indian cavalrymen, their commander, Hope Grant, says: "The native cavalrymen remained firm. Their valour is unparalleled. When I began to encourage them, they said: Do not be anxious! We will stand this fire as long as you wish!" Equal bravery was shown by the Indians who were fighting for love of country and freedom. The infuriated Revolutionaries, fighting every inch of space, made a great effort near the Idgarh. More and more desperate attacks. When the English force, trying to capture Idgarh, was wavering, the Revolutionaries delivered another fierce attack. The English retired. The Revolutionaries pursued, vigorously attacking them all the way, up to their guns and cavalry. Now, at last, the English forces are leaving the field after abandoning the position which they held so long! Bravo, Revolutionaries, bravo! You have shown a splendid fight! If all of you had been as brave, and as disciplined! While the fourth column was being thus foiled, the three English columns that had entered Delhi waited for a short time at the Kashmir gate and then rushed forth to attack the town. The three chief commanders, Campbell, Jones, and Nicholson, taking their followers, fought their way to the Kabul gate. The guns found in the way were captured; on every tower and pillar was placed a British flag, and the force went fighting right up to the Burn Bastion. But, from this place onwards, instead of empty gund, lifeless hillocks, and vacant fields, they encountered the fierce war-cry of the Revolutionary force. The Revolutionaries opened a terrible fire; fierce bloodshed and death marked every foot of ground they covered; the English army which had advanced far in the heat of victory was forced back beaten. When thus the English force received this check, Nicholson dashed forth like a tiger. His motto was nothing is impossible, in this world, to a brave warrior. When the irritated Nicholson left the Water Bastion and again entered the Gully - the bloody battle was renewed. Whichever Englishman stepped forth was shot down by the Revolutionaries fighting for freedom. From the roofs, from the windows, from the porches, from the verandahs, this obstinate, freedom-loving Gully began to pour forth fire and forced even Nicholson to retire. The brave Major Jacob also fell in it! Now, rush forth, Nicholson! All other English officers, except you, have been killed by this Gully! Oh! freedom-loving Gully! Nicholson himself is coming forth - now is the true test! The fight began in a dead encounter. Suddenly, there was a cry in the English army, as if it had been struck by lightning descending upon it! Nicholso, Nicholson! Where is he now? Some brave Sepoy had singled him out and his him - and he was rolling on the ground! There was an uproar - "Hato" (Retire!) in the English army, and "Chato" (Cut down!) in the Sepoy ranks! The dreadful Gully! Every inch of her length was the grave of an Englishmen! Hardly did this column of the English army retreat through this heroic Gully and reach the Kashmir gate, when the bugle also sounded for the retreat of the column which had gone towards Jumma Musjid. Though there was no resistance till the mosque was reached, as soon as the troop came there, a terrible war-cry was heard and, in the subsequent fight, Campbell was wounded. Thus ended the first day of the assault on Delhi. Of the four columns, three had their chief commanders wounded; sixty-six officers, and eleven hundred and four soldiers were killed! Reckoning in the evening the advantages gained at this expense, the English commander, Wilson, found that he had taken only one-fourth of Delhi! Fear, despair, and anxiety maddened general Wilson and he said that an immediate retreat must be ordered. "The town is yet unconquered; and thousands of the Revolutionaries are proudly inviting those that remain alive to come forth for battle. Shall we now sacrifice everyone of us or suffer the ignominy of defeat? We must now retreat!" - such was the opinion of Wilson. When the dying Nicholson who had been taken to the hospital heard the news, that hero said, "Retreat! By God's grace, I have still strength enough in me to shoot the retreating Wilson!" All the living Englishmen agreed with this dying hero and, on the night of the 14th of September, the English troops stuck to the posts they had conquered. The English council of war overruled General Wilson's opinion as to retreat. The movements in the Revolutionary camp itself that night showed that the force of the Revolutionaries was spent. One party declared that it was better to give up Delhi and renew the war in the province, and the other insisted that Delhi should never be surrendered, even if everyone of them was killed. In the English camp whatever the differences of opinion, the majority was always respected and the differences were merged in the unanimity of action. This virtue, however, was conspicuous in the confused Sepoy ranks by its absence, and the two parties, instead of uniting to form a common plan of action, went each their own way. Some Sepoys left Delhi, but others resolved not to go back and inch till the end, stuck to Delhi, and came out on the battle-field ready. This party fought for Delhi from the 15th to the 24th of September! And that too, with such determination, such bravery, and such steadiness that, when an English detachment would enter a mosque or a place, a guardsman would stand with his hand on the trigger, would aim calmly when the English came near, and would fire the last shot for his country and religion when they approached him. After doing this last service for his motherland, he would court death! When three fourths of Delhi fell into the hands of the English, the commander-in-chief at Delhi, Bakht Khan, went to the Emperor and said, "Delhi has now slipped out of our hands. But this does not mean that all changes of victory are over. Even now, the plan of harassing the enemy in the open country rather than protecting an enclosed place is certain to bring victory in the end. I am going to fight my way out of Delhi, after selecting the warriors who are ready to keep their swords drawn till the end in this war of liberty. I think it more advisable to go out fighting rather than surrender to the enemy. At this time, you should also come with us, and under your banner, we will fight to the last for Swaraj." If this old Mogul had even a hundredth part of the valour of Babar, Humayun, or Akbar in him, he would have accepted this valiant invitation and would have marched out of Delhi with the valiant Bakht Khan. If he was to die, he would have died like a king. But despairing on account of old age, slow on account of long enjoyment of luxuries, and frightened by defeat, the Emperor Bahadur Shah maintained an undetermined and vacillating attitude till the end. On the last day, he did himself in Humayun's grave, and, after refusing Bakht Khan's invitation, began to decide upon surrender to the English, according to the advice of Ilahi Baksh Mirza. This Ilahi Baksh was a first-class traitor! He gave the news to the English, who immediately sent thither Captain Hodson. After a promise to spare his life, the Emperor surrendered, was brought to the palace by the English, and imprisoned. Just then, the traitorous dogs, Ilahi Baksh and Munshi Rajab Ali, came up running and said, "But the princes are yet hiding in Humayun's tomb!" Again, Hodson ran; the princes surrendered to him, were put in a carriage, and taken to the town. As soon as the cavalcade entered the town, Hodson ran up to the carriage and shouted out that those who killed English women and children deserved death alone. So saying, Hodson turned towards the surrendered princes, who were dragged out of the carriage, and robbed of all valuables on the person, and helpless stood before him. Three shots put an end to the lives of the three princes! Hodson cut away this last sprout of Timur's family! But his revenge was not satisfied by simply shooting dead these illustrious princes. It is only savages that wreak a vengeance till death. If Hodson had stopped there, where would be the humanity of civilised English vindictiveness? Therefore, the dead bodies of the princes were thrown right before the police station. When the vultures had fed on them for some time, the rotting bodies were dragged and thrown into the river. Oh Time! what changes are wrought by thee! That there should be no one to given the last burial rites to the descendants of the great Emperor Akbar! And now, the Sikhs thought that the prophecy in their books was fulfilled! But, in what way? By what means? To what end? For whose benefit? Then began terrible looting and a general massacre at Delhi. After hearing the accounts, Lord Elphinstone writes to Sir John Lawrence, "After the siege was over, the outrages committed by our army are simply heart-rending. A wholesale vengeance is being taken without distinction of friend and foe. As regards the looting, we have indeed surpassed Nadir Shah!"$^{13}$ General Outram was of opinion that Delhi should be burnt! The English army, both European and Indian, engaged at the siege of Delhi, was about ten thousand men. Of those, about four thousand fell on the field, killed and wounded. Such a terrible death-roll is not found even in a struggle like the Crimean war! Though it is impossible to form a reliable estimate of the losses of the Revolutionaries from English accounts, they must have been five to six thousand.$^{14}$ In this manner this historical town, inspired by the noble sentiments of Swadharma and Swaraj, fought with a powerful enemy like the English for a hundred and thirty-four days and nights. On the whole, the fight was one befitting a high and exalted principle! From the day on which Delhi threw away the Feringhi flag from her walls and proclaimed the establishment of Swaraj, from the day on which Delhi smashed the chains of slavery and established freedom, from the day on which Delhi first pronounced the formula of unity for the vast and extended continent of Hindusthan under a national banner, from that day onward, to the day on which English swords drank Swadeshi blood in the palace of Bahadur Shah, this town had done not a few deeds of noble and unselfish heroism befitting the holy was of freedom! Without a leader, without good organisation, having to fight a well-trained --- 13 Life of Lawrence, Vol. II, page 262. 14 Rotton says: "The casualties of the mutineers were often manifested beyond all due bounds." - Page 175. enemy like the English, and having to oppose Swadeshi swords no less brave, - why, braver than the Feringhi ones – ready to pronounce upon their compatriots – inspite of all these disadvantages, the Revolutionaries fought a splendid fight. But disunion and want of organisation – the result of the lack of a great leader filled their camp and greatly handicapped them. Despite all these enormous difficulties, the Sepoys at Delhi fought like real national and religious martyrs. Their virtues, and even their faults, will be looked upon with reverence by future generations! “The elephant breaking his tusk, in trying to smash a mountain, is noble!” Throughout all the faults and all the virtues lurks constantly the fire of the love of Swadharma and Swaraj and freedom and sacrifice for a noble principle. And so, both these are living sermons on moral heroism! ON the day on which the Revolutionaries were successful in the battle of Chinhat, the English power in Oudh came to an end and the revolt had openly assumed the form of a national Revolution. The Sepoys, princes, and people began by establishing a ruler liked by them on the vacant throne of Lucknow. The anarchy which raged everywhere for the space of a week after the battle of Chinhat had to be first suppressed before preparations for war could be made. Therefore, the Revolutionaries set themselves to the task of administration at Lucknow, though the week's interval gave an opportunity to the English of fortifying their defences. The late Nabob of Lucknow, Wajid Ali Shah, being a prisoner of the English at Calcutta, they unanimously elected and placed on the throne his son, Prince Birjis Kadir. This Birjis Kadar being a minor, the regency of the kingdom of Oudh was given in the hands of his mother, Queen Hazrat Mahal. As in the palace of Delhi, on account of the extreme old age of Emperor Bahadur Shah, the affairs of state were looked after by Begum Zinat Mahal in the Emperor's name, so in the palace at Lucknow, the Nabob being a minor, the Government depended on his mother, Begum Hazrat Mahal. This Begum of Oudh, thought not quite another Lakshmi Bai, was undoubtedly a great organiser, full of love of liberty and the spirit of daring. She had perfect confidence in an Omrah (nobleman) of the court, called Mahbub Khan. She appointed various officers to the judicial, revenue, police, and military departments. These officers selected were such as were loved and honoured by the representatives of the Sepoys, by Mahbub Khan and other leaving Sirdars, and also by the large numbers of the people who hurried from all parts of Oudh to Lucknow to join in the great War of Independence. Every day, a Durbar was held to discuss political affairs, and there, the Begum Sahiba exercised authority in the name of the Nabob. The news that Oudh was free and that not a trace of English rule remained there was sent to the Emperor of Delhi, under the Begum's seal, along with valuable presents. Letters were sent to all the neighbouring Zemindars and vassal Rajas to come to Lucknow with armed followers. From the appointment of the various civil officers, from the good order in all the departments of Government, from the daily Durbars, and other signs, it was apparent that the revolt had ended and constructive government had begun. But, unfortunately, the Revolutionaries did not show as much zeal in obeying the officers appointed as they showed in participating in their appointment. In all Revolutions this common blunder is committed, and this sows the seeds of destruction of the Revolution in the very beginning. Every Revolution is started by cutting down the laws of existing authority by the sword. But when once the habit is formed of mowing down by the sword the unjust laws of unconstitutional authority, then in the heat of the moment, the vicious habit develops of setting at nought all laws at will. The sword used for destroying wicked and cruel laws tends to destroy all law. The heroes, who start out for overthrowing foreign rule, soon get into the habit of overthrowing all rule. In the excitement of breaking the bonds of foreign rule, they begin to dislike all bonds, even those of just and normal rule. And in this way, Revolution ends in Anarchy, virtue in vice, and what ought to be a great benefit ends in loss. The destruction of individuals, of society, and of kingdoms is caused as much by anarchy as by foreign rule, as much by the absence of any bond as by the presence of cruel bonds. If any Revolution forgets this sociological truth, it generally kills itself in the end. Just as a man who begins to take wine as a cure for some distemper does not get rid of the habit of drinking wine even after he is cured; similarly, the habit of breaking bonds, in order to remove bad rule, persists even after its work is done and makes men disorderly and anarchical. That Revolution which destroys injustice and oppression is holy. But when a Revolution roots out one kind of injustice and oppressions but plants, at the same moment, the seeds of another kind, it becomes at once unholy and the seeds of destruction accompanying that sin soon put an end to its life. Therefore, those who want to take the wine of Revolution to cure the disease of foreign slavery must be on their guard not to get addicted to the vicious habit. The mind must be trained from the beginning to honour one's own rule as much as to hate foreign rule. In wiping out foreign misrule, care must be taken to discourage, by all possible means, internal disorder. In smiting down foreign rule and foreign authority, one's own rule and authority should be worshiped as sacred. The moment the foreign power is destroyed, in order to guard the country from the evils of anarchy, a constitution liked by the majority of the people should be at once established and that constitution should be obeyed with reverence by all. The orders of all officers thus appointed must be implicitly carried out, discipline must be observed, individual caprice must give way to devotion to the principle of the common good and, if any change in this constitution is thought desirable and just it must be attempted only by means of the voice of the majority. In short, the rule should be Revolution outside and Constitution within, chaos outside and cosmos within, sword outside and law within. These elementary principles of all constitutions so necessary for the success of Revolutions were fairly well observed in the first half of the Rising. Immediately after the Revolution began, attention was given to organise administration with all possible speed at Delhi, Lucknow, Cawnpore, and other cities. In all these big towns, no imposter set himself up with the desire of individual aggrandisement. The undoubted hereditary and popular rulers were set up on the various thrones. These rulers did not even evince any desire to take advantage of the Revolution to further their own selfish ends and increase their power. Nay, more; written documents are published which prove that they were ready to relinquish all their rights if their persons were in the way of the country's independence.$^{15}$ Thus, in 1857, the first part of constructive administration was successfully achieved $^{15}$ See page 273, above. in a spirit of adorable nobility. But, in this organisation, the important and major section being composed of common sepoys, they began to feel all bonds unbearable when they had once removed the shackles of foreign rule. And, at the time of the crisis, all discipline became lax. Therefore, even those officers, whom they appointed at the first impulse of the ideal of Swaraj, they later on insulted, disobeyed, and mocked. And thus, the Revolution tended to end in anarchy. Under these circumstances, had there arisen a hero who, by his individual prowess and the might of his all-conquering sword, could have won the hearts or awe of those followers who, incapable of being unified by an abstract ideal, could have still been bound together by a common hero-worship, the Revolution might have been crowned with success. But, in the absence of such a hero on the one side and the inherent tendency of an uncontrolled Revolution to lapse into anarchy on the other, there were more rabble than disciplined soldiers in the army of the kingdom of Oudh. The martyrs, by their undaunted, unconquered, and unconquerable determination to do and die, kept the field busy for three years! In the camp at Lucknow, the men of the first kind were much more numerous than those of the second, and the orders of several officers appointed by Begum Hazrat Mahal were never strictly obeyed. And the Sepoys became impudent, oppressive, disorderly, and self-willed. But still some brave heroic spirit who were staying among them inspired the Sepoys with their bravery, noble ideas, and natural excellence of spirit. And as these valiant men insisted, it was resolved to make the first great attack on the besieged Residency on the 20th of July. On the morning of the 20th of July, the Revolutionary artillery which had been very active so long, suddenly stopped firing. About eight o'clock, the Revolutionary party laid some mines under the Residency walls and filled them with dynamite. The mines were blown up and the Sepoy ranks rushed forth after the explosion. At the same time, the guns again began a terrible fire on the English. The Revolutionary army fell upon the English from different directions – toward the Redan, on the house of Innes, on the Cawnpore Battery. The part of the army which attacked the Cawnpore battery made a desperate rush on the English guns. Again and again, they rushed against the guns. Their heroic leader, fluttering the flag of Swaraj in his hand, jumbed into the ditch and called upon the others to follow, shouting, “Chalo, Bahadur! Chalo!” (Come, brave men, come!) He crossed the ditch and began to plant the Revolutionary flat on English guns!¹⁶ But this brave soldier was soon shot down by an English bullet. Instead of thousands rushing forth over his dead body at this time and avenging the death of the martyr the crowd of camp followers retreated instead of advancing. But, bravo! You ladder-men! You did not imitate the cowardly camp-followers but rushed forth like real Sepoys. Plant the ladders in the ditch and mount up quickly in spite of the first of the English! Thew first batch has fallen - but let the next one come. But are the others who dare risk it? This is the difference between the English army and the Revolutionaries! The English never allowed the blood of their comrades to be shed in vain; if one falls, ten rush forward in his place. We do not care where those who fled behing will go do; but, you heroes, you martyrs, you have reached Heaven! Those who took the flag of Swaraj in their own hands; in order that it might not be polluted by the touch of cowardly living corpses, those who went up to put that flat on the enemy's fire-spitting guns, by their glorious, holy blood - that flag will be eternally pure and shine with a divine splendour! The flag of Swaraj looks its best only in such wounded and bleeding arms! One whose wrists are not bespattered with blood should not touch and pollute the holy flag of independence! After this first assault was repulsed, the Revolutionaries had, daily, small skirmishes with the English. They did their best in dynamiting the houses in the Residency. From above, the fire of terrible guns, and from below, dynamite explosions! No Englishman was sure when the ground beneath his feet would burst and swallow him. According to Brigadier Innes's calculation, the Revolutionaries dynamited the Residency thirty- ¹⁶ Gubbins’s Mutinies, page 218 seven times! The Revolutionary guns were, also, constantly active. The Sepoys would send splendidly aimed shots against the English and the English would reply to them. There were death-dealing fights between bands of scouts which set out at night to get secret information from the opposite camps. Often, the secret whisperings of a group of men either within or without the walls were heard by the other party and nullified their plans. The Revolutionaries amused themselves often by aiming a ball exactly at the English flag and destroying it. And the English, also, unfailingly hauled up a new one at the Residency as soon as night fell. At such ghastly jokes, the battlefield of Lucknow would open her terrible jaws and smile a deathly smile! Every night the messengers of the Revolutionaries would go hiding near a part of the fort occupied by the Sikhs or other Indians and ask them, "Why do you play the traitor (Nimak haram) with the nation and thrust the sword of the Feringhis into the bodies of your own brethren?" If any night these questions became persistent, the "loyal" Sikhs, to have some fun, would ask them to come near in order to converse better and, as soon as they came, would make an Englishman who had hitherto kept himself concealed stand up before them! Seeing such treachery, the Revolutionaries would return cursing their baseness. Of all the splendid and unring shots among the Revolutionaries, an African eunuch who had been in the service of the late Nabob spread terror in the English Residency. He was nicknamed "Othello" by the English. About this time Major Banks who had taken charge of the office of chief commissioner of Oudh, after the death of Sir Henry Lawrence, also fell dead by the bullet of a Revolutionary. This was the second English chief commissioner killed during the siege! But on account of the fixed, regular, and orderly organisation of the English army, even during the uncertain terrors of a siege, the death of a commander had no more effect than the death of a common soldier as regards the efficiency of the army. When the second commissioner fell, Brigadier Inglis took charge as commissioner, and the work of defence went on as before. At this time, however, the losses, deaths, the removal of leaders, the scarcity of food, and the activity of the Revolutionaries had made the English at Lucknow fairly desperate, though not altogether hopeless. Just then Angad returned from Cawnpore! This Angad was an Indian formerly employed in the English army and now a pensioner. Since the siege of Lucknow, it had become impossible for any white messenger to go out and return with information. His white skin, his yellowish hair, and his blue eyes could never escape the swords of the Revolutionaries. Therefore, it became necessary to employ brown men on the English messages, and thus, many "loyal" brown messengers had been sent out from Lucknow. But, out of all these, only Angad returned alive! He did not bring any letter or anything else suspicious with him for fear of the Revolutionaries, but he gave commander Inglis the assurance that he had himself seen the English army set out from Cawnpore for the relief of Lucknow. Encouraged by this news, the English told Angad to go back and get a written reply. Angad left Lucknow on the 22nd and returned at eleven o'clock on the night of the 25th. With him was Havelock's letter, "Havelock is coming with an army sufficient for all odds. Lucknow will be relieved in five or six days." In order to furnish Havelock, who was coming to relieve them, with all information, the English gave military plans and maps to Angad and told him to go to Havelock again. That marvellous scout again went to Havelock's camp and delivered to him all the military maps of Lucknow. Now, all English eyes were turned towards the direction from which they expected Havelock's victorious flag to march over the dead bodies of the Revolutionaries. They even heard some distant sounds of artillery-fire. Could they be Havelock's guns? The English had not long been fondly hoping that Havelock was coming to help them when they discovered that it meant a second assault from the Revolutionary side! The revolutionaries at first opened fire on the Cawnpore battery, Johannes' House, Begum Kothi, and other places. On that day, the Revolutionary dynamite did splendid work. There was a tremendously big breach in the English wall, enough for a whole regiment to march in in good order. But where was the regiment that would go in? If the English had effected such a breach in the enemy's wall, they would have captured the place in half an hour. Some heroes among the Revolutionaries fought bravely till two in the afternoon. The Indians on the English side, however, excelled in bravery, discipline, and contempt of death! What a misfortune! This bravery in treachery and this cowardice in patriotism! What a contrast! Run up, some one, to remove this stain! It is now five and the attack is almost repulsed, but run up, someone, though not for immediate victory at least for ever-lasting glory! Captain Saunders, beware! The furious march of heroes devoted to principle is coming! It is come; this band of infuriated heroes are marching straight on - they are obstructed by the English wall but they are trying bodily to push it away. The English, at this crisis, left their guns and took up their bayonets. Hail, Freedom! Some snatched away the bayonets with their own hands and at last, fallen a prey to an English bullet! But they have saved the disgrace of their country on the field and exhibited bravery admired even by enemies. The fight was such that the English themselves took photographs of these heroes who struggled to wrest away English bayonets from the walls and fought with the frenzy of lions till death! On the 18th of August, the Revolutionaries made another attack on the English. On this day, as usual, a breach was first made by dynamite and, then, the Revolutionaries rushed forth. Malleson writes: "One of their officers, a very gallant fellow, sprang at once to the top of the breach and, waving his sword, called on his men to follow. Before, however, his summons was responded to, a bullet had laid him low. His place was instantly occupied by another, but he was as instantly killed. Etc., etc." The bravery of the three men, as described even by Feringhis, was a match to Nicholson's bravery at Delhi. But it went in vain on account of the timidity of their followers. Instead of pushing forth with redoubled vigour at the death of the three, the thousands behind them thought it prudent to retire. From this one event, what a lesson ought to be learnt? These frequent attacks were not all. Before the terrible daily fire of artillery and guns, the English found it unbearable to hold out much longer in spite of the excellent assistance of the "loyal" Indians. Just then, Angad again returned to Lucknow! As the English commander was about to ask him, in eager joy, how far Havelock had marched according to his promise, the scout delivered to him Havelock's letter, "I cannot come towards Lucknow for at least twenty-five days to come"! Nothing is more unbearable than despair following hope. Not only dying patients and emaciated women but soldiers and officers became extremely dispirited, sad, and frightened. A death-like shadow came over the whole English force. Food became dear and all were ordered to live on half-rations! Why this delay? Why is a warrior like Havelock not coming to such an important work as the relief of Lucknow? Without they delay of a moment, Havelock had left Cawnpore and crossed the Ganges as far back as the 29th of July, in order to save his comrades at Lucknow. He had a thousand and five hundred men and thirteen guns and had written a letter to assurance to them, promising to relieve them without fail within five or six days. But as soon as he crossed the Ganges and stepped into Oudh, the imaginary ease of the task began to melt away like a cloud! Every inch of the way through Oudh had risen in revolt! Every Zemindar had collected a few hundred men under him and had begun the fight for independence. Every village flew the national Revolutionary flag. Seeing this terrible state of affairs, Havelock became very much dejected in mind. He was dejected but he did not despair. He marched on. The Revolutionaries encountered him first at Onao but flew away soon. After this skirmish at Onao, Havelock gave his soldiers only time for eating and, after that, the march continued. At Bashiratganj, a second skirmish took place with a similar result, Havelock's army fought two such skirmishes on the 29th and got the better of the Revolutionaries in both. But, was this a real victory? In one day, the handful of his army lost one sixth of its number. And the Revolutionaries were not in the least broken up. Nay, more; it is doubtful whether the Revolutionaries were really defeated and chased away or they had hit upon the new plan of harassing the enemy considerably without suffering any losses themselves! And just then the news had come that the Danapur sepoys had also joined the Revolution. This threatening state of affairs compelled Havelock to stop his forward march on the 30th and retire back to Mangalwar. Hearing that Havelock's army had left Cawnpore, Nana Sahib Peshwa again resumed operations round about Cawnpore. While Havelock left Cawnpore and crossed the Ganges to enter Outh, Nana Sahib left Oudh and was crossing the same river to re-enter Cawnpore! Not to be caught in this trap of Nana Sahib, Havelock had to remain encamped at Mangalwar till the 4th of August. Instead of Havelock driving the Revolutionaries within a week to the banks of the Gotami, Nana Sahib had made Havelock stick to the Ganges. Just then the Revolutionaries in his front came up again to Bashiratganj. Irritated by the persistent harassing, Havelock became desperate and started towards Lucknow with his troops. At Bashiratganj he again gave battle to the Revolutionaries and drove them away. But here, also, the question was whether it was a victory or a defeat. For, in this fight, Havelock lost three hundred men and his troops were so fatigued that, instead of advancing towards Lucknow, he began to retire on the Ganges. On that day, out of the one thousand and five hundred men that started with him, there remained only eight hundred and fifty! Hearing that Havelock had again retreated to Mangalwar on the 5th of August, the Revolutionaries once more captured Bashiratganj and encamped there. In this army of the Revolutionaries, the greater number were well-to-do Zemindars. "All the men killed yesterday were Zemindars."17 For the sake of their country, for the sake of independence --- 17 Kaye and Malleson's Indian Mutiny, Vol. III, p. 340. and Swaraj, those rich and happy men had discarded their soft beds and had resolved to go to the battle-field and risk all its dangers and risks. Seeing this enthusiasm on their part, the English historian Innes says: "At least, the struggle of the Oudhians must be characterised as a war of independence." The Revolutionary army was constantly hovering round Havelock’s Mangalwar, the Revolutionaries, as we said before, again encamped at Bashiratganj. Therefore, on the 11th of August, Havelock pushed forward to Bashiratganj for the third time – and for the third time there was a fight and the Revolutionaries fled away; but Havelock asked himself, for the third time, "Is this victory or defeat?" It was neither a victory nor a defeat. Therefore, instead of advancing, Havelock fell back on Mangalwar. In the meanwhile, Nana’s plans were becoming ripe. The Revolutionaries of Sagar and of Gwalior and bands of volunteers came and joined him. Taking them with him, Nana marched to Bithoor and threatened to attack Cawnpore. General Neill had not enough troops to march against him and so sent word to Havelock of his critical position. It was now impossible to think of proceeding to Lucknow. Therefore, on the 12th of August, Havelock had to recross the Ganges and go back to Cawnpore! When the English bands sounded the retreat, everywhere there were joyful shouts of acclamation as if the victorious drums of independence was being beaten! You faithful Zemindars, you have served your country well in thus shedding your blood and driving away the foreign fow, and wanted to re-enter Oudh, away on the other side of the Ganges! Innes writes: "This retirement from Oudh produced a result which he had, doubtless, never contemplated. The Talukdars openly construed it as the British evacuation of the province and now formally recognised the Durbar at Lucknow as the de facto government; and, though they refrained from supporting it by their own presence they obeyed its orders which they had hitherto disregarded, and sent to the scene of warfare the contingents which they had been called upon to provide."18 The victory of the Revolutionaries was not a direct but an indirect one. If, in the above four or five skirmishes fought by Havelock, he had been defeated and driven away to Cawnpore, a greater self-confidence would have been seen in the Revolutionary ranks than was to be seen now by simply forcing him to retire by harassing his rear. And, proportionately, the English forces would have been more demoralised. The English army perceived that the retreat to Cawnpore was due not to lack of bravery but to lack of numbers and, though baulked of its fruits, its vigour, self-confidence, and pride were not a whit diminished by this indirect defeat. And, therefore, Havelock encamped at Cawnpore with the full confidence that he would start again for Lucknow as soon as he got reinforcements. At this time, there was a serious quarrel between Havelock and Neill on account of personal jealousy. This is clearly seen in the following letter written by Havelock to Neill: "I wrote to you confidentially on the state of affairs. You send me back a letter of censure of my measures, reproof, and advice for the future. I do not want and will not receive any of them from an officer under my command, be his experience what it may. Understand this distinctly, and that a consideration of the obstruction that would arise to the public service at this moment along prevents me from taking the stronger step of keeping you under arrest. You now stand warned. Attempt no further dictation."19 In this letter, one sentence is an excellent indication of the sense of duty towards the nation, ingrained in the bones of all Englishmen. Even in the height of passion, Havelock says that "consideration of the obstruction that would arise to the public service alone" prevented him from then and there avenging his personal insult! In this dispute between the two generals Neill and Havelock at this critical --- 18 The Sepoy Revolt, page 174. 19 Quoted by Malleson, Indian Mutiny, Vol. III, p. 337, note. time, not only did both of them behave calmly in order that their national enemy might not take advantage of this division, but both helped each other, as far as possible, for their common end. In that society where, individualism is held in check by regard for public advantage, in that society alone can wealth and intellect, and fame and independence last long. The first news that Havelock received when he came to Cawnpore was that Nana Sahib's army had re-occupied the town of Brahmavarta. Seeing that the Revolutionaries had thus advanced again close to the Cawnpore army, Havelock marched against them at once. On this day, at the battle of Brahmavarta, when the English came up fighting within twenty yards of the Revolutionary ranks, the 42\textsuperscript{nd} regiment on the Revolutionary side began to use their bayonets. The English so long used to think that, when all other means failed, bayonets would surely frighten away the Revolutionaries. But to-day, the brave heroes of freedom, themselves, began to attack with bayonets. At the same time, the Revolutionary cavalry fell upon the English rear and carried off their provisions. Thus the English army was attacked both in front and the rear by the gallant Revolutionaries. Even the English commander saw that the Revolutionaries were gradually becoming more and more valiant. But this bravery and heroism was not properly moulded by discipline as it was on the English side and, even after all this valour, the Revolutionaries were defeated and had to retire. When Havelock retired to Cawnpore on the 17th of August after inflicting this defeat on the Revolutionaries, he perceived that the whole army of Nana Sahib was not at Brahmavarta but that he had a vast and fully equipped force in the town of Kalpi, on the banks of the Jumna. Harassed from Kalpi, harassed from Brahmavarta, harassed from Oudh, harassed on both sides of the Ganges! Thus harassed on all sides, the "victorious" Havelock wrote to Calcutta: "We are in a terrible fix. If new reinforcements do not arrive, the British army cannot escape the fate of abandoning Lucknow and retreating to Allahabad." Havelock awaited a reply to this appeal, from Calcutta. He expected to receive reinforcements according to his request and hoped that he would crown all his victories and defeats by the relief of Lucknow. But, suddenly, he got an order that the command of the army to be sent to Lucknow was taken from him and given to Sir James Outram! English punishment is so severe! Even though victorious, Neill was a little late in going to Cawnpore; so, the command was taken from him and given to Havelock. And, though victorious, Havelock was inevitably late in going to Lucknow; so even an able general like him was removed and Sir James Outram was made the commander! At this news, Havelock was extremely mortified. The glory for which he strove day and night, with his life in his hands, the glory of relieving Lucknow, would now fall into other hands. This insult grieved him very much. Still, Malleson writes, "It is one of the glories of our countrymen that, however actually they may feel a disappointment of this nature, it never affects their public conduct. It is this recognition of, and this devotion to, duty, that stamp the Englishman. He subordinates to it all private feelings. He may be keenly sensible of the injustice perpetrated towards himself, but above himself is always his country. He may have his own views as to how that country may best be served; but, when the Government which represents it has other and different views, he feels bound to devote all his energies to make possible the success of the orders of the Government. Thus acted Neill. And, now, thus also acted Havelock. Superseded, as he regarded himself to be, he was as active, as daring, as devoted, as when he ruled as the unfettered commander of an independent force."20 While Havelock was working day and night for the victory which was to belong to another, Sir James Outram arrived at Cawnpore on the 15th of September. After the chief command was transferred from Havelock to Sir James Outram, the first order that Outram issued was to the following effect: "He who so bravely has been keeping up the struggle for the raising 20 Malleson's Indian Mutiny, Vol. III, page 346. of the siege of Lucknow, he alone deserves the honour of accomplishing that task. For this reason, I have handed over all my authority as a commander to the brave Havelock, till the siege of Lucknow be raised, and have enlisted myself as a simple volunteer in the ranks.” What a moral education this first noble order of the commander must have been to the English army! How the individual must have been merged in the nation! With the first order, Outram gave the chief command to Havelock and showed unparalleled patriotism, generosity, and unselfishness. Inspired by the moral lesson of this piece of heroic nobility, and reinforced by fresh English troops from Calcutta under officers like Eyre, Outram, and Cooper, the Cawnpore army, with redoubled vigour, again started to cross the Ganges on the 20th of September to march to the relief of Lucknow. The impatient Havelock of July 25th who started to “relieve Lucknow in five or six days,” the Havelock of August 12th unfortunate in having to retreat to Cawnpore and who found it difficult to hold out at all in Oudh, and the resolute and hopeful Havelock of 20th of September! How different are these three pictures of Havelock? He had, now, two thousand and five hundred English troops, and the whole army, including the Sikhs, numbered about three thousand two hundred and fifty. Select cavalry, excellent artillery, officers like Neill, Eyre, and Outram were with him. Now, he did not pay any heed to the Oudh Revolutionaries. Every Zemindar who came to the field to save his country from the polluting touch of the Feringhi was killed. Every proud village that stood up to fight, unable to bear a sight of Feringhi horsemen galloping in the mother-country, was burnt to ashes! Every road, every field, every river on the way was reddened with Swadeshi blood! Thus, the powerful English army began to push its way into Oudh with violence. Fighting skirmish after skirmish and routing the ill-trained Revolutionaries, Havelock arrived at Alarm Bagh on the 23rd of September. A Revolutionary force was encamped there. The two forces met. The whole day the terrible battle was raging near Alam Bagh. The enemy captured five of the guns of the Revolutionaries, one of which the Revolutionaries recaptured. Both sides determined to spend the night on the field. But when the army of the enemy began to rest at night in the muddy and swampy ground, the Revolutionaries forswore all rest and started the fight again. That night rain was falling in showers. But the waves of enthusiasm in the English army were stronger even than the showers of rain, for the electrifying news of the fall of Delhi had reached them that night! At last, the critical day of the 25th dawned. Seeing that Havelock's army, avoiding the regular roads leading to Lucknow city was marching to the Residency by an odd road, the Revolutionaries opened a terrible fire. Bearing this artillery-fire bravely, the English came up from Alam Bagh right up to the bridge at Char Bagh. To cross this bridge was to enter Lucknow, and, therefore, an obstinate fight began on this most strategic point. Captain Maude directed a heavy fire for half an hour on that bridge, but neither the bridge was emptied nor were the guns on it silenced. Nay more, the English had lost already twenty-one killed near the Yellow House and more on the bridge. Was the whole English army to be checked by this one defiant bridge? So, Maude said to Havelock's young son standing near by, "Young hero, find out some remedy for this!" At this, young Havelock came to Neill and told him that the Revolutionaries could not be driven away by the artillery, and requested him to give the order to lead an assault on that bridge. But General Neill said that he could not give such an order without consulting Havelock. What was to be done next? Young Havelock at once found out the answer to this question. He spurred his horse and galloped a little in the direction where the general-in-chief, Havelock, was and, pretending to have seen him, returned to Neill. He humbly saluted Neill and said: "The commander-in-chief has ordered the assault on the bridge." Hearing this, the general gave the order to assault. Young Havelock himself rushed to the bridge with the first batch of twenty-five Englishmen. The fire was terrible. In one or two minutes, which of the twenty-five remained alive? And the young Havelock himself - beware! beware - a brave and fearless hero has jumped upon the bridge and is taking aim straight at you! The brave Sepoy came up to within ten yards of young Havelock, stood there coolly before all the English host and quietly aimed at Havelock; the bullet went - but there was a difference of only half an inch! Instead of entering the head, it entered Havelock's helmet. Still the dauntless Sepoy stood there calmly while several English guns were aimed at him and began loading his gun again! At last, you have been shot by Havelock, but bravo! You have died killing like a hero in this battle for independence! In a few moments, the vast English army rushed upon the bridge which began to shake with their weight. The Revolutionaries had to retire and the English advanced. The bridge fell; the first road to Lucknow fell; then, the second fell; then, the third - the English army pushed onward, victorious. Every few steps, swords would clash with swords and guns with guns. When a copious lake of blood accumulated there, the living Battle would advance again. In the evening, Outram said that the night should be spent outside. But no, no! How could the brave Havelock bear even to hear the name of rest? To whom countrymen of theirs, crushed in the very jaws of death in that Residency, one night would be like an age. Therefore, Havelock advanced - Neill advanced. The English army missed the road fixed upon and came nearer and nearer into the line of fire of the Revolutionaries - still Neill advanced. When he entered the great arch of Khas Bazaar, he saw that the English artillery had slacked a little behind. Therefore, he drew up his horse and turned his head to look back. Now is the time! This is the time for the country's revenge! O you Revolutionary hero on the arch, even if you lose your life, you must make use of this opportunity. In a moment, a Sepoy who was lying in weit on the arch took aim and lodged a bullet straight into the very neck of General Neill and he dropped down dead! In the whole English army, it was very difficult to find another man so brave and so cruel, so insolent and so undaunted, so patient and so heartless, by the good luck and ill-luck of humanity. But it is the peculiarity of the English army that the continuance of its work does not depend upon an individual - even an uncommon general like Neill. Neill's death did not create the slightest confusion; the English army continued its march to the Residency all the same. In that Khas Bazaar where Neill fell with his neck broken, even if there had flowed an ocean of English blood, the English army would have marched in the same manner. When they went through the bazaars, they heard the joyous hurrahs from the Residency. They also shouted "Hurrah" in reply. Havelock had relieved his compatriots from the very jaws of Death! That scene can best be described in the pen of Captain Wilson who was present there. "In spite of deaths that were diminishing their ranks at every step, the white army approached the Residency, and at their sight all fear and doubt vanished away from the besieged garrison. They showered their congratulations and blessings on the advancing deliverers, the sick and the wounded crept out of the hospitals, and continuous cheers and welcomes pealed forth in succession. Very soon the deliverers met the delivered. The occasion defies description. Those who had heard of the death of their husbands found themselves in the arms of their living husbands, to the unbounded joy of both. And those who were looking forward to the cherished embrace of their beloved ones learned for the first time that death had left no hope of seeing them any longer!" In the Residency of Lucknow, fighting without intermission for eighty-seven days, seven hundred men had fallen. About five hundred Europeans and four hundred Indians were alive, wounded as well as whole. And in the army of Havelock, which set out for their relief, seven hundred twenty-two men were killed before the Residency was reached! It was at the cost of so many brave men's lives that the victory of Lucknow was achieved. But you cruel Despair! You are still as invincible as ever! Havelock has harassed the Revolutionaries so much but you still do not leave him! For, when he entered the Residency he had thought that, after all the victories, all the bloodshed, all the fighting, he had, at last, relieved the English power from the grip of the Revolutionaries. But now, his delusion is being dispelled and he asks himself, after reaching the Lucknow Residency, the same question as he did when he was on the banks of the Ganges, "What I brought to the Residency - is it complete relief or more help?" Instead of the siege being raised by Havelock's coming to the Residency, the Revolutionaries now besieged the old army as well as the new! And therefore, everyone began to ask, "What has Havelock brought us, relief or mere help?" It was only help! This army, which the two great English generals, Havelock and Outram, brought, after fighting many battles, to relieve the English at Lucknow from the grip of the Pandays, instead of raising the siege, went in and was besieged itself along with the other. The English hoped that the army of the Pandays would disperse as soon as Havelock's army entered the Residency. All India soon saw that these hopes were completely dashed to the ground. Instead of giving up Lucknow or opening negotiations for peace with the English, the Panday host, infuriated by the progress of the War of Independence, took up its former position round the Residency as soon as Havelock entered it. While entering the Residency, one part of the English army had been left behind at Alam Bagh. This part was not allowed a chance to join the main army. And, before the pools of blood accumulated in the streets in the course of the day's fight had dried up, the freedom-loving city of Lucknow, discarding the discouragement and despair caused by their defeat and the victory of the English, again besieged and bottled up the English power in Oudh. It was not only the English army at Lucknow that was placed in a fix by this firm and determined stand of the Pandays in the War of Independence. The whole English army from Peshawar up to Aligarh had to suffer a severe strain. All the troops had been despatched under the command of Havelock to fall upon Lucknow; and when, in spite of the help of these troops, not only the besieged army in the Residency was not set free but the army was beleaguered there, then, the English power in the provinces below Lucknow became considerably enfeebled. Though just then, Delhi had fallen and the English army there was free, it had enough work on its hands in 'restoring order' in the provinces around Delhi. In these circumstances, the English Commander-in-Chief left the armies at Lucknow and Alam Bagh to fight it out themselves for the present with the Revolutionaries, and began to attend to the lightening of the strain on the British power as the more important task. The new English Commander-in-Chief, Sir Colin Campbell, had arrived at Calcutta on the 13th of August. From that day till the 27th of October, he has straining every nerve to prepare for the vast campaign to reconquer Hindusthan from the hands of the Revolutionaries. He portioned out the English army as it arrived from Madras, Ceylon, and China. He cast new guns in the Cassim Bazaar arsenal. He had excellent arrangements as far as possible for arms and ammunition, provision, cloths, and transport. He spent two months in these preparations for the next great campaign when the news arrived that Havelock and Outram were still shut up in the Residency at Lucknow. Therefore, with the resolve to deal personally with the obstinate town of Lucknow which fell but rose again, he set out from Calcutta on the 27th of October. About the same time, a naval brigade had been formed under Colonel Powell and Captain William Peel and sent up the river to Allahabad. From Calcutta right up to Allahabad and Cawnpore, near all the big roads, small bands of Revolutionaries were constantly harassing the English army. If these bands had been found together, the English could have possibly attacked them all; but the Panday forces, trained in the school of Kumar Singh, hovered round the English army, always avoided battle, never gave the English any indication of their existence except when attacking them and, by these guerilla tactics, had created consternation in the English camp in the whole province. While trying to drive away such a band from the Kajva river, the colonel of the naval brigade was killed. On the day on which the Panday sword drank the blood of Powell, the Commander-in-Chief arrived at Cawnpore. The Commander-in-Chief had himself had a terrible experience as to how the Revolutionary bands harassed the armies on their march. Sir Colin Campbell was driving in a carriage from Allahabad to Cawnpore. Though the English had tremendous difficulties in obtaining transport and the Commander-in-Chief had to sit in a third-class cart, on the same road was marching a detachment of a Revolutionary regiment of infantry mounted on about a dozen elephants. There were, also, twenty-five horsemen accompanying them. Sir Colin was alone. When the driver of the card came near Sher Ghati, he saw the Revolutionary band coming to the same place by another road. Though the Pandays did not pay any attention to the freight on the card, because they had no idea of it, still, the freight itself was considerably anxious! The commander-in-chief going towards Cawnpore to conquer the whole of India saw standing before him, suddenly, the terrible Revolutionary band. He gave up the route and turned back immediately. A word would have done him! A sign from the cartman would have been enough! And the man who could not have been caught even after killing thousands of Englishmen would have been made a prisoner by an ordinary cartman. It was the difference of a moment. Sir Colin would have been arrested and taken before Kumar Singh or sent at once before the Angel of Death! After escaping from this danger, Sir Colin arrived at Cawnpore on the 3rd of November. As large a force as possible had already been assembled there under Brigadier Grant. The naval brigade mentioned before also arrived there along with the new English troops. Greathed also, with the Delhi army, came there having routed the Revolutionaries of the province of Delhi on the way. After the fall of Delhi, the bravery which Greathed exhibited in restoring "peace" in the province around Delhi absolutely surpassed that of Neill at Allahabad. It is unparalleled. Since the beginning of the Revolution, up till November, this province was in the hands of the Revolutionaries. But the people in the province were so little harassed that the English themselves write: "The people not only cultivated but in many districts as extensively as ever. In fact, beyond supplying their necessity, the rebels did not venture to assume the character of tyrants of the country."21 The Pandays had treated this province as was proper for volunteers fighting for the freedom of their country - and the British who had set out to crush its spirit of independence, destroyed it completely as befitted the proclaimers of slavery! And, all this, to restore peace! Burning village after village, hanging on the gallows any robust man found on the way, and killing the village inhabitants en route with more recklessness than if they were wild birds, Greathed's army came from Delhi to Cawnpore! That army and the naval brigade effected a junction with the other white troops there, and Brigadier Grant began to go down the Ganges. O Ganges! How many English armies have come to thy shores to proceed to relieve Lucknow! And O you proud Ayodhya, are you not now at least going to release the English army from the dungeons of Lucknow when this new force has come to terrorise you? Brigadier Grant had about five thousand English troops besides hundreds of camels, etc. He had also taken with him plenty of provisions for the Lucknow army. When the news came that this army of Grant had fought its way up to Alam Bagh, Sir Colin Campbell left Cawnpore and crossed the Ganges. To guard his rear, he left a select English and Sikh army with a number of guns at Cawnpore under the command of Wyndham who had won fame in several European wars. Sir Colin joined the chief army at Alam Bagh on the 9th of November. He reviewed the Alam Bagh forces and planned a combined attack by the various regiments. He now gave the order to make an assault on Lucknow on the 14th of November. Before this, a daring Englishman, called Cavenagh, had entered the Residency in company with an Indian at night, evading the sepoy guards by blackening his face and putting on Indian garb. He was sent there to get information about the state of defences of the Residency and to discuss plans about the coming attack. --- 21 Narrative of the Indian Mutiny. He had before this time delivered the messages of Colin and Outram to each other. In the Residency and in the English camp at Alam Bagh, everyone was waiting anxiously for the 14th of November, Havelock and Outram were to come out of the Residency to attack the Revolutionaries from inside and Sir Colin was to press them on the other side! At this time, in the English camp were to be found most of the eminent generals and warriors that made their name in 1857. Havelock, Outram, Peel (of the naval brigade), Greathed, Hodson of Delhi, Brigadier Hope Grant, Eyre, and the Commander-in-Chief Sir Colin himself - all were there. There were fresh Highlanders, Outram's Europeans anxious to jump into the field from within the besieged fort, "loyal" Panjabee youths, and still more loyal Sikhs, with their swords still bespattered with the blood of the Motherland shed at Delhi! Such was the English army that started towards Lucknow on the 14th of November. The whole day was spent in skirmishes between the English and the Revolutionaries. About the evening, the English army had advanced fighting up to Dilkhwush Bagh. Sir Colin decided to spend the night there and encamped in the garden. Though the Revolutionaries led intermittend attacked even that night, the English army did not heed them and spent the night there. Next morning, Sir Colin arrayed all his troops and gave the order to attack Lucknow again on the 16th. Then, the English army advanced like a tidal wave and fell upon Sikandar Bagh. Till it reached this place, it had not met with serious resistance from the Revolutionaries. But whoever was the leader of the Revolutionaries there, he did show some splendid fighting. When the Highlanders, under Ewart, and the Sikhs, under Powell, fell upon Sikandar Bagh yelling fiercely, it seemed as if the undaunted dash of the English force would sweep everything before it. The Sikh Subahdar, Gukul Singh, waved his sword in the air and tried his utmost not to let the Highlanders go before his own fellows. On! Unfortunate Lucknow! With the cruel emulation as to who will drink her blood most, Sikh and Highlander swords began grim work. But the strong boulders of Sikandar Bagh were destroyed, the heroes there would not move back at all! For, when some stones of the wall fell, the English troops rushed there like arrows. Who goes first, Sikh or Highlander? Both are trying hard. But, at last, the man who first reached the breach is a Sikh. To reward this traitor's valour, a bullet right in his breast! He fell and immediately Cooper rushed in, and behind him Eward and captain John Lumsden, - and then Sikhs and Highlanders all quickly rushed in. The Sepoys within were staggered for a moment on seeing the whole army entering so quickly. But the hero who led the Revolutionaries that day at Sikandar Bagh was no ordinary leader. He does not think of retreat! Victory or Death! Death or Victory!! This cry fits only the months of those who fight for freedom. Cooper is the first man who had rushed into the Bagh; therefore, the Sepoy must try to kill him first. This cannot be done except by the brave sepoy officer of the regiment which revolved at Ludhiana. He looked out for Cooper and ran straight at him. Clang! Clang! Clang of swords! A deep thrust, both simultaneously cut each other and both fell dead! Lumsden began to wave about his sword in the air and shouted, "Come on, men, for the honour of Scotland!" How insolent! For the honour of Scotland! And has Hindusthan no honour? Before any white man came up for the honour of Scotland, a brown hero rushed forth for the honour of Hindusthan - and blood began to gush out of Lumsden's lifeless corpse! While such a terrible hand to hand fight was going on here, the English army broke the wall on another side and rushed in from there also. Now this Bagh had no hope of victory. Then, O Sikandar Bagh, are you going to fight even after victory is gone? Fight on, fight on! Let victory go but do not lose honour, do not lose fame, jump into the battle as a duty! On every door, on every step, in every quadrangle, sword clashed with sword! Blood was shed everywhere. Malleson says, "The fight for the possession of the enclosure was bloody and desperate, the rebels fighting with all the energy of despair. Nor did the struggle end when our men forced their way inside. Every room, every staircase, every corner of the towers was contested. Quarter was neither given nor asked for; and, when at last the assailands were masters of the place more than two thousand rebel corpses lay heaped around them. It is said that, of all who garrisoned it, only four men escaped, but even the escape of four is doubtful."22 Oh, you two thousand martyrs that denied fighting for independence in Sikandar Bagh, let this grateful history be dedicated to your memory! The blood of two thousand patriots! This history is dedicated to that blood! Who were you that started to fight thus for the country? What were your names? Who was the brave leader that led you to the fatal battle? The good fortune of relating all this, the good fortune of pronouncing the names of you who sacrificed your bodies in the hope of serving humanity, has not fallen to our lot! Let, then, this history be dedicated to your nameless memory alone! Victory was gone, but you did not allow your fame to be tarnished! Let your blood and bravery purify and adorn the Past and incite and inspire the Future! You did not soil your fames, O Heros of Independence, but if your self-sacrifice in Sikandar Bagh had begun at its proper time, victory also would have been yours! Now, the might of your enemy has increased manifold. Thousands of new soldiers have come to fight on their side, their strain has become less after the fall of Delhi, their moral strength has augmented by victory and yours has diminished by defeat. Such a dry and lifeless soil, even the blood of two thousand men will not fertilise. If, however, as soon as the Revolution began, at the first onslaught on the feeble Residency, you had rushed up with the cry of "Victory or Death!" - then, in half an hour's time, the crown of independence would have shone on the forehead of Hindusthan. You died as you should die but the auspicious moment was gone! Time and opportunity were gone. In a war of Revolution, what is lost by a minute, sometimes, cannot be regained in an epoch. A drop 22 Malleson's Indian Mutiny, Vol. IV, page 132. of blood could have given you victory then, but, now, even fountains of blood will give you only fame, but victory is difficult. In the whirlwind of Revolutions, the loss of a single moment spoils the whole plan. One step back means disaster. The momentary hankering after life is sure to bring permanent death to the cause! Blood was abundantly shed in other places also than in Sikandar Bagh. Bilkhwush, Alam Bagh, and Shah Najaf were giving a terrible battle to the enemy that day and that night. In the early morning, all the bells of Lucknow city began to peal, drums began to beat, and again the wounded city began to give a fierce battle to the enemy. The fight at Moti Mahal today is not a whit less fierce than that at Shah Najaf yesterday. But, in the end, the English got decided the upper hand and the English army was enabled to relieve its compatriots so long shut up in the Residency. On the 17th, 18th, 19th, right up to the 23rd, the battle raged at Lucknow and, at last, the besieged army and the relieving army met each other. The Residency, over which so long hung the shadow of death, now assumed a pleasant smile. But, even now, the Revolutionaries did not heed the English victory. Though the two armies had united and the whole city of Lucknow was swimming in a sea of blood, they would talk neither of surrender nor of retreat! On account of this obstinate courage on their part, it was always uncertain when the fighting would be over. So, Sir Colin began again to reform the British army. He evacuated the Residency and collected all the troops in Dilkhwush Bagh. He kept four thousand men and twenty-five guns in Alam Bagh under the command of Outram. He made all arrangements necessary for the future struggle. And for the victory that had been gained, he very properly praised the army for its bravery, discipline, and obedience. Of this praise, the greatest portion was deservedly given to Havelock. But while the English army was rightly exulting over its victory, Havelock who had the chief share in it suddenly died!! By the exertions of the terrible battle-field of Lucknow, by care and despair, the brave Havelock had been sinking slowly. And he succumbed at the very moment of victory. This death poisoned the joy of the English on the 24th. However, it was not the time for brooding in sorrow over the dead, but for carrying out their uncompleted task. If Havelock fell while taking Lucknow, to take Lucknow was the best way to remember and do honour to his memory. But before starting to conquer Lucknow, why these sudden shocks of artillery near Cawnpore? Oh, they might be nothing! So long as the brave Wyndham, with fame in European wars, is there, the noise need not materially disturb Sir Colin. Who is the Revolutionary that would dare to face an English warrior like Wyndham? But these messengers say that Tatia Tope is also there! Tatia Tope at Cawnpore! Sir Colin at once understood the meaning of the news of the cannonade he had heard; he sent Outram with the greatest haste against Lucknow and marched at once towards Cawnpore to see that Tatia Tope was doing there! WHEN the army of the "mutineers" had been defeated at Cawnpore on the 16th of July, Srimant Nana left Cawnpore and proceeded to Brahmavarta. That night - the 16th of July - was spent by Nana in his palace there, in deliberation as to his future plans; and the very next morning saw Nana Sahib approaching the boats waiting on the river Ganges with his youngest brother Bala Sahib, his nephew Rao Sahib, his aide-de-camp Tatia Tope, with all the ladies belonging to the royal household, and with his treasure and a few supplies. Nana was going to Fatehpur in the Lucknow province. Choudhuri Bhopal Singh, an intimate friend of Nana Sahib, received them there very cordially and entertained them in his house. While Havelock with all his army was besieging Cawnpore and was thinking of pressing on to Lucknow, Nana also was deliberating in full Durbar as to the best means of opposing Havelock. To find a satisfactory solution to this problem, one person in this Durbar was eminently fitted by his extraordinary intellect. His subtle intellect seemed to be ever on the look-out for difficult problems which awaited solution. So far, Tatia Tope had done nothing higher than the work of a clerk; but then, there was nothing beyond the work of a clerk, so far, to be done at Nana's Durbar. But one glimpse of the spirit of liberty - and the Durbar of Nana, too, showed the characteristic intelligence, alertness, and brilliance of the old Raigarh Durbar. New aspirations were now struggling for fulfilment, fresh thrones had to be established, new armies had to be formed, fresh battlefields had to be fought and won. Now, the joy of victory had gladdened the Durbar but, then, the grief consequent on defeat produced a reaction. But, in close succession comes a profound calm; for, vengeance for past insults is being planned; and this calm is being disturbed alone by the still and silent deliberations in the Durbar as to the future plan of the Revolutionary party. It was but natural that the ability, so long latent for lack of scope, should now step forward boldly, that clever schemes, so long only suggested to the mind, should now be readily formulated for action. And it must be admitted that for clever, deep-laid, successful scheming, an equal to Tatia Tope would be hard, indeed, to find. Tatia's idea was to reorganise the bands disorganised on account of the defeat at Cawnpore. The splendid logic, the intimate acquaintance with the most secret springs of human nature, and the undaunted daring of this extraordinary man were so superb that whole regiments of rude Sepoys would be ready to rise in his favour with one mind in the course of a single day. When the necessity for reinforcements arose, Tatia had gone straight to Sheorajpur and enlisted the 42nd regiment - lately risen - for the new cause. Meanwhile, Havelock had been preparing to cross the Ganges and advance on Lucknow; so, Tatia decided to harass his rear. How the English commander was, thus, dragged back to Cawnpore, how on his return he saw, to his surprise, the extraordinary Mahratta ruling in his palace at Brahmavarta, how the English army was forced to give battle at this place, and how, in the encounter, the army of the Revolutionaries was defeated on the 16th of August - all this has been described in a previous chapter. After the defeat, Tatia swam the Ganges with his whole army and joined Nana at Fatehpur. Reinforcements were again necessary. The same problem rose again. But why need Nana worry about reinforcements so long at Tatia Tope was there? The army in the cantonments of Gwalior - anxious to meet the Feringhi in battle - had so far been obliged to keep quiet, because of the 'loyalty' of the Scindia. To Gwalior, then someone must be sent - and who fitter than the wily Mahratta who, like the magician who waves a spell round his audience, had seduced and kept within the hollow of his hand whole regiments of Sepoys? Tatia, then, went to Gwalior incognito. And shortly after, he had seduced the whole army - infantry, cavalry, artillery and all - at Morar, and had even brought them as far as Kalpi. From a military point of view, Kalpi would have been of great help to the Revolutionaries. As the river Jumna flowed between Halpi and Cawnpore, it could serve as a cover against the English army. Tatia realised, then, that after Cawnpore no better base could be secured than the fort of Kalpi and so he took the fort. When Nana heard that he had got a good army and the fort of Kalpi, he consented to make Kalpi his base and sent Shrimant Bala Sahib, as his representative, to occupy the fort and look after it. While Bala Sahib was holding the fort, Tatia began to think of attacking the English army. At this time, General Wyndham who had earned fame in the battle-fields of Europe was the chief commander of the Cawnpore regiments. Sir Colin had gone towards Lucknow leaving this small army to protect Cawnpore. Tatia, then, had got his opportunity. The Resolutionaries of Lucknow were engaging the huge army of Sir Colin and keeping it busy; it would be difficult for general Wyndham to get help from outside; and hence, this was the time to surprise him, engage him, and, if possible, to get rid of him. Such was the plan of Tatia. Bala Sahib thought well of this plan and Tatia himself was made commander of the forces. A mere clerk yesterday, this poor Brahmin of the Durbar of Nana was the commander of to-day. He crossed the Jumna and engaged openly in battle with General Wyndham who had spent a lifetime on the battlefields of Europe! And with what means? With the recently risen unorganised Sepoy mass and with the peasant rabble who had accompanied them! He stood face to face with the English army which had all the advantages that organisation, military training, and discipline could give. It was instructive to watch such an encounter, to see how the spirit of independence could meet all the overwhelming advantages on the opposite side. It was a living example and lesson showing to what extent an army without the advantages of discipline but with the spirit of liberty could fight, illustrating with what success it might have fought had it all the advantages of discipline. With the troops of Gwalior which had joined him, Tatia had reached Kalpi on the 9th of November. Kalpi is situated about forty-six miles from Cawnpore. Having accurately ascertained the exact whereabouts of the English army, he left Kalpi, crossed the Jumna, entered the Doab, and, leaving all his treasure and other things at Jalna, occupied some villages adjoining Cawnpore. He was playing a deep game in not rushing on to Cawnpore immediately after crossing the Jumna. He did not want to annoy Wyndham until news came that Sir Colin had begun to engage in the fight at Lucknow. When that news did reach him, he advanced on Sheorajpur, occupying important positions on the way. About the 19th of November, Tatia, by these clever tactics, was able to cut off all supplies from the British army. Meanwhile, the famous commander of the English forces was certainly not idle at Cawnpore. The stream of the English army flowing from Calcutta was stopped at Cawnpore, and Carthew was sent with a division to establish himself on the road to Kalpi. Wyndham coolly awaited Tatia's movements. Would Tatia go on to Ayodhya to cut off the rear of Sir Colin's battalions or would he attack him in Cawnpore itself? But Wyndham was not a commander who would wait for ever. His daring nature ever pressed him forward. Moreover, he thoroughly believed in the superstition that English troops were superior not only to Indian troops but all Asiatic troops in general and that the best means of defeating Asiatics was to attack them boldly on the front with one heavy charge. "Strong though you may be, the least hesitation on your part to attack,. The least delay, and the Asiatic becomes proud and conscious of power, and becomes aggressive. Thus, even if you are weak, hesitate not, but charge boldly with one united charge, and the Asiatics would be bewildered and fly before you through mere fright." Such was the thorough belief of the English and, out of the many occasions on which they had acted on this belief, they had been successful on most. It was considered, therefore, quite a rule well-established by experiment, that it was not proportion of numbers but bluff and bullying that was the sure road to victory; hence, the advisability of a handful of European troops charging a large mass of Asiatics straight like an arrow! Every English soldier coming out to India was made to learn this rule by heart and every English historian who wrote a book brought this fact prominently before all. General Wyndham, trained as he was in such warfare and with such ideas, was not likely to allow Tatia to make his movements unhampered. He left Cawnpore immediately and moved towards the bridge over the canal near Kalpi. Tatia, meanwhile, moved from Srikhandi to the river Pandu on the 25th November. When the daring enemy approached so near, the English army prepared for battle and the thoroughly-tried antidote against Asiatic courage just referred to was used on the 26th. On that date, Wyndham started his straight-as-an-arrow attack. The Revolutionaries were ambushed in a thick jungle and they began their cannonade on the English army. After a good deal of exchange of shots, the Engliosh took three of the guns of Tatia and Wyndham almost believed that, once again, owing to his bold charge, his army was successful. His army, too felt the assurance of victory. But it was a vain hope. For, soon the English troops were forced to retire steadily. In an instant, the hope of victory was changed into certain defeat and Tatia pursued him until he had retreated up to Cawnpore. The Revolutionary cavalry at their back would neither attack them nor leave them! They wheeled round and round the enemy, forced the enemy back, and themselves reached the gates of Cawnpore. Instead of taking fright at the charge of Wyndham, Tatia himself began the aggressive, meeting charge with charge. Says Malleson: "The leader of the rebel army was no fool. The blow dealt by Wyndham, far from frightening him, had disclosed to his mind the weakness of the British leader Tatia Toperead, then, the necessities of Wyndham's position as he would have read an open book and, with the instincts of a real general, he resolved to take advantage of them." --- 23 Malleson’s Indian Mutiny, Vol. IV, page 167. Tatia ordered his army which had fought Wyndham for twenty-four hours without a minute's rest that they were to be ready by the morning to march against the enemy. But they were not to start the attack until another contingent of the Revolutionaries coming from Shewoli and Sheorajpur opened fire on the right flank of the English army. As soon as that began, however, they were to begin the attack in right earnest. Wyndham meanwhile had led forth his army ready for battle; but when, even after nine, the army of the Revolutionaries did not begin the attack and not a sign of them was visible, the English army returned to camp for breakfast. At eleven, the army was made ready for battle. A vague uncertainty as to the real intention of Tatia pervaded the atmosphere. This was soon made known, however, in a terrible manner; for, cannon-balls were sent flying from the Revolutionary guns against the right wing of the English. The vanguard, too, was attacked by Tatia. Directly after this, Wyndham sent Carthew with six guns to the road to Brahmavarta to protect that part of Cawnpore. And now a regular cannonade began. Soon it appeared that the English artillery-men were falling back. Tatia had arranged his army in a semicircle and his game was to close on the enemy from the front and the flanks. Wyndham tried his best to break through the circle but the guns of Tatia would not allow him to advance even a step. It seemed they could not even maintain their position, and the English, within a short time, began to show signs of retiring. Seeing that the left wing had retired leaving their guns behind the right wing held on for a time and tried to keep the guns. But they could not hold much longer. As they too retreated, the semicircle of the Revolutionaries closed on them more tightly. By six in the evening, the English army was thoroughly demoralised. A short while more and the rout was complete. Thousands of tents and oxen, a great quantity of provisions and clothing fell into the hands of the Revolutionaries. Half of Cawnpore was now in the hands of Tatia. Thus, the second crown of victory crowned this brave and stalwart Mahratta. Yesterday's battle gave him a victory which was but indirect and partial, but today's victory was complete and direct. For he had not merely defeated the clever and famous commander of the English in a battle which lasted a whole day, but he had routed the English army thoroughly; he had captured the whole camp, tents and all; he had driven them out of a portion of Cawnpore and himself retaken the city. Even English historians admit that, if his army had been as disciplined as he was capable, he would have been able to destroy Wyndham's army completely. And now the cannonade of Tatia had reached Sir Colin's ears. When Tatia came to Cawnpore, he believed as certain that Sir Colin would be engaged at Lucknow at least for a month. But soon, Tatia heard that, in some unforeseen way, the Revolutionaries had been got rid of by Sir Colin, and it seemed now pretty certain that Sir Colin would attack him, and try to close him in by attacking him from both the sides of the Ganges. Tatia's face clouded with anxiety at this news. Wyndham felt very hopeful. That, very night, Wyndham resolved to win back the glory he had lost during the day. But his men were all tired and therefore, giving up the idea of the night attack, he began to prepare for giving another battle the next morning. He tried to repair the mistakes of the previous day and determined on an attack. The fight began early in the morning. The Revolutionaries aimed their artillery on both flanks of the enemy. The fight went on as on the previous day till midday. But this day, the English did not retire. They assumed the aggressive and began a determined, united, formidable and, as they thought, irresistible, charge. Irresistible indeed! The right wing is absolutely shattered! Brigadier Wilson is down! Captain M'Crea is no more! Morphy, Major Stirling, Lieutenant Gibbins, all are down! Aye, Asiatics can produce a Tatia, after all! The third day, then, saw a victory for Tatia and his followers, for they fought hotly and well till late in the evening and they had routed what remained the English army. The English army was more completely routed than even on the day before, both the wings having been actually driven from the field on this last day. And Tatia had now captured the whole of Cawnpore and thus the third crown was shining on the sword of the brave Mahratta.\textsuperscript{24} Just when the English army was being routed, the commaner-in-chief, Sir Colin, arrived in their camp. He realised the extent of the injury done to British prestige by Tatia; he saw, with his own eyes, the English troops flying for their very life and the victorious troops of the Revolutionaries pursuing them; and he heard, with his own ears, the trumpets and drums proclaiming the victory of the Revolutionaries! He saw the importance of the struggle Tatia was carrying on at Cawnpore. Tatia on his part realised that Sir Colin was enabled to march back to Cawnpore, just at this juncture, to the help of the English army, only through the utter failure of the Revolutionary party to hold their own at Lucknow. But he did not get disheartened. He smashed the bridge near Ayodhya to render it impossible for the English army to cross the Ganges; he also stationed guns near the place. But the enemy understood his game and, in the face of the fire, crossed from Ayodhya to Cawnpore before the 30th of November. In the camp of Tatia, Nana Sahib and Kumar Singh had also arrived. These leaders determined that, instead of leaving Cawnpore, it would on the whole be more creditable to meet the commander-in-chief in \textsuperscript{24} The following graphic picture is given of the defeat by an English officer: "You will read the account of this day's fighting with astonishment; for it tells how English troops, with their trophies and their mottoes and their far-framed bravery, were repulsed, and they lost their camp, their baggage and position to the scouted and despised natives of India! The beaten Feringhis, as the enemy has now a right to call them, have retreated to their entrenchments amidst overturned tents, pillaged baggage, men's kits, fleeting camels, elephants and horses, and servants. All this is most melancholy and disgraceful." - Charles Ball's \textit{Indian Mutiny}, Vol. II, page 190. battle, especially as "they had, as their leader, a man of very great natural ability!"\textsuperscript{25} Tatia stationed his left wing in a well-protected position between Cawnpore and the Ganges. His centre was right in Cawnpore city. And his right extended behind the Ganges canal and held a bridge over it. In his army, there were ten thousand trained sepoys. With these he kept Sir Colin busy on the 2\textsuperscript{nd}, he actually opened fire on Sir Colin's tent. On the 6\textsuperscript{th}, Sir Colin was forced to accept the open challenge of the Revolutionaries. Consolidating, therefore, his army of seven thousand in an admirable manner, he began his attack on these insolent "mutineers" who could dare to attack the camp on the commander-in-chief himself. Seeing the right wing of the Revolutionaries unprotected, Sir Colin determined to charge on the right. But in order to draw off their attention from the right and direct it towards the wrong direction, the English opened fire early in the morning of the 6\textsuperscript{th} on the left wing of the enemy, who were soon engaged in repelling the attack. A mock charge was meanwhile made on the centre, too, by Greathed. So believing that the enemy's objective was the left and the centre, the Revolutionaries began to concentrate their strength on these. While the left was seriously suffering from the artillery of the British, the English began suddenly to return to the right of the Revolutionary army. But the Gwalior contingent stationed on the right by Tatia began a furious cannonade on the Sikhs and the English who were charging. The rifles of the Panday army, too, were very active. But the Sikhs made, "double march", and rushed forward, being backed up by Peel's white troops, and the Gwalior army, under this double fire, showed signs of retiring. As soon as that was apparent, the fire of the enemy was reduced and soon the Gwalior army was scattered completely. All their guns were captured and a furious pursuit of them began on the Kalpi road. A complete victory was thus \textsuperscript{25} Malleson’s \textit{Indian Mutiny}, Vol.IV, page 186. obtained by Sir Colin so far as the right wing was concerned; but, he was not satisfied with that. He had an idea of blocking completely the road to brahmavarta on the left, as he had blocked the road to Kalpi on the right, and thus, of capturing Tatia with his whole army. So he despatched Mansfield to the road leading to Brahmavarta. On this day, the well-established proposition about Asiatics, referred to above, seemed to have been confirmed both positively and negatively. The feigned attack on the left made by Greathed was so weak that, had the Pandays made but one attempt to repel it, not only would Greathed have been punished in a way he would have remembered to the end of his life, but the very fortunes of the day would have been changed. As it was, the Revolutionaries began to give way under the straight attack of the English. While this affirmative part of the proposition, viz., that, at a good charge and at a show of audacity, the Asiatics lose heart, was being confirmed on the centre emphatically; on the left, the negative part too was being realised in an unmistakably clear way. For when the Revolutionaries saw Mansfield coming, crouching a roundabout and concealed manner, they attacked him even though he had a large division. Nana himself commanded the left. He took full advantage of the slow movements of Mansfield. When Sir Colin was inquiring whether Tatia had been hemmed in or not, he heard with regret that through the dilatory movements of Mansfield, he had been foiled in his desire. He did not succeed in capturing Tatia Tope! For, that Mahratta general had pressed Mansfield and pressed him as far as Brahmavarta. He had broken through the network of the English army, and had gone off with his army and with all his guns. How many more networks the English general would have to spread before they could succeed in capturing the Mahratta tiger will appear in a future chapter. Though Tatia was able to escape, on this day, with all his men and all his guns, Hope Grant was pursuing him closely and, on the 9th of December, a running fight ensured between Tatia and the English near Sheorajpur; and, though Tatia did break through this time too, most of his gung fell into the hands of the enemy. Thus, in an interval of two days between the 6th and the 9th, Sir Colin was able to repair the defeat of Wyndham, to capture thirty-two of the Revolutionary guns, and to break up their army, forcing some towards Kalpi and the rest on to Ayodhya. After obtaining these big victories, he thought that minor victories were surely within reach. So, he marched on to Brahmavarta, looted the property there, razed the palace to the ground, and, to crown all his triumph, demolished the sacred temples of that city. It was in this palace that the brightest gems of India, Nana and Tatia, Bala and Rao, and the "Chhabeli" of Jhansi had been bred and brought up. It was this palace that first conceived the Warf of Independence of that glorious year. The temples of that city had blessed the birth of the ideal. When the throne of Raigarh which had been snatched from the Mahrattas had been re-established again in this palace washed by a free flow of the stream of English blood, the palace and these temples had been illuminated. That very fire which could produce all the illuminations had been instrumental in reducing them to-day to ashes. But history need not drop a tear on these scared ashes. For this palace and these temples had been burnt down only after they had accomplished their task. The very extinction of such structures is more inspiring, a thousand times more life-giving, than the existence of hundreds of other structures which are but monuments of slavery; for these have attempted to give birth to independence; and they have died in that attempt. Far more profitable is death through the attempt to establish Swaraj than life in slavery. The sacred fuel burning in the sactificial fire is a thousand times more life-giving than the log of wood burning in the funeral pyre. AFTER thus stemming the fierce tide of Tatia's progress at Cawnpore, Sir Colin started reconquering the other portions of the country that had risen. Seaton had been marching slowly, 'pacifying' provinces on the way, and had now come down to Aligarh. So now Walpole was sent by Kalpi road to accomplish the same task for all the territory from Aligarh to Cawnpore. Walpole was to march upwards from Cawnpore and Seaton was to go downwards from Aligarh; they were to meet at Minpuri; and, thus, all the tract of the Doab along the Jumna was to be reconquered. While this was being done, Sir Colin was to march towards Fatehgarh from Cawnpore. Such was the plan of operations. It was thought that the Doab Revolutionaries would be pressed back by the English army and would eventually enter Fatehgrah. And hence it was decided that the closing finale of the operations should be conducted and a great battle should be fought near Fatehgarh, where the three armies of Walpole, Seaton, and Campbell were to meet after the close of their individual operations. According to this plan, on the 18th of December, Walpole, with all his guns and his army, began his upward march from Cawnpore on the Kalpi road. After fighting one or two skirmishes with scattered Revolutionary bands all along the way, wreaking cruel vengeance - the well-known and customary Feringhi vengeance - on all persons indiscriminately, innocent people as well as those who actually fought against England, and on the villages which had sheltered the Pandays; and, by such means, trying to bring back the territory under British allegiance, this Walpole came as far as Itawa and, of course, he would have gone further. But, though the Revolutionaries in Itawa had all left, he had still to stop, with all his army, in that city. What could be the reason of this extraordinary necessity? What could stop this march of the English army? Was it that Revolutionary troops, in large numbers, had attacked him? Or could it be infantry or the cavalry? Or was it by any chance the artillery with the fierce fire playing all round? No, none of these things were happening in Itawa. Neither the infantry nor the cavalry, nor the fire of the artillery was stopping the English at Itawa. Only twenty or twenty-five Indian heroes are making a stand from yourder building. That building has a roof and its walls have holes made in them for fixing the muskets. It is these twenty-five men, standing with a musket in their hand and a burning fire in their heart, that have made the fully-equipped English stop at the door of Itawa. Itawa blocked the passage of the English army notwithstanding the guns and cannon that it carried, because Itawa had not yet received its usual toll due to it as of right. That toll was that everyone who dared enter the threshold of Itawa against its wishes should fight first. The challenge was "Fight first!" These twenty-five men had determined to sell their lives dear, though escape was easy. What battle could be given to these handful of people in this building? If probably they waited for a few minutes, these mad people would come to their senses and make their escape, which was yet open to them - so thought the English. But though they waited long, there seemed no possible chance of the "mutineers" coming to their senses. So, an engagement was at last decided upon. The mere show of the artillery would, it was thought, be sufficient to make them fly. The English, therefore, exhibited their artillery and tried to frighten the Revolutionaries. But, fear could exist only in the hearts of ordinary mortals. Those who, charmed by the ideal of independence, welcomed death as the only means of achieving the ideal - who could succeed in frightening these? Who fights for victory fears; who battles for glory, even, may fear; but who could frighten him who fights for death alone? The utmost one can be afraid of is death! But he who has overstepped those limits and who smiles on death, what could frighten him? What could come in the way of such a man? Not all the thunders and all the lightnings of dread heaven could stop his progress; for his progress is towards death and those elements are only rendering his task easier. He who hopes for death alone has no room for despair. These national heroes of Itawa who courted death in battle with the ardour of a lover for his love, what could frighten them, then? And so they willingly relinquished all the ways and means of escape they had. They had not the slightest hope of victory and yet they defied the English army and loudly called on them to join battle. That army of the English which did not stop for the ramparts of Delhi nor for the walls of Cawnpore nor for the siege of Lucknow, now had to stop before this insignificant-looking building! Malleson says: "Few in number, armed only with muskets, they were animated by a spirit fiercer even than the spirit of despair - by a determination to die martyrs to their cause. Walpole reconnoitred the place. It was, for a place to stop an army, insignificant. It would easily be stormed. Yet to storm it in the face of its occupants would cost valuable life and it seemed that easier and less costly means were available. These easy means were at first tried. Hand-grenades were thrown in; an attempt was made to smoke out the occupants with burning straw. But all in vain. Through their loop-holes, the rebels poured in a constant and effective fire on the assailants and, for three hours, kept them at bay. At last, it was resolved to blow up that place. For this purpose, Bourchier, aided by Scatchley of the Engineers, made a mine with a number of his gun cartridges. The explosion of this conferred upon the defenders the martyr's honours they coveted. It buried them in the ruins." The dynamite exploded the building. The highly coveted honour of martyrdom was, thus, gained by these heroes who longed for it. They died on the spot and were buried in the ruins. And this sacred mausoleum of Itawa, since that day, has been preaching a silent and terrible sermon, by day and by night, on How to die in defence of a Noble cause!! Brave Itawa! Glorious for ever! What better, what holier inspiration could one find in the pass of Thermopylae, the ramparts of Breccia, or the stand of De Reuter in the Netherlands! All glory to Itawa! Itawa for ever! When Walpole reached Itawa, Seaton too had passed Aligarh, Kashgunj, and Minpuri, and was engaging in small skirmishes the Revolutionary bands. The two armies met at Minpuri on the 8th of January, 1858. In accordance with their previous plans, the banks of the Jumna, near the Doab, had been reconquered by the British army from Delhi and Meerut as far as Allahabad. Meanwhile, Sir Colin had been marching along the Ganges. He had crushed the Nawab of Fatehgarh and had thus destroyed the last resort of the Doab Revolutionaries, and he was now going towards Fatehgarh from Cawnpore, bent on clearing the territory of the Doab, as far as the Ganges and the Jumna on either side, of the enemy altogether. The Nawab of Farrukabad, as has been already told, had declared his independence at Fatehgarh. The Doab Revolutionaries had flocked into Fatehgarh from all the adjoining parts. Sir Colin had many small engagements with these. As these Revolutionary troops were mostly composed of undisciplined people who had been defeated at Delhi and Cawnpore and had run away from the battle-field in those placed, they used to fly before the English, before the engagements had even begun, just to save their lives. But did they succeed in saving their lives by these dastardly means? Not at all. The English pursued them hard and, at times, would kill 600 or 700, sometimes even a thousand of the fleeing enemy. What a world of difference between the dying of those Itawa heroes and these! And the Nawab of Farukabad had soon to suffer the consequences of this dastardly conduct of these bands. His capital, his forts, and his military supplies fell into the hands of British and all the Revolutionaries were driven across the Ganges and into Rohilkhand. With the military supplies that were captured, Nadir Khan, the avowed enemy of the British, also fell into their hands. This Nadir Khan had fought the English on several occasions with credit under the flag of Nana Sahib at Cawnpore. As soon as such a formidable opponent fell into their hands, they hanged him. This Nadir Khan, at the point of death, swore a terrible oath "calling upon the people of India to draw their swords and assert their independence by the extermination of the English."26 This was the burning message delivered with his last dying breath by this glorious patriot, Nadir Khan. On the 4th of January 1858, at the time when Sir Colin entered Fatehgarh in triumph, all the Doab and all the country from Benares upwards as far as Meerut had been reconquered by the British. So, now, the question was what was to be the future plan of operations of the British army? The hope of the British, that, when the flames of rebellion had been extinguished in the Doab, the insurrections in other parts would quietly settle down, now proved absolutely futile. Experts in political astrology had prophesied that, within eight days of the fall of Delhi, the "mutiny" would be no more. As a matter of fact, the Revolution did not perish by the fall of Delhi, and all these prophecies had proved false. For the huge mass of the Revolutionary army, so far confined to Delhi, spread tumultuously all over the country like a river overflowing its banks. The troops of Rohilkhand under Bakht Khan, of Neemuch under Veer Singh, and other armies under their various Subahdars, instead of surrendering to the English, continued the war from other parts of the country. Once, right in Delhi itself, there seemed signs of another insurrection of the populace. For, a rumour had spread all over the city that Nana, after his victory at Cawnpore, had marched on to effect the release of the Emperor whom the English had imprisoned. Secret orders were immediately given to the military authorities that, should Nana really come to Delhi, the guards should rush in and shoot down the old Emperor like a rabbit!27 Since the fall of Delhi, the Revolutionaries had become even --- 26 Charles Ball's Indian Mutiny, Vol. II, page 232. 27 Charles Ball's Indian Mutiny, Vol. II, page 184. fiercer than before. They did not mind defeat now. The first ebullitions due to their victory had settled down by this time. A stoical calmness had now come over their hearts. Their one thought was that whatever happened they were to go on fighting. Either the Feringhis or they must be exterminated. They had determined, once for all, that, so long as neither of these was accomplished, they would continue the war to the end. They were quarrelling amongst themselves; some, for personal gain, were getting lawless; but to one was willing to give up the fight against the English. And, if ever this determination – never to keep down the sword until either the Feringhi or themselves had become extinct – appeared clearer than ever on the firmly set jaws, the contracted eyebrows, or the stern eye of the Revolutionaries, it was after the defeat in the Doab. Before the Sepoys who were captured in battle were hanged, they were usually questioned by the English why they joined in the war, and the Revolutionaries would answer clearly and sternly, “It is the command of religion that Feringhis should be killed!” And the end? The extermination of the English and of the Sepoys! And then? What God wills, will be done! Thus, after the fall of Delhi, the desire of liberty, instead of dying out, took only more fire. And to avenge Delhi, they continued the fight in Lucknow and Bareilley. For when the Doab had fallen to the English, the territories of Ayodhya and Rohilkhand were under the complete control of the Revolutionaries. Therefore, Sir Colin’s idea was to conquer Rohilkhand first and then to proceed to Lucknow. Lord Canning urged that, once the focus of the operations of the Mutineers, namely Lucknow, was destroyed, the smaller places would surrender easily. In deference, therefore, to the orders of Lord Canning, Sir Colin determined first to attend to Lucknow. As previously agreed, Seaton, Walpole, and the commander-in- --- 28 “The slaughter of the English is required by our religion. The end will be the destruction of all the Ebglish and all the Sepoys, - and then, God knows!” – Charles Ball’s Indian Mutiny, Vol. II, page 242. chief had brought together at Fatehgarh about ten or eleven thousand troops. In all the strategic positions of the Doab, small garrisons were stationed for keeping the province in hand. The army was reinforced by afresh batch of troops sent from Agra. With their larger reinforcements, Sir Colin started from Fatehgarh. English historians thus describe the magnitude of the English Forces at this time: "Onao and Bunni deserts had probably never witnessed such big armies, engineers, artillery, horses, infantry, carriages full of supplies, camp-followers, tents big and small; all arrangements were complete in every particular. Seventeen battalions of infantry (of which fifteen were English), twenty-eight squadrons of cavalry (which included four European regiments), fifty-four light guns, and eighty big guns were included!" Thus, on the 23rd of February 1858, Sir Colin Campbell left Cawnpore, and crossed the Ganges again with such a splendidly equipped and large army in order to punish Lucknow. Oh Ganga, witness these strong English troops coming to destroy Ayodhya! And, O proud Ayodhya, are you at least now going to humble yourself to the dust frightened by these odds? Ayodhya must have felt that the crossing of the Ganges by the English was to destroy her. She must have felt for the reduction to dust of her villages and for the destruction of her temples and images by dynamite; but not so much for all these things as for the fact that the Nepalese troops of Jung Bahadur were advancing on her. It was this that brought tears to the melancholy eyes of Ayodhya; it was advancing of this army that cast a shadow upon her face. Ayodhya was not a coward to fear the advance of the English army; for, if she had been, she would not have attempted to cast off the hated yoke of England. The very day that Ayodhya drove away from her domain the English authority by force, that very day, she was aware that an English army would soon advance on her; and aware of this, this brave Ayodhya had already stepped forth to the battle, with her --- 29 Russel’s Diary, page 218. thousand arms. But Ayodhya was not aware that on her would advance the Nepalese army of Jung Bahadur also. That the enemy would try to massacre her, she knew; but she did not know that her friends, her brothers, too, would raise the axe of destruction against her. She was ready to wrestle with the English, but she was ignorant of the shameful fact that she would have to wage war with a portion of Hindusthan herself, for the liberty of Hindusthan. And, thus, when, as if to mock at poor Ayodhya, Jung Bahadur started with the Nepalese troops to advance on her, Ayodhya looked in the direction of those troops only and began to shed tears of grief. For, at the very time when the huge British army was crossing the Ganges with Sir Colin at the head, Jung Bahadur too with the Nepalese was advancing on Lucknow to help his friends, the English! The English were his friends and the Hindusthanees were his enemies! Those who greased the cartridges with the fact of the cow were his confederates, and those who refused to bite them were his enemies! This Jung Bahadur, this blot on Indian history, brought eternal disgrace on himself and his family by joining the English as soon as he heard that the fight for Swaraj had begun. A little before 1857 he had visited England, and English historians assert that it was because he had seen with his own eyes the might and the glory of the English that he did not dare to fight against them! Was the glory and might of England indeed so awe-inspiring? If Jung Bahadur had been to England, Azimullah, the minister of Nana, too had been there; and so, also, Rango Bapuji; and history clearly records how this might have affected them, and how for every indication of that power, they only formed a fresh resolve to shatter it to pieces. The might of England alone would not explain the conduct of Jung Bahadur. The English glory only gave an additional stimulus to the patriotic hearts of Azimullah and Rango to make their Mother-Country a crowned queen with the tilaka of Independence adorning her brow. On the other hand, the sight of English power whispered to snake-like Treachery that, if it helped to keep the Mother a slave of this might, perhaps two more crumbs would fall to its lot. And this Jung Bahadur, ready to sell his Mother for a mess of potage, sent his Nepalese to the English. First, three thousand Gurkhas from Khatmandu, in the beginning of August 1857, descended on Azimgarh and Jawanpur to the east of Ayodhya. Mahomed Hussein, the leader of the Gorakhpur Revolutionaries, was ready to meet them on the field. When the English were fighting in the Doab, Veni Madhav, Mahomed Hussein, and Raja Nadir Khan had, with credit to themselves, reconquered completely the parts round Benares and to the east by Ayodhya. Even before the English troops had time to look to Oudh, the Nepalese had pressed back the Revolutionaries towards Outh. Within a few more days, Jung Bahadur and the British came to a definite agreement and three armies were ready to advance on this province. On the 23rd of December 1857, Jung Bahadur and Rowcroft started each with a large division of the British army. And, crushing the Revolutionary armies on the way, on the north of Benares and to the east of Oudh, these three armies began to enter Oudh. About the 25th of February, 1858, the Nepalese and the English crossed the Ghogra and marched toward Ambarpur. On the way, there was a strong fort in a very thick jungle, possessing great strategic advantages. It would not have been safe for the English Army to proceed onwards without taking this fort. Hence the Nepalese were directed to attack this fort. The fort engaged in fight and continued it very vigorously in the face of this well-equipped enemy. The reader may inquire the strength of the army inside the fort which dared to stop this huge army on its way. It was an army composed of thirty-four persons only! But the minds of all of them were filled with the inspiring ideal of independence and it is this which gave them the strength to fight the enemies of the country in spite of such odds. The Nepalese fought with determination. Their opponents fought with still greater vigour. Patriotism maintained its fight with Treachery. Everyone kept and maintained his place fighting, struggling hard. The name Ambarpur (Heavenly City) was eminently fitting to this fort; Ambarpur fought so well that it killed seven of the enemy and wounded forty-three. It fought so well that thirty-three out of the thirty-four who defended it, were killed without moving from their posts, and still the thirty-fourth did not cease from the fight! And it was only when the thirty-fourth was killed, after maintaining the fight to the very end, that the enemy could enter the fort. The fort of Ambarpur fought as Delhi could not fight, as Lucknow could not fight! After Ambarpur had been taken, the united forces of the Gurkhas and the English marched on reducing the country all the way. After them was also coming General Franks who, after engaging with Nazim Mahomed Hussain Franks who, after engaging with Nazim Mahomed Hussein and Commander Banda Hussein at Sultanpur, Budayan, and other places, was advancing upwards Oudh. In order to repair the loss of prestige caused by the recent defeats and to regain the authority till refently maintained in that part of eastern Oudh, the Lucknow Durbar sent Gafoor Beg, who was chief of the artillery under Wajid Ali Shah, to drive back Franks. But in the important battle of Sultanpur which took place on the 3rd of February he was defeated and, at the end of that month, there was no enemy left for the army of General Franks to encounter with in those parts. All these armies were approaching Lucknow to join Sir Colin. General Franks turned towards Daurara with the intention of taking the fort there; but, as the defenders of the fort maintained the fight in spite of the loss of their guns, General Franks had to acknowledge his defeat and retire. As a matter of fact, Franks had engaged in many a battle and been successful in most; nor could any harm have come through this small and unexpected defeat. But discipline and responsibility were maintained so well and vigorously in the English army at that time that, in spite of the innumerable victories of Franks, Sir Colin struck his name out from the list --- 30 "It was defended with so much vigour and resolution that the assailants lost seven men killed and forty-three wounded before they gained possession of it. The defendants died all at their posts." - Malleson's Indian Mutiny, Vol. IV, page 227. of the officers who were to command the English divisions in the important battle that was soon to take place. Now, the several portions of the British army advancing on Lucknow began to approach nearer and nearer to one another. While Sir Colin’s huge army starting from Cawnpore was approaching from the west, the armies of Franks and Jung Bahadur were advancing from the east. Before the 11th of March, these two armies met together and their swords were out to massacre the “sinful” city. Sinful? Not sinful but only unfortunate! While the swords of fellow-countrymen and foreigners were smiting hard, was Lucknow doing anything to meet them? Since the time - in November of the previous year - when Sir Colin hurried towards Cawnpore to watch Tatia's movements, till March, every patriot who was in Lucknow was trying his best, each in his own way, to protect Lucknow, and destroy the enemy. In honour of the flag of Swaraj which was floating high in Lucknow, everyone, from the Rajas to the poverty-stricken peasants, took his life in his hands and began the fight. Some of these Rajas and Zemindars had personally and individually lost nothing by the advent of English rule; nay, some of them had actually been benefited by it. But the noble principle that what cannot benefit the country cannot in the end benefit individuals, the noble determination not to give up duty at any time through love of personal gain, the Rajpur feeling that death is preferable to loss of honour, and the realisation of the truth that there can be no self-respect, no manhood, without liberty - all these noble ideas filled and pervaded the aristocracy of Lucknow. The Zemindars of Lucknow did not rise merely because they had suffered through the revenue assessment of the English but because they hated foreign rule! This is not merely our opinion but the deliberate opinion of the then Governor-General, as will be seen from the following extracts: "You seem to think that the Rajas and Zemindars of Oudh have risen because they have personally suffered by our land-revenue assessment. But, in the opinion of the Governor-General, this requires some more thought. More thorough-going hatred could hardly have been shown by any feudatories than was shown by the Rajas of Chanda, Bhinja, and Gonda. Not a single village of the first of these had been taken by us. Not only that but even his tribute had been reduced. The second one also was treated as generously. Of the four hundred villages of the third, only three had been taken and, in exchange for that, his tribute had been reduced by ten thousand Rupees. "By the change of rulers, no one had gained more than the youthful Raja of Nowpara. As soon as the English government came in, we gave him one thousand villages and, setting aside all other claimants, we appointed his mother as his guardian. But from the first, her army has been fighting us at Lucknow. The Raja of Dhura, too, gained enormously by the changes. But his own men attacked Captain Hursey, captured his wife, and sent her to prison in Lucknow. "Ashraf Baksh Khan, the Talukdar persecuted by his late master, was made at once sole owner of all his property. But from the beginning, his hatred of us has been most keen. These and other similar examples go to show very clearly that not mere personal loss, due to our rule, has been responsible for the rising of the Zemindars and Rajas against us."31 And so the English historian, Holmes, frankly admits that several of the Rajas and Zemindars who had begun and maintained the War of Independence were inspired by a nobler idea than mere personal gain. "There were numerous Rajas and petty chiefs who, without any substantial grievance to brood over, were always fretting against the restraints of the Government, the very existence of which was always reminding them of the fact that they belonged to a conquered nation. Among all these millions, there was no real loyalty towards the alien government which had been forced to impose itself upon them. In trying to estimate the conduct of the 31 Lord Canning's Reply to the letter of Sir James Outram. (Re-translated from the Marathi translation in the original). people of India during the mutiny, it is important to bear in mind that it would have been unnatural for them to feel towards an alien government like ours, the loyalty that can only co-exist with patriotism. Those of them who regarded our rule beneficial helped us or, at least, left us free to help ourselves. But there was not one of them who would not have turned against us, if he had once come to believe that we would be overthrown!"\textsuperscript{32} Those who blood boiled at the very name of foreign domination, those who had stepped forth into the battle field leaving their all to unfurl the honoured flag of Swaraj, Rajas, Maharahas, Zemindars, and Talukdars had, be it remembered, one amongst them, at this time, who was the first in the field to protect the revered throne of Lucknow and who was, at the same time, the ablest in the council. This extraordinary man had been for four months moving here and there with lightning-like activity, inspiring by his presence both the battle-field and the council-hall. Readers, this hero is none other than the Patriot of Fyzabad, Ahmad Shah Moulvie! With the burning torch of the Revolutionary War in his hand, he had been setting the whole country aflame, when the English authorities at Lucknow captured him and ordered him to be hanged. But, before being executed, he was taken to the prison at Fyzabad and there the storm of 1857 raised him from his cell in the alien's prison to the leadership of the Revolution. This national hero, Ahmad Shah Moulvie, was on the battlefield for the freedom of his country and the protection of his Dharma. He inspired by his tongue thousands of his countrymen on the platform and, on the field of battle, by his valour he earned the admiration of friends as well as foes. When Sir Colin went to fight with Tatia, he had left Outram, in Alam Bagh with four thousand troops. Since that day, the Moulvie was working day and night to take advantage of this weakening of the enemy's \textsuperscript{32} Sepoy War by Holmes. (Re-translated from the Marathi Translation in the original). forces. Many a time, ere this, had Lucknow been protected by the diplomacy and diversions created by Nana near Cawnpore. The isolated army at Lucknow had been brought under the complete control of the Pandays. When the British army crossed the Ganges to capture Lucknow, Nana had pressed on Cawnpore and dragged the forces of the enemy back into Doab. But Lucknow had not taken full and determined advantage of this diversion. The Moulvie tried his best not to let go the other chance which had fallen in his way through the ability of Tatia. Though the Begum of Oudh was the chief authority in the place, it seemed that her efforts could not succeed in uniting and concentrating the Revolutionaries, Rajas, and Maharajas; internal disorganisation and carelessness had rendered useless many fine opportunities of destroying the handful of the British army by a good determined charge. Delhi had fallen; Cawnpore, also, had fallen; Fatehgarh had shared the same fate; and thousands of defeated Revolutionaries from the neighbouring parts had come to Lucknow. But, instead of helping Oudh, they became a source of mischief by disobedience to authority. It appeared certain that this last attack of the British who were flushed with their victories and well reinforced by numberless new troops would carry everything before them. But the Moulvie turned darkness into light. This patriotic Moulvie inspired with high patriotism many an Indian heart by his eloquence and the force of his personality. He showed that it was possible still to beat the English, if attempts were made to act with one mind and make concentrated charges against them. He inspired the Durbar with the confidence that he possessed and evoked some order out of the chaos in the army. He had great difficulties to cope with. Some incapables grew jealous of his growing influence in the Durbar and so brought about his arrest and imprisonment. But as the Moulvie had more influence over the Sepoys than the Begum herself, and as, further, the troops from Delhi trusted and obeyed him implicitly, pressure was brought to bear upon the Begum by these people and the Moulvie was released and his influence restored. After he was released, he was asked his opinion about the military situation. He replied, "The auspicious moment has passed. Things are out of joint. Now, we should fight only because it is our duty." His influence over the populace of Lucknow was as great as ever. And he ended the petty quarrels amongst the troops and created in their minds a fresh inspiration and enthusiasm and desire to take up their swords for the destruction of the enemy knocking at their gates. But he did not stop with this activity alone. Very often he himself would personally lead them to the battles. Whenever Hindusthanees attacked Alam Bagh, the Moulvie was always to be seen in the very forefront of battle. On the 22nd of December, he had made a clever plan of deceiving the English army at Alam Bagh and hemming them in. He gave the slip to the English and marches on the road to Cawnpore with his troops. He had given orders that, as soon as he was behind the English army, a charge was to be made against the front of the English army by the division of the Revolutionaries that was at Alam Bagh. The plan was admirable and bound to have succeeded but for the other division. The leader of the other division could not maintain discipline among his followers. Everyone wanted to go by his own counsel, conscious of his own wisdom and, before the first charge had even commenced, they turned their back on the enemy instead of meeting the charge. On account of such cowardice and want of discipline, the Revolutionaries were defeated even though the Moulvie had carried out his part of the scheme most admirably. But the Moulview did not cease in his attempts to destroy the English army. On the 15th of January, the Revolutionaries received news that the English army was advancing from Cawnpore, carrying provisions and help to the British troops at Alam Bagh. They began to discuss the best means of stopping those supplies. But only discussions went on. No scheme was decided on, no arrangement adopted. Disgusted at the cowardice of the rest, the noble Moulvie swore before all that he would enter Lucknow right through the British army after having captured the convoy of the enemy. With this resolve, keeping his movements as far as possible concealed from the enemy, the Moulvie marched with his men on to the road towards Cawnpore. But through Indian spies, Outram was already informed of this and he had already sent a party to attack the Moulvie's men. The battle began. The Moulvie, in order to encourage his men to do their utmost, himself fought in the front and did his very best. In the course of the engagement he was shot in the hand and fell down. The English had been most anxious for a long time to capture him. But the Revolutionaries skilfully placed him in a doli and brought him to Lucknow in great haste. When it was known that the Moulvie had been wounded, everybody was anxious about his condition. But they felt that the best way of showing their regard and respect for him was to complete the work that he had begun; and, therefore, without a moment's rest, Videhi Hanuman - a brave Brahmin - started on the 17th of January and made a desperate charge on the English troops. From ten in the morning to six in the evening, this brave man was fighting in the front ranks. In the evening, however, he was dangerously wounded and captured. The Revolutionaries were disorganised and ran away completely routed. These defeats increased the disorganisation in the Revolutionary camp. Charaterless Sepoys demanded pay before fighting. Though their pay had been given them in advance, they demanded more before they would consent to take the field. That the resolute, daring, and capable Begum still maintained, in spite of all these disorders, the whole administration intact is a sure indication of her grit. 33 Sir W.Russell says about this Begum: "The great bulk of the Sepoy army is supposed to be inside Lucknow, but they will not fight as well as the match-lock-men of Oudh who have followed their chiefs to maintain the cause of their young king, Birjis Kadir, and who may be fairly regarded as engaged in a patriotic war for their country and their sovereign. The Sepoys during the siege of the Residency never came on as boldly as the Zemindari levies and Nujeibs. The Begum exhibits great energy and ability. She has excited all Oudh to take up the interests of her son and the chiefs have sworn to be faithful to him. We effect to disbelieve his legitimacy but the Zemindars who ought to be better judges of the fact accept Birjis Kadir without hesitation. Will Government treat these men as rebels or as honourable enemies? The Begum declares undying war against us. It appears from the energetic characters of these Ranees and were following one upon another, the chief minister of revenue of the Begum, Raja Balkrishna Singh, died. Hardly was his wound healed when the Moulvie again rushed into the field – on the 15th of February. He was anxious to finish Outram before Sir Colin was able to return from Cawnpore. But, day by day, the cowardice of the Sepoys was increasing beyond measure. All the Moulvie’s efforts were thus baffled and, on that day too, the Revolutionaries were defeated. But he went on fighting still. Amazed at the bravery of this man, the historian Holmes records in his book; “If however, the mass of the rebels were cowards, their leader was a man fitted both by his spirit and his capacity to support a great cause and to command a great army. This was Ammadullah – the Moulvie of Fyzabad.”9 All those who were fighting with the incomparable strength of calm philosophy fought bravely. The brave Subahdar of the 60th regiment swore to drive away the English from Alam Bagh in eight days and worked hard in the field to effect this purpose. One day, the Begum herself came on the field with all the army. But the unfortunate Lucknow could not get any victory. At last, Sir Colin joined the English troops before Alam Bagh. The English were straining every nerve to take Lucknow. But despite their innumerable attacks, that town had proudly stood so far under the flag of Swaraj. But now the English had determined not to move without taking it. As the English had concentrated all their forces at this place, so the Revolutionaries, too, were straining every nerve to give a good fight. All the fighting force of Oudh was there. From every village and every field came the patriotic rural population, with determination to drive away the Feringhis or die in the attempt. Charles Ball writes, "The whole country was swarming with armed vagabonds hastening to Lucknow to meet their --- 9 Begums that they acquire in their Zenanas and harems a considerable amount of actual mental power and, at all events, become able intrigantes. Their contests for the ascendency over the minds of men give vigour and acuteness to their intellect." - Russell's Diary, page 275. common doom and die in the last grant struggle with the Feringhis." There were thirty thousand Sepoys and fifty thousand volunteers gathered together in that city. All those who had taken the oath before the Revolutionary war, all those who had eaten the chapatee, all those who had smelt the red lotus flower, all those to whom had come the sacred messenger of the Revolution, all these patriots swarmed into Lucknow armed to the teeth with the object of fighting for their country and for their king. At least eighty thousand men were armed in that city. In street and lane, barricades and entrenchments were erected; houses had ramparts made and holes bored in the walls for muskets or guns to be mounted; heroic spirits were posted on very wall; to the east, large canals were dug from the Gautami river and guns were stationed to command them; huge ramparts, three in one row, were erected right from Dilkhwush Bagh to Kaisar Bagh; the palace itself was reinforced with armed Sepoys and mounted with guns. In short, all parts except the northern portion of the city were fortified admirably by the Revolutionaries. Sir Colin recognised the weakness of the northern side and, from this very side, he began the attack. Before this, neither Havelock, nor Outram, nor Colin himself had attacked Lucknow from that side and, as the Gautami was on that side, the Revolutionaries naturally thought that the north needed no protection. But Outram took full advantage of this weak link to the chain of their defences and, as this point gave way under the charge of Outram, the other defences were rendered useless. On the 6th of March, the British began their operations on the north of Lucknow. Soon after, the troops under Sir Colin had increased to nearly thirty thousand, and 34 Charles Ball's Indian Mutiny, Vol. II, p. 241. 35 How the imagination is relied upon in giving the exaggerated numbers of the Revolutionaries will be best seen from the following example. Sir Hope Grant says that there were "thirty thousand Sepoys and fifty thousand volunteers" at Lucknow. Colonel Maleson records: "The total army of the mutineers was one hundred and twenty-one thousand;" and the civil commissioner who accompanied Sir Colin says: "Their army was exactly two lakhs." Poor Holmes is simply bewildered at these amazing contradictions. so the English attacked simultaneously from the north and the east. Sir Colin had so divided his army that not a single Revolutionary should escape alive from Lucknow. Though all the plans of the Pandays had been upset on account of the attack on the quarter least expected, namely, the northern side, they carried on their struggle, day and night from the 6th to the 15th of March. For the third time in a single year, blood flowed freely in this unfortunate city. The British troops stormed one fort after another - Dilkhwush Bagh, Kadam Rasool, Shah Najeeb, Begum Kothi, and others - and continued their advance. On the 10th, Hodson was killed by the Revolutionaries. It was this man that had shot down in cold blood the surrendered, innocent, unarmed Mughal princes of Delhi. Lucknow then avenged Delhi by killing this wicked criminal. On the 14th the British army entered right into the Palace. Giving a description of this triumph, Malleson writes: "Its greatness and magnificence were due mainly to the Sikhs and the 10th foot!" But, while Sir Colin was overjoyed at this unique triumph in Kaisar Bagh, the news from Outram's side disconcerted him not a little. For, though Lucknow had fallen, its thousands of Revolutionaries did not surrender or give up the fight; but, with their King and with the resourceful Begum, they had broken through the troops which tried to hem them in. And while, in Lucknow, streams of blood are flowing profusely on every side, while the triumphant British army is looting the palace, secure from danger, and while the Queen-mother and the King have left Lucknow, where, the reader asks, is Ahmad Shah? Let everyone bow down his head to do honour to this hero of heroes! The proud Moulvie is making his entrance again into the city, with his handful of followers. His proud heart hates like poison the idea that Lucknow should fall, and that right in Lucknow English bayonets should cause bloodshed; he wants that, though Lucknow should fall, its name should not lie low; and so he leaves his post outside the city - and, while the Feringhis are laughing and joking and talking in the streets of Lucknow, attempts an entry into Lucknow! Annoyed by insults offered to his king, careless of his life, mad with devotion to his country, this Ahmad Shah Moulvie, only in order that history should record that Lucknow did not fall without a glorious fighting, entered a small part of the town, known as Shahdat Ganj, and there began to fight the enemy with his handful of followers. As Mazzini had clung to Rome, all alone, though the enemy had entered it and taken complete possession of it, so this Moulvie too, when all the other Revolutionaries had left Lucknow, when thousands of British troops were in it, continued the fight with the strength that despair gives! He thrust his hand right into the jaws of this Feringhi serpent, for it had swallowed Lucknow, and he wanted to snatch it back! Malleson writes: "Something remained to be effected even in the city itself. The Moulvie, the most obstinate of the rebel leaders, had returned to Lucknow; he was still there, at Shahdat Ganj, in its very heart, occupying, with two guns, a strongly fortified building whence he bade defiance to the British. To dislodge him, Lugard was detached, on the 21st, with a portion of the division which had conquered the Begum Kothi, the first day of the attack. The troops employed were the 93rd Highlanders and the 4th Panjab Rifles. Seldom did the rebels display so much pertinacity and resolution as on this occasion. They defended themselves most bravely and were not driven out until they had killed several men and severely wounded many others on our side."36 When the heroic impulse of this struggle and those who carried it on had calmed down, they left that the flag of Swaraj for which they were fighting, was no more at Lucknow but that it was awaiting their uplifted swords in the wilds of Hindusthan. So, they moved away from the building. The enemy pursued them for six miles. But the Moulview again effected his escape. 36 Kaye and Malleson, Vol. IV, page 286 That was the last fight of Lucknow! Now, Lucknow had completely fallen into the hands of the English. One must really dip one’s pen in blood to write the history of the vengeance that they wreaked on Lucknow! How the palace and the city were looted, how the citizens were massacred wholesale, how even dead bodies were insulted is a sad, sad story to tell. If, while reading the description of the atrocities given by men like Russell, we bear in mind that this description is given by Englishmen, we would be able to have some faint notion of the terrible vengeance that was taken by the English. How different was the conduct of the Revolutionaries! We give below two extracts, both from English writers, so that the reader might judge for himself the difference between Indian and English vengeance. In the prisons at Lucknow, there were several English women and officers. For six months, their lives were spared. But when the English army entered the city at the first onslaught of Sir Colin, massacring all - innocent and guilty alike, the angered Revolutionaries went to the palace and wanted to take vengeance on some of the English prisoners. Accordingly, Lieutenant Orr, Sir Mount Stuart, and five or six other Englishmen were given over and they were immediately shot down. But when they insisted that the English women-prisoners also should be killed, "to the honour of womanhood, the demand was imperatively refused by the Begum so far as the females were concerned, and they were immediately taken under her care in the Zenana of the palace."37 We give below, for comparison and contrast, one or two examples of the vengeance of the English. These have been given by Russell himself, the famous correspondent of the London Times. "While the massacre was going on in the palace, a frightened child was leading an old man. The old man came before the English authorities and, prostrating himself before them, asked that their lives should be spared. As if in answer to this wailing 37 Charles Ball's Indian Mutiny, Vol. II, page 94. request the English officer took out his pistol and shot him on the temple! Again, he pressed the trigger but the shot missed. He pressed again but the shot again refused to kill the innocent boy. The fourth time – thrice he had time to repent – the gallant officer succeeded and the boy’s life-blood flowed at his feet!”$^{38}$ This incident has came out, because there was someone who would write about it. Many an other incident has not come to light, because there was no pen to record these. These atrocities were going on to such an extent that distinctions were actually drawn up between a merciful death and a cruel death! A murder, such as the one above, was a merciful death. The cruel death which rendered even cold-blooded murder merciful meant something like the following: “Some of the Sepoys were still alive and they were mercifully killed; but one of their number was dragged out to the sandy plain outside the house; he was pulled by his legs to a convenient place, where he was held down, pricked in the face and body by the bayonets of some of the soldiery, while others collected fuel for a small pyre; and when everything was ready - the man was roasted alive! These were Englishmen, and more than one officer saw it; no one offered to interfere! The horrors of this infernal cruelty were aggravated by the attempt of the miserable wretch to escape when half-burned to death. By a sudden effort he leaped away and, with the flesh of his body hanging from his bones, ran for a few yards ere he was caught, brought back, put on the fire again, and held there by bayonets, till his remains were consumed!”$^{39}$ * * * Delhi has fallen. Lucknow, too, has fallen. But the War of Independence did not flag. Seeing this unexpected result, the English were $^{38}$ Russell’s Diary, page 384. $^{39}$ Russell’s Diary, page 302. convinced fully that they had made a mistake in imagining that this Revolution was caused by the Sepoys and only for one or two grievances. This was no mutiny, it was a War of Independence! One or two grievances are not responsible for this rising, but political slavery, the source of all the innumerable grievances suffered - that along was the cause. The selfishness of personal gain lay not at its root, but the sacred flame of liberty, the glorious ideal of Swaraj and Swadharma, it is these that were burning there. Not only had the Sepoy risen to give his life’s blood with almost selfish eagerness to this sacred principles of Liberty, but the whole civil population all over the country, from villages as much as from towns, had also risen. Without that, this strength, this resolution, this selfishness, this grit would not have been displayed. For, Lord Canning had now issued a proclamation that those who would join the Revolution thereafter would see their lands and estates confiscated, while those who surrendered at once would be forgiven. Yet the Revolutionary would not lay down his sword. Still Oudh persisted in her fight. Lucknow had fallen. But, Sepoy and shopkeeper, Brahmin and Moulvie, Rajas, Zemindars, and Talukdars, villagers and agriculturists – all Oudh was still making a rush forward! Dr.Duff writes about this terrible popular rising: ‘Why, if it had been a merely military mutiny, in the midst of an unsympathetic, unaiding population, a few decisive victories, such as we have already had, might quash it or, as the phrase goes, stamp it out. But so far from being quashed or stamped out, it seems still as rampant and in some respects, more wide-spread and formidable than ever. And, it is a fact that it is not a mere military revolt, but a rebellion - a revolution, which alone can account for the little progress hitherto made in extinguishing it and, at the same time, precludes any reasonable hope of its early suppression. That it is a rebellion, and a rebellion, too, of no recent or mushroom growth, every fresh revelation tends more and more to confirm. And a rebellion, long and deliberately concocted, a rebellion which had been able to carry the Hindu and Mahomedan in an unnatural confederacy, a rebellion which is now manifestly nurtured and sustained by the whole population of Oudh and, directly or indirectly, sympathised with and assisted by well-nigh half of the neighbouring provinces - is not to be put down by a few victories over mutinous Sepoys, however decisive and brilliant. "From the very outset, it has been gradually assuming more and more the character of a rebellion - a rebellion on the part of vast multitudes beyond the Sepoy army, against British supremacy and sovereignty. Our real mutinous Sepoys. Had we only Sepoys for our foes, the country might soon have been pacified. "Never has the enemy been met without being routed, scattered, and his guns taken. But, though constantly beaten, he evermore rallies and appears again, ready for a fresh encounter. No sooner is one city taken or relieved than some other one is threatened. No sooner is one district pronounced safe through the influx of British troops than another is disturbed and convulsed. No sooner is a highway reopened between places of importance than it is again closed and all communication is for a season cut off. No sooner are the mutineers scored out of one locality than they reappear with double or treble force in another locality. No sooner does a moveable column force its way through hostile ranks than these reoccupy the territory behind it. All gaps in the number of the foe seem to be instantaneously filled up and no permanent clearance or impression seems to be made anywhere. The passage of our brave little armies through these swarming myriads, instead of leaving the deep traces of a mighty ploughshare through a roughened field, seems more to resemble that of the eagle through the elastic air or a stately vessel through the unfurrowed ocean!" The truth described so picturesquely by Duff was realised by the English only at the end; but every individual of the Panday party had --- 40 Dr.Duff's Indian Rebellion, pages 241-243. thoroughly realised it long, long before. Those who died on the field for their country and their king were, of course, giving expression to such thoughts; but, even their women showed an equal determination. When the "brave" English attacked the Zenana of Lucknow, some Zenana ladies fell into their hands. Feringhi soldiers opened fire as soon as the door was forced and some of these ladies were killed! Those who survived were put in prison. Lucknow city was soon razed to the ground. The English were overjoyed at the prospect, as they thought, of the early surrender of the Revolutionaries. The jailors of these Ranees, sharing to the full the general feeling of joy of their compatriots, asked them mockingly, "Do not you think that the struggle has come to an end?" "On the contrary", replied the Ranees, "we are sure that in the long run you will be beaten."41 --- 41 Narrative of the Indian Mutiny, page 338. Russell's Diary, page 400. HUNTED out of the valleys of Jagadishpur by General Eyre, Kumar Singh, the old but energetic lion of the territory of Shahabad was roaming restlessly but always on the alert for every chance to spring at the neck of those who had deprived him of his liberty. Under his banner had united his brother Amar Singh and two other chiefs, Nisswar Singh and Jawan Singh. They were now lying in wait in the forests. With them were their beloved wives, heroic women, but ready to join in the fight, combing their hair not with the delicate combs of the Zenana but with sharp arrows, flourishing in their delicately fashioned hands, "tenderer than the very flower," the flashing Damascus blade, "harder than adamant." They were, also, waiting to drink the blood of the enemy! To drink the blood of the enemy, we say again; for, old as Kumar Singh was and proudly insolent as his opponent was, the ambition of Kumar Singh was nothing short of drinking the enemy's blood! For, though "reduced to extremities with hunger, besieged by age, - a picture of hard misery, with no position, and courting death," as the lion of the famous poem, our Kumar was still the king of the forest! And, therefore, whatever the reverses, how would he eat the dead grass of slavery? His ambition was - one ambition alone could be the ambition of the lion of the poem referred to - to break open, with his steel-claws, the skull of the elephant! With the land belonging to his family for generations as far as your memory could go now usurped by the stranger with his very palace of Jagadishpur in the hands of the foreigner, and his temples and images pulled down by the desecrating hands of the enemy, Kumar Singh did not show any excitement. He did not make a dash for Jagadishpur, nor did he persist in holding Shahabad. His capital was strictly guarded by the English and his army was small - only a thousand and two hundred Sepoys and five hundred untrained volunteers. He did not show, therefore, the least anxiety to recover his capital immediately. But his great desire was to hold aloft the bright golden banner of the War of Independence! The very day that he gave up Jagadishpur without serious resistance - that very day he had made up his mind to take to a different mode of warfare altogether. That mode of warfare is the one mode that goes farthest to secure success in any War of Independence. It is guerilla warfare. Therefore, enraged as he was at the loss of his capital, Kumar Singh sent not his army against the enemy, for then his soldiers would have perished like moths before the rushing enemy; but he moved quietly into the forests of West Behar and along the river Shon, carefully nothing the weak points of the enemy. In the meanwhile, news reached him that troops, Nepalese and English, were being sent from Azimgarh into Oudh to destroy Lucknow. As soon as with his keen scent he scented the prey, the lion of Jagadishpur took one leap out of the forest. Unlike those who would still, in fallen days, hover round their capital without the least chance, and unlike those weak persons who give way completely to passion and emotion to console themselves, our Kumar Singh was the very genius of guerilla warfare. Though the British army was marching on to Lucknow, they still had an eye on Jagadishpur, where his activities might be expected to be centred. Kumar Singh, therefore, postponed indefinitely his operations there and started for eastern Oudh, to make one spring for that part where the British army was weakest, hoping to surprise Azimgarh by uniting together all the revolutionaries that were scattered in eastern Oudh, and then to make a dash, if victorious, on Benares or even Allahabad and, thus, to avenge the Jagadishpur insult. On the 18th of March 1858, even the Revolutionaries of Beeva joined him; and the united armies encamped near the fort in Atrolia. Azimgarh is twenty-five miles' run from Atrolia. Learning that Kumar Singh was so near, Milman marched on Atrolia with three hundred infantry and horse and two guns. Before the morning rays of the sun of the 22nd of March had lighted the field of Atrolia, the vanguards of Milman and of the Revolutionaries were within sight of each other. Milman gave them not even a moment's time to recover themselves, taken aback as they seemed to be by the sudden appearance of the British troops. He began the fight at once. But, of course, how long could the Revolutionaries fight against the British? They were soon totally defeated. What an ending to the vainglorious boast of Kumar Singh! All glory to the British army which showed such fine front even after the all-night march of the previous day. Ye have earned your breakfast, British soldiers, by the sweat of your brow, nay, by the free flow of blood from your bodies; so, enjoy your breakfast, with your commanders, in the cool share of the mango groved! The rays of the morning sun are welcoming you, gay because of the great victory earned so lately. Arms were arranged all around, breakfast was ready, the hungry mouths were chewing the first morsel; the cups of drink were filled ready, - and then! Boom, boom! What is up? The cups are dashed down from the lips, the morsels of food have slipped off the mouths, the breakfast dishes are shattered and, instead the army has to take up the arms only this hour laid down with a sense of relief! Has Kumar Singh come after all? Yes, yes! Kumar Singh has descended like a thunderbolt upon the English, who had been contemplating with delight their supposed victory. As soon as Milman was completely enticed into the security of a false victory, the hero - old in age but youthful in spirit - came out of the fort of Atrolia and smiled with contempt at the prey, now completely his. Malleson says: "What more could a general long for? Everything was in his favour. Kumar Singh, then, marched to a victory which he deemed assured. The imagination can almost picture him making to the confidant by his side an exclamation near akin to that which burst from the lips of Wellington when he noticed the false movement of Marmont which brought on the battle of Salamanca! Mon cher Alva, Marmont est perdu!$^{42}$ Still Milman struggled to escape and marched on with bondness, hoping to frighten Kumar Singh by keeping up a good and steady attack. But a regular shower of bullets was kept on from the avenues of sugarcane, from the trees of the mango grove, and from the mud—banks everywhere. The army of Kumar Singh numbered five on six times that the Milman and, seeing that his enemy threatened to surround him completely, Milman was obliged to stop weakly in the midst of his hold attack. This weakness increased the determination of Kumar Singh to surround him. Now the British army, frightened and almost suffocated, began to fall back. Now began the wolf-like warfare of Kumar Singh's troops, moving forward to shoot at stray soldiers and the flanks of the enemy. The temporary triumph did not turn Kumar Singh's head. He did not attack unitedly the retreating troops of the enemy; for, he knew well the nature of the troops under him. He could not be sure how long they would have held on in a hand to hand fight. Hence, shrewd as he was, he determined only to continue the guerilla tactics. He drove the army of the enemy, hunting them from Atrolia straight to their camp at Kosilla. But the British army was destined not to get a safe refuge even in the Kosilla camp. Already the news of the defeat of the army had reached there and the Indian servants had left with their oxen and everything else that was in their keeping. No servants ahead, no provisions near, with Kumar Singh's army preying on the stray unfortunates like wolves, Milman began his retreat leaving the camp behind him. Kumar Singh pursued - pursued even after he had taken complete possession of everything the enemy had, and hunted the British army and the miserable Milman from Kosilla right up to Azimgarh. At Azimgarh, Milman’s hopes revived again! For, there he had aid of three hundred and fifty fresh forces from Benares and Ghazipur, who had come in response to his express message. Colonel $^{42}$ Malleson's Indian Mutiny, Vol. IV, p. 319 Dames was the commander of the united forces. With a strong base like Azimgarh, with the British army reinforced to double the former number, with Colonel Dames to lead them – they determined to take revenge for the temporary defeat, come what might! So Colonel Dames set out from Azimgarh resolving to revenge himself on Kumar Singh on the 28th of March. He thought he had his revenge, for he was victorious over Kumar Singh; but it was only to find the old game repeated again, perhaps better than before. The fresh soldiers with their fresh commander got such a sound bearing that Colonel Dames ran from the field right to Azimgarh and took refuge within the fortifications of the city. No one now even spoke of attacking Kumar afresh. Kumar now entered Azimgarh and leaving the work of annihilating the few Englishmen in the fortifications to a few of his followers - and to famine - he pushed on triumphant to Benares! The governor-general who, as we have said before, was now at Allahabad, was filled with terror, now that the lion had opened wide his jaws. "Knowing what sort of a man Kumar Singh was, that he possessed audacity and courage, and that he knew the value of time in military operations, Lord Canning realised at once the danger of the situation."43 He who had just imprisoned the English forces at Azimgarh and, having marched with wonderful rapidity the eighty-one miles of the way, had threatened to cut off Allahabad from Calcutta by attacking the city of Benares, he - the Rana Kumar Singh, reinforced as he now was by the Sepoys flying away after the defeat at Lucknow and knowing full well the art of keeping together and in discipline even such demoralised forces as he had, was not to be lightly treated by Lord Canning. It was owing to the firm grip on the cities of Allahabad and Benares which the English could maintain through the loyalty of the Sikhs in the first part of the mutiny, that 43 Malleson's Indian Mutiny, Vol. IV, page 321. . the rebellion was nipped in the bug in the provinces round Calcutta; and when it seemed the design of Kumar Singh to catch again the lost opportunity by dashing on Benares and Allahabad, Lord Canning ordered Lord Mark Kerr himself to march on this 'rebel' chief in all haste. Lord Mark Kerr, well known in the Crimean campaigns and well experienced in Indian military matters, marched off at once with five hundred men and eight guns and arrived within eight miles of Azimgarh. After a little rest, he started onwards on the morning of the 6th of April. At about six o'clock in the morning, he learnt that Kumar Singh's men had been watching his progress. But pretending ignorance of this fact, he ordered his army to advance in readiness and at once commenced the attack on Kumar's left flank. No sooner did the English commence the attack than Kumar's left began a veritable shower of bullets on the enemy. On that day, the old Kumar was seen fighting lightning-like in the thick of the battle, seated on his favourite white horse. Knowing full well that the strength of his army was not so much in their number which was simply swelled as a threat to the enemy by allowing all sorts of camp-followers to enter the fighting ranks, Kumar Singh solely relied upon his own skill and courage and intrepidity. He spread out his force to attack Lord Mark Kerr on his flanks. The guns of the enemy were vomiting fire upon him and he had no guns to silence them, still did he succeed in bringing his army right to the rear of Lord Mark! This movement upset the plan of the enemy so totally that their guns had to fall back; and this was the signal for the Revolutionaries to rush forward with a triumphant war-cry. Kumar Singh had, by this time, tightened his grip on the English rear so firmly that the English elephants began to run amock, the conductors on them lost all hope of life and clung round their necks with both hands, and the servants and all began to run wheresoever they found a way. Yet Mark Kerr said "Let us hold on for a while - victory might still be ours!" He had captured some houses on the Revolutionaries' front, while they had totally routed his rear. Thus was this strange battle fought. In the beginning, the front of Kumar was opposed to the front of the English army and now the rear of the British army is opposed to the front of Kumar; now he has even set the rear of the enemy on fire! When Mark Kerr saw the rear surrounded in flames of fire, he determined to leave the battlefield and began to press on to Azimgarh. For, if not victory, at least the secondary purpose of carrying succour to Azimgarh should be accomplished if possible. His guns did him a splendid service, specially as Kumar Singh had none with him. At midnight, Lord Mark brought his army to Azimgarh. About this battle and the strategic movements and errors of Kumar Singh and the difficulties under which he laboured, Malleson says:- "That leader had showed himself greater as a strategist than a tactician. His plan of campaign was admirable but, in carrying it into execution, he committed many serious errors. Milman gave him a great, an unexpected opportunity. He had that officer at his mercy. When Milman's men were waiting for their breakfast in the mango grove near Atrolia, it was in the power of Kumar Singh to cut them off from Azimgarh. He preferred to attack them in front. Then, when he had forced him to fall back, he did not press the pursuit with sufficient vigour. A capable commander would still have cut them off. Once having seen them housed in Azimgarh, he should have left a portion of his force to blockade them, pressed on with the remainder towards Benares, and occupied a position in which he could have engaged Lord Mark Kerr with advantage. He had at his disposal, it subsequently transpired, about twelve thousand men. To oppose these the few men led by Lord Mark were alone available. Everything was within his grasp had he dared to stretch out his hand. The chances are that, capable man as he was, he saw all this. But he was not supreme master of the situation. Every petty leader who had brought his contingent to serve under him wished to dictate a programme. The counsels of the rebels tended, then, almost always to a compromise." 44 Malleson's Indian Mutiny, Vol. IV, pages 326-327. But Lord Mark Kerr was baulked not only of his victory but even of this secondary purpose of relieving Azimgarh. For still the whole city was in the hands of the Revolutionaries who had also a perfect hold of the whole surrounding province. A born commander is he who knows exactly the nature and capacities of his forces. Few men could have excelled Kumar Singh in this necessary quality of a commander. As he had correctly gauged the power and strength of his enemy, even so he measured the merits and demerits of his own followers. Therefore is it that he did not try at all to attack and carry the fortress in which the English had taken refuge. He had closely observed the fact that the Sepoys, for whatever reasons or panic it might be, were ready to undergo any other ordeal but that of facing the English bayonets - a fact which had been clearly demonstrated in both the sieges of Arrah and Lucknow. Therefore, having rendered it difficult for the English forces to come out of the besieged fortress, he began to plan in his daring heart quite another scheme of worsting his enemy. In the forces of the Revolutionaries that had entered the field in 1857, it was clearly seen that there were men of two different temperaments - the one class, who would throw themselves right in the jaws of death with unflinching and firm and disciplined resistance on the battle-field, whether opposed to the cannon or the bayonet of the foe; the other who, possessing the will to die for the nation but lacking in the courage to carry it into effect, would flinch back and get routed at the very moment when they ought to have stood unmoved. Out of these two sorts of men, Kumar Singh collected those who belonged to the first sort and had proved immovable in the field, and organised them into a separate band of chosen veterans. Having made this selection and created a body on whom he could depend for any adventure however difficult, Kumar Singh became ready to put into execution the daring scheme which he had set his heart upon, and ordered his newly selected veteran band to stand on the bridge of the Tanu river. For, it was by this little bridge that a British general, named Lugard, was marching ahead to relieve the English forces at Azimgarh. Lugard first, and most naturally, thought that the object of this Revolutionary band in contesting the passage of the bridge was simply to preserve the grip of the Revolutionaries on the city of Azimgarh. "But", says Malleson, "the wily chieftain had matured plans far deeper than even those about him could fathom." This unfathomable plan of the wily chieftain was to deceive the enemy by a false show of holding Azimgarh at any cost, to fix their whole attention there on that spot and, while they were thus completely beguiled there, to march off straight on to Jagadishpur. This scheme was matchless in its military wisdom. To march off from Azimgarh to Ghazipur, thence to jump into the Ganges, to cross it, to press on, and to reconquer Jagadishpur - all this in spite of the pursuing force of Lugard at the rear and in the face of the deluded English force of Arrah in front! It was for the execution of this very bold plan that he ordered his veteran band to guard the bridge of the river Tanu. His orders to those veterans were to hold the bridge against the attacks of Lugard till the other division of his forces had time to leave Azimgarh and escaping the vigilance of the English, to take the road leading to Ghazipur. If once he reached Ghazipur and crossed the Ganges, the lion would be back again into his native forests of Jagadishpur, and the English must re-enact the whole drama right anew, as all that they had done during the previous twelve months would be as if not done at all. But to succeed in all these plans depends upon your bravery, O soldiers on the bridge of the Tanu! You must not allow the British forces under Lugard to step upon this bridge till the whole army of Kumar Singh has gone out of the range of the enemy's sight! You have been selected by your chief in the brief that you alone would rise equal to the occasion. May your bravery not belie his confidence! Let one thought, one determination, one vow alone be yours, namely, not to let the enemy capture this bridge till Kumar Singh had led off in safety his whole force out of the sight of the duped enemy! As Baji Deshpande, the Mahratta soldier, held out in the famous gorge of Pavankhind till Shri Shivaji could reach the fort of Rangana in safety, even so fight on hard and hot till Kumar's order is carried out to the letter, his forces saves and his confidence vindicated! Lugard, too led assaults after assaults on his handful of the Revolutionary band as often as Fazul did against the Mahratta, but he could not gain a foot-hold on the bridge even for a second. Every charge of the English was firmly and vigorously repulsed by the Revolutionary forces who were defending it. Till Kumar Singh signalled to them his safe departure from Azimgarh and his successful march on the way to Ghazipur, the veteran band held this bridge, contesting it inch by inch! Col. Malleson says, "They held the bridge of boats with a resolution and perseverance worthy of veterans, and it was not until they had by their long residence ensured the safety of their comrades, that they fell back."45 Thus, the brave band accomplished its mission, fell back with perfect order, and, as settled, succeeded in rejoining their chief, Raja Kumar Singh. Seeing the suggen evacuation of the bridge, Lugard rushed on, but found, to his utter dismay, the magic-like disappearance of the whole army of Kumar Singh, as if it never was there! So to pursue and find out this invisible force, he despatched a detachment of European cavalry and a horse battery. Twelve miles did they gallop on; yet, Kumar singh could not be found - and when found at last, he was found in such a strong position as to make it impossible to distinguish who was the pursuer and who the pursued! It was not the Revolutionaries who were frightened at the sight of the foe but it was the English forces who seemed to have lost their balance at the sight of the Revolutionaries. Kumar Singh's army was drawn up in battle array, with their swords unsheathed and with their guns pointed at the enemy. One of the English officers engaged in this fight says, "It was all we could do to hold our own against such odds. Immediately our cavalry 45 Malleson's Indian Mutiny, Vol. IV, page 330. charged, they stood and formed square and used to abuse and tell us to come on." And, when the English did go on, they received them with such a hot welcome that many soldiers and even officers on the side of the English fell dead. The squares of Kumar's forces remained impenetrable, and the English were completely thrown on the defensive. After this engagement, Kumar Singh pursued his march and was approaching nearer and nearer to the banks of the Ganges! News of the ill-success of the English pursuing force reached Azimgarh. The British general, Douglas, started with five or six more guns and came to their aid. Douglas had already tasted the sharpness of Kumar's sword, and so he came on with circumspect steps as far as the village Naghai, in pursuit of the Raja. There also the Raja was quite ready. When the forces were within striking distance, Kumar Singh led on his veteran band to face the foe and again ordered them to fight on till the signal should come, and, dividing the remaining forces into two parts, he despatched them onwards by two different routes to the banks of the Ganges. While these movements were secretly being carried out, the veteran band kept up a vigorous fight with the enemy, in spite of the lack of gund to reply to the hot fire of the enemy's artillery which was mowing them down like grass. They wavered not, nor did their ranks break up, nor did their charge flag in the least! For our miles this living battle pressed on! At last, when the army of the enemy showed signs of exhaustion, the two divisions of Kumar Sing's army, until now going by different routes, united together and the whole force marched unhindered, and Raja Kumar Singh was again marching nearer and nearer towards the banks of the Ganges! This exhausted British force passed the night of the 17th of April near the village of Athusi. Early in the morning, Douglas, thinking he had given no start to the Revolutionary forces, ordered a march again - only to find that Kumar Singh was already thirteen miles ahead to him. The whole of the British horse and the British artillery had been pursuing Kumar Singh; but, as the British infantry, through total exhaustion, were unable to proceed further, they were given rest for another night. The scouts of Kumar Singh were matchless in bringing him all detailed information about the enemy's plans and whereabouts. They did not fail to inform him of their exhausted condition. At this, the old general stood up, determined to take full advantage of this chance and, with his force, the octogenarian chief recommenced the march in the midnight and came straightway to Sikandarpur, reached the river Ghogra, crossed it, and entered the province of Ghazipur. He presseed on right up to the village of Manohar, and there ordered a temporary rest to the now tired, worn-out, and hungry forces which had so bravely responded to the intrepid will of their patriotic chief. It was humanly impossible to avoid stopping here, though Kumar Singh knew full well that the poosition was rather a weak one. When Doughlas heard that Kumar had gained a start over him, he started in hot pursuit and eventually reached Manohar soon after Kumar Singh. He began the attack immediately and, as the Revolutionaries were tired on account of their long and continuous marching, their stand was feeble and they lost the battle, losing also many elephants and ammunition and food supplies. But Kumar Singh's heart and will remained as much unconquered and unconquerable as ever. For, no sooner he was the signs of a crushing defeat than he put into execution the same tactics that he had hitherto been pursuing. He divided his troops into small bands and, as each division effected its retreat from the losing battle-field by a different route, the pursuit of the enemy was frustrated. Kumar had given the captains of the different bands definite instructions to meet at a pre-arranged place at a fixed hour, and lo, when the hour struck, Kumar Singh's forced had come together and were ready for their march. This place where they met was so completely hidden from the enemy that the victory of the English was altogether barren of any result, and so the English commander had to stop at the village of Manohar itself to ascertain the whereabouts of Kumar Singh's army, while Kumar Singh and his forces were all the while marching nearer and nearer to the banks of the Ganges! Nearer and nearer to the banks of the Ganges! Nay, now, he has won the terrible race and actually reached the banks of the Ganges. The English forces were also close upon his rear. But, as his forces were now greatly reduced, he decided that it was not wise to fight the enemy and so he now pursued quite different tactics. He spread a rumour all over the province that, owing to the scarcity of boats, his forces were going to cross the Ganges on the backs of elephants somewhere near a place called Balita. The English scouts brought the news to the general who must have felt triumphant of the efficiency of his intelligence department! How can now this rebel chief succeed in crossing the Ganges when my scouts have enabled me to know the exact place where he intends to cross the river? - He is doomed to be drowned along with his elephants! So, the British general, with his white forces, went to Balila and kept himself in concealment, elephants of Kumar Singh as soon as they would appear. Brave soldiers! Enjoying all the while the sweet prospects of success, conceal yourself near Balila till the looked for enemy comes! There, seven miles below this very spot, is Kumar Singh actually crossing the river Ganges! Having duped the English by the story of the elephants and Balila, the Raja got together as many boats as he wanted and, from the Ghat of Shivapur, he began to the scarlet Bhagirathi at night. The duped foe, awaked to this fact, got extremely irritated and, hurriedly marching from Balila, reached Shivapur and even succeeded in capturing a boat belonging to Raja - but that was the last boat! The whole army had already been sent on the other side and in a minute or two the chieftain too, having supervised the crossing of the army, would have crossed the river himself. But, alas! What a calamity this one moment has brought with it! While this hero of the nation, the pride of chivalry, the sword of Liberty - Rana Kumar Singh was in the middle of the stream, a bullet shot from the enemy's gun entered his wrist! But old as he was, the octogenarian leader did not mind it at all! And when amputation was deemed necessary, with his own hand - the hand that was not wounded - Kumar Singh unsheathed his sword, lopped off the wounded arm at the elbow, and threw it into the sacred Ganges saying, "Accept thou, Mother, this last sacrifice of a loving son!" Though innumerable are the people who have addressed the Ganges as Mother, it is Kumar - this brave son of Ganga, and such as he, that make the motherhood of the sacred Ganges fruitful and glorious. As the poet says, innumerable are the stars that are in the sky; but, it is the moon alone that adorns it and makes it lovely! After offering this sacrifice to the Mother Ganges, this distinguished son succeeded in crossing the river without further trouble from the English army. The enemy, on the other hand, like a hunter whose prey is escaped out of his reach, unable to cross the river, stopped there with their pride wounded and mission unaccomplished. The lion, now triumphant by freeing itself from the hunter's nets and lances, again rushed into his native forests of Shahabad, came to Jagadishpur and, on the 22nd of April, re-entered this his old capital. It was from this capital that he was hunted out eight months back. Once more now, in the palace of Jagadishpur is ruling the prince of Jagadishpur. His brother, Amar Singh, who had collected together a force of patriotic peasants and villagers even before Kumar Singh had crossed the Ganges, now joined him. The brave Kumar ordered out in divisions these united forces to guard the capital on all sides, while he too, as intrepid and unexhausted as ever, took again to warfare. The entrance into Jagadishpur was so sudden and dashing that the British forces at Arrah which had been kept there for the express purpose of watching Jagadishpur had no notice of Kumar Singh's descent on Arrah. Thus outwitted, Le Grand, the British general at Arrah, became wild at the discovery of this his enemy's triumph. What audacity that this rebel chief should give the slip to all the British forces in East Oudh, should enter Jagadishpur, and even begin to rule with all the pomp of an independent prince here, under the very nose of the British general? It is not even eight months since Sir Eyre had chased this rebel out of these forests; - well, even like that will this Le Grand rush in the Jagadishpur wilds to hunt down this marauding chief. With this hope, the brave general, with four hundred British troops and two guns, marched on the doomed city of Jagadishpur on the 23rd of April. How, now, is it possible that this field should be contested by Kumar Singh? During all these months, the old warrior had been fighting incessantly and without a moment's rest; his forces had never been able to snatch a hearty meal or an undisturbed sleep; but yesterday had he come to Jagadishpur after the death-dealing struggle in East Oudh, and he and his forces had not even taken one day's rest. According to the English official report itself his forces were "disjointed, badly armed, and without guns," numbering at the most to a thousand, with very few trained soldiers amongst them, and the octogenarian chief himself was founded mortally in his hand! Against this army was marching the fresh, the vigorous, the disciplined forces of the British, well armed with guns and led by General Le Grand. The issue of the battle was, then, a foregone conclusion! And with this full confidence, the English army entered the forest which was about one mile and a half from the town. The English guns began to thunder forth unchallenged, for Kumar Singh had no guns to oppose them. But, still, it seems that he means to smother us in this thickly grown jungle by stretching out his forces round us; - well then, let the all unfailing stroke be given. Let that straight and bold front attack of the Europeans, which had always been the terror of the Asiatics, be ordered! It was ordered; the Europeans rushed forth irresistible; the army of Kumar Singh, too, began to contest; and none knows how, but in a moment, the brave Briton got confused and struck with terror and sounded the retreat. But, though the bands sounded the retreat, as Kumar Singh held the British force in his grip, it was more dangerous to attempt a treat than even to try to make a stand. But, if retreat is as ruinous as a stand, then, O brave Briton, why not make a stand to prove that unflinching courage of your people which so many times you have boasted that you possess? Matters not whether it is proved or disproved, he along lived who ran! And they did; all the British forces, like hunted deer, left the jungle and began to fly wherever the way led, while Kumar Singh's army pursued them hot and the rout was complete! One of the men who himself was present in this rout, writes to this effect of his experience, in a letter written at the time: - "Indeed, it makes me extremely ashamed to write what followed. We began flying out of the jungles, leaving the battle-field and being constantly beaten by the enemy. Our people, dying of thirst, rushed forth at the sight of a wretched, dirty pool of water, in the most confused manner possible. Just then, the horses of Kumar Singh closed upon our rear. Henceforth, there was no limit to our disgrace, and the disaster was complete. No sense of shame was left in any one of us. Everyman ran wherever he thought his safety lay. Orders were thrown to the winds. Discipline and drill were dead. In all directions, nothing could be heard but sighs, curses and wailings. Bands of Europeans dropped dead in the flight by sunstroke. Nor was it possible to ask for medicine; for, the dispensary was already captured by Kumar Singh. Some died there and then; the rest cut down by the enemy; the carriers dropped the dolis and fled; all was confusion - all terror! Sixteen elephants were all full-laden with the burden of the wounder. General Le Grand himself was shot dead by a bullet in his breast! Soldiers running for their lives for five miles and more had now no strength, even for lifting up their guns. The Sikhs, accustomed to the heat of the sun, took off the elephants and fled away ahead of all. None would be with the white. Out of a hundred and ninety-nine whites, about eighty alone could survive this terrible massacre! We were led into this jungle like cattle into the slaughter-house, simply to be killed!"\textsuperscript{46} The forces of Kumar Singh were thus completely successful. They had in spite of the fact that they had no artillery to speak of on their side, routed the British forces with a terrible loss and slaughter, and had \textsuperscript{46} Charles Ball's \textit{Indian Mutiny}, Vol. II, page 288. captured even the two guns which the British had so proudly brought.\textsuperscript{47} But, one fact is most significant in this pursuit; the number of Sikhs that fell on that day was only nine. It substantiates most thoroughly the tradition that Kumar Singh was in the habit of issuing strict injunctions to spare as many lives as could be spared of the Indian people even though they were on the enemy's side, while there should be no mistaken mercy shown to the foreign foe. In the first outbreak of the Revolution many of the Babus of Bengal were made prisoners, for joining the English side, by Kumar's men; but he not only released them but sent them without harm on elephants to the city of Patna where they wished to go. When the Sepoys determined to burn down all government papers written in English, it was Kumar who stopped them from doing so, as "otherwise, after the English were driven out of the country, there would be no proof of the rights of the people, and no evidence to determine the amount due from one party to the other. Having vanquished his foe thus completely and thoroughly, the old chief, Rana Kumar Singh, entered again his palace of Jagadishpur on the 23\textsuperscript{rd} of April, crowned with fresh laurels and a fresh fame! This was his last entrance, for no more will Kumar Sing re-enter on the stage of the world. The wound caused by the amputation of his hand proved mortal and, on the 26\textsuperscript{th} day of April, the third day after his latest victory, the great Rana died in his own palace. He died on an independent throne and under the flag of freedom. The day he died, it was not the Union Jack of the British Isles but the Golden Banner of a free and liberated nation, the triumphant symbol of his Desh and Dharma, that was waving radiant over the palace of Jagadishpur. It was under the cool shade of this banner that he died. What nobler death can a Rajpur long for? \textsuperscript{47} "The English sustained on this occasion a complete defect of the worst kind." \textit{White's History of the Mutiny}. He had avenged his wrongs; he had, with poor means, worsted a mighty foe more than once in a fair battle-field; he had not proved a traitor to the nation nor a renegade to his Dharma but had broken the chains that bound his land and made her free so far as one man could do it, and to-day, in a noble field, he had been crowned by Victory’s own hands with a wreath of laurels. Then, this is the auspicious day: this is the supreme moment for you, O great Rajput, to close your eyes for ever, to lay down your body—not through disease, but even as a worthy sacrifice to the cause of your mother’s freedom, by the wounds received on the battle-field! Let your death be as noble and as matchless as was your life! He died on that day and under the banner of a free people. What nobler death can a Rajput wish for?48 The personality of Shrimant Kumar Singh is striking in more than one respect. His personal dash and high character had naturally infused in his army the two indispensable virtues of discipline and bravery. It is rarely the case that persons who are called upon to lead a nation's regeneration are in their private morals as unimpeachable as they are unchallengeable in their public ability. This rare consistency of character was conspicuous in great degree in the life of this great Indian. Such was the influence of his pure conduct on his people that none would dare even to smoke openly in their verandahs for fear of being seen by him. Amongst all the leaders of the Revolutionaries in 1857, there was none who could surpass Kumar Singh in military ability. It was he who at once grasped the utility of guerilla warfare in the War of Independence and it was he alone who could imitate the masterful tactics of a veteran guerilla leader like Shivaji. If we compare the two great generals that 1857 brought to the front, Tatia Tope and Kumar Singh, in their military achievements as guerilla leaders, we shall be struck with one distinguishing point. To Tatia Tope may --- 48 The English historian, Holmes, says: “The old Rajput who had fought so honourably and so bravely against the British power died on April 26, 1858.” – History of the Sepoy War. be at once assigned a very high place in the negative side of guerilla warfare, while Kumar Singh holds the position with equal eminence in the positive as well as in the negative side of it. Tatia Tope did not allow the enemy to completely crush his forces or his power to raise them, but Kumar Singh, while succeeding in doing this, could even succeed in crushing the enemy’s forces by severe defeats. To ensure ultimate success, it is imperatively necessary in guerilla warfare to prevent the demonstration of one’s followers which the constant flights from the field or avoidance of battles against a mightier foe do inevitably tend to beget. The defeats which are suffered intentionally by the leader, and the flights which he finds it necessary to effect, ought not to be allowed to create demoralisation or diffidence in the minds of his followers. The constant avoidance of battles ought not to be allowed to create in the followers a fear for battle itself. The skilful avoidance of a battle and a panic-stricken flight in the course of the battle are two very different things. So it is most important in guerilla tactics never to leave the field through cowardice; but whenever a battle is decided to be given, it should be given so sternly and dashingly as to strike a sudden terror into the heart of the enemy and to infuse an overwhelming confidence into the heart of one’s own followers. The main skill lies in taking care never to be forced to give battle where the chances are of an unequal contest. But once the die is cast, such must be the tenacity and desperation in contesting the field as was shown by Baji in the Pawankhind or by Kumar Singh on the Tanu Nadi. In short, if the strength is unequal, the leader should not get entangled into a battle; if the chances are equal, he should cast the die; but, in either case of a forced or voluntary contest, never should a battle once begun be left, through fear or want of discipline, but, on the contrary, it should be fought on so desperately and so bravely, in spite of an assured defeat or of an immediate death, as never to lose fame, though success be lost in the field. Thus attacked, the enemy is struck with error, the followers do not get demoralised, discipline is not slackened, and inspiration increases by stories of martyrdom; bravery begets bravery, and victory becomes insured. The guerilla general and his forces should never give the least chance to create an impression that their foe conquered them through superiority in bravery. This is the key to guerilla warfare. But Tatia Tope could not follow this positive side of this warfare. Tatia's campaigns when trying to cross the Narbada and Kumar's campaigns when trying to cross the Ganges demonstrate this difference. Tatia suffered many a defeat. Though this was due entirely to the panicky and sometimes even cowardly conduct of the Sepoys, he had to lead and could not be attributed to any inferiority in his capacity. Kumar Singh, while marching off, had all the while kept up such a bold front and, whenever opportunity offered, had hit his pursuing foe so hard, that all the while his forces were full of self-confidence and high inspiration in spite of the fact that they were retreating before pursuing enemy. Now, it ought not to be forgotten that Tatia had to take up to guerilla tactics when his forces were already completely demoralised by previous defects and when all the veterans had been either killed or disabled in the earlier stages of the war, and so it was quite natural that, in spite of his skill and insight into the guerilla's art, he should not be able to put them in practice owing to the lack of materials. Whatever the reason, one thing is clear that, more than once, Tatia had during his wonderful career as a general to leave the field through panic and fear striking his ranks; while Kumar Singh, like his prototype, the great Mahratta Shivaji, never allowed his army to become diffident, but created in them absolute confidence in themselves as well as in himself, their leader, by his personal valor and intrepidity and discipline; and he, also, exhibited matchless skill both in giving battle and in avoiding it - in both the positive and the negative sides of guerilla warfare; into dust, in the midst of a proud victory, on an independent throne, and under the banner of freedom - the old, the brave, the great Indian could die an honourable death! On the 26th of April, 1858, Kumar Singh died. No sooner did this actor pass off from the stage than another - equally brave, equally noble, and equally patriotic - appeared on the scene. This new general was no other than the younger brother of Kumar Singh. Raja Amar Singh, without allowing a moment's slackening in the vigour of the war, without taking a rest of even four days, marched straight on the knock at the gates of Arrah itself! Having heard of the defeat of Le Grand of Arrah, the British forces which had stopped on the other side of the Ganges had by this time crossed it; and the two generals, Brigadier Douglas and general Lugard, marched on Raja Amar Singh on the 3rd of May. At Bihiya, Hatampur, Dalilpur, and several other places, each alternate day, the English forces attacked the Revolutionaries. Therefore, now Amar Singh resorted to different tactics. If he saw that the enemy was gaining the upper hand, he would order his forces to divide themselves into small bands, to retire in divers but well-mapped-out directions and, thus rendering pursuit by the enemy hopelessly impossible, to get united again at the appointment signal. How, now, to fight with this invisible army - was the chief question before the British. Every battle seemed to them quite decisive, but the very next moment the army of Amar Singh was as strong and as active at some other place as ever! No sooner he was driven from one end of the jungle then he appeared again in the second, and as soon as he was driven from that, he would wheel round and reign supreme in the first. At last, worn out, disgraced, and disappointed - the British general, Lugard, resigned on the 15th of June and returned to England to rest. His army, too left the field and entered the camp. And this was the signal for Amar Singh to reunite his bands and to appear on the battle-field with the pomp of a victorious general. Now the police of Gaya were won over to fight for the freedom of the nation. Then, sending the English forces on a wrong scent, Amar Singh attacked Arrah itself and entered it. Nay, now he is actually entering back into that capital of Jagadishpur. July passed; August and September also passed; - yet the banner of a free people was flashing forth from the towers of Jagadishpur and the Rana Amar Singh was reigning the beloved monarch of a liberated people! Brigadier Douglas and his seven thousand English forces were sworn to finish him. Nay, they had even offered prizes to anyone who would bring the head of Amar Singh by hook or crook. They had, by this time, cleared the jungles and made roads; from post to post, the British bands were constantly advancing; but nothing availed against the worthy successor of Kumar Singh. It was not possible for want of space to enumerate his different activities. Suffice it to say that the Rana Amar Singh fought in such a manner as to make his whole people think that Kumar Singh died not at all! At last, the English decided to end the whole campaign by a supreme effort and seven different armies advanced from seven different directions on Jagadishpur. All the roads leading to Jagadishpur were thus closed up and the Rana was caught as if in a trap. The cordon slowly began to close round Amar Singh and, at last, on the 17th of October, it tightened its grip on the capital itself. Alas! It is in this net that the liberty-loving lion is to be captured and killed! At the appointed time, all these forces rushed simultaneously from all directions into Jagadishpur and the helpless lion was hit - but, well done, Amar Singh, well done! It was the cage that was hit, and the lion had already escaped all unscathed! For, though six divisions had advanced and fallen on the town as ordered, yet the seventh one was late by five hours and the shrewd Amar Singh, with all his forces, vanished by his very side, taking full advantage of the delay of that division of the foe. Therefore, abandoning the plan which had proved so ineffectual as regards the crushing of the Behar Revolutionaries, the English government sent a division of mounted infantry to pursue them. This ever-increasing and ever-pursuing force of the enemy left not one moment of rest to Amar Singh. The new rifles that were introduced into the enemy's camp at this time had made the matchlocks of the Revolutionary forces almost useless, and the infantry found it impossible to outrun the horsemen's pursuit. Still, Amar Singh talked not of surrender! On the 19th of October the English forces shut up the Revolutionaries, first in the village of Nonadi and, out of four hundred of them, they cut off three hundred! The remaining one hundred dashed out desperately into the field outside, like infuriated tigers, and fought a bloody battle with the new division of British forces that had just arrived. It was found in the end that out of these only three escaped - and one out of the three was the Rana Amar Singh who had been fighting all the while incognito. Many were the bloody encounters and many the pools of blood through which the Panday army had to swim across. But, still, the flag of liberty was unbent! So narrow were their escapes that, once, the very elephant of the Rana was captured; but the Rana jumped off from it and vanished. In this way, the Revolutionaries contested every inch of their ground, while being pressed onwards and onwards out of their province; and now they had reached the hills of Kaimur, for "the whole population of the district constantly and systematically misled the British pursuers by false information."49 With this sympathy of the populace, the patriotic chief entered the Kaimur hills but was soon followed by the relentless foe pursuing in his track. Still there was no talk of surrender. Every hill and every dale, every hillock and every rock, fought on with the alien till the whole of the Panday army died fighting for the liberty of the land, for the honour of their Dharma! Died fighting, yes, for not only the men but even the women of that patriotic band did not return back to their homes as captives and slaves! The hundred and fifty ladies of the Royal palace of Raja Shrimant Kumar Singh, seeing that no hope or chance of success remained to them in this world, stood before the guns, set fire to the fuse with their own hands, and got themselves blown up into the - Immortality of Martyrdom! Thus fought Behar for its birthrights against the foreign foe! --- 49 Malleson’s Indian Mutiny, Vol. IV, page 344. But Rana Amar Singh did not fall into the hands of the enemy. Fortune left him, but his unconquerable soul could never! But what became of him? - Where did he end his days? Bewildered History echoes back, 'where?' AFTER the fall of Lucknow, there remained no powerful nucleus to concentrate the forces of the Revolutionaries in the provinces of Rohilkhand and Oudh. The tide of British conquest that has been sweeping over the Doab and Behar had driven all the Revolutionaries from these provinces into the ever-narrowing circle of Oudh and Rohilkhand. By this irresistible pressure on all sides and by want of powerful stronghold, the Revolutionaries had to give up the old system of open warfare and pitched battles and to take to guerilla tactics. Had they done so at the very start, the chances of success had been overwhelmingly innumerable. But, better late than never! For, though success was rendered extremely difficult, yet there was not the least suggestion in the Revolutionary camp of surrender or desertion. So, the leaders of Oudh and Rohilkhand decided to continue the War of Independence by pursuing guerilla tactics, and issued the following Proclamation and military order all over the provinces: "Do not attempt to meet the regular columns of the infidels in open battle, because they are superior to you in discipline and they have big guns. But watch their movements, guard all the Ghats on the rivers, intercept their communications, stop their supplies, cut up their daks and posts, and keep constantly hanging about their camp. Give the Feringhi no rest!" Moulvie Ahmad Shah at once began to put into execution these orders. He began to hand about the camp of the British forces which were at Lucknow and camped at Bari, a place twenty-nine miles away from the English camp. 50 Russel says: "This general order bears marks of sagacity and points out the most formidable war we would encounter." - Diary, page 276. Begum Hazrat Mahal was encamped at Bitaoli with six thousand men. In order to break both these forces, Hope Grant started from Lucknow with a strong force of three thousand soldiers and a powerful artillery, first in the direction of Bari. The next day brought with it an incident which showed the wonderful courage and cleverness of the Revolutionary scouts. The Moulvie had sent out some of his scouts to get correct information about the British force. On the same night they entered the camp of the English with perfect nonchalance. The English watchmen stopped them and asked, "Who goes there?" "We are the men of the 12th regiment!" was the answer. This answer was literally true, for all of them had indeed belonged to the 12th regiment. But how were the poor watchmen to know that this 12th regiment was one of those which rose in rebellion as far back as the July of the previous year and had killed their English officer? The steady and firm step of these men, that resolute answer, and that fearless simplicity of behaviour drove away all suspicion about them, and the watchmen replied "Alright!" The daring band entered unopposed into the English camp, obtained all the information that they wanted, and came out all unscathed to report it to their master! Having thus informed himself of the exact situation and the plan of the British camp, the Moulvie quickly formed his plans, marches ahead, and took possession of a village four miles from Bari. The plan of the Moulvie was that, while his infantry should hold this village against the enemy, his cavalry should march ahead by a secret route and should wheel round and attack the rear of the British forces. He knew it for certain that the next morning the British general was coming to that very place, suspecting no harm and in a perfect sense of security. As soon as this unwary prey came into the trap, the Moulvie's infantry was to attack him from the front, while his cavalry was to fall on the enemy's flanks or rear. Malleson says: "It was really a brilliant idea and did credit to his tactical skill." There were two things most necessary for the success of this brilliant design. The one thing was to keep perfect secrecy about the forces of the Moulview in the village; and the other was that the cavalry that was to make a flank attack should not sally forth and put the enemy on his guard before the front attack should be begun. The Moulvie did whatever he had to do. He sent his cavalry from Bari that same night by the route agreed on; he quietly took possession of the village and succeeded in concealing himself there, and so cleverly that the next morning actually saw the unsuspecting British general approaching the banks of the river. Half an hour more and the British forces would be done for! But in that half an hour, the splendid plan of the Moulvie was shattered to pieces by the impetuosity of the cavalry men. They had already occupied a very convenient place on the flank of the British forces and had been holding themselves ready to pounce upon the foe. But their leader, while lying in ambush, saw some guns unprotected in front of them and, forgetting the strict orders of the Moulvie, made for them with the intention of capturing them, and even captured and obtained possession of them for a while; but soon, the English woke to their danger, the guns were recaptured, and the whole plan of the Moulvie was shattered. For, this fighting at the rear opened the languid eyes of the English commander and he saw the danger in his rear as well as his front. Seeing his plan thus nullified by the rashness of his cavalry, the Moulvie who was holding the village left it after a skirmish and marched off - to find another opportunity and to mature another design. While Hope Grant was pressing the Revolutionaries upwards and upwards, from Bari to Bitaoli, with a view to drive them out of Oudh, there on the other side, on the 15th April, was being fought a hotly contested battle, near the fort of Ruiya. We have seen how, sometime before this, in the province of the Doab, the English army, being divided into separate divisions and marching by separate routes, pressed on the Revolutionaries simultaneously and systematically, sweeping off the whole province, till they drove them all into the town of Fatehgarh. In the same manner, a campaign had been organised and put into execution to sweep the Revolutionaries off the whole province of Oudh, by different British forces, from all possible quarters, pressing them onwards and upwards towards the northern frontier of Oudh. About the 1st of April, 1858, the total number of the white forces in India had risen to ninety-six thousand soldiers, besides which there were the loyal armies of the Sikhs. The brigades consisting of the Pathans, Pariah, and other raw recruits, though originally raised in haste, had by this time become quite like veterans through constant experience on the field. Again, the 'contingent' forces of the native princes which had been sent forth to the assistance of the English, were also busy in the field. The pick of these innumerable brown and white troops were now engaged in the supreme effort of reconquering Oudh. As described in the last chapter, Lugard and Douglas were sent into Behar, Sir Hope Grant was sent towards Bari and Bitaoli, and Walpole was ordered to march up from the banks of the Ganges. Thus, these different forces, including those of the commander-in-chief and others, marching in the line to drive out the Revolutionaries to a man further and further to the north till they were pushed into Rohilkhand; and then, the idea was to annihilate them by one supreme effort. With this intention, Walpole too had started to do his own part on the 9th of April, 1858; and now, on the 15th of April, he was busy in attacking the fort of Ruiya which is fifty-one miles from Lucknow. It was not that either the fort of Ruiya was very strong or that its owner Narapat Singh was a very big and mighty chieftain. But small Zemindar though he was, ever since this great sacrificial fire was lighted up on the field of liberty, this Narapat Singh had offered himself with his all-in-all, as a willing victim for the regeneration of his nation. The 15th of April saw a mighty English army, armed with the most modern artillery, attacking this little chief in his tiny fort. As he had not even two hundred and fifty men with him in the forest, the English naturally expected that the chief must have already evacuated the place. But, on that very morning, one of the white prisoners whom Narapat Singh had released came to the English camp and informed the general that he had heard Narapat Singh say that he would evacuate the fort but not until he had had his vengeance. - Not until a gory fight is fought, not until one bloody defeat is inflicted will Narapat leave his fort! What! This little chief is to inflict a bloody defeat? And then alone is he to evacuate the fort? Walpole was furious and ordered his men to attack the fort. The English forces, as usual, circulated a rumour that the forces of Narapat Singh numbered about two thousand! When we are sure of crushing this Narapat Singn, what other way of magnifying our sure victory than of exaggerating the strength of the adversary? So even Walpole agreed that the forces with Narapat must be at least a thousand and five hundred. This released English captive who attests to the fact of only two hundred and fifty men defending the fort, though an eyewitness, might be a mad man! The English forces advanced - and that too, not on the weak side of the fort though its weakness was well-known to them, but the brave general would insist on marching against the strongest face of the fort! The defenders of the fort began to pour a shower of bullets as soon as they saw the British attacking the fort from among the trees in front of it. The shower grew hottest when the enemy approached the ditch. Out of a hundred and fifty who marched, forty-six English soldiers were killed on the spot. Grove could not move one step forward on account of the fire of the Pandays. Now then, the skilful Walpole, seeing this crisis at the strong face of the fort, took his guns and rushed against the weak side of it; and with such accuracy he aimed his guns, that the English cannon balls sent from this side crossed over the fort and fell right amidst the English forces on the other side! Many are the generals who fight with their enemies, but matchless and the first without a second is General Walpole, who would fight with both friend and foe with equal skill and bravery! At the sight of this matchless skill of the veteran general, another general, Hope, came forth to save the day - but alas! he is killed by the unbearable fire of the Revolutionaries. Even Grove is retiring - confusion worse confounded! The confused British army left the field and fell back, disgracefully repulsed! The death of this brave general, Hope, came as a shock over all Englishmen resident in India. Lord Canning and Sir Colin, why, all English was overwhelmed with grief. Not even the death of hundreds of soldiers would have inflicted such a sorrow and mourning on the English nation as did the death of this Hope - one of the bravest and most energetic of the English officers of that period. The tiny chieftain, Narapat Singh, had done what he said, "he had his vengeance", and then left the fort with his handful of men, and went on fighting with the unsullied banner of liberty in his hand! After these different divisions had swept off the Revolutionaries from the province of Oudh towards the north and then to Rohilkhand, the commander-in-chief got all the forces united and marched on to Rohilkhand in person. All the leaders of the Revolutionaries had now assembled in Shahjahanpur. There was Nana Sahib of Cawnpore and Moulvie Ahmad Shah. These two men had baffled all the innumerable attempts of the British generals to get hold of them and were still as energetic and unconquered as ever. So, when the news was brought to Sir Colin that these two leaders of the Revolutionaries were within his reach in the same place and perhaps ignorant of his movements, Sir Colin formed the shrewd plan of closing the town from all sides. He marched and closed on Shahjahanpur - but only to find that the birds had flown away! It was but natural that Sir Colin should be extremely piqued at this, as he had ordered four different forces to guard all the four sides, and the Revolutionary leaders escaped by the side guarded by the commander-in-chief himself! Now that the plan of Shahjahanpur was frustrated, Sir Colin was desirous of reducing at least the city of Bareilly. So, leaving a division of his forces with four guns in Shahjahanpur, he started and arrived on the 14th of May within a day's distance of Bareilly. The Rohilla, Khan Bahadur Khan was still holding out in this city. After the fall of Delhi and Lucknow, the Revolutionaries had been pouring into this still independent town of their party. Mirza Feroz Shah, the brave prince of the Delhi dynasty, Shrimant Nana Sahib, Moulvie Ahmad Shah, Shrimant Bala Sahib, Begum Hazrat Mahal, Raja Teja Singh, and many of the lesser leaders, had retreated into Rohilkhand and Bareilly, its capital, where still was waving the flat of a free people. And it was for this very reason that Sir Colin had vowed vengeance against this city. But in the Indian Camp there was no talk of making any stand at the city itself, as the leaders of the Revolution had determined, even according to the general order they had just issued, to resist the enemy by guerilla tactics. Their plan was to evacuate the city and get scattered all over the fields of Rohilkhand. All preparations had been made for leaving the city and only the last order of evacuation remained to be given. But when the brave Rohillas actually saw the hated Feringhi just near the town, the majority of them refused to evacuate the city without first tasting the steel of the foe - until, once at least, they had given proof of their readiness to die for the cause of their nation and their faith. The English forces that had surrounded that city were exceedingly strong. Their artillery was well-equipped and they had numerous guns; their cavalry and their infantry were well-armed and well-disciplined; and the command was in the hands of no less a general than the commander-in-chief Sir Colin Campbell himself. Against these, the guns of Khan Bahadur Khan could make no impression, and so, on that 5th of May, the Revolutionary guns had to be silent and the Revolutionary sword flashed forth. The sword belonged to the martyr-spirits who, in spite of the hopelessness of success, nay, in virtue of the hopelessness of success, instead of leaving the battle-field, preferred to embrace death with a smile on their lips and the unconquered and unconquerable faith in the holiness of their cause in their heart. To die while fighting in a good cause is the key to the gates of Heaven, that was their belief; and they knew that the cause of the freedom of a people was one of the best causes for the sake of which one could lay down one's life. So they unsheathed their swords and dashed like thunderbolt on the English forces. With green turbans on their head, with a Kummerbund girded round their loins, and a silver ring inscribed with chosen sentences of the Koran in their finger, these terrible-looking Ghazis rushed up from the right, holding their head behind their shields, with their swords shining aloft in the sun, and shouting wildly their war-cry of "Din,Din!" They closed with the British troops with a tremendous shock, and, at this desperate attack, though they were very few, the British soldiers were startled and confused and swept away; the 42nd Highlanders tried to check their onrush - but the death-dealing Ghazis still advanced, while some of them even succeeded in reaching to the rear of the British forces! Not one of them returned back - all of them fell while fighting and mowed down the English soldiery like sheaves before the scythe! They fell; they like lions, despising even the thought of retreat or surrender; one only fell without being byoneted by the enemy. Why? Wait a minute and the answer comes; for, there is coming up to this spot the Commander-in-Chief of the British forces; nay, he has come here! And just then this martyr, who had been pretending death, jumps up from among the corpses and falls on the commander, but alas! a loyal Sikh standing by the commander scents this danger and cuts the Ghazi off! Of the few instances of the immortal bravery of martyrdom in the history of the world, none can be greater than this! Next day, having baffled the attack of the British to capture them, the Revolutionaries, with Khan Bahadur Khan at their head, marched out of Bareilly on the 7th of May, 1858, and the English forces took possession of the evacuated capital of Rohilkhand. 51 Russel's Diary. Disappointed on account of the safe escape of Khan Bahadur Khan out of his clutches, but still feeling triumphant for the capture of Bareilly, Sir Colin was standing in his mighty camp. Just then, there rose one deafening cry all over the camp – the cry of “The Moulvie! The Moulvie!! The Moulvie, again!!!” It was an extremely surprising design that the Moulvie was hatching there at the town of Shahjahanpur. Having baffled Sir Colin, it was not simply to avoid a fight that Nana Sahib and the Moulvie had left Shahjahanpur. All the government buildings in the town had been demolished by the order of Nana Sahib even before they left the town. The keen-sighted leaders had rightly gussed that the English commander would leave only a few troops in Shahjahanpur, and would proceed to Bareilly; and they had decided that, when he was thus away, the Moulvie should wheel round and fall on the city, crush the English forces there, and thus avenge the loss of Bareilly by the sack of Shahjahanpur. This was their plan and all things turned up as they guessed. For the British commander did go to Bareilly, leaving only a small detachment, though with a strong complement of artillery composed of four field-pieces. And the English detachment had to encamp on a plain, unprotected and open, as Nana Sahib had already caused all fortified places to be pulled down. On the 22nd of May, Moulvie Ahmad Shah started for Shahjahanpur by rapid marches, while his prey was indulging in false security. But, after midnight, the forces of the Moulvie - none can say by whose foolish obstinacy - stopped for a while within four miles of the town. This stay made the excellent plan barren of fruits, as "native spies employed by the British were on the alert, and one of them flew with the intelligence of his dangerous vicinity to Colonel Hale at Shahjahanpur." As soon as this traitorous spy brought the news, the British commander moved into the newly-built fortified position with his soldiers. The Moulvie pressed on, though now his prey was awake and occupying a strong position. He attacked and occupied the town, captured the fort, and levied a tax on the rich inhabitants of the place for the supplies of his forces. Even Malleson admits that, "in acting thus, he simply conformed to the custom of war in Europe." Not only this; but in a war of independence, when a handful of noble spirits offer their fresh blood to wipe off the shame and slavery of a whole nation, it is the duty of the people to support them voluntarily. After taking possession of the town the Moulvie brought eight guns, and began a cannonade on the fortified place where his foe was under shelter. When this news reached Sir Colin at Bareilly on the 7th of May though he was surprised, his joy knew no bounds. The lost opportunity, which had worried the Commander-in-Chief so much ever since the escape of the Moulvie some days before, seemed now about to be restored by the action of the Moulvie himself. And therefore, taking the utmost precaution possible, Sir Colin started by forced marches to pounce upon his prey. Now, it was clear that there was no loop-hole whatsoever left through which the Moulvie Ahmad Shah could escape. From the 11th of May, for three days there was a continuous fight. It was, indeed, impossible for the Moulvie to escape. So, from all sides the different Revolutionary leaders brought all their forces together, in order to save this most popular and most energetic of patriots. The Begum of Ayodhya, Mayyan Sahib, the King of Mahmadi, the Prince Feroze Shah of Delhi, Nana Sahib of Cawnpore - all these leaders poured in with their forces, before the 15th of May, to help the flag of liberty, now in such immediate danger in Shahjahanpur. Thus reinforced, the Moulvie marched out of Shahjahanpur, warring night and day with his now discomfited foe, and again escaped the coils that the commander-in-chief had prepared for him. So sure was Sir Colin of capturing the Moulvie that, in view of the certainty of the ruin of the Revolutionary party at Shahjahanpur, he had already issued orders for dividing his forces again and sending them to different directions. And, having dashed to pieces these orders and hopes of the enemy, where did the Moulvie go? He entered Oudh - the very province which the English had, after a year's trouble and bloodshed and with the greatest difficulty, succeeded in sweeping clear of the Revolutionaries. Sir Colin conquered Ayodhya - the Moulvie occupied Rohilkhand; now, Sir Colin comes and conquers Rohilkhand - the Moulvie wheels back and again occupies Oudh! In such a dogged manner and with such bravery did the Moulvie fight with the foreign foe. The British power is now bent on crushing him and putting an end to his dangerous activities. Is there anyone who would assist them in this plight? Whose sword is mighty enough to kill this powerful head of the Revolution, whom the sword of Sir Colin has proved too blunt to cut? What is the best way to accomplish this end? What is the best way? There need not be any such anxiety in the English camp. Is it not true that the British sword had, many a time before the present, proved equally helpless and unsuccessful in eradicating the enemies of British power in India? Well then, those who could and did save England in all those periods of danger and despair would come forward to save her once more. If the English sword is too blunt to cut to pieces this Indian patriot, let the dagger of treachery accomplish the task! After the re-entry into Oudh, while trying to offer as much and as dogged a resistance to the foreigner as he could, the Moulvie thought it would be a great help to the new storm that he was preparing to raise in Oudh if the Raja of Powen would lend the little might he possessed to drive out the alien from the land. With this purpose, he sent a request sealed with the Royal seal of the Begum to this Raja at Powen. This tiny Raja was quite shocked at the mere mention of war and battlefield. Yet, as treacherous as he was cowardly, he wrote back that he would like to see the Moulvie personally. In answer to this invitation, the Moulvie started to see this Raja. But, to the Moulvie's great surprise, he found the gates of the town closed and the walls of it guarded by armed men; and in the midst of them, he found standing the Raja Jagannath Singh himself, with his brother by his side. Though the Moulvie knew the meaning of this sight, still undaunted, he began to hold a parley with the Raja. The wretch on the walls of the town was naturally the last man to appreciate his eloquence. When it became clear that the crowd was not going to open the gates willingly, the Moulvie ordered his Mahut to goad on the elephant on which he was sitting to break upon the gates of the fort. One stroke more of the mighty animal's head - and the gates would have been forced. But, the brother of the Raja took aim and Moulvie Ahmad Shah was shot dead by the hand of that wretched coward! The fat Raja and his brother at once came out of the gate, severed the head of the Moulvie from his body and, covering it up in a cloth, ran forth to the nearest British Thana, thirteen miles from the place, - to the city of Shahjahanpur. Here the British officers were at their table in the dining-room. The Raja came in, unpacked the burden which he had held forth as a trophy, and let roll on the ground, by the feet of the officers, the head of the Moulvie still gushing with blood! Next day, the civilised Britishers hung on the kotawali the head of an enemy who had fought against them so bravely and so honourably, and the fact brute of Powen was rewarded with fifty thousand Rupees for this, his nefarious act of treachery! As soon as the news of his death reached England, the relieved Englishmen felt that "the most formidable enemy of the British in Northern India was no more!" In person, the Moulvie was tall, lean and muscular, with large deep-set eyes, beetle brows, a high aquiline nose, and lantern jaws. The life of this brave Mahomedan shows that a rational faith in the doctrines of Islam is in no way inconsistent with, or antagonistic to, a deep and all-powerful love of the Indian soil; and that the true believer in Islam will feel it a pride to belong to, and privilege to die for, his mother-country! Even the English historian Malleson, in no way inclined to assess rightly - far less to exaggerate - the 52 Hlome's History of the Indian Mutiny, page 539. virtues of the Revolutionist leaders, is carried off by his inner feelings and, forgetting for the moment that he is an Englishman, remarks: "The Moulvie was a very remarkable man.... Of his capacity as a military leader many proofs were given during the revolt, but none more decisive than those recorded in this chapter. No other man could boast that he had twice foiled Sir Colin Campbell in the field! .... Thus dies the Moulvie Ahmand'allah (sic) of Fyzabad. If a patriot is a man who plots and fights for the independence, wrongfully destroyed, of his native country, then most certainly the Moulvie was a true patriot. He had not stained his sword by assassination; he had connived at no murders; he had fought manfully, honourably, and stubbornly in the field against the strangers who had seized his country; and his memory is entitled to the respect of the brave and true-hearted of all nations."53 --- 53 Malleson's Indian Mutiny, Vol. IV, page 381. GIVE up my Jhansi? I will not. Let him try to take who dares!" With this challenge the heroic Ranee of Jhansi rose against the British and as it is recorded in previous parts of this History she assumed the leadership of the Revolution, drove the English and began to rule at Jhansi as the Queen of the province. The forces of the Revolution had wreaked a bloody vengeance on the English people and army and left not a trace of their rule at Sagar. Naogaon, Banda, Banapur, Shahgarh and Karki. The people everywhere hailed the Queen as their own. She then busied herself - in restoring order and peace in her liberated province. The Ranee's daily life at this period has been described as follows: "The Bai got up at five in the morning and took a bath with fragrant attar. After dressing - and she generally wore a Chanderi Saree of faultless white - she would sit for her daily prayers. First, she dropped the necessary water as a prayaschitta for keeping hair on her head after her husband's death; then, she used to worship the Tulsi in the Tulsi grove. Then began the Parthiva Puja at which the Durbar musicians would sing in choir. Puraniks would then start reading the Puran. Then, Sirdars and dependants came and she returned their usual salutes. Being very keen of memory, even if a single man among the seven hundred and fifty who paid their respects to her in the morning was not present, the very next day, the Bai would not fail to inquire why he did not come the previous day. After the worship of God began the dinner. After dinner, she would take an hour's siesta unless there was urgent work to do. Then she would order the presents of the morning to be brought before her, which was done on silver trays covered over with silk cloths. Those things that she liked, she accepted; the others were given over to the Kothiwalla (minister of the presents department) for distribution. amongst her servants. At three she went to the Durbar, when she usually put on male attire. She wore a pyjama, a coat of dark blue, a cap on the heat, and a beautiful turban on the top of it, a dupeta of embroidered cloth round the slender waist, and the sword decked with gems by her side. Attired in this wise, this fair woman looked like Gauri herself. Sometimes, she wore the female dress. After her husband's death, she never wore nath or similar ornaments. Her hands had round them bangles of diamond; she wore a small necklace of pearls round her neck and a diamond ring on her little finger. These were the only jewels worn by the Bai Sahib. Her hair was gathered up together behind. She wore a white saree and a plain white bodice. Thus, sometimes in male attire and sometimes in female, the Bai Sahib used to honour the Durbar by her presence. Those assembled in Durbar never used to see her person. For the room in which she sat was separate from, and only opened into, the Durbar hall. Gold carving adorned the doors, and over these fell gracefully the chintz curtain, embroidered with gold cloths. In this room sat the Bai Sahib on a gadi of soft down, leaning on a soft pillow. Outside the door, two pages with maces of silver and sold always attended. Opposite the room, Lakshman Rao Dewanji stood with a bundle of important documents in his hand, and beyond him sat the Registrars of the Durbar. Being very keen and intelligent, the Bai quickly grasped every matter brought before her, and her orders were clear and definite and to the point. Sometimes she wrote her orders out herself. She was very careful in affairs of justice, and decided civil and criminal cases alike with great ability. Ranee Sahib worshipped Mahalakshmi devoutly. The temple of that Goddess was situated on the banks of a lake filled with lotus flowers, and every Friday and Tuesday the Bai visited the temple. One day, it so happened that after the Bai had returned from the temple and was passing through the south gate, she was thousands of beggars blocking the passage and creating a disturbance. So, she inquired of the Minister, Lakshman Rao Pande, the reason of this. He inquired and informed her that the people were very poor, and that they suffered immensely on account of excessive cold, and that, therefore, they requested that the Bai would kindly consider their condition. The Bai left very grieved for these poor people, and she at once issued orders - kind-hearted that she was - that, on the fourth day from thence, a gathering of beggars should take place, where every one should be provided with a thick coat and a cap and a blanket either white or black. The very next day, all the tailors of the town were given orders to make caps and coats. On the day appointed it was proclaimed that all the beggars were to gather in front of the palace. Poor people, too, had been included in his gathering. All were given clothes by the Bai and they went away satisfied. In the fight with Nathe Khan when the wounded men were brought into the city, the Bai herself would insist on being present when their wounds were being dressed. Her very presence soothed their pain, and they felt themselves sufficiently rewarded by the kind and sympathetic interest she took in their well-being. The Ranee grieved at their grief, gave them ornaments and medals, patted them, and showed such sympathy that others, instead of being disheartened at the sight of these wounded soldiers, felt that they could even give up their lives for the sake of the Ranee. The grandeur of the Bai's processions passes description. On the occasions of the visits to the temple of Mahalakshmi, she started sometimes in a palanquin, and sometimes on horseback. When in the palanquin, the palanquin would be covered with curtains of gold and embroidered cloths tied with golden ribbon. When she was on horseback, in male attire, the end of a thin and beautiful batti floated on her back and it fitted her admirably. The national flag of freedom was carried before her, with the band playing military music. Two hundred Europeans followed the flag and a hundred horsemen rode before and behind her. With the palanquin came the karbharis, ministers, feudatories, and other officers like Bhayya Sahib Upasane; and others either rode or followed on foot. Sometimes troops accompanied the procession. When the Bai started from the palace, the choughada on the fort made sweet music. The choughada of the nagarkhana of Mahalakshmi started at the same time.$^{54}$ And thus, from the Vindhyas to the Jumna, there was not a vestige of British authority left, Brahmins, Moulvies, Sirdars, Dorkdars, Sepoys, the police, Rajas, Raos, bankers, villagers - all were desirous fighting for only one thing, and that was Independence! And to unite together these thousand voices in one harmonious whole, the Lakshmi of Jhansi declared with her sweet but firm voice "None can have my Jhansi; he who dares may try!" Very rarely had the world heard such a firm "No!" Generous and liberal to a fault India has always been pronouncing and swearing by "I shall give!", "I shall give!", so far. But here was a strange phenomenon to-day - a set face and a stern voice which said, "I will not give! I will not give up my Jhansi!" Would to heaven, O Mother, that every one of thy sons and daughters had said the same! The Feringhi was taken aback at this unexpected assertion; and Sir Hugh Rose was sent, with five thousand armed men and a considerable number of guns, to gauge the extent of the disturbance and to quell it. In the beginning of 1858, the English had drawn up a complete military plan for the reconquest of all the territory, from the Himalayas to the Vindhyas, which was under the Revolutionaries. The whole territory was divided into two portions, and to each of them a huge army was sent to subdue it. We have in an earlier chapter described how commander-in-chief Sir Colin Campbell marched upwards from Allahabad to the north of the Ganges and the Jumna and, with his big army, conquered the Doab, and crossed the Ganges and marches on Lucknow; how, after destroying Lucknow, he extinguished the flames of insurrection ranging in Behar, in Benares and round if, and in Oudh; how he forced all the Revolutionaries $^{54}$ D.B.Parasnis's Life of Lakshmi Bai, paged 147-151. into Rohilkhand, where the final engagement took place, and how, thus, the northern portion of the territory which was in the hands of the Revolutionaries was reconquered by the English. While Sir Colin was advancing from the north of the Jumna towards the Himalayas, Sir Hugh Rose advanced to conquer the southern portion lying between the Jumna and the Vindhyas. In the north, the Sikhs, the Gurkhas, and other Indian troops and feudatories had joined Sir Colin; so also in the south, Sir Hugh Rose had on his side the help of the princes of Hyderabad, Bhopal, and other states. He had, in addition, got the valuable assistance of the troops of Madras and Bombay and the Hyderabad contingent. To mention specially that the Indian troops had joined Sir Hugh Rose is unnecessary. For, to mention that Sir Hugh Rose was successful would imply the first proposition. For the English to obtain a victory, of themselves, is as impossible as the most impossible thing in the world. The traitorous Indian troops thus collected together for conquering the southern parts were divided into two divisions. One was under the command of Brigadier Whitlock who was to start from Jubbulpore and, subduing the provinces on the way, was eventually to join Sir Hugh Rose. The other was under Sir Huge Rose himself. As soon as Whitlock started from Jubbulpore, Sir Hugh was also to start from Mhow; he was to advance through Jhansi on Kalpi. According to the plan of campaign, Sir Huge started from Mhow on the 6th of January 1858 and, after a fight, he captured the fort of Rajgarh. From thence, he advanced to Sagar, released the prisoners kept there by the Revolutionaries, advanced further south, reducing various positions of the enemy on the way, captured Banapur on the 10th of March, and reconquered the famous fort of Chanderi. On the 20th of March, the triumphant English army encamped about fourteen miles from Jhansi. By these many struggles, bands of Revolutionaries distributed all over the country from the banks of the Narbada upwards, now crowded into Jhansi; and that is why Sir Hugh advanced with great dispatch on Jhansi to reduce this stronghold of the Revolutionaries. But Lord Canning and Sir Colin both issued orders to Sir Hugh first to relieve the Raja of Charkhari who was being besieged by Tatia. This order, if he obeyed it, would have spoiled Sir Hugh's plan of reducing Jhansi. What was he to do? He could neither disobey nor find his way to obey the orders. As, in these trying circumstances, the best interests of the British government lay in advancing on Jhansi, Sir Robert Hamilton took upon himself the whole responsibility of disobeying the orders of the two highest authorities in Hindusthan; and the British army, emboldened by a high national feeling, advanced towards Jhansi, hopeful of victory. But the English army suffered enormously as soon as they set foot on the soil of Jhansi. For they found, to their great surprise, that all the tract of land surrounding Jhansi had been laid waste by order of the Queen in order that the enemy should have no supplies of any sort. Not a blade of corn in the fields, not a vestige of grass on the meadows, not a tree which could afford shelter; So had William of Orange, when there appeared to be a possibility of the Netherlands falling into the hands of the Spanish tyrant and invader, ordered that the dykes be opened and the sea let in, rather than that the country should fall in the hands of the enemy. And this day Jhansi had adopted a similar course. The same terrible thunder is in her voice; her eyes are spouting forth the red flames of anger! Mardan Singh, Raja of Banapur, the enraged chief of Shahagarh, the brave Thakurs, with their lives in their hands, Sirdars of Bundelkhand, resolute as ever, with their many followers - all these hot incendiary elements in the interior of Jhansi are burning and flame-red. The flames leap up even as the Jaripatka; and look, the central figure of the whole fight is there, shining above all! Aye, she is the central idea, the flashing impersonation of Swaraj! She is the inspiration, she is the incarnation of Liberty! In spite of the barrenness of the country around, the English approached Jhansi. For, thanks to the loyalty of the Scindia and the Raja of Tehri, the force was throughout the operations abundantly supplied with grass, firewood, and vegetables.\textsuperscript{55} As the Scindia and the Raja of Tehri are helping the Feringhis, surrounded as you are by treachery and disloyalty, betrayed by relations as by strangers, you have not the slightest hope of success. Why not then avoid extinction by surrendering to the English? But, surrender? And for the Ranee of Jhansi? Dewan Lakshman Rao, Moro Punt Tambe, brave Thakurs and Sirdars, all heroes of Liberty, if you surrender, you will be saved; if you fight, you will die. Which will you choose? Jhansi answered from her thousand mouths, sternly, in the words of the Scripture, "As everyone who is born must die, why sully fair fame uselessly?" So, it was determined to give battle to the English for the honour of the country. And Jhansi was busy by night and by day preparing for the fight. Brave men, there were many in her army; but trained men, there were very few. Want of discipline was very apparent. The queen herself, however, let the whole army. On every rampart and every gate, she was moving about actively; she was standing where guns were being planted and moved into position; she was busily selecting clever gunners; and she was to be found everywhere inspiring heroism even in the coldest hearts. The learned Brahmins of Jhansi were praying for the success of the country. Its temples blessed the soldier who went to the field, and tended the wounded who returned from battle; its workmen were busy preparing ammunition and other necessary for war. The men of Jhansi manned their guns, loaded the muskets; its women carried ammunition, built Top Khanas, supplied provisions.\textsuperscript{56} When the night of the 23rd fell, sounds of battle-drums were heard throughout the town and lighted torches shone forth at frequent intervals from the fort. The guards fired a few shots too. The \textsuperscript{55} Malleson's Indian Mutiny, Vol. V, page 110. \textsuperscript{56} "The women were seen working in the batteries and carrying ammunition, etc."- Sir Hugh Rose. morning of the 24th approached. No more delay now! The Ghanagarj (thunder-clap) gun began its work. The noise made by that gun was terrific. We shall quote an eye witness’s account of the early stages of the siege. "From the 25th, the engagement began in right earnest. The enemy poured in a heavy fire all day and night. In the night came cannon-balls on the forst and the city. The sight was terrible to see. A cannon-ball of fifty or sixty pounds weight would look as small as a tennis ball but red like live charcoal. During the day one would not see these balls clearly for daylight, but in the night, they were clearly visible and gave a weird appearance to the night. On the 26th, at midday, the English silenced the guns on the southern gate, and not a man could make a stand there. All men in the field were nearly disheartened at this. Then, the gunner on the western gate moved the gun round and fired at the enemy; the third shot killed the best gunner in the English army, and the English gun was silenced, in its turn. At this, the Bai Sahib was very pleased and presented the gunner with a silver anklet. The name of the brave gunner was Gulam Ghose Khan. He had displayed similar skill in the engagement with Nathe Khan also. "On the fifty or the sixth day, the same sort of engagement took place. For four or five hours, the Bai's guns were working wonders and the English lost heavily. Many of their guns, too, were silenced for some time. Then again, the English guns would be more vigorous, and the Jhansi troops would be disheartened and their guns silenced. On the seventh day, at sunset, the gun to the left was disabled. None could stand there. The battlement was destroyed owing to the enemy’s fire. But in the night, eleven masons were brought under cover of blankets to the walls of the fort, and the work was completed before the day dawned. Thus, the battlement was repaired, and the English, to their great surprise, found the Jhansi gun in working order." At this time, the English were careless. They suffered considerably and their guns were disabled for quite a long time. "On the morning of the eighth day, the English army went for Shankar Killa. The English had very expensive and modern telescopes and, with their aid, they began to pour a heavy fire on the reservoir of water within the fort. Of the six or seven who approached near for taking water, four were killed: the others ran leaving their vessels there. As they could not get water for nearly four hours, even baths and other ordinary functions could not be carried on. Now, the gunners on the western and southern gates stopped the guns of the English attacking the Shankar Killa, by a continued fire on them. Then it became possible to get water from the reservoir for bath and dinner. There was a powder factory in the tamarind grove. As soon as two maunds of powder was prepared, it was taken to the sellers to be stocked. A cannon-ball fell on the factory, and thirty men and eight women were killed. On the same day, there was a great turmoil. There was a terrible fight. The fighters were shouting loudly. There was a terrific noise from muskets, and guns firing heavily. Trumpets and bugles were sounding everywhere. Dust and smoke filled the air. Many gunners on the ramparts and a number of Sepoys were killed. Others were appointed in their place. The Bai Sahib was working very hard. She looked to everything, issued the necessary orders, and repaired every point of weakness. By this, the men in the army were very much encouraged and fought continually. On account of this determined resistance, the English, in spite of all their powder and ammunition, could not enter the fort till the 31st of March."57 But pressed as she is by this constant succession of disasters, why is Queen Lakshmi looking so earnestly in that particular direction? And see, she is smiling too! Be ready now and fire your salutes; let triumphal drums beat loudly; let war-cries rend the air! For there is Tatia Tope advancing with his army to aid Jhansi! 57 D.B.Parasnis's Life of Lakshmi Bai, pages 187-193. with his twenty-two thousand troops. While playing as children, people hardly noticed them; to-day, the whole world is looking on their game! Tatia Tope has come with his army to dishearten the English army and to give courage to Jhansi. After the defeat of Wyndham at Cawnpore and Sir Colin’s victory, Tatia crossed the Ganges and joined Shrimant Nana. Then, leaving Nana, he crossed the Jumna near Kalpi. As the Raja of Charkhari refused to help in the war for the country started by the Peshwa, Tatia, as representative of the Peshwa, attacked his capital, punished the traitor well, captured twenty-four of his guns, and took from him a contribution of three lacs of Rupees. And then Tatia turned towards Kalpi. There, he received a letter from Ranee Lakshmi Bai requesting him to come to Jhansi and relieve the siege. He sent the note to the Rao Sahib Peshwa, the chief in authority; and, as soon as he got the orders, he charged the rear of the English army. It is on seeing him that a smile of hope has come to the lips of Lakshmi. These two had played together as children in the palace at Brahmavarta, without anyone noticing them particularly. Today they are playing on the battle-field; the one, on the fortifications of Jhansi, is standing amidst rings of flaming fire, the other is approaching close to the Betwa, with his twenty-two thousand troops. While playing as children, people hardly noticed them; to-day, the whole world is looking on their game! Tatia had under him, now, the largest number of troops he ever had, and hence the English were not a little disconcerted. They would have been completely so in the battle too, handful as they were. For, in front of them was the Ranee Lakshmi Bai; behind them was this Mahratta tiger, with his twenty-two thousand claws. Why should he not, then, tear Sir Hugh to pieces and eat him up? He advanced to do this, but his twenty-two thousand claws seemed all of a sudden disabled, they could hardly be lifted. And what could even a tiger do without his claws? Alas! A most shameful poltroonish cowardice was exhibited by the Revolutionary troops on the river Betwa. The army of Jhansi was to attack the rear, and Tatia was to attack the front; the plan was admirable. But the English, with the dash of despair, advanced on Tatia and opened fire on Jhansi. This nullified the two attacks of the aggressive party. One determined attack, like that of the Mawalas of Shivaji or the select band of Kumar, and vultures had fed upon the Union Jack and its followers. But, the English charged straight on the enemy. The cowards did not even offer fight, and - was it treachery or terror - not a cannon-shot from Jhansi was heard. So, the army and its commander were routed and ran away. Plentiful military supplies were captured by the English, Tatia's guns fell into their hands, and one thousand and five hundred of the Revolutionaries were killed in the pursuit. Fifteen hundred people killed in the flight! Mad men and fools! Instead of dying the death of cowards while fleeing, if you had only attacked Sir Huge Rose, you would have died the death of the Ghazis of Bareillyk, you would have destroyed the whole army with Sir Hugh Rose, and your name would have lived for ever! Yet God forgive you! If not our respect, you deserve at least our sympathy. For, howsoever you died, you died for the liberty of your country! May my country learn from your death at least the lesson that soldiers who fly to live, die, and that those who fight to die, live! And for death was Ranee Lakshmi Bai fighting! Why, then, this hopelessness on the part of Sirdars, Thakurs, and Sepoys? For nine days and nine nights, you stood the deadly charge of gun-fire in the hope that Tatia Tope would soon come to your aid. When he came, you shouted for delight; by the defeat of Tatia on the 1st of April, not only that joy but the very hope of victory is dashed to pieces; and those supplies, to deprive the enemy of which thousands of lives had been sacrificed, have fallen with ease into the enemy's hands. Tatia's ammunition and guns also have fallen into their hands. All this is certainly true. But, why this despair? The enemy may render it impossible for you to live victorious, but he cannot deprive you of a death of glory. There is nothing to despair for, then! And stop, hear the steady, firm, courageous voice of Ranee Lakshmi. "It was not relying on the Peshwa that Jhansi fought so long nor does she require his help to continue her fight in the future. So far, your bravery have been exhibited by you most admirably. I urge to do the same now and to fight with courage and desperation." Aye, fight with desperation, be ready, let the battle-drums beat, and the trumpets sound! Let was-cries rend the air and let big guns thunder forth! The 3rd of April has dawned and the last assault of the English on Jhansi has begun. They are coming from all sides and pressing hard. Start, then, in right, good, deadly earnest! See how the goddess of war has taken the sword and see how she is making her way through the troops. She is moving about with lightning rapidity, presenting some with golden bracelets, some with dresses; some she is touching with her sacred touch to pat, to some she is offering her sweet smile; others she is encouraging with her heroic words. So now! Gulam Ghose Khan and Kuar Khuda Bhaksh, let the fire be most deadly! The enemy is storming the main gate and the fortifications, ladders have been planted at eight different places. "Har, Har, Mahadev!" From the fort, from ramparts, and from houses came a perfect shower of bullets, a constant succession of shots. The deep-mouthed cannon are vomiting forth burning red-hot balls. "Maro Feringhiko!" Lieutenant Dick and Lieutenant Meiklejohn have mounted the ladders and are calling upon their men to follow them. Boom, boom! Instantly, the daring Englishmen fell in the jaws of death! Anyone coming behind? Lieutenant Bonus and heroic Lieutenant Fox, you seem anxious for death - your desire shall be accomplished; - die, then! Seeing these four heroes who had scaled with the greatest difficulty shot down, the ladders trembled. They swayed and broke under the weight of the English troops. The English sounded the bugle to retire; the army began to go back - it went back, the soldiers concealing themselves behind every stray stone! 58 "No sooner did we turn into the road leading towards the gate, than the enemy’s bugle sounded, and a fire of indescribable fierceness opened upon us from the whole line of the walls and from the tower of the fort overlooking this site. For a time it appeared like a sheet of fire, A strong defence was thus offered at the principal gate. But who is giving forth that tragic wail near the southern ramparts? May it be that mean treachery had lost the Morcha gate? Yes, unfortunately yes; the English have captured the gate, with the air of treachery - so it is said - and they have mounted the ramparts, and are advancing rapidly on. There was no other thought that day but to kill or be killed! Once within the city, the English gave no quarter and streams of blood flowed freely. The English, taking one position after another, massacring, firing, destroying - came right up to the palace. As soon as the palace was forced, thousands of Rupees were looted, guards were massacred, and buildings were destroyed. At last, alas! Jhansi had fallen into the enemy's hands! Standing on the ramparts, the Ranee looked back for one moment at Jhansi. Before her rose the hideous picture of the terrible disaster that had happened near the south gate. The enemy had, after all, defiled her Jhansi! Her eyes were ablaze with anger; she was almost mad with rage. She took up her sword and, with her small force of a thousand or fifteen hundred men, she marched down the fort. The tigress to avenge her cubs runs not so fleetingly. As soon as she saw the white troops near the southern gate, she rushed for them, and then, "swords crossed, the two armies were mixed up before you could count even fifty; swords flourished and dealt heard blows. Many Englishmen were killed. The rest ran towards the town and began to fire shots from under cover!" By this sight of Feringhi blood, the anger of this Kali was a little appeased, and now she saw that it was foolhardy to fight alone so far from the fort. But echoes of such daring heroism were now to be heard in every street in the city. Fifty stablemen in the palace, while the whole town and the palace itself was bathed in blood shed by English out of which burst a store of bullets, round shots, and rockets destined for our annihilation...... But the fire of the enemy waxed stronger, and amidst the chaos of sounds, of volleys of musketry and roaring of cannon, hissing and bursting rockets, stink-pots, infernal machines, huge stones, blocks of wood, and trees, all hurled upon our heads, it seemed as though Pluto and the Furies had been loosened upon us, carrying death amongst us fast. At this instant a bugle sounded on our right for the Europeans to retire." – Lowe’s Central India, page 254. swords, refused to give up the stables! "Surrender" was a word not to be found in their dictionary. Everyone of these men cut down the enemy as hard as he could, and it was only when everyone of them was killed that the paga fell into the enemy's hands! The English had, by now, rendered the whole town desolate. Everyone who fell into their hands, from children of five to old men of eighty, were massacred; the whole city was set fire to; wailings from the wounded and the dying, and the cries of those who killed, filled the air. A huge wail rose from the whole town! When the Queen stood on the walls of the fortress (which the enemy had decided to storm only the next day on account of its strength), looking at this sad, sad picture, she was smitten with grief and tears started to her eyes! The Queen of Jhansi wept! Those beautiful eyes were red with weeping! Her Jhansi to be reduced to this! Then she looked up and saw the flag of the Feringhi flying over the walls of Jhansi, and a strange fire shone from those weeping eyes! All glory to her courage! But why is this messenger running hard towards her? He said, "Your Majesty, the pre-eminently brave Sirdar who guarded the chief gate of the fort, Sirdar Kuar Khuda Buksh, and Gulam Ghose Khan, the chief gunner of the artillery, have both been shot down by the English!" What a blow this to the already afflicted Queen! What a succession of disasters this! What is your next plan, then, Queen? Aye, one and one alone! She said to the messenger, who was no other than an old Sirdar, "I have determined to blow myself up with the fort, setting fire to the ammunition with my own hands." With her Jaripatka she must be - if not on the throne, at least on the pyre! Hearing this, the old Sirdar calmly replied, "Your Majesty, as it is not safe to be in this neighbourhood now, your Majesty should leave the fort to-night breaking through the enemy's camp and should join the Peshwa's forces. If death comes on the way, the conquest of heaven by a dip in the sacred waters of the battle-field is always at hand!" Lakshmi said, "I should choose to die on the battle-field, but, being a woman, I fear that the enemy might insult my person!" To this the whole Durbar answered with one voice: "Insult! So long as there is life in the body of the least among us, our sword shall cut to pieces the enemy who would dare so much as touch your sacred person!" Well then, the night had fallen; Lakshmi greeted all her dear subjects and gave them her blessings for the last time! Her subjects were full of tears at the thought that she was leaving Jhansi, perhaps forever. She took a selected number of horsemen with her. An elephant with jewels on him was placed in the middle and Ranee Lakshmi descended the fort amidst cries of "Har, Har, Mahadev!" She put on male apparel; a steel armour covered her person, a Jammia was in her girdle; a fine sword hung from her belt, a silver cup was in her Pudder, and her adopted child Damodar was on her back, tied in silk Dhoti. Thus accoutred, riding on a noble white steed, this queen, Lakshmi, looked like the goddess of war. When the north gate came, the sentry who belonged to the traitor army of the Tehri State asked, "Who goes there?" "The army of Tehri is going to the aid of Sir Huge Rose," was the answer. The sentry was satisfied and Ranee advanced, evading the English sentry too in a similar manner. One maid, one bargeer, and ten or fifteen horsemen formed her body-guard, and marched through the camp of the enemy. But her other horsemen were stopped by the English on suspicion and had to fight hard. Moro Punt Tambe, wounded though he was, was able to run as far as Datia. But the traitor Dewan of that State captured him and gave him over to the English, who later on hanged him. But, Lakshmi, put your horse now in a gallop. For Lieutenant Bowker is galloping behind, followed by select horsemen, in order to capture you. And you, O horse, fortunate on account of the sacred treasure you carry, gallop on! Let the men of Bharata be traitors, but, ye animals, ye at least be faithful! O Night, drop the curtain of darkness between Queen Lakshmi and her enemies! O horse, fleeting as you are, quicker than the wind, balance Lakshmi lightly! Ye paths, do not obstruct the horse's onward march! O ye stars, shine not for the enemy, but just shine so that this tender beauty, delicate as a flower, should be encouraged on the way by your rays, cool as nectar! The dawn has now broken; so, heroic Queen, flying all night on the wings of the wind, rest thee near the village of Bhandeir. The Mahalkuree of the village will feed your darling Damodar. As soon as breakfast was over, she again started on her journey on the Kalpi road. But what is this dust behind? Spur your horses on! Lakshmi, keep Damodar safe on the back and gallop on. Tak our your sword! There, Bowker is pressing close! Here is the reward for your wicked pursuit! Dare you hold back the lightning? A long sweep of her sword, and Bowker was violently thrown off his horse. A deadly fight took place between her fifteen or twenty horsemen and the English pursuers; those who were alive advanced forward to protect Lakshmi Bai. Wounded Bowker and his handful of men gave up the pursuit. The sword of the Mother advanced triumphant, shining. The sun in the heaven above, Ranee Lakshmi Bai on earth - both were marching forward. Morning was gone and mid-day came, but the Ranee did not stop. Afternoon came, the shades of evening began to fall, the sun went down the horizon - but the Ranee still would not stop. The stars rose. They saw her just as they had seen her the night before - marching, marching in hot haste. At last, at midnight, Ranee Lakshmi entered Kalpi. A ride of a hundred and two miles she accomplished, and that, fighting with Lieutenant Bowker and his soldiers and with the burden of a child on her back. That horse just lived, it so seemed, to carry her to Kalpi. For, as soon as he saw the rider safe in Kalpi, he fell down on the ground all in a heap. Six men were immediately ordered to attend to the horse. The Ranee loved the horse very much. A horse which carried safe such a person with such faithfulness deserves to be remembered, and his memory will be loved for all time. The Ranee slept till dawn. In the morning, the touching meeting between the Ranee and Shri Rao Sahib Peshwa took place. Both remembered their ancestors - the thought that they were descended from those who had done such seemingly impossible deeds inspired them both. They realised that the flag of the Mahratta empire waved as far as Attock because men like the Scindia and the Holkar, the Gaekwar and Bundela and Patwardhan were ready to give up their lives for Swaraj. And for that very flag, for that very Swaraj for which their fathers and grandfathers had bled, they resolved to continue uninterrupted, to the very last breath of their lives, the war already begun against those who attempted to enslave their motherland. So, they resolved to carry on the war as vigorously as ever. And again did Lakshmi Bai and the brave Tatia Tope begin to make preparations for the coming deadly fight. While these arrangements are going on there, we shall take a rapid glance at the activities of Brigadier Whitlock whom we had left sometime back. To reconquer the tract between the Narbada and the Ganes and the Jumna, two armies had started and, of these, the one under Sir Hugh Rose, as we had already seen, had taken Jhansi. When Jhansi was taken, the British indulged in a wholesale looting such as Nadir Shah alone had accomplished before, defiling of temples and polluting of images, and massacring terribly all alike. That finished, the army continued the campaign. The last part of the campaign had been appointed for Brigadier Whitlock to accomplish. Accordingly, Brigadier Whitlock started on the 17th of February from Jubbulpore, with all his army - European regiments, Indian regiments from Madras, "black" and white cavalry, and splendid artillery. He entered Sagar in triumph, where the loyal Raja of Oorcha joined him. The, the English army began to advance on the Nabob of Banda, the chief leader of the Revolutionaries in that province. In the beginning of the Revolution at Jhansi, Sagar, and other places, cruel massacres had taken place and the Europeans from those places ran wherever they could to save their lives. The Nabob had brought them to his palace and was looking after them well. But, at the same time, he was as busy in trying to throw off the British yoke already tottering through the shocks of the Revolution as he was in saving the lives of these Enbglishmen. From the very beginning, the symbols of slavery in his kingdom had been smashed and he was runing as an independent prince. Seeing the English army coming to deprive him of his liberty, the Nabob, urged and aided by the whole populace, was ready for battle. Several engagements took place between the two parties, but, being defeated in them, the Nabob started for Kalpi with his army, and Whitlock entered Banda in triumph on the 19th of April. The next march was to be on the Rao of Kirwi. Rao Madhav Rao of Kirwi was a child of ten and his guardianship was in the hands of the English. The Rao of Kirwi was a near relation of Baji Rao Peshwa. In 1827, Anant Rao, the then ruler of Kirwi, deposited two lakhs of Rupees with the English Government for some charities in connection with the temples of Benares. As soon as he died, the English swallowed the whole amount. More than that, they took unlawful possession of a further sum of several lakhs of Rupees foolishly deposited with them by Anant Rao's son, Vinayak Rao, in spite of the lesson he had already received. This was soon after Vinayak Rao's death. Rao Madhav, the adopted son of Vinayak Rao, being a minor, as the supervision of the whole state was in the hands of the English, and Ramachandra Rao, the chief Karbhari, had been appointed by the English, there was every reason to suppose that there would not be much fear of revolt in the Kirwi State. But, in 1857, whatever the Raos and Maharaos did was not quietly acquiesced in by the people. Sometimes obsecurely and sometimes clearly, the power of the people, the strength of the real nation, was slowly struggling into prominence. The Zemindars, the priests, the merchants of Kirwi, nay, even the common people, inspired by the strong ideal of liberty, hailed with joy the news which one day proclaimed Delhi free and the next day Lucknow and the third that Jhansi had uprooted the flags of the Feringhi. Encouraged by these hopeful incidents, they proclaimed the independence of Kirwi and the destruction of the alien yoke, not waiting for the opinion of the Rao or the sanction of his ministers. Now, while this proclamation was being loudly celebrated by the populace, the Rao, a boy of nine or ten, had not done even a single thing against the English! Nay, when the English army returned to Bundelkhand, he went forward to receive them and invited them into the city. According to his invitation, the English army entered the city silently, but they entered to imprison this little Rao, to destroy his capital and to pull down his palace! Dreadful looting, wholesale burning, and a vengeance of wickedness took place. And the State was annexed. Whitlock now encamped at Mahoba, in order to 'pacify' the conquered provinces. As a matter of fact, he had now completed his campaign. He had conquered all the eastern part of Bundelkhand and he had sent small expeditions to 'pacify' one or two places. So now, leaving Whitlock, let us again follow the sacred steps of the gallant Queen of Jhansi. The Ranee, now again full of hope, made an advance on Kunchgaon, forty-two miles from Kalpi, with the army of te Peshwa. But the Rao Sahib, if would appear, had not arranged the forces as she would have liked him to. It must be borne in mind, however, that it was not possible to make effective arrangements, either for Rao Sahib or Tatia Tope. Though in that place, the Nabob of Banda, the Raja of Shahgarh, and the Raja of Banapur had all gathered together under the same flat, they had not gathered together as the organised and disciplined parts of a grand military force, moved by oneness of heart, with a unity of plan and constitution, sustained by strict military discipline and subordination. No one could get his ideas carried out. But, in the opposing army, there was no such conflict amongst leaders. It seemed that the whole organisation was perfect and wellcontrolled. Before Sir Hugh Rose was appointed commander, there was heated discussion and difference of opinion; but, once he was the --- 59 "With regard to this injustice done to Rao, Malleson has to confess: 'Not a shot had been fired against him (Whitlock), but he resolved nevertheless to treat the young Rao as though he had actually opposed the British forces. The reason for this perversion of honest dealing lay in the fact that in the palace of Kirwi was stored the wherewithal to compensate soldiers for many a hard fight and many a broiling sun. In its vaults and strong rooms were specie, jewels, and diamonds of priceless value..... The wealth was coveted.'" – Kaye and Malleson's Indian Mutiny, Vol. V, pages 140,141. commander, his opinion was the opinion of all. Whatever orders he issued were right; and, even if they were not right, they must be obeyed. And even mistaken orders of a weak general carried out by the obedient and unanimous bravery of the troops under him, become successful – are bound to become successful. On the other hand, even well-planned orders of a capable general lead to disaster and defeat, through the self-willed behaviour of the troops and the lack of oneness in command and proper subordination. Otherwise the rout at Kunchgaon could never have been placed. As soon as Sir Hugh Road came from Jhansi, the Revolutionaries met him at Kunchgaon. Knowing that the mid-day sun was unbearable to the English, the Revolutionaries had ordered in one of their commands, “None should engage in a fight with the Feringhis before ten in the morning. The fight should begin always after ten.” This very clever rule was put into practice this day. Much havoc was thereby created in the English army as happened on many other occasions where the fight took place after ten. But, in spite of this, the Revolutionaries were defeated at Kunchgaon and retired towards Kalpi. The admirable way in which they retired, the organised manner in which they fell back has been praised very much even by the enemy.$^{60}$ But then this excellent organisation came after and not before the engagement. $^{60}$ "Then was witnessed action on the part of the rebels which impelled admiration from their enemies. The manner in which they conducted their retreat could not be surpassed. They remembered the lessons which the European officers had well taught them. There was no hurry, no disorder, no rushing to the rear. All was orderly as on a field-day. Though their line of skirmishers was two miles in length, it never wavered in a single point. The men fired, then ran behind the relieving men, and loaded. The relieving men then fired, and ran back in their turn. They even attempted, when they thought the pursuit was too rash, to take up a position, so as to bring on it an enfilading fire." - Malleson's Indian Mutiny, Vol. V, page 124. With this defeat, the Revolutionaries came on to Kalpi. There, they began to make up for the defeat by wrangling against and abusing one another, - the infantry laid the defeat at the door of the cavalry, the cavalry blamed the Jhansi troops, and all together blamed the general, Tatia. But, Tatia Tope is not going to come any more to Kalpi to hear these wranglings. He has gone at present to the village of Charkhi, near Jalwan, to see his father. No one knows definitely where he is going after that, or whether he is going there at all. Let us remember that Gwalior lies in the direction of his road! May the meeting between this extraordinary son and his fortunate father be full of love! And after that loving visit, may this great messenger of the Revolution go with despatch to carry out whatever designs he might have set his heart on! While Tatia was going on this journey, Ranee Lakshmi went to the royal tent of the Peshwa. The heroic Lakshmi relieved him of his dejection after the defeat of Kunchgaon and said to him that, if the army was properly organised, the enemy should never again be victorious. The Nabob of Banda was inspired by her speech. Proclamations in spirited language were again published in the Revolutionary army. And to-day, on the banks of the Jumna, crowds are gathering. Swords and guns, angry Sepoys invoking the Jumna to bless the cause of the independence of their soil - such a Revolutionary pilgrimage the banks of the Jumna had probably never before seen. These banks are simply echoing forth the triumphant cries for the Mother and for Dharma!" Jai Jumna! With this thy sacred water in our hands, we swear that the Feringhis shall be extinct, that Swadesh shall be independent, and that Swadharma shall be re-established! Jai Jumna! If all this is accomplished, then alone we will live. If not, we will die this day on the field of battle. We swear, by thee, O Kalindi, three times!" Heroes, thrice bound by this oath, come on then to the field. Rao Sahib will lead the whole army. Drive away this 25th infantry under Sir Hugh Rose. They are all Indians - drive these traitors before you! Major Orr advances - make him share the same defeat! In this maidan before Kalpi, our position - with this undulatory part to cover - is almost impregnable. But look, the vanguard is falling back! It went too far, and being not well covered, has had to retreat. Run then, Lakshmi, run to protect them. She rushed forward sword in her hand with lightning-like rapidity, and fell on the right wing of the English, with her red-uniformed cavalry. The triumphant right stopped dead, so sudden was the attack; stopped dead, and then retired back helpless. This rapid onslaught of the girl of twenty-one, her horse at full speed, her sword cutting men down to the right and to the left, - seeing this, who would not fight for her? Who would not be inspired by her? All the Revolutionaries were inspired by her strength; the battle raged bloody and hot. The Feringhi gunners of the light field artillery began to die one after another. The Ranee and her cavalry, then, advanced right on the guns which were spitting deadly fire, and attacked the artillery. English gunners left the guns; the horse artillery was routed; the heroes of the Revolution advanced on and on, from all sides, overjoyed at the prospect of crushing the Feringhis who had so long escaped them; and before them all fought Lakshmi! This praise by the enemy does credit to the Panday party. Sir Hugh Rose, taken aback by this terrible onslaught, then advanced with his reserve camels, and the English saved their own lives, simply because of the camels. An English writer says, “Fifteen minutes more, and the mutineers would have cut us down! Fresh camels, one hundred and fifty in number, changed the fortunes of the day. Ever since that day, I have looked on the camel with eyes of affection.” By the strength of the camelmens alone, on the 22nd of May, the Feringhis succeeded in forcing the Peshwa’s army to retire towards Kalpi. After another complete defeat of the Peshwa’s troops and after a few skirmishes, Sir Hugh entered Kalpi on the 24th May. In the fort of Kalpi, the English captured a very considerable amount of military supplies which Shri Rao Sahib Peshwa and Tatia Tope had, with great trouble, gathered together in one year. Sixty thousand pounds of gunpowder were found buried under the ground; muskets beautifully made, brass balls of the latest type for the guns, factories for making and repairing cannon-balls, heaps of military uniforms, flags, drums, French trumpets, Howitzer guns manufactured in Europe, and arms of various kind - such was the very useful find that the English army came upon! What they did not capture was the brave and ever-memorable leaders of the Revolutionaries. For, when Kalpi fell after a week, Rao Sahib, the Nabob of Banda, Ranee Lakshmi Bai, and other leaders had left Kalpi and gone - nobody knew where. But now these unfortunate, helpless people, without an army and without arms, could do nothing beyond falling into the jaws of death, either by privations, or ny capture, or ny suicide! Thus Sir Colin had begun the reconquest from the northern bank of the Jumna, and went on conquering as far as the Himalayas. Sir Hugh Rose and Whitlock began from the Narbada, and conquered all the country as far as the South bank of the Jumna. The English had now every reason to congratulate themselves that they had destroyed the Revolution completely. Sir Hugh Rose congratulated his army in these eloquent words: - "Soldiers, you have marched one thousand miles, captured one hundred guns, swam rivers, crossed mountains, marched through jungles, defeated big armies, reconquered extensive tracts, and reestablished the glory of your country! Brave you are; and you have also observed the strictest discipline; for courage without discipline is nought. In the midst of difficulties, temptations, and trouble, you have obeyed strictly the orders of your general, and have never showed even a single sign of insubordination. From the waters of the Narbada to the waters of the Jumna, this, your success, has come to you through your splendid discipline!" After publishing this glorifying proclamation, Sir Hugh resigned his charge for the sake of his health. And the triumphant English army, having destroyed the enemy completely, sighed the sigh of relief and wished to rest. But how dare you rest yet? While Tatia and Ranee Lakshmi Bai are alive, there is no rest possible for the British troops. Come, stand up! And if you would not stand of your own accord, here is the whole force of Gwalior, ready to goad you on! After escaping from Kalpi, the Revolutionary leaders went to Gopalpur to discuss their future plans. Practically, at this time, there was not a sign of hope. From the Narbada to the Jumna, and from Jumna to the Himalayas, the English had conquered back the whole territory. The Revolutionaries were without an army, without a fort, without any hope of getting fresh forces - defeated as they were again and again. But Tatia Tope was still alive, and that was enough! Tatia, too, had returned to Gopalpur. People say he had returned after visiting his father. Whatever people say, history does not say so. It was when Sir Hugh tried his deep-laid game at Kalpi that Tatia had a sudden fit of fondness for his father - a fondness, by-the-bye, which seemed to exceed even his fondness for fight; and, no longer able to control his filial feelings, he wanted to Charkhi to see his father. What was the secret of this sudden passion? The secret was that, as soon as Kalpi fell, it was absolutely necessary to get hold of some other strong position, some strong fortress, and some new army. And, therefore, this Messenger of the Revolution had escaped from Kalpi secretly to enter Gwalior, and see how the Revolutionary idea was progressing there! He accepted the promises of the chief officers of the army and created a new army for the Revolution, by secretly winning over the Durbar functionaries, Sirdars, and others. They promised to give him all the aid they could, and in one month he had the whole of Gwalior in the hollow of his hand. He then collected every information about the military position of Gwalior and, thus, after undermining the throne of the Scindia, Tatia returned to Rao Sahib at Gopalpur. He had 'seen his father'! Learning the glad news, that Tatia had come back from Gwalior having successfully won over the people to the side of the Revolution, Ranee Lakshmi urged the Peshwa to advance straight towards Gwalior. On the 28th of May, the Revolutionaries came to Amin Mahal. The Mahalkars tried to stop them. They were answered, "Who are you to obstruct us? We are the Peshwa and his forces and we are fighting for Swaraj and Swadharma." These words of Rao Sahib silenced the cowards, and thousands of patriots in that part welcomed the Revolutionaries heartily, and thus the army of the Peshwa pressed right on the walls of the city of Gwalior. They had written to the Scindia, "We are coming to you in a friendly spirit. Remember our former relations. We expect help from you, so that we shall be enabled to proceed towards the south." But this ungrateful man had forgotten the former relations. Well then, remember the former and the present relations too! "The ancestors of the Scindia were our servants, our Hujres - that was the former relation. And, the present relation? The whole army of the present Scindia has joined us. Tatia had gone to Gwalior, seen the leaders, and gained all necessary information!" But still, forgetting all this, the Scindia, with all his army and all his guns, advanced on the Peshwa on the 1st of June, near Gwalior. The Shrimant who deserves the respect of the whole country thought for a moment that the Scindia had repented and was coming forward to salute the flag of Swadesh. But, Lakshmi said that he was coming, not to salute, but to smash that golden flag. She came forward with her three hundred horsemen and advanced right on the guns of the Scindia. Soon, she caught the view of Jayaji Rao Scindia and his personal guard the brave "Bhaleghate" troops. The cobra shows not such rage when it is trodden upon as Lakshmi showed at the sight of this traitor! Like an arrow she dashed at his troops. Behold, you Bahadur - descendant of Mahadaji, this helpless girl of twenty-two, brought up in the Zenana, is inviting you for a trial of strength of the sword! Let us all see now how much of the prowess of Mahadaji, the devoted lover of his country, has descended upon this Jayaji the devoted slave of the Feringhi! As soon as this angry lightning struck him hard on the front, his personal guards wavered and the Scindia, with all his "Bhaleghate" troops, was routed. But, at least, there was hope that his huge army and terrible artillery would do their best - and they did do their best! As soon as they saw Tatia, these troops which had been bound over by secret oaths to Tatia refused, point-blank, to fight against the Peshwa. As previously arranged, they joined the Peshwa with all their officers; the guns were silent and everyone in Gwalior honoured the flag of the Peshwa. The throne of the Scindia thus crumbled to pieces at the touch of the Revolutionary magician. And so, Jayaji Rao Scindia, coward as he was, and his minister, Dinkar Rao, fled, not only from the field, but from Gwalior itself, and ran to Agra! Gwalior, was now mad with joy. The army fired salutes in honour of the Shrimant. The Finance Minister, Amar Chand Bhatia, surrendered the whole treasury of the Scindia, to the last pie, to Shrimant. Those few patriots who were in prison under the old regime for having shown sympathy with the Revolutionaries were released from their prisons amidst the joyous cries of the populace. The traitors who had advised the Scindia to join the English had fled, but their mansions and their property were destroyed so that not a vestige of them remained. The black charge that the Asiatics do not understand the true relation between a ruler and his subjects, was washed away completely by Gwalior. For, how can he who goes against his own country and against his own Dharma be a ruler? Poona had been in 1818 guilty of being a traitor to the motherland is not having dragged Rao Baji from his Peshwai in right time. Gwalior was not guilty of that! And therefore, this Revolution of 1857 must be recorded in history as the first indication in modern India of the omnipotence of the vox populi, the power of the people. If Scindia joins not his country, the country shall not aid him either. Swords and guns, infantry and cavalry, Durbar and Sirdars, Mankarees and citizens, temples and images - all are for the country, alone; and if the Scindia is not for the country, drag him down from his throne; and outside the palace, outside the capital, outside the borders of the kingdom let him be driven out! Hereafter, according to the Scriptures, "The King receives his power only by pleasing the people!" And now, we must not let this auspicious day, the 3rd of June, slip by uselessly. And so "a big Durbar was held in Phul Bagh. All Sirdars, statesmen noblemen, Shiledars, and cavalry officers, who had joined the Shrimant, took their seats according to their rank. Tatia Tope and the Arabs, Rohillas, Pathans, Rajputs, Rangdes, Pardeshis, and others under him came to the Durbar in their military uniform and with swords by their side. The Shrimant himself was dressed in the Peshwa's uniform Shirpana and Kalgitura on head, pearls in his ears, and pearl and diamond necklaces, round his neck. Thus, with all the paraphernalia of the Peshwai, Bhaldars and Chobdars making way for him, and Mourchas flying, the Shrimant came to the Durbar. Then, as usual, all stood up in reverence, salutes were received, and the Shrimant ascended the throne. With tears of joy in his eyes, he congratulated all the noblemen with great eloquence. Ram Rao Govind was appointed Chief Minister. Tatia Tope was made general and a sword studded with precious stones was presented to him. The eight ministers were elected. Twenty lakhs of Rupees were distributed to the army. The Durbar was a complete success. Joy was on every face and salutes of guns were fired."61 Shrimant Rao Sahib, representative of Nana Sahib Peshwa, had thus established a new throne, infusing a new hope and a new life into the Revolutionary party, and had created a centre, a basis, round which might be attracted the scattered forces of the Revolution. Tatia Tope was not mad in busying himself with this coronation and giving salutes after salutes just 61 D.B.Parasnis's Life of Lakshmi Bai, page 309. in a midst of the war. The whole world had seen the dead body of the Revolution which by this means alone he now lifted from the grave of despair. The world – some with pleasure and others with despair – had cried: "That is a dead body, there is no life in it!" But what wonderful magic this! Tatia took the dead earth at Gopalpur, he breathed on it thus, and – wonderful! – the whole world saw with the dumbness of surprise, a throne rising from the thimbleful of earth, jingling with lakhs of Rupees! Wonder of wonders! See the thousands of swordsmen advancing; hear the salutes thundering forth from the guns! A new army is up, new guns are up, Tatia has captured a new kingdom! Tatia has done all this not meely to strike the world dumb with his splendid triumph. He knew that the Revolutionaries who had spread far and wide would, on hearing the salutes proclaiming the Shrimant as a Peshwa of the Mahratta empire, get a concentrated inspiration, vigour, and hope. He knew that the sight of the triumphant flag of the nation, thus unfurled at Gwalior, would infuse an uncontrollable enthusiasm and dash. He knew that the lawlessness which had set in owing to the want of a rallying point, would now make way for discipline, through respect for the new-established throne. All this Tatia saw. And what he foresaw soon came to pass. For the body of the Panday party was soon instinct with life. While thus, on the one hand, his countrymen were encouraged, the English army, which just gave a sigh of relief, was, on the other hand, again disheartened. It was for this that the coronation was proclaimed loudly by Tatia and other leaders of the Revolution. Their deep-laid game was successful. For, by this very thunder of Tatia's cannon, Sir Hugh Rose's idea of rest was rudely shattered to pieces! 62 Malleson, writing about the cleverness and diplomacy which Tatia and Lakshmi Bai showed in taking Gwalior, says: - "How the "Impossible" happened has been told....He (Sir Hugh Rose) realised, moreover, the great danger which would inevitably be caused by delay. No one could foresee the extent of evil possible if Gwalior were not promptly wrested from rebel hands. Grant them delay, and Tatia Tope, with the immense acquisition of political and military strength secured by the possession of Gwalior, and with all its resources in men, So far so good; but once having shocked Sir Hugh Rose and disheartened him, woe betide him who listened not to the words of Ranee Lakshmi Bai! All other functions but the one great function of war must be stopped. But it seemed that, as ill-luck would have it, the intoxication of the Revolutionaries would make them blind to the necessity of keeping the army in complete readiness. They were all immersed in luxury, good dinners, and fatal dilatoriness – they thought, perhaps, that this was the sole end of Swaraj! They were only losing Swaraj. For, the surprised Sir Hugh Rose marched rapidly on Gwalior with his excellent army under him. He brought with him the renegade Scindia and proclaimed to all that the English were going to fight only for the Scindia’s sake! It was a trick to deceive the simple men of Gwalior, who had the slavish and discreditable merit of blind loyalty, and it was calculated to prevent these from fighting against the Scindia. But the old world had changed, giving place to the new. Tatia, so far successful in awakening the Revolutionaries, rushed forward to meet the English. The English had already defeated the Morar contingents. Now, with the shadow of defeat on them, there began some excited movements among the Revolutionary leaders. Rao Sahib was hastening towards the house of the Nabob of Banda and the Nabob of Banda was rushing towards the house of Rao Sahib. But, in the midst of all this confusion, the Ranee alone was calm and was ready. Her sword was out. What need she fear now? Hope as well as despair she had trampled under money and material at his disposal, would be able to form a new army on the fragments of that beaten at Kalpi, and to provoke a Mahratta rising throughout India. It might be possible for him, using the dexterity of which he was a master, to unfurl the Peshwa's banner in the southern Mahratta districts. Those districts were denuded of troops, and a striking success in Central India would probably decide their inhabitants to pronounce in favour of the cause for which their fathers had fought and bled." - Malleson's Indian Mutiny, Vol. V, pages 149-150. foot; she treated with contempt the things on this earth; she had one aspiration alone, namely, that the flag of liberty should stand proudly erect until she gave up her last breath! Neither of them were to be in the dust; they were to lie in battle alone. So, she gave Rao Sahib a word of courage, rearranged the undisciplined troops as far as she could, and took upon herself the task of guarding the eastern gate. She only demanded, "I am ready with all my soul to do my duty; mind, you do yours!" She donned her usual military uniform, rode a noble steed, took out her gem-bestudded sword from the sheath, and ordered the army under her to march on. She made ready all the posts near Kotaki Serai which had been given to her care and, when the English army was in sight, everywhere, trumpets and pipes, drums and nagaras rent the air. If only she had an army, equal in courage and daring to herself! Even the insubordinate and hesitating felt heroic under her influence and, with them and her select band of horsemen, she charged hard the English army! Her two female friends, Mandar and Kashi, also fought bravely by her side. May the sweet memory of those two patriotic girls - beautiful in appearance, with male attire put on, taking pleasure in fight - live in history along with that of their mistress as long as history lives! A general like Smith was charging the Ranee's army, but to-day the Ranee's bravery and daring were a sight to see. Like lightning, she moved about all day. The English attacked the solid phalanx a number of times. One very occasion she maintained her hold firm. Her army occasionally felt enthusiastic and attacked the British and cut down many of them. At last, Smith was forced to retire; he gave up the attempt of breaking the mass and began to turn to another side, leaving the nest of the cobra alone! Thus closed the day and thus rose the 18th of the month! This day, the English had resolved to make desperate charges. From all directions, they advanced on the fort, and tried their utmost. General Smith, forced to retire the day before, was very determined to-day and, aided by reinforcements, he charged the same Jhansi side he had gone for the day before. Sir Hugh Rose thought that his presence was also absolutely necessary and so he was personally present with the force attacking the Jhansi side. The Ranee too was ready for him with all her forces. "She was ready with all her soul to do her duty." That day, she wore a Chanderi turban embroidered all over, a tamamee cloak, and pyjamas. A pearl necklace was round her neck. Her famous steed being tired that day, a new, fresh-looking horse was made ready for her, fully caparisoned. While her two beautiful maids were taking sherbet, news came that the English were advancing. Lakshmi immediately darted forward from her tent. The arrow flies not so rapidly, the lightning flashes not forth with such force from the clouds, a lioness leaves not her lair so quickly to fall upon the approaching elephant! She rode her horse, lifted her sword, and charged the enemy with her army. As English writer says, "Immediately the beautiful Ranee went over the field and made a firm stand against the array of Sir Hugh Rose. She led her troops to repeated and fierce attacks and, though her ranks were pierced through and were gradually becoming thinner and thinner, the Ranee was seen in the foremost rank, rallying her shattered troops and performing prodigies of valour. But all was of no avail. The camel corps, pushed up by Shri Huge Rose in person, broke her last line. Still the dauntless and heroic Ranee held her own." But while her side was fighting with such unexampled bravery, she saw the English army advancing on her rear - for they had broken through the ranks of Revolutionaries who were holding the posts behind her! The artillery dumb, the main army routed, the victorious English army closing on her from all sides, with only fifteen or twenty horsemen with her, Ranee Lakshmi, accompanied by her maids, put her horse to a gallop, in order to break through the enemy, and to join her comrades on the other side. The Feringhi horsemen of the Hussars, who knew not so far where she was, fired shot after shot on her and pursued her like hounds. But the Queen, with unexampled courage, cleared her way with her sword and marched on. Suddenly was heard a cry, "I am dead, Bai Sahib, I am dead!" Alas, whose is this cry? Lakshmi turned round and found that it was her maid Mandar whom a white soldier had shot and killed! Angered, she attacked the Feringhi, and her blow felled him on the spot. She had avenged the death of fair Mandar! She then marched on. She came to a small rill. Now, one jump and Jhansi would have been out of the Feringhi's clutches. But her horse would not take that jump! If only she had had her old horse! As if the fiery line of a magician was round him the horse moved in circles, round and round, but would not cross. Before you could say "one", the English horsemen closed on her! Still not a word of surrender or fear! One sword against their several swords, - yet she closed on them. She crossed sword with sword with them all, but one of them hit her on the head from behind. With that blow, the right part of her head, and even her right eye came out - just then, another blow hit her on the chest. Oh Lakshmi, Lakshmi! The last drop of thy sacred blood is dripping and, therefore, now, Mother, take this last sacrifice for thee! Even at the point of death, she killed the British foe who had attacked her, and now the young Queen was breathing her last breath! A faithful servant, Ramchandra Rao Deshmukh, was near. He took her to a cottage near by. Ganga Das Bawa gave her cold water to drink to quench her thirst and a bed to lie down upon. Bathed in blood, this goddess of war reclined on the bed, and then her soul quietly fleeted from her body to heaven! As soon as she was dead, Ramchandra Rao, in accordance with her dying instructions prepared a pile of grass unseen by the enemy; he put her on that pure and, before the touch of slavery could defile even her dead body, she was cremated. On the pyre, if not on the throne! But Lakshmi is still with her sweetheart Liberty! She has forced open the gates of death by falling in battle and has now entered the other world. Pursuit can no longer harm her. Wicked Pursuit must pass through those roaring flames before it can do so. Thus fought Lakshmi. She had achieved her purpose, fulfilled her ambition, carried out her resolve! One such life vindicates the whole existence of a nation! She was the concentrated essence of all virtues. A mere woman, hardly twenty-three yet, beautiful as rose, charming in her manners, pure of conduct, she had a power of organisation of her subjects, exhibited by very few, even among men. The flame of patriotism was always burning in her heart. And she proud of her country's honour and pre-eminent in war! It is very rarely that a nation is so fortunate as to be able to claim such an angelic person, as a daughter and a queen. That honour has not yet fallen to the lot of England. In the Revolution of Italy, high ideals and heroism of the very highest type are to be found; yet, in all this period of glory, Italy could not give birth to Lakshmi! But, even our land could hardly have given birth to such a Queen but for this glorious War of Independence! The precious pearls in the ocean are not to be found on its surface. The Suryakanta jewel does not give out flames in the quiet of the night; nor does the flint give up its spark on soft cushions. They want resistance. Injustice must make the mind restless; really, not apparently, every drop of blood most actually boil; intense national feeling is thus set aflame in such a furnace, the particles of virtue begin to flow, the test goes on, the dross is eliminated, then, the concentrated essence of virtues begins to appear. In 1857, the heart of this our Motherland took fire; then, a terrible explosion which would deafen the world took place; - A spark at Meerut, and the whole country, which, under the roller of Dalhousie, had been reduced to the monotony of a dead level and seemed to be a heap of dust, proved to be a powder-magazine filled with the most inflammable material. Just as when a mighty rocket in a fireplay, fired in the air, explodes, arrows and trees and various other picturesque objects rise and rush and burn and die away, such was the case of this gigantic Revolutionary Rocket! Its length is from Meerut to the Vindhyas; its width from Peshawar to Dumdum;- and it was fired! Fire and flames raged in all directions. Blood coming down like rain, - sieges of Delhi, revenges of Plassey, massacres of Cawnpore, and the Sikandar Bagh of Lucknow! Thousands of heroes are fighting - and dying; cities are burning. Kumar Singh comes, struggles, falls; the Moulvie comes, struggles, and falls; the throne of Cawnpore, the throne of Lucknow, the throne of Delhi, the throne of Bareilly, the throne of Jagadishpur, the throne of Jhansi, the throne of Banda, the throne of Furrukabad, five thousand, ten thousand, fifty thousand, a lakh of swords, flags, banners, generals, horses, elephants - all are coming out out after another, move about in the turmoil of the raging fire! Some are ascending one flame, some another; they poise themselves a while, reel, fight, fall down unseen! Everywhere battle and thunder-storms! A veritable volcanic conflagration this! And the pyre, flaming near the cottage of Gangadas Bawa, is the last and the most lustrous flame of this raging volcanic conflagration of the War of Independence of 1857! END OF THE THIRD PART PART-IV TEMPORARY PACIFICATION CHAPTER-I A BIRD’S-EYE VIEW THE chief scenes in the War of 1857 being in Northern India, we had so long to dilate upon the warlike events in that region alone. But, in order to grasp even the general tenor of the War, it is necessary to see its manifestations in other provinces also. Therefore, while the tongues of fire of that tremendous conflagration are dancing up to the skies there, we must also case a passing glance at the sparks in other regions. We have already given a short description of the events in the Punjab, during the course of the siege of Delhi. After that, the Punjab was quiet on the whole, except for one or two spasmodic efforts at rising. The Hindu as well as the Mahomedan communities thoroughly sympathised at heart with the Revolutionaries and were full of hatred towards the British. But they did not care to help either party actively. The Sikh princes and people, on the contrary, did not wish well to the Revolutionaries even at heart; nor did they remain neutral; nay, more, they did not hesitate to side openly with the English and shed the blood of their own countrymen on the field of battle. It can be proved from many events that happened that the sympathies of the masses of Rajputana were on the side of the Revolutionaries. In towns like Jaipur, Jodhpur, and Udaipur, the curses that were heaped upon Indian soldiers fighting on the English side, the shouts of joy that went up in the bazaars, when a Revolutionary victory was announced, and the grief with which they were filled when the news of their defeat came – all these showed from day to day that the Rajpur masses were praying for victory of the Revolutionaries in the great national war. As regards the princes of Rajputana, most of them remained neutral and would not openly help either side, until a decisive conflict had taken place. But whenever they were forced to send some troops to help the English, these troops openly disobeyed the orders of their rulers and refused to fight against their brethren on behalf of the Feringhis! The United Provinces, Oudh, Rohilkhand, Behar, Bundelkhand and Central India were the field of Kurukshetra of the War of Independence of 1857. There was a slight rising at Rangoon, and in Burma, in general, but alas! it was a day after the fair, and was in vain! After this bird’s-eye view of the region north of the Vindhya mountains, let us now turn our eyes to the south. There, we first of all see the Empire of the Mahrattas founded by Shivaji. Their compatriots, who had migrated to the north, were fighting fierce battles at Cawnpore, Kalpi, and Jhansi. Thus, the Mahratta throne, ousted out of Raigarh, reappeared again in an ocean of blood at Cawnpore. And Tatia Tope was again flying aloft on high the banner once supported by heroes like Santaji and Dhanaji. If the magnificent unanimity, dash, and determination that characterised the rising in the north had also shown itself in the south, then, even if the whole of England had gone to India to fight, the Jaripatka would never have been lowered! Where, indeed, is a man of pure Mahratta blood whose heart is not agitated by love and price when the Jaripatka flies on the field, whether he shows it in his face or not? In 1857, also, the heroic inspiration naturally took hold of the heart of all Mahrattas, but the diseases of indecision and indetermination stifled it in embryo. While the plan of the Revolution was being outlines in the north, its messengers were also travelling in the south, visiting state after state and town after town. Rango Bapuji of Satara was in correspondance with Nana Sahib of Cawnpore. In the various Sepoy regiments stationed at Poona, Satara, Dharwar, Belgaum, Hyderabad and other places, Brahmins, Moulvies, and the deputies of the northern Sepoys were travelling about secretly with the torch of Revolution in their hand. And, from Mysore right up to the Vindhya mountains, oaths were taken that a rising was to be made as soon as the north arose. But, though the south did not forget to rise, it forgot that it ought to arise as soon as the north rose! The Rising in the north took place with an inconceivable, lightning-like rapidity, and with the determination to kill or die. Instead of starting up immediately, the south waited for some time to watch the fortune of war in the north. In times of crisis like a Revolution, one moment decides the question of life or death. There are disadvantages in both alternatives, in haste as well as in delay. In such a dilemma, an able man fixes upon such a moment when boldness and spirit will reap the greatest possible fruits. Revolutions do not follow the rules of arithmetic. They succeed through the enormous strength of the spirit in the heart of man. They cool down by the sluggishness of inaction. They are kept up only by the heat of action. Calmness, mathematics, and the fixing of the day are all for the period of preparation. But when once the bugle has sounded and the drum been beaten, then there must be started at once determined fighting without any regard of life. One who hesitates then is certain to lose in the end. One who only just then begins to think out whether it is better to rise or not, is doomed for ever. Calmness in preparation, but boldness in execution, this should be the watchword. During preparation, one may and even ought to proceed cautiously, step by step, even as on a carpet; but when the Revolution has once broken out, one must dart forth like an arrow without faltering a moment, even though living fire! Then let there be success or defeat, let there be life or death – there should be stubborn war, men should be ready to “die while killing.” For when once the drum of war is beaten, the best road to success in a Revolution lies in advancing and never in waiting. The south forgot this cardinal principle. It did not rise as soon as the north rose. It proceeded slowly, staggering every now and then. Over-anxiety about success, and only spasmodic, isolated risings that followed as its consequence, necessarily led to nothing but certain failure. How this came to pass we shall review in brief. There were three important regiments in the south, the 27th at Kolhapur, the 29th at Belgaum, and the 28th at Dharwar. When the plans of the Rising were made by means of correspondence, the 10th of August was fixed upon as the day on which they were to rise. But an English army was in the meanwhile being sent to Kolhapur to keep the population and the Sepoys there in check. This news was divulged to the Sepoys by an official of the Telegraph Department. Thus the Sepoys who were already infuriated, rose prematurely on the 31st of July, 1857. They killed some of their English officers, took the treasury in their charge, had a skirmish with the English troops that had just arrived, and went away towards the Ghats. The various Revolutionary bands united together under the leadership of Ramji Shirsal of Swantwadi and began to harass the English force in the direction of the Kadi forest. They were defeated and dispersed after some months by the English with the help of the Portuguese of Goa. The new English officer, Jacob, who had come to Kolhapur, disarmed the remaining Sepoys there and had their leaders shot. But on the day on which the Sepoys at Kolhapur had risen the town itself had not done so. In the meanwhile, emissaries from Nana Sahib of Cawnpore had an audience with the young king of Kolhapur and persuaded him to join the National Rising. He had also been presented with a sword by the Durbar of Lucknow. In the same manner, he was carrying on secret correspondence with the Rajas of Sangli, Jamkhindi, and other southern states. But, more than the Maharaja, his younger brother, Chimna Sahib, had in his veins the blood of Shivaji. He secretly began machinations to put right again the plans of the Revolution foiled by the recent turn of events. He prepared the irregular army of Kolhapur and many volunteers for a Rising, and in the early morning of the 15th of December Kolhapur rose again. The city gates were closed, guns were made ready, and the drum of Revolution was beaten in the streets. As soon as Jacob heard the news, he got the men under him ready and led an attack on a Kachcha gate. From that moment onward till the time that the English army took possession of the palace, a fierce battle raged. After defeat, the Raja, following the usual custom, declared that the Rising was organised by the army and the populace in spite of his orders to the contrary. When the names of the Revolutionary leaders were demanded, he replied that he knew nothing about it! Jacob tried his utmost to get hold of the leaders. He put many people, now and then, in prison, simply on suspicion; but he could get no scent of the vast and dangerous conspiracy. One of the leaders, even as he was being arrested, tore up an incriminating letter in his possession and swallowed it in the presence of his captors! Of the many who were blown from the mouths of cannon, one was only wounded at the first firing and was not killed. Still he proudly stood forth erect waiting for the second round. Just then, Jacob went up to him and said, “I pity you – you must have been betrayed into the Rebellion. So, if you help the Sirkar by divulging the names of some mutineers, your life will be spared!” But the grand hero bore, without a murmur, the excruciating pain of his mangled body manfully, and “he looked at me (Jacob) with a scowl and scorn mingled and answered unhesitatingly ‘What I have done, I have done’.” Without giving out a single name, he turned his face and stood forth boldly in front of the death-spitting cannon! Another Revolutionary, just before being blown up, muttered the name of a leader; at this, one of the Government servants present there quietly slunk away and warned that leader and others who were implicated in the town. When the English authorities, inquiring the whereabouts of the person named, came up to arrest him, he was already out of Kolhapur and safe! With such fidelity to each other did the conspirators work, and the organisation of the various circles and batches was effected without much hitch or confusion. --- 1 “But it is difficult to describe the wonderful secrecy with which the whole conspiracy was conducted and the forethought supplying the schemes, and the caution with which each group of conspirators worked apart, concealing the connecting links, and instructing them with just sufficient information for the purpose in view. And all this was equalled only by the fidelity with which they adhered to each other.”- Western India by Sir George Le Grand Jacob, K.C.S.I., C.B. While affairs were in this state at Kolhapur, there were also signs of rising in Belgaum about the 10th of August. But the Sepoy leader, Thakur Singh, and a bold Munshi, the leader of the citizens, were arrested just at the last moment. A new English army was soon on the scene and Belgaum and Dharwar soon became silent and submissive. The above-named Munshi was a Government servant and incriminating letters from him were found on the Sepoys at Poona ad Kolhapur. So, on the evidence of these, he was blown from the mouth of a cannon. At Satara, Rango Bapuji was from the first, in the bad books of the Government. Now, his son was hanged for preaching the doctrine of the Rising at Kolhapur. At the same time, two princes of the Satara royal family were banished. Seeing the throne, in the devoted service of which he had spent so many years, in such a plight, the faithful Rango Bapuji disappeared from Satara. Rewards were offered but nobody helped to hand him over to the English. And the fate of that patriot is not known even to this day. At this time, an able Englishman, called Lord Elphinstone, was appointed Governor of Bombay. He had not only born the strain – small though it was – in his own presidency, but also sent troops to Rajputana. But, if it was any one man whose cleverness prevented a rising in the city of Bombay itself, it was Forrest, the chief police officer. Bombay was a city full of easy-going, happy-go-lucky, and traitorous cowards. Thus, the only hearts susceptible to the flame of the national Revolution there were amongst the ranks of the Sepoys stationed thee. And therefore it was that Forrest had kept a very close watch upon them. The Dipavali holidays were fixed upon as the opportune moment for rising and the Sepoys began to hold secret meetings. Forrest tried his utmost to send detectives into these meetings but did not succeed on account of the extraordinary caution displayed by the Sepoys. Therefore, now as a Brahmin, now as some one else, and thus mixed with the people even in their exclusive dinner parties. At last he found out that the secret meetings were held in the house of a man called Ganga Prasad. Then he entered the house of Ganga Prasad after threatening to arrest him if he opposed, and saw what happened at one of those secret meetings through an aperture in the wall, unknown to the Revolutionaries who met there. Not only this, but he also brought with him later on some English officers of the regiment and let them see the secret meetings for themselves. When the latter saw there coming in to the meeting, one after another, Sepoys who were reckoned as the most loyal, they whispered in amazement, "My God, my own men! Is it possible?" The general plan of the Sepoys was to make a rising in Bombay at first, then to march towards Poona, capture that city, raise the banner of Mahratta Kingdom, and proclaim Nana Sahib as Peshwa.$^2$ But before the plans would be put into operation, Forrest broke up the conspiracy, hanged two of the ringleaders as rebels, and banished six of the prominent and leading military men; and thus the rising in Bombay was nipped in the bud. At about the same time, the Revolutionary spark was about to strike Nagpur and Jubbulpore. The Sepoys near Nagpur had decided to rise on the 13th June, 1857, and this plan was assented to by most of the prominent citizens. It was agreed that on the night of the 13th townspeople should send up in the air three burning balloons, and at this signal the military were to rise. The Revolutionaries there had another advantage; the English could spare no European troops for the provinces of Nagpur and Jubbulpore at that time. But soon the Indian regiments from Madras came and the sparks of Revolution were speedily extinguished. The Gond king of Jubbulpore, Shankar Singh, and his won were doing their utmost for the Revolution. When they were arrested and their palace was searched, a small paper containing the king’s morning-prayers was found folded in a silk cloth. Its English translation is as follows:- The kind, Shankar Singh, meditating on the terrible image of the Goddess Chandi says, “Shut the mouths of slanderers; trample the sinners! Shatru-Samharike! Killer of $^2$ Forrest’s Real Danger in India. enemies!) Listen to the cry of Religion; support your slave, Mathalike! Kill the British; exterminate them; Mata Chandi!” etc. King Shankar Singh and his son had tried to enlist the 52nd native regiment at Jubbulpore in the cause of the Revolution. Therefore, the two royal personages were blown from the mouth of cannon on the 18th of September, 1957. At this news, the 52nd regiment, instead of being cowed down, was infuriated, rose immediately, killed an officer, called Mac Gregor, and marched away to the war. There were risings in the Dhar state and at Mahidpur, Goria, and other places, organised by Prince Feroze Shah of Delhi. We cannot describe the details of all these risings for want of space. But, more than all the princes mentioned above, the fate of the English power in India lay in hands of the Nizam of Hyderabad. The new Nizam, Afzul-ud-daulah, had just come to the throne in May 1857, and the Prime Ministership was in the hands of a man called Sir Salar Jung. The whole of the Deccan hung upon one word from the lips of Sir Salar Jung. If the Nizam, of Hyderabad had joined the National Revolution, the whole of the Deccan would have risen like one man, and the corfd of English rule, already strained to breaking point by the risings in the north, would have been snapped to pieces. Nor can we say that no one preached to Salar Jung the doctrine of a patriotic rising against the English. Though we take for granted that he was too “loyal” to let love of religion, country, and independence even whisper such a thought into his mind, still the people of Hyderabad were precipitately urging him to join the Revolution. But, in spite of all these efforts, Salar Jung would not move. So, on the 12th of June 1857, Hyderabad assumed a more terrible form. On that day, proclamations signed by important Moulvies began to adorn the walls; Revolutionary handbills were seen everywhere in heaps; there were crowded meetings of --- 3 Charles Ball’s Indian Mutiny, Vol. II, page 144. Moslems in the Mosque and violent Revolutionary lecturers bound the people by oaths to drive the Kaffir Britishers out of the land! Still, Salar Jung would not move; nay, he even arrested some of the popular leaders and handed them over to the British authorities! Therefore, towards the evening of the 17th of July, the city of Hyderabad actually rose and ran with shouts of “Din, Din!” to release their imprisoned leaders and, following the flag signifying independence, rushed at the British Residency. The Rohilla Sepoys of the Nizam’s own army and about five hundred of townsmen actually began a battle. Under these circumstances, Hyderabad felt assured that, though Salar Jung would not openly join them, he would secretly sympathise with them, as other States had done, or at least that he would not join the side of the British. But Salar Jung disappointed them in every particular; he did not remain indifferent, but joined the Britisher and helped to slaughter the soldiers of his own state. In the skirmish, the Revolutionary leader, Torabaz Khan, was killed and Moulvie Alla-ud-din fell into hands of the enemy. Soon he was despatched to the Andaman islands, and the efforts of Hyderabad thus came to an disastrous end. The English historian frankly admits: “For three months, the fate of India was in the hand of Afzul-ud-daulah and Salar Jung. Their wise policy proved that they preferred the certrain position of a protected state to the doubtful chances of a resuscitation of the Delhi monarchy under the auspices of revolted Sepoys.” Though the Nizam thus foiled the Revolution in the south, the young Hindu Raja of Zorapur, near the Nizam’s territories, resolved to stake his everything in the War of Independence. Accordingly, he began by collecting an army of Arabs, Rohillas, and Pathans. Nana’s Revolutionary messengers came to him and prepared him to fight under the flag of the Peshwas. The Brahmins and Moulvies of Raichur and Arcot also encouraged him in his plans. Not merely that, but, when he would not rise as soon as the people wanted him to, they – his own subjects – began to abuse him as cowardly and effiminate. Then he began the Revolution in the name of the Peshwas. The Nizam and the English together marched against him. From the moment he heard this, he knew his fate was sealed. Not being able to hold his own against the combined forces of the Nizam and the English, the young Raja went to Hyderabad itself about the month of February, 1858. While walking about there in the nazaars, he was arrested by Salar Jung’s orders and handed over to the British! This Raja was from his childhood on very intimate terms with Meadows Taylor and used to call him by the familiar name of “Appa.” Therefore the English authorities sent Meadows Taylor to the prison to find out from the Raja the secrets of the Revolutionary conspiracy and the names of the prominent leaders. There, as he was awaiting death, the Raja was very pleased to see Meadows Taylor and embraced him heartily. But when Taylor began to ask him some account of the Secret Society and as to how he got mixed up with it, to put in Taylor’s own words, “He drew himself very proudly and replied haughtily – ‘No Appa, I will never tell that! You ask me to go to see the Resident but I won’t do that either. Perhaps he hopes that I will beg him for my life, but, Appa, I do not wish to live, like a coward, on charity, nor will I ever disclose the names of my countrymen!’ ” Meadows Taylor went up to him once again and, showing him hopes of a pardon, suggested that he should disclose the story of the plot. Again, the Raja replied, “I shall tell everything else about my proceedings in this affair. But if they ask me the names of those who incited me to rise, I will not tell that. What? Should I, now ready to enter the jaws of death, should I betray the names of my own countrymen? No, no! Cannon, gallows, the region beyond the black waters – none of them is as terrible as treachery!” Meadows Taylor then informed him that death awaited him with certainty. The Raje replied, “But, I have one request, Appa; do not hang me, for I am not a thief. Blow me from a cannon. Just see how calmly I can stand before its mouth!” However, through the intervention of Meadows Taylor, the sentence of this patriotic young Raja was reduced from death to some years’ transportation. A short time afterwards, when about a leave for the Andamans, the Raja took a piston belonging to one of his English warders and, at a moment when no one was near, shot himself dead. He had previously said, "I prefer death to transportation! Prison and transportation? The meanest mountaineer of my subjects will not remain in gaol - what then of me, their king?"$^4$ One of the men who had intimate and constant connection with the Raja of Zorapur was Bhaskar Rao Baba Sahib, the chief of Nargund. But, when Zorapur rose, Bhaskar Rao hesitated and was not sure if the proper time had arrived; he only rose when the former was completely crushed. On account of these lax, spasmodic, and inopportune risings in the south, no one was crowned with success. Baba Sahib was a cultured man and a great lover of learning. He had also collected together a large library of excellent books. His young wife was as spirited as she was beautiful and had resolved upon giving her whole life for the destruction of the Feringhis since the time she was refused the right of adoption. It was due to her inspiration that, at last, on the 25th of May, 1858, after long hesitation, Nargund openly rose and declared war with England. Baba Sahib threw off the yoke of slavery to the British obstentatiously. When the news came that the English officer, Monson, was marching against him, Baba Sahib took a few select men with him and surprised Monson at night in the woods near Nargund. In the skirmish, Monson was killed, his body was thrown in a fire near by, and his head was taken back triumphantly to Nargund. Next morning, it was hanging on the walls of Nargund. In the meanwhile, Baba Sahib's step-brother not only refused to join the Revolution but actually joined the English side. An English army then marched upon Nargund and defeated the army of Baba Sahib who himself escaped from the field. He was caught, a few days later, in disguise and hanged on the 12th of June. His young, beautiful, and daring Ranee did not surrender to the enemy, but in company with her mother-in-law committed suicide by throwing herself in the waters of the Malaprabha. $^4$ Meadows Taylor's Story of my life. Besides these, Bhima Rao of Komaldrug, the Bhils of Khandesh and their valiant spouses, armed with bow and arrow, and other small communities, organised risings in Maharashtra of greater or less magnitude. But on account of the want of skill in choosing the proper time, on account of unripeness of preparation, and on account of the loose and spasmodic nature of the risings and their want of co-operation, the English had not to bear any severe strain in the south and could devote, practically, all their resources to the north. After having thus taken a bird’s-eye view of the affairs in the south, it is now high time that we should turn our eyes to take a last glance at the proud Ayodhya which is left groaning there was the end of the life history of the heroic Moulview Ahmad Shah. In the case of extraordinary brilliant heroes like Moulvie Ahmad Shah, their death is as noble and as extraordinary as their life. Others may die when they are killed in battle, but one whose very soul is on fire with a burning patriotism and who is dancing on the battle-field with shouts of “Blood! Blood!” in order to quench that fire, knows no death; even if such a patriot falls in battle before his third for revenge is slaked, he does not die! Though the head was cut off, it has been seen, as a matter of fact, that the trunk of heroic men continued the fight in the field, and there is a belief that when even this latter is cut to pieces their disembodied spirits harass the enemy at night. There is, indeed, a philosophic truth underlying such superstitions. While Moulvie Ahmad Shah was still fighting, Lord Canning had published a proclamation to let the whole of Oudha know: “Those who will voluntarily lay down their arms will not be considered as rebels and will be granted a free and complete pardon for their past actions, and those who help us now will receive back their lands and Vatans. Now that the British power has triumphed over the rebellion, if some still insist upon their resistance to the British government, they shall all be most severely punished for this unwarrantable pertinacity.” After such a proclamation and after many of the leaders had died suddenly one after the other, the English naturally thought that the people of Oudh would soon calm down. And to add to the misfortunes of Oudh, on the 5th of June, 1958, the news came that the villain, Powen, had assassinated the venerable Moulvie of Fyzabad. But instead of indulging in vain lamentations for the death of this sacred Moulvie, exhausted as she was by almost superhuman efforts, dispirited by defeat, and with surrender tempting her with the hope of pardon, Oudh rose suddenly at his death- spell like one possessed, and jumped up in blood, with shouts of “Revenge!” The base enemy hanged the Moulvie’s body in the Chowdi – but his spirit, his ghost, began to fight with the English on the field! His ghose, in order to satisfy its unquenched thirst, jumped at the neck of the English power, in its terrible unhuman form. Instead of being cowed down by his death, the whole of Oudh, the living ghost, ran up to the battlefield again with fresh vigour brushing aside all thoughts of strength and weakness, success and defeat, hope and despair, life and death! To take revenge for the hanging of the Moulvie, Nizam Ali Khan marched up to Pilibht; Khan Bahadur Khan with four thousand men ran to the field of action; the Farrukabad men rose taking five thousand followers; Vilayat Shah took three thousand men to the field and, with five thousand men, Nana Sahib, Bala Sahib, Ali Khan Mewati, and other leaders started a tremendous campaign in Rohilkhand and Oudh. Seeing these great masses of troops marching in haste, and thirsting for his blood, the cowardly traitor of Powen began to shudder with terror. The English immediately despatched troops for his protection. Around that part, the Revolutionaries were engaging in frequent and despaerate encounters with the enemy. On the other side, at Chowk Ghat, on the banks of the Ghogra, the Begum and Sirdar Mamu Khan had established the headquarters of their army. Besides these, Raja Ram Baksh, Bahunath Singh, Canda Singh, Gulab Singh, Bhopal Singh, Hanumant Singh, and other prominent and valiant Zedmindars, with larger or smaller armies, were fighting to reconquer Oudh, which had been almost conquered by the English. Also, the celebrated Mogul prince Feroze Shah, who was lately fighting at Dhar, was now in Oudh. There was also there fighting in Oudh the famous Raja Narapat Singh, the valiant son of a valiant father. He it was who had so bravely defended the fortress of Ruiya. His father, Jussa Singh, was an intimate friend of Nana Sahib and had died at Brahmavarta while fighting on the side of Nana Sahib in the holy War of Independence. Narapat Singh, like a true Ksharia, unsheathed the sword again for victory in the field in which his father lay dead; he gave shelter to Nana Sahib in his fortress at Ruiya; and he had been fighting even since then against the Feringhi power. And even greater than all these, in power, in spirit, in determination, and in patriotism, the veteran Raja Veni Madhav also now left his fort and, with an extraordinary bold move, after marching along the Cawnpore road, was now ready to pounce upon Lucknow! When those who have left all hopes of success fight only for honour and duty, even courting death, is there any limit to their magnificent courage? Simply for the honour of the Kshatriya race, this Veni Madhav, though without the slightest hope of success at this late hour, marched straight upon Lucknow! And he caused placards to be posted in the town that all Indians residing there should leave it, for he was going to direct a tremendous attack upon the Feringhis. The Feringhis, though drunk with victory, and possessed of force, and good organisation, were astounded at his marvellous courage. An attach on Lucknow? Forsooth, as if the war had begun only to-day, as if seas of blood had not at all flowed for the whole of the past year in Oudh! So, on the 13th of June, Hope Grant directed a surprise assault upon the Revolutionaries, gathering together at Nabobganj near Lucknow. The surprise attack of the white and the black forces of Hope Grant would naturally have dispersed the incautious Revolutionaries at once – but, Sepoys, stop! It is not yet a week since the Moulvie was killed – so, stop! They stopped and they stood up ready to give battle even under such odds. And, lo! Such an exhibition of bravery was seen on the side of the Revolutionaries as is rarely witnessed no matter anywhere. It was such as to make the usually spiteful enemy to be carried away by a natural admiration of heroic bravery. The English general, Hope Grant, writes: “Still, their attacks were vigorous, if unsuccessful, and we had much ado to repel them. A large body of fine, daring Zemindari men brought two guns in the open and attacked us in the year. I have seen many battles in India and many brave fellows fighting with a determination to conquer or die; but, I never witnesses anything more magnificent than the conduct of these Zemindars! In the first instance they attacked Hodson’s horse, who would not face them and by their unsteadiness placed in great jeopardy two guns which had been attached to the regiment. I ordered up the 7th Hussars and the other four guns belonging to the battery to within a distance of five hundred yards from the enemy and opened a fire of grape which mowed them down with a terrible effect like thistles before the scythe. Their chief, a big fellow with a goitre on his neck, nothing daunted, caused two green standards to be placed close to their guns and used them as a rallying point. But our grapefire was so destructive that whenever they attempted to save their pieces, they were struck down. Two squadrons and more now came up to our side and forced the survivors to retire, waving the swords and spears at us and defiantly calling out to us to come on. Around the two guns alone there were one hundred and twenty-five corpses! After three hours’ fighting, the day was ours.” Such desperate encounters took place in East Oudh, in Middle Oudh, in North Oudh and, practically, all over Oudh. And that not with the enemy alone but with traitors like Man Singh and Powenkar who had been lured to join the enemy by the proclamation of pardon. Oudh began to fight such a double battle. They directed attacks on Powen; they were fighting towards Lucknow; they fought at Sultanpur; they shut up the traitor Man Singh in his fort; they obstructed English routes; they sacked English stations; and, by their noble sacrifice they made every space of the ground there worth worshipping as sacred soil! Cutting the cordon which the English drew round them, the patriots rushed about from place to place still --- 5 Hope Grant’s Incidents of the Sepoy War, page 292. persevering in their cry for war and revenge. Considerations of space alone forbid us from minutely following all their movements. Such was the terrible fight that Ayodhya fought! At last, in October, 1858, the English Commander-in-Chief again arranged a mass of white and brown troops in systematic order, made them march simultaneously from all sides against the Revolutionaries and, thus pressing them on all sides, gave orders to push them northwards towards Nepal. Still, Oudh would not be exhausted and would not retreat a step without fighting! Veni Madhav’s town, Shankarpur, was surrounded on three sides by three different armies. He was now weak in resources and the enemy was very strong; still, Veni Madhav would not lay down his arms. Then, the English Commander-in-Chief himself sent him a message telling him that a further continuance of the fight would mean only useless bloodshed, as he had no hope of victory. If he surrendered, he was promised full pardon and complete restoration of his property. Veni Madhav replied: “It being henceforth impossible to defend the fort, I am going to leave it. But I will never surrender myself to you. For my person belongs not to me but to my king.” The fort will surrender, but not Veni Madhav!6 In November, 1959, the famous proclamation of the Queen of England was published throughout India, and according to the prophecy, the Company’s rule did vanish after a hundred years! But, in its place came the rule of the Queen! Everyone who fought openly against the English in the war was to be given a full pardon as soon as he laid down his arms; _____________________ 6 How the people fought pro rege and pro patria, for the king and the Motherland, will be seen from the following. Charles Ball says: - “After the proclamation, still the struggle in Oudh was wonderful, and all these bands of rebels were strengthened and encouraged to an inconceivable degree by the sympathy of their countrymen. They could march without commissariat, for the people would always feed them. They could leave their baggage without guard, for the people would not attack it. They were always certain of their position and that of the British, for the people brought them hourly information. And no design could be possibly kept from them while secret sympathisers stood round every mess-table and waited in almost every tent in the British camp. No surprise could be effected but by a miracle, while rumous, communicated from mouth to mouth, outstripped even our cavalry.” Vol.II, page 572. a promise was given that his property would not be confiscated\textsuperscript{7}; not even an enquiry was to be held. The right to Rajas to adopt an heir was recognised. A clause was also inserted that the religious beliefs of the people would never be interfered with; and an undertaking was given that promises would not thenceforth be broken. The Queen proceeded to say: “And we do hereby confirm in their several offices, civil and military, all persons now employed in the service of the Honourable East India Company, subject to our future pleasure, and to such laws and regulations as may hereafter be enacted. “We hereby announce to the native princes of India that all treaties and engagements made with them by or under the authority of the Honourable East India Company are by us accepted and will be scrupulously maintained; and we look for the like observance on their part. “We desire no extension of our present territorial possessions; and, while we will permit no aggressions upon our dominions or our rights to be attempted with impunity, we shall sanction no encroachment on those of others. We shall respect the rights, dignity, and honour of native princes as our own, and we desire that they, as well as our own subjects, should enjoy that prosperity and that social advancement which can only be secured by internal peace and good government. \textsuperscript{7} How this promise and similar promises were kept by the English, is well-known to the people of India. The Government actually refused to return lakhs of Rupees lent to them on bonds and securities on the ground that the security-holders were rebels. Here is a sample of the general attitude of the English people at the time. In the biography of John Delane, the famous editor of the London \textit{Times}, recently printed, we get some glimpses of the matter. At about the time of the mutiny, the \textit{Times} had sent a special correspondent to India in the person of Sir W.H. Russell. It is recorded that “at the end of January, 1859, Sir W.H.Russell was still with Lord Clyde and, in one of his last letters from Lucknow, he tells a delightful story which he heard from the Commander-in-Chief. Alluding to his landlord at Allahabad (an Anglo-Indian general merchant), Lord Clyde said, ‘you doubtless heard what he did?’ ‘No’. ‘Well, he was much in debt to native merchants when the mutiny broke out. He was appointed special commissioner and the first thing he did was to hand all his creditors.’ This ‘delightful story’, is not, of course, contained in any ‘history of the Indian mutiny.’ It was not even contained in the \textit{Times’} special correspondents’ letters to the Times intended for publication. It was mentioned only in private letter of Sir W.H.Russel to John Delane. “We hold ourselves bound to the natives of our Indian territories by the same obligations of duty which bind us to all our other subjects; and those obligations, by the blessing of Almighty God, we shall faithfully and conscientiously fulfil. “And it is out further will that, so far as may be, our subjects, of whatever race or creed, be freely and impartially admitted to offices in our service, the duties of which they may be qualified by their education, ability, and integrity, duly to discharge. “Our clemency will be extended to all offenders, save and except those who have been and shall be convicted of having directly taken part in the murder of British subjects. “To all others in arms against the Government, we hereby promise unconditional pardon, amnesty, and oblivion of all offences against ourselves, our crown, and dignity, on their return to their homes and peaceful pursuits.” In such a manner was this ‘Magna Charta’ (?) of Hindusthan published! The principal reason for its publication was, no doubt, the desire to extinguish the Revolution in Oudh. But Oudh did not care even to glance at it. The Begum of Oudh published the following counter-proclamation: “In the proclamation, it is written that all the contracts and agreements entered into by the Company will be accepted by the queen. Let the people carefully observe this artifice. The Company has seized on the whole of Hindusthan, and if this arrangement be accepted, what is there new in it? The Company professed to treat the Chief of Bharatpur as a son and then took his territory. The chief of Lahore was carried off to London, never to return again. The Nabob Shams-ud-din Khan, on the one hand, they hanged, while, on the other hand, they salaamed to him. The Peshwa they expelled from Poona and Satara and imprisoned for life in Bithoor. The Raja of Benares they imprisoned in Agra. They have left no names or traces of the chiefs of Behar, Orissa, and Bengal. Out ancient possessions they took from us on pretence of distributing pay and, in the 7th article of the treaty, they wrote on oath that they would take no more from us. If, then, the arrangements made by the Company are to be accepted, what is the difference between the former and the present state of things? These are old affairs. But even recently, in defiance of oaths and treaties, and notwithstanding that they owed us millions of Rupees, without reason and on pretences of misconduct and the discontent of our people, they took our country and property worth millions of Rupees. If our people were discontended with our royal predecessor, Wajid Ali Shah, how comes it then, that they are content with us? And no ruler ever experienced such loyalty and devotion of life and goods as we have. What, then, is wanting that they do not restore to us our country? Further, it is written, in the proclamation, that they want no increase of territory, and yet they cannot refrain from annexation. If the Queen has assumed the government, why does she not restore our country to us when the people have unmistakably shown their wish to this effect? “It is well known that no king or queen ever punished a whole army or a whole people for rebellion. All will be forgiven, for the wise cannot approve of punishing the whole army and people of Hindusthan and also they know that so long as the word “punishment” remains, the disturbance will not be suppressed. There is a well-known proverb, “Marta kya nahin karta.” “It is written in the proclamation, that they who harboured the rebels or who caused men to rebel shall have their lives, but that punishment shall be awarded after deliberation to them, that murderers and abettors of murderers shall have no mercy shown to them, and that all the rest shall be forgiven. Now even a silly person will see that, under this proclamation, no one, be he guilty or innocent, can escape. Everything is written and yet nothing is written. But one thing they have clearly said, and that is that they shall let off no one who is implicated; and so, in whatever village or province our army has halted, the inhabitants of that place cannot escape. Deeply are we concerned for the condition of our beloved people on reading this proclamation which palpably teems with enmity. We now issue a distinct order, and trustworthy, that all persons who may have foolishly presented themselves as heads of villages to the English shall, before the 1st of January, 1859, present themselves in our camp. No doubt their faults shall be forgiven. To believe in this Proclamation, it is only necessary to remember that Hindusthanee rulers are altogether have heard this. No one has ever seen the English have forgiven an offence. “In this proclamation it is written that when peace is restored, public works such as roads and canals, will be made in order to improve the condition of the people! It is worthy of a little reflection, that they have promised no better employment for Hindusthanees than the making of roads and the digging of canals! “If people cannot see clearly what this means, then, there is no hope for them. “Let no subject be deceived by the proclamation!” And therefore Oudh would not take advantage of the unconditional amnesty granted therein. She was still waiving her sword, riding on horseback, fighting on the field, bathing in blood, and leaping into the fire of sacrifice! She wanted freedom or war to the end. She was more used to jump at the neck than fall at the feet of the enemy. She was still on the battle-field of Shankarpur, Dhundiakhera, Rai Bareilly, Sitapur. She was killing, she was dying, but still she fought on! So sought Oudh from June to November of 1858, from November to December, until April of 1859, when she was pushed from all sides towards Nepal. When the Revolutionaries entered Nepal, the English were still in hot pursuit; but still there was one hope – will the Hindu Raja of Nepal protect them? At this time, the number of Revolutionaries who entered Nepal was about sixty thousand; they were led by Nana Sahib, Bala Sahib, the Begum and her young son, and others. Jung Bahadur of Nepal wrote at this time a letter to them. The reply which Nana Sahib sent to him is so pointed and sarcastic that we cannot help quoting at least a part of it. It runs to this effect: “We have received your letter. We have been hearing the reputation of Nepal at distant places, all along the country. Indeed, in spite of my reading the history of many ancient kings of India and seeing the character of many present rulers, I believe that your Majesty’s deeds stand matchless! For you did not hesitate to render help even to the British – the very people who have borne every sort of ill-will towards your people. And yet, as soon as they asked for help you have rushed to their assistance! There is no limit to this your generosity! Well then, shall it be unnatural of me to expect that the descendant of the Peshwa who had all along been friendly towards your people will not be denied help from your Majesty, especially when you have given it so freely to the British who bore avowed enmity towards you? He who admitted the enemy inside will not at least turn his friend out! It is utterly unnecessary to repeat here the well-known story of the wrongs under which Hindusthan is groaning, how the British people have broken treaties, trampled down their promises, snatched away the crowns of the Indian Rajas. It is equally unnecessary to describe how even the religion of the land is threatened as soon as the kingdoms of the land are destroyed. It is too well known. It is for this reason that this war is wages. We are sending Shrimant Bala Sahib, our brother, to you, and he will clear up other things personally.” The letter was sealed with the royal seal of the Peshwas and sent to Jung Bahadur. After this letter, many consultations followed. Jung Bahadur sent one of his noblemen, Colonel Balbhadra Singh, to see personally the leaders of the Revolutionaries. The leaders told him unanimously, “We have fought for the Dharma of the Hindus. Maharaja Jung Bahadur too is a Hindu and therefore should help us. If he gives his help, even if he orders his officers to lead us, we shall again dash on 8 Charles Ball’s Indian Mutiny, Vol.II. Calcutta. We shall feed ourselves, and shall obey his orders. Whatever country we conquer in fight will become the possession of the Gurkha Government. If this is not possible, at least let him give us asylum in his country and we will live under his orders.” Colonel Balbhadra Singh, the Gurkha representative, said: “The English have opened wide the door of mercy. So, throw down your arms before the British and go to their asylum.” They replied: “We have heard of the proclamation. But we have no wish that some of our brothers should have their lives at the expenses of others. Maharaja Jung is a Hindu and we do not want to fight against the Gurkhas. If he wants, we shall throw down our arms before him, and even if we are to be murdered, we submit unresistingly. But how can we submit to the British by risking some of our own brethren to their vengeance?” Many such consultations took place, but at last Jung Bahadur finally told the Revolutionaries that if he had wanted to help them he would not have sent his men to massacre them at Lucknow! Nay, he did not stop merely with sending this mean and cruel reply. He gave full permission to the English to enter Nepal and hunt the Revolutionaries within his territories! Then the Revolutionaries lost all hope, hid their arms, and quietly began to walk away to their homes. To encourage them in doing so, the English did not give them the slightest trouble for their past hostile attitude. Still, some grand-souled heroes, unable to bear the sight of the Britisher again treading the sacred soil of India, instead of returning to their homes, escaped to the jungles, knowing that it meant nothing short of dying by starvation! About that time, Nana Sahib wrote a letter to the British commander, Hope Grant. What does he say in that letter – any talk of surrender? Oh, no! After condemning at great length the unjust rule of the British in India, Nana asks: “What right have you to occupy India and declare me an outlaw? Who gave you the right to rule over India? What! You, Feringhis, are the kings, and we, thieves, in this our own country?” These are the last recorded words of Nana Sahib. No! This is the last challenge of the Peshwa throne of Balaji Viswanath! It is strong, proud, just, and self-respecting, worthy of the last descendant of Shivaji’s Peshwas. The stain of effeminacy of the second Baji Rao was washed away in streams of the blood of the foreign foe, and the Gadi of the Peshwas passes away from the scene, like the Chitore Rajputanees of old, struggling, fighting, and burning amidst the leaping flames of the fire of sacrifice. This was their last shriek – “In India, foreigners are kings and the sons of Hindusthan thieves!” History does not know for certain what happened to Nana Sahib after the episode of this letter. Bala Sahib died in the forest in circumstances of self-imposed misery. The Begum and her young son were, later on, given shelter by Jung Bahadur. The great martyr Gujaran Singh died in one of the numerous skirmishes in the last stages of the war. Thus ended the National Revolution of 1857, in Oudh. Nowhere in the world has a country fought for its independence with more stubborn bravery. Malleson says: “They (the people of Oudh) joined in the revolt inaugurated by their brethren the Sepoys – the majority of them Oudh men – and fought for independence. How pertinaciously they wages the contest has been told in these pages. No other part of India gave an example of a resistance so determined, so prolonged, as did Oudh. Throughout the struggle, the sense of the injustice perpetrated in 1856 steeled the hearts of its people and strengthened their resolution. If on some occasion they too precipitately fled, it was in the hope of renewing the struggle with some chances of success another day. When, finally, the sweep made over Oudh by Lord Clyde forced the remnant of the fighting flas to take refuge in the jungles of Nepal, the survivors often preferred starvation to surrender. The agricultural population, the Talukdars, the landowners, the traders, accepted the defeat when, after that long struggle, they felt that it was final.” 9 Malleson’s Indian Mutiny, Vol. V, page 207. ON the 20th of June, 1858, in the fierce fight on the maidan at Gwalior, Ranee Lakshmi Bai of Jhansi fell. But though one inveterate enemy of the English was thus taken away from the scene, the other, equally inveterate and, perhaps, more skilful in the tactics of war, had effected a clever retreat. He disappeared from Gwalior on the 20th, he disappeared, also, from the field of Jaura Alipur on the 22nd, and away he went out to the reach of the English – but where? In a few days, all over central India, forests, cities, caves, villages, mountains, and rivers, reverberated with a terrible war-cry, and jubiliant shouts of “Tatia Tope, Tatia Tope!” For the Mahratta tiger, chased by the lances of the hunters, had now rushed into the forests of Central India. He had, as it were, lost his right hand by the death of Lakshmi Bai on the field of Gwalior. The Revolution was almost crushed by numerous defeats. He was now separated for ever from Nana Sahib. English power, through Indian strength, had now almost become invincible. He had now no army worth the name, no guns, no provisions, and not even any hopes for getting these anywhere! Still the undaunted Tatia Tope, harassing the enemy, and maddening Defeat itself, would not surrender the Jaripatka at the feet of the foreigner. Bend it before the foreigner, never! Such is the tree from which its staff is made that it might be broken by foreigners but it would never bend before them! After the defeats of Gwalior and Jaura Alipur, Tatia Tope and Rao Sahib Peshwa took the remnants of the army and marched to a place called Sarmathura. They based all their future operations on three important principles. First, they were to try not to get entangled into any battle whatsoever with the English army. Secondly, they decided to make guerilla raids in the unguarded provinces. But these two stratagems would be impossible unless some means could be devised to insure a supply of provisions and good arms. So, to obtain these, the third rule of Tatia was to levy contributions of provisions, money, and arms, wherever an Indian state was to be found. In northern and central India, there are Indian states at almost every step. They had accumulated, in the course of years, huge stores of provisions and arms. And it was the duty of the kings there to use these stores for the protection of the country. But in 1857 these kings disregarded the earnest requests and entreaties of the country and their own subjects. They would not openly join the Revolutionaries, because they were possessed by the sinful motive of looking to their own personal and individual gain. Was the Swadeshi army to starve while these selfish states had hoarded provisions lying uselessly in their stores? To remedy such a tragic state of affairs, Tatia Tope and Rao Sahib hit upon the marvellous and just plan of snatching away from these unfaithful custodians, the means that were necessary for the defence of the country. This plan would give the Revolution sufficient money, provisions, and arms. Thus, the cost of maintaining the army of defence would not fall on the poor people of the country alone. These weak princes had generally only small armies, which were armies only in name, and even these more often than not sympathised with the Revolutionaries. Therefore, to levy contributions on these kings was not at all a hard task. Since these states are at every step, the army need not be hindered with too much baggage on its marches. The army would have very little baggage to carry and, even if the enemy looted the provisions sometimes, if would not give rise to great inconvenience, as the Revolutionary army could always find an Indian State on its way and make use of the provisions in its stores. For all these advantages, this plan was determined upon the Tatia Tope. If the kings gave provisions, on demand, willingly to the Swadeshi army – and many of them did give them – then, well and good; if they did not, they were forced to give them, that was all. On these three principles, therefore, the future operations of Tatia Tope depended; guerilla warfare, never to face the enemy in the open field, and to levy contributions on the Indian States and exact them if they refused. Tatia’s ultimate object was to keep up such marches and cross the Narbada at the most favourable opportunity and thus to bring the Mahratta tiger to its native forests. The object of the English was not only to prevent him from crossing the Narbada, but not even to let him see it. And thus the race began. First, Tatia had his eyes on Bharatpur. But, hearing that a strong English army had come there, he suddenly veered round a Jeypore. In the Jeypore Durbar, there were many people belonging to Tatia’s party, and the army and the populace were also on his side. So, Tatia sent his messengers to that Durbar and intimated to his men to be ready. But the English got news of this quickly and an English army immediately marched to Jeypore from Nasirabad. When the Jeypore plan thus fell through, Tatia descended towards the south. Here Colonel Holmes and an army pursued him. Suddenly, Tatia outwitted his pursuers and marched at once on the state of Tonk. The Nabob of the place shut himself up in the town and sent some select sepoys of his with four guns to engage with Tatia outside the walls. Now the battle would have begun, but suddenly the Tonk sepoys began to embrace Tatia’s men in brotherly affection. They also handed over the four guns to Tatia, and in this manner Tatia got new troops, new guns, and fresh provisions, and continued his determined march to the south! Tatia came right up to Indragarh and made a halt there. Behind him was Holmes, and on his flank was Roberts coming from Rajputana. At that time, it was raining tremendously and the Chambal was in front. The enemy behind and the unfordable Chambal in front! So, Tatia turned north-east towards Bundi, and after brilliant and strategic marches came up to the province of Neemuch-Nasirabad which had risen in favour of the Revolution. Tatia encamped for rest near a village called Bhilwada. Hearing of this, Roberts came there hurriedly from Sarwargaon and fell on Tatia on the 7th of August, 1858. After keeping him back all day, as soon as night fell, Tatia took his army including his guns safely to Kotra, within the dominions of Udaipur. While the army was resting there at night, Tatia went for worship in the temple of Shri Krishna at the famous place of pilgrimage near by, called Nathadwara. He returned to the camp at midnight and heard that the English army had come up close to them in pursuit. He at once gave orders to the army to break the camp and march on. But the army was so tired that the infantry replied blungly, "We cannot march a step till tomorrow morning. Let the cavalry go in front." Under these circumstances Tatia was obliged to give battle. As soon as it was dawn, Tatia arranged his troops as well as he could under the circumstances. In that battle, on the 14th of August, after some sharp fighting, Tatia’s troops were routed and retreated about fifteen miles, leaving their guns behind. Now again Tatia was without guns, without provisions, and with an elated enemy in hot pursuit! So, avoiding the enemy at his back, he suddenly darted off, again, towards the river Chambal. The English armies followed him not only in his rear and flank but one English commander stood in front at the very banks of the Chambal. But Tatia put some on the wrong scent, eluded some, pushed back some, and thus, by clever marches, he came up to the Chambal and, almost under the nose of the English army waiting there, crossed that river! Now it is true that the Chambal was between Tatia and the English pursuing forces. But then, he had no guns, no provisions, no money – and Narbada, he could not yet even think of it! He was thus beset with tremendous difficulties, and therefore he marched straight on Jhalrapattan. On seeing this, the loyal chief of the State took his faithful troops and his big guns and fell upon Tatia. But, as soon as Tatia was in sight the forces of the State began to salaam him as their Malik! Immediately, Tatia took these troops under his command. In Jhalrapattan, he got cavalry horses, waggons, and plenty of provisions. He went there without a single gun and he had now got thirty-two guns! The Rao Sahib Peshwa ordered the Raja to pay twentyfive lakhs of Rupees as fine. The Raja pleaded for mercy and, at last, it was agreed that he should pay fifteen lakhs. Tatia was in this place for five days. He distributed pay to the army at the rate of thirty Rupees a month to every cavalry-soldier and twelve to every infantry-man. Afterwards Rao Sahib, Tatia, and the Nabob of Bhanda began to deliberate upon their future plan of action in the south. The chief aim of the Peshwa army was to cross the Narbada and enter the Deccan. To oppose this, the English had woven nets of different armies and were guarding well nigh every outlet. But Tatia had now acquired thirty-two guns, a new army, new provisions and money, and was better prepared to continue the struggle. So he silently whispered to his companions, “Now the next move must be on Indore!” This brilliant idea was quite in accordance with Tatia’s daring. With not so much as one regular regiment in his hand, he had created new armies, new crowns, and new kingdoms. To a man of such magical talent, the plan of marching to Indore was not impossible to execute. It is the duty of the chief, Holkar, to help his master, the Peshwa. If he were not to do it willingly, service should be exacted from him by the Peshwa. The Indore army had secretly pledged itself to support Tatia. Even the Indore Durbar was secretly sending invitations to him! Therefore, Tatia decided to play his game. He marched hastily from Pattan towards the south, rushed into Malwa, and appeared suddenly at Rajgarh! Now, in pursuit of Tatia, there were marching, from different directions, the English commanders, Roberts, Holmes, Parke, Mitchell, Hope and Lockhart. All of them were thrown into consternation when they heard that Tatia was marching upon Indore. One moved from Mhow; one ran towards Nalkhera; one hesitated whether he should go to Raigarh or not. General Mitchell had just, with infinite difficulty, ascended a hill with his army, when he saw Tatia just descending on the other side. But the English army was so tired that it could hardly go forth a step further. So it rested for a while; Tatia took advantage of it and continued his march. He was not tired! The next day, Mitchell recommenced the pursuit and at last came upon Tatia. The Revolutionaries were in their turn tired of the marches and prepared to give battle. They numbered at the time about five thousand and had about thirty guns. But the most wonderful thing is that, as soon as about one thousand of the English fell upon them, before even much blood was shed, they began to retreat, leaving their guns behind! It is on such occasions that we notice the difference between the guerilla tactics of Kumar Singh and of Tatia Tope. The latter’s army did not take advantage of the opportunities that came in their way to deviate from the rule of not fighting an open battle with the English. Leaving the maidan at Raigarh behind, Tatia’s army entered into the forest on the banks of the river Betwa and came out on the other side, at a place called Siranj. At Siranj, Tatia got four guns again. The English army could not move for some time on account of an excessive fall of rain. And so Tatia got some time to rest his troops. He therefore let his army rest for a week. At the end of the week, he marched again to the north. The town of Isagarh, in the Scindia’s dominions, would not give him any provisions; so, it was taken by assault and Tatia again got eight guns. This was all right, but the Narbada was thus being left further behind. It appeared that the Mahratta lion could not get into his mountain cave on account of the numerous English lances blocking his way. While so many English armies are after one man, why talk of the Narbada? 10 An English writer says: “Then commenced that marvellous series of retreats which, continued for ten months, seemed to mock at defeat, and made Tatia’s name more familiar to Europe than that of most of our Anglo-Indian generals. The problem before him was not an easy one. He had to keep together an army of beaten Asiatics bound by no tie to his person and bound to each other only by one common hate and one common fear – hate of the Britisher’s name and fear of the British gallows. He had to keep this ill-assorted army in constant motion at a pace which should baffle not only the enemies who pursued him but the enemies who streamed down at right angles to his line of march. He had, while thus urging his half-disciplined host to mad flight, to take some dozen cities, obtain fresh stores, collect new cannon and, above all, induce recruits to join voluntarily a service which promised only incessant flight at sixty miles a day. That he accomplished these ends with the means at his disposal indicates ability of no mean kind. Slightly as we may hold the marauding leader, he was of the class to which Haidar Ali belonged, and, had he carried out the plan attributed to him and penetrated through Nagpur to Madras, he might have been as formidable as his prototype. As it was, the Now, the Revolutionaries divided themselves into two parts, one under Tatia and the other under Rao Sahib Peshwa. The two armies marched separately. But they did not give up their old tactics. They often eluded the enemy cleverly, got guns and lost them, fought when it was necessary as at Mangroli and Sindhwaha, retreated in good order after skirmishes, were pursued for miles and escaped successfully; and again the two armies came together at Lalitpur. But, the Narbada was now no nearer. Nay, Tatia and Rao were, now finally, almost in the grip of the enemy. Mitchell from the south, Colonel Liddell and Colonel Meade from the east and the north, Colonel Parke from the west, Roberts from the Chambal – on all sides of Tatia, the enemy was closing round and narrowing the circle. Then, Rao and Tatia had a consultation and came suddenly to Kajuri; but there, too, was an English army. They entered the jungles again and marched northwards up to Talbahat. So, the English thought that at last Tatia had given up the idea of marching to the south. But, from there, Tatia and Rao Sahib suddenly dashed forth, crossed the Betwa, fought a skirmish with the English at Kajuri, and again at Raigarh, and then marched straight to the south, now seen, now unseen. The English were in utter confusion at the audacity of the attempt; they ran in all directions to stop him. But, brushing aside and eluding these armies by extraordinary marches, this Mahratta with the speed of lightning, crossed ghats, forbed rivers, rushed right through forests and pushed straight towards the south! Parke rushed from the flank, Mitchell in the rear and Becher from the front, but still Tatia persisted in his wonderful southward march! There, he has come to the Narbada, he is on the river – and the astonished and dumbfounded world clapped its hand in applause! – Tatia, has, at last, crossed the Narbada! Malleson says: “It is impossible to Narbada proved to him what the Channel was to Napoleon. He could accomplish anything except cross the stream …… These columns, which moved at first as slowly as British columns are accustomed to move, learnt to march, at last; and some of the later marches of Brigadier Parke and Colonel Napier were equal to half of Tatia’s average rate. Still, he escaped; and though the hot weather and the rains, and the cold weather and the hot weather, again, he was still flying, sometimes with two thousand ‘dispirited’ followers and sometimes with fifteen thousand men!” – From The Friend of India. withhold admiration from the pertinenacity with which this scheme was carried out.”\textsuperscript{11} At last, a Mahratta prince had entered the Deccan with an army! When it became known that Tatia had crossed the Narbada near Hoshangabad and had arrived near Nagpur, not only in the three presidencies, not only all over India, not only in England, but all over Europe even, all men, including even his enemies, shouted out in applause, “Bravo, Tatia Bravo!” The whole Revolution had changed its colour at once!\textsuperscript{12} In front of him lay the Nizam’s dominions where he had a powerful party in the Durbar supporting him, on the other side were Poona, Bombay, and the whole of Maharashtra. The Jaripatka in the land of the Mahrattas – who knew what hidden powers might not rise from that Raigarh, from that Pawankhindi, from that Wargaon! The Nizam of Hyderabad, Lord Harris at Madras, Lord Elphinstone at Bombay, and Lord Canning at Calcutta – all were bewildered with astonishment! Such an astonishing feat did Tatia effect in this descent into Maharashtra! But it was only astonishing; for the time had now gone by when it would also have been useful! A year before, this crossing of the Narbada would have had a wonderful effect. Now, in the October of 1858, this wonderful strategy would excite admiration but would not lead to \textsuperscript{11} “Our very remarkable friend, Tatia Tope, is too troublesome and clever an enemy to be admired. Since last June he has kept Central India in a fervour. He has sacked stations, plundered treasuries, emptied arsenals; collected armies, lost them; fought battles, lost them; talen guns from native princes, lost them; taken more, lost them; then, his motions were like forked lightning; and for weeks, he has marched thirty and forty miles a day. He has crossed the Narbada to and fro; he has marched between our columns, behind them, and before them. Ariel was not more subtle, aided by the best stage mechanism. Up mountains, over rivers, through ravines and valleys, amid swamps, on he goes, backwards and forwards, and sideways and zig-zag ways, now falling upon a post-cart and carrying off the Bombay mails, now looting a village, headed and burned, yet evasive as Proteus” – The Times, 17th January 1859. \textsuperscript{12} “It was accomplished. The nephew of the man recognised by the Mahrattas as the heir of the last reigning Peshwa was on the Mahratta soil with an army … The Nizam was loyal. But the times were peculiar….Indstnaces had occurred before, as in the case of the Scindia of a people revolting against their sovereign when that sovereign acted in the teeth of thenational feeling. It was impossible not to fear lest the army of Tatia should rouse to arms the entire Mahratta population and that the spectacle of a people in arms against the foreigner might act with irresistible force on the people of the Deccan.” _Malleson’s Indian Mutiny, Vol. V, pages, 239, 240. success! The Revolution had by now been crushed in almost all places. And the terrible bloodshed caused in the fierce struggle which was still fresh before its mind, had made the nation weak and stupid. In spite of this if the people of Nagpur had shown some perseverance, the aspect of the Revolution might have been changed. In the north of India, in village after village, the peasants would voluntarily and gladly give provisions of Tatia’s men and look upon him with the reverence due to a patriotic hero—but such was the adverse fate, that, in the country of the Mahrattas themselves, the people were afraid to assist him in his noble mission! What other fruits would the loyalty of the infamous Queen Banka bear? Undaunted, however, by this adverse reception of his marvellous efforts, Tatia stayed there for some time and began to think out the future campaign. Immediately, the English armies began to march thither from all directions. The English were at Melghat, Asirgarh was closed to him and so were Gujrat, Khandesh, and Nagpur. The whole south was closed from below, while, from above, from the north, the pursuing armies had now crossed the Narbada and come after him. Still the invincible hero did not lose heart; not only this, but the unbeaten warrior effected more marvellous feats in strategic marching. Keeping in check as far as possible the armies that were now encircling him, looting mails, breaking telegraphs, surprising outposts, Tatia marched straight to the source of the Narbada. Why? He had, now, actually set his heart upon Baroda! All the fords of the Narbada were watched by English armies on both sides of the river. Still, Tatia came to a village, called Kargun, to cross the river there. There he came across the English commandant Major Sunderland. The armies approached and a battle began. In the heat of the battle, Tatia ordered all his guns to be left behind, jumped into the Narbada, and was soon on the other side with his men. On this occasion, Tatia and his men, indeed, performed one of the most wonderful feats ever recorded in the history of warfare, in the rapid marches which they effected. Malleson clearly says, “Now that the guns were lost, his men were able to display that capacity for rapid marching in which the natives of India are unsurpassed, I might almost say unequalled, by any troops in the world.” Even in the midst of all this hurry and danger, Tatia continued his march straight towards Baroda. At Baroda, in the Durbar and in the army, the party which completely sided with Nana Sahib’s policy was powerful, and the Gaekwar’s troops were only waiting for Tatia’s arrival to join him openly. Tatia came up to Rajpura, exacted a ransom of money and horses from the chief there and, on the next day, camped in the state of Chhota Udaipur. Baroad now lay only fifty miles off! But there were numerous English armies in hot pursuit trying to capture him. The enemies’ troops used to proceed exactly on the line of his march, and it is most wonderful how he used to escape from their nets. At Chhota Udaipur, Parke came in with Tatia, and so Tatia had to give up the Baroda plan. Leaving the west aside, Tatia with his army marched again to the north and entered the jungles of Vasvara. But now, the Nabob of Banda had taken advantage of the Proclamation of the Queen of England and had laid down his arms. Tatia and Rao Sahib, the two leaders, were caught in a net which could not possible be broken through. On the south there was the Narbada, on the west was Roberts and his army, on the north and east lay the steep and impassable Ghats! If, in such a state, Tatia and Rao had surrendered, who could have blamed them? But glory be to them that even in such a state they did not surrender! An English author, in surprise and admiration, writes: “But, these two men were, in this hour of supreme danger, as cool, as bold, as fertile in resource as at any period of their careers.” On the 11th of December, Tatia came out of the jungle, obtained some provisions, from a Killadar and began to march straight on the city of Udaipur! But, immediately several English armies fell upon him. So, he had to give up the design and re-enter the jungle. It seemed now evident that Tatia could not hold out for more than a week at the most and must eventually surrender. So the Revolutionary leaders began to discuss whether it was now necessary to give up the struggle. The place was not a jungle but a veritable cage into --- 13 Malleson’s Indian Mutiny, Vol. V, p. 247. which the Mahratta tiger had been driven from all sides. Not only were English armies ready on every side, but they were narrowing the cordon every moment. Still Tatia would not think of giving up the fight. He and Rao Sahib one day marched out in the direction of Pratapgarh. It was now about four in the afternoon. Tatia’s army had scarcely come out of the jungle when Major Rocke came up and blocked his way. Not that Tatia did not know that this part of the cage was also barred. But he took his choice and thought that this bar was the least strong of all, and so the tiger at once made an attempt to rush out there. Tatia’s men marched straight on Major Rocke’s troops and silenced them after a sudden onslaught. And thus the cage was broken through once again. The English commandants had to hand down their heads in shame! On the 25th of December, 1858, Tatia left the Vasvara jungle. About the same time, Feroze Shah, the illustrious hero whose work in Oudh has been described in a previous chapter, was coming with his army to meet Tatia.$^{14}$ This Prince Mirza Feroze Shah was a worthy son of the subsequent march up to where Tatia was, cannot be described in detail for want of spare. Advancing to meet Feroze Shah and a Revolutionary Sirdar of the court of the Scindia called Man Singh, Rao Sahib and Tatia after many marches and skirmishes arrived at last at Indragarh on the 13th of January, 1859. And there the four leaders stopped for some time, discussing plans for $^{14}$ “One of the great results that have flowed from the rebellion of 1857-1858 has been to make inhabitants of every part of India acquainted with each other. We have seen the tide of war rolling from Nepal to the borders of Gujarat, from the deserts of Rajputana to the frontiers of the Nizam’s territories, the same men overrunning the whole land of India and giving to their resistance, as it were, a national character. The paltry interests of isolated states, the ignorance which men of one petty principality have laboured under in considering the habits and customs of other principalities – all this has disappeared to make way for a more uniform appreciation of public events throughout India. We may assume that, in the rebellion of 1857, no national spirit was aroused, but we cannot deny that our efforts to put it down have sown the seeds of a new plant and thus laid the foundation for more energetic attempts on the part of the people if, in the course of future years, England has not done something towards reconciling the numerous inconsistencies and suppressing some of the dangerous tendencies of its rule in India.” – The Times, 20$^{th}$ of May, 1859. future action. Tatia had always minute and correct information about the movements of the English. Seeing that they were closing round him again on all sides, Tatia arrived by forced marches at Dewasa. Now at last Tatia had not the smallest loophole through which to escape from the hands of the English. He had not even any hope of future success in his heart to encourage him to make another adventurous dash. Napier hemmed him from the north, Showers from the north-west, Somerset from the east, Smith from the south-east, Michel and Benson on the south, Bonner on the south-west and west; - thus, on all sides, he was surrounded by the enemy. Where and how could he with his fatigued men find a means of escape from these and other English forces? The English commandants swore that escape was absolutely impossible. How was it possible for Tatia to break through the net closing around him? It did in very deed seem impossible. The English cords were now tightly round the necks of the four leaders, Feroze Shah, Man Singh, Tatia, and Rao Sahib. It was not impossible to escape! At Dewasa, on the morning of the 16th of January, 1859, Tatia, Rao Sahib, and Feroze Shah were discussing plans in a special council of war, when suddenly the last shout of despair was heard! Tatia felt an Englishman’s hand at his back and the English had flooded into the camp. There was a joyous shout on the English side: “Tatia is caught! Tatia is caught!” But soon the cry had to be varied. “Oh! He was here only just now! Run, soldiers, run!” They carried an exhaustive search in each and every corner – but Tatia had disappeared! That magician Tatia was to be seen again, together with Rao Sahib and Feroze at the town of Sikhar, near Alwar, on the 21st of January, and English forces were again running madly in pursuit. One of them, Holmes, actually fought a skirmish with the Revolutionaries, who were defeated and pushed back. The defeat at Sikhar destroyed not the hope of success of the Revolutionaries – that was gone even long before – but it made any further resistance absolutely impossible. Since the failure of the Baroda plan, after the crossing of the Narbada, Tatia and Rao Sahib had been discussing as to whether the guerilla tactics should be modified at last. Now, Tatia took leave of Rao Sahib and the army. He took with him two horses, a pony, two Brahmin cooks, and a man-servant. With these followers, Tatia came up to Sirdar Man Singh of Gwalior who was, at the time, hiding in the Paron jungles. Man Singh said to him, “You did not do well in leaving the army.” Tatia replied, “Let that be for better or for worse I am now going to stay with you. I am tired of continual marching.” Hearing that Tatia was now hiding with Man Singh in the jungle, the English now resorted to the plan of capturing through the base, and for them handy, instrument of treachery and deceit, the enemy whom they could not capture in open war. First, they approached Man Singh. They told him that if he would surrender himself and help them in capturing Tatia, they would use their influence with the Scindia and not only have him pardoned but give him the kingdom of Narwar. This Man Singh was of such a base nature that he had before this tried to hand over even his own uncle to the English. The wretched Man, at once, consented and closed with the offer. He saw Tatia and informed him that he was going to surrender to the English. But, even after this, Tatia would not even think of surrender. Feroze Shah had just written to him to return to the camp. Tatia showed the letter to Man Singh and asked him “Shall I then go or remain in this jungle? I will do as you tell me.” The treacherous Man replied, “Wait for some time; I will soon let you know.” Though Tatia knew that Man Singh had surrendered to the English, he reposed full confidence in him. Man added, “Until I return, you can remain in safety where my guide will take you to.” In the place showed by the guide, believing it to be the safest place, Tatia remained for three days. But on the third day, at midnight, the Mahratta tiger, who had hitherto evaded the enemy after fighting innumerable battles and skirmished, marching thousands of miles, and effecting hair-breadth escapes, was, by the treachery of a countryman, made a prisoner. 15 From Tatia’s Diary. For, giving Tatia in charge of guide, the basest-born of men returned to the English; hands were shaken to complete the agreement, and some Sepoys of the Bombay native regiment were sent to accompany Man. Such was the sympathy with Tatia in all Indian hearts that the English could not trust any Indian with him, as a rule. So, they did not even mention Tatia’s name to the Sepoys. The order was simply “to obey Man Singh’s orders and to arrest the suspected person whom he would point out.” With this detachment, Man went his way to the Paron jungle. He had promised Tatia to return in three days to tell him definitely whether he should go to Feroze Shah or not. And, he came at the appointed time, too. At midnight, on the third day, Tatia was asleep in the place pointed out by the guide as the safest. Man came near the place and muttered an order to the Sepoys to rush forth. The Mahratta tiger was sound asleep in that jungle – the ‘Beman Man’ let loose on him his hounds; Tatia just opened his eyes a little, and at once found himself a prisoner of the English! On the 7th of April, 1859, at midnight, Tatia fell into this prison of treachery, and on the next day in the early morning, he was taken to the camp of General Meade at Sipri. Immediately, a court-martial sat and Tatia was charged with waging war against the British Power. On Wednesday, Tatia wrote down his statement in reply. “Whatever I did, I did according to the orders of my master. Until Kalpi, I was under the orders of Nana Sahib, after Kalpi I was under Rao Sahib. Except in just battle, in warfare, neither I nor Nana have ever killed in cold blood or hanged any European, man, woman, or child. I do not want to take part in this trial any more.” At the special request of the English, Tatia dictated his reliable, short, and important diary from the beginning to the end of the Revolution. The Munshi wrote it down and it was read out to him. Afterwards, he signed the diary as well as the statement given above in good English letters, “Tatia Tope”. To all questions asked to him, he replied in Hindusthani, in the sense of the diary and the statement. His replies were straight, short, and spirited. If anyone asked him question in English, he would reply coolly in Hindusthani, “Malum nahin,” (I don’t understand). When minor English officers were walking about insolently near him, there was a look of indifference and disdain on his face. The inquiry lasted through Wednesday, Thursday, and Friday. Crowds of Indians used to come up to see him, but permission was often refused them. Those who were admitted bowed to him with reverence and affection. When the English informed him that his trial was to take place and asked him to collect evidence for his defence, Tatia replied to the officer, "I know full well that, having fought against the British as I have done, I shall have to prepare myself for death. I do not want any court nor do I wish to take any part in the trial;" and raising up his hands loaded with shackles, he continued, "the only hope that I have is to get myself released from these chains either from the mouth of the cannon or from the loop of the gallows! Only one thing I have to ask, and that is, that my family at Gwalior having had no connection with my actions, you should not take my old father to any task for my deeds. On the 18th of April, the farce, called his trial, ended. Tatia was sentenced to death and taken to the gallows at about four o'clock in the afternoon. He was taken out of his tent under the guard of the 3rd Bengal Europeans. When Tatia approached the place where the gallows stood, the troops formed an extended square round it. There was a great crowd of Indian infantry, European cavalry, and the spectators. In the country surrounding, Indian villagers were standing up on eminences here and there. Tatia once again made a request that his father should not be persecuted. The charge and the sentence were read, and the Mistri broke the chains round Tatia's feet. Tatia walked boldly and with a firm step to the gallows and coolly ascended up the ladder. When, as is the custom, the executioners came up to bind Tatia's hands and feet on the platform, Tatia smiled pleasantly, and said, "These formalities are not necessary." With these words he himself put forth his head in the noose. The noose tightened, the block rose, and with a jerk..... Tatia Tope, the loyal servant of the Peshwas, the hero of 1857, the country's martyr, the defender of religion, the proud, the loving, the generous Tatia Tope, was hanging lifeless on the gallows of the English! The gallows became wet with blood and the country became wet with tears! His fault was that he suffered innumerable hardships for the sake of his country’s independence; the baseness of a traitor’s double-dealing was his reward; and the end? – he was hanged on the gallows of the English like a criminal! Tatia! On! Tatia! Why were you ever born in our unfortunate country! Why did you fight for these wretched, stupid, and treacherous people? Tatia, can you see now the tears we shed for you? For the tears of weaklings, your blood! – What a bargain, indeed! Seeing Tatia’s body hanging mutilated there, the English heroes of the day turned back in satisfaction at their valour. His bleeding body was left hanging there till sunset. When the surrounding guard was withdrawn, the European spectators rushed forth in a crowd and there was a regular stampede to get hold of a lock of his hair as a souvenir. In the sacrificial fire of the War of Independence of 1857, this was the last and culminating sacrifice! The terrible volcano, which had opened wide its jaws and had vomited forth in rage a regular torrent of flesh, of blood, of corpses, of lightnings, of thunders, of burning red lava – that volcano then began to close its mouth again; its heated lava began to cool; its sword-tongues re-entered their scabbards; its fiery lightnings, its deafening thunders, its whirl-winds, its terrible movings, and its dread awakenings – all entered again the magicians’ bag and melted away into the invisible air. And the crater closed and green grass began again to grow on the top; cultivation recommenced; furrows were active; peace, safety, and softness reigned. And the surface of the volcano has now become so soft and smiling that nobody does believe that there slumbers a volcano under that surface! NOW that the volcano has temporarily subsided, renders might, however, ask what became of Feroze Shah and Rao Sahib? After leaving Tatia, Rao Sahib fought desperately for a month and at last retired to the forests in disguise. At the end of about three years, he was also caught and was handed at Cawnpore on the 20th of August, 1862. Feroze Shah was also roaming about in disguise, but, fortunately, in the end, he got out of India and stayed at Kerbela in Persia. The Revolution of 1857, as such has been discussed, from time to time. Did the Revolution burst out too early, before the preparations were ripe? We think not. The preparations that were made in 1857 are not usually found even in successful revolutions. When regiment upon regiment of soldiers, Princes, higher officers of the existing government, the police, and large towns, all, one after another, gave promises to rise, who would not start at once? Besides, it is often the case that the real difficulty is at the start and the whole country rised only later on. This consideration also proves that the leaders of the Revolution did not at all precipitate matters. Those who dare not rise even with so many facilities are not the men who can ever rise at all! Then, why was there the defeat? Several minor reasons have already been mentioned in their proper places. But the chief reason appears to be this. Though the plan of the destructive part of the Revolution was complete, its creative part was not attractive enough. Nobody was against destroying the English power; but what about the future? If it was only to re-establish the former internecine strife, if it was to bring again the same state of affairs as before, the same Moguls, the same Mahrattas, and the same old quarrels – a condition, being tired of which, the nation, in a moment of mad folly, allowed foreigners to come in – if it were only for this, the more ignorant of the populace did not think it worth while to shed their blood for it. Therefore, the Revolution worked out successfully as far as the destructive part was concerned; but, as soon as the time for construction came, indifference, mutual fear, and want of confidence sprang up. If there had been set clearly before the people at large a new ideal attractive enough to captivate their hearts, the growth and completion of the Revolution would have been as successful and as grand as its beginning. Even had these people thoroughly understood at least so much that creation comes only after the Deluge, the Revolution would have succeeded. But, let alone creation, the country could not accomplish even the deluge thoroughly! And, why? Because, the vice of treachery and baseness had not yet gone away from the land. The defeat was chiefly due to the treachery of those men who had not sense enough to understand that the English power was more harmful than even the former kind of Swaraj ever could be, and of those who had not the honesty and patriotism to refuse to give help to the foreigner against their own countrymen.$^{16}$ $^{16}$ “Yet it must be admitted that, with all their courage, they (the British) would have been quite exterminated if the natives had been all and altogether, hostile to them. The desperate defences made by the garrisons were no doubt heroic; but the natives shared their glory, and they by their aid and presence rendered the defence possible. Our siege of Delhi would have been quite impossible, if the Rajas of Patiala and Jhind had not been our friends and if the Sikhs had not recruited in our battalions and remained quiet in the Punjab. The Sikhs at Lucknow did good service, and in all cases our garrisons were helped, fed, and served by the natives, as our armies were attended and strengthened by them in the field. Look at us all, here in camp, at this moment! Our outposts are native troops, natives are cutting grass for our horses and grooming them, feeding the elephants, managing the transports, supplying the commissariat which feeds us, cooking our soldiers’ food, clearing their camp, pitching and carrying their tents, waiting on our officers, and even lending us their money. The soldier who acts as my amanuensis declares that his regiment would not have lived a week but for the regimental servants, Doli bearers, hospital men, and other dependants. Gurkha guides did good service at Delhi and the Bengal artillerymen were as much exposed as the Europeans.” – Russell’s My Diary in India. And the whole sin of this defeat lies on the head of these traitors! Had there been a clear and attractive ideal, even the traitors would have become patriots. When patriotism is profitable and paying, there is no advantage in playing the risky and shameful part of the betrayer. There is no special merit in that. The real glory belongs to those heroes who thoroughly understood that foreign domination is worse than Swaraj – Swaraj, democratic or monarchical, or even anarchical – and thus came out to fight for independence. Freedom is coveted not that the country might become wealthy but because in it alone consists the peace of the soul; honour is greater than loss or gain; the forest of independence is better than the cage though made of gold. Those who understood this principle, those who fulfilled their duty to their religion and to their country, those who lifted their swords for Swadharma and Swaraj and courted death if not for victory at least for duty, let their names be remembered, pronounced with reverence! Those who did not join them in the wholly war, through indifference or hesitation, may their names never be remembered by their country. And, as for those who actually joined the enemy and fought against their own countrymen, may their names be forever crushed! The Revolution of 1857 was a test to see how far India had come towards unity, independence, and popular power.\footnote{“Among the many lessons the Indian mutiny conveys to the historian, none is of greater importance than the warning that it is possible to have a Revolution in which Brahmins and Sudras, Hindus and Mahomedans, could be united against us, and that it is not safe to support that the peace and stability of our dominions, in any great measure, depends on the continent being inhabited by different religious systems; for they mutually understand and respect and take a part in each other’s modes and ways and doings. The mutiny reminds us that our dominions rest on a thin crust ever likely to be rent by titanic fires of social changes and religious revolutions.” – Forrest’s Introduction.} The fault of failure lies with the idle, effeminate, selfish, and treacherous men who ruined it. But those who, wielding the sword dripping with their own hot blood, in that great rehearsal, walked boldly on the stage of fire and danced in joy even on the very breast of Death – let no tongue dare to blame those heroes! They were not mad; they were not hasty; they were not the sharers of defeat; they were not inconsiderate; and, therefore, they cannot be blamed. It was at their call that Mother India woke up from her deep sleep and ran forth to smite slavery down. But while one of her sons gave a terrific blow on the head of Tyranny, alas! her other son thrust a dagger in her own heart! And the wounded Mother was thrown down on the ground again! Now, which of these two sons was wicked, cruel, treacherous, and accursed? Emperor Bahadue Shah was a poet. During the heat of the Revolution he composed a Gazal. Some one asked him: Dumdumaymen dam nahin khair mango janki Ai Zafar thandi hui shamsher Hindusthanki. "Now that, every moment, you are becoming weaker, pray for your life (to the English) : for, Oh! Emperor, the sword of Inmdia is nowbroken for every!" There is a tradition that the Emperor replied: Ghazionmen bu rahegi jabtalak imanki Tabto Londontak chalegi teg Hindusthanki. "As long as there remains the least trace of love of faith in the hearts of our heroes, so long, the sword of Hindusthan shall be sharp, and one day shall flash even at the gates of London." 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CUB SCOUTING AND YOUR FAMILY The Cub Scout program helps to meet your boy’s growth needs. As a boy develops, he has specific developmental needs such as: 1. To learn new physical skills. He can do this through games, sports, and crafts. As he develops his coordination, he gains a sense of worthiness and acceptance by his peers. 2. To learn to get along with boys of his same age. He needs to form friendships with other boys. He needs to learn how to balance giving and receiving affection if he is to relate well to his peers. He needs to belong to a group of boys his own age. Being a part of a Cub Scout den helps fulfill these needs. 3. To develop his mental processes. He can develop his mental process by reading, writing, and calculating. He needs opportunities to use language to express ideas and to influence others. He must move from a preoccupation with self to understanding how and what others think of him. Opportunities for observation and experimentation will help him learn self-reliance. Den activities and meetings, along with the advancement program, help him develop mentally. 4. To develop a value system. He is developing a sense of what is right and wrong and what is fair and unfair. He will do this by cooperating with other boys, by being taught, by examples of adults, and from positive reinforcement. He begins to develop democratic social attitudes. 5. To develop personal independence. He is becoming less dependent on adults. His same-age friends become important to him. In his den, and in the pack, he exercises his independence while learning to get along with others. Your son also needs to belong to a “group” of boys his own age. This group is a key component of the Cub Scout program. A den is like a neighborhood group of six or eight boys in which he will achieve status and recognition. As you learn more about how Cub Scouting works and what goes on in a den and a pack, you will see that the program helps your boy in these five important developmental needs. The uniqueness of Cub Scouting is that you, as his family, join the program with your boy. You will help him all along the way. To find out how you can support your boy by becoming a Cub Scout family, please turn the page and complete the Family Talent Survey Sheet. Please turn it in at this meeting. Welcome to the Pack 68 Cub Scout family. Cub Scouting is for parents as well as boys. We have a fine group of volunteers that serve on the Committee (governing body) and as leaders of the Pack and Dens. These volunteers are always busy helping the boys learn about character, citizenship and fitness through the Cub Scouting program. However, we know that all of the parents have talents and interests that can contribute to our Pack so that the best possible program can be developed for your son and his friends. By completing this survey, you help the Pack Committee identify ways that you can help. In making this survey, your pack committee wants to uncover ways you can enjoy giving assistance. Please answer the following as completely as possible: 1. My hobbies are: ____________________________________________________________ 2. I can play and/or teach these sports: __________________________________________ 3. My job, business, or profession would be of interest to Cub Scouts: _______________ 4. I am willing to help my boy and the pack as: - [ ] Pack Committee member, - [ ] Cub Scout Den Leader or Assistant, - [ ] Tiger Cub Den Leader, - [ ] Assistant Cubmaster, - [ ] Webelos Den Leader or Assistant, - [ ] Cubmaster, - [ ] Pack trainer. 5. My Scouting experience: Cub Scout: ____________________ Boy Scout: ____________ Girl Scout: ____________________ Explorer: ____________________ Rank attained: ____________ Adult leader: ________________________________________________________________ 6. I can help in these area: General Activities:* - [ ] Astronomy - [ ] Aquatics/ Swimming - [ ] Physical Fitness - [ ] Art & Crafts - [ ] Bicycling - [ ] Bookkeeping - [ ] Carpentry - [ ] Chess - [ ] Computer Skills - [ ] Cooking/banquets - [ ] Dramatics/skits - [ ] Drawing/art - [ ] Fishing - [ ] Games - [ ] Geology - [ ] Health & Nutrition - [ ] Maps & Compass - [ ] Music/songs - [ ] Nature - [ ] Outdoor activities - [ ] Photography - [ ] Radio/electricity - [ ] Science - [ ] Sewing - [ ] Sports: _______________ - [ ] Transportation - [ ] Weather - [ ] Other _______________ Webelos Activity Areas - [ ] Artist - [ ] Athlete - [ ] Citizen - [ ] Communicator - [ ] Craftsman - [ ] Engineer - [ ] Family Member - [ ] Fitness - [ ] Forester - [ ] Geologist - [ ] Handyman - [ ] Naturalist - [ ] Outdoorsman - [ ] Readyman - [ ] Scholar - [ ] Scientist - [ ] Showman - [ ] Sportsman - [ ] Traveler Special Program Assistance - [ ] I have an SUV or van or truck. - [ ] I have a workshop. - [ ] I have family camping gear. - [ ] I can make contacts for special trips and activities. - [ ] I have access to a cottage or camping property or a boat. - [ ] I can help Webelos Scouts with Boy Scout skills. - [ ] I can, or know others who can, help with our Cub Scout Academics and Sports program. - [ ] I can give other help. Name: ___________________________ Scout: ___________________________ Mobile phone: ___________________________ Street address: ___________________________ Alternate phone: ___________________________ City: ___________________________ State: _____ ZIP: _________ E-mail address: ___________________________ Your cooperation and help are appreciated - Jay Moulthrop - Cub Master Pack 68 - email@example.com	cac5e42d-2e8f-4508-9660-bfca907041a3	CC-MAIN-2022-33	http://pack266.scoutlander.com/Common/DownloadAttachment.aspx?SID=GfCwJgCyz1Q2DgN316CJsg%3D%3D	2022-08-13T04:17:43+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882571869.23/warc/CC-MAIN-20220813021048-20220813051048-00335.warc.gz	36,849,464	1,283	eng_Latn	eng_Latn	0.998121	eng_Latn	0.999587	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2318, 5616 ]	[ 2.421875 ]	6	0
EYES BEHIND BELLIGERENCE K.P. KOLLENBORN 1.) Why do you think the beginning of the novel starts with a suicide? And how does it bring out the cultural prejudices? 2.) Compare Russell's friendships between Dave and Leo and why do you think he is friends with both? 3.) How does Mr. Yoshimura demonstrate his leadership in the community? And how is it taken away after Pearl Harbor? 4.) Why does Maria's father distrust Russell and how does his distrust impact their relationship? 5.) The introduction of Katsuji at Jim's house begins with agitation and arrogance. What role does Katsuji play in the development of the pro-Japan movement? And what points are understandable to Katsuji's plight of being a Kibei? 6.) There is some dispute about the Hamaguchi's Samurai sword. How is the respect of the sword handled between the local police and the F.B.I. and why do you think there is a contrast? 7.) The Yoshimuras and Hamaguchis have different family cores. In what ways make these two families contradictory in values even though they are from the same community? 8.) Why do you think Russell tries to help out Jim when Jim is beaten by the school's bully even though they are not friends at this point? 9.) How do you think the death of Jim's brother has impacted him to the point that when Jim is sent to the principal's office he doesn't defend himself? And how does it continue to resonate throughout the novel? 10.) How do you see the symbolism of the photo that hangs in Jim's room of his ancestor and the implications of clashing cultures? 11.) How do you see the irony of arriving at Manzanar on April 1st? 12.) Mr. Woodard is a historical figure, as well as General DeWitt, Dorthea Lange, Fred Korematsu, and Ansel Adams. How are these real figures relevant to the storyline? 13.) The color yellow is frequently intertwined throughout the novel. What do you think it represents? 14.) How do the camp's conditions affect the characters physically and morally? 15.) Little Women and Of Mice and Men are mentioned in the book. What do you think the significance of these references to gender and friendship mean between the characters? 16.) At what point in the novel do Jim and Russell finally become friends? And how does their shared experiences solidify their friendship? 17.) Why do you think Russell befriends someone like Shig? And why does Russell choose to make Shikami his enemy? 18.) Why do you think Russell wants to shed off his Japanese traditions so badly? And at what point does he decide to embrace them? 19.) How would you describe Jim's relationship with his father and how it changes after years of separation? 20.) Describe the conflicts between the Japanese-American community in regards to gender, generational gaps, where a person was born, and other races. Discuss the cultural differences between Japanese traditions and American ideals. 21.) How are Russell's love interests different and why is he attracted to both? What makes each girl unusual in the Japanese traditional sense of courtship? 22.) Why is Jim leery about wanting to date Tomiko? And what is it about their past which unites them? 23.) Sadaye has a love interest via letter writing. Why would it be forbidden for her to engage in such a romance? 24.) What do you think the canary in Jim's dream symbolizes? 25.) Why is the Terminal Island Gang so feared? 26.) Why are the Zoot Suits greeted with great apprehension within the community? 27.) When Tom joins Ted Tanka's group, how do you see the prejudices within their own community? 28.) There is a common theme about changing identities, therefore what do you think the growth of Tom's mustache represents? And what does it mean when he finally shaves it off? 29.) While Mr. Yoshimura is awaiting trial in Montana, why do you think his own people grow resentful towards him? 30.) When do you start seeing political problems inside Manzanar? And what are the events that lead up to the riot? 31.) What roles do Director Bridges, Assistant Director Petty, Katsuji, Sadaye, Ted, Saburo, and Choichi play in the development of the riot? 32.) How does the aftermath of the riot transform Russell, Jim, Ikki, Tom and Rose? 33.) Compare the bitterness Mr. and Mrs. Hamaguchi harbor for each other and how it contrasts based on their gender. 34.) Morning Glories are mentioned in Jim’s dream and are given as a gift by Tomiko. What do you think these flowers represent? 35.) Describe the mixed reactions when an army recruiter tries to enlist men into the military. 36.) What significance do you see when Russell makes the references to Andy Rooney being short and still was able to establish a career? How does Russell wish to make that connection? Particularly in American culture where men who have strength and power are often tall and white? 37.) What are the reasons the Bainbridge Islanders want to leave Manzanar and relocate to Minidoka? Why do you think they never quite felt comfortable living in the same space as those from California? And why was Russell reluctant to tell his Californian friends about the move? 38.) What is the significance of Russell standing up to Callis? 39.) When Rose is asked if she is Korean, why doesn’t she correct the passenger? 40.) How does Russell feel when reuniting with the rest of his family in Minidoka? 41.) Describe the mixed reactions to the questionnaire that is required of everyone to answer and what is the purpose of this questionnaire? 42.) Even though Jim has been separated from his father for quite some time, in what ways does he start emulating his father but is oblivious to it? In what ways is he still different from his father? 43.) What is the fight about between Jim and Russell and how do their decisions about their future formulate a rift in their friendship? 44.) Parts four and five greatly tie up the family connection. How does this unify identity and community relations? 45.) At what point does Jim finally stand up for himself? 46.) Even in boot camp, why do you think there still is prejudice within their unit? Especially Shig who is distrustful of Roku? 47.) With the understanding of the Quaker’s past as peacemakers in American history, how does their influence continue to help the Japanese-American camps? How does that make them different from the rest of American society? 48.) Aside from the racism that Russell encounters, other forms of racism are apparent. How are these experiences similar and different for Russell and Shig while in Mississippi? 49.) How do you see the irony of Mr. North’s name who lives in the South? 50.) At what point does Russell finally stand up for what he believes in? How does he handle the situation with Earl Ray, Shig, and the young woman whom he meets at the USO? 51.) What is the importance of Kunio joining the MIS (Military Intelligence Service)? And how would this experience help him accept his dual heritage? 52.) How do you sense Mr. Hamaguchi’s disappointment with his life at the funeral? 53.) What is the significance of Jim replacing his brother’s memory with Russell’s friendship? 54.) How does Bethany feel isolated while sitting in her classroom? And how does she feel with all the changes going on around her while she is still stuck in camp? 55.) How does Jim take on responsibilities at Tule Lake which emulate following his father’s path in the Japanese-American community? 56.) Describe the encounter between Jim and Shikami and how they regard each other differs from their experiences in Manzanar. 57.) Compare Russell’s and Shig’s reactions of Dachau in correlation to their familiarity with American concentration camps. 58.) Ikki has a very different perspective of the war. How does it contrast with Russell’s view? 59.) How has Russell’s war experience led him to choose to use his birth name again? 60.) Why would the circumstances be different for Shig and Russell to take war trophies from dead Germans than if they were to take them from Japanese soldiers? 61.) How does Mr. Hamaguchi finally let go of his experiences in camp? 62.) Why does Jim feel compelled to leave the U.S. for Japan? And how does his view differ from that of Tomiko? 63.) What is the significance of Kunio reuniting with his mother's side of the family? 64.) There are two references about using sand as metaphors for both Kunio and Goro. How are these relevant to paying homage to returning to one's birthplace? 65.) When Goro encounters Leo again on the ferry, how have the dynamics of their childhood relationship changed? 66.) While Jim is in limbo as to where he should go after leaving Tule Lake, his father makes a visit. How has their relationship changed? 67.) There is a constant referral to making promises. What does each of these promises mean and how do they reflect the development of the characters? 68.) There's a list of cultural references throughout the novel such as "Sold American," "The Shadow," "Little Orphan Annie," The Letter, My Favorite Spy, The Human Comedy, "You're a Sap Mr. Jap," "All God's Chuldrun's Got Rhythm," "Let's Get Away from it All," Lon Cheney, The Odyssey, The Great Dictator, Born Free and Equal, "Don't Fence Me In" and "Sentimental Journey." These were chosen to represent other themes. What do you think each reference represents in regards to the development of the story? 69.) What is the significance of Goro's family Samurai word being returned? 70.) What is the significance of Jim cashing in Bush's apology check? Complimentary to the book, a documentary about the Manzanar experience: Blood in the Sierras: Manzanar's Mutiny on YouTube ![QR Code](image-url)	5c9318cd-70f1-42b5-b6f4-92baf68dcc45	CC-MAIN-2024-46	https://www.kpkollenborn.com/_files/ugd/79cc09_437c076d6d8549f0a0fb7c527fde01b2.pdf	2024-11-14T01:36:21+00:00	crawl-data/CC-MAIN-2024-46/segments/1730477028516.72/warc/CC-MAIN-20241113235151-20241114025151-00761.warc.gz	764,060,793	2,091	eng_Latn	eng_Latn	0.997845	eng_Latn	0.998231	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 41, 1983, 3978, 6003, 8207, 9681 ]	[ 2.0625 ]	1	0
Family Preparedness Plan This Family Preparedness Plan was developed by: Ivys Fernández-Pastrana, JD Center for Family Navigation and Community Health Promotion Carmen Rosa Noroña, LCSW, MS. Ed., CEIS Child Witness to Violence Project Division of Developmental & Behavioral Pediatrics Kara Hurvitz, JD, MSW Medical Legal Partnership-Boston Electronic version of the Family Preparedness Plan can be obtained from Boston Medical Center for free. The Family Preparedness Plan can be copied, printed, displayed, and transmitted for personal use as long as there are no fees or charges associated with such activities. The Family Preparedness Plan can be copied, printed, displayed, and transmitted for commercial use as long as there are no fees or charges associated with such activities. The Family Preparedness Plan cannot be registered, rented, licensed, traded, or sold. There should never be a charge – however minimal – for the Family Preparedness Plan. The Family Preparedness Plan is, and must always be, absolutely free. Note to Providers The Family Preparedness Plan is meant to be filled out by the parent/caregiver with the help or assistance of you or your staff. Due to the nature of this document we encourage you to use these materials in a sensitive way. We also have created a Facilitator’s Guide to be used by those assisting families. Also, a Passport Guide has been created to accompany this Family Preparedness Plan, and these documents can be found at www.bmc.org/programs/center-family-navigation-and-community-health-promotion/resources What is a Family Preparedness Plan? - It is a document where you list important information about you, your family and your children in case you have to be absent, like in the event of detention or deportation. - The Family Preparedness Plan is NOT a clinical/mental health/educational assessment or evaluation tool. - The plan can be filled out section-by-section and adjusted to your family’s needs. You do not have to fill out every section! What is the purpose of the Family Preparedness Plan? - It is designed to help reduce the stress of the unexpected for you and your child. - It is a resource for you to complete and give to the person you determine to be the caregiver of your child. - The plan will provide your child’s caregiver with enough information about your child’s needs and strengths to avoid interruption in services. - Having a plan helps you to ensure that your child will be protected and their needs taken care of. - It is important to have a separate plan for each child in the family. What is the content of the Family Preparedness Plan? - Suggestions on how to talk with your child about unexpected family separation. - Things to consider when talking with your child about sudden family separation. - How to choose a caregiver for your child and requirements to be a caregiver. - Information about legal documentation needed to be a caregiver. - Valuable information about your child’s education, physical and emotional health and routines. For Mixed Status Families Know Your Rights - Everyone – both documented and undocumented persons – has rights in this country. - You, your family members (even children), housemates, neighbors, and co-workers, regardless of their immigration status, have the right to remain silent, a right to an attorney and to all of their other rights if US Immigration and Customs Enforcement (ICE) or the police come to your home, neighborhood or workplace. Make Sure Your Children All Have Passports - If your child was born in the United States, visit www.travel.state.gov for more information on obtaining a U.S. passport. - If your child was born in your home country, check with your embassy or consulate for more information on obtaining a passport. Inform Your Family and Emergency Contacts about How to Find You if You Are Detained by ICE - Family members can use the ICE detainee locator: https://locator.ice.gov/odls/homePage.do. - Be sure your family and emergency contacts have a copy of your A-Number (your alien registration number found on your immigration documents from ICE) if you have one. - If you have a smart phone, consider having a safety alert app where your friends or family members can be alerted if you are detained by ICE. # Table of Contents \| Section \| Page \| \|------------------------------------------------------------------------\|------\| \| Choosing a caregiver for your child \| 6 \| \| Differences between the Massachusetts Temporary Agent Authorization Form and the Massachusetts Caregiver Authorization Affidavit \| 8 \| \| Safety \| 10 \| \| Family Reunification Plan \| 11 \| \| Talking to Your Child About an Emergency Separation \| 12 \| \| Child’s Personal Information \| 15 \| \| Early Intervention Services \| 17 \| \| Child Care, Early Head Start, Head Start \| 19 \| \| Education Information \| 20 \| \| School Special Education Services \| 22 \| \| In-home Services \| 24 \| \| Medical Information \| 27 \| \| Medical History \| 30 \| \| Family History \| 36 \| \| Child’s Routines \| 37 \| \| Appendixes \| 39 \| \| Massachusetts Temporary Agent Authorization Form \| 1 \| \| Massachusetts Caregiver Authorization Affidavit Form \| 5 \| ### Choosing a Caregiver for Your Child #### Things to consider when choosing a caregiver for your child: \| \| \| Yes \| No \| \|---\|-----------------------------------------------------------------\|-----\|----\| \| 1 \| Is the person a US citizen or lawful permanent resident alien? \| \| \| \| 2 \| Is the person age 19 or older? \| \| \| \| 3 \| Does the person have a genuine concern for your child’s welfare?\| \| \| \| 4 \| Is the person physically able to care for the child? \| \| \| \| 5 \| Does the person have the time? \| \| \| \| 6 \| Does the person have a child close in age to your child? \| \| \| \| 7 \| Does the person have the money to raise your child? If not, can you give the person money to raise your child? \| \| \| \| 8 \| Does the person share your same beliefs and values? \| \| \| \| 9 \| Does the person speak your or your child’s language? \| \| \| \|10 \| Would your child have to move far away? \| \| \| \|11 \| Does your child get along with the person? \| \| \| \|12 \| Does your child want to live with the person? \| \| \| #### Working with the caregiver: \| \| \| Notes \| \|---\|-----------------------------------------------------------------\|-------\| \| 1 \| Decide when to talk to the person Make sure the person knows that you chose them Make sure the person agrees to be a caregiver for your child \| \| \| 2 \| Make sure the person knows how to reach you at all times \| \| \| 3 \| Write a letter explaining why you chose the person to raise your child. Include the following in your letter: 1) That the child wants to live with the person 2) That the person will provide a good home for the child 3) How the person will best meet the child’s needs 4) The relationship between your child and the person 5) Good characteristics of the person \| \| \| 4 \| Fill out either the Massachusetts Temporary Agent Authorization Form or the Massachusetts Caregiver Authorization Affidavit forms \| \| \| 5 \| Gather all the information, copy it, and put it into a box or envelope \| \| \| 6 \| Give the box or envelope to the person you would like to care for your child and keep a copy of everything for yourself \| \| \| Formalizing the agreement with the caregiver: \| Action steps \| \|---------------------------------------------\|-------------\| \| 1 What legal forms are necessary when choosing a caregiver? \| To choose a caregiver for your child, you must fill either the Massachusetts Temporary Agent Authorization Form or Massachusetts Caregiver Authorization Affidavit. Both forms are available on page 40 and 43 \| \| 2 How much is the notary? \| \| \| 3 When are you going to go to the notary? Remember you have to go together \| \| \| 4 If you are doing the Caregiver Authorization Affidavit you need 2 witnesses \| \| \| 5 Remember: If you are doing the Temporary Agent Authorization Form and you know where the other parent is and s/he is willing and able to provide care and custody for the child, then you do need his/her written consent. \| \| \| Who can use this form?* \| Any parent, legal custodian, or legal guardian of a child or children. \| A parent \| \|---------------------------\|-----------------------------------------------------------------\|---------\| \| Do I need to file anything in court if we use this form? \| No. This form gives the agent the power to make decisions without a court order. \| No. This form gives the caregiver the right to make decisions without a court order. \| \| What does the temporary agent or caregiver do with this form? \| You or the agent will need to give a copy of this form to the child(ren)’s school, doctor, and anyone else who requires the signature of the child(ren)’s guardian. You should keep a list of everyone to whom you gave the form, in case you have to let them know about changes. You should make copies for yourself, and keep the original in a safe place. \| You will need to give a copy of this form to the child’s school, doctor and dentist. You should keep a list of everyone to whom you gave the form, in case you have to let them know about changes. You should make copies for yourself and keep the original in a safe place. \| \| What powers does the temporary agent or caregiver have? \| Generally, the temporary agent will have any powers that you, the parent, legal custodian, or legal guardian, have regarding the care, custody, and property of the child(ren). The temporary guardian never has the power to consent to the marriage or the adoption of a minor. Further, you can specify additional powers that you do not want the agent to have. The authority of the agent can be altered or limited by the court. \| This form only gives the caregiver the right to make medical and educational decisions for the child. \| \| If a parent signs this form, can the parent still make these decisions? \| Yes, a parent keeps the right to make these decisions as well. \| Yes, a parent keeps the right to make these decisions as well. \| \| What happens if the agent or caregiver and the parent disagree? \| If there is a disagreement, the parent makes the final decision. \| If there is a disagreement, the parent makes the final decision. \| \| How long does this permission last? \| It lasts for up to 60 days. You will need a new one every 60 days. \| It is good for up to 2 years. You will need a new one every 2 years. \| \|-----------------------------------\|---------------------------------------------------------------------\|------------------------------------------------------------------\| \| Can a parent change his or her mind? \| Yes. He or she needs to write a letter to the agent, saying that the agent no longer has permission to make these decisions. Please be sure to sign the letter and include the date. The parent or the agent gives a copy of this letter to the child’s school, doctor, and anyone else who received a copy of this affidavit. \| Yes. He or she needs to write a letter to the caregiver, saying that the caregiver no longer has permission to make these decisions. Please be sure to sign the letter and include the date. The parent and the caregiver each gives a copy of this letter to the child’s school, doctor and dentist. \| \| Do I need the permission of the child(ren)’s other parent? \| If the whereabouts of the child(ren)’s other parent are known, and the other parent is willing and able to provide care and custody for the child(ren), then you do need to get the other parent’s written consent. This can be done by having that parent fill out Section 5 of this form. If you don’t know where the other parent lives, or if that parent is unable to care for the child(ren) for any reason (ex. incarceration, poor health, or mental illness), you need not obtain that parent’s signature. \| \| \| Emergency Contact \| \|-------------------\| \| Name: \| Address: \| \| Phone number: \| Places where s/he can be found: \| Do NOT contact or allow the child to have any type of contact with this person(s): Safety or violence concerns: The child can have phone contact or supervised visits only with the following persons: Other: Family Reunification Plan If reuniting your family in your country of origin is feasible and safe, take into consideration the following steps to plan what you can do now. \| Action steps \| Notes \| \|------------------------------------------------------------------------------\|-------\| \| Do you have copy of relevant medical and educational documents? \| \| \| □ Birth Certificates \| \| \| □ School records \| \| \| □ Medical/Health records \| \| \| □ Bank accounts \| \| \| □ If you have a bank account or credit card consider making arrangements \| \| \| □ Identifications \| \| \| □ Records of US residence (i.e., lease agreements, pay stubs, school records, etc.) \| \| \| □ A list of other contacts \| \| \| □ Immigration attorney’s information \| \| \| □ Consulate’s information \| \| \| □ Church and/or pastor’s information \| \| \| □ Family photos \| \| \| □ Passport \| \| \| □ Immunization records \| \| \| □ Forwarding mail, who will forward your mail? \| \| \| □ Other Important Legal Documents \| \| \| Does your child have a passport? \| \| \| □ Yes □ No \| \| \| We created a “Passport Guide”, ask your provider for a copy. \| \| \| How would you buy airplane tickets for your child? \| \| \| Who would bring your child to you? \| \| \| Where would you be reunited? \| \| \| When would you talk with your child? What would you say? \| \| Talking to your Child About an Emergency Separation Due to Detention or Deportation - It may be very hard to talk with your child about the possibility of an emergency separation. - You might not want to make your child upset. - You might also think that your child is too young to understand or be aware of the threats of a possible separation. - Children are able to perceive when there are secrets or taboo topics in the family (even if they do not know what these are and can make them blame themselves for things they are not responsible for and imagine things that might be more threatening than what is happening in reality). - Even very young children are attuned and paying attention to what is affecting their caregivers and might have many questions in addition to feeling confused or scared. - Creating a space to discuss with your child a family preparedness plan can offer an opportunity for you to answer their questions in ways that can help them feeling better as they will know that they can talk with you. - When the information comes from a parent or a trusted adult, you have more control over what to tell the child, how to tell it and help the child to understand what is happening. - If you don’t feel ready to have this conversation or need additional support, consider asking a trusted person, maybe from school, church or your community, to help you to talk to your child. Important Points to Remember - Do you need emotional support or guidance about how to talk to your child? - Do you have a mental health clinician that can support you with this process? - If you don’t, talk with your primary care provider or your child’s pediatrician to assist you in finding someone who could help you. - It would be important to discuss with the person who will be taking care of your child in your absence how you want your child’s questions related to the separation will be answered or explained. Talking to Your Child - Talking to your child about a possible separation would involve, if possible, a few conversations. - Let your child know much you love them and that you are taking steps to make sure that he/she will be protected. - It is very possible that you get sad or upset as you are having these conversations, it is okay to admit to your child that you are feeling sad or concern. - Validate your child’s feelings and normalize that is Ok to have those feelings when thinking about being apart. - In your conversation use words and information that you think your child will understand. Notes Suggestions for Talking to Older Children - Possible ways to start a conversation, depending on your child and your personal experience could be: - “Maybe you have been hearing the adults in the family talk about ‘deportation.’ Do you know what that is? When a person has to go back to the country where they were born, even if he or she does not want to, that is deportation.” (You can also use an example of someone already going through this process). - Ask your child how much s/he knows and how does s/he feel. Try to use the same words your child is using to explain the situation. - Help your child identify how he/she is feeling, validate his/her experience and help him/her express them through words, drawing, - Explain that you are organizing your family paperwork in case you have to be separated. - Also, mention that as a precaution you would be talking (or you already talked) with _______ to take care of him/her if you are separated. - Ask what s/he thinks about staying with _______. Notes Suggestions for Talking with Very Young Children: - Very young children do not have the words to express how they might be feeling and show their fears and concerns through their behavior. You can still name and validate their possible feelings. - With very young children you will need to provide information in very simple ways and be prepared to answer questions in a patient and compassionate way. - Young children ask the same questions over and over again because this is the way of learning about what is happening and how to make sense of it. - Remember that young children feel safer when they have consistent routines, can anticipate what is going to happen and have consistent caregivers. ## Child’s Personal Information \| Full Legal Name: \| Sex assigned at birth: \| \|-----------------\|------------------------\| \| \| Male □ Female □ \| \| Nickname: \| Current Gender Identity: \| \| Date of Birth: \| Place of Birth (city, state, country): \| Citizen of: \| \|----------------\|----------------------------------------\|-------------\| \| Social Security Number: \| Passport Number: \| Country of Issue: \| \|-------------------------\|------------------\|-------------------\| \| Current address: \| Phone number: \| Alternate Phone Number: \| ### Other Children Living with Child \| Name of Child: \| Age: \| Relationship (Brother, sister, step-brother, cousin, etc.): \| \|----------------\|------\|------------------------------------------------------------\| \| Child’s Primary (or Preferred) Language: \| Child’s Secondary Language: \| Parent's Information & Living Arrangements Father's Name: Mother's Name: Who Does the Child Live With? (father, mother, father and mother, grandparent(s), aunt, uncle, foster care, cousin, etc.): Family Members Living in the US \| Name \| Relationship to child \| Phone number \| Address \| \|------\|-----------------------\|--------------\|---------\| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Family Members Outside the US \| Name \| Relationship to child \| Phone number \| Address \| \|------\|-----------------------\|--------------\|---------\| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Early Intervention Services Is your child younger than 3 years old? □Yes □No (if NO, go to page 18) If you answered Yes, does your child receive Early Intervention Services? □Yes □No Do you have a copy of your child’s Individualized Family Service Plan (IFSP)? □Yes □No What services does your child receive? Days of the week? Time: Date of last IFSP: Any upcoming meeting? □Yes □No Date: Early Intervention Coordinator: Agency: Phone number: Email: How does your child communicate with others (words, signs, communication device)? Does your child uses any type of communication device? □Yes □No Is your child being understood by others? Does the child have any specific eating problems or mealtime behaviors? □Yes □No Does the child have any specific sensory issues? □Yes □No Is the child toilet-trained? □Yes □No Does the child have difficulty sleeping or other bedtime issues? □Yes □No Does your child display any of the following behavior? ☐ Aggression ☐ Self-Injury ☐ Non-Compliance ☐ Destruction ☐ Inflexible Routines or Rituals ☐ Stereotypy (self-stimulatory behavior) ☐ Difficulties self-regulating ☐ Difficulties with Attachment ☐ Other: Please list any other important information about your child's education: Child Care, Early Head Start, Head Start Is your child on Day Care, Early Head Start or Head Start? □ Yes □ No (if NO, go to page 21) Name of Child Care, Early Head Start or Head Start: Address: Phone number: Days of the week: Time: Teacher: Teacher: Any associated cost: How it gets paid: Any other relevant information: \| Question \| Answer \| \|-------------------------------------------------------------------------\|--------\| \| Is your child attending school? \| \| \| What grade is your child in? \| \| \| Name of your child’s school: \| \| \| School’s telephone number: \| \| \| Does your child buy lunch at school or bring lunch from home? If your child buys lunch at school, how much does it cost? \| \| \| What time does school start? \| \| \| What time does your child have to be at school? \| \| \| How does your child get to school (car, bus, friend, etc.)? If by bus, what time is pickup? \| \| \| What time does school end? \| \| \| How does your child get home from school (car, bus, friend, etc.)? If by bus, what time is drop-off? \| \| \| Is your child enrolled on an After School Program? \| \| \| Where is it located? \| \| \| How many days per week? \| \| \| Time: \| \| \| Contact person: \| \| \| How does your child communicate with others (words, signs, communication device)? \| \| \| Does your child uses any type of communication device? \| □ Yes □ No \| \|------------------------------------------------------\|------------\| \| Is your child being understood by others? \| \| \| Does your child have any developmental delay, disability, or diagnosed special learning needs? (e.g. dyslexia, intellectual disability, Autism, global developmental delay, speech delay, ADHD, ADD, blindness, visual impairment, deaf, hard of hearing, etc.) If so, please describe: \| \| If so, please describe: \| Does your child receive Special Education Services? \| □ Yes □ No (if NO, go to page 24) \| \|--------------------------------------------------\|---------------------------------\| \| Does your child have a 504 Plan or an Individualized Education Plan (IEP)? \| □ Yes □ No \| \| □ Individualized Education Plan (IEP) □ 504 Plan \| Do you have a copy? □ Yes □ No \| \| Does your child receive door-to-door transportation? \| □ Yes □ No \| \| Does your child get Extended School Year (ESY)? \| □ Yes □ No \| \| Class Type (please check): \| \| \| □ Self-contained □ Inclusion □ Regular □ Home-based Instruction □ Home Schooled \| \| How do you communicate with your child’s teacher? \| \| \| (E.g. text, phone, communication notebook, email, school staff who speaks your language) \| \| Date of last 504/IEP: \| \| \| Any upcoming meetings? □ Yes □ No \| \| \| Date: \| \| \| Special Education Coordinator: \| \| \| Phone number/Email: \| \| \| Does the child have any specific eating problems or mealtime behaviors? \| \| \| Does the child have any specific sensory issues? \| \| \| Is your child toilet-trained? □ Yes □ No \| \| \| Does the child have difficulty sleeping or other bedtime issues? □ Yes □ No \| \| \| Explain: \| \| Does the child display any of the following behavior? - Aggression - Self-Injury - Non-Compliance - Destruction - Inflexible Routines or Rituals - Stereotypy (self-stimulatory behavior) - Difficulties self-regulating - Difficulties with Attachment - Other: Please describe what these behaviors look like for the child and how you respond: Please list any other important information about your child’s education: In-home Services Does your child receive In-Home Services? □Yes □No (if NO, go to page 27) Does your child receive in-home services? □Yes □No What kind? □CBHI □ABA □Other Agency: Phone number: Provider: Phone number: Visit days/time: Description of services: Agency: Phone number: Provider: Phone number: Visit days/time: Description of services: Agency: Phone number: Provider: Phone number: Visit days/time: Description of services: \| Does your child receive Personal Care Assistant (PCA) services? \| ☐ Yes ☐ No \| \|---------------------------------------------------------------\|------------\| \| If yes, how many hours? \| \| \| Agency: \| \| \| Caseworker: \| \| \| Phone number/email: \| \| \| Who is the current PCA? \| \| \| Any relevant information? \| \| \| Does your child receive services through the Department of Developmental Services (DDS)? \| ☐ Yes ☐ No \| \|------------------------------------------------------------------------------------------\|------------\| \| Caseworker: \| \| \| Phone number/email: \| \| \| Any relevant information? \| \| \| Does your child receive services through the Department of Children and Families (DCF)? \| ☐ Yes ☐ No \| \|------------------------------------------------------------------------------------------\|------------\| \| Caseworker: \| \| \| Phone number/email: \| \| \| Any relevant information? \| \| \| Does your child receive services through the Department of Mental Health Services (DMH)? \| ☐ Yes ☐ No \| \|------------------------------------------------------------------------------------------\|------------\| \| Caseworker: \| \| \| Phone number/email: \| \| \| Any relevant information? \| \| \| Does your child receive SSI? \| □Yes □No \| \|-------------------------------\|----------\| \| If yes, how much? \| \| \| □Electronic transaction \| □Check \| Any relevant information: \| Does your child receive services from any other agency? \| □Yes □No \| \|--------------------------------------------------------\|----------\| \| Contact person: \| \| \| Phone number/email: \| \| \| Service: \| \| Other Relevant Information (visits, services, recent pending issues, etc.) Medical Information Fill out only those parts relevant to your child. If you have a copy of your child’s medical records and you plan to provide a copy to your child’s caregiver, provide here information that is NOT included in the medical record. \| Do you have any religious or cultural beliefs that may impact health care? If yes, please describe: \| \|---\| \| \| \| Does your child have health insurance? \| \|---\| \| □ Yes □ No \| \| Card number: \| \| Insurer: \| \| Does your child have a regular doctor (PCP)? \| \|---\| \| □ Yes □ No \| \| Name: \| \| Medical Record Number: \| \| Phone: \| \| Address: \| \|---\| \| When did your child last see the doctor? \| Next appointment: \| \|---\| \| Please list any concerns: \| \|---\| \| Does your child have a dentist? □ Yes □ No \| \|---\| \| Name: \| \| Medical Record Number: \| \| Phone: \| \| Address: \| \|---\| \| When did your child last see the dentist? \| Next appointment: \| \|---\| \| Please list any concerns: \| \|---\| \| Does your child see a mental health professional? \| Name: \| \|-------------------------------------------------\|-------\| \| □Yes □No \| \| \| Medical Record Number: \| Phone: \| \|------------------------\|--------\| \| Address: \| \|----------\| \| When did your child last see a mental health clinician or psychotherapist? \| Next appointment: \| \|---------------------------------------------------------------------------\|------------------\| \| Please list any concerns: \| \|---------------------------\| \| Does your child see a specialist? \| Name: \| \|-----------------------------------\|-------\| \| □Yes □No \| \| \| Medical Record Number \| Area of Specialty? \| \|-----------------------\|--------------------\| \| Address of Specialist: \| Telephone Number: \| \|------------------------\|-------------------\| \| When did your child last see the specialist? \| Next appointment: \| \|---------------------------------------------\|------------------\| \| Please list any concerns: \| \|---------------------------\| \| Does your child see any other specialists? \| Name: \| \|--------------------------------------------\|-------\| \| □Yes □No \| \| \| Medical Record Number \| Area of Specialty? \| \|-----------------------\|--------------------\| \| Address of Specialist: \| Telephone Number: \| \|------------------------\|-------------------\| \| When did your child last see the specialist? \| Next appointment: \| \|---------------------------------------------\|------------------\| \| Please List any Concerns: \| \|----------------------------\| \| Does your child see any other specialists? \| Name: \| \|------------------------------------------\|-------\| \| □ Yes □ No \| \| \| Medical Record Number: \| Area of Specialty? \| \|------------------------\|--------------------\| \| \| \| \| Address of Specialist: \| Telephone Number: \| \|------------------------\|-------------------\| \| \| \| \| When did your child last see the specialist? \| Next appointment: \| \|---------------------------------------------\|-------------------\| \| \| \| Please list any concerns: Child’s Medical History Is your child diagnosed with any medical, genetic, emotional, behavioral or other condition? If so what is the diagnosis and when was the child first diagnosed? Is he/she on any medication for that condition? \| EYES \| YES \| NO \| If YES, Please Explain \| \|------\|-----\|----\|------------------------\| \| Any Visual Problems? \| \| \| \| \| Do Eyes Look Crossed? \| \| \| \| \| Does Your Child Wear Glasses? \| \| \| \| \| EARS \| YES \| NO \| If YES, Please Explain \| \|------\|-----\|----\|------------------------\| \| Any Hearing Problems? \| \| \| \| \| Three or More Ear Infections a Year? \| \| \| \| \| NOSE \| YES \| NO \| If YES, Please Explain \| \|------\|-----\|----\|------------------------\| \| Frequent Attacks of Sneezing or Rubbing His/Her Nose? \| \| \| \| \| Frequent Nose Bleeds? \| \| \| \| \| THROAT \| YES \| NO \| If YES, Please Explain \| \|--------\|-----\|----\|------------------------\| \| Three or More Strep Throat Infections a Year? \| \| \| \| \| HEART - Have You Ever Been Told Your Child Has: \| YES \| NO \| If YES, Please Explain \| \|-------------------------------------------------\|-----\|----\|------------------------\| \| A Heart Murmur? \| \| \| \| \| High Blood Pressure? \| \| \| \| \| A Heart Defect? \| \| \| \| \| LUNGS - Has Your Child Ever Had: \| YES \| NO \| If YES, Please Explain \| \|---------------------------------\|-----\|----\|------------------------\| \| Bronchitis? \| \| \| \| \| Condition \| YES \| NO \| If YES, Please Explain \| \|------------------------------------------------\|-----\|-----\|------------------------\| \| Pneumonia? \| \| \| \| \| Asthma/Wheezing? \| \| \| \| \| Chronic Cough? \| \| \| \| \| ABDOMEN - Has Your Child Ever Had: \| \| \| \| \| Jaundice? \| \| \| \| \| Blood in stool? \| \| \| \| \| Frequent Vomiting or Diarrhea? \| \| \| \| \| Marked Weight Loss? \| \| \| \| \| Marked Weight Gain? \| \| \| \| \| Difficulty with Appetite? \| \| \| \| \| Difficulty with Eating? \| \| \| \| \| Is at risk for aspiration? \| \| \| \| \| Is at risk for chocking? \| \| \| \| \| ENDOCRINOLOGY \| \| \| \| \| Diabetes \| \| \| \| \| KIDNEY \| \| \| \| \| Has Your Child Ever Had a Urinary Tract Infection? \| \| \| \| \| Has There Ever Been Blood in the Urine? \| \| \| \| \| Does Your Child Ever Wet the Bed? \| \| \| \| \| Does Your Child Ever Complain of Burning or Frequency of Urination? \| \| \| \| \| SKIN \| \| \| \| \| Any Sensitivity or Allergy? \| \| \| \| \| Eczema or Atopic Dermatitis? \| \| \| \| \| Acne? \| \| \| \| \| Ever Worn Corrective Shoes or Braces? \| \| \| \| \|--------------------------------------\|---\|---\|---\| \| NEUROLOGICAL – Has your child Ever Had: \| YES \| NO \| If YES, Please Explain \| \| Had Weakened or Paralysis of Arms or Legs? \| \| \| \| \| A Persistent Limp? \| \| \| \| \| Difficulty walking? \| \| \| \| \| Frequent Headaches? \| \| \| \| \| Convulsion or Seizure? \| \| \| \| \| Dizziness? \| \| \| \| \| Fainting? \| \| \| \| \| Breathe Holding? \| \| \| \| \| Temper Tantrums? \| \| \| \| \| DENTAL \| YES \| NO \| If YES, Please Explain \| \| Problems with Teeth or Gums? \| \| \| \| \| Bad Breath? \| \| \| \| \| PUBERTY - Concerns About: \| YES \| NO \| If YES, Please Explain \| \| Body Changes? \| \| \| \| \| Sexual Activity? \| \| \| \| \| Sexually Transmitted Diseases (STD) \| \| \| \| \| Discharge: Vaginal or Penile \| \| \| \| \| Contraception \| \| \| \| \| For Girls: Age of First Menstrual Period \| \| \| \| \| GENERAL \| YES \| NO \| If YES, Please Explain \| \| Is Your Child: \| \| \| \| \| Overactive? \| \| \| \| \| Impulsive? \| \| \| \| \| Lacking in Self Control? \| \| \| If YES, Please Explain \| \|-------------------------\|---\|---\|------------------------\| \| Does Your Child Have Problems With: \| YES \| NO \| \| \| Peers? \| \| \| \| \| Siblings? \| \| \| \| \| Parents? \| \| \| \| \| Sleep? \| \| \| \| \| Attention Span? \| \| \| \| \| Attending School? \| \| \| \| \| Learning? \| \| \| \| \| Mood? \| \| \| \| \| Getting Tired Too Quickly? \| \| \| \| \| Obesity? \| \| \| \| \| Abuse (Physical, Sexual, Emotional)? \| \| \| \| \| Speech? \| \| \| \| \| Nail Biting/Thumb Sucking? \| \| \| \| \| School Attendance? \| \| \| \| \| Drug Use, Alcohol, or Smoking? \| \| \| \| \| Sex? \| \| \| \| \| Suicidal Thoughts or Intentions? \| \| \| \| \| Self-Inflicted Harm? \| \| \| \| \| Signs or exposure to traumatic event? \| \| \| \| \| Hypervigilant? \| \| \| \| \| When was Your Child’s Last Tetanus Shot? \| Is Your Child Up-to-date on His/Her Immunizations? \| \|----------------------------------------\|-------------------------------------------------\| \| \| □Yes □No \| Has Your Child Had or Been Diagnosed With: \| Condition \| YES \| NO \| If YES, Please List the Date of Diagnosis and Describe: \| \|----------------------------\|-----\|----\|-------------------------------------------------------\| \| Chicken Pox \| \| \| \| \| Measles (Rubella) \| \| \| \| \| German Measles (Rubella) \| \| \| \| \| Mumps \| \| \| \| \| Meningitis \| \| \| \| \| Convulsions \| \| \| \| \| Contusions \| \| \| \| \| Fractures \| \| \| \| \| Poison Ingestion \| \| \| \| \| Operations \| \| \| \| \| Blood Transfusions \| \| \| \| \| Anemia \| \| \| \| \| Iron Deficiency \| \| \| \| \| Sickle Cells \| \| \| \| \| Thalassemia \| \| \| \| \| Other Serious Medical Illnesses \| \| \| \| Has your child been hospitalized in the past? □Yes □No When? Why? Has your child needed any surgery in the past? □Yes □No When? Why? \| Name of Prescription \| Dosage \| How Often \| \|----------------------\|--------\|-----------\| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Name of Pharmacy Where Prescriptions are Filled: Address: Phone Number: List any Allergies Your Child has: (food, drugs, latex, insects, etc.) List any chronic or recurring pains your child has: (back, migraines, etc.) Any other relevant information: Family History Does Anyone in Your Family (mother, father, brother, sister, grandparent, aunt, uncle, or cousin) suffer from any of the following medical conditions: \| Condition \| Yes \| No \| If YES, Please List Their Relationship to Your Child: \| \|----------------------------\|-----\|----\|------------------------------------------------------\| \| Tuberculosis (TB) \| \| \| \| \| Diabetes \| \| \| \| \| Asthma or Hay Fever \| \| \| \| \| Eczema \| \| \| \| \| Allergies \| \| \| \| \| Mental health problem \| \| \| \| \| Depression \| \| \| \| \| Seizures \| \| \| \| \| Hepatitis \| \| \| \| \| Heart Disease \| \| \| \| \| Stroke \| \| \| \| \| High Cholesterol \| \| \| \| \| Cancer \| \| \| \| \| Birth Defects \| \| \| \| \| Genetic condition \| \| \| \| \| High blood pressure \| \| \| \| \| Dementia \| \| \| \| \| Other Serious Medical Problem \| \| \| \| Your Child’s Routines Describe Your Child's Eating Habits: What is Your Child's Favorite Food? Describe Your Child's Bedtime Habits: What Time Does your Child Go To Bed? \| What Time Does Your Child Wake Up? What Method of Correction is Most Effective With Your Child? What Are Your Child's Strengths? What Are Your Child's Favorite Things? What Are Your Child's Least Favorite Things? \| Religion \| \|----------\| \| What service does your child attend? \| Address: \| \| What days does service meet? \| How does your child get to religious service? (walk, ride with friend, parent attends with child, dropped off, etc.) Telephone Number: \| \| What time does service start? \| What time does service end? \| \| Other Important Religious Information: \| \| Extracurricular Activities: \| \| Please list all extracurricular activities your child is involved in: \| \| Extracurricular activity schedule: \| \| List any important information about your child's schedule: \| \| Other Important Information: \| \| Please list any additional information about your child: \| Appendixes 40 TEMPORARY AGENT AFFIDAVIT Massachusetts General Laws Chapter 190B, § 5-103 1. AUTHORIZING PARTY (Parent/custodian/guardian) I, ____________________________, residing at ________________________________, am the: (circle one) parent legal guardian legal custodian of the minor child(ren) listen below. I do hereby appoint ________________________________, residing at ________________________________ to exercise concurrently any power regarding the care, custody, or property [except the power to consent to marriage or adoption and any additional acts prohibited below], that I possess relative to the minor child(ren) whose names and dates of birth are: \| name \| date of birth \| \|------\|--------------\| \| \| \| \| \| \| The agent may NOT do the following: (If there are any specific acts you do not want the agent to perform, please state those acts here.) _____________________________________________________________________________________ The following statements are true: (Please read) - There are no court orders in effect that would prohibit me from exercising or conferring the rights and responsibilities that I wish to confer upon the agent. (If you are the guardian or custodian, please attach the court order appointing you.) - I confer these rights and responsibilities freely and knowingly in order to provide for the child(ren) and not as a result of pressure, threats, or payments by any person or agency. - I understand that, if the affidavit is amended or revoked, I must provide the amended affidavit or revocation to all parties to whom I have provided the affidavit. This document shall remain in effect until ____________ (not more than 60 days from today) or until I notify the agent in writing that I have amended or revoked it. I hereby affirm that the above statements are true, under pains and penalties of perjury. Signature: ___________________________ Date: ___________________________ Printed Name: ___________________________ Telephone number: ___________________________ 2. WITNESSES TO AUTHORIZING PARTY SIGNATURE (To be signed by persons over the age of 18 who are not the designated agent.) ________________________________ ________________________________ Witness #1 Signature Witness #2 Signature ________________________________ ________________________________ Printed name Printed name ________________________________ ________________________________ Address and telephone number Address and telephone number 3. NOTARIZATION OF AUTHORIZING PARTY’S SIGNATURE Commonwealth of Massachusetts __________, ss On this date, ____________________, before me, the undersigned notary public, personally appeared ____________________, proved to me through satisfactory evidence of identification, which was ____________________, to be the person whose name is signed on the preceding document, and swore under the pains and penalties of perjury that the foregoing statements are true. Signature and seal of notary: ________________________________ Printed name of notary: ________________________________ My commission expires: ________________________________ 4. TEMPORARY AGENT ACKNOWLEDGMENT I, _______________________________________, am at least 18 years of age. I understand that I may, without obtaining further consent from a parent, legal custodian, or legal guardian of the child(ren), exercise concurrent power relative to the child(ren), except those powers prohibited above. However, I may not knowingly make a decision that conflicts with the decision of the child(ren)’s parent, legal guardian, or legal custodian. I understand that, if the affidavit is amended or revoked, I must provide the amended affidavit or revocation to all parties to whom I have provided this affidavit prior to further exercising any rights or responsibilities under the affidavit. I hereby affirm that the above statements are true, under pains and penalties of perjury. Signature: _______________________________ Date: _______________ Printed Name: ____________________________ Telephone number: _________________________ 5. NONAPPOINTING PARENT CONSENT (if applicable) I, ________________________________, residing at ________________________________, am the nonappointing parent of the child(ren). I consent to the designation of ____________________________ to be a temporary agent for my child(ren). I understand that the temporary agent will have any power regarding the care, custody, or property of the child(ren), [except as stated in Section 1]. Signature:_______________________________ Date: __________________________ Printed Name: ____________________________ Telephone number: _________________________ CAREGIVER AUTHORIZATION AFFIDAVIT Massachusetts General Laws Chapter 201F I. AUTHORIZING PARTY (Parent/Guardian) I, ________________________________, residing at ______________________________________, am: (circle one) the parent legal guardian legal custodian of the minor child(ren) listed below. I do hereby authorize _____________________________________________________________, residing at ___________________________________________________________ to exercise concurrently the rights and responsibilities, except those prohibited below, that I possess relative to the education and health care of the minor children whose names and dates of birth are: \| name \| date of birth \| name \| date of birth \| \|------\|---------------\|------\|---------------\| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| The caregiver may NOT do the following: (If there are any specific acts you do not want the caregiver to perform, please state those acts here.) ______________________________________________________________________________ ______________________________________________________________________________ The following statements are true: (Please read) • There are no court orders in effect that would prohibit me from exercising or conferring the rights and responsibilities that I wish to confer upon the caregiver. (If you are the legal guardian or custodian, attach the court order appointing you.) • I am not using this affidavit to circumvent any state or federal law, for the purposes of attendance at a particular school, or to re-confer rights to a caregiver from whom those rights have been removed by a court of law. • I confer these rights and responsibilities freely and knowingly in order to provide for the child(ren) and not as a result of pressure, threats or payments by any person or agency. • I understand that, if the affidavit is amended or revoked, I must provide the amended affidavit or revocation to all parties to whom I have provided this affidavit. This document shall remain in effect until ________________ (not more than two years from today) or until I notify the caregiver in writing that I have amended or revoked it. I hereby affirm that the above statements are true, under pains and penalties of perjury. Signature: ____________________________ Printed name: _________________________ Telephone number: _____________________ 2. WITNESSES TO AUTHORIZING PARTY SIGNATURE (To be signed by persons over the age of 18 who are not the designated caregiver.) _________________________ ___________________________ Witness #1 Signature Witness #2 Signature _________________________ ___________________________ Printed Name Printed Name _________________________ ___________________________ Address Address _________________________ ___________________________ Telephone Telephone 3. NOTARIZATION OF AUTHORIZING PARTY’S SIGNATURE Commonwealth of Massachusetts ______________, ss On this date, ________________, before me, the undersigned notary public, personally appeared ___________________________________, proved to me through satisfactory evidence of identification, which was ____________________________, to be the person whose name is signed on the preceding document, and swore under the pains and penalties of perjury that the foregoing statements are true. Signature and seal of notary: ____________________________ Printed name of notary: _________________________________ My commission expires: _________________________________ 4. CAREGIVER ACKNOWLEDGMENT I, ________________________________, am at least 18 years of age and the above child(ren) currently reside with me at __________________________________________. I am the children’s (state your relationship to the child) ____________________________. I understand that I may, without obtaining further consent from a parent, legal custodian or legal guardian of the child(ren), exercise concurrent rights and responsibilities relative to the education and health care of the child(ren), except those rights and responsibilities prohibited above. However, I may not knowingly make a decision that conflicts with the decision of the child(ren)’s parent, legal guardian or legal custodian. I understand that, if the affidavit is amended or revoked, I must provide the amended affidavit or revocation to all parties to whom I have provided this affidavit prior to further exercising any rights or responsibilities under the affidavit. I hereby affirm that the above statements are true, under pains and penalties of perjury. 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Washington Northeast Supervisory Union Cabot School Twinfield Union School Report Card K-6 Guide Book Dear Parents and Guardians: We are pleased to share with you this overview of the learning expectations for our elementary students at Cabot and Twinfield Union School. It is our hope that this guide will help you understand the goals for our students at each grade level and in this way allow you to better support your young learner. The expectations you see outlined here are also what you will find on student report cards. Report cards will be issued four times during the year. Students’ progress towards meeting the standards will be indicated by a score of 1 to 4 on the progress rubric. (see page 6.) There will also be parent-teacher conferences in November and April. We know a strong parent-teacher partnership is one way to help our students succeed and clear communication helps build that partnership. We hope you find this guidebook helpful. Your children’s teachers are always ready to hear from you directly if you have any questions. Wishing you a productive and satisfying school year ahead. Sincerely, Patricia Johnson Knoerl Director of Curriculum, Assessment and Professional Development Table of Contents Guiding Principles ........................................... page 4 What is a standards-based report card? .................. page 5 Progress Rubric ...................................................... page 6 Foundational Reading Skills .................................... page 7 Reading Informational Texts ..................................... page 8 Reading Literature .................................................. page 9 Writing ................................................................. page 10 Language ............................................................. page 13 Speaking and Listening .......................................... page 14 Mathematics .......................................................... page 15 Science ............................................................... page 19 Social Studies ....................................................... page 21 Personal Development ........................................... page 22 Guiding Principles Rigor All students have the chance to succeed at challenging classes. Relevance Courses and projects spark student interest and relate to today’s rapidly changing world. Relationships All students have adult mentors who know them and push them to achieve. What is a standards-based report card? The standards-based elementary report card specifies what students at Twinfield Elementary School and Cabot School are expected to learn and do at each grade. It covers learning standards in English language arts, mathematics, science, and social studies. It also outlines what students learn in fine arts, music, physical education, health, library, technology, guidance, and ECO. Students are expected to meet grade level expectations in each content area while retaining and building on knowledge gained in previous years. These standards represent the knowledge that will allow for middle and high school readiness. The standards-based report card provides parents with a detailed description of each grade’s learning expectations. The English language arts and math standards are from the national Common Core State Standards. The science and social studies standards are from Vermont’s Framework of Standards and Learning Opportunities. This report card is beneficial to educators, students, and parents/guardians. It allows teachers to support specific learning needs of individuals and groups because it provides detailed and specific information. It allows students to know precisely what they will need to know and do. A consistent understanding of what each child’s learning targets are at each grade will help educators develop curricula and instruct accordingly. This K-6 report card communicates learning expectations and individuals progress. It will help teachers and parents/guardians to take proactive steps to support student learning. Washington Northeast Supervisory Union’s elementary standards-based report card will be issued quarterly, approximately every nine weeks. It includes specific items and skills students should attain by the end of the school year. Standards will be scored to reflect student’s level of progression in meeting those standards. Standards can be rated using four numbers ranging from one to four. These numbers correspond to a student’s level of learning progress. Educators will use the Learning Progress Rubric to assess student learning. \| \| 1 \| 2 \| 3 \| 4 \| \|---\|------------------------------------------------------------------\|------------------------------------------------------------------\|------------------------------------------------------------------\|------------------------------------------------------------------\| \| \| Student has not yet demonstrated an understanding of concepts, skills and processes taught to date and needs consistent support. The student, with direct instruction, demonstrates below standards/classroom expectations. Completes tasks with significant teacher assistance. \| Student is beginning to demonstrate an understanding of concepts, skills and processes taught to date. The student, with direct instruction, demonstrates basic performance of standards/classroom expectations. Completes tasks with some teacher assistance. \| Student consistently demonstrates an understanding of concepts, skills and processes taught to date. The student regularly demonstrates proficient performance of standards/classroom expectations. Completes tasks with little teacher assistance. \| Student has an in-depth understanding of concepts, skills, and processes taught to date and exceed the required performance standards. The student exceeds standards/classroom expectations and is able to independently apply skills in all content areas. Completes tasks without teacher assistance. \| Foundational Reading Skills These standards foster students’ basic literacy skills in grades K-5. These skills include an understanding and working knowledge of concepts of print, basic writing conventions, and the alphabetic principle. They are important components of a comprehensive reading program, allowing students to become proficient readers with a capacity to comprehend and read a wide variety of texts that range across all academic areas. Kindergarten - Demonstrates understanding of print concepts - Identifies uppercase and lowercase letters - Demonstrates understanding of syllables and sounds in spoken words - Demonstrates understanding of phonics and word analysis - Reads sight words - Reading Benchmark: December Level B; June Level D First Grade - Applies phonics and word analysis skills to decode words and text - Demonstrates understanding of spoken words - Reads grade level sight words - Reads grade level text orally with accuracy, fluency, and expression - Reading Benchmark: Sept. Level D/E; Dec. Level F; June Level J Second Grade - Applies phonics and word analysis skills to decode words and text - Uses context and rereads to self-correct - Reads text orally with fluency, accuracy, and expression - Reading Benchmark: Sept. Level J; Dec. Level K; June Level M Third, Fourth, Fifth, and Sixth Grades - Applies phonic and word analysis skills to decode word and grade level texts - Reads texts orally with accuracy, fluency, and expression - Uses context and rereads to confirm or self-correct as necessary - Third Grade Reading Benchmark: Sept. Level M; Dec. Level N; June Level P - Fourth Grade Reading Benchmark: Sept. Level P; Dec. Level Q; June Level S - Fifth Grade Reading Benchmark: Sept. Level S; Dec. Level T; June Level V - Sixth Grade Reading Benchmark: Sept. Level V; Dec. Level W; June Level Y Reading Informational Texts Proficient reading of informational texts provide students with knowledge about the world. These reading skills allow students to read to learn in all academic areas. Ultimately these skills will foster children becoming life-long learners and will prepare them for being successful in college, trade, and life. Kindergarten - Asks and answers questions about main idea, key details and unknown words - Makes connections between illustrations and texts - Compares and contrasts texts of the same topic First Grade - Asks and answers questions about the topic, key details, and unknown words - Uses illustrations and details to describe key ideas - Uses text features to locate facts or information in a text - Describes similarities and differences between two texts on the same topic Second Grade - Asks and answers questions about the topic, key details, and content vocabulary - Describes author’s purpose using supporting details from texts and images - Compares and contrasts points presented by two texts on the same topic Third Grade - Asks and answers questions to determine main idea, key details, and content vocabulary - Uses text features to locate information and demonstrate understanding - Applies phonics and word analysis skills - Distinguishes own point of view from that of the author of the text - Compares and contrasts points presented in two texts on the same topic Fourth Grade - Refers to details determining main idea and drawing inferences - Describes the overall structure of informational text - Explains how reasons and evidence are used to support points in a text - Interprets information from two texts on the same topic Fifth Grade - Asks and answers questions to determine main idea using details and accurate quotations - Uses text features to locate key facts and explains how they are used to clarify a text - Summarizes a text and explains how reasons and evidence are used to support points in a text - Analyzes multiple accounts of the same event or topic Sixth Grade - Able to determine theme central idea of a text - Cites textual evidence to support analysis of what the text says - Determines an author’s point of view or purpose of a text Reading Literature The literature standards offer focus for instruction that helps to ensure students gain exposure to a wide range of text genres and tasks. Students read increasingly complex texts as grades advance. The goals of these standards are to give students knowledge of the components of literature, understanding differences and the purposes of various genres, and the ability to be analytical thinkers in relationship to literature. These thinking skills can be applied to learning about and observing the world. Kindergarten - Asks and answers questions about key details - Retells familiar stories using key details - Identifies characters, setting, and main events - Actively engages in group reading activities First Grade - Asks and answers questions illustrating their level of comprehension - Retells stories including key details that demonstrate understanding of the central message - Identifies words and phrases in stories and poems that appeal to the senses Second Grade - Asks and answers questions about key details - Analyzes characters by describing their points of view, responses to challenge, and intent - Compares and contrasts two or more versions of the same story Third Grade - Asks and answers questions to demonstrate understanding of text, central message, and point of view - Determines the central message through key details using text-based literature and illustrations - Describes characters in a story and explains how their actions contribute to a sequence of events - Determines the meaning of words and phrases and distinguishes between literal and nonliteral language - Compares and contrasts themes, settings, and plots and determines own point of view Fourth Grade - Refers to details and examples when explaining a text, drawing inferences and making connections - Summarizes a text and determines a theme - Describes in depth a character, setting, or event using specific details in text - Compares and contrasts points of view, themes, topics, and genre Fifth Grade - Asks and answers text-based questions using details and accurate quotations - Analyzes characters describing actions, point of view, and intent - Compares and contrasts two or more characters, settings, events, and stories - Summarizes text and describes the overall structure and author’s point of view Sixth Grade - Able to determine theme or central idea - Describes how a story’s plot unfolds and how a character reacts as the plot moves toward a resolution - Able to analyze how a particular moment in the text contributes to the plot - Able to read and comprehend stories, poems, and dramas that are appropriate for sixth graders Writing The writing standards outline a range of skills and applications. Students will gain increasing sophistication in all aspects of language use through the grades. As students progress through the grades they will address increasingly demanding content and sources. They are expected to retain developed skills and further develop as they move from one grade to the next. Kindergarten - Writes letters - Writes first and last name - Writes initial and ending sounds - Writes sight words - Uses capitalization and punctuation correctly - Writes a narrative - Writes informative text - Writes opinion about a topic or a book - Participates in shared research First Grade - Responds to suggestions to add details to develop writing Narrative Writing: - Writing is on the same topic. - It informs while including details that support the storyline. - It ends with a concluding statement. - The writer can write about when (s) he did something. Opinion Writing: - Writing includes a clearly stated opinion, reasons for that opinion, and a supporting conclusion. Informational Writing: - Writing includes a clear topic sentence; supporting sentences have facts and definitions, and a conclusion that backs up the topic. - The writer taught readers about a topic. Second Grade - Responds to suggestions to add details to develop writing. Narrative Writing: - Writing is on the same topic - Writing informs and includes details that support the storyline - Writing includes a concluding statement Opinion Writing: - Opinion is clearly stated - Reasons and conclusion support opinion Informational Writing: - Topic sentence is clear - Supporting sentences support topic by including facts and definitions - The writer taught the reader some important points about the subject Third Grade - Writes organized and focused responses to text based questions - Develops and strengthens writing using the writing process of planning, revising, and editing - Writes routinely over a variety of timeframes for a range of tasks, purposes, and audiences Narrative Writing: - Writes a narrative that includes experiences, events, and details Opinion Writing: - Writes opinion pieces supporting a position with reasons Informational Writing: - Writes informative/explanatory texts and research projects to examine a topic and convey ideas Fourth Grade - Writes organized and focused responses to text-based questions - Develops and strengthens writing using the writing process of planning, revising, and editing - Writes routinely over a variety of timeframes for a range of tasks, purposes, and audiences - Recalls and gathers information from experiences and sources and summarizes notes Narrative Writing: - Writes narrative that include relevant experiences, events, and details and can make the distinction between important and unimportant parts Opinion Writing: - Writes opinion pieces supporting a position with reasons, reasons are explained Informational Writing: - Writes informative/explanatory texts and research projects to examine a topic - uses facts, details, quotes, and ideas Fifth Grade - Writes organized and focused responses to text based questions - Recalls, gathers, and summarizes information from experiences and sources - Develops and strengthens writing using the writing process of planning, revising, and editing Narrative Writing: - Writes narratives to develop real or imagined experiences or events using descriptive details and well-structured sequences Opinion Writing: - Writes opinion pieces supporting a position or claim with reasons and provides a variety of evidence to support each reason Informative Writing: - Writes informative/explanatory pieces, reexamines a topic, and conveys ideas in a variety of ways (essays, stories, how to) Sixth Grade - Produces clear and coherent writing appropriate to the purpose and audience - Conducts short research projects to answer a question, drawing on several sources - Gathers information from multiple print and digital sources, assesses credibility and provides basic bibliographic information Narrative Writing: - Writes narratives that have tension resolution, realistic characters, and convey an idea or lesson Opinion Writing: - Writes arguments to support positions with clear reasons, a variety of trustworthy sources, and relevant evidence, but also builds his/her arguments to a conclusion Informative Writing: - Writes informative/explanatory pieces to examine a topic and convey ideas, concepts, information, incorporating essays, explanations, stories, and/or procedural passages Language The language standards give students the knowledge and skills they need to articulate their thinking when writing and speaking. They are also an integral part of reading comprehension and understanding the thoughts of others, establishing a foundation for communication. Kindergarten - Uses correct grammar when writing or speaking First Grade - Understands and uses correct grammar when writing and speaking - Determines or clarifies the meaning of unknown and multi-meaning words and phrases - Uses capitalization, punctuation, and correct spelling when writing - Uses words and phrases acquired through conversations and books read Second Grade - Uses knowledge of standard English grammar and conventions when speaking and writing - Determines or clarifies the meaning of unknown and multi-meaning words and phrases - Uses standard English, capitalization, punctuation, and spelling when writing Third and Fourth Grades - Utilizes language and its conventions when writing, speaking, reading, and listening - Determines or clarifies the meaning of unknown multi-meaning words and phrases - Acquires and uses domain-specific words and phrases that signal spatial and temporal relationships Fifth and Sixth Grades - Uses knowledge of language and its conventions when writing, speaking, reading, or listening - Uses digital media to research, answer questions, clarify meaning, and communicate The mastery of speaking and listening standards allow students to both gain and share knowledge. Students learn to be open and engaged listeners. They become able to refine their understanding by communicating it to others through discussion, writing, and other media. Through the grades students will increase their ability to elaborate and effectively describe their thinking and listen with a critical ear. Kindergarten - Listens to understand content and information - Expresses ideas, opinions and shares information First Grade - Participates in conversations, asking questions to seek information or clarify understanding - Describes people, places, and events using details Second Grade - Participates in conversations with partners applying appropriate roles for discussions - Asks and answers questions for clarification, comprehension and to deepen understanding - Tells a story or recounts an experience sequentially using appropriate facts and details - Describes key details from texts read aloud or through other media Third Grade - Participates in discussions with diverse partners, building on others’ ideas - Asks and answers questions promoting comprehension and offering elaboration and detail - Tells a story or recounts an experience using appropriate language, pacing, and audio and visual displays Fourth Grade - Participates in discussions with diverse partners, building on others’ ideas - Identifies evidence a speaker provides to support particular points - Gives organized oral presentations for different tasks using digital media to Fifth and Sixth Grades - Participates in discussions with partners building on the ideas of others - Summarizes points of a speaker and explains evidence to support claims - Gives oral presentations for different tasks using appropriate English and multimedia components Mathematics The Common Core Standards put an emphasis on students’ ability to make sense of problems and persevere in solving them, reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, model with mathematics, use appropriate tools strategically, attend to precision, look for and make use of patterns and structure, and look for and express regularity in repeated reasoning. Students will develop knowledge of counting and cardinality, operations and algebraic thinking, operations in base ten and place value, measurement and data, and geometry through the grades. In depth understanding of number sense, addition, subtraction, multiplication, division, fractions, and integers are the expected outcome of the elementary mathematics sequence. Kindergarten - Rote counts forward and backward 0-100 by 1’s - Rote counts forward and backward 0-100 by 10’s - Counts objects to 20 - Writes numbers 0-20 - Reads and compares numbers 0-100 - Solves addition and subtraction word problems to 10 - Communicates addition strategies orally (+1, +10, combinations of 10, and commutative property) - Decomposes and recomposes numbers 0-10 - Describes and compares lengths using nonstandard units - Classifies and counts the number of objects in each category - Identifies and describes shapes - Uses mathematical language First Grade - Counts forward and backward by 1’s, 10’s, 2’s, and 5’s - Identifies even and odd numbers - Automatizes addition facts using identifiable strategies - Represents and solves word problems involving addition and subtraction - Understands and demonstrates the concept of equality - Adds 2 digit numbers using expanded notation - Explains mathematical procedures and reasoning both verbally and in writing - Understands the place value of any 2 digit number - Reads and writes 3 digit numbers - Compares and shows multiple representations of numbers in 3 digits including locating numbers on the number line - Recognizes whole, halves, thirds, and fourths - Measures and compares with nonstandard units - Tells and writes time in hours and half hours - Recognizes coins, their names, and their value - Organizes, represents, and interprets data - Calculates the perimeter of straight sided closed figures - Uses attributes to identify and sort polygons and three dimensional shapes Second Grade - Counts forward and backward by 1’s, 2’s, 5’s, 10’s, and 100’s from any given number - Knows addition and subtraction facts 0-20 using efficient strategies - Represents and solves word problems involving addition and subtraction - Adds and subtracts 2 digit numbers, executes standard procedure for addition and subtraction including regrouping - Understands and demonstrates the concept of equality - Uses mathematical language - Solves word problems involving dollars, quarters, nickels, dimes, and pennies - Recognizes whole, halves, thirds, and fourths - Identifies any number as odd or even - Tells and writes time from analog and digital clocks to the nearest 5 minutes - Uses attributes to identify and sort polygons and three dimensional shapes - Calculates the perimeter of straight sided closed figures Third Grade - Understands concept of number and place value within the base ten system - Accurately solves word problems using a variety of strategies - Counts forward and backward by 1’s, 2’s, 5’s, 10’s, halves, fourths, and 100’s from any given number - Rounds numbers to the nearest 10 or 100 - Automatizes addition and subtraction facts using efficient strategies - Automatizes multiplication and division facts using efficient strategies up to 10x10 - Uses standard procedures for addition, subtraction, and multiplication - Demonstrates knowledge of data by recording, representing, and analyzing - Demonstrates knowledge of measurement concepts (perimeter and area) - Demonstrates understanding of geometrical attributes (shape, angles, sides, and symmetry) - Recognizes and compares fractions (wholes, halves, thirds, fourths, and fifths) - Can accurately tell time, knowledge of elapsed and accrued time - Uses mathematical language Fourth Grade - Counts forward and backward by 1’s, 2’s, 5’s, 10’s, and any unit fraction from any given number - Automatizes multiplication and division facts up to 10x10 - Uses place value to round multi-digit whole numbers to any place - Executes fluently, correctly, consistently, and with understanding the multiplication standard procedure involving 1 digit X 2digit and 2 digit x 2 digit numbers - Knows fractions as wholes and parts and their relationship to each other - Generates equivalent fractions - Adds and subtracts fractions with like denominators - Multiplies fractions with a whole number - Applies divisibility tests for: 2, 3, 5, 9, and 10 - Executes fluently, correctly, consistently, and with understanding the division standard procedure involving 3 digit dividend and 1 digit divisor - Represents and interprets data - Uses mathematical language Fifth Grade - Counts forward and backward by 1’s, 10’s, 2’s, any power of 10, and any unit fraction from any given number - Uses place value to round decimals to any given place - Applies divisibility tests for: 2, 3, 5, 9, and 10 - Computes the greatest common factor, least common multiple and applies them to fractions and problem solving - Recognizes, represents, orders, and compares fractions and whole numbers by unit fractions (including decimals and percents) - Executes correctly, fluently, consistently with understanding the standard procedures for multiplication and division of whole numbers - Execute correctly, fluently, consistently with understanding the standard procedures for adding and subtracting fractions - Recognizes, represents order, and compares fractions, decimals, and percents - Solves problems involving perimeter and area of right triangles and rectangles - Finds volume of rectangular prisms - Constructs and measures angles - Draws, describes, and makes connections between different types of shapes, figures, and diagrams - Converts like measurement units within a given measurement system - Collects, organizes, and represents data in various forms and makes inferences based on that data - Constructs a line plot to display a data set of measurements - Uses mathematical language Sixth Grade - Counts forward and backward by 1’s, 2’s, 5’s, any power of 10, and any unit fraction - Knows integers and their location on the number line - Knows rational numbers and their representations and locations on the number line - Performs operations (add, subtract, multiply, divide, absolute value) on integers correctly, fluently, consistently and with understanding - Executes operations on decimals, fractions, and percents (add, subtract, multiply, divide, absolute value) correctly fluently, consistently and with understanding - Solves problems using least common multiples, greatest common factors and prime factorization - Understands and apply laws of exponents - Writes and evaluates numerical expressions using order of operations - Makes inferences about different shapes, figures and diagrams - Constructs and measures angles in polygons; sum of interior and exterior angles - Solves problems involving area, surface area, and volume - Finds the area of polygons using appropriate formulas - Draws polygons in the coordinate plane given coordinates for the vertices, using all four quadrants - Summarizes numerical data sets including measures of center, variability, and overall patterns of data - Displays data using number line, dot plots, histograms and box plots Science Students engage in learning opportunities in the four domains of science. The four domains are physical sciences, life sciences, engineering, technology and applications of science. Scientific units and themes are taught and learned with increasing depth and sophistication as the grades progress. Kindergarten Actively participates and demonstrates understanding of science inquiries Units: - Living and nonliving things - Senses - Properties of Matter - Force and Motion - Energy - Day and night sky - Weather, seasons, and hibernation First Grade Vermont Mammals and Plants: - Identifies the characteristics of mammals - Categorizes mammals that are omnivores, herbivores, and carnivores - Diagrams and labels the parts of a plant - Identifies the function of each part of a plant - Identifies what plants need to survive Scientific Questioning, Predicting, and Hypothesizing: - Demonstrates understanding of experimental design Matter and Water: - Identifies the states of matter and their properties - Describes change in properties when heat is applied to a solid or when heat leaves a liquid Second Grade Insects: - Identifies the characteristics of insects - Identifies the stages in the life cycle of an insect - Describes how insects use their senses to survive Scientific Questioning, Predicting, and Hypothesizing: - Demonstrates understanding of experimental design Balance and Motion: - Demonstrates understanding that force can change the motion of an object Body Systems and Patterns of Human Development: - Identifies major organs and their functions - Identifies what is in the environment that is harmful if swallowed Air and Weather/ Earth and Space: - Recognizes that wind is moving air - Illustrates and describes the water cycle - Describes how the Earth rotates on its’ axis each day and orbits the sun once a year - Recognizes that the sky looks different at different times of day - Recognizes the pattern of the moon - Recognizes that soils and rocks have properties of color and texture Third and Fourth Grades Cycle 1: - Makes observations and/or measurements during experimental and real-world situations - Analyzes and interprets data from maps to describe patterns of Earth’s features - Constructs an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction - Describes how energy and fuels are derived from natural resources and their how uses effect the environment - Generates and compares multiple solutions to reduce the impacts of natural Earth’s processes on humans Cycle 2: - Makes observations and/or measurements during experimental and real-world situations - Constructs an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all - Uses the scientific process to prove the effects of forces on the motion of an object Fifth and Sixth Grades Conducts research based on inquiry, gathering information from print and digital sources, and provides basic bibliographic information for sources. Cycle 1: Physics of Flight - Starbase: - Demonstrates the properties of air - Knows the layers of the atmosphere - Knows the four forces of flight; lift, drag, thrust, and gravity Water - Earthday Network: - Knows how to draw and explain the water cycle - Knows measurements of water - Knows how severe weather impacts the environment The Moon: - Is able to create a diagram or model of Earth’s orbit around the sun and the moon’s orbit around the Earth - Knows the physical characteristics of the moon - Understands how the moon effects tides on Earth Cycle 2: Motion and Design: - Knows the forces involved in motion - Knows design effects motion Trees and Leaves - Nature Scope Book: - Knows how trees grow and understands the process of photosynthesis - Is able to identify trees - Is able to identify chlorophyll, leaf structure, trunk layers, and growth regions Electricity: - Builds simple, parallel, and series circuits - Designs a circuit board - Knows various ways electricity is generated Social Studies History, geography, and civics are learned and explored in social studies theme units. Using inquiry, active school community engagement, and interdisciplinary learning, students discover their role as citizens of their class, school, state, and world. Kindergarten Actively participates in discussions demonstrates understanding of concepts Units: - All about me - Citizenship - Holidays and traditions - Maps and directions First and Second Grades Historical Events: - Classifies objects from long ago - Explores objects looking closely at similarities and differences - Describes how schools have remained the same and changed over time - Differentiates among fact and opinion through classroom situations, stories, and media - Sequences events that occurred in family, school, and community Cultural Geography: - Identifies characteristics of a neighborhood or community using road signs, landmarks, maps, and photographs - Differentiates between neighborhood, town, and state - Identifies places within the community and how these locations are used - Uses a map to find a destination - Identifies local celebrations and traditions Civics, Government, and Society: - Identifies the various groups (s) he belongs to and his/her role as a member of a group - Describes positive interaction among group members and explains point of view on issues that effect themselves and/or the group - Follows the rules of the class and school community and identifies the consequences of not following those rules - Describes characteristics of positive leadership and fair decision making Third and Fourth Grades Cycle 1 - Uses geographic resources to locate the physical and political regions of Vermont - Identifies examples of human interdependence and conflict in classroom and school communities as well as early Vermont cultures Cycle 2 - Uses mapping tools to identify continents, oceans, and countries in North America - Connects geographic location to elements of culture Fifth and Sixth Grades Conducts research based on inquiry, gathering information from print and digital sources, and provides basic bibliographic information for sources. Cycle 1 - Civics - Demonstrates knowledge of United States government and election process - History - Demonstrates understanding of a period in American History and its impact on our country - US Geography - Demonstrates knowledge of states and regions Cycle 2 - History - Demonstrates understanding of Age of European Exploration into the New World - History - Demonstrates understanding of the colonial period and early America - World geography - Demonstrates knowledge of continents, political and physical regions - World Geography - Demonstrates understanding of cultural differences based on regions of the world Personal Development Addressing the personal development of each child is a crucial part of educating the whole child. Nurturing a safe positive learning environment entails fostering the development of behaviors that lead to academic, social, and personal achievement. Kindergarten - Demonstrates respectful behavior - Cares for personal and school property - Works cooperatively - Resolves conflicts appropriately First and Second Grades - Works Cooperatively - Demonstrates responsibility - Resolves conflict appropriately - Demonstrates respect of self, others, and materials Third and Fourth Grades - Works collaboratively - Demonstrates responsibility - Uses positive strategies to resolve conflicts - Demonstrates respect of self, others and the environment - Follows school and classroom behavior expectations - Listens attentively, follows directions, asks for help when needed, and is prepared for learning experiences - Accepts responsibility for own behavior - Completes assignments with care Fifth and Sixth Grades - Sets goals and produces high quality work - Shows respect for people and property - Takes responsibility for academic, social, and behavior expectations - Participates in class - Listens actively - Speaks effectively - Works well individually - Works well in small groups - Uses technology as a learning tool	a77230a5-8106-4271-856e-0271cdb25729	CC-MAIN-2023-06	https://cdn5-ss18.sharpschool.com/UserFiles/Servers/Server_97863/File/Elementary/K-6%20Guide%20Book/report-card-guidebook-sept.2-2014.pdf	2023-01-28T20:31:17+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764499654.54/warc/CC-MAIN-20230128184907-20230128214907-00734.warc.gz	178,985,658	7,159	eng_Latn	eng_Latn	0.932535	eng_Latn	0.99465	[ "eng_Latn", "eng_Latn", "por_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Lat...	true	rolmOCR	[ 103, 1219, 2232, 2511, 4646, 6345, 8195, 10424, 12444, 14399, 16267, 17785, 19197, 21063, 22427, 24249, 26065, 28680, 30718, 32816, 34434, 36209, 36972 ]	[ 4.21875, 4.84375 ]	1	0
Is the Internet changing our brains? George Whitworth In 1945 Vannevar Bush wrote an essay called As We May Think. In it he recognises our growing mountain of records and information. However, he claims that there is no definitive method which allows us to grasp this data, let alone remember it. Although we can process information we are constantly wasting valuable energy when we have to recall something when it is not used frequently. Bush argued that we can extend our record of knowledge but we cannot consult it and therefore in many ways it becomes redundant. This is an issue which he believes is significantly important. Hypothetically, there may be an infinite amount of data, information and opinion but the rate at which it can be recalled by reduces its value and impact. Typically systems for storing and retrieving data alphabetically or numerically. In some examples, such as the Dewey Decimal System, material can be found by discipline or field of study. This is a problem as the human brain operates by association of thought and so there are long gaps between finding what information is required. Bush’s aim was to help humanity achieve a collective memory of information. Bush talks about his vision of a mechanized device. The machine would store information and could have an infinite memory to be able to call upon any information it stores. The user could make trails and links between information and retrieve it from books, journals and records unlike traditional methods of indexing this method allowed users to store and locate material by association. He named it the Memex. Bush’s vision explores the possibility of having the ability to create a ‘virtual library’ in a way the human brain would order. The Memex would give us the power to recall information in a swift and sufficient manner. The Memex is the first devised idea for a hypertext system. A hypertext is text which references (via hyperlinks) other texts which the reader can immediately access. The term was actually coined in 1965 by Ted Nelson who is an influential figure in information retrieval and hypertext. Essentially bush’s vision was this. To create a machine which handled information that operated ‘As We May Think’, hence the title. It could strongly be assumed that the Memex has transformed into what we now know as the World Wide Web. And we are now at a point where the technology we use has transformed into a way of operating ‘As We Think’. The World Wide Web is a tool which facilitates great opportunities for the retrieval of information. We have reached a point though where we are able to receive this information in a very quick manner. We can browse multiple pages and skip between material, intercepting multiple strands of information. We can share everything with ease and access to with one click. We are at a point where there is no limit to the amount of data we have access to. Our ability to store, process and share the material has been accelerated. We are beginning to achieve Bush’s vision. However with this opportunity comes limits. Nicholas Carr is an American Author who publishes work on technology, business and culture. In his 2010 book, The Shallows: What the Internet Is Doing to Our Brains he discusses his experiences with the Internet in the last 10 years and explains how it appears to have changed the way his brain receives information. He says the Internet is having harmful effects on his mind and his ability to think, understand and process information. He claims that this feeling extends to when he is away from the computer. The Internet has changed his brains behaviour even away from the screen. Carr believes that his extensive use of the internet has reprogrammed the way his brain works. He says that he used to be able to naturally read through pages and books of pages with ease and most importantly processing the information he read. However he finds that now he will find his mind wandering off and concentration quickly drifts away. He believes that the Internet is a tool which houses an abundance of information but we find ourselves loosely skipping from link to link, page to page, neglecting small pieces of information which is often not thoroughly developed. It is this concept that he ultimately argues is the result of us living in ‘the shallows’ of a medium. A medium which has the possibility to be so much more. Much of Carr’s discussion centres on his change in mediums, from book to Internet. With this change he has noticed significant differences to the way his brain works and responds to information. This is a clear reflection of the Internet we are currently going though. It is this change which has consequences that are often not considered. A lot of coverage surrounding the Internet focuses on many different aspects, but this issue is something that is not properly understood. It is a matter that is essential to bring awareness to this change we are experiencing. Let’s go back in time again, and visit the work of Marshall McLuhan, a Canadian theorist of communications. McLuhan is generally regarded as the father of communications, media studies and a prophet of the information age. He envisaged a time where we would arrive at a crossroads in our cultural history, a meeting of two worlds between two very different modes of thinking. Although rather than a moment, it is becoming an era, and we are living our lives through this extraordinary transition. Do computers work as we think, or, do we think as computers work? That mode of thinking is the one Nicholas Carr talks about in his book. It is a journey from linear and singular thinking, to one where we have to make constant decisions. We are now navigating a huge wealth of information with multiple choices with immediate effect. It is this change that is altering the way we think and process information. There is also research which suggests that the Internet is causing problems with memory and a lack of concentration and understanding. Although, we cannot ignore that the Internet is an extremely powerful medium and one that offers great opportunity. It gives us power to develop our collective intelligence with immediate effect. It is this change that is altering the way we think and process information. We are now reaching a point where we are able to handle more information than ever before. We must understand its value and importance. Recognising that the web is a platform for learning and sharing collective knowledge. How we go about applying this practise into society is extremely important. Nicholas Carr’s book summarises, we are living our lives through a medium in which we are only skimming the shallows. The opportunities which we are blindly missing need to be recognised. This recognition must start in education and the way young people are taught. The current education students receive at school is outdated. It should encourage self-learning and more individual responsibility. Current teaching restricts students to follow a set of guidelines while restricting their innovation, communication and problem solving skills. A revolution in education is extremely important. We need to see a change in the way teaching is delivered where we see students take more responsibility and individual ownership for their own learning. Despite an increased use of technology in teaching, the way it is directed remains the same. It fails to prepare students for the future and fails to understand how to fully utilise the Internet. We are amid a time where the transition is passing and we are firmly set in society which embraces the Internet with open arms. The problem is that early education does not prepare us with a way that enables students to understand how to utilise the vast opportunities that they are immersed within. The students who were the previous generation to grow up after the transition have come out the other side having received an education which was suited for paper based mediums. They are natives of the digital language lacking the skills they require. This should be a concern for all those involved in the way education is directed. Students should receive an education which provides them with the skills that will prevent them from suffering with these issues. If this happens we will have students who are far more equipped to capitalise on what the Internet can offer. They will also be more aware of the possible dangers. The Internet is an extremely powerful tool, this is not doubted. By effectively utilising the Internet we strive to achieve Bush’s vision of increasing our collective intelligence without merely skimming the shallows.	<urn:uuid:af545c74-4034-4e30-ab67-5111c7983dac>	CC-MAIN-2018-09	https://screeninculture.files.wordpress.com/2015/09/article.pdf	2018-02-21T20:34:14Z	crawl-data/CC-MAIN-2018-09/segments/1518891813803.28/warc/CC-MAIN-20180221202619-20180221222619-00326.warc.gz	779,258,193	1,641	eng_Latn	eng_Latn	0.999215	eng_Latn	0.999215	[ "eng_Latn" ]	true	rolmOCR	[ 8683 ]	[ 2.15625 ]	1	0
The Watertown Public Schools’ policy of nondiscrimination extends to students, staff, the general public, and individuals with whom it does business; No person shall be excluded from or discriminated against in admission to a public school of any town or in obtaining the advantages, privileges, and courses of study of such public school on account of race, color, sex, gender identity, religion, national origin, sexual orientation, disability, pregnancy or pregnancy-related condition. If someone has a complaint or feels that they have been discriminated against because of their race, color, sex, gender identity, religion, national origin, sexual orientation, disability, pregnancy or pregnancy-related condition, their complaint should be registered with the Title IX compliance officer. Table of Contents Click on the page number to be redirected to appropriate page. General Information Graduation Requirements 4 Accreditation Statement 4 Minimum Credit Requirement 4 Parental Appeal Procedure for Course Selection 5 Choosing Courses for College Admissions 5 Massachusetts State Universities 6 Credits Required for Promotion and Graduation 7 Progress Report 8 Report Card — Marking 8 Level Placements 9 Independent Study 10 Virtual High School 10 Student Classroom/Lab Assistant Program 10 Community Service 11 Guidance Program 11 Library Media Services 13 Course Offerings 14 Advisory 14 REACH OUT Mentoring 15 English Language Arts 15 Fine, Applied, and Performing Arts 21 World Languages 28 \| Section \| Page \| \|------------------------------------------------------------------------\|------\| \| English as a Supplemental Language Program \| 38 \| \| ESL English Courses \| 38 \| \| ESL History and Social Studies \| 39 \| \| ESL Mathematics \| 40 \| \| ESL Science \| 40 \| \| Social Studies \| 41 \| \| Mathematics \| 46 \| \| Career and Technical Education \| 52 \| \| Vocational/Technical (Chapter 74) Programs \| 52 \| \| Engineering Technology (Grades 10-12) \| 55 \| \| Medical Assisting (Grades 10-12) \| 55 \| \| Marketing/Finance (Business) \| 57 \| \| Culinary Arts & Early Education and Care \| 57 \| \| Design and Visual Communications \| 58 \| \| Radio and Television Broadcasting \| 62 \| \| Wellness \| 68 \| \| Science \| 70 \| \| Special Education and Student Support Services \| 80 \| \| Academic Support \| 80 \| \| Inclusion \| 80 \| \| Resource Support \| 81 \| \| Language Based Instruction \| 81 \| \| Integrated Services Program (ISP) \| 83 \| \| Learning Support Program \| 86 \| \| Connections Program \| 88 \| \| Learning Experiences Adult Program (LEAP) H9562 \| 90 \| \| Related Services \| 90 \| Watertown High School Mission The mission of Watertown High School is to produce lifelong learners through examination of human achievements, development of essential skills, and promotion of civic responsibility and ethics. We are committed to a rigorous curriculum designed to foster students' growth as creative and independent thinkers. We will provide a safe and nurturing environment in which students and faculty have the opportunity to realize their potential. Core Values R We RESPECT each other, and we respect ourselves. E We are EMPOWERED to grow and pursue our dreams. A We ACHIEVE as students and as well-rounded individuals. C We aspire to CREATE something new from our knowledge and experiences. H We HONOR our rights and responsibilities as members of this community. School-Wide Learning Expectations - Communication: Communicate effectively (orally and in writing) utilizing multiple technologies and media - Creativity: Solve problems creatively utilizing brainstorming, prototyping and considering nontraditional methods - Critical Thinking: Effectively gather, evaluate, analyze, and synthesize information to develop wonderings and create and test hypotheses - Collaboration: Work in collaboration within teams or groups to develop solutions based on multiple inputs of skills, experiences and knowledge bases. Exercise flexibility, make compromises, and share responsibility in the development of solutions General Information Graduation Requirements All students must demonstrate the following competencies: Reading/Writing/Speaking Skills demonstrated by successful completion of four years of English courses. Self-Assessment • Establishing Goals demonstrated by completion of specific activities for grades 9 - 12 as part of the developmental guidance program. Problem solving and Respect/Concern for Others demonstrated by completion of community service for a minimum of thirty-six hours. Computer Literacy demonstrated (at a minimum) by competency in word processing, database and spreadsheet applications within the context of academic courses. All Students must earn 134 credits In earning the credits, students are required to successfully complete the following courses in the indicated disciplines: - English: 4 full year courses or equivalent - Social Studies: 3 full year courses including two years of U.S. History - Math: 4 full year courses or equivalent - Science: 3 full year courses or equivalent - Fine and Performing Arts/Career & Technical Education: 1 full year course or 2 semester courses from either of these areas - Wellness: 1 semester course each year at WHS Required: Personal Fitness, Health, Project Adventure & one choice WHS Wellness class - World Languages: 3 full year courses strongly recommended In addition, all students must pass the Massachusetts Comprehensive Assessment System (MCAS) in Science, Mathematics, and English Language Arts with a passing score on each test. Accreditation Statement Watertown High School is accredited by the New England Association of Schools and Colleges Inc. (NEASC), a non-governmental, nationally recognized organization whose affiliated institutions include elementary schools through collegiate institutions offering post-graduate instruction. Minimum Credit Requirement Before choosing your subjects for next year, think about your reasons for attending high school and what you would like to do in the future. Have discussions with your counselor and teachers to help you define your goals and plan your program. Your parent/guardian should be actively involved in helping select the best possible school program. Teachers and school counselors will help by recommending appropriate courses for you. In order to develop a coherent plan, map out the courses you plan to take in each of your four years at Watertown High School. 9th and 10th graders will be scheduled for 42 credits and all other students must carry at least 36 credits per year. Students who have a Support Class or teacher aide position may not also have a study. Once a course has been successfully completed, with the exception of Band, Chorus, String Orchestra, Studio Art, Journalism, or Physical Education, the course may not be repeated for credit. It is the responsibility of each student to know if he/she is carrying enough credits for graduation. School staff members monitor student graduation requirements; however, each student is asked and expected to track their individual program. All courses are offered subject to enrollment and staffing availability. Parental Appeal Procedure for Course Selection In the event that a student or their parent/guardian does not agree with a teacher’s recommendation for course/level for the next academic year, the following procedure is in place: 1. The student and parent/guardian write a note to the teacher requesting a conversation about the recommendation and/or higher/lower placement. The note should include work and home phone numbers. 2. The Teacher speaks with the student and calls the parent/guardian. If the placement decision is not resolved, the teacher advises the student to contact curriculum coordinator. 3. The curriculum coordinator, student, and parent/guardian converse. If no resolution is reached, the student and parent/guardian are advised to contact the High School Principal. 4. The Principal responds in writing to the student and parent/guardian (approval/disapproval/conditions) and a copy of the letter is sent to the school counselor, teacher, and curriculum coordinator. The school counselor will act as a mediator while the process moves along. The same process will apply to students moving from grade 8 to grade 9. Choosing Courses for College Admissions It is important to consider how course selections throughout high school can impact a student’s future plans. Students exploring four-year colleges and universities should review school-specific requirements and admissions policies. At Watertown High School, we strongly recommend that students planning to attend a four-year college or university take the following courses while at Watertown High School: - English: 4 years - World Language: 3 years, preferably 4 - Mathematics: 4 years - Science: 3 years, preferably 4 - Social Studies: 3 years, preferably 4 Two-year community and junior colleges have both career and transfer programs. Career Programs prepare students for entrance into semi-professional or technical fields after two years of study. Students in Transfer Programs are prepared to enter their junior year at a four-year college. Entrance into these programs may be more flexible than requirements at four-year schools. Some career programs are quite competitive, however, and require advanced skills and proficiencies. An Associate’s Degree is awarded after successful completion of either type of program. According to the Massachusetts Department of Higher Education, in order for a student to be eligible for acceptance into the Massachusetts State University system as a freshman, all students must: - Take 17 college preparatory high school courses - Earn at least a 3.0 grade point average in college preparatory courses or meet an SAT/ACT score requirement based on their GPA (see chart below) - Take the SAT or ACT test * Please note: many colleges and universities are currently test-optional. Students should confer with their school counselor and consult specific college admissions websites for the most up-to-date information. ### Required SAT or ACT Scores for Freshman Applicants to UMass Undergraduate Campuses \| Weighted Average GPA \| Combined SAT Score (Reading and Math) \| ACT Score \| \|----------------------\|---------------------------------------\|-----------\| \| 2.31-2.4 \| 1030 \| 22 \| \| 2.21-2.3 \| 1070 \| 23 \| \| 2.11-2.2 \| 1110 \| 24 \| \| 2.0-2.1 \| 1150 \| 25 \| ### Required SAT or ACT Scores for Freshman Applicants to State Universities \| Weighted Average GPA \| Combined SAT Score (Reading and Math) \| ACT Score \| \|----------------------\|---------------------------------------\|-----------\| \| 2.51-2.99 \| 910 \| 19 \| \| 2.41-2.5 \| 950 \| 20 \| \| 2.31-2.4 \| 990 \| 21 \| \| 2.21-2.3 \| 1030 \| 22 \| \| 2.11-2.2 \| 1070 \| 23 \| \| 2.0-2.1 \| 1110 \| 24 \| The academic course requirements for Massachusetts State Universities are: - English - 4 courses - Mathematics - 4 courses (Algebra I & II and Geometry or Trigonometry, or comparable coursework, including mathematics during the final year of high school. Students must take and pass Algebra II to be considered for Massachusetts public universities.) - Sciences - 3 courses (from Natural Science and/or Physical Science and/or Technology/Engineering) including 3 courses with laboratory work. • Social Sciences - 2 courses (including 1 course in US History) • World Languages - 2 courses (in a single language) • Electives - 2 courses (from the above subjects or from the Arts & Humanities or Computer Sciences) These are minimum requirements for admission, and eligibility does not guarantee admission. Academic Information - Requirements and Eligibility Credits Required for Promotion and Graduation Freshmen: Class of 2026 134 credits are required for graduation. Each freshman student must earn thirty (30) credits to include successful completion of freshman English or equivalent, before being promoted to the sophomore year and assigned to a sophomore homeroom. Sophomores: Class of 2025 134 credits are required for graduation. Each sophomore student must have earned a minimum of sixty (60) credits, to include successful completion of sophomore English or equivalent, before being promoted to the junior year and assigned to a junior homeroom. Juniors: Class of 2024 134 credits are required for graduation. Each junior student must have earned a minimum of ninety-four (94) credits to include successful completion of Junior English or equivalent before being promoted to the senior year and assigned to a senior homeroom. Seniors: Class of 2023 134 credits are required for graduation. Each senior must have earned 134 credits to include successful completion of required subjects in order to participate in the graduation or be awarded a diploma from Watertown High School. Decile Standing Grade point average (GPA) at Watertown High School is a weighted average which includes Advanced Placement, Honors, and Level 1 courses in all subject areas. Pass/Fail courses, Summer School courses, courses taken at institutions other than Watertown High School are not included in the GPA. Virtual High School courses (VHS) are included in GPA using levels L1, Honors, and Advanced Placement. Decile standing is computed at the end of junior year and after the third term of senior year. The cumulative, weighted GPA is calculated using term grades from each of the four quarters. WHS gives students a standard 4.0 - based GPA. There will not be any conversion of grades from schools other than Watertown High School in the calculation of decile standing. In order to be calculated and reported, students must have attended WHS a minimum of five quarters and have accumulated a minimum of twenty term grades to be eligible for decile standing status. Decile 1 is the highest decile. The Principal selects the Class Valedictorian and Salutatorian after the final GPA is calculated following the close of grades for third term of the student’s senior year. Weighted Grading Scale \| Grade \| GPA Points: AP \| GPA Points: Honors \| GPA Points: L1 \| \|-------\|---------------\|-------------------\|---------------\| \| A+ \| 5.3 \| 4.8 \| 4.3 \| \| A \| 5.0 \| 4.5 \| 4.0 \| \| A- \| 4.7 \| 4.2 \| 3.7 \| \| B+ \| 4.3 \| 3.8 \| 3.3 \| \| B \| 4.0 \| 3.5 \| 3.0 \| \| B- \| 3.7 \| 3.2 \| 2.7 \| \| C+ \| 3.3 \| 2.8 \| 2.3 \| \| C \| 3.0 \| 2.5 \| 2.0 \| \| C- \| 2.7 \| 2.2 \| 1.7 \| \| D+ \| 2.3 \| 1.8 \| 1.3 \| \| D \| 2.0 \| 1.5 \| 1.0 \| \| D- \| 1.7 \| 1.2 \| .07 \| \| F \| 0 \| 0 \| 0 \| Progress Report A student receives a mid-term progress report at the mid-point of each marking period. An academic standard of Honorable, Satisfactory, Needs to Improve or Unsatisfactory and an attendance report are indicated on this report. Report Card — Marking Four times each year a student receives a report card that indicates in letter grades his/her official standing in the courses he/she is taking. Marks - A+, A, A- Exceeds Standards - B+, B, B- Meets Standards - C+, C, C- Meets Minimum Competencies - D+, D, D- Unsatisfactory, Low pass - F Failing - INC Incomplete - P Passing - S Satisfactory - U Unsatisfactory, Low Pass - W Withdrew (student withdrew from course) - Z Student is new to class In addition, comments are given by each subject teacher to aid in understanding the letter grade. Report Card Error Report card errors should be reported to the teacher involved. A grade correction form may be obtained in the Guidance Office and, when signed by the appropriate teacher and the Principal, a grade correction can be made immediately. Academic Recognition High Honor Roll The student must carry a minimum of 30 credits in subjects producing letter grades, A, B, C, D or S, and receive no grade below an A-, except in one subject, which may be a B+, B or B-. Honor Roll The student must carry a minimum of 30 credits in subjects producing letter grades, A, B, C, D or S, and receive no grade below B-. The Honor Roll is announced at the end of each term for those students who have demonstrated high scholastic performance. Plagiarism Plagiarism is defined as the act of presenting someone else’s words and/or ideas as your own, even if done unintentionally. Any student who quotes directly from any source or makes use of an idea from any source and does not credit the author of that source, who copies part or all of the work of another student, or who allows part or all of his/her work to be copied by another student, will be considered to have plagiarized. Information taken from the Internet or other electronic media without crediting the source is also a form of plagiarism. Students must credit all sources that provide useful information and enclose any word or words directly taken from a source within quotation marks. Failure to do so is a dishonorable act; academic theft in an academic institution is a serious matter and, as such, has serious consequences. A student found guilty of plagiarism may receive a grade of zero on the project, may have his course level lowered, and may also forfeit membership in the National Honor and/or Cum Laude Society. Other consequences, such as a letter of reprimand in the student’s file, exclusion from consideration for academic honors, or notations on college recommendations may also follow from an incidence of plagiarism. Students and faculty should follow guidelines consistent with those of the Modern Language Association (MLA) (such as the MLA Guide to Documentation), our single school-wide standard. These guidelines are available from classroom teachers and departments, the school library, as well as on the Watertown High School Library’s web page ([http://www.watertown.k12.ma.us/whs/library/lib/citations.html](http://www.watertown.k12.ma.us/whs/library/lib/citations.html)). In addition to the above paragraphs, in the World Language classrooms, plagiarism is also defined by: - using online translating services (such as Google translator) - Peer editing - Appropriate peer editing is helping a peer by pointing out errors (i.e., underlining/circling incorrect tenses, incorrect agreement, incorrect vocabulary, etc.) - Peer editing becomes plagiarism when peers point out errors AND make corrections. This is plagiarism because once the errors are corrected, it is no longer your own work. Level Placements AP (Advanced Placement) Level Courses Advanced Placement courses will be significantly more demanding than Honors classes. Students and parents should consider an Advanced Placement class as a college course with the volume of work, depth of ideas, and pace of discussion and assignments equal to what students will find in college or university courses. Students who take Advanced Placement courses must accept the challenge of very demanding work all year, and are expected to take the AP exam in May as the appropriate conclusion to their efforts. Due to the amount of work required outside of class in these college-level courses, students are strongly encouraged to take no more than three AP courses in a single academic year. Although each department will have criteria and standards unique to the discipline area, all departments at a minimum, will use the following common criteria: - Teacher/coordinator recommendation - B or better in Honors level courses - Standardized test scores - Student motivation to accomplish college level work Honors Level Courses Honors level courses are designed to provide intensive instruction to students who have demonstrated a strong level of achievement and interest in studying a subject in depth and pursuing individual projects. Common eligibility criteria for honors course participation in all departments include: - Teacher/coordinator recommendation - B or better in comparable level courses; A- or better to move from Level 1 to Honors - Standardized test scores - Strong student motivation To maintain participation eligibility for a future honors course, students must obtain a grade of B or better in the subject area. If a student’s grade level drops below a B- during the year, an individual conference with student, parents, and teacher may be scheduled to reconsider placement. Independent Study Independent Study is an option for students within each subject area based on the availability and interest of a teacher to voluntarily assume this additional assignment. The student and teacher must complete the independent study application to determine the work to be done and the times they will meet. The Curriculum Coordinator reviews all applications and makes recommendations to the Principal. The Principal determines the number of credits to be earned as well as the course level. Virtual High School Online courses are offered for credit through Virtual High School, Inc. Sophomores, Juniors and Seniors in good academic standing are eligible to take electives and AP courses for 1 or 2 semesters. Unlike traditional classes, VHS courses are conducted entirely online. Readings, assignments and tests are accessed through a web browser, and classwork will be performed at school and at home. This innovative approach to teaching and learning requires self-motivation and discipline on the part of the student, and teacher recommendations to this effect are required when applying to take a VHS course. For more information and a list of VHS courses offered through Watertown High School, please consult: http://www.govhs.org. Applications may be obtained from and must be returned to, the Guidance office. Student Classroom/Lab Assistant Program Students may choose to volunteer their services in various activities around the school rather than attend study periods. They will receive 1.5 academic credits for each period they volunteer in a semester. The credits earned in this manner are not included as part of the 36 credits per year that students must earn at Watertown High School. To enroll in this program, students must speak to their school counselors. This program may not be available in all curriculum areas. Aide courses are graded as pass/fail. Community Service The Community Service Program combines educational experiences beyond the classroom with valuable contributions to social agencies and schools. The placements of students include work in hospitals, mental clinics, workshops, and recreation for the developmentally delayed, nursery schools, elementary and junior high schools, nursing homes, and special education and library work in Watertown as well as neighboring communities. In these placements, students may be assigned to individuals, groups, or hospital wards. Each student must complete 36 hours of community service to graduate. Community service hours must be approved by the Community Service Coordinator and require forms submitted. Guidance Program Mission Statement* The Watertown High School counselors develop and deliver counseling programs and services that provide all students with the requisite knowledge and skills for success in the academic/technical, workplace readiness, and personal/social domains. Goal 1: Academic/Technical Achievement: In order to improve student achievement and promote a commitment to lifelong learning for all students, school counselors will provide programs, classroom-based interventions, and group and/or individual counseling that: - Objective 1: focus on the development of attitudes, knowledge, and skills necessary for success in higher education, the workplace, and other post-secondary options. - Objective 2: use district/school data to design and deliver counseling programs and services. - Objective 3: services are informed by participation in school improvement teams and the development of school improvement plans. Goal 2: Workplace Readiness/Career Planning: To promote in all students a sense of purpose and an understanding of their unique interests, strengths and limitations, school counselors will provide programs, classroom-based interventions and group and/or individual counseling that: - Objective 1: assist students in making well-informed postsecondary decisions and plans. - Objective 2: focus on integrating academic, technical, and employability skill development. Goal 3: Personal and Social Development: To promote the positive personal and social development of all students within a safe learning environment, school counselors will provide programs, classroom-based interventions and group and/or individual counseling that allow students to: - Objective 1: feel supported and safe at school - Objective 2: develop interpersonal skills for positive social interactions - Objective 3: understand their personal strengths and challenges. Goal 4: Partnerships: To Strengthen and expand home-school-community partnerships so that student learning is supported and improved, school counselors will: - Objective 1: facilitate and initiate communication with parents and the Objective 2: provide parent education and information opportunities. Objective 3: act as student advocates and collaborate with teachers, parents and administrators to improve student achievement. The Watertown High School Guidance Department addresses these goals through a variety of direct and indirect services. The activities listed below are generally delivered in small group settings (Guidance classes or Advisory) and are provided to students each year. In addition, counselors are responsible for the on-going monitoring of student progress through progress reports, report cards, attendance records, discipline records, and teacher feedback. Counselors are available to students and parents/guardians for individual meetings about academic, social/emotional, and career/college issues throughout the year. Based upon the Massachusetts Model for Comprehensive School Counseling Programs \| Activity \| Goal #1 (Academic/Technical Achievement) \| Goal #2 (Workplace Readiness/Career Planning) \| Goal #3 (Personal & Social Development) \| Goal #4 (Partnerships) \| \|---------------------------------\|------------------------------------------\|-----------------------------------------------\|----------------------------------------\|------------------------\| \| 9th Grade Guidance Classes \| x \| \| x \| \| \| 10th Grade Guidance Classes \| x \| x \| \| \| \| 11th Grade Guidance Classes \| x \| x \| \| \| \| 12th Grade Guidance Classes \| x \| x \| \| \| \| Individual Senior Meetings \| x \| x \| x \| \| \| Individual Junior Meetings \| x \| x \| x \| \| \| Senior Future Planning Night \| x \| x \| \| x \| \| College & Career Fair (all grades) \| x \| x \| \| X \| \| Financial Aid Night (11th & 12th) \| x \| x \| \| x \| \| SAT Administration (11th & 12th) \| \| x \| \| \| \| PSAT Administration (10th & 11th) \| \| x \| \| \| \| AP Administration (10th-12th) \| \| x \| \| \| \| Career Chats (all grades) \| x \| x \| x \| x \| \| Event/Program \| Goal #1 (Academic/Technical Achievement) \| Goal #2 (Workplace Readiness/Career Planning) \| Goal #3 (Personal & Social Development) \| Goal #4 (Partnerships) \| \|---------------------------------------------------\|------------------------------------------\|-----------------------------------------------\|------------------------------------------\|------------------------\| \| Mock Interviews (all grades) \| x \| x \| x \| x \| \| Application Workshops (12th) \| \| x \| \| \| \| College Representative Chats (11th & 12th) \| x \| x \| \| x \| \| College Visits (11th & 12th) \| x \| x \| \| x \| \| Guidance Night: An Evening of Workshops for Students & Families (all grades) \| x \| x \| x \| x \| \| Rotary Student Speaker Program (12th) \| \| x \| x \| x \| \| RYLA and HOBY (Youth Leadership programs; 10th) \| x \| \| x \| x \| \| WCF Internship Program (all grades) \| x \| \| x \| X \| \| Scholarship Opportunities (11th & 12th) \| \| \| \| X \| \| SCOIR (10th-12th) \| x \| x \| x \| \| \| Simply Seniors (newsletter) \| x \| x \| x \| x \| Library Media Services* Library media skills are taught to students in grades 9 through 12 during subject specific classes. Lessons developed by the Department of Libraries and Instructional Technology are designed to ensure that learners advance in their ability to recognize the need for information and the ability to successfully locate, analyze, and use that information. The library program at Watertown High School teaches students information literacy in a program that is designed to also promote intellectual growth and critical thinking. Information literacy objectives are addressed each year of high school. Skills are developed in the freshman year and an advanced level of competency is achieved by the end of the senior year. Through the use of library media materials, a student acquires and strengthens skills in reading, observing, listening and communicating ideas. The library facility as resource center, stimulates and encourages intellectual activity with a focus on reference and research skills both within the library and online. To this end, first priority is given to teaching the methods and processes of research to groups, with individual assistance given during students’ free time. Students are encouraged to come to the library media center at the beginning of their study periods and before and after school to work on school related assignments or select reading material. With the addition of the Fab Lab, there are even more resources and chances for students to think critically, utilize their creativity, communicate and collaborate. Digital Literacy Digital Literacy Skills are taught in conjunction with the regular curriculum in the classrooms. The Digital Learning Coach supports teachers and students at WHS to differentiate and personalize learning, using modern resources, tools and devices in the classrooms. Strand 1 of the Massachusetts Digital Literacy and Computer Science Frameworks, Computing and Society, Safety and Security, Ethics and Laws, Interpersonal and Societal Impact are part of the WHS Advisory curriculum, and build on digital literacy skills begun throughout Watertown Public Schools K-8. Course Offerings We do our best to ensure that students are able to take the courses that they have requested during the course selection process. If a student believes that there may be a schedule conflict, or that they may not be able to fit in all of the courses that they hope to take, students should meet with their Guidance Counselor as early as possible, to discuss options and plan their course requests. A final decision to offer any course at Watertown High School is based on student enrollment and budgetary considerations. Advisory HA009 Freshman Advisory Course Description All freshmen are enrolled in the advisory program as part of their transition to the high school. Students meet with the same advisor and student grouping once per cycle throughout the school year. The Freshman Advisory Program is centered on understanding of the core value REACH (Respect, Empower, Achieve, Create, and Honor). Students explore these terms through team-building and other activities that enable them to develop personal definitions. Also students learn about the expectations of the high school and how to set positive academic and personal goals. In addition, students review earlier concepts of bullying and bystander behaviors Full Year: 1 credit HA010 Sophomore Advisory Course Description The Sophomore Advisory is a continuation of the freshman program and is for all sophomores; students continue with the same student group, peer leaders and Advisor from their freshman year. While sophomores understand the routine and expectations of the high school, they continue to explore the foundation concepts of REACH especially as a way to reach out into the school and wider communities. Throughout the year students engage in problem-solving activities intended to promote cooperation, communication, and reflection. In addition the course provides students with further review of issues of bullying and safety. Advisory groups plan and carry out a community service project in the spring. Full Year: 1 credit HA011 Junior Advisory Course Description Junior advisory is a course for all eleventh grade students to help them plan for their senior year, as well as to start thinking about options after graduation. Senior year can be overwhelming for students trying to meet all of the necessary deadlines and requirements. Junior advisory is designed to explain some of these requirements and allow students to plan and complete as much as possible, so that the senior year will be less stressful. The curriculum is geared to have juniors investigate what they could be preparing in order to be ready for life after high school. Full Year Course: 1 credit REACH OUT Mentoring H9901 REACH OUT Mentoring REACH OUT Mentoring is for students who are interested in providing mentorship to students at Watertown High School. This could include students who are new to WHS, 9th graders who are struggling in the transition to high school, students who feel isolated, alone or have few friends, and students in our special education or ESL classrooms who need social skills support and experiences. REACH OUT mentors are self-motivated, cooperative, confident and have the ability to connect with others. REACH OUT mentors are open to a variety of activities, willing to take the lead and enjoy being engaged with the WHS community. Semester Course: 3 credits English Language Arts The MISSION of the Watertown High School English Language Arts Department is to motivate students to develop an appreciation for human experience through exposure to literature of all kinds; to encourage them to think independently and analytically; to aid them in strengthening their skills of self-expression, both written and oral; and to assist them in building an understanding of the history and structure of the English language. All WHS students are required to pass four years of English. - 9th grade students enroll in an unleveled English class - 10th grade students have college preparatory and honors options - 11th and 12th grade students have college preparatory, honors and AP options All courses and their respective requirements are described below. In addition to the four year requirement, the ELA Department offers two elective courses: - Exploring ELA Practices (10) - Journalism and Community Media (9, 10, 11, and 12). Programs are developed around a core curriculum that leads the student through a gradual progression of study in literature and language. Over the four years, students will develop their analytical and critical thinking skills, improve their writing clarity and organization in all genres, explore their creative expression, and effectively collaborate and communicate with teachers and peers. Admission to Honors/AP English Classes In Grades 10-12, students are advised to seek the counsel of teachers, guidance counselors, and family members before deciding to express interest in Honors or AP-level courses. Choice of level involves: - aptitude as well as achievement (classwork, grades, testing data) - teacher recommendation (assessing motivation, work ethic, commitment, citizenship, and interest in English) Students must meet the following requirements (below). Exceptions will be granted on a case-by-case basis and must be approved by the English Coordinator. Those asking for an exception might be asked to provide additional evidence of their capabilities and readiness for the course and/or take part in an interview with the English Coordinator. If the English Coordinator denies the request and the student wishes to appeal, the principal will make the final determination. - Students in Level-One Course Seeking Admission to Honors - Grade A- or better in current level-one course* - Strong recommendation of current English teacher - Students Currently in an Honors Class Seeking to Continue in Honors - Grade of B or better in current Honors English class* - Strong recommendation of their Honors English teacher - Students Currently in an Honors Class Seeking to Enroll in AP - Grade of A- or better in current English Honors class* - Strong recommendation of current Honors English teacher - Students Currently in an AP English Class Seeking to Enroll in Next AP Class - Grade of B or better in current AP English class* - Strong recommendation of current AP English teacher Grades will be calculated based on the average of the first two terms as well as the midyear exam grade. Students whose grades qualify them for consideration after the first two terms need to maintain the required average through the fourth term for final approval of enrollment. Summer Reading* Many English courses have a required summer reading component. Summer reading is evaluated in all grades and at all levels during the first term of school in September. Beginning in June, students may get the summer reading assignment from their teachers or they can find the list on the Watertown High School website. Honors and AP students who do not have the summer assignment prepared fully on the first day their English class meets may be moved to level-one classes at the discretion of the teacher and English coordinator. Freshman English Courses H1030 English 9 Introduction to Literature and Academic Writing, Level 1 This course is designed to introduce incoming Freshmen to the rigor and expectations of high school English. Students will build their academic skill-set through reading and thinking critically, writing for both analysis and creative expression, and effectively communicating and collaborating with peers and teachers through discussion and presentations. Full Year: 6 credits H1580 Transitional English (Grades 9-11) Designed for the student who is ready to leave the ESL program but not yet ready for total immersion into the mainstream English curriculum. Transitional English will be offered to all qualified Watertown High School students. This course will emphasize basic skills to increase fluency in written and spoken English. It is also designed to provide students with acculturation experiences to ease the often-difficult transition period. The recommendation for Transitional English is made through the WHS ESL Department. Full Year: 6 credits Sophomore English Courses H1210 English 10, Level 1 This course explores themes of cultural beliefs, cultural identity, and coming-of-age. Writing assignments will be focused on literary analysis and students will use this genre of writing to demonstrate an ability to analyze what they have read, use supporting evidence, and organize effectively for an appropriate audience. Reading selections will vary based on both teacher and student choice. Through whole-class, book club, and independent reading, students will read a variety of diverse texts and are expected to participate in collaborative academic discussions and presentations. A short research assignment is required. Full Year: 6 credits H1580 Transitional English (Grades 9-11) Designed for the student who is ready to leave the ESL program but not yet ready for total immersion into the mainstream English curriculum. Transitional English will be offered to all qualified Watertown High School students. This course will emphasize basic skills to increase fluency in written and spoken English. It is also designed to provide students with acculturation experiences to ease the often-difficult transition period. The recommendation for Transitional English is made through the WHS ESL Department. Full Year: 6 credits H1200 Honors English 10 This course is designed for students who have excelled in 9th grade Introduction to Literature and Academic Writing: reading comprehension and analysis, writing clarity and organization, grammar/mechanics, vocabulary, presenting, and collaborating. Themes, some texts, and assignments might be in common with the Level 1 course, but students should be prepared for and be able to keep up with a dramatic increase in difficulty, workload, and pace compared to Level 1 courses. In reading, a deeper level of analysis and discussion will be expected; in writing, students must be able to express their ideas in clear, organized, and lengthy pieces of writing in all genres. Through whole-class, book club, and independent reading, students will read a variety of diverse texts and are expected to participate in collaborative academic discussions and presentations. A research project is required. Full Year: 6 credits Junior English Courses H1310 English 11 This course, designed to provide students with an in-depth analysis of literature and language, focuses on the question of what it means to be a North American. The class approaches this question through a range of readings, including poetry, memoirs, plays, novels, and a variety of non-fiction works. Through whole-class, book club, and independent reading, students will read a variety of diverse texts and will be expected to participate in collaborative academic discussions and presentations. A research paper and memoir are required. Full Year: 6 credits H1580 Transitional English (Grades 9-11) Designed for the student who is ready to leave the ESL program but not yet ready for total immersion into the mainstream English curriculum. Transitional English will be offered to all qualified Watertown High School students. This course will emphasize basic skills to increase fluency in written and spoken English. It is also designed to provide students with acculturation experiences to ease the often-difficult transition period. The recommendation for Transitional English is made through the WHS ESL Department. Full Year: 6 credits H1300 Honors English 11 (Prerequisite: see above) This course is designed for highly motivated students who exhibit an interest in the analysis of literature and language and can keep up with a greater workload and accelerated pace. Thematic units will explore a historical survey of American literature, focusing on works from a variety of American authors and examining the question: What does the American Experience look like and how does this experience in all its iterations manifest itself in literature? Through whole-class, independent reading, and/or book clubs, students will read a variety of diverse texts and are expected to participate in collaborative academic discussions and presentations. A research paper and summer reading are required. Full Year: 6 credits H1400 AP Literature and Composition (Prerequisite: see above) Advanced Placement English is a strenuous course of study designed to give self-motivated students a college experience in the areas of literature and composition prior to their graduation from high school. The course is demanding in the amount and variety of assigned reading. In addition, students will be expected to meet the challenges of a writing program that emphasizes close literary analysis. As a culminating assessment for the course, students conduct research of primary and secondary source materials in support of an original, student-generated argument. The AP exam will be offered for those who wish to increase their chances of college acceptance, earn college credit, and receiving financial aid based on merit. Summer reading and assignments are required. Full Year: 6 credits Senior English Courses (all students select one yearlong course) H1665 English 12: Literature and Film In this course, students will read texts across a variety of genres and analyze them in comparison to their film version. Students will be introduced to various film terms and techniques, identify them in the films viewed in class, write analytical papers, explore screenwriting, and take part in a director study. Students will also write a Senior Thesis Paper that incorporates secondary sources and follows MLA citation guidelines based on a book and film pairing of their choice. Through whole-class, book club, and independent reading, students will read a variety of diverse texts and are expected to participate in collaborative academic discussions and presentations. Full Year: 6 Credits H1560 Honors Humanities (Prerequisite: see above) The Honors Humanities course offers students an opportunity to consider various forms of artistic expression and analyze them critically. Students will examine film, literature, visual arts and philosophy, among other mediums, and explore the many ways artists convey meaning. They will also investigate how artistic techniques contribute to the overall significance of a work. Students will read a variety of diverse texts and be expected to participate in collaborative and academic discussions. Summer reading and a senior thesis paper are required. Full Year: 6 credits H1330 AP Language and Composition (Prerequisite: see admission section above) This course is designed to challenge students’ critical thinking and writing skills. Its ultimate goals are to develop good habits of mind and cultivate a disciplined and mature writing style. Students engage in a variety of formal writing tasks, exploring multiple forms and genres in writing. Students will read non-fiction almost exclusively. The course progresses over the first two quarters from an introduction to rhetoric and essays of analysis and argument to a study of synthesis in the third quarter. The AP exam will be offered for those who wish to increase their chances of college acceptance, earning college credit, and receiving financial aid based on merit. A senior thesis paper is required for graduation. Full Year: 6 credits ### English Department Elective Offerings H3615 Exploring ELA Practices This course is designed to help students strengthen their reading, writing, and thinking skills in English, specifically as these skills relate to the ELA MCAS test. The MCAS test includes readings on many different topics and in many different forms (poetry, prose, fiction, non-fiction, plays, etc.). For this reason, students will read, discuss, and write about a variety of works. Enrollment in the course is limited to 10th grade students who have not yet taken the 10th grade MCAS exam. Full Year: 3 credits H1590 Journalism and Community Media L1 (9, 10, 11, 12) Students in this course will study, create, and publish journalism both digitally and in print for the benefit of the Watertown High School community. This class will produce content for the Raider Times website and print editions. Students will serve as reporters, editors, web and page designers, photographers, and artists. All students will work collaboratively and study the tools of journalism, such as interviewing, ethics, research, advertising, marketing, promotion, note-taking, scheduling, and, of course, writing. Course requirements will include work outside of school. This course is open to all students. No experience is necessary. It is an excellent choice for students who want to explore and understand the world around them, and who want to better communicate their voice to a vast audience. Semester Course: 3 credits Independent Study Students who work on the Word Painter publication and who would like to receive academic credit for their work should see the advisor of the publication and apply to the Principal for Independent Study credit. English Language Arts Sequence Chart* GRADE 9 - English 9 GRADE 10 Choose one: - Hon. English 10 - English 10 - Exploring ELA Practices^ GRADE 11 Choose one: - AP-English Lit/Comp - Hon. English 11 - English 11 GRADE 12 Choose one: - AP-English Lang/Comp - Hon. Humanities** - English 12: Lit & Film - Transitional English^ This chart represents the typical course sequences taken by students in English language arts, but students’ individual paths may differ based on grades, teacher recommendation, or prior coursework. Enrollment in the honors/AP sections requires teacher’s approval and a grade requirement. See guidelines above. ^Enrollment in Exploring ELA Practices will be required if recommended by a teacher. ^Transitional English is limited to English Language Learners only. To register, students must have the recommendation of the ESL instructor and consult with the classroom teacher. Fine, Applied, and Performing Arts Music – Drama – Visual Arts A course with an () denotes a performance requirement. Fine, Applied, and Performing Arts Mission Statement: As Arts Educators, it is our mission to guide and inspire every student to be active participants in the Arts. We do this through the use of a creative and sequenced curriculum that builds skills, provides opportunities for critical and creative thinking, nurtures the human spirit and celebrates our cultural diversity. The arts are an integral part of the human experience and, therefore, an essential component in the education of all people. They have equal value with all other intellectual and creative pursuits and enable us to critique, celebrate and preserve our diverse cultural heritage. Students of the arts actively participate in and experience their learning, using all of their senses while discovering and developing their own unique intelligences and learning styles. Music Program H7592 World Percussion Ensemble* World Percussion Ensemble inspires students to explore percussion music and drumming from around the world. From the Samba heritage of Brazil to the traditional rhythms of West Africa and Latin America, students in the World Percussion Ensemble have the opportunity to learn about the instruments and techniques of a variety of musical cultures. Students will gain an increased understanding of the percussion techniques of many cultures, including their own. Students will participate in performances and community events. World Percussion Ensemble is open to all WHS students. Semester: 3 credits H7610 Chorus* Students enrolled in Chorus develop strong vocal technique, ensemble skills, music reading skills and performance etiquette. Students will sing a variety of choral repertoire including songs from different cultures and songs in different languages. Choral students will have the opportunity to perform in parts and will be required to participate in performances including: concerts, school assemblies and community events. Chorus is open to all WHS students. Full Year: 6 credits H7622 Honors Chorus Students with two years of participation in Chorus are eligible to enroll in Honors Level Chorus. In the Honors section, students will focus on advanced singing techniques. Students will be required to be section leaders and peer mentors. Participation in MMEA Eastern District Festival or MICCA Festival auditions is strongly encouraged. Participation in all extracurricular performances will be required. Students will be responsible for the research and writing of program notes. Full Year: 6 Credits H7510 Concert Band* Band is an instrumental ensemble of students who perform music from a variety of different cultures and styles (rock, classical, contemporary and jazz). During the academic year, Band performs at athletic events, parades, festivals and concerts. Through rehearsal and performance, students develop instrumental music skills to include: technique, sight reading and ensemble skills. Band is designed to progressively develop musicianship through learning in a supportive community of students. Band is open to all WHS students. Full Year: 6 credits H7522 Honors Concert Band* Students with two years of participation in Band are eligible to enroll in Honors Level Concert Band. In the Honors section, students will focus on advanced instrumental techniques. Students will be required to be section leaders and peer mentors. Participation in MMEA Eastern District Festival or MICCA Festival auditions is strongly encouraged. Participation in all extracurricular performances will be required. Students will be responsible for the research and writing of program notes. Full Year: 6 Credits H7550 Orchestra* Orchestra is an instrumental music ensemble made up of players of: violin, viola, cello and acoustic bass. Students in orchestra will participate in playing music from varying genres and styles. Orchestra students will be guided in elements of traditional music literacy as well as improvisation and non-traditional musicianship. Students in Orchestra will perform at school events, concerts and community functions. Orchestra is designed to progressively develop musicianship in a supportive community of students. Orchestra is open to all WHS students. Full Year: 6 credits H7862 Honors Orchestra* Students with two years of participation in Orchestra are eligible to enroll in Honors Level Orchestra. In the Honors section, students will focus on advanced instrumental techniques. Students will be required to be section leaders and peer mentors. Participation in MMEA Eastern District Festival or MICCA Festival auditions is strongly encouraged. Participation in all extracurricular performances will be required. Students will be responsible for the research and writing of program notes. Full Year: 6 Credits H7590 Percussion Ensemble* Percussion Ensemble is an instrumental music class made up of players of standard percussion (snare drum, bass drum, cymbals) as well as mallet percussion (xylophone, marimba). Percussion Ensemble students will be guided in elements of standard repertoire, performance technique, music literacy and nontraditional musicianship. Students in Percussion Ensemble will also participate with Band. School based performances and community events will inspire skill building and community. Percussion Ensemble is open to all WHS students. Full Year: 6 credits H7591 Honors Percussion Ensemble Students with two years of participation in Percussion Ensemble are eligible to enroll in Honors Level Percussion Ensemble. In the Honors section, students will focus on mastering the 40 Rudiments of standard percussion technique. Students will be required to be section leaders and peer mentors. Mentorship of WMS Drumline will be required as will be participation in all extracurricular performances. Auditions for MMEA Eastern District Festival is strongly encouraged. Students will be responsible for the research and writing of program notes. Full Year: 6 Credits H7875 Modern Music Ensemble Modern Music Ensemble students will learn and perform modern music from a variety of different styles including rock, and contemporary music. Students will use guitars, bass, drums, keyboards, and other instruments. Students will have opportunities to sing. The ensemble will spend time during the course focusing on playing songs, learning songs, chord progressions, and improvisation. Students will develop their instrumental music skills to include ensemble skills, song structure, counting, achieving proper dynamic balance, harmonizing, and stage presence. Modern Music Ensemble is designed to progressively develop musicianship through learning in a supportive community of students. Semester Course: 3 credits H7813 Music Technology and Production I Music Technology and Production I will enable students to develop musical skills by using digital music technology to create and perform original music. The course will focus on the creation of music using modern digital platforms. Recording, editing, mixing, compressing and looping music will be learned as well as developing skill in the creation of beats and tracks for music creation including Hip Hop and Rock and Pop. The course also explores musical structure, ear-training and analysis of musical composition. No previous experience is required. Semester Course: 3 credits H7833 Music Technology and Production II (Prerequisite: Successful completion of Music Technology and Production I) This course is a continuation of Music Technology and Production I with an emphasis on writing and arranging original compositions. Students will be guided in creating their own musical portfolio and encouraged to collaborate with other student musicians. Students will further develop composition skills using the keyboard/MIDI workstations. Students will explore the history of music technology and how it is used currently. Semester Course: 3 credits H7843 Guitar Workshop I Students will explore beginning to intermediate guitar playing. This course is for students who want to learn how to play the guitar and students who have already begun playing the guitar. Students will learn both finger style and flat picking styles. The course begins with open chords, note reading and basic strumming. Students will then learn moveable chords, and finger picking. Styles of guitar playing will include the blues, folk, rock and classical. Students will be expected to provide their own guitars and will practice and play during class on a daily basis. Semester Course: 3 credits H7853 Guitar Workshop II (Prerequisite: Successful completion of Guitar Workshop I or permission of instructor) This course is designed for the intermediate to advanced guitarist and for students who have taken Guitar Workshop I. In this class students will become comfortable playing movable chords over the entire neck. Students will learn to play single notes using alternate picking and will begin to learn how to improvise using major and minor scales. We will explore the process of song writing that will begin in small groups and will conclude by recording songs in Garage Band. Students will be expected to have their own guitar for home practice and will practice and play during class on a daily basis. Semester Course: 3 credits H7870 Collaborative Music Ensemble Collaborative Music Ensemble offers sophomores, juniors and seniors an opportunity to be peer mentors in a music setting. The class will offer a variety of music activities in an inclusion setting. The class will incorporate singing, playing instruments, listening to music and creating music together. This is an opportunity for students to learn and grow together while working on communication skills, leadership skills, and social skills, all while participating in active music making. This class will also focus on improvised music making experiences and sharing the joy of participating in making music. Semester Course: 3 credits Visual Arts Program Note: Once successfully completed, a course, with the exception of the Studio Art Classes, may not be repeated for credit. H7013 Foundations of Visual Art This is an introductory drawing and painting class designed to provide students with a strong foundation in two-dimensional art. The elements and principles of design will be explored through hands on activities involving media such as pencil, colored pencil, pen and ink, watercolor and tempera paint. Art History and art criticism will be emphasized along with the creation of original works of art. Semester Course: 3 credits H7010 Language and Methods of Art Language and Methods is an introduction to visual arts and English immersion designed for EL students. Basic visual art processes such as drawing, painting & collage are covered while taking on the challenge of language acquisition. Through guided exercises, students will work on developing their pronunciation, fluency, and confidence in speaking English. This course can be taken in place of or in addition to Foundations of Art as a prerequisite for other visual art classes. Semester Course: 3 Credits H7113 Art I - 3D – Beginning Three-Dimensional Design (Prerequisite: Successful completion of Foundations of Visual Art or Language and Methods of Art) This is a ceramics and sculpture class where students will continue to develop their ability to understand, appreciate, criticize, and produce 3D artwork. They will learn about sculptors, art styles, and cultures from the prehistoric era to contemporary times. Using a variety of materials, students will build on basic skills in the production of sculpture, such as foundational hand-building methods in clay (pinch, slab, and coil), glaze and slip application, firing procedures, as well as alternative material sculpture processes. The bulk of the work produced in this class will be in the form of visual/studio products. Semester Course: 3 credits H7005 Drawing I (Prerequisite: Successful completion of Foundations of Visual Art or Language and Methods of Art) Drawing is designed to be a continued exploration of drawing techniques and concepts. It is intended to develop expression and discipline in drawing with pencil, pen and ink, pastel, colored pencil and paint. Drawing studio time is emphasized, but the class also includes lectures, demos, exercises, critiques. Students will create a variety of drawings such as still life, abstract, surreal, landscape, and more while using and experimenting with a variety of media. Semester Course: 3 credits H7007 Painting I (Suggested Prerequisite: Successful completion of Foundations of Visual Art or Language and Methods of Art) This is an introductory painting class designed to provide students with a strong foundation in the art of painting. Media used in this course includes india ink, watercolor and acrylic paint. Topics include the use of composition, color, texture, form and value through still life, landscape, portrait, figure and master reproductions. Observing a variety of art movements throughout world history, class critiques and the creation of original works of art will help students develop their own unique style of visual expression within the painting medium. Semester Course: 3 credits H7123 Art II - 3D – Advanced Three-Dimensional Design (Prerequisite: Successful completion of Foundations of Visual Art or Language and Methods, as well as Art I-3D) Students will build upon concepts and techniques covered in Art I - 3D through experiences with advanced materials and processes. Emphasis will be placed on individual development using a variety of 3D materials, such as paris craft, foam core, and wood. Class critique as well as the study of Art History will be an important part of this course. Semester Course: 3 credits H7325 Honors Studio Art (Prerequisite: Successful completion of Foundations of Visual Art or Language and Methods, as well as two additional visual art classes and teacher recommendation) Honors Studio Art is a high level course offered to students who wish to develop their technical artistic skills while creating a solid body of original artwork. Emphasis is on art-making as an ongoing process that involves the student in informed and critical decision making regarding materials and concepts. Students will develop a dynamic portfolio that can be used for enhancing the college application process, and may be submitted for scholarship considerations senior year. Full Year: 6 credits H7330 AP Studio Art (Prerequisite: Successful completion of Foundations of Visual Art or Language and Methods, as well as two additional visual art classes and teacher recommendation) AP Studio Art has been developed to accommodate students who have expressed an interest in completing either the AP Drawing Portfolio Exam, 2-D Design Portfolio Exam or 3-D Design Portfolio Exam. Through studio practice, application of design concepts, and informed decision making, students will assemble a body of artwork (Sustained Investigation) that demonstrates a high level of quality and growth over time of content, technique, and process. Students may submit their Sustained Investigation to the College Board for scoring and possible college credit. Students will be challenged to develop their own personal work, and develop mastery of concept, composition, and execution of their individual ideas and themes. Full Year: 6 credits H7243 Photography - Digital Media I Photography Digital Media I is an introductory course that addresses both analog and digital photography processes. Students will edit and collage digital photographs with Adobe Photoshop, shoot and process analog film and produce B&W prints in the Darkroom. The study of visual composition and art history will also be explored as we take on a variety of photographic challenges. Semester Course: 3 credits H7253 Photography - Digital Media II (Prerequisite: successful completion of Photography-Digital Media I or permission from the instructor) Photography - Digital Media II will build upon the technical and artistic concepts covered in Photography - Digital Media I. Emphasis will be placed on the development of a unique analog and digital portfolio that reflects the student’s range of technique and personal style. Semester Course: 3 credits H7043 Graphic Design Discover the Principles of Design while creating exciting and impactful forms of visual communication. Graphic Design exposes students to the interaction of text and image as it relates to the fundamentals of graphic communication. Use industry standard Adobe software to create original illustrations, logo designs, travel posters, album cover art, animation and more. Semester Course: 3 credits Drama Program Note: Once successfully completed, a course may not be repeated for credit. H7710 Foundations of Drama This course is open to enthusiastic students of all levels of skill and experience. Throughout this course, students will experience a variety of approaches to drama and theatre. Improvisation, exploring movement, text and vocal work will help students examine the human condition through the world of performance on the stage. Semester Course: 3 credits H7702 Acting I (Prerequisite: Successful completion of Foundations of Drama) Open to students of all experience levels, this course introduces acting techniques and styles from across theatrical literature and provides opportunities for performance and training. Areas of study include Greek tragedy, Shakespeare, audition coaching, and acting styles such as Stanislavsky’s, the Method, Meisner, and improv. Throughout the semester, students will perform through monologue and scene study, applying trainings learned to different genres of dramatic text. Semester Course: 3 credits H7712 Acting II - One Semester (Prerequisite: Successful completion of Acting I) This course introduces acting techniques and styles from across theatrical literature and provides opportunities for performance and training. Areas of study include Greek tragedy, Shakespeare, audition coaching, and acting styles such as Stanislavsky’s, the Method, Meisner, and improv. Throughout the semester, students will perform through monologue and scene study, applying different methods to different genres of dramatic text. Semester Course: 3 credits H7704 Technical Theatre - One Semester (Prerequisite: Successful completion of Foundations of Drama) This class provides students with a hands on explorative experience in aspects of the theatre not related to performing on stage. Students will focus on set design and building, prop making, painting and basic stage management skills. Students will have the opportunity to help create the set/props for the High School fall play and spring musical as well as for the Middle School musical. Semester Course: 3 credits H7706 Theatre for Social Change - One Semester (Prerequisite: Successful completion of Foundations of Drama) Theatre for Social Change explores the social and political roles that theatre has played in history. Students will learn about various social movements by exploring the theatre created in response to those movements. Students will explore how political theatre continues to evolve and activate audiences today. Throughout this course students will have the opportunity to examine the social issues that affect the community and world around us. How has theatre and the arts presented these issues to their audience? Where in our history has theatre created change? How would we as artists use our art as a tool for change in the current world we live in? Semester Course: 3 credits H7708 Playwriting (Prerequisite: Successful completion of Foundations of Drama) Throughout this class, students will explore the elements of dramatic writing for the stage. We will focus on questions related to creating a script for the stage, what is your voice and vision as a writer? What is the story inside your head that needs to be written? We will spend time reading and responding to the work of all class members. Writing activities will be generated through prompts, theatre exercises and observing dramatic structure. By the end of the semester, students will have created a ten minute play. Semester Course: 3 credits H7709 Directing (Prerequisite: Successful completion of Foundations of Drama). Throughout this course, students will explore the essential tasks of taking a piece of text from script to stage. Students will participate in a variety of activities, including scene study and review of scene performances that will be responded to and reviewed by each other. Students will use this time to work towards a greater understanding of audience perspective. Through group observation and critique, students will complete in-class assignments as well as a final project at the end of the course. Semester Course: 3 credits H7765 Musical Theater Workshop Students in Musical Theater Workshop will explore the history of Broadway and Off-Broadway Musicals through song. This is a great choice for students who enjoy singing, basic dancing, and acting. Students will develop good vocal technique and learn how to “act the song” in a supportive and fun learning environment. Students will learn basic theatrical dance movements that help support acting and singing during a song. Students will have the opportunity to showcase their work in a touring musical performance at the end of the term. Previous experience with musicals, singing, or dancing is not required! Semester Course: 3 Credits --- Career and Technical Education H7043 Graphic Design Create exciting and impactful forms of visual communication. Graphic Design exposes students to the interaction of text and image as it relates to the fundamentals of graphic communication. Students will use industry standard Adobe software to create original illustrations, logo designs, album cover art and much more. As part of this, students may elect to pursue a certification in Adobe Premiere. Composition and art history will be considered as it relates to the creation of original works of art. Semester Course: 3 credits. H7033 Graphics II/Web Design (Prerequisite: Any Level I visual arts foundation course, or permission from the instructor) This course is an introduction to the art of web design. Using industry standard software to generate graphics, animation, and video, students will be challenged to create web pages that are interactive, functional and aesthetic. Students will be responsible for demonstrating their understanding of HTML, and Macromedia Dreamweaver when producing web pages. For the second half of the course, multimedia elements will be introduced and applied to class projects. Students will create storyboards, film, edit, and produce digital videos over the Internet. Students will also explore the art of animation while creating interactive environments for their web projects. More information can be found at http://www.watertown.k12.ma.us. Semester Course: 3 credits World Languages The World Languages Department course offerings have been developed to encourage our students to become lifelong learners in today's global society. Along with developing proficiency in a language of the world, students will acquire knowledge of the contributions of diverse cultures while broadening their awareness of themselves and their world. An extensive program in world languages is open to all students. Recent research indicates that English vocabulary, reading skills, self-concept, cultural enrichment, creativity, communication skills, collaborative and social skills, emotional skills, critical thinking and cognitive skills are significantly improved by the study of world languages. Most colleges give preference to students with extensive preparation in world languages from their secondary school. For all students, whether or not college-bound, some knowledge of world languages is helpful for work and career. Although there is no world language requirement for graduation, most colleges and many private colleges have a world language requirement for entering students. It is highly recommended that two to four years of a high school world language be taken to prepare for the world language requirement at most colleges and to achieve language proficiency. Based on current national standards (ACTFL), classes are conducted in the target language for at least 90% of class time. This includes teacher-talk and student-talk time. Also, based on current national standards, the general world language curriculum is focused on developing proficiency in the four skills of language (listening, speaking, reading, writing) as well as in the three modes of communication (interpersonal, presentational, interpretive). In addition to language skills, the curriculum is focused on the promotion of cultural awareness. The World Languages Department encourages international travel and attempts periodically to organize trips to countries where the languages taught are spoken. Seal of Biliteracy In conjunction with the ESL Department, the World Languages Department offers the Seal of Biliteracy to all juniors and seniors. The Seal of Biliteracy is a nationally and state recognized honor which will be awarded to students who prove their bilingualism. Bilingualism is a critical 21st century skill that recipients can highlight in college and job applications. Students taking a World Language course as well as students who speak a language other than English at home can qualify. To qualify for the Seal of Biliteracy, students must demonstrate their proficiency in English by achieving a 240/472 on the MCAS or an overall score of a 4.2 and 3.9 composite literacy score on the ACCESS test for English Learners. Students must also achieve an “intermediate-high” proficiency level in speaking, listening, reading, and writing in a second language. Students must apply via the World Languages department and take a designated assessment prior to graduation to determine their proficiency. Watertown High School will maintain a record of all students achieving the Seal of Biliteracy. Students’ names will be reported to the Department of Elementary and Secondary Education (DESE) annually. World Languages Honors and Advanced Placement Criteria Honors and Advanced Placement courses are designed to provide a more rigorous curriculum and increased research to students who have demonstrated a high level of achievement in studying world languages in depth. Eligibility criteria for honors/advanced placement course participation in a world language includes: - Teacher recommendation based on oral proficiency and motivation for study at an accelerated level. To enroll in the honors level of Spanish, Italian, or Arabic II, a grade of A- or better in a first year, non-honors course of the language is required. To move from a non-honors course to an honors or advanced placement course, a student must obtain a grade of A- or better* To maintain eligibility to participate in honors courses, a student must maintain a grade of B or better. If a student drops below a B during the course of the year, an individual conference may be scheduled to reconsider placement. To move from an honors course to an advanced placement course, a student must obtain a grade of B or better. If a student drops below a B during the course of the year, an individual conference may be scheduled to reconsider placement. A writing sample and oral interview (administered and collected in school) will take place as needed. Grades will be calculated based on the average of the first two terms as well as the midyear exam grade. Students whose grades qualify them for consideration after the first two terms need to maintain the required average through the fourth term for final approval of enrollment. Students who do not receive a recommendation by the criteria listed above may set up an appointment with their teacher and the World Languages Coordinator to appeal the decision. Arabic* H2700 Arabic I This first year course requires no prerequisite. Students begin this course with the assumption of no previous language learning. Students in a level 1 develop their proficiency through comprehensible input from the teacher and authentic resources. This course focuses the most on being able to understand, being able to be understood, and understanding the concept of describing to talk around something that is unfamiliar. Students begin to develop all four skills: listening, speaking, reading, and writing. Although there is particular focus on speaking and listening, students also learn how to read and write in Arabic. Reading and writing skills focus more on letter and sound development and less on comprehension. There is less focus on grammar and accuracy. Full Year: 6 credits H2750 Arabic II (Prerequisite: successful completion of Arabic I or Middle School Arabic) Students in this course continue to develop their proficiency through comprehensible input from the teacher and authentic resources. This course continues to develop students’ proficiency in listening, speaking, reading, and writing with a focus on speaking and listening. Reading and writing skills continue to focus on letter and sound development with the addition of comprehension. Students begin developing their ability to speak in sentences and begin to develop creating with language. There is more of an emphasis placed on accuracy and grammar, but comprehensibility is the main goal. Full Year: 6 credits H2760 Honors Arabic II (Prerequisite: see honors criteria above) (Prerequisite: successful completion of Arabic I or Middle School Arabic) Students in this course continue to develop their proficiency through comprehensible input from the teacher and authentic resources. This course continues to develop students’ proficiency in listening, speaking, reading, and writing with an emphasis on speaking and listening and an added focus on writing. Students are able to read and write in Arabic and develop reading comprehension skills in addition to letter and sound development. Students begin developing their ability to speak and write in sentences and develop their abilities to create with language. There is more of an emphasis placed on accuracy and grammar, but comprehensibility is the main goal. Full Year: 6 credits H2765 Arabic III (Prerequisite: successful completion of Arabic II) This third year course continues to develop students’ proficiency through comprehensible input from the teacher and through authentic resources, which includes videos and readings. This course continues to develop students’ proficiency in listening, speaking, reading, and writing, with an emphasis on speaking and listening and an added focus on writing. Students are expected to speak and write in sentences, create with language in order to maintain the target language throughout class, and develop their ability to connect their sentences for more in depth thought. Students also begin to develop their understanding of the language system by examining some relevant grammatical structures, which help improve their comprehensibility in more than one tense. Full Year: 6 credits H2770 Honors Arabic III (Prerequisite: see honors criteria above) (Prerequisite: successful completion of Arabic II) This third year course continues to develop students’ proficiency through comprehensible input from the teacher and through authentic resources, which includes videos and readings. This course continues to develop students’ proficiency in listening, speaking, reading, and writing, with an emphasis on speaking and listening and an added focus on writing and reading. Students are expected to speak and write in sentences, create with language in order to maintain the target language throughout class, and connect their sentences for more in depth thought. Students begin to develop their ability to string sentences together to be able to speak and write in paragraphs of in depth thought. Students also begin to develop their understanding of the language system by examining some relevant grammatical structures, which help improve their comprehensibility in more than one tense. Full Year: 6 credits H2775 Arabic IV (Prerequisite: successful completion of Arabic III) This fourth year course continues to develop students’ proficiency through comprehensible input from the teacher and through authentic resources, which includes videos and readings. This course continues to develop students’ proficiency in listening, speaking, reading, and writing. These four skills are developed evenly. Students are expected to speak and write in strings of sentences and to create with language in order to maintain the target language throughout class. Students are developing their ability to speak in paragraphs of in depth thought. Students have an understanding of the language system through relevant grammatical structures, which help improve their comprehensibility in all tenses. Students begin to analyze work and are able to respond to complex ideas giving their own opinions. Full Year: 6 credits H2776 Honors Arabic IV (Prerequisite: see honors criteria above) (Prerequisite: successful completion of Arabic III) This fourth year course continues to develop students’ proficiency through comprehensible input from the teacher and through authentic resources, which includes videos and readings. This course continues to develop students’ proficiency in listening, speaking, reading, and writing. These four skills are developed evenly. Students are expected to speak at the paragraph level and provide in depth thought. They are also able to create with language in order to maintain the target language throughout class. Students have an understanding of the language system through relevant grammatical structures, which help improve their comprehensibility in all tenses. Students analyze work and are able to respond to complex ideas giving their own opinions. Full Year: 6 credits H2779 Arabic V (Prerequisite: successful completion of Arabic IV) This fifth year course continues to develop students’ proficiency through comprehensible input from the teacher and through authentic resources, which includes videos and readings. This course continues to develop students’ proficiency in listening, speaking, reading, and writing. These four skills are developed evenly. Students are expected to speak and write at the paragraph level and provide in depth thought on a variety of topics. They are also expected to be able to easily create with language in order to maintain the target language throughout class. Students have an understanding of the language system through relevant grammatical structures, which help improve their comprehensibility in all tenses. Students analyze work and are able to respond to complex ideas giving their own opinions. Full Year: 6 credits H2778 Honors Arabic V (Prerequisite: see honors criteria above) (Prerequisite: successful completion of Arabic IV) This fifth year course continues to develop students’ proficiency through comprehensible input from the teacher and through authentic resources, which includes videos and readings at an accelerated pace. This course continues to develop students’ proficiency in listening, speaking, reading, and writing. These four skills are developed evenly. Students are expected to speak and write at the paragraph level and provide in depth thought on a variety of topics. They are also expected to be able to easily create with language in order to maintain the target language throughout class. Students have an understanding of the language system through relevant grammatical structures, which help improve their comprehensibility in all tenses. Students analyze work and are able to respond to complex ideas giving their own opinions. Full Year: 6 credits Armenian H2780 Armenian I This first year course requires no prerequisite. Students begin this course with the assumption of no previous language learning. Students in a level 1 develop their proficiency through comprehensible input from the teacher and authentic resources. This course focuses the most on being able to understand, being able to be understood, and understanding the concept of describing to talk around something that is unfamiliar. Students begin to develop all four skills: listening, speaking, reading, and writing. Although there is particular focus on speaking and listening, students also learn how to read and write in Armenian. Reading and writing skills focus more on letter and sound development and less on comprehension. There is less focus on grammar and accuracy. Full Year: 6 credits H2790 Armenian II (Prerequisite: successful completion of Armenian I) Students in this course continue to develop their proficiency through comprehensible input from the teacher and authentic resources. This course continues to develop students’ proficiency in listening, speaking, reading, and writing with a focus on speaking and listening. Reading and writing skills continue to focus on letter and sound development with the addition of comprehension. Students begin developing their ability to speak in sentences and begin to develop creating with language. There is more of an emphasis placed on accuracy and grammar, but comprehensibility is the main goal. Full Year: 6 credits H2860 Armenian Independent Study III (Prerequisite: proficiency interview with Armenian teacher; Full Year course) This course is designed for students who are at least intermediate-high students of Armenian. This course is to help improve students’ ability to synthesize readings, listening texts as well as produce oral and written language. This course is designed by the students. However, the general course outline will be as follows: each quarter, students will find, read and listen to authentic Armenian texts in Armenian. Students will then be tasked to summarize, analyze, provide their opinions, persuade, and/or critique the reading/listening through written and oral reports. Each quarter will have a minimum of 2 projects. Full Year: 6 credits H2870 Armenian Independent Study IV (Prerequisite: proficiency interview with Armenian teacher. Successful completion of Armenian III; Full Year Course) This course is a continuation of Armenian Independent Study III. This course is for students who are at least intermediate-high students of Armenian. Students continue to improve their ability to synthesize readings, listening texts as well as produce oral and written language. This course is designed by the students. However, the general course outline will be as follows: each quarter, students will find, read and listen to authentic Armenian texts in Armenian. Students will then be tasked to summarize, analyze, provide their opinions, persuade, and/or critique the reading/listening through written and oral reports. Each quarter will have a minimum of 2 projects. Full Year: 6 credits Italian H2200 Italian 1 This first year course requires no prerequisite. Students begin this course with the assumption of no previous language learning. Students in a level 1 develop their proficiency through comprehensible input from the teacher and authentic resources. This course focuses the most on being able to understand, being able to be understood, and understanding the concept of describing to talk around something that is unfamiliar. Students begin to develop all four skills: listening, speaking, reading, and writing with a focus on speaking and listening. There is less focus on grammar and accuracy. Full Year: 6 credits H2250 Italian II (Prerequisite: successful completion of Italian I or MS Italian) Students in this course continue to develop their proficiency through comprehensible input from the teacher and authentic resources. This course continues to develop students’ proficiency in listening, speaking, reading, and writing with a focus on speaking and listening. Students begin developing their ability to speak in sentences and begin to develop creating with language. There is more of an emphasis placed on accuracy and grammar, but comprehensibility is the main goal. Full Year: 6 credits H2240 Honors Italian II (Prerequisite: see honors criteria above) (Prerequisite: successful completion of Italian I or MS Italian) Students in this course continue to develop their proficiency through comprehensible input from the teacher and authentic resources. This course continues to develop students’ proficiency in listening, speaking, reading, and writing with an emphasis on speaking and listening and an added focus on writing. Students begin developing their ability to speak and write in sentences and develop their abilities to create with language. There is more of an emphasis placed on accuracy and grammar, but comprehensibility is the main goal. Full Year: 6 credits H2300 Italian III (Prerequisite: successful completion of Italian II) This third year course continues to develop students’ proficiency through comprehensible input from the teacher and through authentic resources, which includes videos and readings. This course continues to develop students’ proficiency in listening, speaking, reading, and writing, with an emphasis on speaking and listening and an added focus on writing. Students are expected to speak and write in sentences, create with language in order to maintain the target language throughout class, and develop their ability to connect their sentences for more in depth thought. Students also begin to develop their understanding of the language system by examining some relevant grammatical structures, which help improve their comprehensibility in more than one tense. Full Year: 6 credits H2310 Honors Italian III (Prerequisite: see honors criteria above) (Prerequisite: successful completion of Italian II) This third year course continues to develop students’ proficiency through comprehensible input from the teacher and through authentic resources, which includes videos and readings. This course continues to develop students’ proficiency in listening, speaking, reading, and writing, with an emphasis on speaking and listening and an added focus on writing and reading. Students are expected to speak and write in sentences, create with language in order to maintain the target language throughout class, and connect their sentences for more in depth thought. Students begin to develop their ability to string sentences together to be able to speak and write in paragraphs of in depth thought. Students also begin to develop their understanding of the language system by examining some relevant grammatical structures, which help improve their comprehensibility in more than one tense. Full Year: 6 credits H2350 Italian IV (Prerequisite: successful completion of Italian III) This fourth year course continues to develop students’ proficiency through comprehensible input from the teacher and through authentic resources, which includes videos and readings. This course continues to develop students’ proficiency in listening, speaking, reading, and writing. These four skills are developed evenly. Students are expected to speak and write in strings of sentences and to create with language in order to maintain the target language throughout class. Students are developing their ability to speak in paragraphs of in depth thought. Students have an understanding of the language system through relevant grammatical structures, which help improve their comprehensibility in all tenses. Students begin to analyze work and are able to respond to complex ideas giving their own opinions. Full Year: 6 credits H2340 Honors Italian IV (Prerequisite: see honors criteria above) (Prerequisite: successful completion of Italian III) This fourth year course continues to develop students’ proficiency through comprehensible input from the teacher and through authentic resources, which includes videos and readings. This course continues to develop students’ proficiency in listening, speaking, reading, and writing. These four skills are developed evenly. Students are expected to speak at the paragraph level and provide in depth thought. They are also able to create with language in order to maintain the target language throughout class. Students have an understanding of the language system through relevant grammatical structures, which help improve their comprehensibility in all tenses. Students analyze work and are able to respond to complex ideas giving their own opinions. Full Year: 6 credits H2380 Honors Italian V (Prerequisite: see honors criteria above) (Prerequisite: successful completion of Italian IV) This fifth year course continues to develop students’ proficiency through comprehensible input from the teacher and through authentic resources, which includes videos and readings. This course continues to develop students’ proficiency in listening, speaking, reading, and writing. These four skills are developed evenly. Students are expected to speak and write at the paragraph level and provide in depth thought on a variety of topics. They are also expected to be able to easily create with language in order to maintain the target language throughout class. Students have an understanding of the language system through relevant grammatical structures, which help improve their comprehensibility in all tenses. Students analyze work and are able to respond to complex ideas giving their own opinions. Full Year: 6 credits H2390 Advanced Placement Italian V (Prerequisite: see honors/AP criteria above) (Prerequisite: successful completion of Italian IV) This fifth year course is a strenuous course designed to give students a college experience in advanced language study. Students continue to develop their proficiency in listening, speaking, reading, and writing. These four skills are developed evenly. Students are expected to discuss, debate, give opinions, understand and retell, persuade, and create with language on a variety of topics and world issues. Students have an understanding of the language system through relevant grammatical structures, which help improve their comprehensibility in all tenses. Students also prepare for and are expected to take the Advanced Placement Exam in May (in order to receive additional college credit). Summer work is required. Full Year: 6 credits Spanish H2400 Spanish I This first year course requires no prerequisite. Students begin this course with the assumption of no previous language learning. Students in a level 1 develop their proficiency through comprehensible input from the teacher and authentic resources. This course focuses the most on being able to understand, being able to be understood, and understanding the concept of describing to talk around something that is unfamiliar. Students begin to develop all four skills: listening, speaking, reading, and writing with a focus on speaking and listening. There is less focus on grammar and accuracy. Full Year: 6 credits H2450 Spanish II (Prerequisite: successful completion of Spanish I or Middle School Spanish) Students in this course continue to develop their proficiency through comprehensible input from the teacher and authentic resources. This course continues to develop students’ proficiency in listening, speaking, reading, and writing with a focus on speaking and listening. Students begin developing their ability to speak in sentences and begin to develop creating with language. There is more of an emphasis placed on accuracy and grammar, but comprehensibility is the main goal. Full Year: 6 credits H2240 Honors Spanish II (Prerequisite: see honors criteria above) (Prerequisite: successful completion of Spanish I or Middle School Spanish) Students in this course continue to develop their proficiency through comprehensible input from the teacher and authentic resources. This course continues to develop students’ proficiency in listening, speaking, reading, and writing with an emphasis on speaking and listening and an added focus on writing. Students begin developing their ability to speak and write in sentences and develop their abilities to create with language. There is more of an emphasis placed on accuracy and grammar, but comprehensibility is the main goal. Full Year: 6 credits H2500 Spanish III (Prerequisite: successful completion of Spanish II) This third year course continues to develop students’ proficiency through comprehensible input from the teacher and through authentic resources, which includes videos and readings. This course continues to develop students’ proficiency in listening, speaking, reading, and writing, with an emphasis on speaking and listening and an added focus on writing. Students are expected to speak and write in sentences, create with language in order to maintain the target language throughout class, and develop their ability to connect their sentences for more in depth thought. Students also begin to develop their understanding of the language system by examining some relevant grammatical structures, which help improve their comprehensibility in more than one tense. Full Year: 6 credits H2510 Honors Spanish III (Prerequisite: see honors criteria above) (Prerequisite: successful completion of Spanish II) This third year course continues to develop students’ proficiency through comprehensible input from the teacher and through authentic resources, which includes videos and readings. This course continues to develop students’ proficiency in listening, speaking, reading, and writing, with an emphasis on speaking and listening and an added focus on writing and reading. Students are expected to speak and write in sentences, create with language in order to maintain the target language throughout class, and connect their sentences for more in depth thought. Students begin to develop their ability to string sentences together to be able to speak and write in paragraphs of in depth thought. Students also begin to develop their understanding of the language system by examining some relevant grammatical structures, which help improve their comprehensibility in more than one tense. Full Year: 6 credits H2540 Spanish IV (Prerequisite: successful completion of Spanish III) This fourth year course continues to develop students’ proficiency through comprehensible input from the teacher and through authentic resources, which includes videos and readings. This course continues to develop students’ proficiency in listening, speaking, reading, and writing. These four skills are developed evenly. Students are expected to speak and write in strings of sentences and to create with language in order to maintain the target language throughout class. Students are developing their ability to speak in paragraphs of in depth thought. Students have an understanding of the language system through relevant grammatical structures, which help improve their comprehensibility in all tenses. Students begin to analyze work and are able to respond to complex ideas giving their own opinions. Full Year: 6 credits H2550 Honors Spanish IV (Prerequisite: see honors criteria above) (Prerequisite: successful completion of Spanish III) This fourth year course continues to develop students’ proficiency through comprehensible input from the teacher and through authentic resources, which includes videos and readings. This course continues to develop students’ proficiency in listening, speaking, reading, and writing. These four skills are developed evenly. Students are expected to speak at the paragraph level and provide in depth thought. They are also able to create with language in order to maintain the target language throughout class. Students have an understanding of the language system through relevant grammatical structures, which help improve their comprehensibility in all tenses. Students analyze work and are able to respond to complex ideas giving their own opinions. Full Year: 6 credits H2580 Honors Spanish V (Prerequisite: see honors criteria above) (Prerequisite: successful completion of Spanish IV) This fifth year course continues to develop students’ proficiency through comprehensible input from the teacher and through authentic resources, which includes videos and readings. This course continues to develop students’ proficiency in listening, speaking, reading, and writing. These four skills are developed evenly. Students are expected to speak and write at the paragraph level and provide in depth thought on a variety of topics. They are also expected to be able to easily create with language in order to maintain the target language throughout class. Students have an understanding of the language system through relevant grammatical structures, which help improve their comprehensibility in all tenses. Students analyze work and are able to respond to complex ideas giving their own opinions. Full Year: 6 credits H2590 Advanced Placement Spanish V (Prerequisite: see honors/AP criteria above) (Prerequisite: successful completion of Spanish IV) This fifth year course is a strenuous course designed to give students a college experience in advanced language study. Students continue to develop their proficiency in listening, speaking, reading, and writing. These four skills are developed evenly. Students are expected to discuss, debate, give opinions, understand and retell, persuade, and create with language on a variety of topics and world issues. Students have an understanding of the language system through relevant grammatical structures, which help improve their comprehensibility in all tenses. Students also prepare for and are expected to take the Advanced Placement Exam in May (in order to receive additional college credit). Summer work is required. Full Year: 6 credits H2595 Spanish for Heritage Speakers I (Prerequisite: Intermediate-low heritage speakers of Spanish) This course is designed as a course to teach Spanish for native or near-native Spanish speaking students. This course will develop students' proficiency through the four skills of language -learning (reading, writing, listening, and speaking) as well as through the three modes of communication (interpersonal, presentational, and interpretive). Students will increase their capacity to present with formal language, interpret complex and authentic texts, and refine their capacity by focusing on grammatical concepts in context. Full Year: 6 credits HXXXX Spanish for Heritage Speakers II (Prerequisite: successful completion of Spanish for Heritage Speakers I or permission of the World Languages Coordinator) This course is designed as a course to teach Spanish for native or near-native Spanish speaking students. This course will develop students' proficiency through the four skills of language -learning (reading, writing, listening, and speaking) as well as through the three modes of communication (interpersonal, presentational, and interpretive). Students will increase their capacity to present with formal language, interpret complex and authentic texts, and refine their capacity by focusing on grammatical concepts in context. Full Year: 6 credits World Languages Sequence Chart^+^ GRADE 9* - Arabic I - Arabic II - Armenian I - Italian I - Italian II - Spanish I - Spanish II - Heritage Spanish I GRADE 10 - Arabic II - Arabic III - Armenian II - Italian II - Italian III - Spanish II - Spanish III - Heritage Spanish II GRADE 11 - Arabic III - Arabic IV - Armenian III - Italian III - Italian IV - Spanish III - Spanish IV - Spanish AP GRADE 12** - Arabic IV - Arabic V - Armenian IV - Italian IV - Italian V/AP - Spanish IV - Spanish V/AP This chart represents the typical course sequences taken by students in world languages, but students’ individual paths may differ based on grades, teacher recommendation, or prior coursework. Some students start a language after 9th grade. In these cases, the above grade labels would be replaced with the headings “First Year of Study,” Second Year of Study,” etc. =Although advised to continue with the same language throughout a high school career, students are able to change languages. ^To change from a non-Honors course to an Honors course, a student must have a grade of A- or better in the preceding year of the language. +Students who wish to change languages prior to Level IV must meet with the World Languages Coordinator. English as a Supplemental Language Program The English as a Supplemental Language (ESL) Program is for English Learners (ELs) whose first language is other than English. ESL classes develop proficiency in speaking, listening, reading and writing in social and academic settings. ESL English Courses These courses may be used to meet the English graduation requirement. The length of time and the periods per day in ESL depend upon the English proficiency level of the individual student. H2970, H2971, and H2972 Newcomer ESL These courses are provided for students who have little to no English proficiency. The goal of these courses is to provide students with basic proficiency in listening, speaking, reading and writing. Full Year: 6 credits H2970Adv, H2971Adv, and H2972Adv Advanced Newcomer ESL These courses are provided for students who have minimal English proficiency. It is taught in conjunction with Newcomer ESL for students who have not gained enough proficiency in the language to advance to the next level. Full Year: 6 credits H2910 and H2911 Beginning ESL These courses are provided for students with a beginning level of English proficiency. These courses expand upon skills learned in Newcomer ESL and focuses on academic listening, speaking, reading and writing a cohesive paragraph. Full Year: 6 credits H2910Adv, H2911Adv Advanced Beginning ESL These courses are provided for students with a beginning level of English proficiency. They are taught in conjunction with Beginning ESL for students who have not gained enough proficiency in the language to advance to the next level. Full Year: 6 credits H2980 Intermediate ESL Strategies This course is provided for students with an intermediate level of English proficiency. The course focuses on strengthening literacy skills and provides a range of assessment taking strategies and formulating written and verbal responses. Full Year: 6 credits H2900 Intermediate ESL I This course is provided for students with an intermediate level of English proficiency. The course focuses on academic skills to prepare students for mainstream content courses. Students learn to write essays and read and analyze academic texts. Full Year: 6 credits H2901 Intermediate ESL II This course is provided for students with an Intermediate level of English proficiency who have completed H2900 Intermediate ESL. Students will continue to refine their skills in reading literary works, writing essays, and presenting their ideas orally. Full Year: 6 credits* H2890 Advanced ESL This course is provided for students with an advanced level of English proficiency. The course focuses on the skills necessary for students to transition to mainstream academic courses. Students learn to read classic novels, analyze academic texts and write essays. Full Year: 6 credits H2293 and H2994 Academic Support for Multilingual Learners (formerly labeled ELL Academic Support and ELL Academic Support II) This course is provided for ESL students who need additional support with executive functioning skills, managing multiple assignments, learning digital literacy skills, and goal setting. H2880 ESL Support This course is provided for seniors and juniors with an advanced level of English proficiency. The course is taken in conjunction with the mainstream senior English course. During the first semester, students are provided with strategies and skills to complete projects. Academic skills for mainstream courses and college prep are emphasized in the second semester. Full Year: 6 credits ESL History and Social Studies These courses may be used to meet the History and Social Studies graduation requirement. H2945 Newcomer ESL U.S. History This course is for students with English proficiency at the newcomer level. Map skills and beginning-level social science vocabulary along with essential concepts of U.S. history are introduced. Full Year: 6 credits H2947 Beginning ESL U.S. History I This course is for students with English proficiency at the Beginning level. It is part of a two-year U.S. history sequence. The course focuses on the philosophy of democratic governments and the development of the American governmental system. The course addresses the application of the principles of the Founding Documents to events in U.S. history from industrialization in the 1800s through the Civil War and Westward Expansion. Students concentrate on developing skills such as reading primary sources, interpreting visual information and essay writing. Full Year: 6 credits H2920 Intermediate ESL U.S. History I This course is for students with English proficiency at the intermediate level. It is part of a two-year U.S. history sequence. The course focuses on the philosophy of democratic governments and the development of the American governmental system. The course addresses the application of the principles of the Founding Documents to events in U.S. history from industrialization in the 1800s through the Civil War and Westward Expansion. Students concentrate on developing skills such as reading primary sources, interpreting visual information and essay writing. Full Year: 6 credits H2930 ESL U.S. History II This course is for students with English proficiency at the intermediate level or higher. The course addresses the application of the principles of American government through various national and global events from World War I to modern times. Connections are made between important movements in American history and key global concepts. The course emphasizes social history in addition to political and governmental concepts. Selected readings and anthologies are included in the course. Full Year: 6 credits ### ESL Mathematics H2960 Newcomer ESL Mathematics Newcomer Mathematics is a course for students with little to beginning levels of English proficiency. The course emphasizes foundational mathematical concepts and skills. A principal focus of the course is the preparation of students for entry into Algebra I or Transitional Algebra. Full Year: 6 credits H2290 Transitional ESL Mathematics This course is provided for students who have to beginning English proficiency. The course emphasizes foundational mathematical concepts and skills. It will focus on important concepts in Algebra and show how they can be applied to solve a wide variety of types of problems in daily life and in careers. Full Year: 6 credits H2991 Transitional Algebra This course is provided for students who have to beginning English proficiency. This is a full-year introductory algebra course for students who have completed the Transitional Math course but require additional work on topics included in the ESL Math curriculum. Review topics include operations using fractions, decimals and integers, order of operations, geometry, probability and statistics. Algebra topics include algebraic properties, solving and graphing linear equations, solving linear inequalities, exponent properties, systems of equations, and quadratic functions. Full Year: 6 credits ### ESL Science H4115 Newcomer Science Newcomer science is a course for students with little to no English proficiency. The course emphasizes foundational scientific concepts, vocabulary, and skills. A principal focus of the course is the preparation of students for entry into Foundations of Biology. Full Year: 6 credits H4140 Foundations of Biology (Prerequisite: Placement from ESL teacher and Science Curriculum Coordinator.) This course serves as the introductory high school science course for English Learners (ELs) who anticipate needing two years of biology before mastery. It is the first part of a two-year sequence designed to provide English Learners with an overview of the living world. Major emphasis is given to cells, genetics, ecology and possibly anatomy and physiology. Projects are conducted to supplement each topic. Full Year: 6 credits H4220 Transitional Biology (Prerequisite: Successful completion of Foundations of Biology or placement from ESL teacher and Science Curriculum Coordinator.) This course is the second part of a two-year sequence designed to provide English Learners with an overview of the living world. Major emphasis is given to cells, genetics, evolution and ecology. Project and laboratory work are conducted to supplement each topic. Full Year: 6 Credits Our history and social science courses are designed to support students in developing both a robust understanding of civic responsibility and their roles as well-informed and engaged members of society. Through the study of diverse materials and perspectives, our courses encourage independent inquiry, foster higher-order thinking skills, and promote more-sophisticated reading, writing, and speaking skills. Our classes embed a variety of learning methodologies and assessments to challenge our students while providing the necessary supports for their success. Criteria for Admission to Social Studies Honors and Advanced Placement Courses: 1. To be automatically considered eligible for an Honors-level course, students must have earned a minimum grade of B for the year from their previous Honors-level course or a minimum grade of A- for the year from their previous non-honors course, must have the recommendation of their current Social Studies teacher, and must adhere to any other department or course prerequisites. 2. For AP courses, a. To be automatically considered eligible for admission to an AP course students must have earned a minimum grade of B for the year from their previous AP-level course or a minimum grade of A- for the year from their previous Honors-level course, must have the recommendation of their current Social Studies teacher, and must adhere to any other department or course requirements. b. Prospective AP students may be required to submit a writing sample as directed by the Social Studies Department. This writing sample will be submitted as part of the course selection process and must be completed prior to the end of that process. 3. Exceptions to this policy will be made on a case-by-case basis by the Department Coordinator in conjunction with a student’s current Social Studies teacher. H5030 United States History I Foundations of America: The ninth grade course reviews the philosophy of democratic government and explores the development of the modern American governmental system (1215-1893). This year is primarily, but not exclusively, a political history but it does include significant social concepts. Students are brought through European exploration and colonial periods through the Civil War and Westward Expansion to learn how the earliest inhabitants of our nation developed the ideas of natural rights and democratic representation to craft a new paradigm of government and a new philosophy of human rights. That model is developed through the country’s first century to the emergence of a global American presence at the dawn of the 20th Century. Also, students will have the choice of continuing their middle school Civics Action Project or adopting another project to fulfill the state’s high school project requirement. This class will also focus on developing students’ reading, writing, collaborative, and historical thinking skills and providing individual support to assist students in becoming better historians and more effective communicators. Full Year: 6 credits H5020 Honors United States History I (Prerequisite: See Criteria for admission) Foundations of America: The ninth grade course reviews the philosophy of democratic government and explores the development of the modern American governmental system (1215-1893). This year is primarily, but not exclusively, a political history but it does include significant social concepts. Students are brought through European exploration and colonial periods through the Civil War and Westward Expansion to learn how the earliest inhabitants of our nation developed the ideas of natural rights and democratic representation to craft a new paradigm of government and a new philosophy of human rights. That model is developed through the country’s first century to the emergence of a global American presence at the dawn of the 20th Century. Also, students will have the choice of continuing their middle school Civics Action Project or adopting another projects to fulfill the state’s high school project requirement. Students admitted to the honors level class are expected to possess good reading, writing, and collaborative skills, and a willingness to go beyond the basic requirements of the US History curriculum. Full Year: 6 credits H5110 United States History II Defining America: This course studies the application of the principles of American government to different groups of people through various world and national movements and events, from the beginning of a global American presence to modern times (1893 to the present). This year focuses on social as well as significant political and governmental concepts. Curriculum materials include anthologies and selected readings. Students follow major events and movements in American history that support and link those events to important world happenings. This class will also focus on developing students’ reading, writing, organizational and historical thinking skills and providing individual support to assist students in becoming better historians and more effective communicators. Full Year: 6 credits H5100 Honors United States History II (Prerequisite: See criteria for admission) Defining America: this course studies the application of the principles of American government to different groups of people through various world and national movements and events, from the beginning of a global American presence, to modern times (1893-present). This year’s course focuses on social history but does include significant political and governmental concepts. Curriculum materials include anthologies and selected readings. Students follow major events and movements in American history that support and link those events to important world happenings. Students admitted to the honors level class are expected to possess strong reading and writing skills and exhibit both high academic standards and a willingness to go beyond the basic requirement of the US History II curriculum. Full Year: 6 credits H5300 AP U.S. History (Prerequisite: See criteria for admission) The Advanced Placement Program in United States History is designed to prepare students for college by presenting curriculum and academic challenges that are equivalent to those of an introductory college course. AP US History provides students with the structured writing, analytical skills, and factual knowledge necessary to deal critically with the key issues and movements in United States history. Students will learn to assess historical materials for their relevance to a given interpretive problem as well as for their reliability. They will weigh both evidence and researched interpretations as presented in historical scholarship to develop strong thesis-based essays. Only those students who are highly motivated and have demonstrated very strong reading and writing skills will be considered. Students who take this course must accept the challenge of very demanding work all year and are expected to take the AP exam in May as the appropriate conclusion to their efforts. Full Year: 6 credits H5430 World History This course will focus on the interrelationship of European history with the development of Africa, Asia and the Americas. Indigenous cultures will be addressed. Particular emphasis will be given to political, cultural and social trends that define the modern world (post French Revolution). Each student is expected to engage in critical thinking, expository writing and oral presentations as well as to complete periodic reports and projects. Attention will be given to current worldwide issues using periodicals, media materials and student-based research utilizing computer technology. This class will also focus on developing students’ reading, writing, collaboration, and historical thinking skills and providing individual support to assist students in becoming better historians and more effective communicators. Full Year: 6 credits H5410 Honors World History (Prerequisite: See criteria for admission) The Honors program in World History is designed for those highly motivated students who wish to pursue an intensive intermediate college level course. The historical focus of the course will be from the late Middle Ages (European Renaissance) to present day and the curriculum will provide a basis for independent projects, term reports and primary source analysis. Particular attention will be directed to interactions among the people of Asia, Africa, Europe and the Americas, and the cultural diffusion that resulted. Emphasis will be placed on critical thinking, analysis and interpretation of significant historical events, essay writing and in-depth research skills. Students admitted to the honors level class are expected to possess strong reading and writing skills and exhibit high academic standards and a willingness to go beyond the basic requirements of the World History curriculum. Full Year: 6 credits H5180 AP European History (Prerequisite: See criteria for admission) The Advanced Placement Program in European History is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with issues in European history since the ecclesiastical wars of the Middle Ages. This program will prepare students for intermediate and advanced college courses by presenting challenges to them that are equivalent to those of full year introductory college courses. Students will learn to assess historical data with emphasis on major documents and scholarly analyses of European history. Only those students who are highly motivated and have demonstrated strong reading and writing skills will be considered. Students who take this course must accept the challenge of very demanding work all year, and are expected to take the AP exam in May as the appropriate conclusion to their efforts. Full Year: 6 credits H5463 Contemporary World (Grades 11, 12) This semester course will engage students substantively in contemporary world issues. Possible areas of inquiry include, but are not limited to, political, environmental, and social trends that are of current interest. Inquiry will be primarily based on current newspapers, periodicals, and various other written and electronic sources. Students are expected to be willing to engage in oral presentations, expository writing, and critical thinking. Throughout the course, students will choose an area of interest (e.g. health, human rights, environment, education, child issues) and study the work of non-governmental organizations (NGOs) engaged in the issue, eventually using this study to produce a final project which may be service related. Students will have the additional option of participating in the school’s Model UN club, participating in regional conferences, and providing assistance to members who are underclassmen. This course will not fulfill the graduation requirement for Social Studies unless paired with another Social Studies semester elective. Semester Course: 3 credits H5900 Military History (Grades 11, 12) Students in this course will examine the role of the military and conflict in both the historical and modern world. Students will research and analyze the strategic, technological, cultural, economic, and political influence of warfare and the role of technology in military history. Students will be required to demonstrate an understanding of basic military historiography and the difference between strategic and tactical military planning. The course will also present primary and secondary source information for analysis and students will be required to research and write about appropriate historical topics as well as critique various forms of popular history. This course will not fulfill the graduation requirement for Social Studies unless paired with another Social Studies semester elective. Semester Course: 3 credits H5902 The Holocaust and World Genocides (Grades 11, 12) This semester course will look at the history of the Nazi Holocaust during World War II but also look at examples of genocides in other parts of the world in both historical and contemporary examples. The use of primary and secondary sources such as monographs, novels, music, photographs, news reports, and scholarly papers will anchor students’ studies. Through these sources, students will learn the processes involved in creating a climate conducive to “ethnic cleansing”, mass killings, and other atrocities of violence against their fellow humans by looking at the psychological and moral climates created by the perpetrators. This course will not fulfill the graduation requirement for Social Studies unless paired with another Social Studies semester elective. Semester Course: 3 credits H5540 Psychology (Open to juniors and seniors. Seniors given first preference) Psychology is designed to introduce the college-bound senior to the social and behavioral sciences. The course will focus on such traditional areas of behavioral inquiry as learning, conflict and frustration, personality theory, child development, and abnormal behavior. The course will require outside reading, experiments both in and out of the classroom, and an in-depth research project. This class will also focus on developing students’ organizational and social science thinking skills and on providing individual support to assist students in becoming better writers and more effective communicators. Full Year: 6 credits H5600 Honors Psychology (Open to juniors and seniors. Seniors given first preference) (Prerequisite: See criteria for admission) The Honors program in Psychology will examine and evaluate the major topics and theories of behavior. Students will study the basics of psychological research, the interaction of physical, psychological and social factors in the human life cycle, and the competing theories of the behavioral sciences. Emphasis will be placed on active learning, original research, observation both in and out of the classroom and problem solving. Students admitted to the honors level class are expected to possess strong reading and writing skills and exhibit high academic standards and a willingness to go beyond the basic requirements of the Psychology curriculum. Full Year: 6 credits H5500 AP Psychology (Seniors Only) (Prerequisite: See criteria for admission) The Advanced Placement Program in Psychology is designed to provide students with the analytical skills and knowledge necessary to deal critically with issues in psychology. This program will prepare students for intermediate and advanced college courses by presenting challenges to them that are equivalent to those of full year, introductory college courses. Students will learn to assess competing theories of behavior, applications of psychological research, and the spectrum of human behavior. Only those students who are highly motivated and have demonstrated very strong reading and writing skills will be considered. Students who take this course must accept the challenge of very demanding work all year and are expected to take the AP exam in May as the appropriate conclusion to their efforts. Full Year: 6 credits H5800 Honors American Legal System (Open to juniors and seniors. Seniors given first preference) This year long course will give students a basic understanding of the American legal systems. Units will include: Introduction to Law, Criminal Law and Juvenile Justice, Tort Law and Civil Liberties and Civil Rights. Each student will pursue individual research on projects that require extensive writing, oral presentation and community interaction. This course is designed for students who are especially interested in the field of law and law enforcement. In addition to class discussions and group projects, the course will include guest speakers, mock trials, field trips, and debates. Excellent attendance is expected in this course due to guest speakers and in-class projects. Students admitted to the honors level are expected to possess strong reading and writing skills and exhibit high academic standards and a willingness to go beyond the basic requirements of the curriculum. Full Year: 6 credits H5730 Civics (Open to juniors and seniors. Seniors given first preference) This course is designed to introduce a variety of civic topics through limited research and class discussion to students who will be turning 18 years old. Students will learn how laws and political decisions are made and how these decisions affect their lives. Some areas of study include: citizenship, political science, government, democratic beliefs, elections, and community organizations. Each student will have the opportunity to interact with a number of out-of-school events, such as Massachusetts Student Government Day and the Close Up Washington Program. Students will participate in numerous group projects of personal interest in areas of politics, sociology and current events. This class will also focus on developing students’ organizational and social science thinking skills and on providing individual support to assist students in becoming better writers and more effective communicators. Full Year: 6 credits Social Studies Sequence Chart^+ GRADE 9 - US History I GRADE 10 - US History II GRADE 11 Choose one or more: - World History - Psychology^ - Contemporary World - Military History - Genocide & Holocaust GRADE 12 Choose one or more: - Psychology - Contemporary World - Civics - Military History - Genocide & Holocaust - Hon. US History II GRADE 11 Choose one or more: - Hon. World History - Hon. Psychology^ - Hon. American Legal^ - Contemporary World - Military History - Genocide & Holocaust GRADE 12 Choose one or more: - Hon. American Legal - Hon. Psychology - Hon. American Legal - Contemporary World - Military History - Genocide & Holocaust - AP US History GRADE 11 Choose one or more: - AP European History - Contemporary World - Military History - Genocide & Holocaust GRADE 12 Choose one or more: - AP Psychology+ - Contemporary World - Civics - Military History - Genocide & Holocaust This chart represents the typical course sequences taken by students in social studies, but students’ individual paths may differ based on grades, teacher recommendation, or prior coursework. ^These courses are available to juniors on a space-available basis. +AP Psychology is limited to seniors only. Mathematics The Watertown High School Math Department strives to bring every student to their mathematical potential by providing a rigorous and comprehensive curriculum complemented by teacher support and technology. Students are offered multiple paths for four years of mathematics, all designed for mathematical success in post-high school programs. Support is available in many forms, including a Math Lab open all periods, as well as access to teachers both before and after school. Students who study mathematics will exhibit critical and analytical thinking skills in all mathematics courses. Students will regularly collaborate with peers in their investigative pursuits. Technology will be used to help students solve problems and to strengthen their understanding. Students who plan on going to college should consider taking a mathematics course each year. Honors level courses are designed to provide intensive instruction to students who have demonstrated an outstanding level of achievement and interest in studying mathematics in depth and pursuing individual projects. Prerequisites for some courses are stated in the course descriptions. Refer to the math sequence chart for a graphic view of the courses that may be best for you. Calculators Calculators are required for all courses and are the responsibility of the student to purchase. For courses at a level of Algebra II and below, students will need the TI-30XS Multiview. For courses beyond Algebra II, students will need one of the Texas Instruments graphing calculators, either the TI-83+ or one of the TI-84 versions. Grades 9 and Grade 10: ALGEBRA & GEOMETRY H3220 Geometry (Recommended background: completion of Grade 8 Math) This course in plane geometry is the first half of a two-year program. The course focuses on the key topics that provide a strong foundation in the essentials of geometry. Algebraic concepts will be reviewed and reinforced including, algebraic applications as they apply to the real world. Full Year: 6 credits H3070 Algebra I (Recommended background: completion of H3220 Geometry) This is the second half of a two-year program. It will focus on important concepts in Algebra and show how they can be applied to solve a wide variety of types of problems in daily life and in careers. Full Year: 6 credits H3110 Algebra I (Recommended background: completion of Grade 8 Math or H3220 Geometry) This course in Algebra integrates geometry, probability and statistics together with algebra. Pure and applied mathematics are also integrated throughout the course. Topics include the study of real numbers, rational and irrational, the solution of linear and quadratic equations, graphing and equations for lines. Full Year: 6 credits H3200 Honors Geometry (Recommended background: completion of Grade 8 Algebra with a strong level of understanding) This is an accelerated course in plane geometry. Principles of logical reasoning are introduced early. Students develop their deductive reasoning skills throughout the course. Algebraic concepts and skills are interwoven with the geometry. Considerable motivation to do outside study is required. Full Year: 6 credits H3210 Geometry (Recommended background: completion of Grade 8 Algebra or H3110 Algebra I) This is a standard course in plane geometry that prepares students for college entrance exams. Four dimensions of understanding are emphasized: skill in drawing, visualizing, and following algorithms; understanding of properties, mathematical relationships and proofs; using geometric ideas in real situations, and representing geometric concepts with coordinates, networks or other diagrams. Full Year: 6 credits ALGEBRA II H3315 Algebra II A (Recommended background: completion of both Geometry and Algebra I) Delving deeper into the work from Algebra I (H3070), students will begin work on Algebra II, including the study of polynomial functions and their different algebraic forms, equations and inequalities, graphing and systems. Division as it relates to rational functions is also covered, as is factoring (through trinomials). Full Year: 6 credits H3317 Algebra II B (Students taking this class have completed H3315 Algebra IIA) Continuing from Algebra II A, students will move into the transformations of polynomials, explore complex numbers, solve radical and exponential equations, and study the foundations of trigonometry and statistics. Full Year: 6 credits H3310 Algebra II (Recommended background: completion of H3210 Geometry) This is a standard course in Algebra II. Problem solving is introduced early and is integrated throughout the course. Applications of algebra are presented in interesting and varied word problems. Reasoning skills such as analyzing information, making conjectures and giving convincing arguments are developed throughout the course. Full Year: 6 credits H3300 Honors Algebra II (Recommended background: completion of H3300 Geometry with a strong level of understanding) This is an accelerated course in algebra. It moves quickly to topics students have probably not seen before in Algebra I. The course emphasizes the roles of algebra and trigonometry as a foundation for calculus. Full Year: 6 credits ADVANCED COURSES (BEYOND ALGEBRA II) H3410 Precalculus (Recommended background: completion of Algebra II with a strong level of understanding) This is a course to prepare college-bound students for a first course in Calculus. Topics in this course build on the foundation established in Algebra II, including circular functions and trigonometry, advanced algebra, analytical geometry, matrices and polar coordinates. Full Year: 6 credits H3400 Honors Precalculus (Recommended background: completion of either H3300 Honors Algebra II or H3310 Algebra II with a strong level of understanding) This is a course to prepare college-bound students for a first course in Calculus at the high school level. Students will be asked to complete a summer packet based on Algebra II for this course. Topics in this course include: Function analysis (polynomial, exponential and logarithmic), Trigonometry, Conic sections, Vectors, Polar coordinates and Limits. Full Year: 6 credits STATISTICS H3450 Topics in Statistics This introductory course is designed for seniors. Topics studied include descriptive statistics, correlation and linear regression, experimental design, normal distributions, probability and inferential statistics including confidence intervals and significance tests. Graphing calculators will be used extensively, and students should note that the course will be word-problem intensive. Full Year: 6 credits H3460 Honors Statistics (Recommended background: completion of Algebra II, confidence in both reading comprehension and writing) This course is designed for those students who are interested in taking an advanced course in statistics that is not as rigorous as the Advanced Placement course. Topics studied will be those found in a traditional college statistics course with a heavy emphasis on computer and graphing calculator applications. Areas of study include descriptive statistics, data collection and analysis experimental design, linear regression (including residual plots and logarithmic transformations), probability and extensive discussion of inferential statistics using the normal, t, chi-square and F distributions. Students are expected to purchase a TI-83+ or TI-84+ graphing calculator. Full Year: 6 credits H3600 AP Statistics (Recommended background: students most often have completed Algebra II Honors or Precalculus Honors and come with strong skills in both reading comprehension and writing) This is an advanced course in mathematics. It is recommended for students who are thinking about careers in business, the sciences or social sciences. Substantial technical writing is involved as well as abstract reasoning and problem solving with a high degree of independence. The topics studied will be those in a traditional college statistics course with heavy emphasis on computer and graphing calculator applications. The topics include descriptive statistics, data collection and analysis, experimental design, probability, linear regression, and an extensive discussion of inferential statistics using the normal, t, and chi-square distributions. Students are expected to take the AP Exam in May and are required to purchase a TI83+ or TI-84+ calculator. Full Year: 6 credits CALCULUS H3520 Honors Calculus Recommended background: completion of Precalculus) This is an advanced course in mathematics for those students who are planning careers in mathematics, the sciences, engineering, business or other college majors which require calculus. Students are required to purchase a TI-83+ or TI-84+ calculator. Full Year: 6 credits H3500 AP Calculus AB (Recommended background: completion of H3400 or H3410 Precalculus with a strong level of understanding) This is an advanced course in mathematics for those students who are planning careers in mathematics, the sciences, engineering, or other college majors which require calculus. AB covers roughly one semester of college calculus. Students who take this course must accept the challenge of very demanding work all year, and are expected to take the AP exam in May as the appropriate conclusion to their efforts. Students are required to purchase a TI-83+ or TI-84+ calculator. Full Year: 6 credits H3530 AP Calculus BC (Recommended background: completion of H3400 or H3410 Precalculus with a strong level of understanding) This is an advanced course in mathematics for those students who are planning careers in mathematics, the sciences, engineering, or other college majors which require calculus. BC covers roughly a semester and a half of college calculus. Students who take this course must accept the challenge of very demanding work all year, and are expected to take the AP exam in May as the appropriate conclusion to their efforts. Students are required to purchase a TI-83+ or TI-84+ calculator. Full Year: 6 credits ELECTIVES H3620 Exploring Mathematical Practices (Enrollment in the course is limited to sophomore students) This course is for students who are at risk for struggling with reaching proficiency on the Math MCAS in high school. Full Year: 3 credits H3713 Introduction to Computer Programming I: Games and Cryptography (Recommended background: completion Geometry or prior programming experience) This is a hands-on introductory class. There are some class discussions and lectures on the bigger ideas in programming, and students spend the vast majority of class time coding. Each month, students program their own versions of classic video games, including Mario, Pong, and Space Invaders. The final project is for students to create and then code their own game. The class will include with a unit on cryptography. The class uses a visual programming language called 'Snap!' and is based on a course taught at UC Berkeley. Semester Course: 3 credits H3714 Introduction to Computer Programming II: Python (Recommended background: successful completion of Introduction to Computer Programming I, or permission of instructor based upon prior programming experience) This is a hands-on class using the Python programming language. The programming concepts learned in Introduction to Computer Programming I are applied to Python, a high level programming language. Topics will include variables, data types, conditionals, lists functions, loops, input and output, dictionaries, methods and inheritance. The course uses the TEALS Intro to Computer Science Part 2 curriculum from Microsoft. Semester Course: 3 credits H3700 AP Computer Science A (Recommended background: either H3713 or H3714. students with no prior computer programming experience are welcome to take the class, and should speak with the instructor prior to signing up) AP Computer Science A covers material similar to most collegiate Intro to Computer Science programs. By the end of the course, students should be able to design, implement, and analyze solutions to problems, use and implement commonly used algorithms, use standard data structures, develop and select appropriate algorithms and data structures to solve new problems, write solutions fluently in an object-oriented paradigm, and write, run, test, and debug solutions in the Java programming language, utilizing standard Java library classes and interfaces from the AP Java subset. As a result, students will also be able to read and understand programs consisting of several classes and interacting objects, read and understand a description of the design and development process leading to such a program, and understand the ethical and social implications of computer use. Problem solving and the ability to work independently are both skills that will be called on regularly. Full Year: 6 credits The following chart represents four possible courses for the 9th grade year and the likely courses that will follow from grades 10-12. Note that beginning high school in one of the columns below does not guarantee students will finish in the same column senior year. Our top priority is to place students in the best possible course for them from one year to the next based on their assessed performance and level of understanding. Mathematics Sequence Chart GRADE 9 - Geometry GRADE 10 - Algebra I GRADE 11 Choose one: - Algebra IIA - Algebra II (joining sequence two) GRADE 12 Choose one: - Algebra IIB - Topics in Statistics - Topics in Algebra Choose one: - Topics in Statistics - Honors Statistics - Adv. Alg w/Trig - Precalculus Choose one: - Hon. Calculus - AP Calculus - Precalculus - Topics in Statistics - Hon. Statistics - AP Statistics Choose one: - Hon. Calculus - AP Calculus - Hon. Statistics - AP Statistics The H3620 Exploring Mathematical Practices course is taken as a second Math class during 10th grade. It does not replace any course in the sequence of required classes. Introduction to Computer Programming I & II and AP Computer Science are electives* and are meant to be taken in conjunction with other math courses, once you have completed Geometry. Once Algebra II has been successfully completed, many possibilities follow. What comes next depends on what your interests are and your post-high school plans. Your teacher can help you think about your options. We recommend, if possible, taking a course in Statistics before graduation. Statistics is occasionally taken as a second course along with Precalculus. Note that electives are not counted toward the number of math courses required for graduation. Career and Technical Education These programs give students meaningful, challenging educational experiences to gain the knowledge, skills, competencies, and self-esteem to be successful in today’s fast-changing society. Students participate in authentic, challenging projects that involve collaboration, technology, creativity, critical thinking, high-level communication, and other career-specific skills. WHS offers two ways to experience Career and Technical Education: 1.) Vocational/Technical dedicated pathways (also referred to as Chapter 74 Programs) OR 2.) Electives in a traditional high school schedule Vocational/Technical Dedicated Pathways: (open to Sophomores) - Engineering Technology - Medical Assisting - Digital Media Communications Entrance into a Vocational/Technical Pathway is a three-year commitment that will provide the student with an endorsement on their high school transcript. Each will be run with a limited number of seats. Students begin a Vocational/Technical Pathway in their sophomore year with specified coursework in each of the last three years of high school that results in a reduction of the number of elective slots in their schedule. Massachusetts four-year state colleges and universities waive the two-year foreign language entrance requirement for Vocational/Technical students. Vocational/Technical (Chapter 74) Programs Chapter 74-approved vocational technical education programs are programs that meet the definition of vocational technical education contained in Massachusetts General Law Chapter 74. Districts apply for program approval to DESE’s Office for College, Career, and Technical Education (OCCTE) pursuant to Chapter 74 and the Vocational Technical Education regulations. Note that all Chapter 74-approved vocational technical education programs meet the Perkins Act definition of career and technical education. Chapter 74 programs are considered by the department to be high quality college and career pathways. Any freshman who is interested in this three-year program commitment that begins in sophomore year should complete an application (available in guidance) that must include a parent or guardian signature. The Vocational/Technical Pathway course load will be the equivalent of 2 full-year courses in sophomore year and 3 full-year courses in both junior and senior years. The per class year capacity of these programs is listed below: - Engineering Technology – 20 students - Medical Assisting – 15 students - Digital Media Communications – 15 students Admissions Policy and Frameworks In the event that more sophomores apply than are able to be accommodated in a given program, students will be selected randomly using a lottery and a waiting list will be created. If there is space in another program, students will be offered the option to enroll there. The curriculum for the V/T Engineering Technology program is aligned with the Massachusetts Department of Elementary and Secondary Education Vocational Technical Education Framework for Engineering Technology in the Manufacturing, Engineering and Technology Services Occupational Cluster. The curriculum for the V/T Medical Assisting program is aligned with the Massachusetts Department of Elementary and Secondary Education Vocational Technical Education Framework for Medical Assisting in the Health Services Occupational Cluster. The curriculum for the V/T Digital Media Communications program is aligned with the Massachusetts Department of Elementary and Secondary Education Vocational Technical Education Framework for Radio and Television Broadcasting in the Arts and Communication Services Occupational Cluster. Comparison Traditional High School Schedule vs. Pathway Schedule Below is a side-by-side comparison of the course options for a traditional student vs. a student in a Vocational/Technical Pathway for Sophomore, Junior and Senior years: \| Traditional \| Vocational Pathway \| \|-------------\|--------------------\| \| Course \| FY/Sem \| Credits \| Course \| FY/Sem \| Credits \| \| Grade 10 \| \| \| Grade 10 \| \| \| \| ELA \| FY \| 6 \| ELA \| FY \| 6 \| \| Math \| FY \| 6 \| Math \| FY \| 6 \| \| Social Studies \| FY \| 6 \| Social Studies \| FY \| 6 \| \| Science \| FY \| 6 \| Science \| FY \| 6 \| \|---------\|----\|---\|---------\|----\|---\| \| Traditional (Grade 10 cont.) \| \| \| Vocational Pathway (Grade 10 cont.) \| \| \| \| Course \| FY/Sem \| Credits \| Course \| FY/Sem \| Credits \| \| World Language \| FY \| 6 \| Wellness \| Sem \| 3 \| \| Wellness \| Sem \| 3 \| Elective \| Sem \| 3 \| \| Elective \| Sem \| 3 \| Vocational Year I \| FY X 2 \| 12 \| \| Elective \| FY/2 Sem \| 6 \| \| \| \| \| Grade 11 \| Grade 11 \| \|----------\|----------\| \| ELA \| ELA \| \| Math \| Math \| \| Social Studies \| Social Studies \| \| Science \| Wellness \| \| World Language \| Elective \| \| Wellness \| Vocational Year II \| \| Elective \| \| \| Elective \| \| \| Grade 12 \| Grade 12 \| \|----------\|----------\| \| ELA \| ELA \| \| Math \| Math \| \| World Language \| Wellness \| \| Wellness \| Elective \| \| Elective \| Elective \| \| Elective \| Vocational Year III \| \| Elective \| \| \| Elective \| \| Engineering Technology (Grades 10-12) The curriculum for this three-year Chapter 74 CTE program of study is in partnership with Project Lead the Way (PLTW), a nationwide, non-profit organization dedicated to providing students with transformative classroom experiences. Each PLTW Engineering course engages students in interdisciplinary activities like working with a client to design a home, programming electronic devices or robotic arms, or exploring algae as a biofuel source. These activities not only build knowledge and skills in engineering, but also empower students to develop essential skills such as problem solving, critical and creative thinking, communication, collaboration, and perseverance. Potential Careers: - CNC Machinist - Quality Control Technician - Manufacturing Technician - Field Service Technician - Customer Service Technician - Engineering Technician - Test Technician - R&D Technician - Electronic Assembler - Mechanical Assembler - Engineer (4-Yr College) The descriptions of each of the courses can be found in the Engineering electives section of this document. Engineering Technology I (Sophomores Only): This consists of two Project Lead the Way (PLTW) units of study: Introduction to Engineering Design (IED) and Principles of Engineering (POE). The descriptions of these courses can be found in Career and Technical Education Engineering Electives. Equivalent of 2 Full Year Courses: 12 credits Engineering Technology II (Pathway Juniors only): This course consists of three Project Lead the Way (PLTW) units of study: Digital Electronics (DE), Civil Engineering and Architecture (CEA) and Computer Integrated Manufacturing (CIM). The course description for DE is located in the CTE electives and the description for CEA and CIM can be found below. Equivalent of 3 Full Year Courses: 18 credits Engineering Technology III: This course consists of two Project Lead the Way (PLTW) units of study and 2 one-semester WHS courses: Engineering Design and Development (EDD), Environmental Sustainability (ES), Introduction to Robotics, and Entrepreneurship/Business. The descriptions for EDD and Introduction to Robotics can be found in Career and Technical Education Engineering. The description of ES can be found at pltw.org. Equivalent of 2 Full Year and 2 Semester Courses: 18 credits Medical Assisting (Grades 10-12) The curriculum for this program is aligned with the Massachusetts DESE V/T Framework for Medical Assisting in the Health Services Occupational Cluster. The activities not only build knowledge and skills in medical assisting, but also empower students to develop essential skills such as problem solving, critical and creative thinking, communication, collaboration, and perseverance. Potential Careers: - EMT / Paramedic - Medical Billing - Medical Coder - Medical Lab Technician - Nurse Practitioner - Occupational Therapist - Pharmacy Technician - Phlebotomist - Physical Therapist - Physician Assistant - Registered Nurse - Respiratory Therapist - Surgical Technician - Pharmacist - Licensed Practical Nurse Medical Assisting I (Sophomores only): This course consists of two units of study: Anatomy & Physiology for Medical Assisting and Medical Terminology for Medical Assisting. Equivalent of 2 Full Year Courses: 12 credits Medical Assisting II (Pathway Juniors only): This course consists of three units of study: TBD Equivalent of 3 Full Year Courses: 18 credits Medical Assisting III (Pathway Seniors only): This course consists of two full-year units of study and two semester units of study: TBD Equivalent of 2 Full Year and 2 Semester Courses: 18 credits Digital Media Communication (Grades 10-12) This program will use the cohort model with up to 15 students per year. The curriculum for this program is aligned with the Massachusetts DESE V/T for Radio & Television Broadcasting Framework in the Arts and Communication Services Occupational Cluster. The activities not only build knowledge and skills in digital media communication, but also empower students to develop essential skills such as problem solving, critical and creative thinking, communication, collaboration, and perseverance. Potential Careers: - Production Director - Producer - Video Editor - News Reporter - News Anchor - News Director - Camera Operator - Control Engineer - Technical Director - Sales and Marketing - Broadcasting Management The descriptions of these courses can be found in Radio/TV Broadcasting electives. Digital Media Communication I (Sophomores Only): This consists of four one-semester units of study: H6963 Digital Video Making H6983 Intro to Radio Broadcasting H6893 Studio Television Broadcasting H6884 Radio/Television News Broadcasting Equivalent of 2 Full Year Courses: 12 credits Digital Media Communication II (not yet available Pathway Juniors only): This course consists of three units of study: TBD Equivalent of 3 Full Year Courses: 18 credits Digital Media Communication III (not yet available Pathway Seniors only): This course consists of 2 full-year units of study: TBD and 2 one-semester WHS courses: Entrepreneurship/Business and TBD. Equivalent of 2 Full Year and 2 Semester Courses: 18 credits Our elective program areas include: - Marketing/Finance (Business) - Biotechnology - Culinary Arts - Early Education and Care (Modern Family Life) - Construction Technology - Design and Visual Communications - Radio and Television Broadcasting - Engineering Electives (open to all students) Marketing/Finance (Business) Learn to: - Manage money, time, and resources - Set goals and achieve them by organizing time, work, and resources effectively - Know career options and requirements needed for employment and academic success - Select and apply technology tools for making personal and business decisions and achieving personal and organizational goals - Apply critical-thinking skills to function in multiple roles as economically literate citizens, consumers, workers, managers, business owners, and directors of your economic future. Certifications Offered: EverFi Financial Literacy Biotechnology This program area introduces students to topics related to careers in biotechnology - using technology based on biology - which harnesses cellular and biomolecular processes to develop technologies and products that help improve our lives and the health of our planet. Culinary Arts & Early Education and Care This program area focuses on the core concepts of the Massachusetts Comprehensive Health/Family and consumer Sciences Curriculum Frameworks: Health Literacy/Healthy Self-Management Skills/Health Promotion. In Culinary Arts I: Chefs, students will learn how to make healthy, informed food choices using Choose My Plate. Culinary Arts II: Culinary Essentials enables students to explain factors associated with a safe food supply (food handling, production, food storage, and preparation techniques). In the Modern Family Life I: Introduction to Child Development course, students will be able to describe proper prenatal care and identify types of birth defects. Certifications Offered: ServSafe, CPR Construction Technology This program area reflects the goals and standards of the Technology portion of the Massachusetts Science and Technology/Engineering Curriculum Frameworks. Through authentic applications, the Industrial Technology program prepares students for college and/or further advanced training in technical fields. Courses in this area require the use of mathematics and science concepts as applied in real situations. These courses also stress the use of the design process and the application of problem solving skills in the context of each area's real life situations. Design and Visual Communications Through authentic applications these programs prepare students for college and/or further advanced training in technical fields. Courses stress use of the design process and the application of problem-solving skills in the context of each area’s real-life situations. Courses include Graphic Design and Graphics II/Web Design. Certifications Offered: Adobe Photoshop, Adobe Illustrator Medical Assisting Through authentic applications these programs prepare students for college and/or further advanced training in health fields. Courses stress use of patient-care skills in the context of medical office real-life situations. Certifications Offered: CPR/AED, Phlebotomy, Medical Assisting Radio and Television Broadcasting Television: Learn about mass communications and about film and video production including editing and shooting videos in the state-of-the-art TV studio. Radio: Learn about the importance of writing and language choice to paint the “word picture” into storytelling, and advance stories and opinions, without the benefit of pictures. Students will also be introduced to the basics of radio broadcast equipment, editing, and show preparation. Certifications Offered: Adobe Premiere Engineering/Engineering Technology This program area reflects the goals and standards of the Engineering Technology portion of the Massachusetts Science and Technology/Engineering Curriculum Frameworks and the Massachusetts Vocational Technical Education Frameworks. Courses in this area require the use of mathematics and science concepts as applied in real situations. These courses also stress the use of the design process and the application of problem-solving skills in the context of each area's real-life situations. Engineering is more than just another high school engineering program. It is about applying science, technology, engineering and math through a project-based, hands-on approach to solve complex, open-ended problems in a real-world context. Students focus on the process of defining and solving a problem, not on getting the “right” answer. They learn how to apply STEAM knowledge, skills and habits of mind to make the world a better place through innovation. Even for students who do not plan to pursue engineering after high school, the PLTW Engineering™ program provides opportunities to develop highly transferable skills in critical thinking, collaboration and problem-solving, which are relevant for any coursework or career. Project Lead the Way (PLTW) courses are offered with the option for college credit Design and Visual Communication This program area combines the visual arts and technology to communicate ideas. Certifications Offered: Adobe PhotoShop, Adobe Premier Pro Marketing/Finance/Business H6352 Accounting I: Proprietorship Students will learn accounting practice for a service business organized as a proprietorship, including: - changes that affect the Accounting Equation - analyzing transactions into debit and credit parts - journalizing transactions - posting to a ledger - cash control systems - work sheet and adjusting entries for a service business - financial statements for a proprietorship - recording closing entries and preparing a post-closing trial balance for a service business. Semester Course: 3 credits H6354 Accounting II: Merchandising Corporation (Prerequisite: Successful completion of Accounting I: Proprietorship) Students will learn accounting practice for a merchandising business organized as a corporation, including: - accounting for purchases and cash payments - accounting for sales and cash receipts - accounting for transactions using a general journal - preparing payroll records - accounting for payroll and payroll taxes - accounting for uncollectible accounts receivable - preparing adjusting entries and a trial balance - financial statements and closing entries for a corporation - analysis of financial statements Semester Course: 3 credits H6356 Accounting III: Adjustments and Valuation (Prerequisite: Successful completion of Accounting II: Merchandising Corporation) Students will learn adjustments and valuation for a merchandising corporation, including: - acquiring capital for growth and development - accounting for plant assets, depreciation, and intangible assets - accounting for inventory - accounting for accruals, deferrals, and reversing entries - end-of-fiscal period work for a corporation - accounting for partnerships - recording international and internet sales Semester Course: 3 credits H6373 Personal Finance/Economics (Meets half year of Math requirement beyond Applied Geometry) Personal Finance is a comprehensive, financial literacy course designed to assist students in developing core knowledge and skills needed for successful life planning and management. Students will be introduced to a range of financial alternatives and explore basic decisions and strategies necessary to become informed employees, consumers, and citizens. Various topics covered will include planning your career, saving and investing, spending, credit, insurance, and taxes among others. This course utilizes the National Endowment for Financial Education (NEFE) program as well as other emerging financial literacy programs. Students complete a variety of worksheets and projects. Semester Course: 3 credits H6395 Entrepreneurship/Business (Priority given to students in 3rd year of a vocational pathway, elective students as space allows) Description TBD Semester Course: 3 credits Culinary Arts H6503 Culinary Arts I: Chefs This course is designed to teach the basics of food preparation, with nutrition as the underlying theme. Using the concept of a “healthy plate” created by the U.S. Department of Agriculture students will address real-life issues by learning about the tips to a great plate. Students will learn ServSafe® for food handlers. For a fee, they may then choose to take the certification test offered by the National Restaurant Association. They will learn (1) to balance calories and food options (solid fats, sugars, salt), (2) to enjoy food responsibly, (3) to portion appropriately, (4) which foods to eat more often (whole grains, vegetables, fruits, low-fat dairy), (5) how to include more fruits and vegetables into daily diets, (6) about low-fat or fat-free dairy (or soy) products, (7) about whole grains, (8) how to read a nutrition facts panel, and (9) about water consumption. Students will identify and reproduce knife skills utilizing advanced preparation for class labs. Students will identify, classify and select smallware and cooking equipment necessary to prepare vegetables, starches, eggs, yeast breads, quick breads, basic sauces, and composed salads safely and correctly. Readings, PowerPoint presentations, student presentations and cooking labs, curriculum activities from the Guide to Good Food textbook, as well as use of the website ChooseMyPlate.gov, will be an integral part of the course. Semester Course: 3 credits H6513 Culinary Arts II: Culinary Essentials (Limited to Sophomores, Juniors and Seniors) (Prerequisite: Satisfactory completion of H6503 Culinary Arts I: Chefs) This course offers an introduction and overview of opportunities in the modern hospitality and food services industry. Students will examine the historical importance of food production/processing and relate it to current industry trends, product development, and marketing/sales. Preparation of more complex and varied food products will provide opportunities for skill mastery and address the nutritional aspects of different cuisines. Students will learn how nutrition impacts menu planning and be able to describe how companies promote and create branding and design for new food product releases or menu roll-outs. Students will learn techniques to demonstrate skills of proper advanced food preparation as well as the fundamentals of menu design utilizing local, regional, national, and global seasonings, recipes and cuisines. Readings, PowerPoint presentations, student presentations, cooking labs, food demonstrations, curriculum activities from the Culinary Essentials textbook, as well as the use of the websites cdc.gov and ChooseMyPlate.gov will be an integral part of this course. Cooking labs will feature advanced preparation and techniques with seasonal, agricultural ingredients, as well as current trends in the modern food industry. As safety and production allow, the Watertown High School cafeteria will be used as a supplemental learning environment. Guest speakers, as well as field trips to local restaurants, may be arranged to supplement classroom learning. Semester Course: 3 Credits Early Education and Care H6600 Modern Family Life I: Introduction to Child Development and Parenting (Limited to Sophomores, Juniors and Seniors) This course is designed for students interested in learning about the care of children, how to become effective parents, and exploring possible career choices in the field of child care. Using the text, The Developing Child, students will be required to read and write on topics of childcare and child development. Study of the child begins with pregnancy and prenatal development and continues with growth from birth to preschool age. Parenting is a major topic of study. HeartSaver® CPR/AED training is part of this course. For a fee, students may choose to become officially certified by the American Heart Association (during class time). During second semester, students will carry their own “babies” to help them experience the work and effort of parenthood. Positive and negative ways children and parents relate will be discussed. Because you cannot separate children from the social issues of the 21st century, child abuse, the battering of women, addiction, divorce and HIV will also be studied. Short research paper topics include child development theorists and birth defects. Guest speakers, as well as a field trip to Children’s Hospital, may be arranged to supplement classroom assignments. Guest speakers may include our Resource Officer, an obstetrics nurse, a certified nurse midwife, and/or parents of young children. Full Year: 6 credits H6600 Modern Family Life II: Early Education and Child Care Exploratory The course is open to all students in grades 11-12 and will alternately meet at the preschool placement and at the high school. (Prerequisite: Satisfactory completion of Modern Family Life I) This course is designed for students interested in going into the career fields of teaching or social work. It is an independent study course that gives the students first-hand experience working with young children at a local pre-school. Students observe and work with the pre-school children. Students spend the entire period at the pre-school. They write a weekly journal about their observations of the social, emotional, intellectual, and physical growth of the children. They also spend one entire day per semester at the pre-school, as well as “special” days (including holiday celebrations, etc.). For the mid-term exam, each student will write a children’s story that will eventually be read to the children at the pre-school. For the final exam, students create a lesson plan and then teach the lesson to the children at the pre-school. Readings and activities from the text “Working with Young Children” will help students build from their experiences. Full Year: 6 credits Construction Technology H6223 Construction Technology I This introductory level course will provide instruction for the proper use of hand tools, portable power tools and stationary woodworking machines. This class will focus on the importance of planning, design and woodshop safety. All students will gain understanding of the Milling Process which transforms raw material into industry standard finish stock. The woodworking industry has undergone many changes, and the students will obtain the training that is necessary for employment in this challenging industry. Semester Course: 3 credits H6250 Construction Technology II (Prerequisite: Successful completion of Construction Technology I) This course is designed as a continuation of the Construction Technology I course. This advanced level woodworking course will engage all students with industry standard woodworking skills and the achievement of a marketable skill. Emphasis is focused on the safe and productive use of hand, power and stationary tools. Students will fabricate two mandatory projects followed by student selected project(s). Individual student achievement is paramount in this project-based curriculum. Full Year: 6 credits Design and Visual Communications See the Course Descriptions for the following in Fine, Applied, and Performing Arts. H7043 Graphic Design H7033 Graphics II/Web Design H7243 Photography - Digital Media I H7253 Photography - Digital Media II Radio and Television Broadcasting H6358 The Game of Life: The Art of Communication This course will prepare all students for life by growing as communicators. The skills developed in this course will serve all students’ futures whether bound for college, career or service. Students will be encouraged to take communications risks in a safe environment so they may venture beyond their comfort zone in pursuit of skills in presentations, small group, interpersonal, interviewing, resume building, networking, and more. Students will gain the confidence to feel equally empowered to speak to or with groups small and large either with prepared or off-the-cuff (extemporaneous) remarks. Never feel shy or unable to find your words again. Build your future by developing confidence and a skill for life - communications. Semester Course: 3 Credits H6963 Digital Video Making Are you passionate about making videos? Are you the member of your friend group that always has their phone or camera in their hand? Have a story to tell? Are you looking to be the next YouTube or social media star? Have you started experimenting with editing via iMovie or Final Cut Pro? In this course, students will learn to tell their stories through video. Students learn how to use professional camera equipment to set up and record interviews, stand ups, B-roll, and more. Students will then learn how to edit their footage using Adobe Premiere. Their final projects will be shown online and broadcast on WCA-TV. We will also examine pre-production, production, and post-production techniques through a mixture of screenings, discussion, and hands-on exercises. Semester Course: 3 credits H6893 Studio Television Broadcasting (Prerequisite: Satisfactory completion of H6963 Digital Video Making) Students with a desire to pursue the Digital Media & Communications field will be responsible for developing and broadcasting a studio television series for airing on WCA-TV. Students in this course will work collaboratively on producing either a round-table talk style show, a game/quiz show, or more, producing multiple shows per semester, presenting entertainment for the world from the perspective of WHS students. The show will allow students to take on the challenges experienced by a real world television station at the local and/or network level. Students will control all aspects of the show series from concept, to creation, from selecting topics for debates, to writing puzzles, and booking guests/contestants. Students can take on the roles of on-air talent, producer, director, or technical and administrative duties. The instructor, acting as Executive Director/Station Manager, will hear student pitches along with student producers, and help guide teams in the production development, planning, and broadcasts. Once shows are complete, the instructor will help to breakdown and evaluate each production, sharing feedback with the class to improve future broadcasts. Semester Course: 3 credit H6884 Television News Production (Prerequisite: Satisfactory completion of H6963 Digital Video Making) Ever dream about being a sportscaster? How about a news anchorman/woman? Here is your chance to turn your dream into a reality. The course will examine the range of ways in which TV news is made and produced. Classes will be held in our state-of-the-art TV studio. Students will have hands-on experience using the equipment, writing news programs, editing, and producing a TV news show once a month for the whole school and town to see! In this project based class, you will build upon skills you learned in Documentary Production helping tell the stories of the WHS community as a producer, reporter and anchor on the “Raider News” team. Semester Course: 3 credits H6983 Radio Broadcasting Do you enjoy talking about sports? News? Music? Entertainment? In the era before television, radio served as the major source for information and entertainment. Now, in the modern world of Digital Media & Communications, radio continues to serve as a popular source to engage listeners as they travel from place to place, or while they work on a daily basis. Students will learn about the importance of writing and language choice to paint the “word picture” in their storytelling, and advance stories and opinions, without the benefit of pictures. They will also be introduced to the basics of radio broadcast equipment, editing, and show preparation. Student teams will be responsible for conceptualizing, developing, and creating a radio program to be broadcast on WCAC-Radio and posted to the web as a podcast series. Semester Course: 3 Credits H6985 Advanced Radio/Television Broadcast/Production/Management Capstone (Prerequisite: Student Proposal and advance Instructor Approval Required (JR & SR ONLY)) Students looking to expand their experience in Radio and/or Television can propose a student driven and independently directed pursuit within the digital media program. Students will gain valuable "on the job" work experience managing a multifaceted long term broadcast project, taking responsibility for creating programming that is of the highest quality, substantial in nature, and compelling to viewers of WCA-TV. You will receive helpful feedback from your instructor that will help you grow as a journalist. Students also have the opportunity to focus on exploring the management and development of the WHS on WCA-TV brand. Students also have the option to choose a technical focus and may elect to pursue a certification in Adobe Premiere. Students completing this curriculum will be well-equipped with a portfolio of skills and finished projects to pursue digital media and communications at a two-year or four-year college or university. Semester only (3 credits) OR Full Year (6 credits), maximum 6 credits. Engineering NOTE: The Engineering courses are available as electives to all students except those who choose the Engineering Technology Vocational/Technical pathway. Students completing a full year Project Lead the Way course with an end-of-course assessment (IED, POE, ES, CEA, CIM, or DE) are eligible to receive college credit (in some cases it must be purchased) for scoring a 6 or above on the End-of-Course (EoC) assessment combined with a grade of B or above in the course. H6400 Introduction to Engineering Design – IED - (L1-weighted course) Students dig deep into the engineering design process, applying math, science, and engineering standards to hands-on projects. They work both individually and in teams to design solutions to a variety of problems using 3D modeling software and use an engineering notebook to document their work. This course is one of two possible prerequisites to specialized engineering courses. Through this course’s practical real-world connections, students will see how science, mathematics, and engineering are part of their everyday life, how society and the environment is impacted by the engineered world, and why it is important for every citizen to be technologically and scientifically literate. NOTE: Students may purchase college credit for this course with an eligible score on the End of Course exam. Full Year: 6 credits H6401 Principles of Engineering – POE - (L1-weighted course) Through problems that engage and challenge, students explore a broad range of engineering topics, including mechanisms, the strength of structures and materials, and automation. Students develop skills in problem-solving, research and design while learning strategies for design process documentation, collaboration and presentation. Through this course’s practical real-world connections, students will see how science, mathematics, and engineering are part of their everyday life, how society and the environment are impacted by the engineered world, and why it is important for every citizen to be technologically and scientifically literate. NOTE: Students may purchase college credit for this course with an eligible score on the End of Course exam. Full Year: 6 credits H6402 Digital Electronics – DE – (Honors-weighted course) (Prerequisite: Successful completion of H6400 or H6401) From smartphones to appliances, digital circuits are all around us. This course provides a foundation for students who are interested in electrical engineering, electronics or circuit design. Students study topics such as combinational and sequential logic and are exposed to circuit design tools used in industry, including logic gates, integrated circuits and programmable logic devices. NOTE: Students may purchase college credit for this course with an eligible score on the End of Course exam. Full Year: 6 credits H6423 Civil Engineering and Architecture – CEA – (Honors-weighted course) (Prerequisite: Successful completion of H6400 AND either of H6401 OR H6402) In Civil Engineering and Architecture (CEA) students are introduced to important aspects of building and site design and development. They apply math, science, and standard engineering practices to design both residential and commercial projects and document their work using 3D architectural design software. Utilizing the activity-project-problem-based (APB) teaching and learning pedagogy, students will progress from completing structured activities to solving open-ended projects and problems that require them to develop planning, documentation, communication, and other professional skills. Through both individual and collaborative team activities, projects, and problems, students will solve problems as they practice common design and development protocols such as project management and peer review. Students will develop skill in engineering calculations, technical representation and documentation of design solutions according to accepted technical standards, and use of current 3D architectural design and modeling software to represent and communicate solutions. NOTE: Students may purchase college credit for this course with an eligible score on the End of Course exam. Full Year: 6 credits H6422 Computer Integrated Manufacturing – CIM – (Honors-weighted course) (Prerequisite: Successful completion of H6400 AND either of H6401 OR H6402) Manufactured items are part of everyday life, yet few people understand the excitement and innovation that is used to transform ideas into products. This course provides an opportunity for students to recognize many of the exciting career opportunities in the manufacturing industry. Computer Integrated Manufacturing deepens the skills and knowledge of an engineering student within the context of efficiently creating the products all around us. Students build upon their Computer Aided Design (CAD) experience through the use of Computer Aided Manufacturing (CAM) software. CAM transforms a digital design into a program that a Computer Numerical Controlled (CNC) mill uses to transform a block of raw material into a product designed by a student. Students learn and apply concepts related to integrating robotic systems such as Automated Guided Vehicles (AGV) and robotic arms into manufacturing systems. Throughout the course students learn about manufacturing processes and systems. This course culminates with a capstone project where students design, build, program, and present a manufacturing system model capable of creating a product. NOTE: Students may purchase college credit for this course with an eligible score on the End of Course exam. Full Year: 6 credits H6435 Environmental Sustainability - ES - (Honors-weighted course) - Counts as a lab Science course. (Prerequisite: Successful completion of H6400 and Instructor Recommendation) Environmental Sustainability (ES) is a high school-level specialization course in PLTW Engineering. In ES, students investigate and design solutions to solve real-world challenges related to clean drinking water, a stable food supply, and renewable energy. Students are introduced to environmental issues and use the engineering design process to research and design potential solutions. Utilizing the activity-, project-, problem-based (APB) teaching and learning pedagogy, students transition from completing structured activities to solving open-ended projects and problems that require them to develop planning, documentation, communication, and other professional skills. Through both individual and collaborative team activities, projects, and problems, students problem solve as they practice common design and scientific protocols such as project management, lab techniques, and peer review. Students develop skills in designing experiments, conducting research, executing technical skills, documenting design solutions according to accepted technical standards, and creating presentations to communicate solutions. Full Year: 12 CREDITS H6405 Engineering Design and Development - EDD - (AP-weighted course) (Prerequisite: Successful completion of H6400 AND either of H6401 OR H6402) EDD is the capstone course in the PLTW high school engineering program. It is an open-ended engineering research course in which students work in teams to design and develop an original solution to a well-defined and justified open-ended problem by applying an engineering design process. Students will perform research to select, define, and justify a problem. After carefully defining the design requirements and creating multiple solution approaches, teams of students select an approach, create, and test their solution prototype. Student teams will present and defend their original solution to an outside panel. While progressing through the engineering design process, students will work closely with experts and will continually hone their organizational, communication and interpersonal skills, their creative and problem solving abilities, and their understanding of the design process. NOTE: Students may purchase college credit for this course with an eligible score on the End of Course exam. Full Year: 6 credits H6411 Introduction to Robotics - (L1-weighted course) Students will learn the basics of the Python programming language in or to control the movements of a bipedal robot. The robot’s brain will be powered by a Raspberry Pi microcontroller, a miniature computer commonly used by aspiring inventors. A variety of sensors will be connected to the Raspberry Pi allowing the robot to interact with the world. Just for fun, once the robots have been born we will make them fight. Time permitting; students will create their own interactive robotic machines to solve specialized problems. Semester Course: 3 credits --- Career and Technical Education Sequence Charts for Electives ### Biotechnology - GRADE 9 - GRADE 10 - GRADE 11/12 - H4180 Intro to Medical Science - H4230 Intro to Anatomy & Physiology ### Engineering Electives - GRADE 9 - H6400 Intro to Engineering Design/IED - H6401 Principles of Engineering/POE - H6411 Intro to Robotics - GRADE 10 - H6400 Intro to Engineering Design/IED - H6401 Principles of Engineering/POE - H6402 Digital Electronics/DE - H6411 Intro to Robotics - GRADE 11/12 - H6400 Intro to Engineering Design/IED - H6401 Principles of Engineering/POE - H6402 Digital Electronics/DE - H6405 Engineering Design & Development Capstone/EDD - H6411 Intro to Robotics ### Marketing/Finance/Business - GRADE 9 - GRADE 10 - H6352 Accounting I - H6354 Accounting II - H6373 Personal Finance/Economics - GRADE 11/12 - H6352 Accounting I - H6354 Accounting II - H6356 Accounting III - H6373 Personal Finance/Economics ### Medical Assisting - GRADE 10 - Medical Assisting I (Sophomores only) - GRADE 11 - Medical Assisting II (Pathway Juniors only) - GRADE 12 - Medical Assisting III (Pathway Seniors only) Culinary Arts GRADE 9 - H6503 Culinary Arts I GRADE 10 - H6503 Culinary Arts I - H6513 Culinary Arts II GRADE 11/12 - H6503 Culinary Arts I - H6513 Culinary Arts II - H6520 Culinary Arts III Early Education and Care GRADE 9 GRADE 10 - H6600 Modern Family Life I GRADE 11/12 - H6600 Modern Family Life I - H6610 Modern Family Life II Radio & Television Broadcasting GRADE 9 - H6963 Digital Video Making - H6884 Television News Production - H6963 Digital Video Making GRADE 10 - H6963 Digital Video Making - H6983 Radio Broadcasting - H6884 Television News Production - H6893 Studio & Television Broadcasting - H6358 The Art of Communication GRADE 11/12 - H6963 Digital Video Making - H6983 Radio Broadcasting - H6884 Television News Production - H6893 Studio & Television Broadcasting - H6985 Advanced Radio/Television Broadcast/Production/Management Capstone - H6358 The Art of Communication Wellness The Wellness curriculum offers students a variety of opportunities to enhance their understanding of social-emotional, physical, and mental health. Courses are designed to address the Massachusetts Comprehensive Health Curriculum Frameworks as well as national standards. The Wellness program seeks to enhance physical and health literacy by promoting the development of skills and knowledge necessary to make healthy choices and be physically active throughout life. Students exhibit the school’s core values of communication, collaboration, critical thinking, and creativity by exhibiting personal and social responsibility and working with others through teamwork and problem solving. H8597 Personal Fitness and Wellness (Required Course) This course will explore what it means to be physically fit through the application of both health and skill-related components of fitness. The course will provide students with the opportunity to research fitness trends through the decades and examine how the trends impact fitness as it is known today. Students will learn a variety of exercise training methods and how different types of exercise can impact and improve health and performance. Students participating in this class will have the opportunity to get CPR/first aid certified. Semester Course: 3 credits H8543 Health and Wellness (Required Course) Students enrolled in the Wellness course will develop the skills necessary to achieve a healthy lifestyle. Students will gain an understanding of the relationship between physical, mental, emotional, and social health. Students will also identify the potential short and long-term effects to a person’s lifestyle when unhealthy decisions are made. Wellness will build on skills and concepts taught in previous health classes in order to expand students’ knowledge and ensure student readiness to make independent, educated, health-related decisions. Topics include: decision making, goal setting, relationships and social health, mental and emotional health, consumer health, nutrition, substance abuse and prevention, body systems, and sexual health. Students will also learn about physical fitness, and practice various types of physical activity each week throughout the semester. Semester Course: 3 credits H8563 Project Adventure (Required Course) Project Adventure is a student-centered course that focuses on team building, cooperation, communication skills, problem solving, critical thinking, and leadership development. The course will involve tasks and activities that challenge students both physically and mentally. Semester Course: 3 credits H8598 Net/Wall and Team Sports This course will introduce students to a variety of mini-unit activities. These activities will teach students how to apply knowledge of concepts, principles, strategies and tactics related to movement and performance. Students will learn, practice and utilize the necessary skills and techniques to effectively perform these activities during game situations. Emphasis will also be placed on knowledge of the rules as well as in game participation and strategies for successful outcomes. Activities may include, but are not limited to, tennis, badminton, volleyball, floor hockey, speed ball/handball, lacrosse, and/or basketball. Semester Course: 3 credits H8599 Individual Lifetime Activities This course will introduce students to a variety of multi-unit activities. These activities will teach students the value of physical activity for health, enjoyment, challenge, self-expression and social interaction. Students will learn the basic rules, strategies, skills, and outcomes required to effectively perform these activities. In addition, students will gain an appreciation of developing essential life skills such as cooperation, team-building, and communication. Students participating in this class will also participate in a CPR/first aid certification opportunity. Activities may include, but are not limited to, golf, archery, bocce, and/or lawn games. Semester Course: 3 credits Science In keeping with the need for increased scientific literacy, the Science Department currently offers a variety of courses in physical science, biology, chemistry, and physics. In addition to the grade 9 and 10 programs a number of popular elective science courses are offered for grades 11 and 12 including biology, chemistry, anatomy and physiology, physics, earth science and environmental science. It is our goal that students develop an appreciation of the natural world while better understanding the world in which they live. All science courses have laboratory exercises, readings, writing assignments and projects as well as individual and group work. Students are challenged to produce work of high quality and draw upon their creativity while working in a safe and collaborative manner. Students will be asked to think critically about various scientific phenomena and communicate their thoughts, understanding and research in numerous ways. Good behavior and the ability to follow directions are important aspects of work in the science classroom. Students should select courses that will best satisfy their individual needs and interests while giving consideration to appropriate course level and career plans. Prerequisites have been indicated to assist students in course selection as several courses are offered in a sequence and in many courses there are significant mathematical requirements. The science curriculum has been organized in concert with the Massachusetts Science Frameworks, the tenets of Project 2061 of the American Association for the Advancement of Science and the Mission Statement of Watertown High School. Please note that to ensure that each student has a rich and varied science experience at Watertown High School, in order to take more than 2 courses in the same science discipline (i.e. more than 2 biology, more than 2 physics, more than 2 chemistry courses...), students must first garner the approval of the Science Curriculum Coordinator. H4000 Introduction to Honors Physics (Prerequisites for incoming ninth grade students: A minimum final grade of A- in both math and science and teacher recommendations (math and science). An entrance exam and permission of the Science Curriculum Coordinator is required for incoming ninth grade students moving from out-of-district schools. Prerequisite for rising tenth, eleventh and twelfth grade students: B or higher as a final grade in Algebra II Honors or current ninth grade Honors math class. A grade of an A- or higher may be substituted for Level 1 Algebra II or current ninth grade Level 1 math class. If a student has not already taken Algebra II, Algebra II Honors is a co-requisite for this class.) This hands-on physics course is designed for students entering WHS with a rigorous application of math (algebra I and trigonometry) at an accelerated pace. Students will explore a wide range of concepts including measurement, motion, forces, energy, momentum, waves, sound, light, electricity, magnetism, electromagnetism, matter, heat, and the atom including nuclear reactions and radioactive decay. Students will apply theories and concepts through a variety of laboratories and quarterly projects. This is the first course for students expecting to continue on an advanced-placement track in subsequent years. Successful students will advocate for themselves inside and outside of the classroom, are self-motivated learners and have high expectations for themselves and their peers. It is expected that all students enrolled in this course will take the Physics MCAS exam at the end of the year. Full Year: 6 credits H4005 Physics with Algebra (Grade 9) (Prerequisites: A minimum final grade of B+ in both math and science and teacher recommendations (math and science)) This hands-on physics course is designed for students entering WHS with a strong application of math (algebra I and trigonometry) where students will be expected to manipulate algebraic equations as well as analyze graphical data while moving at a significant pace. Students will explore a wide range of topics including constant accelerated motion, forces, energy, momentum, waves, sound, light, electricity, magnetism, electromagnetism, matter, heat, and the atom including nuclear reactions and radioactive decay. Students will work to understand the problem solving process, take data and apply theories and concepts in the laboratory setting, and engage in quarterly projects. This course is the first course for students wanting to demonstrate their ability for possible placement into the advanced placement track in subsequent years. Successful students will work to stay current with the course, advocate for themselves both inside and outside the classroom, are self-motivated learners and have high expectations for themselves and their peers. It is expected that all students enrolled in this course will take the Physics MCAS exam at the end of the year. Full Year: 6 credits H4010 Introduction to Physics (Grade 9) (Prerequisites: Successful completion of Grade 8 Science; placement by middle school science and math teachers.) This hands-on course is designed to introduce high school students to the study of physics. Students will explore a wide range of concepts including measurement, motion, forces, energy, momentum, waves, sound, light, electricity, magnetism, electromagnetism, matter, heat, and the atom including nuclear reactions and radioactive decay. Students will apply theories and concepts through a variety of laboratories and quarterly projects in addition to reading and writing assignments. This is an MCAS course and students are expected to take the Physics MCAS exam at the end of the year. Full Year: 6 credits H4040 Conceptual Physics (Grade 9) (Prerequisites: Successful completion of Grade 8 Science; placement by middle school science and math teachers.) This hands-on course is designed to introduce high school students to the study of physics. Students will explore a wide range of concepts including measurement, motion, forces, energy, momentum, waves, sound, light, electricity, magnetism, electromagnetism, matter, heat, and the atom including nuclear reactions and radioactive decay. This course will be differentiated to meet the needs of students through development of a solid conceptual understanding of physics prior to applying the physics to complex problem solving. This course is geared to developing students’ conceptual understanding and eliminating the need for complex mathematical understanding. This is an MCAS course and students are expected to take the Physics MCAS exam at the end of the year. Full Year: 6 credits H4115 Newcomer Science Newcomer Science is a course for students with little to no English proficiency. The course emphasizes foundational scientific concepts, vocabulary, and skills. A principal focus of the course is the preparation of students for entry into Foundations of Biology Full Year: 6 credits H4140 Foundations of Biology (Prerequisite: Placement from ESL teacher and Science Curriculum Coordinator.) This course serves as the introductory high school science course for English Learners (ELs) who anticipate needing two years of biology before mastery. It is the first part of a two-year sequence designed to provide students with an overview of the living world. Major emphasis is given to cells, genetics, ecology and possibly anatomy and physiology. Projects are conducted to supplement each topic. Full Year: 6 credits H4220 Transitional Biology (Prerequisite: Successful completion of Foundations of Biology or placement from ESL teacher and Science Curriculum Coordinator.) This course is the second part of a two-year sequence designed to provide English Learners (ELs) with an overview of the living world. Major emphasis is given to cells, genetics, evolution and ecology. Project and laboratory work are conducted to supplement each topic. Full Year: 6 credits H4510 AP Biology (Grades 11 and 12) (Prerequisites: (1) B- or above in Honors Biology AND B- or above in Honors Chemistry OR (2) A- or above in Level 1 Biology AND A- or above in Level Chemistry OR (3) B- or above in Honors Chemistry AND B- or above in an AP class OR (4) Permission from instructor.) AP Biology is a college level course that prepares students for the College Board AP Biology Exam. This course focuses on the 4 Big Ideas of the AP Biology Curriculum: 1) The process of evolution drives the diversity and unity of life. 2) Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. 3) Living systems store, retrieve, transmit, and respond to information essential to life processes. 4) Biological systems interact, and these systems and their interactions possess complex properties. Moreover, the course utilizes 8 formal lab experiences in which students are expected to ask their own questions and design experiments to answer these questions. The lab experiences are collaborative in nature and students are expected to share their findings with the rest of the class. This curriculum is designed to challenge students to not simply memorize biology facts, but to draw connections between all fields of biology and develop a deep understanding of biological principles. As a college level course, students are expected to be responsible for their participation in the course, both in and out of class. In addition, there is a large summer assignment due prior to the start of the school year. Full Year: 6 credits H4200 Honors Biology (Grades 11 and 12) (Prerequisites: B- or above in Honors Chemistry or A- or above in Level 1 Chemistry and B or above in Honors math or A- or above in Level 1 math as well as recommendations from current science and math teachers.) Honors Biology is designed for capable, self-motivated students interested in a challenging, stimulating course about living organisms. The course explores genetics, cytology, ecology, biochemistry and human biology. Students will get hands-on experience with biotechnology such as micropipettes and gel electrophoresis. Students will complete lab investigations, lab reports, group projects, dissections and readings on current science research and discoveries. This course will prepare students for the SAT II in biology and also will have students well prepared for success in AP Biology. Full Year: 6 credits H4210 Biology (Prerequisite: Successful completion of a grade 9 science course.) This lab course is intended for progressing science students and is designed to engage and interest students in the living world around them. Topics of this course include cellular biology, genetics, evolution, ecology and anatomy and physiology. This course is taught through a variety of engaging activities such as labs and lab reports, dissections, group projects, term projects and readings. Full Year: 6 credits H4230 Introduction to Anatomy and Physiology (Grades 11 and 12) (Prerequisite: Successful completion of biology with a grade of B or above.) Anatomy and Physiology is a college preparatory course open to junior and senior students who have successfully completed one year of biology and may be interested in a career in science or health-related fields. The systematic structure and functions of the human body are studied. Concepts are supported by lab activities focused in particular on medical practices. One such lab is the fetal pig dissection that acts as a capstone to the half-year course. Individual projects are stressed, which allow students to explore different disorders, treatments and current/future research in the scientific community. This course is paired with Introduction to Medical Sciences (4180). Students should register for both. This course cannot be taken by students who have already taken Anatomy and Physiology (4240). Semester Course: 3 credits H4180 Introduction to Medical Sciences (Grades 11 and 12) (Prerequisites: Successful completion of biology with a grade of B- or above or successful completion of Honors or AP Biology. No more than five tardies and/or absences per term to student’s current first period class.) This course is a laboratory science elective developed by Harvard Medical School to introduce high school students to various medical techniques, procedures, and career opportunities. Curriculum for this course is rich in science content embedded in naturalistic simulations that allow learners to engage with material directly through inquiry based learning practices. Throughout the course, students will explore the 11 systems of the human body. The hands-on experiential learning experience will occur at ProEMS and Mount Auburn Hospital using the case study method to reinforce student understanding of human anatomy and physiology. Throughout the course students will practice inquiry-based learning, decision making, collaboration, problem solving and critical thinking skills. During the hands-on learning experience, students will work in teams like healthcare professionals in the real world. The course will include an experience-based program which includes weekly one-hour trips outside of school in which they need to provide their own transportation; therefore, students must commit to being at the field trip site by 7:30 A.M. one day a week. This course is paired with Introduction to Anatomy and Physiology (4230). Students should register for both. This course cannot be taken by students who have already taken Anatomy and Physiology (H4240). Semester Course: 3 credits H4240 Anatomy and Physiology (Grades 11 and 12) (Prerequisite: Successful completion of Biology with a grade of B or better.) Anatomy and Physiology is a college preparatory course open to junior/senior students who have successfully completed one year of biology and may be interested in a career in science or health-related fields. The systematic structure and functions of the human body are studied. Concepts are supported by extensive lab activities. Individual and class projects are stressed. This course cannot be taken by students who have already taken Introduction to Anatomy and Physiology (4230) and Introduction to Medical Sciences (4180). Full Year: 6 credits H4553 Honors Biotechnology & Genetic Engineering (Fall Semester) (Grades 11 and 12) (Prerequisite: B- or higher in Biology or successful completion of Honors or AP Biology or permission of instructor.) This is a project and lab focused course on biotechnology, genetic engineering, and synthetic biology. This course will focus on cutting edge concepts of DNA science: exploring genetics, genomics, bioinformatics, and epigenetics, as well as the ethics of genetic engineering. There will be lab projects involving PCR, bacterial transformation, and the potential to work as a class on a biological design project to design a new living organism through the BioBuilder Biotech program. There may be occasional after school requirements to meet with other BioBuilder students at MIT. Semester Course: 3 credits H4563 Complexity (Spring Semester) (Grades 11 and 12) (Prerequisite: 2 years of science) What do swarms of bees, soccer games, bacteria cells, the stock market, traffic jams and weather patterns all have in common? They are all complex systems. In a complex system we may be able to understand the behavior of the parts of a system; however, when they interact, the results can be unpredictable. The science of complexity shows that similar rules seem to govern systems that may at first seem completely unrelated. In this hands-on project-based class we will be building a variety of models of complex systems and finding the underlying rules that can be found in each. This class will involve building models using Hexbugs, slime-molds, computers, and each other. This class is tons of fun and will change how you see the world! Semester Course: 3 credits H4701 AP Environmental Science (Grade 12) (Prerequisites: B or above in Honors Chemistry and Honors Biology or A- or above in Level 1 Chemistry and Level 1 Biology. Students must have completed both a Biology class and a Chemistry class prior to enrolling in AP Environmental Science (APES)). AP Environmental Science is designed for driven, ecologically minded students who are interested in a challenging, college level curriculum. This laboratory course focuses on the biosphere, which includes the interrelationships of both living and nonliving components of the natural world. Students will analyze environmental problems both natural and human-made, evaluate the relative risks associated with these problems, and examine alternative solutions for resolving and/or preventing them. This course also requires students to be able to perform in-depth laboratory experiments and to subsequently write formal laboratory reports. Students who enroll in this course are expected to take the AP Environmental Science exam in the spring. Full Year: 6 credits H4702 Honors Environmental Science (Grades 11 and 12) (Prerequisites: B or above in Honors Chemistry or Honors Biology and A- or above in Level 1 Chemistry or Level 1 Biology. Students must have completed both a Biology class and a Chemistry class prior to enrolling in Honors Environmental Science, or have completed one of these classes and be enrolled in the other one of these classes in tandem with this course.) Honors Environmental Science is designed for motivated students who are interested in exploring how humans interact with the biosphere. The course will incorporate a range of resources, including emerging scientific research and current news events. These sources will focus on issues such as global climate change, public health, environmental justice, species conservation, pollution, as well as political and economic influences on the environment. Students will be expected to participate in a range of projects and discussions that focus on mitigating human impacts on the environment, and increasing awareness about ecological issues. Some projects may include altering or recording everyday habits such as trash generation, or monitoring composting and hydroponic projects. Students who take Honors Environmental Science cannot take AP Environmental Science for credit in future years. Full Year: 6 credits H4450 AP Chemistry (Prerequisites: Successful completion of Honors Chemistry with a grade of B+ or above and grade of B+ or above in Honors math through Algebra II or Precalculus or grade of A- or above in Level 1 math through Algebra II or Precalculus. No single term grade for math or science may be below a B- for the current year. Co-requisite: Precalculus, Statistics or Calculus.) AP Chemistry is an intensive survey of topics and laboratory experiences customarily covered in a first-year college inorganic chemistry course. The course provides a review of and builds upon the topics covered in Honors Chemistry with special attention given to all aspects of equilibrium, kinetics, reduction-oxidation reactions and thermodynamics. Laboratory activities focus on the descriptive and quantitative aspects of the topics and many will include guided inquiry. Students who take this course must accept the challenge of very demanding work all year, and are expected to take the AP exam in May as the appropriate conclusion to their efforts. A desire and ability to perform a high level of mathematics is required to succeed in this course. Full Year: 6 credits* H4300 Honors Chemistry (Prerequisites: Grade of B or above in Honors Introduction to Physics or grade of A- or above in Physics with Algebra or Introduction to Physics or a grade of A- or above in Level 1 Biology and grade of B or above in Honors math through Geometry or Algebra II or grade of A- or above in Level 1 math through Geometry or Algebra II. No single term grade for math or science may be below B- for the current year. Co-requisite: Algebra II or Precalculus.) Honors Chemistry is an intensive study of the theoretical and practical aspects of chemistry. Topics include the measurement of matter, atomic structure, quantum theory, periodic properties, descriptions of reactions at the molecular level, classes of reactions, solutions, gases, and acids and bases. Laboratory work is an integral part of the course. The desire and ability to do a high level of mathematics will be required to succeed in the course. This course is appropriate for students considering a premedical, science or engineering major in college. Full Year: 6 credits H4310 Chemistry (Prerequisites: Successful completion of Grade 9 physics and/or biology and enrollment in or completion of Algebra II. Current year to date math average of a C+ or above.) This course is a general survey of topics related to the descriptive, mathematical and theoretical aspects of materials. The course is designed to give students the skills and concepts necessary for further study after high school. Topics include scientific measurement and problem solving, atomic theory and structure, the quantitative aspects of reactions, the various types of chemical reactions, and acid-base theories. Laboratory work and mathematical applications are an integral part of the course. Full Year: 6 credits H4320 Applied Chemistry (L2) (Prerequisites: Successful completion of physics and biology. Successful completion of Algebra I.) This course is designed to be a hands-on third science course for students who have successfully completed physics and biology. The course will cover topics from chemistry, physical science and math. Students are expected to solve simple algebraic problems independently. Topics will focus on common chemicals and related practical applications. Each topic will be explored through class activities, group and individual projects and labs. Full Year: 6 credits H4601 AP Physics 1 (Grades 10, 11 and 12) (Prerequisites: B or higher in Honors Algebra II or A- or higher in Level 1 Algebra II or math teacher approval; B or higher in Honors Introduction to Physics or A- or higher in Physics with Algebra or Introduction to Physics or physics teacher approval. Co-requisite: Minimum of Honors Precalculus or math teacher approval.) This course provides a systematic introduction to the main principles of physics and emphasizes the development of problem-solving ability. Newtonian mechanics (to include kinematics, Newton’s Laws of Motion, work, power and energy, linear momentum, circular motion and rotation, oscillations and gravitation), electricity and waves. The course will include a significant amount of time devoted to laboratory investigations which will include student engagement in the practice of science through experimenting, analyzing, making conjectures and arguments and solving problems in a collaborative setting where students correct and monitor their progress toward an academic goal. A quarterly project may be used in lieu of quarterly comprehensive exams. Completion of the course allows the student to take the Advanced Placement Physics 1 exam. This course is the equivalent to a first-semester college course in algebra-based physics. Full Year: 6 credits H4603 AP Physics C Mechanics (Grades 11 and 12) (Prerequisites: B or higher in precalculus, B+ or higher in previous year’s science course, or Science Curriculum Coordinator approval. Co-requisite: Calculus.) Physics C Mechanics is a college level course that covers classical mechanics. The Physics C Mechanics course is equivalent to a one-semester, calculus-based, college-level physics course. These topics are covered in great depth with analytical and mathematical sophistication, including calculus applications. Mechanics is taught for the full year and encompasses kinematics, Newton’s laws of motion, work, energy, power, systems of particles, linear momentum, circular motion and rotation, oscillations, and gravitation. This course is suitable for students planning to specialize in physical science or in engineering at the collegiate level. At the conclusion of this course, students will be prepared to take the AP Physics C mechanics exam. Earning a 3 or higher on the AP Mechanics exam may earn a student 3-4 college credits. Full Year: 6 credits H4602 AP Physics C Mechanics and Electricity and Magnetism (Grades 11 and 12) (Prerequisite: B or higher in precalculus, B+ or higher in previous year’s science course. Co-requisite: AP Calculus.) Physics C Mechanics and Electricity and Magnetism is a college level course that covers mechanics, classical electricity and magnetism. The Physics C Mechanics and Electricity and Magnetism course is equivalent to two semesters of calculus-based, college-level physics courses. This course is at a considerably faster pace than AP Physics C Mechanics only. The topics are covered in great depth with analytical and mathematical sophistication, including calculus applications. Mechanics is taught in the first semester and encompasses kinematics, Newton’s laws of motion, work, energy, power, systems of particles, linear momentum, circular motion and rotation, oscillations, and gravitation. Electricity and magnetism are taught in the second semester and include electrostatics, conductors, capacitors, dielectrics, electric circuits, magnetic fields, and electromagnetism. Laboratory experience is an integral part of this course. This course is suitable for students planning to specialize in physical science or in engineering at the collegiate level. At the conclusion of this course, students will be prepared to take both the AP Physics C mechanics exam and the AP Physics C electricity and magnetism exam. Earning a 3 or higher on the AP Mechanic and AP Electricity and Magnetism exams may earn a student 3-8 college credits. Full Year: 6 credits H4412 Physics Applications (Prerequisites: Successful completion of two of the three traditional lab-based science courses (physics, chemistry, and biology; B or higher in Algebra II.) Physics is the study of forces and the motion of objects in the physical world, electricity and energy that lights that world, and ‘Strange’ flavors of quarks. So many of our everyday encounters, such as driving a car, playing a sport, creating music both physically and digitally, make physics one of the most relevant sciences. The theories, laws, and principles of physics can explain and predict the behavior of macroscopic and microscopic objects, but often this science discipline is viewed as inaccessible to students. Frequently, physics is improperly viewed as a set of equations and variables, or that it is a class meant to be treated like another math class. This couldn’t be further from the truth! While physics does use math to model the physical world, the math is a tool and not the end in physics. In Physics Applications, we employ an approach to teaching physics through the Modeling Method. This is a very hands-on, project-based, and student-centered course to model different relevant areas in physics today. Instead of relying solely on lectures and textbooks, this will put students in the driver’s seat of their learning. Expectations include: - Explore scenarios that represent actual events in the physical world. - Design experiments to test certain conditions or outcomes. - Develop predictive or explanatory models that can be applied to the physics world. - Construct their own understanding through experience of the laws of physics. • Examine cutting edge theories that touch into the realm of quantum mechanics, string theory, and relativity. Full Year: 6 credits* H4790 Astronomy (Grade 12) (Prerequisite: Successful completion of algebra.) This science elective acquaints students with the observable universe. This course has a math requirement and will require students to manipulate algebraic equations such as Newton’s Law of Gravitation and Kepler’s Laws. Students will learn to distinguish between planets, moons, stars and galaxies. The course will also spend a unit discussing earth science. The fourth term will focus on recent discoveries in the field and students will spend time on a research project at the end of the term. Full Year: 6 credits H4785 Earth Science (Grade 12) (Prerequisite: Successful completion of algebra.) This science elective serves as an introduction to earth science. Students will perform experiments and data collection in order to analyze certain aspects of the world around us. This course has a math requirement and will require students to manipulate algebraic equations. Topics to be studied include weathering, erosion, and glaciers; plate tectonics, earthquakes, and volcanoes; rocks and minerals; atmosphere, weather, and climate; ocean and freshwater systems; and space and astronomy. Full Year: 6 credits H9483 Physics (Grade 9) (Prerequisite: Special Education Team Recommendation.) The Language Based Physics course is intended for ninth grade students and will prepare them for the MCAS Science & Technology/Engineering Physics Exam. It is a lab-based course that will include the following topics: measurement, motion, forces, energy, momentum, waves, sound, light, electricity, magnetism, electromagnetism, matter, heat, and the atom including nuclear reactions and radioactive decay. The lab element of this class will include frequent laboratory experiments, hands-on activities and teacher-led demonstrations. Students will be expected to work individually and cooperatively to investigate the course topics through practical applications. Students will develop and expand their conceptual understanding of physics in conjunction with their problem solving and mathematical skills. Full Year: 6 credits H9484 Biology (Grade 10) (Prerequisite: Special Education Team Recommendation.) The Language Based Biology course is intended for students who have successfully completed the Language Based Physics class. It is a lab-based course that will include the following topics: cellular biology, genetics, evolution, ecology, and anatomy and physiology. The lab element of this class will include frequent laboratory experiments, hands-on activities, and teacher-led demonstrations. Students will be expected to work individually and cooperatively to investigate the course topics through practical applications. Full Year: 6 credits H9482 Chemistry (Grade 11) (Prerequisite: Special Education Team Recommendation.) The Language Based Chemistry course is intended for students who have successfully completed the Language Based Biology class. It is a lab-based course that will cover topics from chemistry, physical science, and math including a focus on common chemicals and related practical applications. Students will be expected to solve simple algebraic problems independently. The lab element of this class will include frequent laboratory experiments, hands-on activities, and teacher-led demonstrations. Students will be expected to work individually and cooperatively to investigate the course topics through practical applications. Full Year: 6 credits H4015 Exploring Scientific Practices This course provides a review of fundamental skills and concepts required to pass the MCAS examination in science, which is a graduation requirement. Semester Course: 3 credits Science Sequence Chart* GRADE 9 Choose one: - Hon. Physics - Physics with Algebra GRADE 10 Choose one: - Hon. Chemistry - Chemistry - AP Physics-I GRADE 11 Choose one or more: - AP Biology - Hon. Biology - Biology - AP Physics-I - AP Chemistry GRADE 12 Choose one or more: - AP Physics-1 - AP Physics-C - AP Chemistry - AP Biology - AP Environ. Science - Physics Applications - Earth Science - Anatomy & Physiology - Intro. to Anat. & Phys. and Intro. to Medical Sciences This chart represents the typical course sequences taken by students in science, but students’ individual paths may differ based on grades, teacher recommendation, or prior coursework. Special Education and Student Support Services The Watertown High School Special Education and Student Services Department’s goal is to enable all students to access the general education curriculum in the least restrictive environment. Watertown High School offers a variety of programs to support students. In the general education and special education classrooms, educators work to develop and improve students’ learning and innovation skills in conjunction with the core curriculum. The 4Cs - critical thinking, communication, collaboration, and creativity are considered essential 21st-century skills for students to compete and thrive in work and life after high school and thus are included in both general education and special education classes. Eligibility and selection of the appropriate program for each student are made through the TEAM process. For all students deemed eligible and on an Individual Education Program (I.E.P.), instruction is individualized and considers each student’s unique learning style. Students who receive special education services work closely with their liaisons to ensure that their individual education program complies with standards-based instruction and the curriculum frameworks. The programs offered within the Special Education Program vary with the needs of the students and are subject to change based on the needs of our students. Our current programs include: - Academic Support Program - Inclusion - Resource Support - Language Based Instruction - Integrated Services Program (ISP) - Learning Support Program (LSP) - Connections Program - Learning Experiences Adult Program (LEAP) Related Services Academic Support* Academic Support offers daily support to students in grades 9 through 12 in all academic areas. Students are referred to Academic Support by the Student Support Team. Academic Support teachers work in collaboration with students, their teachers, school counselors, administration, families, and others to help students work toward their academic success. H9703 Academic Support H9713 Academic Support The Academic Support course assists students with assignments, homework, projects, test preparation, organization, as well as other essential academic skills for success. Enrollment is based on referral by the Student Support Team. Semester Course: 3 credits H9000 Individual Student Enrichment This course will be assigned to students who did not meet one or more of the graduation requirements in order to graduate in June. This course is for students who need to take an additional course in order to obtain their diploma and who have been assigned a course outside of Watertown High School. Quarter Course: 0 credits (credits will be awarded for the actual course taken) Inclusion Inclusion services are provided in the general education setting and monitored by each student’s special education liaison. The IEP Team determines the level of inclusion support based on the individual student’s needs. Support for instruction in general education classes may be facilitated by an instructional assistant or special education teacher. Accommodations, including IEP accommodations, within the general education classrooms are available to help students’ access and understand grade level curricula. They are often provided as part of the general education teacher’s regular instruction to support all learners. Collaboration between general education teachers, special education teachers, guidance counselors, administration, therapists, etc. is an important aspect of the inclusion services at WHS. Resource Support Resource Support classes offer daily support by a special education teacher and, at times, an instructional assistant to students who have an IEP in all academic areas. Additionally, collaboration with the student, general education teachers, special education teachers, guidance counselors, administration, parents, therapists, etc. is an integral part of the Resource Support class. H9653 Resource Support (Sem 1) H9663 Resource Support (Sem 2) (Prerequisite: Special Education Team Recommendation) The Resource Support course assists students who have and IEP with assignments, homework, projects, test preparation, as well as other essential academic and social skills for success. Resource Support also provides instructional strategies for literacy skills, organization and study skills to help students with disabilities be successful in their academic and/or specialized classes. Classes may include, but are not limited to, small group or 1:1 instruction. Semester Course: 3 credits Language Based Instruction Language Based Instruction offers classes, using general education curricula that are specifically designed to meet the individual learning styles of students who have demonstrated the need for additional reinforcement in the areas of expressive and comprehensive language skills. These classes provide small group instructional support. Language Based classes are offered in English, History, Mathematics and Science. --- Language Based Program* \| English \| Mathematics \| History \| Science \| \|---------\|-------------\|---------\|---------\| \| - English 9 H9411 - English 10 H9412 - English 11 H9413 - English 12 H9414 \| - Algebra I H9470 - Geometry H9471 - Algebra IIA H9472 - Algebra IIB H9473 \| - US History I H9461 - US History II H9462 - Contemporary World Issues H9463 - Students in Grade 12 participate in general curriculum options. \| - Physics H9483 - Biology H9484 - Chemistry H9482 \| Language Based Program offerings are full year in length, each worth six (6) credits. H9411 English 9 H9412 English 10 H9413 English 11 H9414 English 12 (Prerequisite: Special Education Team Recommendation) The Language Based English courses are designed to increase each student’s ability to achieve organization and coherence in a sentence, paragraph and composition. Further goals are to increase each student’s grasp of standard use of grammar, mechanics and punctuation, and to provide the student with strategies for improving their reading comprehension through direct instruction in active reading strategies and note taking skills. A variety of literature types such as short stories, poetry, and novels are utilized to engage and challenge students. Computer applications/technology are regularly used to augment students’ verbal and written language skills as well as to develop 21st century learning expectations. Full Year: 6 credits H9470 Algebra I (Prerequisite: Special Education Team Recommendation) The Language Based Applied Algebra course will strengthen and extend students’ computational skills. Through the investigation of real-world applications, students will create models for equations, solve word problems, assess absolute value and the interplay of positive and negative numbers through the number line, and graph and solve linear equations. In addition, concepts of rational/irrational numbers, exponents, radicals, and factoring will be explored. Problem solving strategies are a significant portion of the course. Students will also review concepts of geometry as applied to algebra. Students are encouraged to think about their world mathematically and make connections between what they learn in the classroom and what exists outside the classroom. Computer applications/technology will be used when appropriate. Full Year: 6 credits H9471 Geometry (Prerequisite: Special Education Team Recommendation) The Language Based Applied Geometry course will continue to strengthen students’ math skills and prepare for the MCAS exam. Through exploration of real-world applications, students will learn about the mathematical properties of angles, polygons, circles, congruence, and 3 dimensional figures. In addition, they will learn to calculate perimeter, area and volume. Students will also review algebraic concepts and the graphing of linear equations. Students are encouraged to think about their world ‘geometrically’ and mathematically and make connections between what they learn in the classroom and what exists outside the classroom. Computer applications/technology will be used when appropriate. MCAS practice will consist of practice written exams as well as computer application programs. Full Year: 6 credits H9472 Algebra II A (Prerequisite: Special Education Team Recommendation) Delving deeper into the work from Algebra I (H9470), students will begin work on Algebra II, including the study of polynomial functions and their different algebraic forms, equations and inequalities, graphing and systems. Division as it relates to rational functions is also covered, as is factoring (through trinomials). Full Year: 6 credits H9473 Algebra II B (Prerequisite: Special Education Team Recommendation) Continuing from Algebra II A, students will move into the transformations of polynomials, explore complex numbers, solve radical and exponential equations, and study the foundations of trigonometry and statistics. Full Year: 6 credits H9461 US History I (Prerequisite: Special Education Team Recommendation) The Language Based US History I course will focus on Roots of American History through the Civil War. This course begins with lessons examining geography terms (continent, hemisphere, sea level, prairie, peninsula, etc.), different map types such as, political and physical maps, regions and climates of the United States, and tools of history (primary and secondary sources, timelines, and archaeology). Students will cover the American Revolution and the creation of a New Republic with focus on the United States Constitution, Three Branches of Government (Executive, Legislative Judicial), and the Bill of Rights (Amendments). Full Year: 6 credits H9462 US History II (Prerequisite: Special Education Team Recommendation) The Language Based US History II course will focus on the Reconstruction to the Present. This course begins with Reconstruction, in which the students will discover what happened during the period of Reconstruction; will review the New West by examining the Native Americans of the Great Plains, mining and railroads, and the cattle kingdom. Students will then explore the great immigration at the turn of the 20th century, the impact of manufacturing, the creations of unions, and the rise of the women’s and civil rights movements. The course traces how the United States became a modern nation. Full Year: 6 credits H9463 Contemporary World Issues (Prerequisite: Special Education Team Recommendation) The Language Based Contemporary World Issues is designed to combine history and geography with the study of contemporary issues in America and other nations. The students will also explore the world today using technology and hands on activities. Full Year: 6 credits Integrated Services Program (ISP) The Integrated Services Program (ISP) is designed to service students with emotional disabilities and/or behavioral challenges who have difficulty participating in general education classes with support and accommodations. ISP provides small, structured academic environments that include a behavior management system and emotional support. Students are offered access to clinical staff and respite space as needed. Students can receive content area classes (English, Mathematics, History, or Science) in the ISP program; however, students also have access to general education classes. Recommendations for participation in the general education setting may be made based on student academic, behavioral, and social performance, level of academic understanding, and student readiness. Length of placement in ISP is a Team driven decision and must be approved through a signed Individualized Education Program (IEP) or signed Amendment permitting a least restrictive placement. Additionally, collaboration with the student, general education teachers, special education teachers, guidance counselors, administration, parents, therapists, etc. is an essential part of ISP. Integrated Services Program* English - English 9 H9570 - English 10 H9571 - English 11 H9572 - English 12 H9573 Mathematics - Algebra I H9574 - Geometry H9578 - Algebra IIA H9472 - Algebra IIB H9473 History - US History I H9574 - US History II H9575 - World Hist. H9576 Science - Biology I H9582 - Biology II H9583 Integrated Services Program offerings are full year in length, each worth six (6) credits. H9570 English 9 H9571 English 10 H9572 English 11 H9573 English 12 (Prerequisite: Special Education Team Recommendation) The ISP English courses are designed to support a small group of students who have emotional or behavioral challenges to strengthen literacy skills. Students are taught strategies for improving reading comprehension using short stories, poetry, novels, and plays. Additionally, classes include instruction in all steps of the writing process and involve the development of written work of various genres. Computer applications/technology are used to augment each student’s verbal and written language. Full Year: 6 credits H9576 World History (Prerequisite: Special Education Team Recommendation) The ISP World History course is designed to support a small group of students who have emotional or behavioral challenges to increase each student’s ability to achieve understanding of the interrelationship of European history with the development of Africa, Asia and the Americas. Full Year: 6 credits H9574 US History I (Prerequisite: Special Education Team Recommendation) The ISP US History I course is designed to support a small group of students who have emotional or behavioral challenges to increase each student’s ability to achieve understanding of the philosophy of democratic government and the development of the modern American governmental system (1215-1868). Full Year: 6 credits H9575 US History II (Prerequisite: Special Education Team Recommendation) The ISP US History II course is designed to support a small group of students who have emotional or behavioral challenges to increase each student’s ability to achieve understanding of the application of the principles of American government to different groups of people and through various world and national movements and events, from the antebellum period to modern times (1830-present). Additionally, students will follow major events and movements in American history (starting in the 1830’s) and support and link those events to important world happenings. Full Year: 6 credits H9578 Geometry (Prerequisite: Special Education Team Recommendation) The ISP Geometry course is designed to support a small group of students who have emotional or behavioral challenges to strengthen students’ math skills and prepare for the MCAS exam. Through exploration of real-world applications, students will learn about the mathematical properties of angles, polygons, congruency, quadrilaterals and triangles, and 3 dimensional figures. In addition, they will learn to calculate perimeter, area and volume. Students will also review algebraic concepts and the graphing of linear equations. Students are encouraged to think about their world ‘geometrically’ and mathematically and make connections between what they learn in the classroom and what exists outside the classroom. Computer applications/technology will be used when appropriate. MCAS practice will consist of practice written exams as well as computer application programs. Full Year: 6 credits H9577 Algebra I (Prerequisite: Special Education Team Recommendation) The ISP Algebra I course is designed to support a small group of students who have emotional or behavioral challenges to increase each student’s ability to strengthen and extend students’ computational skills. Through the investigation of real-world applications, students will create models for equations, solve word problems, assess absolute value and the interplay of positive and negative numbers through the number line, and graph and solve linear equations. In addition, concepts of rational/irrational numbers, exponents, radicals, and factoring will be explored. Problem solving strategies are a significant portion of the course. Students will also review concepts of geometry as applied to algebra. Students are encouraged to think about their world mathematically and make connections between what they learn in the classroom and what exists outside the classroom. Computer applications/technology will be used when appropriate. Full Year: 6 credits H9472 Algebra II A (Prerequisite: Special Education Team Recommendation) Delving deeper into the work from Algebra I (H9577), students will begin work on Algebra II, including the study of polynomial functions and their different algebraic forms, equations and inequalities, graphing and systems. Division as it relates to rational functions is also covered, as is factoring (through trinomials). Full Year: 6 credits H9473 Algebra II B (Prerequisite: Special Education Team Recommendation) Continuing from Algebra II A, students will move into the transformations of polynomials, explore complex numbers, solve radical and exponential equations, and study the foundations of trigonometry and statistics. Full Year: 6 credits H9582 Biology I (Prerequisite: Special Education Team Recommendation) This course is designed to support a small group of special education students who have emotional or behavioral challenges and who anticipate needing two years of biology before mastery. It is the first part of a two-year sequence that provides an overview of the living world. Major emphasis is given to cells, genetics, ecology and possibly anatomy and physiology. Projects are conducted to supplement each topic. Full Year: 6 credits H9583 Biology II (Prerequisite: Special Education Team Recommendation) This course is designed to support special education students who have emotional or behavioral challenges and who anticipate needing two years of biology before mastery. It is the second part of a two-year sequence that provides an overview of the living world. Major emphasis is given to cells, genetics, ecology and possibly anatomy and physiology. Projects are conducted to supplement each topic. Full Year: 6 credits Learning Support Program The Learning Support Program provides daily support by a special education teacher for students identified with significant deficits either cognitively or developmentally and who demonstrate the need for direct teaching in, but not limited to, a small group environment. The Learning Support Program also provides structured academic and social environments that emphasize a clear behavioral component, along with emotional and social support. Students may receive content area (English, Mathematics, History, Science, or Vocational Resource) instruction in a substantially separate classroom in small groups; however, students also have access to general education classes. Recommendations for participation in the general education setting may be made based on student academic, behavioral, and social performance, level of academic understanding, and student readiness. Additionally, Learning Support staff target life skills such as study skills, independence, self-advocacy, goal setting and transitions to postsecondary activities, via curriculum, activities, and projects. Students are provided the opportunity to generalize their skills within the WHS and Watertown community via class projects, school and community jobs, and field trips. Learning Support Program^ \| English \| Mathematics \| History \| Science \| \|---------\|-------------\|---------\|---------\| \| • English 9 H9214 • English 10 H9215 • English 11 H9216 • English 12 H9217 \| • Math 9 H9234 • Math 10 H9235 • Math 11 H9236 • Math 12 H9237 \| • History 9 H9224 • History 10 H9235 • History 11 H9226 \| • Science 9 H9251 • Biology I H9256 • Biology II H9257 \| Learning Support Program offerings are full year in length, each worth six (6) credits. ^Recommendations may be made to schedule students in courses that deviate from this chart based on student performance and level of understanding. English 9 H9214 English 10 H9215 English 11 H9216 English 12 H9217 (Prerequisite: Special Education Team Recommendation) Learning Support English is a class that focuses on direct/explicit instruction and applied behavior analysis to teach vocabulary development, reading comprehension, and writing. The goal of this class is two-fold as it teaches functional literacy in addition to standards-based curricula. Students within this class receive small group instruction that is highly sequential, visual, and formatted to fit executive functioning needs. Full Year: 6 credits H9224 History 9 H9225 History 10 H9226 History 11 (Prerequisite: Special Education Team Recommendation)* Learning Support Social Studies is a class that focuses on direct/explicit instruction to teach pertinent concepts in American History, American Government/Civics, World Geography and Economics as well as Current Events with modifications. The goal of this class is two-fold, as it teaches the standard Social Studies curricula in addition to the skills that are necessary to participate in the democratic process. Students in this class receive small group instruction that is highly sequential, visual, and formatted to fit executive functioning needs. Full Year: 6 credits H9234 Math 9 H9235 Math 10 H9236 Math 11 (Prerequisite: Special Education Team Recommendation) Basic math skills are essential to a person’s ability to function in the world. These skills are used in our daily lives (home, community, and workplace). Understanding math can be a vital component to an individual’s success and participation in their community. Learning Support Math provides opportunities for students to learn these necessary skills. The Learning Support Math curriculum teaches real-world math skills that help students maintain a bank account, keep a budget and pay bills. The curriculum will also walk students through the process of how to rent an apartment, pay/tip at a restaurant and use math as it relates to cooking and counting calories. The resources and materials utilized are adapted to the needs of individual students in the program. In accordance with applying life-skills math, students will also prepare to pass the 10th grade math MCAS. With thorough review and consistent practice, students will prepare for the math MCAS by completing practice tests and focusing on foundational skills of geometry, algebra and number sense. Full Year: 6 credits H9251 Science 9 H9256 Biology 1 Biology 2 H9257 (Prerequisite: Special Education Team Recommendation) Earth and Space Science: Students in the Earth and Space Science course will learn about concepts in geology, weather, oceans, and astronomy through direct instruction and hands-on labs. The course will also incorporate reading instruction within scientific texts and a peer-mentoring component. Students must be referred and approved by special education staff. Full Year: 6 credits H9243 Vocational Resource (Prerequisite: Special Education Team Recommendation) The Learning Support Resource vocational program offers daily support by a special education teacher and/or an instructional assistant to students in all areas of vocational opportunities. The team decides upon specific curriculum in the area of vocation, which is highly individualized to their student’s needs, as well as in school and community outings to demonstrate skills learned in the classroom. These opportunities may include working at the public library, reading buddies with elementary age students, visits to the Brigham House, recycling collection, and/or cafeteria duties. Full Year: 6 credits; Semester Course: 3 credits H8503 Applied Health (Prerequisite: Special Education Team Recommendation) A special education teacher who will focus on the relationship that exists among physical, mental, and social health will teach the Adaptive Health class. The goal of this class is two-fold as it teaches life skills health in addition to standards-based curricula. Students within this class receive small group instruction that is highly sequential, visual, and formatted to fit executive functioning needs. Topics that may be covered, but not limited to include decision making, self-esteem, relationships, nutrition, consumer health, effects of alcohol, tobacco and drugs; body systems, sex education, CPR and fitness. Through these topics, students will learn that decisions they make affect all areas of health. Students will develop an understanding that by taking responsibility of their own health, it will have positive effects both personally and to others around them. Semester Course: 3 credits Connections Program The Connections Program provides daily support for students identified with a neurodevelopmental disability and who demonstrate the need for direct teaching in, but not limited to, a small group environment. The Connections Program provides small group structured academic and social environments which incorporate principles of Applied Behavioral Analysis (ABA) along with emotional and social support. Students may receive content area (English, Mathematics, History, Science, or Social Pragmatics) instruction in a substantially separate classroom in small group and/or individual setting. Recommendations for participation in the general education setting may be made based on student academic, behavioral, and social performance, level of academic understanding, and student readiness. Additionally, staff implements activities and collect data daily regarding individual student progress based on their Individualized Education Program (IEP) goals. Connections Program Classes* \| English \| History \| Mathematics \| Science \| \|---------\|---------\|-------------\|---------\| \| • English 9 H9531 • English 10 H9532 • English 11 H9533 • English 12 H9534 \| • History 9 H9541 • History 10 H9542 • History 11 H9543 • History 12 H9544 \| • Math 9 H9501 • Math 10 H9502 • Math 11 H9503 • Math 12 H9504 \| • Science 9 H9591 • Science 10 H9592 • Science 11 H9593 • Science 12 H9594 \| Connections Program offerings are full year in length, each worth six (6) credits. H9557 Resource (Prerequisite: Special Education Team Recommendation) The Connections Resource class offers daily support by a special education teacher and/or an instructional assistant to students in all academic areas, social pragmatics, life skills, and behavioral programs. Collaboration with the student, special education teacher, instructional assistant, counselors, related service providers, parents, etc. is an integral part of the Connections Resource class. Full Year: 6 credits Semester Course: 3 credits H9531 English 9 H9532 English 10 H9533 English 11 H9534 English 12 (Prerequisite: Special Education Team Recommendation) The Connections Program is intended for students who need significant modifications in academic, behavior, and/or social programs. Students within the Connections Program rely on Applied Behavior Analysis to support them throughout their day. The team decides upon specific curriculum in the area of English, which is highly individualized to their student’s needs. Connections students may be within the general inclusion classes with instructional assistant support and case manager supervision, but also might spend time in smaller groups receiving academic and social instruction. Teachers and instructional assistants within the Connections Program receive consultation from a BCBA, speech language-pathologist, augmented communication consultant, counselors, and occupational therapists to create individualized programs to suit the student’s needs. Full Year: 6 credits H9501 Math 9 H9502 Math 10 H9503 Math 11 H9504 Math 12 (Prerequisite: Special Education Team Recommendation) The Connections Program is intended for students who need significant modifications in academic, behavior, and/or social programs. Students within the Connections Program rely on Applied Behavior Analysis to support them throughout their day. The team decides upon specific curriculum in the area of Math, which is highly individualized to their student’s needs. Connections students may be within the general inclusion classes with instructional assistant support and case manager supervision, but also might spend time in smaller groups receiving academic and social instruction. Teachers and instructional assistants within the Connections Program receive consultation from a BCBA, counselors, and occupational therapists to create individualized programs to suit the student’s needs. Full Year: 6 credits H9591 Science 9 H9592 Science 10 H9593 Science 11 H9594 Science 12 (Prerequisite: Special Education Team Recommendation) The Connections Program is intended for students who need significant modifications in academic, behavior, and/or social programs. Students within the Connections Program rely on Applied Behavior Analysis to support them throughout their day. The team decides upon specific curriculum in the area of Science, which is highly individualized to their student’s needs. Connections students may be within the general inclusion classes with instructional assistant support and case manager supervision, but also might spend time in smaller groups receiving academic and social instruction. Teachers and instructional assistants within the Connections Program receive consultation from a BCBA, speech language-pathologist, reading specialist, counselors, and occupational therapists to create individualized programs to suit the student’s needs. Full Year: 6 credits H9541 History 9 H9542 History 10 H9543 History 11 H9544 History 12 (Prerequisite: Special Education Team Recommendation)* The Connections Program is intended for students who need significant modifications in academic, behavior, and/or social programs. Students within the Connections Program rely on Applied Behavior Analysis to support them throughout their day. The team decides upon specific curriculum in the area of History, which is highly individualized to their student’s needs. Connections students may be within the general inclusion classes with instructional assistant support and case manager supervision, but also might spend time in smaller groups receiving academic and social instruction. Teachers and instructional assistants within the Connections Program receive consultation from a BCBA, speech language-pathologist, reading specialist, counselors, and occupational therapists to create individualized programs to suit the student’s needs. Full Year: 6 credits --- Learning Experiences Adult Program (LEAP) H9562 Developmental Learning Program Ages 18 – 22 years (Prerequisite: Special Education Team Recommendation) The Learning Experiences Adult Program, LEAP, is designed to support students with disabilities, who are between the ages of 18-22, and are transitioning from school to adult life. Students who attend LEAP often have substantial and/or multiple disabilities. These may include, but are not limited to, autism spectrum disorder, communication, cognitive, physical, sensory, and/or health disabilities. The program is for students who have completed four years of high school and have not received a diploma. They may or may not be eligible to receive a high school diploma in the future. LEAP uses an individualized approach to determine the transition related skills a student requires and plans the students’ schedules and activities based on those needs. Schedules are developed to strengthen students’ functional life skills. Students in LEAP work to build skills related to personal finances, personal management, personal hygiene/self-care, household management, social skills, community involvement, health/safety practices, lifelong learning, and career development. The program combines classroom-based activities with community-based experiences to help students meet their goals. The program is individualized to address each student’s goals and objectives and prepare them for transition to adult life. Related Services - Counseling - Occupational Therapy - Physical Therapy - Reading Services - Speech Therapy - Home/Hospital/Tutorial Instructional Support Counseling (Prerequisite: Special Education IEP/504/GET Recommendation) School counseling provides structured, goal-oriented counseling in response to the identified needs of a student, or group of students. It is offered to assist students in accessing their academic classes. When the identified needs of students are related to concerns outside of the school, counselors will make appropriate referrals or assist families by referring them to appropriate community-based specialists or agencies. School counseling is not intended to be insight-oriented therapy; but is instead designed to focus on having the student function more effectively during the school day in academic, social and or behavioral areas. Occupational Therapy (Prerequisite: Special Education IEP/504 Recommendation) Occupational Therapy seeks to restore a student’s independence in activities of daily living, utilizing assessments and specialized activities. Techniques include upper extremity exercises, homemaking and personal care training, and prosthetic training. Physical Therapy (Prerequisite: Special Education IEP/504 Recommendation) Physical Therapy is directed toward the optimal restoration of a student’s functional ability to allow access to the curriculum in an educational setting. Treatment techniques include evaluation, muscle strength and range of motion testing, specific exercises and use of modalities, ambulation and prosthetic training, use of assistive devices, and student and family education and support. Reading Services (Prerequisite: Special Education IEP Recommendation) Reading Services are a component of the Special Education Program that focus on the individual decoding and/or comprehension needs of students who have a diagnosed reading disability with related IEP reading goals. Speech Therapy (Prerequisite: Special Education IEP/504 Recommendation) Speech Therapy is a component of the Special Education Program that focuses on the development of appropriate expressive and receptive skills in an educational setting. Home/Hospital/Tutorial Instructional Support Students who are confined to home or hospital due to medical reasons are entitled to tutorial support should they be absent for more than fourteen days. 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Exploring Practical Work as a Sustainable Strategy in Rural Mathematics Classrooms: A Case of Addition of Fractions Deonarain Brijlall Department of Mathematics, Durban University of Technology, South Africa, S3 Steve Biko Road, Durban, 4000 E-mail: firstname.lastname@example.org KEYWORDS Fraction Circles. Diagrams. Dialogue. Prior Learning ABSTRACT Addition of fraction is dealt with from grade 6 onwards in South African schools topics as prescribed by the Curriculum and Assessment Policy Statement. This paper reports on a study exploring practical work as a strategy to sustain rural mathematics classrooms. The conceptual perspective for the design and analysis of this study was based on a learning ecology framework consolidated by socio-culturalism and situated learning. This study was a qualitative case study (n = 42). The participants in this study were from a rural school of the Umhali ward, which is in the Ilembe district in KwaZulu-Natal, South Africa. The learners engaged in four activities in four lessons. They used either diagrams or fraction circles to complete the tasks in the four activities. The researcher analysed the written responses, observed their working in groups and carried out interviews. This case study found that practical work, in a rural setting, was a suitable strategy to sustain an effective mathematics learning ecology. INTRODUCTION Moodley et al. (1992) and Brijlall et al. (2006) highlighted the relevance of Mathematics, insisting that the academic content of this subject becomes valuable to a learner if it provides a valuable context for thinking about and using a particular aspect of Mathematics outside the school environment or in the world of work. Also, Ernest (1998) indicated that mathematical education at school ought to make students aware of themselves in relation to other people. Mathematics should make students perceive themselves as citizens of a country with certain obligations. These obligations carry with them certain responsibilities and require an attitude of understanding and patriotism. For that reason, Turner et al. (2011) suggested that linking mathematical ideas and procedures in a context that students’ value motivates and develops their critical consciousness, thus linking Mathematics ideas to the depth of understanding and range of contexts in which they apply the Mathematics lens. In this paper the researcher provided opportunity for learners to engage practically with fractions. After such explorations the learners will hopefully become prepared for enacting the more abstract cognitive traits required for mathematical problem solving. Fujita and Jones (2014) in their paper showed how emphasis on practical activity could encourage learners to form conjectures. Their study was on geometry whereas this paper reports on learners working with fractions. Chaplain (2003) suggested that the classroom should be a pleasant environment where learners’ interest is captured. To earn psychological investment (educators’ expectation) educators have to work hard in producing a positive atmosphere in the classrooms. This is achieved by developing lessons that are interesting and stimulating and providing a safe environment and appropriate support of learning. The learning atmosphere changes learners in different ways: Some learners are influenced by classroom layout, seating, temperature and smell as well as the quality of learner- educator interaction in class (Chaplain 2003). Morcom (2014) in her study demonstrated how explicit values education scaffolded social and emotional learning and promoted a sense of togetherness. The researcher in this paper took the lead from Morcom (2014) and encouraged learners to work collaboratively. Mathematics learners are expected to think creatively. Classroom environment is crucial to the fostering of creative ability. An environment full of ideas, experiences, interesting materials and resources can stimulate creativity (Craft et al. 2001). The décor and organization of a classroom should transmit what one expects to be going on in class. The mathematics educator should link theories learnt in mathematics (especially fractions) to the real world. In a mathematics class, posters and concrete objects on display are useful. They can rouse interest from learners and assist them in making sense of mathematics. Of course besides creating the appropriate environment for effective learning, it is expected that the mathematics educators have a thorough understanding of the pedagogical content knowledge (Brijlall and Maharaj 2014). The layout of the classroom also affects communication in the classroom. Eye contact, social distance, posture and gesture can all be enhanced by attention to the classroom layout. Some learners can easily feel excluded because of where they are positioned in class. To avoid this happening, the educator should reflect on who is sitting where and the reason. This exercise develops a positive relationship with learners who are at risk of social exclusion. Where the individuals are asked to sit, the nature of work they are given, the degree to which they are empowered to ask questions in class and emotional warmth of the environment all have an influence on learners. The above influences how students think, learn and feel about themselves and how they subsequently behave in class. Organizing the classroom directly influences both the nature of the interaction and the style of teaching and in addition should match the educators’ behavioural goals. This is the type of learning ecology we kept in mind when designing this study. Using Practical Work to Create a Sustainable Mathematics Learning Ecology Practical work in fractions involves giving learners different representations and models to manipulate. It also entails hands-on activities, involving manipulation of concrete objects and drawing diagrams and pictures. Witherspoon (1993) suggested that to gain complete understanding of fractions learners needed to be exposed to the following representations: symbols, concrete models, real-life situations, pictures and spoken language. Representations should be treated as essential elements in supporting students’ understanding of mathematical concepts and relationships; in communicating mathematical approaches, arguments, and understandings to oneself and to others (Brijlall et al. 2011). Concrete models are critical forms of representation and are needed to support students’ understanding of, and operations with, fractions. Other important representations include pictures, contexts, students’ language, and symbols. Translating among all these representations makes ideas meaningful to students. We propose that these representations are achievable in rural settings and also sustain a mathematics learning ecology. The Curriculum Assessment Policy Statement (CAPS) (DoBE 2011) describes mathematics as the subject that assists learners to develop mental processes that enhance logical and critical thinking, accuracy and problem solving that will contribute in decision-making. To achieve this, CAPS suggest active and critical learning amongst learners thus encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths. Learning of mathematics aims at giving learners an opportunity to gain deep conceptual understandings in order to make sense of mathematics and acquisition of specific knowledge and skills necessary for the application of mathematics to physical, social and mathematical problems. So, CAPS encourages practical work in a mathematics learning ecology. It has been argued that concrete experiences were a basic constituent for practical activities. Also noting the importance of concrete experiences is Ott et al. (1991: 7) who pointed out that “familiar concrete experience, actual or recalled should be the first step in the development of new abstract concepts and their symbolisation”. Dienes (1964) championed the use of collaborative, group work and concrete materials, as well as goals such as democratic access to the process of mathematical thinking, long before the dictates of constructivism. Dienes invented blocks which allowed students to explore the numeration system and how the operations on numbers were addressed by the system. Ott et al. (1991) pointed out that “…familiar concrete experience-actual or recalled-should be the first step in development of new abstract concepts and their symbolization” According to Piaget (1985), the concrete operational stage typically develops between the ages of 7–11 years. Intellectual development in this stage is demonstrated through the use of logical and systematic manipulation of symbols, which are related to concrete objects. Thinking becomes less egocentric with increased awareness of external events, and involves concrete references. With reference to Piaget’s suggestions the researcher saw practical activities as relevant for learners in grade six. Learners in this grade are about eleven years old, meaning that they are at concrete operational stage. They need to be given an opportunity to manipulate objects in order to learn. Hence, for this study we formulated the research question: 1. How can sustainable rural mathematics learning ecologies be created? With this in mind we created learning ecologies involving practical work. We then asked the following sub-questions to unpack the critical research question: 2. What are the learners’ attitudes towards practical work? This question helped to determine whether learners found it interesting to manipulate concrete objects they have been given, and whether this helped them to understand the addition of fractions better. 3. Which materials do learners prefer between diagrams and fraction circles? This question helped the researcher to determine which used material was most preferred by learners. This would give the researcher the opportunity to look at why the material was not preferred by learners and if justifiable to omit in the teaching process. Figure 1 illustrates one group of learners using fraction circles to carry out their tasks. Conceptual Framework Barron (2006) pointed out that the learning ecology framework draws on ecological perspectives. In our case we studied the creation of a classroom environment within which the central stakeholder (the mathematics learner) interacted with the designed activities and peer learners to promote the learning of mathematics. This ecology also relied on constructs developed from sociocultural and situated learning. Such a learning ecology was organised and managed by the researcher. The researcher was thus expected to provide experiences, guide discussions and assume a supportive role in the process of learners’ attempts of developing understanding. Borrowing from (Vygotsky 1978; Breen 1992) children learn from people around them and their surroundings. Vygotsky further claimed that central to the process of learning is the role played by society in the development of higher cognitive situations. She also contends that learners work with their peers in collaborative situations or they complete tasks and/or activities with the educator as a facilitator (Vygotsky 1978). Also relevant to Vygotsky’s views, as ar- ![Fig. 1. Learners actively engaged in activity 1](image-url) gued by Billet and Lave (1993) cited by Mokapi (2002), that knowledge that individuals construct, organise and store in memory is embedded in the context or “community of practice” (Lave et al. 1991) where it is learned. According to Lave (1996: 64) “learning is recognised as a social phenomenon constituted in the experienced, lived-in world.” In this study, practical problem-solving skills involving fractions were explored as a strategy to sustain a mathematics learning ecology drawing from the relevant information provided by the above-mentioned theorists. METHODOLOGY The researcher was granted permission to do this qualitative study at a rural school of the Umhlahi ward, which is in the Illembe district. The enrolment of the school is currently about seven hundred and sixty and there are twenty-two educators. This class consisted of forty-two mixed ability learners. The age of these learners ranged from eleven years to fifteen years. Most of them started school in the same school and they live in the farm around the school. The purpose of taking a small group of learners was to uncover in-depth information about what happens when learners learn addition of fractions using practical means. It is argued that “Qualitative inquiry typically focuses on relatively small samples, selected purposefully to permit inquiry into and understanding of phenomenon in depth” (Cohen et al. 2007) During teaching learners were seated in groups (see Fig. 2). This arrangement allowed them to work together and help one another to solve problems. Problems were written on activity sheets. This gave the researcher an opportunity to move around and observe learners interacting with one another. After group work, learners were given enough time to complete their individual activity sheets. Each activity sheet consisted of ten problems to solve. While learners were working individually the researcher observed learners and helped those learners who were struggling. All assessed scripts were collected for data capturing. Creating Mathematics Learning Ecologies With the assumption that these learners had been exposed to fractions before, although not addition of fractions with different denomina- ![Fig. 2. Learners in action](image-url) tors, the decision was to engage them in four lessons on four consecutive days. On each day the lesson involved the learners engaging with different activity sheets. Activity one was on “addition of fractions with the same denominators”. In this activity learners were asked to use fraction circles to find answers. This was done with an intention that learners should find it easy to add pieces that are the same, as this would capture their interest. Also, another aim was to prepare them for the next activity, in which the researcher wanted them to discover for themselves that: 1) it is not possible to add fractions with different denominators, 2) to add fractions it is always important to make denominators to be the same, 3) once the denominators are the same only the numerators are added not the denominators, 4) if the numerator is the same as the denominator, that makes a whole and 5) answers are always left is their simplest form, as this would help them to do factorisation in the senior phase. Activity two dealt with “addition of fractions with different denominators” (one denominator is a multiple of the other). Each group was given its own problem. The researcher gave them fractions circles to solve problems. Learners tried to match pieces that they were adding, but they were unable to come out with the final answer. They did not know whether the answer was to be in sixths or thirds. It was very interesting to note that some groups were able to see that one third equals to two sixth. It was at that time that diagrams were introduced. Diagrams helped learners not only to learn addition of fractions, but also: 1) the concept of equivalency, 2) factors and multiples of numbers, 3) drawing correct diagrams to represent fractions and 4) simplification of fraction The third activity involved “addition of fractions with different denominators” (none of the denominators is a multiple of the other). In this instance diagrams were used to: 1) consolidate equivalency and 2) to demonstrate that different numbers can have the same multiples. For activity four the tasks were on “addition of mixed fractions”. In this case they discovered: 1) that a whole is made of eight pieces if we talk about eighths using fraction circles and 2) how improper fractions are formed. The research instruments that were used to bring out the required data were specifically associated with qualitative studies. These instruments were: 1) semi-structured observation during teaching, 2) semi-structured interviews with learners and 3) questionnaire. RESULTS AND DISCUSSION From observing learners’ marks, it was evident in that in the class of forty-four learners all learners got correct answers for activity one in lesson one. The learners used fraction circles, as they are colourful and easy to handle. They made it easy for the researcher to explain that if you add one-eighth and two-eighths for example they add up to three-eighths. This eradicated the learners’ misconceptions (in majority of the cases) that if you add fractions you also add denominators. In Table 1 the researcher shows a record of learners’ marks for activity one. The researcher notes that for this activity no learner got any task wrong. The majority (over ninety two percent) of the leaners got the tasks completely correct. For this task learners used fraction circles and these seemed to have contributed to the good performance of the learners. Table 1: Performance in activity one \| Question number \| Correct response \| Partially correct response \| Incorrect response \| \|-----------------\|------------------\|----------------------------\|--------------------\| \| 1 \| 39 \| 3 \| 0 \| \| 2 \| 40 \| 2 \| 0 \| \| 3 \| 42 \| 0 \| 0 \| \| 4 \| 42 \| 0 \| 0 \| \| 5 \| 41 \| 1 \| 0 \| \| 6 \| 42 \| 0 \| 0 \| \| 7 \| 41 \| 1 \| 0 \| \| 8 \| 42 \| 0 \| 0 \| \| 9 \| 41 \| 1 \| 0 \| \| 10 \| 40 \| 2 \| 0 \| The researcher shows in Figure 3 Learner L28 who was coded as “partially correct”. For this task L28 added both the numerators and denominators of the two fractions to get an answer of 6/16 (of course a further error in simplification resulted in 2/8). Learner L28 added the denominators in task 1 as well. However, she \[ \frac{3}{8} + \frac{3}{8} = \frac{6}{16} = \frac{3}{8} = \frac{1}{4} \] Fig. 3. The written response of learner L28 to task 9 of activity one got the other eight tasks correct. This could mean that she was reasonably successful in employing concrete objects (in this case fraction circles) to add fractions in activity one. For Activity two more than ninety percent (see Table 2) of the learners got each task correct. This activity expected the learners to engage in using diagrams as a practical tool to solve the tasks. To highlight this category of responses we explore the written response of learner S10 in Figure 4. Table 2: Performance in activity two \| Question number \| Correct response \| Partially correct response \| Incorrect response \| \|-----------------\|------------------\|----------------------------\|--------------------\| \| 1 \| 42 \| 0 \| 0 \| \| 2 \| 42 \| 0 \| 0 \| \| 3 \| 38 \| 0 \| 4 \| \| 4 \| 42 \| 0 \| 0 \| \| 5 \| 42 \| 0 \| 0 \| \| 6 \| 40 \| 0 \| 2 \| \| 7 \| 42 \| 0 \| 0 \| \| 8 \| 38 \| 0 \| 4 \| \| 9 \| 42 \| 0 \| 0 \| \| 10 \| 39 \| 0 \| 3 \| Learner L10 firstly decided to use two large rectangles and secondly divided them into twenty squares. The researcher presume that he counted all the shaded squares and attained nine such and hence realised the number of shaded squares as a fraction of the total number of squares was 9/20. We note that the diagrams aided conceptual understanding of the operation of fractions in this task. In fact those teachers who prefer algorithms could use diagrams as a basis to introduce the use of the lowest common denominator (LCD), in this instant using 20 as an LCD of 4 and 5. In using diagrams one should bring to the attention of the learners that the initial rectangles used must be of the same size and that so should the smaller squares. For teachers to design tasks to address a variety of suitable mathematical competence and skills it is expected that these teachers have a firm grounding in their pedagogical content knowledge (Brijlall and Maharaj 2014). For activity three all the learners got tasks 1 and 2 correct (see Table 3). Task 7 was relatively poorly answered. This task was: Add 1/4+1/5. We analyse the written response of leaner L1. Table 3: Performance in activity three \| Question number \| Correct response \| Partially correct response \| Incorrect response \| \|-----------------\|------------------\|----------------------------\|--------------------\| \| 1 \| 42 \| 0 \| 0 \| \| 2 \| 42 \| 0 \| 0 \| \| 3 \| 41 \| 0 \| 1 \| \| 4 \| 41 \| 0 \| 1 \| \| 5 \| 38 \| 0 \| 4 \| \| 6 \| 31 \| 10 \| 1 \| \| 7 \| 38 \| 0 \| 4 \| \| 8 \| 39 \| 0 \| 3 \| \| 9 \| 39 \| 3 \| 0 \| \| 10 \| 37 \| 0 \| 5 \| Learner L1 managed to use the first pair of rectangles to denote the fractions 1/8 and 1/4 correctly. It seemed that L1 did not go back and reflect on the shaded squares in the second pair of rectangles. She therefore counted the two shaded squares. It also seemed that she merely added the denominators 8 and 4 to get 12. Fig. 5. The written response of learner L1 to task 7 of activity three Activity four was designed with tasks that involved the addition of mixed fractions. For this activity learners engaged the tasks using either practical tool (fraction circles or diagrams). Task Task 1 provided no difficulty to the learners (see Table 4). However, the overall performance in this activity was the worst when compared with the previous three activities. The worst performed task was task ten. We show the written response of learner L38 to task 10 in Figure 5. Table 4: Performance in activity four \| Question number \| Correct response \| Partially correct response \| Incorrect response \| \|-----------------\|------------------\|----------------------------\|--------------------\| \| 1 \| 42 \| 0 \| 0 \| \| 2 \| 40 \| 0 \| 2 \| \| 3 \| 30 \| 10 \| 2 \| \| 4 \| 28 \| 11 \| 3 \| \| 5 \| 31 \| 12 \| 1 \| \| 6 \| 37 \| 5 \| 0 \| \| 7 \| 36 \| 5 \| 1 \| \| 8 \| 35 \| 1 \| 6 \| \| 9 \| 37 \| 0 \| 5 \| \| 10 \| 28 \| 8 \| 6 \| Learner L1 managed to use the first pair of rectangles to denote the fractions 1/8 and 1/4 correctly. It seemed that L1 did not go back and reflect on the shaded squares in the second pair of rectangles. She therefore counted the two shaded squares. It also seemed that she merely added the denominators 8 and 4 to get 12. Activity four was designed with tasks that involved the addition of mixed fractions. For this activity learners engaged the tasks using either practical tool (fraction circles or diagrams). Task 1 provided no difficulty to the learners (see Table 4). However, the overall performance in this activity was the worst when compared with the previous three activities. The worst performed task was task ten. We show the written response of learner L38 to task 10 in Figure 5. In Figure 6, learner L28 did not represent the mixed fractions by correct diagrams. For instance the mixed fraction $2\frac{1}{2}$ should have been represented as Instead she drew two rectangles and then inserted the half of a rectangle into the one already drawn. This could mean that she did not have a complete conceptual understanding of the concept of a mixed fraction from her previous years learning. So, present learning needs to take into cognisance prior learning to contribute to an effective mathematics learning ecology. Learner Perception on Practical Work To gather information about the learners’ perceptions to practical work, the researcher observed the behaviour of the learners. Their facial expressions were observed, for example as young learners when they encounter problems one could read from their faces. Some do frown or smile when they were pleased and enjoyed the task they were given. In this class everybody even those who were shy communicated with others and showed via their facial expressions that they enjoyed what they were using, particularly the fraction circles. Enjoyment in classroom activity is shown to foster appreciation for learning (Morcom 2014). Some learners did struggle a bit with diagrams, but finally got into understanding how to draw them. In order to gather the learners’ perception or attitudes towards practical work we carried out interviews with learners. We denote the researcher by I and the learner by L. The following dialogue ensued with learner L1 and L3: I: What did you understand about doing practical work when learning fractions? L1: In practical work we used fraction circles and drew diagrams to find answers to the questions. I: What did you understand about doing practical work when learning fractions? L3: It was when madam you asked us to use the pieces of fractions to complete our activities. We sorted these pieces to find answers. These learners showed that they understood what entailed practical work. To them it was about using fraction circles and diagrams to find answers in addition of fractions. To enquire whether learners previously engaged with practical work, learners L1 and L4 provided the following verbal responses to queries raised by the researcher: I: Have you been engaged in practical when you learn addition of fractions? If yes, what did you use and how did you use that? L1: No. Our teacher in grade 5 taught us to find the denominator of the two numbers. I: Have you been engaged in doing practical when you learn addition of fractions? If yes, what did you use and how did you use that? L4: No. I did not know practical work before. This typical response highlighted the rare use of practical work by teachers. Responses to the preferences of fraction circles to diagrams indicated that most learners preferred using fraction circles as compared to diagrams. This we infer from a dialogue like: I: In the four lessons that we had, we used fraction circles and diagrams. Which one did you find interesting to use? Explain for each one. L3: I loved both of them, but I liked fraction circles more. I: In the four lessons that we had, we used fraction circles and diagrams. Which one did you find interesting to use? Explain for each one. L4: I liked using fraction circles I: Why? L4: They were easy to use and they are beautiful. For the last question learners’ responses showed that they enjoyed using practical work. They said everything became very easy for them. The following are some responses which demonstrated this: I: (Patting the learner’s shoulders) You tried very hard, okay let’s look at each question. In question 5 your diagrams are correct, but when you wrote your final answer, you wrote your denominator as 7 instead of 14, as you diagrams suggest. Why? L4: Hawu! ngenzeiphutha. I made a mistake I: Also your question 7 your first diagrams are correct, with second diagrams one is correct, but the other one has thirty-eight pieces instead of twenty spaces. How come. L4: I don’t want to lie, madam I was exhausted. I was lazy to count. I: Oh! no your laziness has costed you marks. L4: I’m happy madam, because I know these sums. I: Okay, please we still have activity 4 to do make sure you complete it. L4: Thanks CONCLUSION Starting from what learners know played a crucial role in introducing the series of lessons that learners were going to be engaged in. In grade six actually they were supposed to add fractions that have different denominators where one is the multiple of the other. But our reasons for starting with addition of fractions with similar denominators were to identify misconceptions that they had in addition of fractions and to capture their interest in the lessons that they were to be engaged in the next coming days. This paper also found that the practical work had promoted successful addition of fractions. There are reasons why concrete objects are also recommended in the teaching of addition of fractions. One of the reasons is that learners’ learning styles are not the same. Some are auditory, some kinetic, some are visual and some learn better if they do. So concrete objects facilitate understanding to those types of learners. In order to keep learners’ attention in the lesson sometimes learners have to be engaged in hands on activities. For young learners materials should be colourful and durable for their use. At college the researcher learnt that when learners do activities they remember them, it is unlike when they see them or hear them. The analysis of the data for this study also found that dialogue within the mathematics learning ecology led to better conceptual understanding of the addition of fraction. This was evident to most of the learners worked collaboratively, when they drew their diagrams they just drew without taking note of the fact that fractional pieces should be equal and also labelling fractions did not matter to them. It was noted only when they were with the researcher assessing at each script, that learners realized the importance of accurate drawing and writing of fractions. The researcher observed that some learners got lost when the researcher was using English throughout. Although this paper reports on a small scale case study the researcher admits that the findings cannot be generalised. This case study found that practical work, in a rural setting, was a suitable strategy to sustain an effective mathematics learning ecology. RECOMMENDATIONS The researcher provided tasks which started with addition of fractions with similar denominators in order to identify misconceptions that the learners had in addition of fractions and to capture their interest in the lessons that they were to be engaged in the next coming days. The researcher therefore recommends that learning of previous concepts be considered before proceeding with extensions of these concepts to create effective mathematics learning ecologies. The analysis of the data for this study also found that dialogue within the mathematics learning ecology led to better conceptual understanding of the addition of fraction. The researcher recommends that dialogue between the teachers and learners should be done throughout the lesson. This develops the trust between the two participants and most importantly it gives the teacher the opportunity to investigate learners’ conceptual understanding of mathematical concepts. The researcher also recommends that learners be allowed to speak in languages they were comfortable with especially in multilingual classes. The researcher observed that the learners began to be relaxed when code switching was used. Code switching is recommended, because some terms are missing and difficult in vernacular and also some are explained clearly in vernacular. Academics have argued that there are two types of knowledge acquisition: spontaneous and scientific or scholastic. Teachers have to see to it that they identify learners’ knowledge about each concept. ACKNOWLEDGEMENTS The researcher would like to thank Ms Fortunate Gugulethu Mdluli for assisting in the data capture. The researcher would also like to place on record his sincere appreciation for the proof-reading of this paper by his colleague Mrs E Dowlath. REFERENCES Barron B 2006. Interests and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49: 193-224. Breen CJ 1992 Mathematics Education for In-service and Pre-service Teachers. Pietermaritzburg: Shuter and Shooter. Brijlall D, Bansilal S, Moore-Russo D 2011. Exploring teachers’ conceptions of presentations in mathematics through the lens of positive deliberative interaction. Pathagoras, 33(2): 1-8. Brijlall D, Maharaj A 2014. Exploring support strategies for high school mathematics teachers understanding from underachieving schools. International Journal of Educational Sciences, 7(1): 99-107. Brijlall D, Maharaj A, Molebale J 2007. Teachers’ views of practical work in the teaching of fractions: A case study. South African Journal of Education, 27(4): 597-612. Brijlall D, Maharaj A, Jojo ZMM 2006. The development of geometrical concepts through design activities during a technology class. African Journal of Research in SMT Education, 10: 37- 45. Chaplain R 2003. Teaching Without Disruption in Secondary School: A Model for Managing Pupils’ Behaviour. London and New York: Routledge. Cohen L, Manion L, Morrison K 2007. Research Methods in Education. 6th Edition, London and New York: Routledge. Craft A, Jeffrey B, Leibling M 2001. Creativity in Education. London: Continuum. Department of Basic Education 2011. Curriculum and Assessment Policy Statement Grades R-12. Pretoria: Department of Education. Dienes ZP 1964. Building Up Mathematics. Auckland, Bombay, Johannesburg, London, Melbourne, New York, Sydney and Toronto: Hutchinson Educational. Ernest P 1998. Social Constructivism as a Philosophy of Mathematics. Albany: State University of New York. Fujita T, Jones K 2014. Reasoning-and-proving in geometry in school mathematics textbooks in Japan. International Journal of Educational Research, 64: 81-91. Irwin KC 2001. Using everyday knowledge of decimals to enhance understanding. Journal for Research in Mathematics Education, 32(4): 399-420. Lave J 1996. Teaching, as learning, in practice. Mind, Culture and Activity, 3: 149-164. Lave J, Wenger E 1991. Situated Learning: Legitimate, Peripheral Participation. Cambridge, MA: Cambridge University Press. Mokapi CM 2002. Form C’s Conceptions about Fractions. Thesis, Unpublished. School of Education. University of Witwatersrand, Johannesburg, South Africa. Moodley M, Njisone RA, Presmeg NC 1992. Mathematics Education for In-service and Pre-service Teachers. Pietermaritzburg: Shutter and Shooter. Morcom V 2014. Scaffolding social and emotional learning in an elementary classroom community: A socio-cultural perspective. International Journal of Educational Research, 67: 18-29. Ott JM, Snook DL 1991. Understanding partitive division of fractions. Arithmetic Teacher, 39 (2): 7-10. Piaget J 1985. The Equilibrium of Cognitive Structures. Cambridge, Massachutte USA: Harvard University Press. Turner E, Gatienez RJ, Sutton E 2011. Student participation in collective problem solving an after school mathematics club: connection to learning and identity. Comedia Journal of Science Mathematics and Technology Education, 11(3): 1-24. Vygotsky LS 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. Witherspoon ML 1993. Fractions: In search of meaning. Arithmetic Teacher, 40(8): 482-485.	6710ca27-cfd4-4fad-8612-cb570b69d696	CC-MAIN-2024-46	http://krepublishers.com/02-Journals/IJES/IJES-07-0-000-14-Web/IJES-07-3-000-14-ABST-PDF/IJES-7-3-481-14-470-Brijlall-D/IJES-7-3-481-14--470-Brijlall-D-Tx%5B8%5D.pdf	2024-11-08T08:36:52+00:00	crawl-data/CC-MAIN-2024-46/segments/1730477028032.87/warc/CC-MAIN-20241108070606-20241108100606-00073.warc.gz	18,767,106	7,348	eng_Latn	eng_Latn	0.964635	eng_Latn	0.997548	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 4255, 8977, 11387, 13654, 18677, 23123, 26922, 31006, 35767, 37065 ]	[ 2.125, 2.859375 ]	2	0

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