Split (1)

train · 729k rows

text string	id string	dump string	url string	file_path string	language string	language_score float64	token_count int64	score float64	int_score int64	embedding list	count int64	Content string	Tokens int64	Top_Lang string	Top_Conf float64
Sleep is essential for an individual’s health and well-being. Children need more sleep to develop properly, more than any other age group. According to the National Heart, Lung, and Blood Institute, preschool-aged children and school-aged children are recommended to get at least 10 to 12 hours of sleep each day. Sleep deprivation in children has been linked to worse performance in school, depression, injury, and obesity. A new study from Massachusetts General Hospital for Children and Harvard School of Public Health found a link between children who have TVs in their bedrooms and shorter sleep time. Published in the journal Pediatrics, the researchers monitored 1,864 children from six months to the time they were eight years old, who were enrolled in the long-term project called Project Viva. In Project Viva, investigators review multiple factors linked to children’s health, starting before birth. The children’s mothers answered questions on their children every year from the time they were six months to seven years. The mothers answered how much time the children spent in a room with a TV, and whether there was a TV in their bedrooms as they got older. The researchers were interested in the amount of sleep the kids received each night. Although the effect was not massive, the researchers found a consistent link between longer TV time and shorter sleep time. For every additional hour of TV viewing took place, the children were associated with 7 fewer minutes of daily sleep time. "This doesn't seem like very much, but if you think about it, seven minutes every night by the time you get to the end of the week you're already a half hour short on sleep," Dr. Heidi Connolly, from the University of Rochester Medicine's Golisano Children's Hospital in New York, said. The association was stronger for boys than for girls. Results also showed that ethnic and racial minority children were also more likely to sleep in a room with a TV. The American Academy of Pediatrics recommends children younger than two years old to not watch any television. Older children's TV time should be limited to no more than one or two hours per day. “I think it's unreasonable to expect that kids aren't going to watch TV," Connolly told Reuters Health. “It's pervasive in our culture. But you do want to limit screen time to less than two hours per day.” Connolly recommends consistent bedtimes, regular bedtime routines and a television-free comfortable sleeping environment for better sleep.	<urn:uuid:0cabd2ee-354d-4887-8b4b-52eb46e68d73>	CC-MAIN-2020-05	https://www.dovemed.com/current-medical-news/reduced-sleep-linked-with-longer-tv-hours-in-kids/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783342.96/warc/CC-MAIN-20200128215526-20200129005526-00290.warc.gz	en	0.98005	508	3.5625	4	[ 0.28934863209724426, 0.16224734485149384, -0.013269616290926933, -0.23475578427314758, -0.022092895582318306, 0.5515720844268799, -0.5892994403839111, 0.04495388641953468, 0.25640034675598145, 0.27494922280311584, -0.18608610332012177, 0.08558910340070724, 0.03290657699108124, 0.5559915900...	1	Sleep is essential for an individual’s health and well-being. Children need more sleep to develop properly, more than any other age group. According to the National Heart, Lung, and Blood Institute, preschool-aged children and school-aged children are recommended to get at least 10 to 12 hours of sleep each day. Sleep deprivation in children has been linked to worse performance in school, depression, injury, and obesity. A new study from Massachusetts General Hospital for Children and Harvard School of Public Health found a link between children who have TVs in their bedrooms and shorter sleep time. Published in the journal Pediatrics, the researchers monitored 1,864 children from six months to the time they were eight years old, who were enrolled in the long-term project called Project Viva. In Project Viva, investigators review multiple factors linked to children’s health, starting before birth. The children’s mothers answered questions on their children every year from the time they were six months to seven years. The mothers answered how much time the children spent in a room with a TV, and whether there was a TV in their bedrooms as they got older. The researchers were interested in the amount of sleep the kids received each night. Although the effect was not massive, the researchers found a consistent link between longer TV time and shorter sleep time. For every additional hour of TV viewing took place, the children were associated with 7 fewer minutes of daily sleep time. "This doesn't seem like very much, but if you think about it, seven minutes every night by the time you get to the end of the week you're already a half hour short on sleep," Dr. Heidi Connolly, from the University of Rochester Medicine's Golisano Children's Hospital in New York, said. The association was stronger for boys than for girls. Results also showed that ethnic and racial minority children were also more likely to sleep in a room with a TV. The American Academy of Pediatrics recommends children younger than two years old to not watch any television. Older children's TV time should be limited to no more than one or two hours per day. “I think it's unreasonable to expect that kids aren't going to watch TV," Connolly told Reuters Health. “It's pervasive in our culture. But you do want to limit screen time to less than two hours per day.” Connolly recommends consistent bedtimes, regular bedtime routines and a television-free comfortable sleeping environment for better sleep.	490	ENGLISH	1
Daniel Defoe (; c. 1660 – 24 April 1731), born Daniel Foe, was an English trader, writer, journalist, pamphleteer and spy. He is most famous for his novel Robinson Crusoe, which is second only to the Bible in its number of translations. He has been seen as one of the earliest proponents of the English novel, and helped to popularise the form in Britain with others such as Aphra Behn and Samuel Richardson. Defoe wrote many political tracts and often was in trouble with the authorities, including a spell in prison. Intellectuals and political leaders paid attention to his fresh ideas and sometimes consulted with him. Defoe was a prolific and versatile writer, producing more than three hundred works—books, pamphlets, and journals—on diverse topics, including politics, crime, religion, marriage, psychology, and the supernatural. He was also a pioneer of business journalism and economic journalism.	<urn:uuid:21eacd76-6663-4439-8407-575cc0c3c227>	CC-MAIN-2020-05	https://goodquotes.me/authors/daniel-defoe/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594333.5/warc/CC-MAIN-20200119064802-20200119092802-00510.warc.gz	en	0.987086	189	3.421875	3	[ -0.20796121656894684, 0.2831660509109497, 0.5777533054351807, 0.16866540908813477, 0.12990368902683258, -0.2786945104598999, 0.28392675518989563, 0.29319190979003906, -0.09951513260602951, -0.2517543435096741, 0.1858508586883545, -0.06078531593084335, 0.05328039824962616, 0.155748739838600...	10	Daniel Defoe (; c. 1660 – 24 April 1731), born Daniel Foe, was an English trader, writer, journalist, pamphleteer and spy. He is most famous for his novel Robinson Crusoe, which is second only to the Bible in its number of translations. He has been seen as one of the earliest proponents of the English novel, and helped to popularise the form in Britain with others such as Aphra Behn and Samuel Richardson. Defoe wrote many political tracts and often was in trouble with the authorities, including a spell in prison. Intellectuals and political leaders paid attention to his fresh ideas and sometimes consulted with him. Defoe was a prolific and versatile writer, producing more than three hundred works—books, pamphlets, and journals—on diverse topics, including politics, crime, religion, marriage, psychology, and the supernatural. He was also a pioneer of business journalism and economic journalism.	196	ENGLISH	1
An elementary school teacher wants to know if the words in a book are too difficult for her students. She reads the first sentence of the first page in every chapter and finds three words that her students would not know. What is the sample in this situation? the three words her students would not know the words that she read that her students would know every word in the first sentence of the first page of every chapter every word in the book Since the teacher is concerned with how difficult the words in a whole book would be, we can think of all the words in the book as the population. The sample would then be all the words she actually reads and assesses for difficulty, that is all the words contained in the first sentences of the first page of each chapter of the book. She is sampling using a method called systematic sampling. The three difficult words out of all the words she has read would indicate a level of difficulty that would have to be defined.	<urn:uuid:4935f16c-c393-4081-881d-2064f652795d>	CC-MAIN-2020-05	https://web2.0calc.com/questions/need-help_94980	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597230.18/warc/CC-MAIN-20200120023523-20200120051523-00182.warc.gz	en	0.989229	197	3.5625	4	[ -0.04845595359802246, -0.4144381880760193, -0.07861432433128357, -0.1535097360610962, -0.3572360873222351, 0.12359512597322464, 0.41245144605636597, -0.057474035769701004, 0.21067944169044495, -0.08026108890771866, 0.283769428730011, -0.04923763498663902, -0.2332736849784851, 0.37210178375...	2	An elementary school teacher wants to know if the words in a book are too difficult for her students. She reads the first sentence of the first page in every chapter and finds three words that her students would not know. What is the sample in this situation? the three words her students would not know the words that she read that her students would know every word in the first sentence of the first page of every chapter every word in the book Since the teacher is concerned with how difficult the words in a whole book would be, we can think of all the words in the book as the population. The sample would then be all the words she actually reads and assesses for difficulty, that is all the words contained in the first sentences of the first page of each chapter of the book. She is sampling using a method called systematic sampling. The three difficult words out of all the words she has read would indicate a level of difficulty that would have to be defined.	195	ENGLISH	1
Richard Buckminster Fuller Biography, Life, Interesting Facts Died On : Also Known For : Birth Place : Early Years and Education Richard Buckminster Fuller was born 12th July 1895, in Milton, Massachusetts, in the United States. His parents were Richard and Caroline Fuller. As a youth, Fuller used to make things from materials he found when exploring in the woods. He believed this was where his interest in design started. When he was 12, Fuller invented a 'push-pull' system which he applied to propel rowboats. He also learned to work the various pieces of equipment used in the sheet metal trade. Richard Buckminster Fuller studied at Milton Academy and then enrolled at Harvard College. Harvard College expelled him twice, and Fuller admitted he didn't fit into college life. Early Career and Marriage Richard Buckminster Fuller started his working life as a mechanic in a textile mill. He then became a laborer in a meatpacking factory. During World War I, Fuller joined the U.S. Navy and worked as a radio operator. After the Navy discharged him, Fuller went back to the meatpacking industry. As a result, he worked his way up, finally gaining management experience. In 1917, Fuller married Anne Hewlett. During the 1920s, Fuller and Hewlett's father worked together developing the Stockade Building System. They produced weatherproof, lightweight, and fireproof housing. Unfortunately, the business failed in 1927. In 1922, Richard Buckminster Fuller's daughter died through complications of serious illness. She wasn't quite four years old. A historian, Barry Katz, found that Fuller suffered from depression and anxiety during this time. When the family business closed in 1927, the Fuller's had no savings. Their second daughter was born that same year, which caused even more financial strain. Due to this, Fuller became a heavy drinker to cope with his problems. During this time, Richard Buckminster Fuller had a vision. White light surrounded him and he was suspended several feet in the air. A voice spoke to him, and after receiving the message, Fuller re-examined his life. Although unsure of his purpose, Fuller began to look for what it might be. As a result, Fuller committed to thinking about how to help humanity advance in a positive way. He also became an early pioneer of sustainability and doing more with less. In 1928, Richard Buckminster Fuller relocated to Greenwich Village. As a consequence, he spent most of his time at Romany Marie's, a popular local café. They offered Fuller a job to decorate the inside of the café, and he worked in exchange for his meals. A friend of Marie's, Constantin Brancusi, sent Isamu Noguchi to the café in 1929. Fuller and Noguchi worked together on several projects, and they became lifelong friends. In the summers of 1948 and 1949, Richard Buckminster Fuller taught at Black Mountain College, based in North Carolina. Over two decades earlier, Dr. Walther Bauersfeld created the geodesic dome. Fuller continued with the work and the government awarded him with patents for the dome. Fuller created the first geodesic dome that could support its weight without practical limits. It was 14 feet across the diameter, and it took the form of an icosahedron. He received help from the professors and students at the College to complete the work. The U.S. government recognized straight away how vital Fuller's work was. As a result, they employed Fuller's company, Geodesics, Inc., to make domes on a smaller scale for the Marines. Several years later, there were thousands of domes all over the world. The geodesic dome was what made Richard Buckminster Fuller famous. Other Designs, Inventions, and Work Over the next fifty years, Richard Buckminster Fuller developed many other designs and inventions. They were mostly for shelter and transportation that was practical and cheap. He wrote almost 30 books, including a daily diary of his life. In 1954, Fuller began working with architect Shoji Sadao. In 1964, they started an architectural company called, Fuller & Sadao Inc. One of their first designs was the geodesic dome for the U.S. Pavillion at Expo 67 held in Montreal. In 1959, Richard Buckminster Fuller began teaching at Southern Illinois University in Carbondale. He started as an Assistant Professor, and he became a full Professor in 1968. He worked at the university until 1970. Fuller took part in the first UN forum on human settlements in 1976. Awards and Honors Among his many awards and honors, Richard Buckminster Fuller has the following: 1969: Humanist of the Year awarded by the American Humanist Association 1970: Gold Medal awarded by the American Institute of Architects 1983: Presidential Medal of Freedom awarded by President Ronald Reagan Richard Buckminster Fuller's wife was in the hospital dying of cancer in 1983. While he was there to visit, Fuller had a heart attack and died on 1st July 1983. His wife of 66 years died 36 hours later.	<urn:uuid:6d0aa1d3-d05b-42e1-b187-8a945e66b3eb>	CC-MAIN-2020-05	https://www.sunsigns.org/famousbirthdays/profile/richard-buckminster-fuller/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672537.90/warc/CC-MAIN-20200125131641-20200125160641-00307.warc.gz	en	0.980315	1,064	3.3125	3	[ -0.017895489931106567, 0.42177584767341614, 0.16035252809524536, -0.10606028139591217, 0.021762020885944366, 0.5597004890441895, 0.08056791126728058, 0.1365814208984375, -0.0028886105865240097, -0.3550196886062622, -0.04755827784538269, -0.13288219273090363, 0.386644184589386, 0.2772218883...	6	Richard Buckminster Fuller Biography, Life, Interesting Facts Died On : Also Known For : Birth Place : Early Years and Education Richard Buckminster Fuller was born 12th July 1895, in Milton, Massachusetts, in the United States. His parents were Richard and Caroline Fuller. As a youth, Fuller used to make things from materials he found when exploring in the woods. He believed this was where his interest in design started. When he was 12, Fuller invented a 'push-pull' system which he applied to propel rowboats. He also learned to work the various pieces of equipment used in the sheet metal trade. Richard Buckminster Fuller studied at Milton Academy and then enrolled at Harvard College. Harvard College expelled him twice, and Fuller admitted he didn't fit into college life. Early Career and Marriage Richard Buckminster Fuller started his working life as a mechanic in a textile mill. He then became a laborer in a meatpacking factory. During World War I, Fuller joined the U.S. Navy and worked as a radio operator. After the Navy discharged him, Fuller went back to the meatpacking industry. As a result, he worked his way up, finally gaining management experience. In 1917, Fuller married Anne Hewlett. During the 1920s, Fuller and Hewlett's father worked together developing the Stockade Building System. They produced weatherproof, lightweight, and fireproof housing. Unfortunately, the business failed in 1927. In 1922, Richard Buckminster Fuller's daughter died through complications of serious illness. She wasn't quite four years old. A historian, Barry Katz, found that Fuller suffered from depression and anxiety during this time. When the family business closed in 1927, the Fuller's had no savings. Their second daughter was born that same year, which caused even more financial strain. Due to this, Fuller became a heavy drinker to cope with his problems. During this time, Richard Buckminster Fuller had a vision. White light surrounded him and he was suspended several feet in the air. A voice spoke to him, and after receiving the message, Fuller re-examined his life. Although unsure of his purpose, Fuller began to look for what it might be. As a result, Fuller committed to thinking about how to help humanity advance in a positive way. He also became an early pioneer of sustainability and doing more with less. In 1928, Richard Buckminster Fuller relocated to Greenwich Village. As a consequence, he spent most of his time at Romany Marie's, a popular local café. They offered Fuller a job to decorate the inside of the café, and he worked in exchange for his meals. A friend of Marie's, Constantin Brancusi, sent Isamu Noguchi to the café in 1929. Fuller and Noguchi worked together on several projects, and they became lifelong friends. In the summers of 1948 and 1949, Richard Buckminster Fuller taught at Black Mountain College, based in North Carolina. Over two decades earlier, Dr. Walther Bauersfeld created the geodesic dome. Fuller continued with the work and the government awarded him with patents for the dome. Fuller created the first geodesic dome that could support its weight without practical limits. It was 14 feet across the diameter, and it took the form of an icosahedron. He received help from the professors and students at the College to complete the work. The U.S. government recognized straight away how vital Fuller's work was. As a result, they employed Fuller's company, Geodesics, Inc., to make domes on a smaller scale for the Marines. Several years later, there were thousands of domes all over the world. The geodesic dome was what made Richard Buckminster Fuller famous. Other Designs, Inventions, and Work Over the next fifty years, Richard Buckminster Fuller developed many other designs and inventions. They were mostly for shelter and transportation that was practical and cheap. He wrote almost 30 books, including a daily diary of his life. In 1954, Fuller began working with architect Shoji Sadao. In 1964, they started an architectural company called, Fuller & Sadao Inc. One of their first designs was the geodesic dome for the U.S. Pavillion at Expo 67 held in Montreal. In 1959, Richard Buckminster Fuller began teaching at Southern Illinois University in Carbondale. He started as an Assistant Professor, and he became a full Professor in 1968. He worked at the university until 1970. Fuller took part in the first UN forum on human settlements in 1976. Awards and Honors Among his many awards and honors, Richard Buckminster Fuller has the following: 1969: Humanist of the Year awarded by the American Humanist Association 1970: Gold Medal awarded by the American Institute of Architects 1983: Presidential Medal of Freedom awarded by President Ronald Reagan Richard Buckminster Fuller's wife was in the hospital dying of cancer in 1983. While he was there to visit, Fuller had a heart attack and died on 1st July 1983. His wife of 66 years died 36 hours later.	1,120	ENGLISH	1
Answered You can hire a professional tutor to get the answer. Hi, need to submit a 500 words paper on the topic The ethics of the earlier thinkers. Hi, need to submit a 500 words paper on the topic The ethics of the earlier thinkers. PHILOSOPHY It is a question that has troubled billions of people since the dawn of time: how should a person lead a good, meaningful life? There are as many theories as there are grains of sand on the beach, but some ideas over the years have been more popular than others. Some people are born into religions where these questions are largely answered for them. They know from an early age what their god tells them is the right thing to do and what is the wrong thing. Others question their faith and try to revise their morality, bringing in parts of other religions or philosophies. Still others have no real faith and try to build a moral foundation out of their personal experience adding rules and content to it as the years go by. Some philosophers have talked of two worlds existing. One the world we live in and another better, more perfect world that exists somewhere else. This way of thinking is also the foundation of much theological thought too. Plato, like Descartes, believed that the mind and the soul were basically the same thing. However, unlike Descartes, Plato thought that the soul was eternal and didn’t with the body but changed its form and shape, as it was a kind of opposite. One of Plato’s most important concepts was his belief in the existence of two worlds: one a world of real things that we can see and one a world of forms, or perfect representations of these things. Plato was always about duality, both in objects and forms, but also in body and soul. For example, a spoon would exist on your table, but also somewhere else as a kind of perfect spoon. The same idea would apply to things like colours or animals. Homer, too, shared this idea. He saw the world as divided between mortals and gods. But for him it was possible to cross over between the worlds. Odysseus, for example, was able to visit the Underworld. Achilles was half-god and half-man. This concept was also shared by Aquinas, but somewhat less imaginatively. He believed that God was perfect and that we are but a shadow cast by this perfection. There is so much to write about when it comes to this subject. Morality is all around us and affects everything we do, all of our actions and all of our interpersonal relationships. Our lives are also determined by our view of the division of the world and the possible existence of God. This has been a popular concept throughout history, even if it has been overcome by ideas such as moral relativism in today’s world. For those reasons, it is very important to study and think about. I personally do not believe in absolutism or in relativism. I like to there is a moral ground where people can live happy lives and have evolve from ideas they once had. That said, I think being too open-minded can also cause problems. Overall, though, people should be able to make up their own minds.	<urn:uuid:52519546-a216-4d0f-8b85-5d5dd18e9274>	CC-MAIN-2020-05	https://studydaddy.com/question/hi-need-to-submit-a-500-words-paper-on-the-topic-the-ethics-of-the-earlier-think	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700988.64/warc/CC-MAIN-20200127143516-20200127173516-00099.warc.gz	en	0.98386	660	3.375	3	[ -0.2350049614906311, 0.2361029088497162, -0.15864966809749603, -0.5485106110572815, -0.512771725654602, -0.06434613466262817, 0.24991412460803986, 0.340981662273407, 0.18608103692531586, 0.16954010725021362, -0.04400099068880081, -0.07472440600395203, -0.008930018171668053, 0.2687824964523...	2	Answered You can hire a professional tutor to get the answer. Hi, need to submit a 500 words paper on the topic The ethics of the earlier thinkers. Hi, need to submit a 500 words paper on the topic The ethics of the earlier thinkers. PHILOSOPHY It is a question that has troubled billions of people since the dawn of time: how should a person lead a good, meaningful life? There are as many theories as there are grains of sand on the beach, but some ideas over the years have been more popular than others. Some people are born into religions where these questions are largely answered for them. They know from an early age what their god tells them is the right thing to do and what is the wrong thing. Others question their faith and try to revise their morality, bringing in parts of other religions or philosophies. Still others have no real faith and try to build a moral foundation out of their personal experience adding rules and content to it as the years go by. Some philosophers have talked of two worlds existing. One the world we live in and another better, more perfect world that exists somewhere else. This way of thinking is also the foundation of much theological thought too. Plato, like Descartes, believed that the mind and the soul were basically the same thing. However, unlike Descartes, Plato thought that the soul was eternal and didn’t with the body but changed its form and shape, as it was a kind of opposite. One of Plato’s most important concepts was his belief in the existence of two worlds: one a world of real things that we can see and one a world of forms, or perfect representations of these things. Plato was always about duality, both in objects and forms, but also in body and soul. For example, a spoon would exist on your table, but also somewhere else as a kind of perfect spoon. The same idea would apply to things like colours or animals. Homer, too, shared this idea. He saw the world as divided between mortals and gods. But for him it was possible to cross over between the worlds. Odysseus, for example, was able to visit the Underworld. Achilles was half-god and half-man. This concept was also shared by Aquinas, but somewhat less imaginatively. He believed that God was perfect and that we are but a shadow cast by this perfection. There is so much to write about when it comes to this subject. Morality is all around us and affects everything we do, all of our actions and all of our interpersonal relationships. Our lives are also determined by our view of the division of the world and the possible existence of God. This has been a popular concept throughout history, even if it has been overcome by ideas such as moral relativism in today’s world. For those reasons, it is very important to study and think about. I personally do not believe in absolutism or in relativism. I like to there is a moral ground where people can live happy lives and have evolve from ideas they once had. That said, I think being too open-minded can also cause problems. Overall, though, people should be able to make up their own minds.	653	ENGLISH	1
Create a chart or diagram to compare and contrast Martin Luther King Jr. and Malcolm X. I will compare and contrast the two leaders—my advice would be to put this information in a Venn diagram, with the commonalities of the two leaders in the middle and their differences in the separate part of the circles. Martin Luther King Jr. was a civil rights leader who organized boycotts and peaceful protests. His position as an evangelical pastor made him popular with all but the most strident segregationists. King was known for his speeches where he envisioned a world where black and white people could live together—this is most eloquently put in King's "I Have a Dream" speech. Malcolm X was a member of the Nation of Islam and he viewed separation of the two races as the most acceptable way to achieve justice. Early in his speaking career, he argued that the white race would fail and that black people were superior to whites. He accused leaders such as Martin Luther King as being too soft. Malcolm X spoke to the anger that some African Americans felt having lived under segregation. Malcolm X would eventually separate from the Nation of Islam and adopt a more moderate message, but he still argued for black political participation in order to achieve civil rights goals. Both leaders were assassinated—Malcolm X in 1965 by a member of the Nation of Islam, and King in 1968 by a segregationist. Both men were controversial in that they were arguing to change the status quo. Both men were also against the war in Vietnam. The Vietnam War claimed a higher percentage of black than white lives. check Approved by eNotes Editorial	<urn:uuid:1c954be4-609f-4f30-bf98-75ec004508be>	CC-MAIN-2020-05	https://www.enotes.com/homework-help/create-chart-diagram-compare-contrast-martin-994680	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251788528.85/warc/CC-MAIN-20200129041149-20200129071149-00425.warc.gz	en	0.983395	327	4.0625	4	[ -0.3985392153263092, 0.20523029565811157, 0.23689447343349457, 0.1837737262248993, 0.026639552786946297, 0.33241039514541626, -0.06214102357625961, 0.011982535943388939, 0.16464972496032715, 0.04899080470204353, -0.29468414187431335, 0.20373192429542542, 0.43590226769447327, -0.02541857399...	2	Create a chart or diagram to compare and contrast Martin Luther King Jr. and Malcolm X. I will compare and contrast the two leaders—my advice would be to put this information in a Venn diagram, with the commonalities of the two leaders in the middle and their differences in the separate part of the circles. Martin Luther King Jr. was a civil rights leader who organized boycotts and peaceful protests. His position as an evangelical pastor made him popular with all but the most strident segregationists. King was known for his speeches where he envisioned a world where black and white people could live together—this is most eloquently put in King's "I Have a Dream" speech. Malcolm X was a member of the Nation of Islam and he viewed separation of the two races as the most acceptable way to achieve justice. Early in his speaking career, he argued that the white race would fail and that black people were superior to whites. He accused leaders such as Martin Luther King as being too soft. Malcolm X spoke to the anger that some African Americans felt having lived under segregation. Malcolm X would eventually separate from the Nation of Islam and adopt a more moderate message, but he still argued for black political participation in order to achieve civil rights goals. Both leaders were assassinated—Malcolm X in 1965 by a member of the Nation of Islam, and King in 1968 by a segregationist. Both men were controversial in that they were arguing to change the status quo. Both men were also against the war in Vietnam. The Vietnam War claimed a higher percentage of black than white lives. check Approved by eNotes Editorial	333	ENGLISH	1
During World War I, a Turkish soldier serving in Palestine entrusted a wad of banknotes to Palestinian merchant Rushdi Efendi. Throughout his life, the merchant, who runs a shop in the West Bank city of Nablus, kept his promise for the soldier, waiting for him to come back to give the money back to him. “The soldier, who was serving in Nablus, entrusted the money to my uncle on the promise that he would come back to get them one day,” Ragheb Hilmi al-Alul, 71, said. Inside the bag were several Ottoman-era bills varying from 0.5, 1 to 5 liras – which are roughly equal to 140,000 liras ($29,000) in today's currency. The signature of Ottoman Sultan Mehmet Resad can also be seen on the top-left of the bills, and "Giesecke & Devrient" – the print house that issued the bills – is on the bottom-left. Al-Alul said his family has kept the money since 1915 in respect of his uncle’s promise to the Turkish soldier. Al-Alul said he does not know the name of the soldier. "He might have died during the war, or survived; nobody knows,” he said. “We don't even know his name as my uncle forgot it. However, given that he [soldier] left such a large sum of money, they must have had a true friendship," he said. Al-Alul said his family has been known for fulfilling promises. “The rag has remained in our case until an official delegation from the Turkish consulate in Jerusalem visited us. We decided to show them the rag.” The Ottomans ruled Palestine from 1516 until 1917. Source of pride Al-Alul said keeping the Turkish soldier’s rag for more than a century was a source of pride for his family. “People often get back their items after one or two months, but keeping an item for over a century has a special meaning,” he said. “The soldier has never come back to get the money and we did not expect anyone else to do it.” Al-Alul said he first saw the rag in the 1970s as he was working in the shop. “When I asked about it, my family elders told me this touching story,” he said. “We have never thought about making use of it.” Al-Alul said “regardless of its fiscal value, the rag has a different value for being a historical artifact now.” He went on to stress that many people in their city used to entrust their belongings to his family until recently. “The people would trust us and leave their goods here. Now, the only trust we have [rag] still waits for its owner just like the first day it was left,” he said. "If the soldier has children or grandchildren in Turkey and they have a document proving this, the money would be given back," he said. Asked about whether he would send the bills to be kept in a Turkish museum, al-Alul said his family would have to discuss the issue and take a joint decision. “Our family is well-established in Nablus and has contributed to the social and financial development of the city,” he said. “One of our features is to keep such items [as the soldier’s money] and give them back to next generations.” This article has been adapted from its original source. © Copyright Andolu Ajansi	<urn:uuid:e0c9d59f-5956-4f97-b6de-be8679a7939e>	CC-MAIN-2020-05	https://www.albawaba.com/editorchoice/nablus-shopkeeper-holds-ottoman-era-notes-still-be-collected-turkish-owner-1162682	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251789055.93/warc/CC-MAIN-20200129071944-20200129101944-00395.warc.gz	en	0.988849	776	3.515625	4	[ -0.3691025674343109, 0.4906793236732483, 0.21904969215393066, -0.31180936098098755, -0.13516171276569366, -0.2218054234981537, 0.3855264186859131, 0.050982940942049026, -0.20803725719451904, -0.4054352641105652, -0.044348977506160736, -0.19744136929512024, -0.25107958912849426, 0.253486275...	1	During World War I, a Turkish soldier serving in Palestine entrusted a wad of banknotes to Palestinian merchant Rushdi Efendi. Throughout his life, the merchant, who runs a shop in the West Bank city of Nablus, kept his promise for the soldier, waiting for him to come back to give the money back to him. “The soldier, who was serving in Nablus, entrusted the money to my uncle on the promise that he would come back to get them one day,” Ragheb Hilmi al-Alul, 71, said. Inside the bag were several Ottoman-era bills varying from 0.5, 1 to 5 liras – which are roughly equal to 140,000 liras ($29,000) in today's currency. The signature of Ottoman Sultan Mehmet Resad can also be seen on the top-left of the bills, and "Giesecke & Devrient" – the print house that issued the bills – is on the bottom-left. Al-Alul said his family has kept the money since 1915 in respect of his uncle’s promise to the Turkish soldier. Al-Alul said he does not know the name of the soldier. "He might have died during the war, or survived; nobody knows,” he said. “We don't even know his name as my uncle forgot it. However, given that he [soldier] left such a large sum of money, they must have had a true friendship," he said. Al-Alul said his family has been known for fulfilling promises. “The rag has remained in our case until an official delegation from the Turkish consulate in Jerusalem visited us. We decided to show them the rag.” The Ottomans ruled Palestine from 1516 until 1917. Source of pride Al-Alul said keeping the Turkish soldier’s rag for more than a century was a source of pride for his family. “People often get back their items after one or two months, but keeping an item for over a century has a special meaning,” he said. “The soldier has never come back to get the money and we did not expect anyone else to do it.” Al-Alul said he first saw the rag in the 1970s as he was working in the shop. “When I asked about it, my family elders told me this touching story,” he said. “We have never thought about making use of it.” Al-Alul said “regardless of its fiscal value, the rag has a different value for being a historical artifact now.” He went on to stress that many people in their city used to entrust their belongings to his family until recently. “The people would trust us and leave their goods here. Now, the only trust we have [rag] still waits for its owner just like the first day it was left,” he said. "If the soldier has children or grandchildren in Turkey and they have a document proving this, the money would be given back," he said. Asked about whether he would send the bills to be kept in a Turkish museum, al-Alul said his family would have to discuss the issue and take a joint decision. “Our family is well-established in Nablus and has contributed to the social and financial development of the city,” he said. “One of our features is to keep such items [as the soldier’s money] and give them back to next generations.” This article has been adapted from its original source. © Copyright Andolu Ajansi	716	ENGLISH	1
Some of the symbols in The Scarlet Letter can be hard to keep track of, insomuch that symbols in the novel change as the novel progresses, being always open to interpretation. One of the most complex and misunderstood symbols in the book is Pearl, the daughter of Hester Prynne. Pearl, throughout the story, develops into a dynamic symbol - one that is always changing. In the following essay, I will explore some of the symbolism which Pearl came to represent throughout the novel. In The Scarlet Letter, Hester, for her sins, received a scarlet letter, "A" which she had to wear upon her chest. This was the Puritan way of treating her as a criminal, for the crime of adultery. The Puritan treatment continued, because as Hester would walk through the streets, she would be looked down upon as if she were some sort of demon from Hell, that committed a terrible crime. This would give her much mental anguish and grief. This punishment handed down from God was a constant mental and physical reminder to Hester of what she had done wrong, and she could not escape it. Pearl would harass her mother over the scarlet "A" which she wore. When Hester would go into the town with Pearl, the other children would make fun of her, and Pearl would yell and throw dirt at them. Although Hester had so much trouble with Pearl, she still felt that Pearl was her treasure. Pearl really symbolized a rose to her mother, at some times she could be bright and vibrant, and really love her mother, but at other times, she could be wilting. It was at these times when she was "wilting" that brought Hester the most grief. One final way in which Pearl symbolized something in the novel was with her association with the scarlet letter. Pearl really was the scarlet letter, because if Pearl had never been born, Hester would have never been found guilty of adultery, and thus never would have had to wear that burden upon her chest. Without that burden, Hester would have led a much better life then the one she had throughout the novel. In closing, Pearl was a source of many different kinds of symbolism. From being a rose, to representing the scarlet letter "A", she was a kind of burden, yet love for Hester.The Puritans mean for the scarlet letter to be a symbol of Hester 's shame. But the narrator describes the letter as a "mystic symbol" that means many things. But the narrator describes the letter as a "mystic symbol" that means many things. - The Symbolism of the Letter in The Scarlet Letter Nathaniel Hawthorne's The Scarlet Letter includes many profound and important symbols. This device of symbolism is portrayed well in the novel, especially through the scarlet letter "A". The "A" is the best example because of the changes in the meaning throughout the novel. Symbols Symbols are objects, characters, figures, and colors used to represent abstract ideas or concepts. The Scarlet Letter. The scarlet letter is meant to be a symbol of shame, but instead it becomes a powerful symbol of identity to Hester. The scaffold scenes are one of the most dramatic structuring devices in The Scarlet Letter. They provide a framework for the entire novel and help highlight the. The following emphasize important aspects of the novel. The Scarlet Letter - Initially affixed as a punishment for adultery, the scarlet letter means different things as the novel progresses. At first it means adultery. Then it means able. Its meaning then becomes indefinite. It is eventually looked on as a symbol of strength. In the novel The Scarlet Letter, Nathaniel Hawthorne used symbolism to show the importance of or the meaning of many things. It is demonstrated throughout the entirety of the novel.	<urn:uuid:84b90087-084e-45bb-ab65-476967d50a21>	CC-MAIN-2020-05	https://vucehacolodajefa.benjaminpohle.com/the-importance-of-symbolism-in-the-novel-the-scarlet-letter-7004rz.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251669967.70/warc/CC-MAIN-20200125041318-20200125070318-00154.warc.gz	en	0.980941	789	3.5625	4	[ -0.400158166885376, 0.10081428289413452, 0.1675581932067871, -0.13972951471805573, -0.42019176483154297, 0.3656662404537201, 0.6201694011688232, -0.004238935187458992, 0.07714152336120605, -0.3199302554130554, 0.26244696974754333, -0.1676349937915802, 0.21349725127220154, -0.22294843196868...	3	Some of the symbols in The Scarlet Letter can be hard to keep track of, insomuch that symbols in the novel change as the novel progresses, being always open to interpretation. One of the most complex and misunderstood symbols in the book is Pearl, the daughter of Hester Prynne. Pearl, throughout the story, develops into a dynamic symbol - one that is always changing. In the following essay, I will explore some of the symbolism which Pearl came to represent throughout the novel. In The Scarlet Letter, Hester, for her sins, received a scarlet letter, "A" which she had to wear upon her chest. This was the Puritan way of treating her as a criminal, for the crime of adultery. The Puritan treatment continued, because as Hester would walk through the streets, she would be looked down upon as if she were some sort of demon from Hell, that committed a terrible crime. This would give her much mental anguish and grief. This punishment handed down from God was a constant mental and physical reminder to Hester of what she had done wrong, and she could not escape it. Pearl would harass her mother over the scarlet "A" which she wore. When Hester would go into the town with Pearl, the other children would make fun of her, and Pearl would yell and throw dirt at them. Although Hester had so much trouble with Pearl, she still felt that Pearl was her treasure. Pearl really symbolized a rose to her mother, at some times she could be bright and vibrant, and really love her mother, but at other times, she could be wilting. It was at these times when she was "wilting" that brought Hester the most grief. One final way in which Pearl symbolized something in the novel was with her association with the scarlet letter. Pearl really was the scarlet letter, because if Pearl had never been born, Hester would have never been found guilty of adultery, and thus never would have had to wear that burden upon her chest. Without that burden, Hester would have led a much better life then the one she had throughout the novel. In closing, Pearl was a source of many different kinds of symbolism. From being a rose, to representing the scarlet letter "A", she was a kind of burden, yet love for Hester.The Puritans mean for the scarlet letter to be a symbol of Hester 's shame. But the narrator describes the letter as a "mystic symbol" that means many things. But the narrator describes the letter as a "mystic symbol" that means many things. - The Symbolism of the Letter in The Scarlet Letter Nathaniel Hawthorne's The Scarlet Letter includes many profound and important symbols. This device of symbolism is portrayed well in the novel, especially through the scarlet letter "A". The "A" is the best example because of the changes in the meaning throughout the novel. Symbols Symbols are objects, characters, figures, and colors used to represent abstract ideas or concepts. The Scarlet Letter. The scarlet letter is meant to be a symbol of shame, but instead it becomes a powerful symbol of identity to Hester. The scaffold scenes are one of the most dramatic structuring devices in The Scarlet Letter. They provide a framework for the entire novel and help highlight the. The following emphasize important aspects of the novel. The Scarlet Letter - Initially affixed as a punishment for adultery, the scarlet letter means different things as the novel progresses. At first it means adultery. Then it means able. Its meaning then becomes indefinite. It is eventually looked on as a symbol of strength. In the novel The Scarlet Letter, Nathaniel Hawthorne used symbolism to show the importance of or the meaning of many things. It is demonstrated throughout the entirety of the novel.	774	ENGLISH	1
Virtually all modern scholars of antiquity agree that Jesus existed historically,[g] although the quest for the historical Jesus has produced little agreement on the historical reliability of the Gospels and on how closely the Jesus portrayed in the Bible reflects the historical Jesus. [h][i] Jesus was a Galilean Jew who was baptized by John the Baptist and began his own ministry. He preached orally and was often referred to as “rabbi”. Jesus debated with fellow Jews on how to best follow God, engaged in healings, taught in parables and gathered followers. He was arrested and tried by the Jewish authorities, turned over to the Roman government, and crucified on the order of Pontius Pilate, the Roman prefect. After his death, his followers believed he rose from the dead, and the community they formed eventually became the early Church.	<urn:uuid:a9e77168-cde8-4ce7-87bb-63b58486b09a>	CC-MAIN-2020-05	http://www.mnyj.info/jesus-christ-e-o-nosso-salvador-que-colore-paginas/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606226.29/warc/CC-MAIN-20200121222429-20200122011429-00467.warc.gz	en	0.989379	174	3.328125	3	[ -0.1583009958267212, 0.6123458743095398, 0.29947710037231445, -0.15352250635623932, -0.2977880537509918, -0.21786779165267944, -0.10854736715555191, 0.34967437386512756, 0.2594166100025177, -0.05547010153532028, -0.3436337113380432, -0.03449682891368866, -0.24383673071861267, 0.28235539793...	1	Virtually all modern scholars of antiquity agree that Jesus existed historically,[g] although the quest for the historical Jesus has produced little agreement on the historical reliability of the Gospels and on how closely the Jesus portrayed in the Bible reflects the historical Jesus. [h][i] Jesus was a Galilean Jew who was baptized by John the Baptist and began his own ministry. He preached orally and was often referred to as “rabbi”. Jesus debated with fellow Jews on how to best follow God, engaged in healings, taught in parables and gathered followers. He was arrested and tried by the Jewish authorities, turned over to the Roman government, and crucified on the order of Pontius Pilate, the Roman prefect. After his death, his followers believed he rose from the dead, and the community they formed eventually became the early Church.	171	ENGLISH	1
This article relies largely or entirely on a single source. (December 2016) After the death of Charles Martel, power may well have been intended to be divided among Grifo and his half-brothers Pepin the Younger (Pepin the Short) and Carloman. Grifo, considered illegitimate by Pepin and Carloman, was besieged in Laon by his half-brothers, captured, and imprisoned in a monastery. On his escape in 747, his maternal great-uncle Duke Odilo of Bavaria provided support and assistance to Grifo, but when Odilo died a year later and Grifo attempted to seize the duchy of Bavaria for himself, Pepin, who had become sole major domo of the Frankish (Merovingian) Empire upon Carloman's resignation and retreat into a monastery, took decisive action by invading Bavaria and installing Odilo's infant son, Tassilo III, as duke under Frankish overlordship. Grifo continued his rebellion, but was eventually killed in the battle of Saint-Jean de Maurienne in 753, while Pepin became king of the Franks as Pepin III in 751.	<urn:uuid:d7377378-82a6-4546-a73e-b6cf4a89145d>	CC-MAIN-2020-05	http://popflock.com/learn?s=Grifo	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251737572.61/warc/CC-MAIN-20200127235617-20200128025617-00231.warc.gz	en	0.980555	245	3.390625	3	[ -0.16245289146900177, 0.6701048612594604, 0.3385331630706787, -0.3892287611961365, -0.08990444988012314, -0.47990816831588745, 0.20503565669059753, -0.16336117684841156, -0.16597193479537964, -0.19388705492019653, -0.19896300137043, -0.4841606318950653, 0.33658120036125183, 0.2818536758422...	2	This article relies largely or entirely on a single source. (December 2016) After the death of Charles Martel, power may well have been intended to be divided among Grifo and his half-brothers Pepin the Younger (Pepin the Short) and Carloman. Grifo, considered illegitimate by Pepin and Carloman, was besieged in Laon by his half-brothers, captured, and imprisoned in a monastery. On his escape in 747, his maternal great-uncle Duke Odilo of Bavaria provided support and assistance to Grifo, but when Odilo died a year later and Grifo attempted to seize the duchy of Bavaria for himself, Pepin, who had become sole major domo of the Frankish (Merovingian) Empire upon Carloman's resignation and retreat into a monastery, took decisive action by invading Bavaria and installing Odilo's infant son, Tassilo III, as duke under Frankish overlordship. Grifo continued his rebellion, but was eventually killed in the battle of Saint-Jean de Maurienne in 753, while Pepin became king of the Franks as Pepin III in 751.	253	ENGLISH	1
This phrase was often used to shame men [who didn’t fight] in the Great War, but what of the women and children in those times? I have already researched the exploits of my Berkshire male ancestors in the Great War (BFH vol. 39 December 2015) but when I was recently handed a certificate given to a young girl in 1916, this set me thinking about what children did to help the war effort in those times. Edith Blackwell was born in East Woodhay in 1907 to Arthur and Alice Blackwell. She went to Woodhay School, along with her siblings Harry two years younger and Alfred two years her senior. In 1916, at the height of the Great War and at the age of eight, she was given two certificates one on Empire Day May 24th, the other at Christmas of that year. The [coloured] certificate shows the British Empire in the traditional pink. Empire Day was first recorded as a notable date in Britain on 24th May 1902, the year after Queen Victoria’s death, commemorating her birthday in 1819 and celebrating the glory of the British Empire. However, although celebrations occurred on that day over the ensuing years, especially across the other Empire nations, the first officially recognised Empire Day in Great Britain was in 1916. After a vigorous debate in parliament as to whether celebrating Empire Day was celebrating militarism or Britishness it was agreed that on this day the Union Jack could be paraded in public. The Overseas Club awarded these certificates to children who provided tobacco and other comforts in gift boxes to the troops by fundraising. Those who raised the most were given certificates. Possibly Edith and her friends held a “flag day” where children would sell little flags or badges that people could pin to their coats. Flag days were used to raise money for all kinds of wartime projects. This raised money for funding the war effort, for example to build warships, or to help wounded soldiers. There was even a Blue Cross fund to help horses hurt in battle. The Overseas Club, a charity which organised fundraising, and distributed the certificates to schoolchildren, had been formed in 1910. Upon inauguration its stated motive was to promote the unity of British subjects the world over. Its chief objectives were: “(1) To help one another (2) To render individual service to our Empire (3) To draw together in the bond of comradeship British people the world over (4) To maintain our Empire’s supremacy upon the seas.” Later “and in the air” was added to the 4th line. In 1915, the charity sent out an appeal to schoolchildren, asking them to raise money so that gift boxes could be purchased and sent to servicemen. Sir Edward Ward, who was in charge of the Overseas Club, wrote to children, asking them to imagine ‘how unhappy [the soldiers] must be…when they have to stand hour after hour, in the trenches, often deep in water, with shells bursting all around.’ Children also collected other things that would be useful for the war effort, such as blankets, books and magazines. These were sent to the soldiers at the front. Between 1914 and 1918, everyone was expected to ‘do their bit’ to help with war work. Many British children were very keen to lend a hand. They wanted to support their fathers and older brothers who were away fighting at the Front. Children did many jobs. Around the home they would look after younger brothers and sisters. They helped with housework, carrying water and chopping firewood. They also joined long queues for food in the shops. Food was scarce because German U-Boats were sinking the ships bringing supplies to Britain. ‘Growing your own’ became very important. Children helped dig and weed vegetable patches and worked in the fields at harvest time. Conkers were used to manufacture explosives during the Great War. In 1917 children were encouraged to collect conkers and they could earn seven shillings and sixpence (37.5p) for a hundredweight. Many types of war work were done in schools. The girls were involved in domestic clubs; knitting "comforts" – scarves, socks, balaclava helmets, etc – to send to the troops while some near military camps undertook the mending of uniforms. Others collected jam, chocolate, books and other “comforts” to be sent. Children also collected scrap metal and other essential materials that could be recycled or used for the war effort. Children (as well as adults) were also encouraged to eat less with posters such as the one above. Interestingly, rationing was not introduced until 1918 after years of long queues at shops. Meat was limited to two pounds weight per week and sugar and fats to half a pound. Rationing continued after the war and butter was still on ration until 1920. Since Edith and her family lived in the country they may have suffered less from rationing than children in the towns. Contemporaneous books about the Great War were written for children by Elizabeth O’Neill e.g. The War 1915-1916 A History for Boys and Girls. This book, part of a series of 5 volumes, was published in 1916 and gave an upbeat if rather dull reading account of British success. Edith Blackwell died aged 74 in 1982 and lived her entire life in the Woodhay area. I am grateful to her family for permitting me to tell her Great War story.	<urn:uuid:0641db02-3536-4225-b9d3-250629e7f69a>	CC-MAIN-2020-05	https://berksfhs.org/what-did-you-do-in-the-great-war/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250605075.24/warc/CC-MAIN-20200121192553-20200121221553-00367.warc.gz	en	0.983273	1,139	3.46875	3	[ -0.2562805712223053, 0.331059992313385, 0.2499081790447235, -0.31591105461120605, -0.18938781321048737, -0.16438841819763184, 0.04682043194770813, -0.012149102985858917, -0.42341458797454834, -0.04569515213370323, 0.29887765645980835, -0.5051364302635193, -0.09425945580005646, 0.5161951780...	6	This phrase was often used to shame men [who didn’t fight] in the Great War, but what of the women and children in those times? I have already researched the exploits of my Berkshire male ancestors in the Great War (BFH vol. 39 December 2015) but when I was recently handed a certificate given to a young girl in 1916, this set me thinking about what children did to help the war effort in those times. Edith Blackwell was born in East Woodhay in 1907 to Arthur and Alice Blackwell. She went to Woodhay School, along with her siblings Harry two years younger and Alfred two years her senior. In 1916, at the height of the Great War and at the age of eight, she was given two certificates one on Empire Day May 24th, the other at Christmas of that year. The [coloured] certificate shows the British Empire in the traditional pink. Empire Day was first recorded as a notable date in Britain on 24th May 1902, the year after Queen Victoria’s death, commemorating her birthday in 1819 and celebrating the glory of the British Empire. However, although celebrations occurred on that day over the ensuing years, especially across the other Empire nations, the first officially recognised Empire Day in Great Britain was in 1916. After a vigorous debate in parliament as to whether celebrating Empire Day was celebrating militarism or Britishness it was agreed that on this day the Union Jack could be paraded in public. The Overseas Club awarded these certificates to children who provided tobacco and other comforts in gift boxes to the troops by fundraising. Those who raised the most were given certificates. Possibly Edith and her friends held a “flag day” where children would sell little flags or badges that people could pin to their coats. Flag days were used to raise money for all kinds of wartime projects. This raised money for funding the war effort, for example to build warships, or to help wounded soldiers. There was even a Blue Cross fund to help horses hurt in battle. The Overseas Club, a charity which organised fundraising, and distributed the certificates to schoolchildren, had been formed in 1910. Upon inauguration its stated motive was to promote the unity of British subjects the world over. Its chief objectives were: “(1) To help one another (2) To render individual service to our Empire (3) To draw together in the bond of comradeship British people the world over (4) To maintain our Empire’s supremacy upon the seas.” Later “and in the air” was added to the 4th line. In 1915, the charity sent out an appeal to schoolchildren, asking them to raise money so that gift boxes could be purchased and sent to servicemen. Sir Edward Ward, who was in charge of the Overseas Club, wrote to children, asking them to imagine ‘how unhappy [the soldiers] must be…when they have to stand hour after hour, in the trenches, often deep in water, with shells bursting all around.’ Children also collected other things that would be useful for the war effort, such as blankets, books and magazines. These were sent to the soldiers at the front. Between 1914 and 1918, everyone was expected to ‘do their bit’ to help with war work. Many British children were very keen to lend a hand. They wanted to support their fathers and older brothers who were away fighting at the Front. Children did many jobs. Around the home they would look after younger brothers and sisters. They helped with housework, carrying water and chopping firewood. They also joined long queues for food in the shops. Food was scarce because German U-Boats were sinking the ships bringing supplies to Britain. ‘Growing your own’ became very important. Children helped dig and weed vegetable patches and worked in the fields at harvest time. Conkers were used to manufacture explosives during the Great War. In 1917 children were encouraged to collect conkers and they could earn seven shillings and sixpence (37.5p) for a hundredweight. Many types of war work were done in schools. The girls were involved in domestic clubs; knitting "comforts" – scarves, socks, balaclava helmets, etc – to send to the troops while some near military camps undertook the mending of uniforms. Others collected jam, chocolate, books and other “comforts” to be sent. Children also collected scrap metal and other essential materials that could be recycled or used for the war effort. Children (as well as adults) were also encouraged to eat less with posters such as the one above. Interestingly, rationing was not introduced until 1918 after years of long queues at shops. Meat was limited to two pounds weight per week and sugar and fats to half a pound. Rationing continued after the war and butter was still on ration until 1920. Since Edith and her family lived in the country they may have suffered less from rationing than children in the towns. Contemporaneous books about the Great War were written for children by Elizabeth O’Neill e.g. The War 1915-1916 A History for Boys and Girls. This book, part of a series of 5 volumes, was published in 1916 and gave an upbeat if rather dull reading account of British success. Edith Blackwell died aged 74 in 1982 and lived her entire life in the Woodhay area. I am grateful to her family for permitting me to tell her Great War story.	1,176	ENGLISH	1
Constitution Framing Process Buy custom Constitution Framing Process essay The process of the formation of the United States and its first independent government can be traced back to the 16th century. A constitution can be defined as the legal framework of a set of rules that determines how power in a state is used lawfully. On the contrary, only few governments have been created through a written constitution. Significantly the Americans had experienced some self-governance way before the constitution was written in 1787. This prior experience created the political views of framers who drafted the constitution that led to the formation of the first government. Historians state that what is now the United States was first occupied by the indigenous population, before colonialists from Europe began to arrive particularly from the Great Britain. The Britons developed their own autonomous legal and political policies and system in the 13 colonies. In the parliaments that they formed they imposed new taxes, which the Americans found to be unconstitutional since they had no representatives in the house. Different governmental structures existed in the 13 colonies. Each colony was under the rule of a governor who was in charge of the executive administration under the control of a locally elected legislature to make new laws and impose taxes. The colonies experienced tremendous growth in population. They attracted new immigrants who owned plantations in the tobacco and rice farming sector that used slave work. This saw the import of black slaves into America, and by the 1770s their population was a fifth of the total population. The increased imposition in taxes and the end of the feud between the Americans and France saw the rise of the need for independence by the 13 states. This led to the waging of a great war for independence that began in 1775. On the 4th of July 1776, the American colonies declared independence from the British thus forming the United States of America. From this point, the framers of the constitution began the long process that would see their first president George Washington inaugurated to office. Through the leadership of General Washington, the American patriots fighting for independence managed to win the revolutionary war in 1783 and finally attain peace. The first thirteen states came together and formed a federal government that would unite them as one under the article of confederations, although this became a challenge as the federal government was weak and unstable. The states came up with a new constitution in 1778 that later included the bill of rights. Get a Price Quote * Final order price might be slightly different depending on the current exchange rate of chosen payment system. The road to a new constitution began as early as 1774 when the Massachusetts and Virginia parliaments proposed the assembly of the thirteen states to end the feud between the Americans and the Great Britain. The assembly of the 13states adopted what was known as the declaration and resolves of the first continental congress that addressed the king of England and his people. It also had the rights and principles that were later incorporated in the declaration for independence and the federal constitution. A second congress was proposed the following year, and it assumed control of the 12 states. George Washington was appointed its leader. The congress became the de facto government that organized liberation movements The sentiments for independence were rapidly growing while, at the same time, a declaration for the restoration of peace between the colonies and Great Britain. Delegates from Virginia were deployed to the continental congress to have the organization declare the freedom of the colonies into independent states. Later, the same the union with Great Britain was dissolved by the congress, and propositions were made to form foreign alliances. Each respective colony was presented with a drafted plan of confederation. Although some of the delegates argued for the confederation before the declaration, independence was first to be declared and the former postponed. A year after 1777, an agreement by the congress on a form of a government that could be embraced by different states was reached. On 9th July 1778, states that were given the article of confederations were approved to be functional. The success was not long lusting as the article of confederation had its weakness. The need to have it was considered since the congress had no authority to levy taxes. To fix this, the congress gave the states the power to lay duties and secure public debts. Some states agreed to these and others, particularly Rhode Island, refused thus the proposal failed. This led to the discovery of another weakness of the article of confederations that each of the 13 states had to ratify all important amendments, and if any of them were to miss then one or two states had the power to stop the proposals. The article of confederations had other imperfections such as all treaties with foreign powers negotiated by the congress had to be approved by several states. The congress could not act on its own without the approval of states or individuals. This made foreign states doubt values of treaties signed by the Republic. The shortcoming saw the need for amendments, and in 1786, under the leadership of Virginia, delegations agreed to meet in Annapolis to make the necessary amendments. The attendance for the meeting was quite a disappointment since only few states sent representatives. The delegates at Annapolis suggested another convention at Philadelphia in 1787 to look into the defects of the existing form of government and come up with recommendations for amendment. However, they sought to scrap away the article and come up with a document that would create a new stronger functional national government, which would enhance and protect liberty thus preventing tyranny. Among prominent men who met during the great constitutional convention were Benjamin Franklin George Washington, James Madison, and Alexander Hamilton among others. Other states acted promptly to this, they include New Jersey, North Carolina, Georgia and Delaware. After some hesitation, the congress approved the Philadelphia convention for the revision of the article of confederations the delegation soon received membership from other states including New York when Virginia sent its delegates. George Washington was appointed the presiding officer, and the sessions were agreed to remain secret. On 29th of May 1787 Randolph on behalf of the Virginia delegation presented 15 prepositions as a plan of a government to the congress. Some of the recommendations presented included a split of the govvernment into three parts; legislative judiciary and executive powers. These were vested in the congress. The legislature was to be made up of two houses and not one. The conventional delegates had debates on various issues regarding the constitution. The three major basic ones were based on slavery, representation in congress and presidential elections. Presidential elections had various proposals with some states favoring a direct election of the president but others suggested that the best man should hold the office. However, they fixed this by creating presidential voting system, the electoral college where the presidential electors from each state would vote for the president according to the states’ number of seats in the House and the Senate. On July 13th, proposition representations on both houses were made with regards to the Virginia resolutions presented to the committee. Peterson of New Jersey submitted 9 resolutions with changes to be made on the article of confederations. The New Jersey plan also suggested giving equal representation to each state in the legislature. Although this was largely supported by members of lesser states who believed that each state was to be given equal power regardless of its population, the New Jersey plan was rejected and the house continued with the Virginia plan which proposed that representation should be given on the basis of population. This gained enormous support from larger states as it would give them much power. The 15 resolutions were expanded to 23, and on 24th July a committee was appointed to draft a constitution basing it on the reforms of the convention. House meeting were held from august 6 to September 10 to discuss the report of the committee. After many amendments had been done, the constitution was viewed as a makeshift by some of the delegates. Those delegates who were advocating for it, sort unanimous support from each state seeing that it was difficult for the state to approve it. The new constitution was suggested by the Philadelphia convention to supplant the article of conventions. This led to the emergence of two parties one in support of the constitution and the other against the constitution. The constitution was criticized and debated on bit by bit. Pennsylvania State, Delaware, New Jersey, and Georgia ratified the constitution. Nine others too followed the suit and based on the amendments made by the constitution; nine states were enough to have it established among the states ratifying it. States advocating for it saw that it could not succeed without New York and Virginia both of which had not ratified. Madison Randolph and Marshal were involved in a campaign for the ratification of the constitution in Virginia. On July 1788, New York ratified. With eleven states having ratified the constitution, the continental congress passed a resolution that saw the new constitution put into full operation. The 4th of January 1789 was the day for choosing the presidential electors, 1st of February was set as the day for electors to meet and 4th of March was set as the opening day for the new congress. On 30th April 1789, George Washington the first president of the United States of America was inaugurated. Buy custom Constitution Framing Process essay	<urn:uuid:ab543825-5391-46b8-a881-293b127d3fef>	CC-MAIN-2020-05	https://marvelous-essays.com/essays/politics/constitution-framing-process.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597458.22/warc/CC-MAIN-20200120052454-20200120080454-00179.warc.gz	en	0.983435	1,830	3.546875	4	[ -0.2323620766401291, -0.09060743451118469, 0.28312015533447266, -0.38257133960723877, -0.408126562833786, 0.2662115693092346, -0.11260439455509186, 0.19741958379745483, 0.05960435792803764, 0.33805030584335327, 0.0779000073671341, 0.31236544251441956, -0.2926928699016571, 0.204637780785560...	1	Constitution Framing Process Buy custom Constitution Framing Process essay The process of the formation of the United States and its first independent government can be traced back to the 16th century. A constitution can be defined as the legal framework of a set of rules that determines how power in a state is used lawfully. On the contrary, only few governments have been created through a written constitution. Significantly the Americans had experienced some self-governance way before the constitution was written in 1787. This prior experience created the political views of framers who drafted the constitution that led to the formation of the first government. Historians state that what is now the United States was first occupied by the indigenous population, before colonialists from Europe began to arrive particularly from the Great Britain. The Britons developed their own autonomous legal and political policies and system in the 13 colonies. In the parliaments that they formed they imposed new taxes, which the Americans found to be unconstitutional since they had no representatives in the house. Different governmental structures existed in the 13 colonies. Each colony was under the rule of a governor who was in charge of the executive administration under the control of a locally elected legislature to make new laws and impose taxes. The colonies experienced tremendous growth in population. They attracted new immigrants who owned plantations in the tobacco and rice farming sector that used slave work. This saw the import of black slaves into America, and by the 1770s their population was a fifth of the total population. The increased imposition in taxes and the end of the feud between the Americans and France saw the rise of the need for independence by the 13 states. This led to the waging of a great war for independence that began in 1775. On the 4th of July 1776, the American colonies declared independence from the British thus forming the United States of America. From this point, the framers of the constitution began the long process that would see their first president George Washington inaugurated to office. Through the leadership of General Washington, the American patriots fighting for independence managed to win the revolutionary war in 1783 and finally attain peace. The first thirteen states came together and formed a federal government that would unite them as one under the article of confederations, although this became a challenge as the federal government was weak and unstable. The states came up with a new constitution in 1778 that later included the bill of rights. Get a Price Quote * Final order price might be slightly different depending on the current exchange rate of chosen payment system. The road to a new constitution began as early as 1774 when the Massachusetts and Virginia parliaments proposed the assembly of the thirteen states to end the feud between the Americans and the Great Britain. The assembly of the 13states adopted what was known as the declaration and resolves of the first continental congress that addressed the king of England and his people. It also had the rights and principles that were later incorporated in the declaration for independence and the federal constitution. A second congress was proposed the following year, and it assumed control of the 12 states. George Washington was appointed its leader. The congress became the de facto government that organized liberation movements The sentiments for independence were rapidly growing while, at the same time, a declaration for the restoration of peace between the colonies and Great Britain. Delegates from Virginia were deployed to the continental congress to have the organization declare the freedom of the colonies into independent states. Later, the same the union with Great Britain was dissolved by the congress, and propositions were made to form foreign alliances. Each respective colony was presented with a drafted plan of confederation. Although some of the delegates argued for the confederation before the declaration, independence was first to be declared and the former postponed. A year after 1777, an agreement by the congress on a form of a government that could be embraced by different states was reached. On 9th July 1778, states that were given the article of confederations were approved to be functional. The success was not long lusting as the article of confederation had its weakness. The need to have it was considered since the congress had no authority to levy taxes. To fix this, the congress gave the states the power to lay duties and secure public debts. Some states agreed to these and others, particularly Rhode Island, refused thus the proposal failed. This led to the discovery of another weakness of the article of confederations that each of the 13 states had to ratify all important amendments, and if any of them were to miss then one or two states had the power to stop the proposals. The article of confederations had other imperfections such as all treaties with foreign powers negotiated by the congress had to be approved by several states. The congress could not act on its own without the approval of states or individuals. This made foreign states doubt values of treaties signed by the Republic. The shortcoming saw the need for amendments, and in 1786, under the leadership of Virginia, delegations agreed to meet in Annapolis to make the necessary amendments. The attendance for the meeting was quite a disappointment since only few states sent representatives. The delegates at Annapolis suggested another convention at Philadelphia in 1787 to look into the defects of the existing form of government and come up with recommendations for amendment. However, they sought to scrap away the article and come up with a document that would create a new stronger functional national government, which would enhance and protect liberty thus preventing tyranny. Among prominent men who met during the great constitutional convention were Benjamin Franklin George Washington, James Madison, and Alexander Hamilton among others. Other states acted promptly to this, they include New Jersey, North Carolina, Georgia and Delaware. After some hesitation, the congress approved the Philadelphia convention for the revision of the article of confederations the delegation soon received membership from other states including New York when Virginia sent its delegates. George Washington was appointed the presiding officer, and the sessions were agreed to remain secret. On 29th of May 1787 Randolph on behalf of the Virginia delegation presented 15 prepositions as a plan of a government to the congress. Some of the recommendations presented included a split of the govvernment into three parts; legislative judiciary and executive powers. These were vested in the congress. The legislature was to be made up of two houses and not one. The conventional delegates had debates on various issues regarding the constitution. The three major basic ones were based on slavery, representation in congress and presidential elections. Presidential elections had various proposals with some states favoring a direct election of the president but others suggested that the best man should hold the office. However, they fixed this by creating presidential voting system, the electoral college where the presidential electors from each state would vote for the president according to the states’ number of seats in the House and the Senate. On July 13th, proposition representations on both houses were made with regards to the Virginia resolutions presented to the committee. Peterson of New Jersey submitted 9 resolutions with changes to be made on the article of confederations. The New Jersey plan also suggested giving equal representation to each state in the legislature. Although this was largely supported by members of lesser states who believed that each state was to be given equal power regardless of its population, the New Jersey plan was rejected and the house continued with the Virginia plan which proposed that representation should be given on the basis of population. This gained enormous support from larger states as it would give them much power. The 15 resolutions were expanded to 23, and on 24th July a committee was appointed to draft a constitution basing it on the reforms of the convention. House meeting were held from august 6 to September 10 to discuss the report of the committee. After many amendments had been done, the constitution was viewed as a makeshift by some of the delegates. Those delegates who were advocating for it, sort unanimous support from each state seeing that it was difficult for the state to approve it. The new constitution was suggested by the Philadelphia convention to supplant the article of conventions. This led to the emergence of two parties one in support of the constitution and the other against the constitution. The constitution was criticized and debated on bit by bit. Pennsylvania State, Delaware, New Jersey, and Georgia ratified the constitution. Nine others too followed the suit and based on the amendments made by the constitution; nine states were enough to have it established among the states ratifying it. States advocating for it saw that it could not succeed without New York and Virginia both of which had not ratified. Madison Randolph and Marshal were involved in a campaign for the ratification of the constitution in Virginia. On July 1788, New York ratified. With eleven states having ratified the constitution, the continental congress passed a resolution that saw the new constitution put into full operation. The 4th of January 1789 was the day for choosing the presidential electors, 1st of February was set as the day for electors to meet and 4th of March was set as the opening day for the new congress. On 30th April 1789, George Washington the first president of the United States of America was inaugurated. Buy custom Constitution Framing Process essay	1,914	ENGLISH	1
The timber fortress in Rogóźno (Roggenhausen) was built by the Teutonic Knights in the years 1250-1260. After 1275 the construction of a brick defensive structure began, which in the years 1285-1333 was the seat of the commander. The first was Wynandus. The castle stood out a prominent location on the eastern bank of the valley, where the road from Grudziądz to the Nowe Miasto Lubawskie ran. This allowed for strategic control of the river and ford. After 1333, the commandry was liquidated, and a vogt seat was created. In the years 1410 and 1414 the castle was occupied by the Polish army, and in 1454 it was burned by the already withdrawn Teutonic Knights. In the years 1466-1590 was the seat of starosts, then placed in the management of the royal economy. In 1628 a part of the fortress blown up the Swedes. Most of the remaining buildings were demolished by the Prussians after 1772 with the purpose of brick for the construction of a fort in Grudziądz. The castle consisted of three parts. The top of the hill was occupied by the upper castle, preceded from the east by a trapezoidal middle ward with a lofty gatehouse tower. The third element was the extensive outer (lower) ward, located on the neighboring hill and separated from the main stronghold by a moat. This economic ward was similar in shape to the trapezoid and surrounded by a defensive wall with 17 towers. Some of them were half towers, while some probably had the character of bartizans, hanging on the walls. Two entrances led to the lower ward: from the west through the neck gate and from the east through a wide, three-story gatehouse, housing a furnace next to the entrance. The fortifications of the lower ward complemented the moat on the eastern side. Between the middle ward and the lower ward, there was an entry gate facing the west with a 7-story gatehouse tower, preceded by a long neck. There was also a deep, dry moat (ditch) with a bridge on brick pillars. According to early modern surveys, it was to be closed on both sides by walls. The middle ward had an irregular, trapezoidal shape. It is known that there was a “summer house” there, and the houses of the teutonic commander and the grand master between it and the tower. In the northern part of the middle castle, there were also economic buildings. The middle and upper castle were surrounded by a common, external defensive wall from the south. In the south-east corner, it was strengthened by a small cylindrical tower. The upper castle consisted of four ranges and was surrounded by the outer perimeter of the walls connecting with the fortifications of the eastern part of the hill. On three sides, it was defended by natural slopes, and from the north – east by artificial ditch with a bridge. The dimensions of the upper castle were 38×45.5 meters. However, its ranges did not form a compact quadrilateral because they did not touch each other in one corner. It is possible that an not built main tower was to stand here. On the first floor of the east range there was a chapter house and a chapel, and in the south range there was a refectory. On the ground floor of the east range there was a bakery, and in a northern range brewery and kitchen. All ranges except the north had cellars. The inner ward was surrounded by timber cloisters, and there was a covered well in the middle. From the outside, the two northern corners of the castle were strengthened by four-sided towers (similar to those in Radzyń Chełmiński Castle), of which the north-west had buttresses. The building closing the inner ward from the south also was flanked by two small corner towers, however, they did not have their own foundations, so it can be assumed that were imposed on the walls (similarly to the castle in Golub). The east range had the entrance gate in the middle. It is also known that the upper castle had a dansker tower, perhaps it was located at the west range. To this day, from the middle castle survived a long fragment of the outer wall with a round, corner turret. To the north of it stands a monumental gate tower. Around the ruins survived significant stretches of walls, remnants of four half towers and relics of probably still gothic, economic objects. Only weakly legible fragments of the walls survived from the upper castle. At present the area is under private ownership, but there is a possibility to visit the castle. Leksykon zamków w Polsce, L.Kajzer, S.Kołodziejski, J.Salm, Warszawa 2003. Wasik B., Budownictwo zamkowe na ziemi chełmińskiej od XIII do XV wieku, Toruń 2016.	<urn:uuid:0bb912aa-c8d7-46d2-8c9a-10d0f352fe16>	CC-MAIN-2020-05	https://medievalheritage.eu/en/main-page/heritage/poland/rogozno-teutonic-castle/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594705.17/warc/CC-MAIN-20200119180644-20200119204644-00536.warc.gz	en	0.983078	1,068	3.578125	4	[ 0.14551839232444763, 0.4883278012275696, 0.04960921034216881, 0.15453815460205078, -0.048821233212947845, 0.1037411019206047, -0.3580477833747864, 0.5086345672607422, -0.19036734104156494, -0.22122840583324432, -0.09838218986988068, -0.4661715626716614, 0.0185086652636528, 0.43623256683349...	1	The timber fortress in Rogóźno (Roggenhausen) was built by the Teutonic Knights in the years 1250-1260. After 1275 the construction of a brick defensive structure began, which in the years 1285-1333 was the seat of the commander. The first was Wynandus. The castle stood out a prominent location on the eastern bank of the valley, where the road from Grudziądz to the Nowe Miasto Lubawskie ran. This allowed for strategic control of the river and ford. After 1333, the commandry was liquidated, and a vogt seat was created. In the years 1410 and 1414 the castle was occupied by the Polish army, and in 1454 it was burned by the already withdrawn Teutonic Knights. In the years 1466-1590 was the seat of starosts, then placed in the management of the royal economy. In 1628 a part of the fortress blown up the Swedes. Most of the remaining buildings were demolished by the Prussians after 1772 with the purpose of brick for the construction of a fort in Grudziądz. The castle consisted of three parts. The top of the hill was occupied by the upper castle, preceded from the east by a trapezoidal middle ward with a lofty gatehouse tower. The third element was the extensive outer (lower) ward, located on the neighboring hill and separated from the main stronghold by a moat. This economic ward was similar in shape to the trapezoid and surrounded by a defensive wall with 17 towers. Some of them were half towers, while some probably had the character of bartizans, hanging on the walls. Two entrances led to the lower ward: from the west through the neck gate and from the east through a wide, three-story gatehouse, housing a furnace next to the entrance. The fortifications of the lower ward complemented the moat on the eastern side. Between the middle ward and the lower ward, there was an entry gate facing the west with a 7-story gatehouse tower, preceded by a long neck. There was also a deep, dry moat (ditch) with a bridge on brick pillars. According to early modern surveys, it was to be closed on both sides by walls. The middle ward had an irregular, trapezoidal shape. It is known that there was a “summer house” there, and the houses of the teutonic commander and the grand master between it and the tower. In the northern part of the middle castle, there were also economic buildings. The middle and upper castle were surrounded by a common, external defensive wall from the south. In the south-east corner, it was strengthened by a small cylindrical tower. The upper castle consisted of four ranges and was surrounded by the outer perimeter of the walls connecting with the fortifications of the eastern part of the hill. On three sides, it was defended by natural slopes, and from the north – east by artificial ditch with a bridge. The dimensions of the upper castle were 38×45.5 meters. However, its ranges did not form a compact quadrilateral because they did not touch each other in one corner. It is possible that an not built main tower was to stand here. On the first floor of the east range there was a chapter house and a chapel, and in the south range there was a refectory. On the ground floor of the east range there was a bakery, and in a northern range brewery and kitchen. All ranges except the north had cellars. The inner ward was surrounded by timber cloisters, and there was a covered well in the middle. From the outside, the two northern corners of the castle were strengthened by four-sided towers (similar to those in Radzyń Chełmiński Castle), of which the north-west had buttresses. The building closing the inner ward from the south also was flanked by two small corner towers, however, they did not have their own foundations, so it can be assumed that were imposed on the walls (similarly to the castle in Golub). The east range had the entrance gate in the middle. It is also known that the upper castle had a dansker tower, perhaps it was located at the west range. To this day, from the middle castle survived a long fragment of the outer wall with a round, corner turret. To the north of it stands a monumental gate tower. Around the ruins survived significant stretches of walls, remnants of four half towers and relics of probably still gothic, economic objects. Only weakly legible fragments of the walls survived from the upper castle. At present the area is under private ownership, but there is a possibility to visit the castle. Leksykon zamków w Polsce, L.Kajzer, S.Kołodziejski, J.Salm, Warszawa 2003. Wasik B., Budownictwo zamkowe na ziemi chełmińskiej od XIII do XV wieku, Toruń 2016.	1,078	ENGLISH	1
Photo By https://www.kalenetuioti.com/ Before Kamehameha united the islands of Hawaiʻi, the people of the islands were separated by ruling chiefs. There once was a greedy chief known as Halaʻea who ruled the south point of the Big Island of Hawaiʻi. Legend has it that every day, the fisherman would fish along the coast of Kaʻu and spend their entire day casting nets and working hard to lure the fish to them. Despite their hard work and effort to catch the fish, Halaʻea would constantly demand that the fishermen give him all of their fish. Halaʻea would hold feasts for himself and waste the leftovers without any regrets that the fishermen had no fish to bring home to their families. Finally, the makaʻāinana (common people) of the islands were fed up with letting the chief help himself to their fish. They devised a plan that would free them from the chief’s oppression. First, the fishermen followed their usual routine – waking up early, preparing the canoes, gathering the nets and hanging the bait. However, this particular morning was exceptionally lucky for them as it was season of the aku. They spent all day catching large amounts of aku and when the day was over, the chief yelled out to them as usual. “Give me the fish! The fish are mine!” The fishermen followed his orders, proceeding to take out all of the aku from their canoes, put them into Halaʻea’s canoe and then paddled back to shore. Distracted by the beauty of the fish, Halaʻea hadn’t realized that his canoe was beginning to sink! The chief was lost beneath the waves and carried out towards the horizon, never to be seen again. To this day, the current now bears the name Halaʻea and the native Hawaiian saying "Kō ke au ia Halaʻea" (The current carried Halaʻea away), is used to describe one who becomes lost forever as a result of their foolish actions. Subscribe & Save Join To Receive 20% OFF Your First Order*	<urn:uuid:490acb33-636b-4734-8283-5804384aa7f5>	CC-MAIN-2020-05	https://www.hilohattie.com/blogs/news/the-legend-of-chief-hala-ea	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251789055.93/warc/CC-MAIN-20200129071944-20200129101944-00367.warc.gz	en	0.980201	465	3.28125	3	[ -0.46412941813468933, 0.06550177186727524, 0.03784053400158882, -0.1851741373538971, -0.24327023327350616, -0.1208295226097107, 0.5514646172523499, -0.021691566333174706, 0.020811058580875397, 0.26600348949432373, 0.2057744562625885, -0.5189446210861206, 0.08276247978210449, 0.239220276474...	5	Photo By https://www.kalenetuioti.com/ Before Kamehameha united the islands of Hawaiʻi, the people of the islands were separated by ruling chiefs. There once was a greedy chief known as Halaʻea who ruled the south point of the Big Island of Hawaiʻi. Legend has it that every day, the fisherman would fish along the coast of Kaʻu and spend their entire day casting nets and working hard to lure the fish to them. Despite their hard work and effort to catch the fish, Halaʻea would constantly demand that the fishermen give him all of their fish. Halaʻea would hold feasts for himself and waste the leftovers without any regrets that the fishermen had no fish to bring home to their families. Finally, the makaʻāinana (common people) of the islands were fed up with letting the chief help himself to their fish. They devised a plan that would free them from the chief’s oppression. First, the fishermen followed their usual routine – waking up early, preparing the canoes, gathering the nets and hanging the bait. However, this particular morning was exceptionally lucky for them as it was season of the aku. They spent all day catching large amounts of aku and when the day was over, the chief yelled out to them as usual. “Give me the fish! The fish are mine!” The fishermen followed his orders, proceeding to take out all of the aku from their canoes, put them into Halaʻea’s canoe and then paddled back to shore. Distracted by the beauty of the fish, Halaʻea hadn’t realized that his canoe was beginning to sink! The chief was lost beneath the waves and carried out towards the horizon, never to be seen again. To this day, the current now bears the name Halaʻea and the native Hawaiian saying "Kō ke au ia Halaʻea" (The current carried Halaʻea away), is used to describe one who becomes lost forever as a result of their foolish actions. Subscribe & Save Join To Receive 20% OFF Your First Order*	433	ENGLISH	1
Az-Zubayr ibn Al-Awam was a companion of Muhammad and a commander in the Rashidun army. Al-Zubayr was born in Mecca in 594. His father was Al-Awam ibn Khuwaylid of the Asad clan of the Quraysh tribe, making Al-Zubayr a nephew of Khadijah. His mother was Muhammad’s aunt, Safiyyah bint ‘Abd al-Muttalib, hence Al-Zubayr was Muhammad’s first cousin. He had two brothers, Sa’ib and Abdul Kaaba; a maternal brother, Safi ibn Al-Harith, who was from the Umayya clan; and several paternal siblings, including Hind bint Al-Awwam, a wife of Zayd ibn Haritha. While he was still a boy, Al-Zubayr fought an adult man and beat him up so fiercely that the man’s hand was broken. Safiya, who was pregnant at the time, had to carry the man home. When the passers-by asked what had happened, she told them, “He fought Al-Zubayr. Did you find Al-Zubayr soft like cheese or dates or full of brass?” That’s when they knew that he would grow up to be strong during war. Al-Awam died while Al-Zubayr was still young. His mother used to beat him severely. When it was said to her, “You have killed him! You have wrenched his heart. Will you destroy the boy?” she replied, “I beat him so that he will be intelligent and will be bold in the battle.” Al-Zubayr is described as of medium height, lean, dark-complexioned and hairy, though with a thin beard. His hair hung down to his shoulders, and he did not dye it after it turned white. Conversion to Islam Al-Zubayr was one of the first five men to accept Islam under the influence of Abu Bakr, and is said to have been the fourth or fifth adult male convert. He was one of the first fifteen emigrants to Abyssinia in 615, and he returned there in 616. While he was in Abyssinia, a rebellion against the Negus (King) broke out. The Negus met the rebels on the banks of the Nile. The Muslims, greatly worried about losing their protector, delegated Al-Zubayr to be their news-bearer. Helped by an inflated waterskin, he swam down the Nile until he reached the point where the battle was being fought. He watched until the Negus had defeated the rebels, then swam back to the Muslims. He ran up waving his clothes and announced, “Hurrah, the Negus has conquered and God has destroyed his enemies and established him in his land!” The Muslims rejoiced. Al-Zubayr was among those who returned to Mecca in 619 because they heard that the Meccans had converted to Islam. “But when they got near to Mecca, they learned that the report was false, so that they entered the town under the protection of a citizen or by stealth.”–168 However, Al-Zubayr did not name his protector. Al-Zubayr joined the general emigration to Medina in 622. At first he lodged with Al-Mundhir ibn Muhammad. It is disputed who became Al-Zubayr’s “brother” in Islam: variant traditions name Abdullah ibn Masood, Talha ibn Ubaydullah, Kaab ibn Malik and Salama ibn Salama. Muhammad gave him a large plot of land to build his house and a grant of some palm trees. In 625 Al-Zubayr was given more palm trees from the land of the expelled Nadir tribe. Military Activity under Muhammad It is said that Al-Zubayr joined all of Muhammad’s military expeditions, typically dressed in a distinctive yellow turban. At the Battle of Badr he was sent as a scout and he captured a Meccan spy. He then fought in the battle and killed Ubayda ibn Sa’id of the Umayya. At the Battle of Uhud he volunteered to take up Muhammad’s sword “with its right,” which was to “smite the enemy with it until it bends,” and was “much mortified” when Muhammad rejected his offer. He was standing so close to the fleeing Meccan women that he could see Hind bint Utbah’s anklets. But it was at that point that the battle turned; Al-Zubayr was one of the handful of men who stood beside Muhammad when the Muslims in their turn fled and who accompanied him to the glen. “He was firm with him in the Battle of Uhud and he gave him allegiance to the death.” During the Battle of the Trench, Al-Zubayr rode a roan horse. He volunteered to bring news of the Qurayza tribe to Muhammad, who responded, “Every Prophet has a disciple, and my disciple is Al-Zubayr.” In 628 Al-Zubayr joined the expedition to Khaybar and answered Yasir the Jew’s challenge to single combat. His mother Safiya asked Muhammad, “Will he kill my son?” and Muhammad reassured her, “No, your son will kill him, Allah willing.” Al-Zubayr advanced reciting: “Khaybar, know that I am Zabbar, chief of a people no cowardly runaways, the son of those who defend their glory, the son of princes. O Yasir let not all the unbelievers deceive you, for all of them are like a slowly moving mirage.” They fought, and Al-Zubayr killed Yasir. Afterwards the Muslims commented on how sharp his sword must have been; Al-Zubayr replied that it had not been sharp but he had used it with great force. After the Muslims had conquered Al-Qamus, the Jewish treasurer, Kinana, was brought to Muhammad, but he refused to reveal where their money was hidden. Muhammad then ordered Al-Zubayr to “torture him until you extract what he has.” Al-Zubayr “kindled a fire with flint and steel on his chest until he was nearly dead.” However, it was Muhammad ibn Maslama who actually decapitated Kinana, in retaliation for his brother Mahmud, who had been killed in the battle a few days earlier. Al-Zubayr was later made one of the eighteen chiefs who each supervised the division of a block of booty-shares. In December 629, on the eve of the Conquest of Mecca, Muhammad sent Al-Zubayr and Ali to intercept a spy who was carrying a letter to the Quraysh. When they could not find the letter in her baggage, they realised she must have concealed it on her person, so they threatened to strip her. The spy then produced the letter, which she had hidden in her hair, and Al-Zubayr and Ali brought it back to Muhammad, confident that the Muslims would now take Mecca by surprise. When Muhammad entered Mecca, Al-Zubayr held one of the three banners of the Emigrants and commanded the left wing of the conquering army. He also fought at the Battle of Hunayn. Career After Muhammad In the third week of July 632, the Caliph Abu Bakr scraped together an army mainly from the Banu Hashim (the clan of Muhammad) to defend Medina from an imminent invasion by the apostate forces of Tulayha, a self-proclaimed prophet. The army included stalwarts like Zubayr, and Talha ibn Ubaidullah. Each of them was appointed as commander of one-third of the newly organised force. They had their roles during the Ridda Wars; however, they did not face any combat scenaria. Al-Zubayr was the most successful field commander during the Muslim conquest of Egypt under Caliph Umar. He commanded a regiment in the decisive Battle of Yarmouk in 636, and in 640 he commanded the reinforcements sent to Amr ibn al-As in Egypt. When Umar was dying in 644, he selected Al-Zubayr and five other men to elect the next Caliph. They duly elected Uthman, during whose caliphate, Al-Zubayr was not involved in political or military matters. Al-Zubayr was cautious about narrating ahadith about Muhammad even though he had been constantly in his company. As he explained to his son Abdullah, “I heard Allah’s Messenger say, ‘Anyone who tells a lie about me should take a seat in the Fire.'” Wives and Children Al-Zubayr married eight times and had twenty children. 1. Asma bint Abi Bakr. They were married before the Hijra of 622 and divorced when Urwa was young, i.e., around 645. 1.5. Khadija the Elder 1.6. Umm Al-Hasan 2. Umm Kulthum bint Uqba of the Umayya clan. They were married in 629, but “she disliked him,” and they were divorced in a matter of months. After their daughter was born, Umm Kulthum married Abdur Rahman bin Awf. 3. Al-Halal bint Qays of the Asad tribe. 3.1. Khadija the Younger 4. Umm Khalid Ama bint Khalid of the Umayya clan. She was one of the emigrants who returned from Abyssinia in 628. 5. Ar-Rabbab bint Unayf of the Kalb tribe. 6. Atiqa bint Zayd of the Adi clan, a widow of Umar. 7. Tumadir bint Al-Asbagh of the Kalb tribe, a widow of Abdur Rahman ibn Awf. Al-Zubayr divorced her only seven days after the wedding. She used to tell other women, “When one of you marries, she should not be deceived by seven days after what Al-Zubayr has done to me.” She did not, however, enlarge on the nature of the “deception”. 8. Umm Jaafar Zaynab bint Marthad of the Thaalaba tribe. Al-Zubayr’s wives complained that he had “some harshness towards women”. Umm Kulthum asked him directly for a divorce, and when he refused, she tricked him into it by pestering him while he was busy with the ritual washing for prayer. Al-Zubayr complained, “She tricked me, may Allah trick her!” Muhammad advised him to propose to her again, but Al-Zubayr realized that, “She will never come back to me.” Atiqa only agreed to marry him on condition that he would never beat her. The Battle of the Camel Uthman was assassinated in 656. Al-Zubayr had reason to hope that he would be elected as the next Caliph, although he knew that his old ally Talha was also a strong contender. But Ali was elected, to the debate of Muhammad’s widow Aisha. Thereupon Al-Zubayr met with Aisha and Talha in Mecca, claiming he had only given allegiance to Ali at swordpoint. Ali certainly behaved like a man who suspected hostility towards himself, for he soon entered Basra with a professional army of twenty thousand. For several days, there were negotiations, as both sides asserted they wanted only to see justice done. But on 7 December 656 hostilities erupted. Aisha’s warriors killed Ali’s messenger-boy, and Ali responded, “Battle is now justified, so fight them!” So Al-Zubayr, however, had lost the desire to fight. He said that Ali had talked him out of it during the negotiations on the grounds that they were cousins; but his son accused him of fearing Ali’s army. Al-Zubayr left the battle-field while Aisha continued to direct her troops. A man named Amr ibn Jurmuz decided to track his movements and followed him to a nearby field. It was time for prayer so, after each had asked the other what he was doing there, they agreed to pray. While Al-Zubayr was prostrating, Amr ibn Jurmuz stabbed him in the neck and killed him. In his will Al-Zubayr had left a house for all of his divorced daughters. He left a third of his property in bequests and instructed his son Abdullah to sell the rest of his property to pay off his debts, invoking Allah if any could not be paid. Abdullah found that the debts amounted to 1,200,000, presumably in dirhams. Although Abdullah went to some trouble to settle all the debts, Al-Zubayr’s four widows eventually inherited 1,100,000 each, leaving over 30,000,000 to be divided among his children. Al-Zubayr ibn Al-Awam was one of the ten Muslims to whom Muhammad guaranteed Paradise while they were still alive.	<urn:uuid:23357eda-9d2c-4bd7-a9c6-8a358e8c8aca>	CC-MAIN-2020-05	https://muslimjahan.com/zubayr-ibn-al-awam/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250616186.38/warc/CC-MAIN-20200124070934-20200124095934-00250.warc.gz	en	0.984098	2,918	3.28125	3	[ -0.466442346572876, 0.7852689027786255, -0.14777782559394836, 0.10961718112230301, -0.4158748984336853, -0.18537116050720215, 0.23385122418403625, -0.06389052420854568, -0.40640538930892944, 0.044501952826976776, 0.16866278648376465, -0.20128747820854187, 0.3635106682777405, 0.088646218180...	2	Az-Zubayr ibn Al-Awam was a companion of Muhammad and a commander in the Rashidun army. Al-Zubayr was born in Mecca in 594. His father was Al-Awam ibn Khuwaylid of the Asad clan of the Quraysh tribe, making Al-Zubayr a nephew of Khadijah. His mother was Muhammad’s aunt, Safiyyah bint ‘Abd al-Muttalib, hence Al-Zubayr was Muhammad’s first cousin. He had two brothers, Sa’ib and Abdul Kaaba; a maternal brother, Safi ibn Al-Harith, who was from the Umayya clan; and several paternal siblings, including Hind bint Al-Awwam, a wife of Zayd ibn Haritha. While he was still a boy, Al-Zubayr fought an adult man and beat him up so fiercely that the man’s hand was broken. Safiya, who was pregnant at the time, had to carry the man home. When the passers-by asked what had happened, she told them, “He fought Al-Zubayr. Did you find Al-Zubayr soft like cheese or dates or full of brass?” That’s when they knew that he would grow up to be strong during war. Al-Awam died while Al-Zubayr was still young. His mother used to beat him severely. When it was said to her, “You have killed him! You have wrenched his heart. Will you destroy the boy?” she replied, “I beat him so that he will be intelligent and will be bold in the battle.” Al-Zubayr is described as of medium height, lean, dark-complexioned and hairy, though with a thin beard. His hair hung down to his shoulders, and he did not dye it after it turned white. Conversion to Islam Al-Zubayr was one of the first five men to accept Islam under the influence of Abu Bakr, and is said to have been the fourth or fifth adult male convert. He was one of the first fifteen emigrants to Abyssinia in 615, and he returned there in 616. While he was in Abyssinia, a rebellion against the Negus (King) broke out. The Negus met the rebels on the banks of the Nile. The Muslims, greatly worried about losing their protector, delegated Al-Zubayr to be their news-bearer. Helped by an inflated waterskin, he swam down the Nile until he reached the point where the battle was being fought. He watched until the Negus had defeated the rebels, then swam back to the Muslims. He ran up waving his clothes and announced, “Hurrah, the Negus has conquered and God has destroyed his enemies and established him in his land!” The Muslims rejoiced. Al-Zubayr was among those who returned to Mecca in 619 because they heard that the Meccans had converted to Islam. “But when they got near to Mecca, they learned that the report was false, so that they entered the town under the protection of a citizen or by stealth.”–168 However, Al-Zubayr did not name his protector. Al-Zubayr joined the general emigration to Medina in 622. At first he lodged with Al-Mundhir ibn Muhammad. It is disputed who became Al-Zubayr’s “brother” in Islam: variant traditions name Abdullah ibn Masood, Talha ibn Ubaydullah, Kaab ibn Malik and Salama ibn Salama. Muhammad gave him a large plot of land to build his house and a grant of some palm trees. In 625 Al-Zubayr was given more palm trees from the land of the expelled Nadir tribe. Military Activity under Muhammad It is said that Al-Zubayr joined all of Muhammad’s military expeditions, typically dressed in a distinctive yellow turban. At the Battle of Badr he was sent as a scout and he captured a Meccan spy. He then fought in the battle and killed Ubayda ibn Sa’id of the Umayya. At the Battle of Uhud he volunteered to take up Muhammad’s sword “with its right,” which was to “smite the enemy with it until it bends,” and was “much mortified” when Muhammad rejected his offer. He was standing so close to the fleeing Meccan women that he could see Hind bint Utbah’s anklets. But it was at that point that the battle turned; Al-Zubayr was one of the handful of men who stood beside Muhammad when the Muslims in their turn fled and who accompanied him to the glen. “He was firm with him in the Battle of Uhud and he gave him allegiance to the death.” During the Battle of the Trench, Al-Zubayr rode a roan horse. He volunteered to bring news of the Qurayza tribe to Muhammad, who responded, “Every Prophet has a disciple, and my disciple is Al-Zubayr.” In 628 Al-Zubayr joined the expedition to Khaybar and answered Yasir the Jew’s challenge to single combat. His mother Safiya asked Muhammad, “Will he kill my son?” and Muhammad reassured her, “No, your son will kill him, Allah willing.” Al-Zubayr advanced reciting: “Khaybar, know that I am Zabbar, chief of a people no cowardly runaways, the son of those who defend their glory, the son of princes. O Yasir let not all the unbelievers deceive you, for all of them are like a slowly moving mirage.” They fought, and Al-Zubayr killed Yasir. Afterwards the Muslims commented on how sharp his sword must have been; Al-Zubayr replied that it had not been sharp but he had used it with great force. After the Muslims had conquered Al-Qamus, the Jewish treasurer, Kinana, was brought to Muhammad, but he refused to reveal where their money was hidden. Muhammad then ordered Al-Zubayr to “torture him until you extract what he has.” Al-Zubayr “kindled a fire with flint and steel on his chest until he was nearly dead.” However, it was Muhammad ibn Maslama who actually decapitated Kinana, in retaliation for his brother Mahmud, who had been killed in the battle a few days earlier. Al-Zubayr was later made one of the eighteen chiefs who each supervised the division of a block of booty-shares. In December 629, on the eve of the Conquest of Mecca, Muhammad sent Al-Zubayr and Ali to intercept a spy who was carrying a letter to the Quraysh. When they could not find the letter in her baggage, they realised she must have concealed it on her person, so they threatened to strip her. The spy then produced the letter, which she had hidden in her hair, and Al-Zubayr and Ali brought it back to Muhammad, confident that the Muslims would now take Mecca by surprise. When Muhammad entered Mecca, Al-Zubayr held one of the three banners of the Emigrants and commanded the left wing of the conquering army. He also fought at the Battle of Hunayn. Career After Muhammad In the third week of July 632, the Caliph Abu Bakr scraped together an army mainly from the Banu Hashim (the clan of Muhammad) to defend Medina from an imminent invasion by the apostate forces of Tulayha, a self-proclaimed prophet. The army included stalwarts like Zubayr, and Talha ibn Ubaidullah. Each of them was appointed as commander of one-third of the newly organised force. They had their roles during the Ridda Wars; however, they did not face any combat scenaria. Al-Zubayr was the most successful field commander during the Muslim conquest of Egypt under Caliph Umar. He commanded a regiment in the decisive Battle of Yarmouk in 636, and in 640 he commanded the reinforcements sent to Amr ibn al-As in Egypt. When Umar was dying in 644, he selected Al-Zubayr and five other men to elect the next Caliph. They duly elected Uthman, during whose caliphate, Al-Zubayr was not involved in political or military matters. Al-Zubayr was cautious about narrating ahadith about Muhammad even though he had been constantly in his company. As he explained to his son Abdullah, “I heard Allah’s Messenger say, ‘Anyone who tells a lie about me should take a seat in the Fire.'” Wives and Children Al-Zubayr married eight times and had twenty children. 1. Asma bint Abi Bakr. They were married before the Hijra of 622 and divorced when Urwa was young, i.e., around 645. 1.5. Khadija the Elder 1.6. Umm Al-Hasan 2. Umm Kulthum bint Uqba of the Umayya clan. They were married in 629, but “she disliked him,” and they were divorced in a matter of months. After their daughter was born, Umm Kulthum married Abdur Rahman bin Awf. 3. Al-Halal bint Qays of the Asad tribe. 3.1. Khadija the Younger 4. Umm Khalid Ama bint Khalid of the Umayya clan. She was one of the emigrants who returned from Abyssinia in 628. 5. Ar-Rabbab bint Unayf of the Kalb tribe. 6. Atiqa bint Zayd of the Adi clan, a widow of Umar. 7. Tumadir bint Al-Asbagh of the Kalb tribe, a widow of Abdur Rahman ibn Awf. Al-Zubayr divorced her only seven days after the wedding. She used to tell other women, “When one of you marries, she should not be deceived by seven days after what Al-Zubayr has done to me.” She did not, however, enlarge on the nature of the “deception”. 8. Umm Jaafar Zaynab bint Marthad of the Thaalaba tribe. Al-Zubayr’s wives complained that he had “some harshness towards women”. Umm Kulthum asked him directly for a divorce, and when he refused, she tricked him into it by pestering him while he was busy with the ritual washing for prayer. Al-Zubayr complained, “She tricked me, may Allah trick her!” Muhammad advised him to propose to her again, but Al-Zubayr realized that, “She will never come back to me.” Atiqa only agreed to marry him on condition that he would never beat her. The Battle of the Camel Uthman was assassinated in 656. Al-Zubayr had reason to hope that he would be elected as the next Caliph, although he knew that his old ally Talha was also a strong contender. But Ali was elected, to the debate of Muhammad’s widow Aisha. Thereupon Al-Zubayr met with Aisha and Talha in Mecca, claiming he had only given allegiance to Ali at swordpoint. Ali certainly behaved like a man who suspected hostility towards himself, for he soon entered Basra with a professional army of twenty thousand. For several days, there were negotiations, as both sides asserted they wanted only to see justice done. But on 7 December 656 hostilities erupted. Aisha’s warriors killed Ali’s messenger-boy, and Ali responded, “Battle is now justified, so fight them!” So Al-Zubayr, however, had lost the desire to fight. He said that Ali had talked him out of it during the negotiations on the grounds that they were cousins; but his son accused him of fearing Ali’s army. Al-Zubayr left the battle-field while Aisha continued to direct her troops. A man named Amr ibn Jurmuz decided to track his movements and followed him to a nearby field. It was time for prayer so, after each had asked the other what he was doing there, they agreed to pray. While Al-Zubayr was prostrating, Amr ibn Jurmuz stabbed him in the neck and killed him. In his will Al-Zubayr had left a house for all of his divorced daughters. He left a third of his property in bequests and instructed his son Abdullah to sell the rest of his property to pay off his debts, invoking Allah if any could not be paid. Abdullah found that the debts amounted to 1,200,000, presumably in dirhams. Although Abdullah went to some trouble to settle all the debts, Al-Zubayr’s four widows eventually inherited 1,100,000 each, leaving over 30,000,000 to be divided among his children. Al-Zubayr ibn Al-Awam was one of the ten Muslims to whom Muhammad guaranteed Paradise while they were still alive.	2,804	ENGLISH	1
At Goudhurst and Paddock Wood, and in many other villages throughout the south-eastern county of Kent, are the great gardens and oast-houses devoted to the growing and processing of the hop. Introduced to England from Flanders in the 1600s, this ancient plant, well known to the Romans, is cultivated for its very special catkins, which bring to beer its unique aromatic bitter taste. A mature hop-garden in late summer is an exquisite sight, with bines trained over numberless rows of wires and lofty poles, called hop alleys, forming vistas of green foliage, gilded with garlands of golden hops. However, this glorious sight is not won easily by either farmer or picker. Hops demand warmth and shelter to prosper, and much skilled cultivation in their long growing season – it takes three years for them to mature. At Goudhurst during the days of traditional cultivation, there was laborious and painstaking work to be carried out during every single season: in winter the old bines had to be cleared away and burned, the land ploughed, and the poles and wires on which the hops were suspended had to be fully refurbished. Throughout each growing season, the hop plants required continual spraying with nicotine or quassia to fight the swarms of insect pests that preyed on them. Varieties were selected by the grower for their hardiness, the size of the catkins, and resistance to disease and pests. Some of the most popular and widely-grown varieties were the Bramling, Fuggle’s and Golding’s, all named after the growers who bred them. Towards the end of the summer of their third year, the ripening fruits began to swell and to acquire a scent. In the final stage of cultivation the ‘stilt-men’ appeared. On lofty stilts eighteen feet high, they picked a path between the rows, tying the topmost bines to the tallest strings to keep the ripening plants aloft. Once the plump cones were firm and crisp in the hand it was time for the pickers to enter the fray. Many hundreds were employed by Kent growers. At hop harvest armies of the London poor travelled out by train and waggon to enjoy a few weeks of healthy open-air labour. It must have seemed like paradise, with the sun streaming down and with the fresh country smells and greenery. Men, women and children laboured from dawn to dusk in the dusty hop fields, sweltering in the sultry heat. The work was onerous and repetitive, but it not only provided them with a welcome income, it renewed their bodies and spirits, so they returned home to their cramped tenements and slum streets considerably restored. No matter that the rain sometimes fell pitiless and unrelenting, or that their clothes were scratched and torn and their boot soles worn paper-thin on the rough ground, they never failed to return the next year for more ‘opping. This ragged army had to work fast, for the hops needed to be picked as soon as they were ripe. It was one man’s task to cut the supporting strings that held the hops aloft with a bill-hook, causing the plants to collapse and fall haphazardly down on the heads of the assembled hop-pickers below. Straight away, the bines were stripped of their harvest by a thousand nimble fingers. The pickers worked in small groups, each having a bin to fill with hops. The bin was in the form of a large sack spread out over a rough wooden frame, which could be moved gradually across the field as the work progressed. Bushellers employed by the grower made their rounds several times a day, collecting and measuring the hops. They offloaded them into pokes, which were loose sacks holding up to ten bushels. Towards the day’s end the call went up over the fields, ‘Pull no more poles!’ and the brigades of pickers trooped off to kindle fires, prepare their evening meal, and to enjoy a well-earned rest. It was a time of joy and comradeship, despite the gruelling work under the hot sun. The humour was boisterous and a little too much beer could be drunk by some, but in general the atmosphere was good-hearted, and enjoyed by everyone.	<urn:uuid:dcd0048a-14df-4042-b701-290d058ded8d>	CC-MAIN-2020-05	https://terencesackett.wordpress.com/2018/07/20/through-the-dappled-green-aisles/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672440.80/warc/CC-MAIN-20200125101544-20200125130544-00030.warc.gz	en	0.982391	907	3.328125	3	[ 0.04524897783994675, -0.0903172716498375, 0.593917965888977, -0.14958181977272034, 0.6216323375701904, 0.03715522959828377, 0.03457849472761154, -0.05480096489191055, -0.38060262799263, 0.360908180475235, -0.18906277418136597, -0.6236807107925415, -0.1047637015581131, 0.19407416880130768, ...	1	At Goudhurst and Paddock Wood, and in many other villages throughout the south-eastern county of Kent, are the great gardens and oast-houses devoted to the growing and processing of the hop. Introduced to England from Flanders in the 1600s, this ancient plant, well known to the Romans, is cultivated for its very special catkins, which bring to beer its unique aromatic bitter taste. A mature hop-garden in late summer is an exquisite sight, with bines trained over numberless rows of wires and lofty poles, called hop alleys, forming vistas of green foliage, gilded with garlands of golden hops. However, this glorious sight is not won easily by either farmer or picker. Hops demand warmth and shelter to prosper, and much skilled cultivation in their long growing season – it takes three years for them to mature. At Goudhurst during the days of traditional cultivation, there was laborious and painstaking work to be carried out during every single season: in winter the old bines had to be cleared away and burned, the land ploughed, and the poles and wires on which the hops were suspended had to be fully refurbished. Throughout each growing season, the hop plants required continual spraying with nicotine or quassia to fight the swarms of insect pests that preyed on them. Varieties were selected by the grower for their hardiness, the size of the catkins, and resistance to disease and pests. Some of the most popular and widely-grown varieties were the Bramling, Fuggle’s and Golding’s, all named after the growers who bred them. Towards the end of the summer of their third year, the ripening fruits began to swell and to acquire a scent. In the final stage of cultivation the ‘stilt-men’ appeared. On lofty stilts eighteen feet high, they picked a path between the rows, tying the topmost bines to the tallest strings to keep the ripening plants aloft. Once the plump cones were firm and crisp in the hand it was time for the pickers to enter the fray. Many hundreds were employed by Kent growers. At hop harvest armies of the London poor travelled out by train and waggon to enjoy a few weeks of healthy open-air labour. It must have seemed like paradise, with the sun streaming down and with the fresh country smells and greenery. Men, women and children laboured from dawn to dusk in the dusty hop fields, sweltering in the sultry heat. The work was onerous and repetitive, but it not only provided them with a welcome income, it renewed their bodies and spirits, so they returned home to their cramped tenements and slum streets considerably restored. No matter that the rain sometimes fell pitiless and unrelenting, or that their clothes were scratched and torn and their boot soles worn paper-thin on the rough ground, they never failed to return the next year for more ‘opping. This ragged army had to work fast, for the hops needed to be picked as soon as they were ripe. It was one man’s task to cut the supporting strings that held the hops aloft with a bill-hook, causing the plants to collapse and fall haphazardly down on the heads of the assembled hop-pickers below. Straight away, the bines were stripped of their harvest by a thousand nimble fingers. The pickers worked in small groups, each having a bin to fill with hops. The bin was in the form of a large sack spread out over a rough wooden frame, which could be moved gradually across the field as the work progressed. Bushellers employed by the grower made their rounds several times a day, collecting and measuring the hops. They offloaded them into pokes, which were loose sacks holding up to ten bushels. Towards the day’s end the call went up over the fields, ‘Pull no more poles!’ and the brigades of pickers trooped off to kindle fires, prepare their evening meal, and to enjoy a well-earned rest. It was a time of joy and comradeship, despite the gruelling work under the hot sun. The humour was boisterous and a little too much beer could be drunk by some, but in general the atmosphere was good-hearted, and enjoyed by everyone.	876	ENGLISH	1
A buried history Researcher uncovers city's past at segregated cemetery Some were born into slavery. Others risked their lives helping others to freedom through the Underground Railroad or fought in the Civil War. They became lawyers, doctors, schoolteachers, construction workers, field laborers and business owners. They were among the first African-Americans in San Angelo, hundreds of people who spent their lives in a segregated community. Even in death, they faced segregation, buried anonymously and forgotten for more than 100 years. Now the identities of more than 400 African-Americans buried at Pleasant View Cemetery are being rediscovered through research efforts spearheaded by Angelo State University. Many of the people buried at the cemetery — located within Fairmount Cemetery — were buried with no markers or headstones, and little or no written records identify who is buried there. 'I feel very passionate about this project,' said Brittany Wollman, a library assistant for ASU's Special Collections Department. Wollman began her research in August while she was still a student. 'There's so much history here that has gone untouched for so long. My goal is to provide the people there a voice. So many of them have just a marker; nobody knows who these people are.' Some of Wollman's findings already are common knowledge. For example, four Buffalo Soldiers are buried in Pleasant View. Wollman has dug deeper, using census data, death certificates, cemetery and funeral home records, and is tracking down ancestors across the country who have been able to provide more personal information about those who were laid to rest in the cemetery. Locating descendants has been challenging because many African-American families have moved to other parts of the country and the younger generation of relatives aren't even aware they have ancestors buried in San Angelo, Wollman said. Wollman also is compiling data such as the ages of people buried in Pleasant View and how they died. According to her initial findings, many of them died of cancer, influenza and tuberculosis, which mirrors the cause of death for the overall general population of the day. Statistically, the death rates were higher for African-Americans buried in Pleasant View, and they also died at a younger age, Wollman said. Most likely, that was because African-Americans had access to inferior health services or no health services, compared with white San Angelo residents. Pleasant View Cemetery was created in 1903, a time when segregation was the law of the land, said Suzanne Campbell, head of ASU's Special Collections, which houses the university's rare special collection of books and documents. Campbell, who was the catalyst for the research effort, said the property for the cemetery was deeded to the Pleasant View Cemetery Association. 'I've always been interested in Pleasant View and San Angelo's African-American community,' Campbell said. 'When I got here, I started asking questions, and nobody knew much about it.' In summer 2015, Wollman, a history major with a strong interest in genealogy, asked Campbell if she had any ideas for a research project. Campbell suggested Pleasant View. Through her initial research, Campbell discovered that the Fairmount Cemetery Board, which now oversees Pleasant View, voted in 1945 to stop allowing people to be buried in the segregated cemetery. Their argument was that because of poor record keeping, it wasn't known where all the bodies were buried, Campbell said. Board members were concerned that new burials could disturb remains already there. Several community leaders, including those who oversaw burials at Pleasant View, have for years vehemently denied the Fairmount Cemetery board's allegations that poor records were kept of burial sites. The cemetery board did agree to allow people whose families had already purchased burial plots to still be buried in Pleasant View, Campbell said. Wollman, whose research is ongoing, has meticulously combed funeral home records and spoken with surviving family members to find exactly where hundreds of African-Americans are buried in the cemetery. Robert Butler, nephew of Maggie Starks, who started the first black-owned funeral home in San Angelo in 1927, also has helped Wollman and Campbell with their research. Butler worked at and briefly took over the reins of his aunt's funeral business after she died in the early 1990s. Butler, 69, is familiar with many of the people buried in the cemetery because he grew up with many of those buried there and grew up in the same segregated neighborhood where black families lived in San Angelo. During a recent tour of the cemetery, Butler was able to identify where dozens of people were buried, even though there are no markers or headstones present. 'Our history is buried here,' Butler said. 'There's a lot of people in this cemetery whose stories have never been told. They contributed to making San Angelo the community it is. Their contributions shouldn't be overlooked.'	<urn:uuid:7e72c725-f84a-49ec-a073-0052d2ea1073>	CC-MAIN-2020-05	https://www.gosanangelo.com/story/news/local/2016/07/09/a-buried-history/92151070/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594209.12/warc/CC-MAIN-20200119035851-20200119063851-00088.warc.gz	en	0.983873	992	3.515625	4	[ -0.456146240234375, 0.2517327070236206, 0.5396483540534973, 0.22856125235557556, -0.23297497630119324, 0.016985252499580383, 0.08018307387828827, -0.19428499042987823, -0.41576507687568665, 0.31124770641326904, 0.08627066016197205, -0.1015179231762886, -0.2193823754787445, 0.33657681941986...	5	A buried history Researcher uncovers city's past at segregated cemetery Some were born into slavery. Others risked their lives helping others to freedom through the Underground Railroad or fought in the Civil War. They became lawyers, doctors, schoolteachers, construction workers, field laborers and business owners. They were among the first African-Americans in San Angelo, hundreds of people who spent their lives in a segregated community. Even in death, they faced segregation, buried anonymously and forgotten for more than 100 years. Now the identities of more than 400 African-Americans buried at Pleasant View Cemetery are being rediscovered through research efforts spearheaded by Angelo State University. Many of the people buried at the cemetery — located within Fairmount Cemetery — were buried with no markers or headstones, and little or no written records identify who is buried there. 'I feel very passionate about this project,' said Brittany Wollman, a library assistant for ASU's Special Collections Department. Wollman began her research in August while she was still a student. 'There's so much history here that has gone untouched for so long. My goal is to provide the people there a voice. So many of them have just a marker; nobody knows who these people are.' Some of Wollman's findings already are common knowledge. For example, four Buffalo Soldiers are buried in Pleasant View. Wollman has dug deeper, using census data, death certificates, cemetery and funeral home records, and is tracking down ancestors across the country who have been able to provide more personal information about those who were laid to rest in the cemetery. Locating descendants has been challenging because many African-American families have moved to other parts of the country and the younger generation of relatives aren't even aware they have ancestors buried in San Angelo, Wollman said. Wollman also is compiling data such as the ages of people buried in Pleasant View and how they died. According to her initial findings, many of them died of cancer, influenza and tuberculosis, which mirrors the cause of death for the overall general population of the day. Statistically, the death rates were higher for African-Americans buried in Pleasant View, and they also died at a younger age, Wollman said. Most likely, that was because African-Americans had access to inferior health services or no health services, compared with white San Angelo residents. Pleasant View Cemetery was created in 1903, a time when segregation was the law of the land, said Suzanne Campbell, head of ASU's Special Collections, which houses the university's rare special collection of books and documents. Campbell, who was the catalyst for the research effort, said the property for the cemetery was deeded to the Pleasant View Cemetery Association. 'I've always been interested in Pleasant View and San Angelo's African-American community,' Campbell said. 'When I got here, I started asking questions, and nobody knew much about it.' In summer 2015, Wollman, a history major with a strong interest in genealogy, asked Campbell if she had any ideas for a research project. Campbell suggested Pleasant View. Through her initial research, Campbell discovered that the Fairmount Cemetery Board, which now oversees Pleasant View, voted in 1945 to stop allowing people to be buried in the segregated cemetery. Their argument was that because of poor record keeping, it wasn't known where all the bodies were buried, Campbell said. Board members were concerned that new burials could disturb remains already there. Several community leaders, including those who oversaw burials at Pleasant View, have for years vehemently denied the Fairmount Cemetery board's allegations that poor records were kept of burial sites. The cemetery board did agree to allow people whose families had already purchased burial plots to still be buried in Pleasant View, Campbell said. Wollman, whose research is ongoing, has meticulously combed funeral home records and spoken with surviving family members to find exactly where hundreds of African-Americans are buried in the cemetery. Robert Butler, nephew of Maggie Starks, who started the first black-owned funeral home in San Angelo in 1927, also has helped Wollman and Campbell with their research. Butler worked at and briefly took over the reins of his aunt's funeral business after she died in the early 1990s. Butler, 69, is familiar with many of the people buried in the cemetery because he grew up with many of those buried there and grew up in the same segregated neighborhood where black families lived in San Angelo. During a recent tour of the cemetery, Butler was able to identify where dozens of people were buried, even though there are no markers or headstones present. 'Our history is buried here,' Butler said. 'There's a lot of people in this cemetery whose stories have never been told. They contributed to making San Angelo the community it is. Their contributions shouldn't be overlooked.'	994	ENGLISH	1
Philip II of Spain inherited what was considered Europe’s most wealthy nation with no apparent economic problems. By 1598, Spain was essentially bankrupt and Philip III inherited a nation seemingly doomed to decline. How did these economic problems come about? When Philip inherited the throne in 1556, to all people he appeared to be Europe’s most wealthy monarch. However, behind the glamour of royal life, the economic troubles that were to plague Philip throughout his reign, were developing. His inheritance from his father, Charles V, hardly helped him. When Philip inherited the lands given to him by his father, he inherited with it many economic problems. Charles left Philip with an empire that neither Spain’s military or economy had acquired. In order to keep up with the demands placed on it by its empire, Spain had to try to upgrade itself into a world power quickly. One of the main problems Philip faced with his empire was that each part was supposed to be self-financing and yet the majority of the time Castille ended up paying for much of Philip’s policies. For example, the Italian states paid 400,000 ducats to the cost of the Battle of Lepanto which affected them most directly, but Castille paid 800,000 ducats. Philip was forced heavily to rely on taxes in Spain and in 1561 the servicio tax was made a regular one, the excusado was introduced in 1567 and the crusada tax, together were known as the “Three Graces” reaching as much as 1.4 million ducats per year in the 1590’s. However this was still not enough money and the Cortes had to be persuaded to grant the millones tax in 1590. The end result of all this taxation resulted in a tax increase of 430% between the years 1559 and 1598. This hit the Spanish peasantry hard, since the nobility were tax exempt. Between the same time the average wage only increased 80% and so the Spaniards witnessed a tax revolution as well as a price revolution. During Philip’s reign the price of goods increased fourfold had presented a serious problem for him. Initially the population growth in the 1530’ to 1580’s had proved beneficial with farmers doing more arable farming and ploughing the land. Yet the yield per acre did not increase and more food was available only because more land was being used. Also much of Spain was infertile land and the more fertile land near the Mediterranean Sea was not ploughed due to the fear of pirates. Plague in the 1560’s and an increase in demand saw some of Spain import wheat and Philip’s ineffectual attempts to reduce the price rise of 1557 meant that by the 1580’s the whole of Spain was importing wheat and making do with bread substitutes. In 1556 trade for Spain had great potential with good contacts in the Netherlands, Spain was able to export a lot of wool. However, soon Spain’s wool trade was in decline and mid-way through Philip’s reign saw a decline from 400,000 sacks of wool exported per year to 25,000. Despite the Spanish trade fairs which encouraged trade, Spain did not capitalise on its merits and banditry from Barcelona to Madrid often saw a loss in the American bullion being transported. Furthermore, when the Aragonese traded at Medina del Campo they were given no special privileges. During the later stages of Philip’s reign bullion began to pour in from America. In the first half of the C16 American bullion had numbered 200,000 ducats per year. In the 1560’s this quadrupled and by the 1590’s this amount had increased fourfold. However, more often than not this money went straight to Philip’s war efforts. In 1587 he was paying more than 100,000 men. Philip’s wars did not bring the benefits they were expected. Firstly they were not self-financing. From 1567 to 1600, over 80 million ducats was sent to the Netherlands but also Philip’s troops (in Italy, France and the Netherlands) spent their money there and those countries received the benefits of the soldiers pay. Throughout Philip’s reign there was also a massive shortage in industry; 80% of the arms used to suppress the Moricos revolt of 1568 were imported. The war with the Netherlands made the markets unstable and deterred potential investors who preferred to invest into Philip’s debt buying bonds from him and gaining interest. Philip’s selling of these juros (bonds) was costly since it provided immediate cash but at the price of mortgaging the future economy. Philip also sold land – allowing nobles to have jurisdiction over the alcabala tax which also proved costly in the long run. Philip’s weakness for grandiose projects also put Spain into serious economic difficulties. The Armada cost 10 million ducats and the building of the Escorial cost 5.5 million ducats despite Philip’s reduction in household expenditure and reforms of his Council of Finance. Philip never raised enough cash to cover his expenditure and as a result had to declare state ‘bankruptcies’ in 1557, 1560, 1576 and 1596. As the reign went on Spain’s economic problems grew worse and eventually Spain had amassed a debt of 85.5 million ducats whilst his average annual income was 9.7 million. The economic problem of the lack of investment in industry was to cause serious problems later in Philip’s reign, since many foreign competitors seized the monopoly Spain had once had in trade with America and provided them with cheaper prices. The successes of places such as Seville was not as it seemed at the time. It was, in fact, superficial prosperity and more an account of foreign investment than a mark of any real Spanish success. A further problem which faced Spain as well was the growing decline in the demand for Spanish gold, not only because of foreign competition but also because colonies in America and the Indies had evolved and were able to provide for themselves more and more. The economic problems of Spain were also serious in relation to Philip’s military; not just the effect of fighting wars on three fronts but also the lack of good local militia. Raids on Cadiz in 1587 and 1596 cost Philip an estimated 20 million ducats. The example of the Moriscos revolt had shown Philip how poor his militia was and he tripled expenditure on them and fortified many Spanish ports as well as building up his navy between 1560-1574 at a cost of 3.5 million ducats. The reign of Philip was an economic disaster though it was seriously weakened from the start. He was unable to keep up with the demands of imperialism. In order to solve his financial problems and establish a firm foundation for future expenditure, Philip needed a prolonged period of peace in which he could reform his exchequer and invest in Spanish industry. He never achieved this, instead doing the reverse with fighting multiple wars and drawing investment away from industry by using bullion as loans thus allowing the Genoese financiers a strong hold over Philip’s economy. Although during Philip’s reign Spain was at the height of its power and influence, its wealth was illusory and soon to fall into rapid decline. Philip’s excessive expenditure had made the economic foundations of Spain very fragile. This was added to by other factors such as plagues, bad harvests and population growth. However, although the economic problems of Philip’s reign were very serious in the words of John Lynch “disaster was not complete”. For the time being Spain could escape the consequences of its own folly through the money it earned in America. This money provided an injection into the dwindling life of its mother country. - Philip III inherited a disastrous economy from his father, Philip II. Spain was essentially a bankrupt nation by 1598 The decline of Spain was not… - 1588 to 1598 was a decade of crisis for Spain. Philip’s overseas adventures and foreign policy were crippling Spain’s economy. The disastrous Spanish Armada had…	<urn:uuid:3d2351b5-ee98-4944-82cf-6ce607722344>	CC-MAIN-2020-05	https://www.historylearningsite.co.uk/spain-under-phillip-ii/the-economic-problems-of-spain/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597458.22/warc/CC-MAIN-20200120052454-20200120080454-00049.warc.gz	en	0.98723	1,710	3.78125	4	[ -0.10856790840625763, 0.4703436493873596, 0.20475515723228455, -0.17627893388271332, -0.08278999477624893, -0.45577794313430786, -0.1390903741121292, 0.45310693979263306, 0.15176159143447876, 0.14878356456756592, 0.43365728855133057, -0.17198887467384338, -0.0025699289981275797, 0.34905159...	4	Philip II of Spain inherited what was considered Europe’s most wealthy nation with no apparent economic problems. By 1598, Spain was essentially bankrupt and Philip III inherited a nation seemingly doomed to decline. How did these economic problems come about? When Philip inherited the throne in 1556, to all people he appeared to be Europe’s most wealthy monarch. However, behind the glamour of royal life, the economic troubles that were to plague Philip throughout his reign, were developing. His inheritance from his father, Charles V, hardly helped him. When Philip inherited the lands given to him by his father, he inherited with it many economic problems. Charles left Philip with an empire that neither Spain’s military or economy had acquired. In order to keep up with the demands placed on it by its empire, Spain had to try to upgrade itself into a world power quickly. One of the main problems Philip faced with his empire was that each part was supposed to be self-financing and yet the majority of the time Castille ended up paying for much of Philip’s policies. For example, the Italian states paid 400,000 ducats to the cost of the Battle of Lepanto which affected them most directly, but Castille paid 800,000 ducats. Philip was forced heavily to rely on taxes in Spain and in 1561 the servicio tax was made a regular one, the excusado was introduced in 1567 and the crusada tax, together were known as the “Three Graces” reaching as much as 1.4 million ducats per year in the 1590’s. However this was still not enough money and the Cortes had to be persuaded to grant the millones tax in 1590. The end result of all this taxation resulted in a tax increase of 430% between the years 1559 and 1598. This hit the Spanish peasantry hard, since the nobility were tax exempt. Between the same time the average wage only increased 80% and so the Spaniards witnessed a tax revolution as well as a price revolution. During Philip’s reign the price of goods increased fourfold had presented a serious problem for him. Initially the population growth in the 1530’ to 1580’s had proved beneficial with farmers doing more arable farming and ploughing the land. Yet the yield per acre did not increase and more food was available only because more land was being used. Also much of Spain was infertile land and the more fertile land near the Mediterranean Sea was not ploughed due to the fear of pirates. Plague in the 1560’s and an increase in demand saw some of Spain import wheat and Philip’s ineffectual attempts to reduce the price rise of 1557 meant that by the 1580’s the whole of Spain was importing wheat and making do with bread substitutes. In 1556 trade for Spain had great potential with good contacts in the Netherlands, Spain was able to export a lot of wool. However, soon Spain’s wool trade was in decline and mid-way through Philip’s reign saw a decline from 400,000 sacks of wool exported per year to 25,000. Despite the Spanish trade fairs which encouraged trade, Spain did not capitalise on its merits and banditry from Barcelona to Madrid often saw a loss in the American bullion being transported. Furthermore, when the Aragonese traded at Medina del Campo they were given no special privileges. During the later stages of Philip’s reign bullion began to pour in from America. In the first half of the C16 American bullion had numbered 200,000 ducats per year. In the 1560’s this quadrupled and by the 1590’s this amount had increased fourfold. However, more often than not this money went straight to Philip’s war efforts. In 1587 he was paying more than 100,000 men. Philip’s wars did not bring the benefits they were expected. Firstly they were not self-financing. From 1567 to 1600, over 80 million ducats was sent to the Netherlands but also Philip’s troops (in Italy, France and the Netherlands) spent their money there and those countries received the benefits of the soldiers pay. Throughout Philip’s reign there was also a massive shortage in industry; 80% of the arms used to suppress the Moricos revolt of 1568 were imported. The war with the Netherlands made the markets unstable and deterred potential investors who preferred to invest into Philip’s debt buying bonds from him and gaining interest. Philip’s selling of these juros (bonds) was costly since it provided immediate cash but at the price of mortgaging the future economy. Philip also sold land – allowing nobles to have jurisdiction over the alcabala tax which also proved costly in the long run. Philip’s weakness for grandiose projects also put Spain into serious economic difficulties. The Armada cost 10 million ducats and the building of the Escorial cost 5.5 million ducats despite Philip’s reduction in household expenditure and reforms of his Council of Finance. Philip never raised enough cash to cover his expenditure and as a result had to declare state ‘bankruptcies’ in 1557, 1560, 1576 and 1596. As the reign went on Spain’s economic problems grew worse and eventually Spain had amassed a debt of 85.5 million ducats whilst his average annual income was 9.7 million. The economic problem of the lack of investment in industry was to cause serious problems later in Philip’s reign, since many foreign competitors seized the monopoly Spain had once had in trade with America and provided them with cheaper prices. The successes of places such as Seville was not as it seemed at the time. It was, in fact, superficial prosperity and more an account of foreign investment than a mark of any real Spanish success. A further problem which faced Spain as well was the growing decline in the demand for Spanish gold, not only because of foreign competition but also because colonies in America and the Indies had evolved and were able to provide for themselves more and more. The economic problems of Spain were also serious in relation to Philip’s military; not just the effect of fighting wars on three fronts but also the lack of good local militia. Raids on Cadiz in 1587 and 1596 cost Philip an estimated 20 million ducats. The example of the Moriscos revolt had shown Philip how poor his militia was and he tripled expenditure on them and fortified many Spanish ports as well as building up his navy between 1560-1574 at a cost of 3.5 million ducats. The reign of Philip was an economic disaster though it was seriously weakened from the start. He was unable to keep up with the demands of imperialism. In order to solve his financial problems and establish a firm foundation for future expenditure, Philip needed a prolonged period of peace in which he could reform his exchequer and invest in Spanish industry. He never achieved this, instead doing the reverse with fighting multiple wars and drawing investment away from industry by using bullion as loans thus allowing the Genoese financiers a strong hold over Philip’s economy. Although during Philip’s reign Spain was at the height of its power and influence, its wealth was illusory and soon to fall into rapid decline. Philip’s excessive expenditure had made the economic foundations of Spain very fragile. This was added to by other factors such as plagues, bad harvests and population growth. However, although the economic problems of Philip’s reign were very serious in the words of John Lynch “disaster was not complete”. For the time being Spain could escape the consequences of its own folly through the money it earned in America. This money provided an injection into the dwindling life of its mother country. - Philip III inherited a disastrous economy from his father, Philip II. Spain was essentially a bankrupt nation by 1598 The decline of Spain was not… - 1588 to 1598 was a decade of crisis for Spain. Philip’s overseas adventures and foreign policy were crippling Spain’s economy. The disastrous Spanish Armada had…	1,757	ENGLISH	1
Tigranes II “the Great” was one of the finest kings of ancient Armenia. At its height, his empire extended from the Pontic Alps (in modern north-eastern Turkey) to Mesopotamia, and from the Caspian Sea to the Mediterranean. Tigranes invaded territories as far away as Ecbatana and took the title King of Kings which, at the time, according to their coins, even the Parthian kings did not assume. After subduing the Parthians, Tigranes also assumed the authority over former Parthian territories. He was called “Tigranes the Great” by many historians and writers, such as Plutarch. The “King of Kings” never appeared in public without having at least four kings attending him. Cicero, referring to his success in the east, said that he “made the Republic of Rome tremble before the prowess of his arms.”	<urn:uuid:23586dc0-42cd-4ade-aeba-43706c93c392>	CC-MAIN-2020-05	https://greekasia.blogspot.com/2019/08/king-tigranes-of-armenia-coins-with.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592565.2/warc/CC-MAIN-20200118110141-20200118134141-00016.warc.gz	en	0.983057	201	3.390625	3	[ -0.23377510905265808, 0.4736748933792114, 0.37503746151924133, -0.44354188442230225, -0.43228375911712646, -0.7365901470184326, 0.2723330855369568, 0.2093990296125412, -0.23232123255729675, -0.043815165758132935, -0.1992231160402298, -0.5007584095001221, 0.13405963778495789, 0.134897723793...	2	Tigranes II “the Great” was one of the finest kings of ancient Armenia. At its height, his empire extended from the Pontic Alps (in modern north-eastern Turkey) to Mesopotamia, and from the Caspian Sea to the Mediterranean. Tigranes invaded territories as far away as Ecbatana and took the title King of Kings which, at the time, according to their coins, even the Parthian kings did not assume. After subduing the Parthians, Tigranes also assumed the authority over former Parthian territories. He was called “Tigranes the Great” by many historians and writers, such as Plutarch. The “King of Kings” never appeared in public without having at least four kings attending him. Cicero, referring to his success in the east, said that he “made the Republic of Rome tremble before the prowess of his arms.”	189	ENGLISH	1
Leaders have some distinguishing qualities that set them apart from others. They have the ability to influence people and carry them along on their journey. Such people lead from the front and have the courage of conviction. They are far-sighted and able to see the whole picture and take in each point of view and come up with their solution. They are innovators of thoughts and ideas and great orators. Great leaders have unquestionable integrity and passionate belief in their abilities. Great World Leaders in History History has thrown up some great leaders of men. Some of them were great generals, politicians, philanthropists, saints, and statesmen. What unites them is that they were the harbingers of change in their times. It isn't very easy to curate a list of 5 greatest leaders in history, but we have tried. Alexander The Great Alexander the Great belonged to Macedonia, an ancient Greek kingdom and was a scion of the Argadean dynasty. His date of birth is placed on 20/21 July 356 BC, and he died on 10/11 June 323 BC. Alexander succeeded his father to the throne at 20 years of age. He dreamed of conquering the world and uniting it under his rule. He led many successful military campaigns. He was well worded in the sciences and math and was tutored by Aristotle At 16, he led an army against the band of Thebes, a select unbeatable army of brave lovers. He started his world campaign after appointing a regent in Macedonia and went on to conquer Persia and defeated Darius 111. He was a brilliant soldier, strategist and diplomat. He conquered Egypt and established Alexandria. From there he marched ahead, fighting many long and arduous campaigns and reached India in 327 B.C. He defeated the ruler of Punjab, Porus. But a battle weary army now refused to move ahead. Alexander appointed generals as his representatives in the conquered territories and started the long march back home. He died before reaching Macedonia of fever in 323 B.C. at the age of 32. The epitaph “The Great” is testimony to how the writers of history viewed his contribution. Abraham Lincoln (February 12, 1809 – April 15, 1865) was appointed the 16th President of the United States in 1861. He was a lawyer and a great statesman. Under his rule, the Civil War took place where the American South fought against the liberal North over the slavery issue. Eleven southern stated seceded from the Union to form the Confederate States. The Confederate was defeated and slavery abolished by the 13th Amendment and the Emancipation Proclamation under him. He is also the only President of the US to have a patent to his name. He designed a system to lift riverboats off sandbars. He was re-elected to office in 1864 but was assassinated in 1865. Abraham Lincoln’s greatest strength was his statesmanship, his belief in a united America and determination to see the war through. Mahatma Gandhi was a great leader and believer in non-violence. He led India to freedom from Britain. His civil disobedience and non-corporation movement against the British in India forced them to grant India independence in 1947. He inspired many people across the world to seek civil rights and freedom from oppression through his method of civil disobedience and non-violence. He was born in 1869 and studied law. He was assassinated in 1949. He has written several books and articles. My Experiments with Truth, Hind Swaraj and India My Dreams are some of his works. His belief in non-violence, simple living and self-rule and village economy has given birth to the Gandhian philosophy practiced by many. Nelson Mandela was a charismatic leader of South Africa and its first black President. His anti-apartheid work against white rulers in South Africa led to a long imprisonment of 27 years. He was born in 1918. He became involved in the anti-apartheid movement and joined the African National Congress in his early 20s. He led a peaceful, non-violent campaign against the government for which he was imprisoned in 1962. He directed a campaign of peaceful, non-violent defiance against the South African government and its racist policies. He was released from prison in 1990, and he continued his campaign against white supremacist rule. After much negotiations and world pressure, elections were held in South Africa, and Mandela became President in 1993 of a free South Africa. He was awarded the Noble Peace Prize in 1993. He was a British politician, statesman and prime minister of Great Britain from 1940 to 1945. He led Britain to victory in the Second World War. His initial foray into politics was not very successful, and he was viewed as being erratic in his decisions. But he rose to the challenge in 1940 against Adolf Hitler’s forces and led the Alliance coalition along with Joseph Stalin and Franklin D Roosevelt. He was a great orator and communicator. He won the Nobel Prize for Literature in 1953. He was elected prime minister for a second term in 1951. He knew the importance of effective communication, and it were his regular addresses to the nation that inspired the people of England to rise above the challenges of war. He was the first one to realize the threat of Nazi Germany and worked relentlessly to defeat Hitler’s forces. But for his leadership, the history of the world would have been facing a different direction. He was born in 1874 and died in 1965.	<urn:uuid:6b14aeaa-e24a-4324-9453-b63aa136107c>	CC-MAIN-2020-05	https://www.industryleadersmagazine.com/5-great-leaders-through-history/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250625097.75/warc/CC-MAIN-20200124191133-20200124220133-00337.warc.gz	en	0.989585	1,132	3.34375	3	[ -0.16038009524345398, 0.45833539962768555, 0.4713800549507141, -0.13973678648471832, -0.5026479959487915, -0.33515608310699463, 0.21326258778572083, -0.12269958108663559, -0.23702546954154968, -0.11146488040685654, 0.07134279608726501, 0.15560781955718994, 0.3448297381401062, 0.14475981891...	4	Leaders have some distinguishing qualities that set them apart from others. They have the ability to influence people and carry them along on their journey. Such people lead from the front and have the courage of conviction. They are far-sighted and able to see the whole picture and take in each point of view and come up with their solution. They are innovators of thoughts and ideas and great orators. Great leaders have unquestionable integrity and passionate belief in their abilities. Great World Leaders in History History has thrown up some great leaders of men. Some of them were great generals, politicians, philanthropists, saints, and statesmen. What unites them is that they were the harbingers of change in their times. It isn't very easy to curate a list of 5 greatest leaders in history, but we have tried. Alexander The Great Alexander the Great belonged to Macedonia, an ancient Greek kingdom and was a scion of the Argadean dynasty. His date of birth is placed on 20/21 July 356 BC, and he died on 10/11 June 323 BC. Alexander succeeded his father to the throne at 20 years of age. He dreamed of conquering the world and uniting it under his rule. He led many successful military campaigns. He was well worded in the sciences and math and was tutored by Aristotle At 16, he led an army against the band of Thebes, a select unbeatable army of brave lovers. He started his world campaign after appointing a regent in Macedonia and went on to conquer Persia and defeated Darius 111. He was a brilliant soldier, strategist and diplomat. He conquered Egypt and established Alexandria. From there he marched ahead, fighting many long and arduous campaigns and reached India in 327 B.C. He defeated the ruler of Punjab, Porus. But a battle weary army now refused to move ahead. Alexander appointed generals as his representatives in the conquered territories and started the long march back home. He died before reaching Macedonia of fever in 323 B.C. at the age of 32. The epitaph “The Great” is testimony to how the writers of history viewed his contribution. Abraham Lincoln (February 12, 1809 – April 15, 1865) was appointed the 16th President of the United States in 1861. He was a lawyer and a great statesman. Under his rule, the Civil War took place where the American South fought against the liberal North over the slavery issue. Eleven southern stated seceded from the Union to form the Confederate States. The Confederate was defeated and slavery abolished by the 13th Amendment and the Emancipation Proclamation under him. He is also the only President of the US to have a patent to his name. He designed a system to lift riverboats off sandbars. He was re-elected to office in 1864 but was assassinated in 1865. Abraham Lincoln’s greatest strength was his statesmanship, his belief in a united America and determination to see the war through. Mahatma Gandhi was a great leader and believer in non-violence. He led India to freedom from Britain. His civil disobedience and non-corporation movement against the British in India forced them to grant India independence in 1947. He inspired many people across the world to seek civil rights and freedom from oppression through his method of civil disobedience and non-violence. He was born in 1869 and studied law. He was assassinated in 1949. He has written several books and articles. My Experiments with Truth, Hind Swaraj and India My Dreams are some of his works. His belief in non-violence, simple living and self-rule and village economy has given birth to the Gandhian philosophy practiced by many. Nelson Mandela was a charismatic leader of South Africa and its first black President. His anti-apartheid work against white rulers in South Africa led to a long imprisonment of 27 years. He was born in 1918. He became involved in the anti-apartheid movement and joined the African National Congress in his early 20s. He led a peaceful, non-violent campaign against the government for which he was imprisoned in 1962. He directed a campaign of peaceful, non-violent defiance against the South African government and its racist policies. He was released from prison in 1990, and he continued his campaign against white supremacist rule. After much negotiations and world pressure, elections were held in South Africa, and Mandela became President in 1993 of a free South Africa. He was awarded the Noble Peace Prize in 1993. He was a British politician, statesman and prime minister of Great Britain from 1940 to 1945. He led Britain to victory in the Second World War. His initial foray into politics was not very successful, and he was viewed as being erratic in his decisions. But he rose to the challenge in 1940 against Adolf Hitler’s forces and led the Alliance coalition along with Joseph Stalin and Franklin D Roosevelt. He was a great orator and communicator. He won the Nobel Prize for Literature in 1953. He was elected prime minister for a second term in 1951. He knew the importance of effective communication, and it were his regular addresses to the nation that inspired the people of England to rise above the challenges of war. He was the first one to realize the threat of Nazi Germany and worked relentlessly to defeat Hitler’s forces. But for his leadership, the history of the world would have been facing a different direction. He was born in 1874 and died in 1965.	1,217	ENGLISH	1
How to use this exemplar to improve practice This video along with reflective questions invites you to consider encouraging leadership for all in a primary setting. Watch the video and consider, individually or as a team, the following improvement questions: - How are you ensuring that every child can be a leader in your school? - How do you develop leadership skills for those learners with little confidence in taking on a leadership role? - What are all the opportunities you already offer and what new ones could you be adding to widen leadership choice for every learner? - How do you track the achievement of leadership skills across the school? Explore this exemplar: What was done? Learners were asked to volunteer as assembly helpers. They were tasked with helping other children who weren't very confident at speaking or taking a lead role, encouraging and supporting them. Can't view this video? You can also view this clip on Glow (log-in required). Why it was done? Staff understood the responsibility of the school to develop the confidence and leadership skills of every learner. What was the impact? Children demonstrated increased confidence and higher self-esteem through their leadership roles. For example, they were able to act as pool buddies as part of the school's swimming club, and older children were well organised as buddies for younger children in the playground.	<urn:uuid:3403035f-771a-4b21-96bf-7b385bf0cba5>	CC-MAIN-2020-05	https://education.gov.scot/improvement/practice-exemplars/a-whole-school-approach-to-promoting-children-s-involvement-in-leadership-at-ochiltree-primary/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251801423.98/warc/CC-MAIN-20200129164403-20200129193403-00352.warc.gz	en	0.981628	276	3.71875	4	[ -0.021454481407999992, -0.2247444987297058, 0.4544970989227295, -0.5356970429420471, -0.34457990527153015, 0.2739274501800537, 0.19402414560317993, 0.018643556162714958, -0.1998915672302246, -0.16597868502140045, 0.27874359488487244, -0.2850247919559479, 0.06430824846029282, 0.202464312314...	2	How to use this exemplar to improve practice This video along with reflective questions invites you to consider encouraging leadership for all in a primary setting. Watch the video and consider, individually or as a team, the following improvement questions: - How are you ensuring that every child can be a leader in your school? - How do you develop leadership skills for those learners with little confidence in taking on a leadership role? - What are all the opportunities you already offer and what new ones could you be adding to widen leadership choice for every learner? - How do you track the achievement of leadership skills across the school? Explore this exemplar: What was done? Learners were asked to volunteer as assembly helpers. They were tasked with helping other children who weren't very confident at speaking or taking a lead role, encouraging and supporting them. Can't view this video? You can also view this clip on Glow (log-in required). Why it was done? Staff understood the responsibility of the school to develop the confidence and leadership skills of every learner. What was the impact? Children demonstrated increased confidence and higher self-esteem through their leadership roles. For example, they were able to act as pool buddies as part of the school's swimming club, and older children were well organised as buddies for younger children in the playground.	261	ENGLISH	1
Victorio (c. 1820–1880) was an Apache warrior known as an intelligent and feared fighter. He proved his military cunning by leading small groups of warriors—often consisting of no more than 35 to 50 fighters—in triumphant resistance to American and Mexican troops. In October of 1880 he was eventually captured by Mexican soldiers at Tres Castillos in the state of Chihuahua in Mexico. Killing himself, rather than letting his enemies take him alive, Victorio left behind the legacy of his resistance to the forced movement of Native Americans onto reservations. Rose to Tribal Leader Victorio was born around 1820 in the Black Range of New Mexico. It was a rugged region of mountain and desert that might have seemed rather stark and barren to outsiders, but the Native American group that Victorio belonged to thrived upon the landscape. Victorio was a member of the Eastern Chiricahua Apaches, otherwise known as the Warm Springs or Mimbreno Apaches. The Apaches that Victorio belonged to were first united in 1837 by Mangas Coloradas near the Gila River in south-western New Mexico. Little is known about Victorio's early life, but it can be assumed that he spent some of his life learning to be a warrior, fighting against the encroaching white people and other enemy tribes who all fought to keep the best land and supplies. Young Native Americans, at the time, had to prove their worthiness to be called warriors by fighting against such people and demonstrating their military prowess in battle, something that Victorio must have done well. In the 1850s Victorio engaged in raids in northern Mexico alongside the more famous Native Americans Nana and Geronimo. In 1862 he joined Chief Mangas Coloradas, serving under him in the successful war to expel the Santa Rita del Cobre copper miners from Apache land. It was after Mangas died that Victorio rose to become a tribal leader, as he was next in line to lead. Victorio was the last hereditary chief whose raiding bands roamed over the lands they inhabited without any obstacles to stand in their way. This territory included present-day southwest Texas, New Mexico, southern Arizona, and the northern Mexican states of Sonora and Chihuahua. Forced to Move to San Carlos Reservation Victorio gathered together a band of about 300 Eastern Chiricahuas and Mescaleros Native Americans whom he took care of. He was thought, by the United States troops who fought against him, to be a man of sound judgment, tactical expert, and a great leader of men. His band of Native Americans settled near Fort Craig, New Mexico, in 1869, to await the completion of a new reservation near Ojo Caliente (Warm Springs), New Mexico that they had been promised by United States leaders. They were happy with their new home and did little raiding until April 20, 1877, when it was decided by the United States government that they wanted the land they had given the tribe, and that the Native Americans were to move to the San Carlos Reservation in Arizona instead. The move would crowd Victorio's band of Native Americans onto the San Carlos Reservation amidst their traditional enemies. They were given no choice, but had to leave while their crops were only half ripe. Victorio, on behalf of his people, protested the move loudly. Victorio had heard that the conditions at the San Carlos Reservation were horrible, and he had also heard of other Native Americans successfully raiding the nearby lands, rather than submitting to the move. Victorio considered putting together a band of warriors to begin raiding in Mexico, Texas, and New Mexico; however, he first attempted to reason with the men in charge of forcing his people to move. When Victorio was told that Warm Springs would be taken away from his people and offered to white settlers, it has been passed down that Victorio heatedly pleaded for his fellow men, women, and children to be allowed to keep their land. He passionately argued that if they were left alone at their homes, there would be no trouble. When little heed was paid to his statement, Victorio was quoted as having added, "This is our home, our country. We were born here and we love it." The officers in charge of moving Victorio and his men paid no attention to Victorio's pleadings. So Victorio said that he could not and would not stop them from taking the women and children to the new settlement, but he would not go himself and he would not allow his warriors to go either. Victorio Forced to Raiding Throu ghout the Southwest To deal with the situation the officers threatened to charge Victorio with murder and horse-stealing unless he complied with their wishes. Victorio knew that the white officers could be merciless. Not too long before this Geronimo had been jailed and Mangas Coloradas had been killed for going against the white man's wishes. Victorio feared the same things would happen to him, so he allowed himself and his people to be moved to the San Carlos reservation. He remained there for a very short time, however, choosing instead to run away from the reservation, never to return. He told the white men who he had befriended that he was sorry, but from then on it would have to be war, there would and could be no other way. He put through his earlier plans of raiding rather than submitting to a degrading life on the reservation. When Victorio left the San Carlos reservation, he took with him a group of approximately 40 warriors. Even though his band was small, Victorio managed to carry out attacks over an amazingly wide area of land, including New Mexico, Texas, and Mexico; he fought more battles over a wider area than any other Native Americans fighting at the time. He was a genius at planning and going through with an attack, and his warriors fought valiantly and loyally at his side. It has been told that there were almost 500 Americans and Mexicans who died during the attacks, which came to be known as Victorio's War. Fought With Americans Near Rattlesnake Springs In the summer of 1880 Victorio and his band stayed at many locations, always on the move. These locations included Quitman, Carrizo, and the Guadalupe mountains of far western Texas. Their tactics were those of guerilla warfare, and it made them cunning enemies. Always difficult to catch an enemy who has no base from which to work, the Americans and Mexicans knew that if they were going to catch Victorio and his band they were going to have to pay attention to every whisper of knowledge they received about the warriors' whereabouts. American officers heard just such a whisper in 1880; the rumblings were that Victorio and his band would be moving from the Rio Grande north to the Guadalupe mountains. Proceeding without verifying the rumor of Victorio's location, they quickly moved their troops into position to intercept the group. Their hope was that they would be able to ensnare the band of Native Americans in the vicinity of a place called Rattlesnake Springs, which they assumed the Native Americans would have to stop at, as it was a sort of oasis in the relatively barren landscape. Their risk paid off, as they did indeed come upon Victorio moving north to the mountains. The two groups met and clashed in the Sierra Diablo Mountains and at Rattlesnake Springs. The battle went on for three hours, each side striking deeply at the other until Victorio and his warriors finally fled into the Carrizo Mountains in the west and on into Mexico. The American officers spent much of that summer and fall looking for Victorio, but were unable to track him and his men down. They eventually returned to their base at Fort Concho empty-handed. Band Trapped and Caught in Tres Castillas, Mexico Back at Fort Concho, the American officers enlisted the help of Texas Rangers to track the Apaches down. One such man sent to find Victorio was ranger James B. Gillett, who purportedly rode with a Lt. George W. Baylor, 12 other rangers, and almost 100 civilians into Mexico in September of 1880 looking for the band of Native Americans. According to Gillett, he and the men he rode with were close to tracking down Victorio and his band when they were suddenly forced out of Mexico by the Mexican military soldier Colonel Joaqu'n Terrazas, who himself was a famous Native American fighter and leader of the Chihuahua militia. Terrazas was also looking for Victorio and his men and did not want anyone else to find them. The Americans went home empty-handed again, cursing the Mexican's deportation of them. Continuing on the trail that the Americans were following, Terrazas proved to be successful. In October of 1880 Terrazas and his men tracked the Apaches down to a range of mountains approximately 60 miles inside the Mexican border, called Tres Castillas. It was a location that Victorio and his warriors often stayed at when they were in Mexico looking for a place to hide out, and unfortunately Victorio heard nothing of the Mexican army's approach until it was too late to escape. On October 15, 1880, Terrazas and Juan Mata Ortiz, the man who was his second in command, managed to encircle Victorio and his men. The Apaches fought bravely, but in the end Terrazas, Ortiz and their men slaughtered the band of Apaches, leaving only those few women and children who had been traveling with the band alive. Victorio himself, refusing to die an ignoble death, at the hands of his enemies, killed himself. The survivors were made prisoners and were taken to Chihuahua City where they were kept in custody for the next few years. So ended the great warrior who had been forced off the land of his ancestors. Victorio died on October 15, 1880, in a battle against the Mexicans, but his memory remained vivid in the minds of people and especially his family. Although polygamy had been a status symbol in his tribe, he had only one wife, with whom he had had five children. Three of his sons died in battle before him. Notable Native Americans, Gale Research, 1995. "Chief Victorio," King Snake, http://www.kingsnake.com/hudspeth/victorio.htm (January 6, 2006). "Victorio," The Handbook of Texas Online, http://www.tsha.utexas.edu/handbook/online/articles/W/fvi3.html (January 6, 2006). "Victorio's War: A Closer Look," Buffalo Soldier Web Site, http://www.buffalosoldier.net/BuffaloSoldiers&ChiefVictorio.htm (January 6, 2006).	<urn:uuid:2bcd628a-8ce4-4b16-adcf-4276c9cea78b>	CC-MAIN-2020-05	https://www.encyclopedia.com/people/history/north-american-indigenous-peoples-biographies/victorio	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672537.90/warc/CC-MAIN-20200125131641-20200125160641-00155.warc.gz	en	0.989428	2,230	3.34375	3	[ -0.13492445647716522, 0.0704892948269844, 0.1502058207988739, 0.2746850252151489, -0.15755516290664673, -0.19003966450691223, 0.017822429537773132, 0.10960724204778671, 0.01361144706606865, -0.20280051231384277, -0.11846354603767395, -0.09176408499479294, 0.490885853767395, 0.2117186486721...	2	Victorio (c. 1820–1880) was an Apache warrior known as an intelligent and feared fighter. He proved his military cunning by leading small groups of warriors—often consisting of no more than 35 to 50 fighters—in triumphant resistance to American and Mexican troops. In October of 1880 he was eventually captured by Mexican soldiers at Tres Castillos in the state of Chihuahua in Mexico. Killing himself, rather than letting his enemies take him alive, Victorio left behind the legacy of his resistance to the forced movement of Native Americans onto reservations. Rose to Tribal Leader Victorio was born around 1820 in the Black Range of New Mexico. It was a rugged region of mountain and desert that might have seemed rather stark and barren to outsiders, but the Native American group that Victorio belonged to thrived upon the landscape. Victorio was a member of the Eastern Chiricahua Apaches, otherwise known as the Warm Springs or Mimbreno Apaches. The Apaches that Victorio belonged to were first united in 1837 by Mangas Coloradas near the Gila River in south-western New Mexico. Little is known about Victorio's early life, but it can be assumed that he spent some of his life learning to be a warrior, fighting against the encroaching white people and other enemy tribes who all fought to keep the best land and supplies. Young Native Americans, at the time, had to prove their worthiness to be called warriors by fighting against such people and demonstrating their military prowess in battle, something that Victorio must have done well. In the 1850s Victorio engaged in raids in northern Mexico alongside the more famous Native Americans Nana and Geronimo. In 1862 he joined Chief Mangas Coloradas, serving under him in the successful war to expel the Santa Rita del Cobre copper miners from Apache land. It was after Mangas died that Victorio rose to become a tribal leader, as he was next in line to lead. Victorio was the last hereditary chief whose raiding bands roamed over the lands they inhabited without any obstacles to stand in their way. This territory included present-day southwest Texas, New Mexico, southern Arizona, and the northern Mexican states of Sonora and Chihuahua. Forced to Move to San Carlos Reservation Victorio gathered together a band of about 300 Eastern Chiricahuas and Mescaleros Native Americans whom he took care of. He was thought, by the United States troops who fought against him, to be a man of sound judgment, tactical expert, and a great leader of men. His band of Native Americans settled near Fort Craig, New Mexico, in 1869, to await the completion of a new reservation near Ojo Caliente (Warm Springs), New Mexico that they had been promised by United States leaders. They were happy with their new home and did little raiding until April 20, 1877, when it was decided by the United States government that they wanted the land they had given the tribe, and that the Native Americans were to move to the San Carlos Reservation in Arizona instead. The move would crowd Victorio's band of Native Americans onto the San Carlos Reservation amidst their traditional enemies. They were given no choice, but had to leave while their crops were only half ripe. Victorio, on behalf of his people, protested the move loudly. Victorio had heard that the conditions at the San Carlos Reservation were horrible, and he had also heard of other Native Americans successfully raiding the nearby lands, rather than submitting to the move. Victorio considered putting together a band of warriors to begin raiding in Mexico, Texas, and New Mexico; however, he first attempted to reason with the men in charge of forcing his people to move. When Victorio was told that Warm Springs would be taken away from his people and offered to white settlers, it has been passed down that Victorio heatedly pleaded for his fellow men, women, and children to be allowed to keep their land. He passionately argued that if they were left alone at their homes, there would be no trouble. When little heed was paid to his statement, Victorio was quoted as having added, "This is our home, our country. We were born here and we love it." The officers in charge of moving Victorio and his men paid no attention to Victorio's pleadings. So Victorio said that he could not and would not stop them from taking the women and children to the new settlement, but he would not go himself and he would not allow his warriors to go either. Victorio Forced to Raiding Throu ghout the Southwest To deal with the situation the officers threatened to charge Victorio with murder and horse-stealing unless he complied with their wishes. Victorio knew that the white officers could be merciless. Not too long before this Geronimo had been jailed and Mangas Coloradas had been killed for going against the white man's wishes. Victorio feared the same things would happen to him, so he allowed himself and his people to be moved to the San Carlos reservation. He remained there for a very short time, however, choosing instead to run away from the reservation, never to return. He told the white men who he had befriended that he was sorry, but from then on it would have to be war, there would and could be no other way. He put through his earlier plans of raiding rather than submitting to a degrading life on the reservation. When Victorio left the San Carlos reservation, he took with him a group of approximately 40 warriors. Even though his band was small, Victorio managed to carry out attacks over an amazingly wide area of land, including New Mexico, Texas, and Mexico; he fought more battles over a wider area than any other Native Americans fighting at the time. He was a genius at planning and going through with an attack, and his warriors fought valiantly and loyally at his side. It has been told that there were almost 500 Americans and Mexicans who died during the attacks, which came to be known as Victorio's War. Fought With Americans Near Rattlesnake Springs In the summer of 1880 Victorio and his band stayed at many locations, always on the move. These locations included Quitman, Carrizo, and the Guadalupe mountains of far western Texas. Their tactics were those of guerilla warfare, and it made them cunning enemies. Always difficult to catch an enemy who has no base from which to work, the Americans and Mexicans knew that if they were going to catch Victorio and his band they were going to have to pay attention to every whisper of knowledge they received about the warriors' whereabouts. American officers heard just such a whisper in 1880; the rumblings were that Victorio and his band would be moving from the Rio Grande north to the Guadalupe mountains. Proceeding without verifying the rumor of Victorio's location, they quickly moved their troops into position to intercept the group. Their hope was that they would be able to ensnare the band of Native Americans in the vicinity of a place called Rattlesnake Springs, which they assumed the Native Americans would have to stop at, as it was a sort of oasis in the relatively barren landscape. Their risk paid off, as they did indeed come upon Victorio moving north to the mountains. The two groups met and clashed in the Sierra Diablo Mountains and at Rattlesnake Springs. The battle went on for three hours, each side striking deeply at the other until Victorio and his warriors finally fled into the Carrizo Mountains in the west and on into Mexico. The American officers spent much of that summer and fall looking for Victorio, but were unable to track him and his men down. They eventually returned to their base at Fort Concho empty-handed. Band Trapped and Caught in Tres Castillas, Mexico Back at Fort Concho, the American officers enlisted the help of Texas Rangers to track the Apaches down. One such man sent to find Victorio was ranger James B. Gillett, who purportedly rode with a Lt. George W. Baylor, 12 other rangers, and almost 100 civilians into Mexico in September of 1880 looking for the band of Native Americans. According to Gillett, he and the men he rode with were close to tracking down Victorio and his band when they were suddenly forced out of Mexico by the Mexican military soldier Colonel Joaqu'n Terrazas, who himself was a famous Native American fighter and leader of the Chihuahua militia. Terrazas was also looking for Victorio and his men and did not want anyone else to find them. The Americans went home empty-handed again, cursing the Mexican's deportation of them. Continuing on the trail that the Americans were following, Terrazas proved to be successful. In October of 1880 Terrazas and his men tracked the Apaches down to a range of mountains approximately 60 miles inside the Mexican border, called Tres Castillas. It was a location that Victorio and his warriors often stayed at when they were in Mexico looking for a place to hide out, and unfortunately Victorio heard nothing of the Mexican army's approach until it was too late to escape. On October 15, 1880, Terrazas and Juan Mata Ortiz, the man who was his second in command, managed to encircle Victorio and his men. The Apaches fought bravely, but in the end Terrazas, Ortiz and their men slaughtered the band of Apaches, leaving only those few women and children who had been traveling with the band alive. Victorio himself, refusing to die an ignoble death, at the hands of his enemies, killed himself. The survivors were made prisoners and were taken to Chihuahua City where they were kept in custody for the next few years. So ended the great warrior who had been forced off the land of his ancestors. Victorio died on October 15, 1880, in a battle against the Mexicans, but his memory remained vivid in the minds of people and especially his family. Although polygamy had been a status symbol in his tribe, he had only one wife, with whom he had had five children. Three of his sons died in battle before him. Notable Native Americans, Gale Research, 1995. "Chief Victorio," King Snake, http://www.kingsnake.com/hudspeth/victorio.htm (January 6, 2006). "Victorio," The Handbook of Texas Online, http://www.tsha.utexas.edu/handbook/online/articles/W/fvi3.html (January 6, 2006). "Victorio's War: A Closer Look," Buffalo Soldier Web Site, http://www.buffalosoldier.net/BuffaloSoldiers&ChiefVictorio.htm (January 6, 2006).	2,293	ENGLISH	1
When you're supposed to do something, you're expected or required to do something. In your example sentences: _"You're supposed to stop when at a red light" carries with it a variety of meanings and implications: "You are expected to stop", "According to the rules of the road, you must stop", "The police may catch you if you do not stop" "You're supposed to unpack once you get there." means someone wants you to unpack once you arrive at your destination - it might be the person speaking (your parent?), the person on-site (the camp counselor?). "Supposed to" can also be used when you talk about general rules of good behaviour, health & safety, or common sense, for instance: - "In the old days, men were supposed to stand up when a woman wanted to leave the table." - "You're supposed to wash your hands after you've used the toilet." - "You're supposed to recycle as much plastic as possible."	<urn:uuid:fd0c03a3-67c1-4975-ac94-fed4724b3e94>	CC-MAIN-2020-05	https://ell.stackexchange.com/revisions/24402/1	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251681412.74/warc/CC-MAIN-20200125191854-20200125221854-00245.warc.gz	en	0.980264	210	3.28125	3	[ -0.1240454912185669, -0.0909275934100151, 0.44171109795570374, -0.24405287206172943, 0.04785781353712082, -0.18967954814434052, 1.381957769393921, -0.0357830710709095, -0.11600267142057419, -0.17276914417743683, 0.17309556901454926, 0.2109767347574234, -0.14693377912044525, 0.2204717248678...	1	When you're supposed to do something, you're expected or required to do something. In your example sentences: _"You're supposed to stop when at a red light" carries with it a variety of meanings and implications: "You are expected to stop", "According to the rules of the road, you must stop", "The police may catch you if you do not stop" "You're supposed to unpack once you get there." means someone wants you to unpack once you arrive at your destination - it might be the person speaking (your parent?), the person on-site (the camp counselor?). "Supposed to" can also be used when you talk about general rules of good behaviour, health & safety, or common sense, for instance: - "In the old days, men were supposed to stand up when a woman wanted to leave the table." - "You're supposed to wash your hands after you've used the toilet." - "You're supposed to recycle as much plastic as possible."	200	ENGLISH	1
Summary for Leopold Mock Trial Leopold II of Belgium was the second king of Belgium. During the Berlin Conference, he took the area of the Congo for himself. However, he had actually tried to get the Philippines first (to profit from), but as that turned out unsuccessful, he decided to go for the Congo. He said he needed to finance development projects, so he got loans from the Belgian government. Leopold claimed he was protecting the natives from Arab traders. He used the cover that it was his job to protect the natives and “bring civilization to central Africa.” He also used the cover that he was introducing them to Christianity. King Leopold sent Henry Morton Stanley, an explorer, to the Congo to explore there and get a lay of the land. Afterward, he signed treaties and agreements with over 450 tribes and their leaders for the land but soon asserted authority over them. Using Christianity as a way to make the rest of the world believe he was doing a good thing, King Leopold went in and exploited the resources and the people of the Congo. Leopold also made an army called the Force Publique. At the top of the ladder were European officials. To them, this meant getting experience and helping the less fortunate. The ranks and soldiers in the Force Publique were the Congolese people. They were coerced into helping the Europeans make sure the other Congolese people filled their rubber quotas. What King Leopold made the Congolese people do was fill out quotas. He exploited them. He’d use them to get rubber and ivory and other resources abundantly found in the Congo area. In other words, he was torturing them. People from young children to adults all had to help fill this quota. King Leopold profited off of them all. He used these profits to buy things for his teenage mistress. A place that the Force Publique took over was Katanga. It was rich in minerals. But Katanga’s tribe fell after their leader was shot by...	<urn:uuid:11928b31-d65a-49ed-b22e-eb35192a7ce1>	CC-MAIN-2020-05	https://ostatic.com/essays/king-leopold-s-genocide-in-the-congo-social-studies-research	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601241.42/warc/CC-MAIN-20200121014531-20200121043531-00283.warc.gz	en	0.985721	419	3.6875	4	[ -0.49531814455986023, 0.8305789828300476, 0.19469471275806427, -0.011711299419403076, -0.15212123095989227, -0.25067517161369324, 0.5609351396560669, 0.3381757438182831, -0.10416139662265778, 0.13966184854507446, 0.2114349901676178, -0.7598972916603088, 0.22621925175189972, -0.118147298693...	2	Summary for Leopold Mock Trial Leopold II of Belgium was the second king of Belgium. During the Berlin Conference, he took the area of the Congo for himself. However, he had actually tried to get the Philippines first (to profit from), but as that turned out unsuccessful, he decided to go for the Congo. He said he needed to finance development projects, so he got loans from the Belgian government. Leopold claimed he was protecting the natives from Arab traders. He used the cover that it was his job to protect the natives and “bring civilization to central Africa.” He also used the cover that he was introducing them to Christianity. King Leopold sent Henry Morton Stanley, an explorer, to the Congo to explore there and get a lay of the land. Afterward, he signed treaties and agreements with over 450 tribes and their leaders for the land but soon asserted authority over them. Using Christianity as a way to make the rest of the world believe he was doing a good thing, King Leopold went in and exploited the resources and the people of the Congo. Leopold also made an army called the Force Publique. At the top of the ladder were European officials. To them, this meant getting experience and helping the less fortunate. The ranks and soldiers in the Force Publique were the Congolese people. They were coerced into helping the Europeans make sure the other Congolese people filled their rubber quotas. What King Leopold made the Congolese people do was fill out quotas. He exploited them. He’d use them to get rubber and ivory and other resources abundantly found in the Congo area. In other words, he was torturing them. People from young children to adults all had to help fill this quota. King Leopold profited off of them all. He used these profits to buy things for his teenage mistress. A place that the Force Publique took over was Katanga. It was rich in minerals. But Katanga’s tribe fell after their leader was shot by...	416	ENGLISH	1
This lecture was given on Gaura Purnima, 3-21-08. H.D. Goswami analyzes the Western world as it existed in the 15th century and describes the revolutionary changes during the time of Lord Caitanya’s appearance which transformed the world and paved the way for the sankirtan movement. Lord Caitanya appeared 1486. India generally has a history of religious tolerance and cosmopolitan view, but even in India there were serious problems in regards to religious tolerance (eg. Haridas Thakur challenged by the Muslims). In Europe there was some tolerance. When Lord Caitanya was six years old Columbus tried to sail to East-India where He was. Krsna is the autor of history. He brought history on the earth to the point where Westerners take up Lord Caitanya’s movement. Columbus didn’t make it to India, but the effect of having discovered the “New Word” with new resources has a tremendous effect on the Western world, it stimulated globalization. It began when Lord Caitanya was a child. The idea was to organize the world so that there would be a world sankirtan, and the world began to change. Another point is that those cities which have lots of international contacts have more sophisticated people. New York City is so sophisticated because people came from multicultural background. In our life when you have contact with different people your own life is put into perspective. You understand this is one way to live and there are also other ways which make people happy. Europeans were coming in contact with other people. Also the printing press was invented. Before, to copy a book was very expensive. It meant hiring someone for weeks. Only very rich people and institutions could have libraries, so there was not much literacy. Hardly anyone read the Bible even though the Middle Ages were extremely Christian. So the printing press completely changed the world. The first things that were printed were the Bible and then the travel journals. Everyone was a racist back then. People were proud of their countries. Every race thought they were the best race, and this view was completely respected. Another powerful thing that happened was the disintegration of the church. Martin Luther, a contemporary of Lord Caitanya revolted against the church. The Protestants were as fanatic as the Catholics, and when the church disintegrated it lost its power (just like the Gaudiya Math). It was not possible to preach anymore because there were so many different protestant groups. All this was going to culminate in the revolutionary war in America and created the possibility for an international Sankirtan movement. People like Thomas Jefferson were highly educated. Culture began to become relativized. Scientific revolution, which began with Newton, also happened at that time. India is full of superstition as Europe was before the scientific revolution, full of irrationality. This revolution completely changed Western civilization. Europe was completely governed by a hereditary cast system. The clergy was the equivalent to the brahmanas. The upper clases depended on culture, not on money. The industrial revolution destroyed this system. The varnas are based on an agrarian culture. The whole purpose of the revolution was to have a scientific government (is it scientific to have a king?). At the same time the authority of the priests was shattered because there were so many different priests. The intellectuals in Europe gave up Christianity because it was not scientific. So all these things happened – social, political, economical changes – to prepare for the sankirtan movement.	<urn:uuid:62eff15c-8768-421d-8ecc-74dd6fb92d9c>	CC-MAIN-2020-05	https://www.hdgoswami.com/lecture/how-lord-caitanya-transformed-this-world/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251669967.70/warc/CC-MAIN-20200125041318-20200125070318-00215.warc.gz	en	0.980578	722	3.671875	4	[ -0.09489115327596664, 0.1614607870578766, 0.16573765873908997, 0.18727444112300873, -0.10369008779525757, 0.001997116720303893, -0.19138017296791077, 0.25579145550727844, -0.056739747524261475, -0.03514523059129715, -0.19737538695335388, -0.012538041919469833, 0.2099999487400055, 0.3440649...	6	This lecture was given on Gaura Purnima, 3-21-08. H.D. Goswami analyzes the Western world as it existed in the 15th century and describes the revolutionary changes during the time of Lord Caitanya’s appearance which transformed the world and paved the way for the sankirtan movement. Lord Caitanya appeared 1486. India generally has a history of religious tolerance and cosmopolitan view, but even in India there were serious problems in regards to religious tolerance (eg. Haridas Thakur challenged by the Muslims). In Europe there was some tolerance. When Lord Caitanya was six years old Columbus tried to sail to East-India where He was. Krsna is the autor of history. He brought history on the earth to the point where Westerners take up Lord Caitanya’s movement. Columbus didn’t make it to India, but the effect of having discovered the “New Word” with new resources has a tremendous effect on the Western world, it stimulated globalization. It began when Lord Caitanya was a child. The idea was to organize the world so that there would be a world sankirtan, and the world began to change. Another point is that those cities which have lots of international contacts have more sophisticated people. New York City is so sophisticated because people came from multicultural background. In our life when you have contact with different people your own life is put into perspective. You understand this is one way to live and there are also other ways which make people happy. Europeans were coming in contact with other people. Also the printing press was invented. Before, to copy a book was very expensive. It meant hiring someone for weeks. Only very rich people and institutions could have libraries, so there was not much literacy. Hardly anyone read the Bible even though the Middle Ages were extremely Christian. So the printing press completely changed the world. The first things that were printed were the Bible and then the travel journals. Everyone was a racist back then. People were proud of their countries. Every race thought they were the best race, and this view was completely respected. Another powerful thing that happened was the disintegration of the church. Martin Luther, a contemporary of Lord Caitanya revolted against the church. The Protestants were as fanatic as the Catholics, and when the church disintegrated it lost its power (just like the Gaudiya Math). It was not possible to preach anymore because there were so many different protestant groups. All this was going to culminate in the revolutionary war in America and created the possibility for an international Sankirtan movement. People like Thomas Jefferson were highly educated. Culture began to become relativized. Scientific revolution, which began with Newton, also happened at that time. India is full of superstition as Europe was before the scientific revolution, full of irrationality. This revolution completely changed Western civilization. Europe was completely governed by a hereditary cast system. The clergy was the equivalent to the brahmanas. The upper clases depended on culture, not on money. The industrial revolution destroyed this system. The varnas are based on an agrarian culture. The whole purpose of the revolution was to have a scientific government (is it scientific to have a king?). At the same time the authority of the priests was shattered because there were so many different priests. The intellectuals in Europe gave up Christianity because it was not scientific. So all these things happened – social, political, economical changes – to prepare for the sankirtan movement.	713	ENGLISH	1
Who was Zipporah in the Bible? Question: "Who was Zipporah in the Bible?" Answer: Zipporah in the Bible was the wife of Moses and the daughter of Jethro, the priest of Midian. When Moses fled from Egypt to the land of Midian, he met Jethro’s seven daughters, who were having some trouble getting enough water for their flocks (Exodus 2). In that area, the troughs for watering flocks were being monopolized by some shepherds who denied Jethro’s daughters access to the troughs. Moses assisted the women by driving the shepherds away so their flocks could be watered. Zipporah was among the sisters helped by Moses. Zipporah and her sisters brought Moses back to their tent to meet their father, the priest of Midian, who liked Moses. Moses was content to stay there in Midian (Exodus 2:21). Moses later married Zipporah and began a new life. Zipporah gave birth to a son. Moses named him Gershom, a name that sounds like the Hebrew word meaning “a foreigner there.” Gershom’s name was a reminder that Moses was a foreigner and living among foreigners. Later, Zipporah had another son named Eliezer (Exodus 18:4). Later in the book of Exodus, there is a strange passage involving Zipporah. Moses and his wife are traveling to Egypt because God had told Moses to bring the Israelites out of bondage (Exodus 3). On the way, Moses and Zipporah stop at an inn, and the Lord meets Moses there, seeking to kill him. Perceiving that Moses was in mortal danger, Zipporah takes a sharp stone and circumcises her son. She takes her son’s foreskin and, touching Moses’ feet with it, she utters the enigmatic statement, “Surely you are a bridegroom of blood to me!” (Exodus 4:25). Her action worked. After Zipporah’s intervention, the Lord left Moses alone. The Bible does not explicitly explain why the Lord desired to kill Moses, but it was probably because Moses had not performed the rite of circumcision. Circumcision was an important symbol of the Abrahamic Covenant, and the lack of circumcision would mark a person as cut off from God’s people (Genesis 17:9–14). For Moses to neglect to circumcise his son was an affront to God, as if he were saying that he and his family did not truly belong to God. How could Moses be an effective leader of God’s people if he were in violation of God’s clear command? Zipporah’s words to Moses are puzzling, but the text explains that “she said ‘bridegroom of blood,’ referring to circumcision” (Exodus 4:26). It seems that Zipporah was angry at having to perform the rite, which should have been completed by Moses. Sometime after this incident, Moses sent Zipporah and his two sons back to Midian to stay with Zipporah’s father (see Exodus 18:2–3). Recommended Resource: The Great Lives from God’s Word Series by Chuck Swindoll More insights from your Bible study - Get Started with Logos Bible Software for Free! Who was Moses' mother? Who was Jethro in the Bible? Who was Rahab in the Bible? Who was Noah in the Bible? Who was Elijah in the Bible? Questions about People in the Bible Who was Zipporah in the Bible?	<urn:uuid:7777b83a-5772-4feb-89a5-577371162f4d>	CC-MAIN-2020-05	https://www.gotquestions.org/Zipporah-in-the-Bible.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251678287.60/warc/CC-MAIN-20200125161753-20200125190753-00182.warc.gz	en	0.981595	774	3.296875	3	[ -0.39080336689949036, 0.8752233386039734, 0.07810037583112717, 0.06586232781410217, -0.2669018507003784, -0.5187704563140869, 0.5116614103317261, -0.0179738886654377, 0.15378528833389282, 0.3532964587211609, -0.06488350033760071, -0.44567444920539856, -0.04407859593629837, -0.3303659260272...	1	Who was Zipporah in the Bible? Question: "Who was Zipporah in the Bible?" Answer: Zipporah in the Bible was the wife of Moses and the daughter of Jethro, the priest of Midian. When Moses fled from Egypt to the land of Midian, he met Jethro’s seven daughters, who were having some trouble getting enough water for their flocks (Exodus 2). In that area, the troughs for watering flocks were being monopolized by some shepherds who denied Jethro’s daughters access to the troughs. Moses assisted the women by driving the shepherds away so their flocks could be watered. Zipporah was among the sisters helped by Moses. Zipporah and her sisters brought Moses back to their tent to meet their father, the priest of Midian, who liked Moses. Moses was content to stay there in Midian (Exodus 2:21). Moses later married Zipporah and began a new life. Zipporah gave birth to a son. Moses named him Gershom, a name that sounds like the Hebrew word meaning “a foreigner there.” Gershom’s name was a reminder that Moses was a foreigner and living among foreigners. Later, Zipporah had another son named Eliezer (Exodus 18:4). Later in the book of Exodus, there is a strange passage involving Zipporah. Moses and his wife are traveling to Egypt because God had told Moses to bring the Israelites out of bondage (Exodus 3). On the way, Moses and Zipporah stop at an inn, and the Lord meets Moses there, seeking to kill him. Perceiving that Moses was in mortal danger, Zipporah takes a sharp stone and circumcises her son. She takes her son’s foreskin and, touching Moses’ feet with it, she utters the enigmatic statement, “Surely you are a bridegroom of blood to me!” (Exodus 4:25). Her action worked. After Zipporah’s intervention, the Lord left Moses alone. The Bible does not explicitly explain why the Lord desired to kill Moses, but it was probably because Moses had not performed the rite of circumcision. Circumcision was an important symbol of the Abrahamic Covenant, and the lack of circumcision would mark a person as cut off from God’s people (Genesis 17:9–14). For Moses to neglect to circumcise his son was an affront to God, as if he were saying that he and his family did not truly belong to God. How could Moses be an effective leader of God’s people if he were in violation of God’s clear command? Zipporah’s words to Moses are puzzling, but the text explains that “she said ‘bridegroom of blood,’ referring to circumcision” (Exodus 4:26). It seems that Zipporah was angry at having to perform the rite, which should have been completed by Moses. Sometime after this incident, Moses sent Zipporah and his two sons back to Midian to stay with Zipporah’s father (see Exodus 18:2–3). Recommended Resource: The Great Lives from God’s Word Series by Chuck Swindoll More insights from your Bible study - Get Started with Logos Bible Software for Free! Who was Moses' mother? Who was Jethro in the Bible? Who was Rahab in the Bible? Who was Noah in the Bible? Who was Elijah in the Bible? Questions about People in the Bible Who was Zipporah in the Bible?	768	ENGLISH	1
Moa were large, flightless birds of New Zealand that became extinct several centuries ago. A. Because New Zealand had no large mammals, moa had no mammalian predators and occupied the ecological niches that elsewhere were occupied by large mammalian herbivores. B. Initially, moa had a high reproductive rate, but over time it significantly declined, largely due to changes in New Zealand's climatic pattern. C. DNA analysis of moa remains revealed that the extinction of moa species occurred less than three centuries ago. D. The extinction of moa was primarily caused by the hunting and deforestation activities of the Maori, who arrived in New Zealand about one thousand years ago. E. Scientists claim that forest burning is the factor most responsible for the disappearance of moa. F. The Maori introduced dogs, rats, and perhaps disease organisms, which may have contributed to the extinction of moa, but evidence is not available.	<urn:uuid:30623c51-93a3-4ae0-a4f4-26eea6ce3556>	CC-MAIN-2020-05	http://www.peakgmt.com/web/C4I998M26_4V4I1EN$.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250611127.53/warc/CC-MAIN-20200123160903-20200123185903-00058.warc.gz	en	0.980469	188	3.625	4	[ -0.3246890604496002, 0.49043789505958557, 0.22584585845470428, 0.16801615059375763, 0.2608093023300171, -0.09274297952651978, 0.009804599918425083, 0.3415822684764862, 0.06241007149219513, 0.29464176297187805, 0.1475720852613449, -0.4983486533164978, 0.24175141751766205, 0.5071459412574768...	1	Moa were large, flightless birds of New Zealand that became extinct several centuries ago. A. Because New Zealand had no large mammals, moa had no mammalian predators and occupied the ecological niches that elsewhere were occupied by large mammalian herbivores. B. Initially, moa had a high reproductive rate, but over time it significantly declined, largely due to changes in New Zealand's climatic pattern. C. DNA analysis of moa remains revealed that the extinction of moa species occurred less than three centuries ago. D. The extinction of moa was primarily caused by the hunting and deforestation activities of the Maori, who arrived in New Zealand about one thousand years ago. E. Scientists claim that forest burning is the factor most responsible for the disappearance of moa. F. The Maori introduced dogs, rats, and perhaps disease organisms, which may have contributed to the extinction of moa, but evidence is not available.	191	ENGLISH	1
Martin Luther King was the most famous champion of black civil rights in the US. He was born on 15 January 1929 when America was both racist and violent. Like his father, he became a Baptist minister, but he didn’t just pray all the time! His idea was to act in a non-violent way to abolish the racist laws of his country. And he managed to do it! In those days, blacks were considered inferior in the US, especially in the south. Even though slavery had been abolished, blacks lived separated from whites with their own neighborhoods, churches and schools. In 1955, King took the defence of Rosa Parks, a young black woman, who refused to give up her seat on the bus to a white man. King was sent to prison many times for his actions to improve the living and working conditions of blacks. He was even beaten up! On 28 August 1963, he made his famous “I have a dream” speech in front of 250,000 Americans. Martin Luther King described the better world he was dreaming of, where all men could live together as brothers. A year later, he became the youngest Nobel Peace Prize winner ever. But on 4 April 1968, King was assassinated by a white racist. 100,000 people wept at his funeral. But his fight was not in vain. The election of Barack Obama, the first black President of the United States, proved that things had really changed!	<urn:uuid:344d350b-48b4-43e4-acb9-c339e38aca16>	CC-MAIN-2020-05	https://education.1jour1actu.com/1jour1actu-en-anglais/who-was-martin-luther-king/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607407.48/warc/CC-MAIN-20200122191620-20200122220620-00353.warc.gz	en	0.993573	302	3.8125	4	[ -0.2564440965652466, 0.635879635810852, 0.07481805235147476, -0.1188419759273529, -0.4345778226852417, 0.32871031761169434, 0.3748748302459717, 0.04863296076655388, 0.1082550585269928, 0.4858179986476898, -0.01398497074842453, -0.01600637473165989, -0.042796991765499115, -0.159753128886222...	4	Martin Luther King was the most famous champion of black civil rights in the US. He was born on 15 January 1929 when America was both racist and violent. Like his father, he became a Baptist minister, but he didn’t just pray all the time! His idea was to act in a non-violent way to abolish the racist laws of his country. And he managed to do it! In those days, blacks were considered inferior in the US, especially in the south. Even though slavery had been abolished, blacks lived separated from whites with their own neighborhoods, churches and schools. In 1955, King took the defence of Rosa Parks, a young black woman, who refused to give up her seat on the bus to a white man. King was sent to prison many times for his actions to improve the living and working conditions of blacks. He was even beaten up! On 28 August 1963, he made his famous “I have a dream” speech in front of 250,000 Americans. Martin Luther King described the better world he was dreaming of, where all men could live together as brothers. A year later, he became the youngest Nobel Peace Prize winner ever. But on 4 April 1968, King was assassinated by a white racist. 100,000 people wept at his funeral. But his fight was not in vain. The election of Barack Obama, the first black President of the United States, proved that things had really changed!	318	ENGLISH	1
Bernard Ratzer was a British cartographer, best known for his 18th-century maps of early New York City. Today, his name is invoked as something of a Da Vinci of New York cartography, as his best known work was the 1770 "Plan of the City of New York". Ratzer was a British Army officer who spent his time in America working as a surveyor and draftsman. He was, in particular, assigned to survey America's eastern coastline during the French and Indian War and later into the early stages of the American Revolution. He worked alongside his more well-known contemporaries Claude J. Sauthier, Samuel Holland and Thomas Jefferys. One of his earliest drafts of the "Plan of the City of New York," which shows in great detail many of the time's most famous landmarks in addition to a small illustration of Manhattan as seen from Governor's Island, was given to George III, England's king, as a gesture from the publishers.	<urn:uuid:d4be6679-ff18-46b3-bf55-6d4fd10aa639>	CC-MAIN-2020-05	http://www.popflock.com/learn?s=Bernard_Ratzer	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250628549.43/warc/CC-MAIN-20200125011232-20200125040232-00230.warc.gz	en	0.991003	201	3.71875	4	[ -0.14800292253494263, 0.007303616032004356, 0.42800623178482056, -0.3194465935230255, -0.19301685690879822, 0.27273133397102356, 0.07622028887271881, 0.24496790766716003, -0.5325550436973572, -0.07297249138355255, -0.5626954436302185, -0.19994017481803894, -0.17719361186027527, 0.656312465...	1	Bernard Ratzer was a British cartographer, best known for his 18th-century maps of early New York City. Today, his name is invoked as something of a Da Vinci of New York cartography, as his best known work was the 1770 "Plan of the City of New York". Ratzer was a British Army officer who spent his time in America working as a surveyor and draftsman. He was, in particular, assigned to survey America's eastern coastline during the French and Indian War and later into the early stages of the American Revolution. He worked alongside his more well-known contemporaries Claude J. Sauthier, Samuel Holland and Thomas Jefferys. One of his earliest drafts of the "Plan of the City of New York," which shows in great detail many of the time's most famous landmarks in addition to a small illustration of Manhattan as seen from Governor's Island, was given to George III, England's king, as a gesture from the publishers.	203	ENGLISH	1
An analysis of life being a knight on the middle ages November 19, Uncategorized The. The first was earning the right on the battlefield. If a soldier fought particularly bravely during a battle or war, he may be awarded knighthood by the king, a lord, or even another knight. The second way was to become an apprentice to a knight and earn the title through hard work and training. The Accolade by Edmund Leighton Who could become a knight? \|Medieval Knights in Early Medieval Times\|\|And these same knights are usually pictured wearing shiny armour and riding a magnificent steed. How true is this depiction?\| \|The Life of a Medieval Knight\|\|The Domesday Book Knighthood in the middle ages was something of a prestigious position. The knight was charged with the obligation of learning the art of war and adhering to the code of chivalry.\| \|History of Famous Medieval Knights\|\|While all of these elements did play a role in life in the Middle Ages, they were far from the everyday life men and women lived at the time. Understanding the difficulties and challenges people faced during these times is challenging, perhaps even moreso due to the vast differences in the quality of life enjoyed by those of higher social standing and greater wealth and those in the majority, the peasants who struggled to maintain their standards of living.\| \|Medieval Knights on barnweddingvt.com\|\|Knights In the Middle Ages, there was a definite structure in society. You were born into a class of people and generally stayed in that class for your entire life.\| \|Daily Life of a Knight in the Middle Ages\|\|We know they wore armor and fought in wars and tournaments.\| No doubt many young men growing up in the Middle Ages dreamed of becoming a knight, but only a few could afford to become knights. The first requirement of a knight was someone who could afford a knight's weapons, armor, and war horse. These items weren't cheap and only the very rich could pay for them. Knights were also people from the noble or aristocratic classes. Page When a boy, or more likely his parents, decided that he wanted to become a knight, he would go to live in the household of a knight when he was seven years old. There he would serve the knight as a page. As a young page he basically was a servant for the knight, performing tasks such as serving meals, cleaning his clothes, and carrying messages. While working for the knight's household, the page learned the proper way to behave and good manners. The page also began to train to fight. He would practice with other pages using wooden shields and swords. He also would start to learn how to ride a horse using no hands and carrying a lance. Squire Around the age of fifteen, the page would become a squire. As a squire, the young man would have a new set of tasks. He would take care of the knight's horses, clean his armor and weapons, and accompany the knight to the battlefield. Squires had to be ready to fight. They trained with real weapons and were taught fighting skills by the knight. They had to be in good shape and strong. Squires continued to practice their horsemanship, perfecting their skills at jousting and fighting from the saddle. Most future knights worked as a squire for five or six years. Dubbing Ceremony If a squire had proven his bravery and skill at battle, he would become a knight at the age of twenty-one. He gained the title of knight at a "dubbing" ceremony. At this ceremony he would kneel before another knight, lord, or king who would then tap the squire on the shoulder with his sword making him a knight. At the ceremony, the new knight would take an oath to honor and protect his king and the church. He would be presented with a pair of riding spurs and a sword. Interesting Facts about Becoming a Knight Squires often learned about castle and siege warfare from their knight. Aug 09, · Life in the Middle Ages The Knight. Life in the Middle Ages The Knight. Skip navigation Sign in. What was Life Like for a Medieval Knight? - Duration: Real Crusades History 5, views. Daily Life of a Knight in the Middle Ages The daily life of a knight in the Middle ages followed a similar schedule to that of his lord or the noble he served. The Daily life of a Knight during the Middle ages centred around castles or Manors or fighting for his lord and the King during times of war. A disgraced Knight had his spurs hacked off and his shield was hung upside down as a sign of dishonor; Facts about Knights Facts - Facts about Knights Info - Middle Ages era - Middle Ages Life - Middle Ages Times - Life - The Facts about Knights - Facts about Knights History - Information about Facts about Knights - Facts about Knights. They would need to know how to defend their own castle as well as how to attack an enemy's castle.A Day of Knights. By: Virginia Johnson; What is a knight? The simple answer would be a soldier who fights on horseback while wearing armor, but there’s much more to being a knight. Who were the first knights? Chivalry was much written of in the Middle Ages, and it was a code of conduct that included brave acts in battle. Life of the Knights in the Middle Ages It was the duty of a Middle Ages Knight to learn how to fight and so serve their liege Lord according to the Code of Chivalry. The Code of Chivalry dictated that a Knight should be brave and fearless in battle but would also exhibit cultured Knightly qualities showing themselves to be devout, loyal. The knights in the middle ages would offer their military service in exchange for a fief or a piece of estate. In the later part of the middle ages, when battles continued to intensify, many people began to pay an amount of money that would keep them from serving as knights in the army of the king. Overall, the middle ages was disease, knights and many changes that make our world today. The Black Death did not cause the chaos, but the plague definitely contributed towards it, . Aug 09, · Life in the Middle Ages The Knight. Life in the Middle Ages The Knight. Skip navigation Sign in. What was Life Like for a Medieval Knight? - Duration: Real Crusades History 5, views. Knights In the Middle Ages, there was a definite structure in society. You were born into a class of people and generally stayed in that class for your entire life.	<urn:uuid:c554f1da-e6d4-44a3-a27e-c23634ebd4c0>	CC-MAIN-2020-05	https://tekunywogojesagud.barnweddingvt.com/an-analysis-of-life-being-a-knight-on-the-middle-ages-4850sw.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251705142.94/warc/CC-MAIN-20200127174507-20200127204507-00441.warc.gz	en	0.98312	1,360	3.703125	4	[ -0.5343903303146362, 0.2928311824798584, 0.06588084250688553, -0.07600706815719604, -0.15629689395427704, -0.10224610567092896, 0.30770155787467957, 0.02722758799791336, -0.2009579986333847, 0.06207524612545967, -0.03407712280750275, -0.19946369528770447, 0.11998707056045532, 0.13934336602...	1	An analysis of life being a knight on the middle ages November 19, Uncategorized The. The first was earning the right on the battlefield. If a soldier fought particularly bravely during a battle or war, he may be awarded knighthood by the king, a lord, or even another knight. The second way was to become an apprentice to a knight and earn the title through hard work and training. The Accolade by Edmund Leighton Who could become a knight? \|Medieval Knights in Early Medieval Times\|\|And these same knights are usually pictured wearing shiny armour and riding a magnificent steed. How true is this depiction?\| \|The Life of a Medieval Knight\|\|The Domesday Book Knighthood in the middle ages was something of a prestigious position. The knight was charged with the obligation of learning the art of war and adhering to the code of chivalry.\| \|History of Famous Medieval Knights\|\|While all of these elements did play a role in life in the Middle Ages, they were far from the everyday life men and women lived at the time. Understanding the difficulties and challenges people faced during these times is challenging, perhaps even moreso due to the vast differences in the quality of life enjoyed by those of higher social standing and greater wealth and those in the majority, the peasants who struggled to maintain their standards of living.\| \|Medieval Knights on barnweddingvt.com\|\|Knights In the Middle Ages, there was a definite structure in society. You were born into a class of people and generally stayed in that class for your entire life.\| \|Daily Life of a Knight in the Middle Ages\|\|We know they wore armor and fought in wars and tournaments.\| No doubt many young men growing up in the Middle Ages dreamed of becoming a knight, but only a few could afford to become knights. The first requirement of a knight was someone who could afford a knight's weapons, armor, and war horse. These items weren't cheap and only the very rich could pay for them. Knights were also people from the noble or aristocratic classes. Page When a boy, or more likely his parents, decided that he wanted to become a knight, he would go to live in the household of a knight when he was seven years old. There he would serve the knight as a page. As a young page he basically was a servant for the knight, performing tasks such as serving meals, cleaning his clothes, and carrying messages. While working for the knight's household, the page learned the proper way to behave and good manners. The page also began to train to fight. He would practice with other pages using wooden shields and swords. He also would start to learn how to ride a horse using no hands and carrying a lance. Squire Around the age of fifteen, the page would become a squire. As a squire, the young man would have a new set of tasks. He would take care of the knight's horses, clean his armor and weapons, and accompany the knight to the battlefield. Squires had to be ready to fight. They trained with real weapons and were taught fighting skills by the knight. They had to be in good shape and strong. Squires continued to practice their horsemanship, perfecting their skills at jousting and fighting from the saddle. Most future knights worked as a squire for five or six years. Dubbing Ceremony If a squire had proven his bravery and skill at battle, he would become a knight at the age of twenty-one. He gained the title of knight at a "dubbing" ceremony. At this ceremony he would kneel before another knight, lord, or king who would then tap the squire on the shoulder with his sword making him a knight. At the ceremony, the new knight would take an oath to honor and protect his king and the church. He would be presented with a pair of riding spurs and a sword. Interesting Facts about Becoming a Knight Squires often learned about castle and siege warfare from their knight. Aug 09, · Life in the Middle Ages The Knight. Life in the Middle Ages The Knight. Skip navigation Sign in. What was Life Like for a Medieval Knight? - Duration: Real Crusades History 5, views. Daily Life of a Knight in the Middle Ages The daily life of a knight in the Middle ages followed a similar schedule to that of his lord or the noble he served. The Daily life of a Knight during the Middle ages centred around castles or Manors or fighting for his lord and the King during times of war. A disgraced Knight had his spurs hacked off and his shield was hung upside down as a sign of dishonor; Facts about Knights Facts - Facts about Knights Info - Middle Ages era - Middle Ages Life - Middle Ages Times - Life - The Facts about Knights - Facts about Knights History - Information about Facts about Knights - Facts about Knights. They would need to know how to defend their own castle as well as how to attack an enemy's castle.A Day of Knights. By: Virginia Johnson; What is a knight? The simple answer would be a soldier who fights on horseback while wearing armor, but there’s much more to being a knight. Who were the first knights? Chivalry was much written of in the Middle Ages, and it was a code of conduct that included brave acts in battle. Life of the Knights in the Middle Ages It was the duty of a Middle Ages Knight to learn how to fight and so serve their liege Lord according to the Code of Chivalry. The Code of Chivalry dictated that a Knight should be brave and fearless in battle but would also exhibit cultured Knightly qualities showing themselves to be devout, loyal. The knights in the middle ages would offer their military service in exchange for a fief or a piece of estate. In the later part of the middle ages, when battles continued to intensify, many people began to pay an amount of money that would keep them from serving as knights in the army of the king. Overall, the middle ages was disease, knights and many changes that make our world today. The Black Death did not cause the chaos, but the plague definitely contributed towards it, . Aug 09, · Life in the Middle Ages The Knight. Life in the Middle Ages The Knight. Skip navigation Sign in. What was Life Like for a Medieval Knight? - Duration: Real Crusades History 5, views. Knights In the Middle Ages, there was a definite structure in society. You were born into a class of people and generally stayed in that class for your entire life.	1,341	ENGLISH	1
This half term, Year 2 have been learning the text map, ‘How To Train A Dinosaur.’ The children were very surprised to return to their classroom and find that something had made a mess; a cheeky dinosaur who was not trained had made the classroom messy! It was time for the children to take action and learn how to train the cheeky stegosaurus. They learnt a set of instructions and put actions to the text map. The children worked really hard to learn the text map with a focus on applying imperative verbs and adverbs into their writing. This week, it was time for the children to invent their own instructions about a pet of their choice. The teachers were really proud of the effort put into the writing. The children were very creative and applied the different features of instructions that had been taught over the half term into their writing. Take a look at the incredible writing Year 2 have produced	<urn:uuid:72737301-61da-4dc9-9e61-87e3749e3cd9>	CC-MAIN-2020-05	http://www.kingsleighprimary.co.uk/blog/year-2-get-creative/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607596.34/warc/CC-MAIN-20200122221541-20200123010541-00315.warc.gz	en	0.992714	187	3.65625	4	[ -0.1372225433588028, -0.2246214896440506, 0.2630015015602112, -0.1996171772480011, -0.5659345984458923, -0.2472318857908249, -0.2120817005634308, 0.4023095369338989, -0.3496313691139221, -0.15915799140930176, -0.15689203143119812, -0.27317333221435547, -0.02900504507124424, 0.4011967182159...	10	This half term, Year 2 have been learning the text map, ‘How To Train A Dinosaur.’ The children were very surprised to return to their classroom and find that something had made a mess; a cheeky dinosaur who was not trained had made the classroom messy! It was time for the children to take action and learn how to train the cheeky stegosaurus. They learnt a set of instructions and put actions to the text map. The children worked really hard to learn the text map with a focus on applying imperative verbs and adverbs into their writing. This week, it was time for the children to invent their own instructions about a pet of their choice. The teachers were really proud of the effort put into the writing. The children were very creative and applied the different features of instructions that had been taught over the half term into their writing. Take a look at the incredible writing Year 2 have produced	185	ENGLISH	1
“What are we going to do? Every defective man, woman and child is a burden. Every defective is an extra body for the nation to feed and clothe, but produces little or nothing in return.” (Disability in the Early 20th century 1914-1945). Eugenics was a popular idea among scientists, and even some healthcare professionals and common people. Eugenics is the idea that people with undesirable genes should be “phased out” and people with desirable traits should procreate. It was rooted in discrimination against many types of people, including people of color and disabled people. Rural colonies were established for people with learning disabilities. At that time they were known as “the mentally deficient”. Segregation by sex, age and ability was strict (Disability in the Early 20th century 1914-1945). In 1913, the passing of the Mental Incapacity Act in Britain led to around 40,000 men and women being locked away, having been deemed “feeble-minded” or “morally defective” (When the disabled were segregated). The eugenics movement helped to feed into the already existing stigma surrounding epileptic, and disabled, people. In the 19th century, there were no vaccinations, and many working class families couldn’t afford specialist equipment or treatment. A law was passed that required all children to go to school. The 1918 Act raised the school leaving age from 12 to 14. It abolished all fees in state elementary schools and widened the provision of medical inspection, nursery schools, and special needs education (Education Act 1918). Which in some ways, was good because it allowed disabled children to be allowed to attend school (Disability in the Early 20th century 1914-1945). However, the schools weren’t proficient in taking care of the children and meeting their needs, so they had a hard time benefitting from the schools.	<urn:uuid:23cef533-6ea6-49d6-a0ba-a647133cf351>	CC-MAIN-2020-05	https://londonspulse.org/schooling-education/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601615.66/warc/CC-MAIN-20200121044233-20200121073233-00417.warc.gz	en	0.981835	392	3.890625	4	[ -0.26141995191574097, 0.03144454210996628, 0.34940633177757263, -0.3058413565158844, -0.2894292175769806, 0.49138492345809937, 0.026913737878203392, 0.43365246057510376, -0.33993953466415405, 0.09162832051515579, 0.37463095784187317, -0.12534403800964355, 0.107634536921978, 0.2145638167858...	9	“What are we going to do? Every defective man, woman and child is a burden. Every defective is an extra body for the nation to feed and clothe, but produces little or nothing in return.” (Disability in the Early 20th century 1914-1945). Eugenics was a popular idea among scientists, and even some healthcare professionals and common people. Eugenics is the idea that people with undesirable genes should be “phased out” and people with desirable traits should procreate. It was rooted in discrimination against many types of people, including people of color and disabled people. Rural colonies were established for people with learning disabilities. At that time they were known as “the mentally deficient”. Segregation by sex, age and ability was strict (Disability in the Early 20th century 1914-1945). In 1913, the passing of the Mental Incapacity Act in Britain led to around 40,000 men and women being locked away, having been deemed “feeble-minded” or “morally defective” (When the disabled were segregated). The eugenics movement helped to feed into the already existing stigma surrounding epileptic, and disabled, people. In the 19th century, there were no vaccinations, and many working class families couldn’t afford specialist equipment or treatment. A law was passed that required all children to go to school. The 1918 Act raised the school leaving age from 12 to 14. It abolished all fees in state elementary schools and widened the provision of medical inspection, nursery schools, and special needs education (Education Act 1918). Which in some ways, was good because it allowed disabled children to be allowed to attend school (Disability in the Early 20th century 1914-1945). However, the schools weren’t proficient in taking care of the children and meeting their needs, so they had a hard time benefitting from the schools.	422	ENGLISH	1
Edgar Allan Poe 1849 "Annie" daguerreotype of Poe January 19, 1809 Boston, Massachusetts, U.S. \|Died\|\|October 7, 1849 (aged 40)\| Baltimore, Maryland, U.S. \|Alma mater\|\|University of Virginia\| United States Military Academy Virginia Eliza Clemm Poe (m. 1836; d. 1847) Edgar Allan Poe (//; born Edgar Poe; January 19, 1809 – October 7, 1849) was an American writer, editor, and literary critic. Poe is best known for his poetry and short stories, particularly his tales of mystery and the macabre. He is widely regarded as a central figure of Romanticism in the United States and of American literature as a whole, and he was one of the country's earliest practitioners of the short story. He is generally considered the inventor of the detective fiction genre and is further credited with contributing to the emerging genre of science fiction. He was the first well-known American writer to earn a living through writing alone, resulting in a financially difficult life and career. Poe was born in Boston, the second child of actors David and Elizabeth "Eliza" Arnold Hopkins Poe. His father abandoned the family in 1810, and his mother died the following year. Thus orphaned, the child was taken in by John and Frances Allan of Richmond, Virginia. They never formally adopted him, but he was with them well into young adulthood. Tension developed later as John Allan and Edgar Poe repeatedly clashed over debts, including those incurred by gambling, and the cost of Poe's secondary education. He attended the University of Virginia but left after a year due to lack of money. Edgar Poe quarreled with John Allan over the funds for his education and enlisted in the Army in 1827 under an assumed name. It was at this time that his publishing career began with the anonymous collection Tamerlane and Other Poems (1827), credited only to "a Bostonian". Edgar Poe and John Allan reached a temporary rapprochement after the death of Frances Allan in 1829. Poe later failed as an officer cadet at West Point, declaring a firm wish to be a poet and writer, and he ultimately parted ways with John Allan. Poe switched his focus to prose and spent the next several years working for literary journals and periodicals, becoming known for his own style of literary criticism. His work forced him to move among several cities, including Baltimore, Philadelphia, and New York City. He married his 13-year-old cousin, Virginia Clemm, in 1836. In January 1845, Poe published his poem "The Raven" to instant success, but Virginia died of tuberculosis two years after its publication. Poe planned for years to produce his own journal The Penn (later renamed The Stylus), but before it could be produced, he died in Baltimore on October 7, 1849, at age 40. The cause of his death is unknown and has been variously attributed to alcohol, "brain congestion", cholera, drugs, heart disease, rabies, suicide, tuberculosis, and other causes. Poe and his works influenced literature around the world, as well as specialized fields such as cosmology and cryptography. He and his work appear throughout popular culture in literature, music, films, and television. A number of his homes are dedicated museums today. The Mystery Writers of America present an annual award known as the Edgar Award for distinguished work in the mystery genre. He was born Edgar Poe in Boston on January 19, 1809, the second child of English-born actress Elizabeth Arnold Hopkins Poe and actor David Poe Jr. He had an elder brother named William Henry Leonard Poe and a younger sister named Rosalie Poe. Their grandfather David Poe Sr. emigrated from County Cavan, Ireland around 1750. Edgar may have been named after a character in William Shakespeare's King Lear which the couple were performing in 1809. His father abandoned the family in 1810, and his mother died a year later from consumption (pulmonary tuberculosis). Poe was then taken into the home of John Allan, a successful merchant in Richmond, Virginia who dealt in a variety of goods, including tobacco, cloth, wheat, tombstones, and slaves. The Allans served as a foster family and gave him the name "Edgar Allan Poe", though they never formally adopted him. The Allan family had Poe baptized in the Episcopal Church in 1812. John Allan alternately spoiled and aggressively disciplined his foster son. The family sailed to Britain in 1815, and Poe attended the grammar school for a short period in Irvine, Scotland (where John Allan was born) before rejoining the family in London in 1816. There he studied at a boarding school in Chelsea until summer 1817. He was subsequently entered at the Reverend John Bransby's Manor House School at Stoke Newington, then a suburb 4 miles (6 km) north of London. Poe moved with the Allans back to Richmond, Virginia in 1820. In 1824, he served as the lieutenant of the Richmond youth honor guard as Richmond celebrated the visit of the Marquis de Lafayette. In March 1825, John Allan's uncle and business benefactor William Galt died, who was said to be one of the wealthiest men in Richmond, leaving Allan several acres of real estate. The inheritance was estimated at $750,000 (equivalent to $17,000,000 in 2019). By summer 1825, Allan celebrated his expansive wealth by purchasing a two-story brick home named Moldavia. Poe may have become engaged to Sarah Elmira Royster before he registered at the University of Virginia in February 1826 to study ancient and modern languages. The university was in its infancy, established on the ideals of its founder Thomas Jefferson. It had strict rules against gambling, horses, guns, tobacco, and alcohol, but these rules were generally ignored. Jefferson had enacted a system of student self-government, allowing students to choose their own studies, make their own arrangements for boarding, and report all wrongdoing to the faculty. The unique system was still in chaos, and there was a high dropout rate. During his time there, Poe lost touch with Royster and also became estranged from his foster father over gambling debts. He claimed that Allan had not given him sufficient money to register for classes, purchase texts, and procure and furnish a dormitory. Allan did send additional money and clothes, but Poe's debts increased. He gave up on the university after a year but did not feel welcome returning to Richmond, especially when he learned that his sweetheart Royster had married Alexander Shelton. He traveled to Boston in April 1827, sustaining himself with odd jobs as a clerk and newspaper writer, and he started using the pseudonym Henri Le Rennet during this period. Poe was unable to support himself, so he enlisted in the United States Army as a private on May 27, 1827, using the name "Edgar A. Perry". He claimed that he was 22 years old even though he was 18. He first served at Fort Independence in Boston Harbor for five dollars a month. That same year, he released his first book, a 40-page collection of poetry titled Tamerlane and Other Poems, attributed with the byline "by a Bostonian". Only 50 copies were printed, and the book received virtually no attention. Poe's regiment was posted to Fort Moultrie in Charleston, South Carolina and traveled by ship on the brig Waltham on November 8, 1827. Poe was promoted to "artificer", an enlisted tradesman who prepared shells for artillery, and had his monthly pay doubled. He served for two years and attained the rank of Sergeant Major for Artillery (the highest rank that a noncommissioned officer could achieve); he then sought to end his five-year enlistment early. He revealed his real name and his circumstances to his commanding officer, Lieutenant Howard. Howard would only allow Poe to be discharged if he reconciled with John Allan and wrote a letter to Allan, who was unsympathetic. Several months passed and pleas to Allan were ignored; Allan may not have written to Poe even to make him aware of his foster mother's illness. Frances Allan died on February 28, 1829, and Poe visited the day after her burial. Perhaps softened by his wife's death, John Allan agreed to support Poe's attempt to be discharged in order to receive an appointment to the United States Military Academy at West Point. Poe was finally discharged on April 15, 1829, after securing a replacement to finish his enlisted term for him. Before entering West Point, Poe moved back to Baltimore for a time to stay with his widowed aunt Maria Clemm, her daughter Virginia Eliza Clemm (Poe's first cousin), his brother Henry, and his invalid grandmother Elizabeth Cairnes Poe. Meanwhile, Poe published his second book Al Aaraaf, Tamerlane and Minor Poems in Baltimore in 1829. Poe traveled to West Point and matriculated as a cadet on July 1, 1830. In October 1830, John Allan married his second wife Louisa Patterson. The marriage and bitter quarrels with Poe over the children born to Allan out of affairs led to the foster father finally disowning Poe. Poe decided to leave West Point by purposely getting court-martialed. On February 8, 1831, he was tried for gross neglect of duty and disobedience of orders for refusing to attend formations, classes, or church. Poe tactically pleaded not guilty to induce dismissal, knowing that he would be found guilty. He left for New York in February 1831 and released a third volume of poems, simply titled Poems. The book was financed with help from his fellow cadets at West Point, many of whom donated 75 cents to the cause, raising a total of $170. They may have been expecting verses similar to the satirical ones that Poe had been writing about commanding officers. It was printed by Elam Bliss of New York, labeled as "Second Edition," and including a page saying, "To the U.S. Corps of Cadets this volume is respectfully dedicated". The book once again reprinted the long poems "Tamerlane" and "Al Aaraaf" but also six previously unpublished poems, including early versions of "To Helen", "Israfel", and "The City in the Sea". He returned to Baltimore to his aunt, brother, and cousin in March 1831. His elder brother Henry had been in ill health, in part due to problems with alcoholism, and he died on August 1, 1831. After his brother's death, Poe began more earnest attempts to start his career as a writer, but he chose a difficult time in American publishing to do so. He was one of the first Americans to live by writing alone and was hampered by the lack of an international copyright law. American publishers often produced unauthorized copies of British works rather than paying for new work by Americans. The industry was also particularly hurt by the Panic of 1837. There was a booming growth in American periodicals around this time, fueled in part by new technology, but many did not last beyond a few issues. Publishers often refused to pay their writers or paid them much later than they promised, and Poe repeatedly resorted to humiliating pleas for money and other assistance. After his early attempts at poetry, Poe had turned his attention to prose. He placed a few stories with a Philadelphia publication and began work on his only drama Politian. The Baltimore Saturday Visiter awarded him a prize in October 1833 for his short story "MS. Found in a Bottle". The story brought him to the attention of John P. Kennedy, a Baltimorean of considerable means. He helped Poe place some of his stories, and introduced him to Thomas W. White, editor of the Southern Literary Messenger in Richmond, Virginia. Poe became assistant editor of the periodical in August 1835, but White discharged him within a few weeks for being drunk on the job. Poe returned to Baltimore where he obtained a license to marry his cousin Virginia on September 22, 1835, though it is unknown if they were married at that time. He was 26 and she was 13. He was reinstated by White after promising good behavior, and he went back to Richmond with Virginia and her mother. He remained at the Messenger until January 1837. During this period, Poe claimed that its circulation increased from 700 to 3,500. He published several poems, book reviews, critiques, and stories in the paper. On May 16, 1836, he and Virginia held a Presbyterian wedding ceremony at their Richmond boarding house, with a witness falsely attesting Clemm's age as 21. The Narrative of Arthur Gordon Pym of Nantucket was published and widely reviewed in 1838. In the summer of 1839, Poe became assistant editor of Burton's Gentleman's Magazine. He published numerous articles, stories, and reviews, enhancing his reputation as a trenchant critic which he had established at the Southern Literary Messenger. Also in 1839, the collection Tales of the Grotesque and Arabesque was published in two volumes, though he made little money from it and it received mixed reviews. Poe left Burton's after about a year and found a position as assistant at Graham's Magazine. In June 1840, Poe published a prospectus announcing his intentions to start his own journal called The Stylus, although he originally intended to call it The Penn, as it would have been based in Philadelphia. He bought advertising space for his prospectus in the June 6, 1840 issue of Philadelphia's Saturday Evening Post: "Prospectus of the Penn Magazine, a Monthly Literary journal to be edited and published in the city of Philadelphia by Edgar A. Poe." The journal was never produced before Poe's death. Around this time, he attempted to secure a position within the administration of President Tyler, claiming that he was a member of the Whig Party. He hoped to be appointed to the Custom House in Philadelphia with help from President Tyler's son Robert, an acquaintance of Poe's friend Frederick Thomas. Poe failed to show up for a meeting with Thomas to discuss the appointment in mid-September 1842, claiming to have been sick, though Thomas believed that he had been drunk. Poe was promised an appointment, but all positions were filled by others. One evening in January 1842, Virginia showed the first signs of consumption, now known as tuberculosis, while singing and playing the piano, which Poe described as breaking a blood vessel in her throat. She only partially recovered, and Poe began to drink more heavily under the stress of her illness. He left Graham's and attempted to find a new position, for a time angling for a government post. He returned to New York where he worked briefly at the Evening Mirror before becoming editor of the Broadway Journal, and later its owner. There he alienated himself from other writers by publicly accusing Henry Wadsworth Longfellow of plagiarism, though Longfellow never responded. On January 29, 1845, his poem "The Raven" appeared in the Evening Mirror and became a popular sensation. It made Poe a household name almost instantly, though he was paid only $9 for its publication. It was concurrently published in The American Review: A Whig Journal under the pseudonym "Quarles". The Broadway Journal failed in 1846, and Poe moved to a cottage in Fordham, New York in what is now the Bronx. That home is now known as the Edgar Allan Poe Cottage, relocated to a park near the southeast corner of the Grand Concourse and Kingsbridge Road. Nearby, he befriended the Jesuits at St. John's College, now Fordham University. Virginia died at the cottage on January 30, 1847. Biographers and critics often suggest that Poe's frequent theme of the "death of a beautiful woman" stems from the repeated loss of women throughout his life, including his wife. Poe was increasingly unstable after his wife's death. He attempted to court poet Sarah Helen Whitman who lived in Providence, Rhode Island. Their engagement failed, purportedly because of Poe's drinking and erratic behavior. There is also strong evidence that Whitman's mother intervened and did much to derail their relationship. Poe then returned to Richmond and resumed a relationship with his childhood sweetheart Sarah Elmira Royster. On October 3, 1849, Poe was found delirious on the streets of Baltimore, "in great distress, and… in need of immediate assistance", according to Joseph W. Walker who found him. He was taken to the Washington Medical College where he died on Sunday, October 7, 1849, at 5:00 in the morning. He was not coherent long enough to explain how he came to be in his dire condition and, oddly, was wearing clothes that were not his own. He is said to have repeatedly called out the name "Reynolds" on the night before his death, though it is unclear to whom he was referring. Some sources say that Poe's final words were "Lord help my poor soul". All medical records have been lost, including his death certificate. Newspapers at the time reported Poe's death as "congestion of the brain" or "cerebral inflammation", common euphemisms for death from disreputable causes such as alcoholism. The actual cause of death remains a mystery. Speculation has included delirium tremens, heart disease, epilepsy, syphilis, meningeal inflammation, cholera, and rabies. One theory dating from 1872 suggests that cooping was the cause of Poe's death, a form of electoral fraud in which citizens were forced to vote for a particular candidate, sometimes leading to violence and even murder. Immediately after Poe's death, his literary rival Rufus Wilmot Griswold wrote a slanted high-profile obituary under a pseudonym, filled with falsehoods that cast him as a lunatic and a madman, and which described him as a person who "walked the streets, in madness or melancholy, with lips moving in indistinct curses, or with eyes upturned in passionate prayers, (never for himself, for he felt, or professed to feel, that he was already damned)". The long obituary appeared in the New York Tribune signed "Ludwig" on the day that Poe was buried. It was soon further published throughout the country. The piece began, "Edgar Allan Poe is dead. He died in Baltimore the day before yesterday. This announcement will startle many, but few will be grieved by it." "Ludwig" was soon identified as Griswold, an editor, critic, and anthologist who had borne a grudge against Poe since 1842. Griswold somehow became Poe's literary executor and attempted to destroy his enemy's reputation after his death. Griswold wrote a biographical article of Poe called "Memoir of the Author", which he included in an 1850 volume of the collected works. There he depicted Poe as a depraved, drunken, drug-addled madman and included Poe's letters as evidence. Many of his claims were either lies or distorted half-truths. For example, it is seriously disputed that Poe really was a drug addict. Griswold's book was denounced by those who knew Poe well, but it became a popularly accepted biographical source. This occurred in part because it was the only full biography available and was widely reprinted, and in part because readers thrilled at the thought of reading works by an "evil" man. Letters that Griswold presented as proof were later revealed to be forgeries. After Poe's death, Griswold convinced Poe's mother-in-law to sign away the rights to his works. Griswold went on to publish the collected works attached with his own fabricated biography of Poe that invented stories of his drunkenness, immorality and instability. Poe's best known fiction works are Gothic, adhering to the genre's conventions to appeal to the public taste. His most recurring themes deal with questions of death, including its physical signs, the effects of decomposition, concerns of premature burial, the reanimation of the dead, and mourning. Many of his works are generally considered part of the dark romanticism genre, a literary reaction to transcendentalism which Poe strongly disliked. He referred to followers of the transcendental movement as "Frog-Pondians", after the pond on Boston Common, and ridiculed their writings as "metaphor—run mad," lapsing into "obscurity for obscurity's sake" or "mysticism for mysticism's sake". Poe once wrote in a letter to Thomas Holley Chivers that he did not dislike Transcendentalists, "only the pretenders and sophists among them". Beyond horror, Poe also wrote satires, humor tales, and hoaxes. For comic effect, he used irony and ludicrous extravagance, often in an attempt to liberate the reader from cultural conformity. "Metzengerstein" is the first story that Poe is known to have published and his first foray into horror, but it was originally intended as a burlesque satirizing the popular genre. Poe also reinvented science fiction, responding in his writing to emerging technologies such as hot air balloons in "The Balloon-Hoax". Poe wrote much of his work using themes aimed specifically at mass-market tastes. To that end, his fiction often included elements of popular pseudosciences, such as phrenology and physiognomy. Poe's writing reflects his literary theories, which he presented in his criticism and also in essays such as "The Poetic Principle". He disliked didacticism and allegory, though he believed that meaning in literature should be an undercurrent just beneath the surface. Works with obvious meanings, he wrote, cease to be art. He believed that work of quality should be brief and focus on a specific single effect. To that end, he believed that the writer should carefully calculate every sentiment and idea. Poe describes his method in writing "The Raven" in the essay "The Philosophy of Composition", and he claims to have strictly followed this method. It has been questioned whether he really followed this system, however. T. S. Eliot said: "It is difficult for us to read that essay without reflecting that if Poe plotted out his poem with such calculation, he might have taken a little more pains over it: the result hardly does credit to the method." Biographer Joseph Wood Krutch described the essay as "a rather highly ingenious exercise in the art of rationalization". During his lifetime, Poe was mostly recognized as a literary critic. Fellow critic James Russell Lowell called him "the most discriminating, philosophical, and fearless critic upon imaginative works who has written in America", suggesting—rhetorically—that he occasionally used prussic acid instead of ink. Poe's caustic reviews earned him the reputation of being a "tomahawk man". A favorite target of Poe's criticism was Boston's acclaimed poet Henry Wadsworth Longfellow, who was often defended by his literary friends in what was later called "The Longfellow War". Poe accused Longfellow of "the heresy of the didactic", writing poetry that was preachy, derivative, and thematically plagiarized. Poe correctly predicted that Longfellow's reputation and style of poetry would decline, concluding, "We grant him high qualities, but deny him the Future". Poe was also known as a writer of fiction and became one of the first American authors of the 19th century to become more popular in Europe than in the United States. Poe is particularly respected in France, in part due to early translations by Charles Baudelaire. Baudelaire's translations became definitive renditions of Poe's work throughout Europe. Poe's early detective fiction tales featuring C. Auguste Dupin laid the groundwork for future detectives in literature. Sir Arthur Conan Doyle said, "Each [of Poe's detective stories] is a root from which a whole literature has developed.... Where was the detective story until Poe breathed the breath of life into it?" The Mystery Writers of America have named their awards for excellence in the genre the "Edgars". Poe's work also influenced science fiction, notably Jules Verne, who wrote a sequel to Poe's novel The Narrative of Arthur Gordon Pym of Nantucket called An Antarctic Mystery, also known as The Sphinx of the Ice Fields. Science fiction author H. G. Wells noted, "Pym tells what a very intelligent mind could imagine about the south polar region a century ago". In 2013, The Guardian cited The Narrative of Arthur Gordon Pym of Nantucket as one of the greatest novels ever written in the English language, and noted its influence on later authors such as Henry James, Arthur Conan Doyle, B. Traven, and David Morrell. Horror author and historian, H. P. Lovecraft, was heavily influenced by Poe’s horror tales, dedicating an entire section of his long essay, “Supernatural Horror in Literature”, to his influence on the genre. In his letters, Lovecraft stated, “When I write stories, Edgar Allan Poe is my model.” Alfred Hitchcock once said "It's because I liked Edgar Allan Poe's stories so much that I began to make suspense films". Like many famous artists, Poe's works have spawned imitators. One trend among imitators of Poe has been claims by clairvoyants or psychics to be "channeling" poems from Poe's spirit. One of the most notable of these was Lizzie Doten, who published Poems from the Inner Life in 1863, in which she claimed to have "received" new compositions by Poe's spirit. The compositions were re-workings of famous Poe poems such as "The Bells", but which reflected a new, positive outlook. Even so, Poe has received not only praise, but criticism as well. This is partly because of the negative perception of his personal character and its influence upon his reputation. William Butler Yeats was occasionally critical of Poe and once called him "vulgar". Transcendentalist Ralph Waldo Emerson reacted to "The Raven" by saying, "I see nothing in it", and derisively referred to Poe as "the jingle man". Aldous Huxley wrote that Poe's writing "falls into vulgarity" by being "too poetical"—the equivalent of wearing a diamond ring on every finger. It is believed that only 12 copies have survived of Poe's first book Tamerlane and Other Poems. In December 2009, one copy sold at Christie's, New York for $662,500, a record price paid for a work of American literature. Eureka: A Prose Poem, an essay written in 1848, included a cosmological theory that presaged the Big Bang theory by 80 years, as well as the first plausible solution to Olbers' paradox. Poe eschewed the scientific method in Eureka and instead wrote from pure intuition. For this reason, he considered it a work of art, not science, but insisted that it was still true and considered it to be his career masterpiece. Even so, Eureka is full of scientific errors. In particular, Poe's suggestions ignored Newtonian principles regarding the density and rotation of planets. Poe had a keen interest in cryptography. He had placed a notice of his abilities in the Philadelphia paper Alexander's Weekly (Express) Messenger, inviting submissions of ciphers which he proceeded to solve. In July 1841, Poe had published an essay called "A Few Words on Secret Writing" in Graham's Magazine. Capitalizing on public interest in the topic, he wrote "The Gold-Bug" incorporating ciphers as an essential part of the story. Poe's success with cryptography relied not so much on his deep knowledge of that field (his method was limited to the simple substitution cryptogram) as on his knowledge of the magazine and newspaper culture. His keen analytical abilities, which were so evident in his detective stories, allowed him to see that the general public was largely ignorant of the methods by which a simple substitution cryptogram can be solved, and he used this to his advantage. The sensation that Poe created with his cryptography stunts played a major role in popularizing cryptograms in newspapers and magazines. Poe had an influence on cryptography beyond increasing public interest during his lifetime. William Friedman, America's foremost cryptologist, was heavily influenced by Poe. Friedman's initial interest in cryptography came from reading "The Gold-Bug" as a child, an interest that he later put to use in deciphering Japan's PURPLE code during World War II. The historical Edgar Allan Poe has appeared as a fictionalized character, often representing the "mad genius" or "tormented artist" and exploiting his personal struggles. Many such depictions also blend in with characters from his stories, suggesting that Poe and his characters share identities. Often, fictional depictions of Poe use his mystery-solving skills in such novels as The Poe Shadow by Matthew Pearl. No childhood home of Poe is still standing, including the Allan family's Moldavia estate. The oldest standing home in Richmond, the Old Stone House, is in use as the Edgar Allan Poe Museum, though Poe never lived there. The collection includes many items that Poe used during his time with the Allan family, and also features several rare first printings of Poe works. 13 West Range is the dorm room that Poe is believed to have used while studying at the University of Virginia in 1826; it is preserved and available for visits. Its upkeep is now overseen by a group of students and staff known as the Raven Society. The earliest surviving home in which Poe lived is in Baltimore, preserved as the Edgar Allan Poe House and Museum. Poe is believed to have lived in the home at the age of 23 when he first lived with Maria Clemm and Virginia (as well as his grandmother and possibly his brother William Henry Leonard Poe). It is open to the public and is also the home of the Edgar Allan Poe Society. Of the several homes that Poe, his wife Virginia, and his mother-in-law Maria rented in Philadelphia, only the last house has survived. The Spring Garden home, where the author lived in 1843–1844, is today preserved by the National Park Service as the Edgar Allan Poe National Historic Site. Poe's final home is preserved as the Edgar Allan Poe Cottage in the Bronx. In Boston, a commemorative plaque on Boylston Street is several blocks away from the actual location of Poe's birth. The house which was his birthplace at 62 Carver Street no longer exists; also, the street has since been renamed "Charles Street South". A "square" at the intersection of Broadway, Fayette, and Carver Streets had once been named in his honor, but it disappeared when the streets were rearranged. In 2009, the intersection of Charles and Boylston Streets (two blocks north of his birthplace) was designated "Edgar Allan Poe Square". In March 2014, fundraising was completed for construction of a permanent memorial sculpture, known as "Poe Returning to Boston," at this location. The winning design by Stefanie Rocknak depicts a life-sized Poe striding against the wind, accompanied by a flying raven; his suitcase lid has fallen open, leaving a "paper trail" of literary works embedded in the sidewalk behind him. The public unveiling on October 5, 2014 was attended by former US poet laureate Robert Pinsky. Other Poe landmarks include a building on the Upper West Side where Poe temporarily lived when he first moved to New York. A plaque suggests that Poe wrote "The Raven" here. In Fell's Point, Baltimore a bar still stands where legend says that Poe was last seen drinking before his death. Now known as "The Horse You Came in On", local lore insists that a ghost whom they call "Edgar" haunts the rooms above. Early daguerreotypes of Poe continue to arouse great interest among literary historians. Notable among them are: A bottle of cognac and three roses were left at Poe's original grave marker for decades every January 19 by an unknown visitor affectionately referred to as the "Poe Toaster". Sam Porpora was a historian at the Westminster Church in Baltimore where Poe is buried, and he claimed on August 15, 2007 that he had started the tradition in 1949. Porpora said that the tradition began in order to raise money and enhance the profile of the church. His story has not been confirmed, and some details which he gave to the press are factually inaccurate. The Poe Toaster's last appearance was on January 19, 2009, the day of Poe's bicentennial.	<urn:uuid:66e2dfba-3dc0-400e-9292-8b3ec0cfe1c1>	CC-MAIN-2020-05	https://wikiredia.info/wiki/Edgar_Allan_Poe	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672440.80/warc/CC-MAIN-20200125101544-20200125130544-00204.warc.gz	en	0.98437	6,747	3.34375	3	[ -0.07794615626335144, 0.35176441073417664, 0.39919114112854004, 0.09953157603740692, -0.33252954483032227, -0.07990467548370361, 0.11153684556484222, -0.167626291513443, -0.039883896708488464, -0.3648192882537842, 0.33943063020706177, 0.1468694508075714, -0.11338067054748535, 0.06721103191...	1	Edgar Allan Poe 1849 "Annie" daguerreotype of Poe January 19, 1809 Boston, Massachusetts, U.S. \|Died\|\|October 7, 1849 (aged 40)\| Baltimore, Maryland, U.S. \|Alma mater\|\|University of Virginia\| United States Military Academy Virginia Eliza Clemm Poe (m. 1836; d. 1847) Edgar Allan Poe (//; born Edgar Poe; January 19, 1809 – October 7, 1849) was an American writer, editor, and literary critic. Poe is best known for his poetry and short stories, particularly his tales of mystery and the macabre. He is widely regarded as a central figure of Romanticism in the United States and of American literature as a whole, and he was one of the country's earliest practitioners of the short story. He is generally considered the inventor of the detective fiction genre and is further credited with contributing to the emerging genre of science fiction. He was the first well-known American writer to earn a living through writing alone, resulting in a financially difficult life and career. Poe was born in Boston, the second child of actors David and Elizabeth "Eliza" Arnold Hopkins Poe. His father abandoned the family in 1810, and his mother died the following year. Thus orphaned, the child was taken in by John and Frances Allan of Richmond, Virginia. They never formally adopted him, but he was with them well into young adulthood. Tension developed later as John Allan and Edgar Poe repeatedly clashed over debts, including those incurred by gambling, and the cost of Poe's secondary education. He attended the University of Virginia but left after a year due to lack of money. Edgar Poe quarreled with John Allan over the funds for his education and enlisted in the Army in 1827 under an assumed name. It was at this time that his publishing career began with the anonymous collection Tamerlane and Other Poems (1827), credited only to "a Bostonian". Edgar Poe and John Allan reached a temporary rapprochement after the death of Frances Allan in 1829. Poe later failed as an officer cadet at West Point, declaring a firm wish to be a poet and writer, and he ultimately parted ways with John Allan. Poe switched his focus to prose and spent the next several years working for literary journals and periodicals, becoming known for his own style of literary criticism. His work forced him to move among several cities, including Baltimore, Philadelphia, and New York City. He married his 13-year-old cousin, Virginia Clemm, in 1836. In January 1845, Poe published his poem "The Raven" to instant success, but Virginia died of tuberculosis two years after its publication. Poe planned for years to produce his own journal The Penn (later renamed The Stylus), but before it could be produced, he died in Baltimore on October 7, 1849, at age 40. The cause of his death is unknown and has been variously attributed to alcohol, "brain congestion", cholera, drugs, heart disease, rabies, suicide, tuberculosis, and other causes. Poe and his works influenced literature around the world, as well as specialized fields such as cosmology and cryptography. He and his work appear throughout popular culture in literature, music, films, and television. A number of his homes are dedicated museums today. The Mystery Writers of America present an annual award known as the Edgar Award for distinguished work in the mystery genre. He was born Edgar Poe in Boston on January 19, 1809, the second child of English-born actress Elizabeth Arnold Hopkins Poe and actor David Poe Jr. He had an elder brother named William Henry Leonard Poe and a younger sister named Rosalie Poe. Their grandfather David Poe Sr. emigrated from County Cavan, Ireland around 1750. Edgar may have been named after a character in William Shakespeare's King Lear which the couple were performing in 1809. His father abandoned the family in 1810, and his mother died a year later from consumption (pulmonary tuberculosis). Poe was then taken into the home of John Allan, a successful merchant in Richmond, Virginia who dealt in a variety of goods, including tobacco, cloth, wheat, tombstones, and slaves. The Allans served as a foster family and gave him the name "Edgar Allan Poe", though they never formally adopted him. The Allan family had Poe baptized in the Episcopal Church in 1812. John Allan alternately spoiled and aggressively disciplined his foster son. The family sailed to Britain in 1815, and Poe attended the grammar school for a short period in Irvine, Scotland (where John Allan was born) before rejoining the family in London in 1816. There he studied at a boarding school in Chelsea until summer 1817. He was subsequently entered at the Reverend John Bransby's Manor House School at Stoke Newington, then a suburb 4 miles (6 km) north of London. Poe moved with the Allans back to Richmond, Virginia in 1820. In 1824, he served as the lieutenant of the Richmond youth honor guard as Richmond celebrated the visit of the Marquis de Lafayette. In March 1825, John Allan's uncle and business benefactor William Galt died, who was said to be one of the wealthiest men in Richmond, leaving Allan several acres of real estate. The inheritance was estimated at $750,000 (equivalent to $17,000,000 in 2019). By summer 1825, Allan celebrated his expansive wealth by purchasing a two-story brick home named Moldavia. Poe may have become engaged to Sarah Elmira Royster before he registered at the University of Virginia in February 1826 to study ancient and modern languages. The university was in its infancy, established on the ideals of its founder Thomas Jefferson. It had strict rules against gambling, horses, guns, tobacco, and alcohol, but these rules were generally ignored. Jefferson had enacted a system of student self-government, allowing students to choose their own studies, make their own arrangements for boarding, and report all wrongdoing to the faculty. The unique system was still in chaos, and there was a high dropout rate. During his time there, Poe lost touch with Royster and also became estranged from his foster father over gambling debts. He claimed that Allan had not given him sufficient money to register for classes, purchase texts, and procure and furnish a dormitory. Allan did send additional money and clothes, but Poe's debts increased. He gave up on the university after a year but did not feel welcome returning to Richmond, especially when he learned that his sweetheart Royster had married Alexander Shelton. He traveled to Boston in April 1827, sustaining himself with odd jobs as a clerk and newspaper writer, and he started using the pseudonym Henri Le Rennet during this period. Poe was unable to support himself, so he enlisted in the United States Army as a private on May 27, 1827, using the name "Edgar A. Perry". He claimed that he was 22 years old even though he was 18. He first served at Fort Independence in Boston Harbor for five dollars a month. That same year, he released his first book, a 40-page collection of poetry titled Tamerlane and Other Poems, attributed with the byline "by a Bostonian". Only 50 copies were printed, and the book received virtually no attention. Poe's regiment was posted to Fort Moultrie in Charleston, South Carolina and traveled by ship on the brig Waltham on November 8, 1827. Poe was promoted to "artificer", an enlisted tradesman who prepared shells for artillery, and had his monthly pay doubled. He served for two years and attained the rank of Sergeant Major for Artillery (the highest rank that a noncommissioned officer could achieve); he then sought to end his five-year enlistment early. He revealed his real name and his circumstances to his commanding officer, Lieutenant Howard. Howard would only allow Poe to be discharged if he reconciled with John Allan and wrote a letter to Allan, who was unsympathetic. Several months passed and pleas to Allan were ignored; Allan may not have written to Poe even to make him aware of his foster mother's illness. Frances Allan died on February 28, 1829, and Poe visited the day after her burial. Perhaps softened by his wife's death, John Allan agreed to support Poe's attempt to be discharged in order to receive an appointment to the United States Military Academy at West Point. Poe was finally discharged on April 15, 1829, after securing a replacement to finish his enlisted term for him. Before entering West Point, Poe moved back to Baltimore for a time to stay with his widowed aunt Maria Clemm, her daughter Virginia Eliza Clemm (Poe's first cousin), his brother Henry, and his invalid grandmother Elizabeth Cairnes Poe. Meanwhile, Poe published his second book Al Aaraaf, Tamerlane and Minor Poems in Baltimore in 1829. Poe traveled to West Point and matriculated as a cadet on July 1, 1830. In October 1830, John Allan married his second wife Louisa Patterson. The marriage and bitter quarrels with Poe over the children born to Allan out of affairs led to the foster father finally disowning Poe. Poe decided to leave West Point by purposely getting court-martialed. On February 8, 1831, he was tried for gross neglect of duty and disobedience of orders for refusing to attend formations, classes, or church. Poe tactically pleaded not guilty to induce dismissal, knowing that he would be found guilty. He left for New York in February 1831 and released a third volume of poems, simply titled Poems. The book was financed with help from his fellow cadets at West Point, many of whom donated 75 cents to the cause, raising a total of $170. They may have been expecting verses similar to the satirical ones that Poe had been writing about commanding officers. It was printed by Elam Bliss of New York, labeled as "Second Edition," and including a page saying, "To the U.S. Corps of Cadets this volume is respectfully dedicated". The book once again reprinted the long poems "Tamerlane" and "Al Aaraaf" but also six previously unpublished poems, including early versions of "To Helen", "Israfel", and "The City in the Sea". He returned to Baltimore to his aunt, brother, and cousin in March 1831. His elder brother Henry had been in ill health, in part due to problems with alcoholism, and he died on August 1, 1831. After his brother's death, Poe began more earnest attempts to start his career as a writer, but he chose a difficult time in American publishing to do so. He was one of the first Americans to live by writing alone and was hampered by the lack of an international copyright law. American publishers often produced unauthorized copies of British works rather than paying for new work by Americans. The industry was also particularly hurt by the Panic of 1837. There was a booming growth in American periodicals around this time, fueled in part by new technology, but many did not last beyond a few issues. Publishers often refused to pay their writers or paid them much later than they promised, and Poe repeatedly resorted to humiliating pleas for money and other assistance. After his early attempts at poetry, Poe had turned his attention to prose. He placed a few stories with a Philadelphia publication and began work on his only drama Politian. The Baltimore Saturday Visiter awarded him a prize in October 1833 for his short story "MS. Found in a Bottle". The story brought him to the attention of John P. Kennedy, a Baltimorean of considerable means. He helped Poe place some of his stories, and introduced him to Thomas W. White, editor of the Southern Literary Messenger in Richmond, Virginia. Poe became assistant editor of the periodical in August 1835, but White discharged him within a few weeks for being drunk on the job. Poe returned to Baltimore where he obtained a license to marry his cousin Virginia on September 22, 1835, though it is unknown if they were married at that time. He was 26 and she was 13. He was reinstated by White after promising good behavior, and he went back to Richmond with Virginia and her mother. He remained at the Messenger until January 1837. During this period, Poe claimed that its circulation increased from 700 to 3,500. He published several poems, book reviews, critiques, and stories in the paper. On May 16, 1836, he and Virginia held a Presbyterian wedding ceremony at their Richmond boarding house, with a witness falsely attesting Clemm's age as 21. The Narrative of Arthur Gordon Pym of Nantucket was published and widely reviewed in 1838. In the summer of 1839, Poe became assistant editor of Burton's Gentleman's Magazine. He published numerous articles, stories, and reviews, enhancing his reputation as a trenchant critic which he had established at the Southern Literary Messenger. Also in 1839, the collection Tales of the Grotesque and Arabesque was published in two volumes, though he made little money from it and it received mixed reviews. Poe left Burton's after about a year and found a position as assistant at Graham's Magazine. In June 1840, Poe published a prospectus announcing his intentions to start his own journal called The Stylus, although he originally intended to call it The Penn, as it would have been based in Philadelphia. He bought advertising space for his prospectus in the June 6, 1840 issue of Philadelphia's Saturday Evening Post: "Prospectus of the Penn Magazine, a Monthly Literary journal to be edited and published in the city of Philadelphia by Edgar A. Poe." The journal was never produced before Poe's death. Around this time, he attempted to secure a position within the administration of President Tyler, claiming that he was a member of the Whig Party. He hoped to be appointed to the Custom House in Philadelphia with help from President Tyler's son Robert, an acquaintance of Poe's friend Frederick Thomas. Poe failed to show up for a meeting with Thomas to discuss the appointment in mid-September 1842, claiming to have been sick, though Thomas believed that he had been drunk. Poe was promised an appointment, but all positions were filled by others. One evening in January 1842, Virginia showed the first signs of consumption, now known as tuberculosis, while singing and playing the piano, which Poe described as breaking a blood vessel in her throat. She only partially recovered, and Poe began to drink more heavily under the stress of her illness. He left Graham's and attempted to find a new position, for a time angling for a government post. He returned to New York where he worked briefly at the Evening Mirror before becoming editor of the Broadway Journal, and later its owner. There he alienated himself from other writers by publicly accusing Henry Wadsworth Longfellow of plagiarism, though Longfellow never responded. On January 29, 1845, his poem "The Raven" appeared in the Evening Mirror and became a popular sensation. It made Poe a household name almost instantly, though he was paid only $9 for its publication. It was concurrently published in The American Review: A Whig Journal under the pseudonym "Quarles". The Broadway Journal failed in 1846, and Poe moved to a cottage in Fordham, New York in what is now the Bronx. That home is now known as the Edgar Allan Poe Cottage, relocated to a park near the southeast corner of the Grand Concourse and Kingsbridge Road. Nearby, he befriended the Jesuits at St. John's College, now Fordham University. Virginia died at the cottage on January 30, 1847. Biographers and critics often suggest that Poe's frequent theme of the "death of a beautiful woman" stems from the repeated loss of women throughout his life, including his wife. Poe was increasingly unstable after his wife's death. He attempted to court poet Sarah Helen Whitman who lived in Providence, Rhode Island. Their engagement failed, purportedly because of Poe's drinking and erratic behavior. There is also strong evidence that Whitman's mother intervened and did much to derail their relationship. Poe then returned to Richmond and resumed a relationship with his childhood sweetheart Sarah Elmira Royster. On October 3, 1849, Poe was found delirious on the streets of Baltimore, "in great distress, and… in need of immediate assistance", according to Joseph W. Walker who found him. He was taken to the Washington Medical College where he died on Sunday, October 7, 1849, at 5:00 in the morning. He was not coherent long enough to explain how he came to be in his dire condition and, oddly, was wearing clothes that were not his own. He is said to have repeatedly called out the name "Reynolds" on the night before his death, though it is unclear to whom he was referring. Some sources say that Poe's final words were "Lord help my poor soul". All medical records have been lost, including his death certificate. Newspapers at the time reported Poe's death as "congestion of the brain" or "cerebral inflammation", common euphemisms for death from disreputable causes such as alcoholism. The actual cause of death remains a mystery. Speculation has included delirium tremens, heart disease, epilepsy, syphilis, meningeal inflammation, cholera, and rabies. One theory dating from 1872 suggests that cooping was the cause of Poe's death, a form of electoral fraud in which citizens were forced to vote for a particular candidate, sometimes leading to violence and even murder. Immediately after Poe's death, his literary rival Rufus Wilmot Griswold wrote a slanted high-profile obituary under a pseudonym, filled with falsehoods that cast him as a lunatic and a madman, and which described him as a person who "walked the streets, in madness or melancholy, with lips moving in indistinct curses, or with eyes upturned in passionate prayers, (never for himself, for he felt, or professed to feel, that he was already damned)". The long obituary appeared in the New York Tribune signed "Ludwig" on the day that Poe was buried. It was soon further published throughout the country. The piece began, "Edgar Allan Poe is dead. He died in Baltimore the day before yesterday. This announcement will startle many, but few will be grieved by it." "Ludwig" was soon identified as Griswold, an editor, critic, and anthologist who had borne a grudge against Poe since 1842. Griswold somehow became Poe's literary executor and attempted to destroy his enemy's reputation after his death. Griswold wrote a biographical article of Poe called "Memoir of the Author", which he included in an 1850 volume of the collected works. There he depicted Poe as a depraved, drunken, drug-addled madman and included Poe's letters as evidence. Many of his claims were either lies or distorted half-truths. For example, it is seriously disputed that Poe really was a drug addict. Griswold's book was denounced by those who knew Poe well, but it became a popularly accepted biographical source. This occurred in part because it was the only full biography available and was widely reprinted, and in part because readers thrilled at the thought of reading works by an "evil" man. Letters that Griswold presented as proof were later revealed to be forgeries. After Poe's death, Griswold convinced Poe's mother-in-law to sign away the rights to his works. Griswold went on to publish the collected works attached with his own fabricated biography of Poe that invented stories of his drunkenness, immorality and instability. Poe's best known fiction works are Gothic, adhering to the genre's conventions to appeal to the public taste. His most recurring themes deal with questions of death, including its physical signs, the effects of decomposition, concerns of premature burial, the reanimation of the dead, and mourning. Many of his works are generally considered part of the dark romanticism genre, a literary reaction to transcendentalism which Poe strongly disliked. He referred to followers of the transcendental movement as "Frog-Pondians", after the pond on Boston Common, and ridiculed their writings as "metaphor—run mad," lapsing into "obscurity for obscurity's sake" or "mysticism for mysticism's sake". Poe once wrote in a letter to Thomas Holley Chivers that he did not dislike Transcendentalists, "only the pretenders and sophists among them". Beyond horror, Poe also wrote satires, humor tales, and hoaxes. For comic effect, he used irony and ludicrous extravagance, often in an attempt to liberate the reader from cultural conformity. "Metzengerstein" is the first story that Poe is known to have published and his first foray into horror, but it was originally intended as a burlesque satirizing the popular genre. Poe also reinvented science fiction, responding in his writing to emerging technologies such as hot air balloons in "The Balloon-Hoax". Poe wrote much of his work using themes aimed specifically at mass-market tastes. To that end, his fiction often included elements of popular pseudosciences, such as phrenology and physiognomy. Poe's writing reflects his literary theories, which he presented in his criticism and also in essays such as "The Poetic Principle". He disliked didacticism and allegory, though he believed that meaning in literature should be an undercurrent just beneath the surface. Works with obvious meanings, he wrote, cease to be art. He believed that work of quality should be brief and focus on a specific single effect. To that end, he believed that the writer should carefully calculate every sentiment and idea. Poe describes his method in writing "The Raven" in the essay "The Philosophy of Composition", and he claims to have strictly followed this method. It has been questioned whether he really followed this system, however. T. S. Eliot said: "It is difficult for us to read that essay without reflecting that if Poe plotted out his poem with such calculation, he might have taken a little more pains over it: the result hardly does credit to the method." Biographer Joseph Wood Krutch described the essay as "a rather highly ingenious exercise in the art of rationalization". During his lifetime, Poe was mostly recognized as a literary critic. Fellow critic James Russell Lowell called him "the most discriminating, philosophical, and fearless critic upon imaginative works who has written in America", suggesting—rhetorically—that he occasionally used prussic acid instead of ink. Poe's caustic reviews earned him the reputation of being a "tomahawk man". A favorite target of Poe's criticism was Boston's acclaimed poet Henry Wadsworth Longfellow, who was often defended by his literary friends in what was later called "The Longfellow War". Poe accused Longfellow of "the heresy of the didactic", writing poetry that was preachy, derivative, and thematically plagiarized. Poe correctly predicted that Longfellow's reputation and style of poetry would decline, concluding, "We grant him high qualities, but deny him the Future". Poe was also known as a writer of fiction and became one of the first American authors of the 19th century to become more popular in Europe than in the United States. Poe is particularly respected in France, in part due to early translations by Charles Baudelaire. Baudelaire's translations became definitive renditions of Poe's work throughout Europe. Poe's early detective fiction tales featuring C. Auguste Dupin laid the groundwork for future detectives in literature. Sir Arthur Conan Doyle said, "Each [of Poe's detective stories] is a root from which a whole literature has developed.... Where was the detective story until Poe breathed the breath of life into it?" The Mystery Writers of America have named their awards for excellence in the genre the "Edgars". Poe's work also influenced science fiction, notably Jules Verne, who wrote a sequel to Poe's novel The Narrative of Arthur Gordon Pym of Nantucket called An Antarctic Mystery, also known as The Sphinx of the Ice Fields. Science fiction author H. G. Wells noted, "Pym tells what a very intelligent mind could imagine about the south polar region a century ago". In 2013, The Guardian cited The Narrative of Arthur Gordon Pym of Nantucket as one of the greatest novels ever written in the English language, and noted its influence on later authors such as Henry James, Arthur Conan Doyle, B. Traven, and David Morrell. Horror author and historian, H. P. Lovecraft, was heavily influenced by Poe’s horror tales, dedicating an entire section of his long essay, “Supernatural Horror in Literature”, to his influence on the genre. In his letters, Lovecraft stated, “When I write stories, Edgar Allan Poe is my model.” Alfred Hitchcock once said "It's because I liked Edgar Allan Poe's stories so much that I began to make suspense films". Like many famous artists, Poe's works have spawned imitators. One trend among imitators of Poe has been claims by clairvoyants or psychics to be "channeling" poems from Poe's spirit. One of the most notable of these was Lizzie Doten, who published Poems from the Inner Life in 1863, in which she claimed to have "received" new compositions by Poe's spirit. The compositions were re-workings of famous Poe poems such as "The Bells", but which reflected a new, positive outlook. Even so, Poe has received not only praise, but criticism as well. This is partly because of the negative perception of his personal character and its influence upon his reputation. William Butler Yeats was occasionally critical of Poe and once called him "vulgar". Transcendentalist Ralph Waldo Emerson reacted to "The Raven" by saying, "I see nothing in it", and derisively referred to Poe as "the jingle man". Aldous Huxley wrote that Poe's writing "falls into vulgarity" by being "too poetical"—the equivalent of wearing a diamond ring on every finger. It is believed that only 12 copies have survived of Poe's first book Tamerlane and Other Poems. In December 2009, one copy sold at Christie's, New York for $662,500, a record price paid for a work of American literature. Eureka: A Prose Poem, an essay written in 1848, included a cosmological theory that presaged the Big Bang theory by 80 years, as well as the first plausible solution to Olbers' paradox. Poe eschewed the scientific method in Eureka and instead wrote from pure intuition. For this reason, he considered it a work of art, not science, but insisted that it was still true and considered it to be his career masterpiece. Even so, Eureka is full of scientific errors. In particular, Poe's suggestions ignored Newtonian principles regarding the density and rotation of planets. Poe had a keen interest in cryptography. He had placed a notice of his abilities in the Philadelphia paper Alexander's Weekly (Express) Messenger, inviting submissions of ciphers which he proceeded to solve. In July 1841, Poe had published an essay called "A Few Words on Secret Writing" in Graham's Magazine. Capitalizing on public interest in the topic, he wrote "The Gold-Bug" incorporating ciphers as an essential part of the story. Poe's success with cryptography relied not so much on his deep knowledge of that field (his method was limited to the simple substitution cryptogram) as on his knowledge of the magazine and newspaper culture. His keen analytical abilities, which were so evident in his detective stories, allowed him to see that the general public was largely ignorant of the methods by which a simple substitution cryptogram can be solved, and he used this to his advantage. The sensation that Poe created with his cryptography stunts played a major role in popularizing cryptograms in newspapers and magazines. Poe had an influence on cryptography beyond increasing public interest during his lifetime. William Friedman, America's foremost cryptologist, was heavily influenced by Poe. Friedman's initial interest in cryptography came from reading "The Gold-Bug" as a child, an interest that he later put to use in deciphering Japan's PURPLE code during World War II. The historical Edgar Allan Poe has appeared as a fictionalized character, often representing the "mad genius" or "tormented artist" and exploiting his personal struggles. Many such depictions also blend in with characters from his stories, suggesting that Poe and his characters share identities. Often, fictional depictions of Poe use his mystery-solving skills in such novels as The Poe Shadow by Matthew Pearl. No childhood home of Poe is still standing, including the Allan family's Moldavia estate. The oldest standing home in Richmond, the Old Stone House, is in use as the Edgar Allan Poe Museum, though Poe never lived there. The collection includes many items that Poe used during his time with the Allan family, and also features several rare first printings of Poe works. 13 West Range is the dorm room that Poe is believed to have used while studying at the University of Virginia in 1826; it is preserved and available for visits. Its upkeep is now overseen by a group of students and staff known as the Raven Society. The earliest surviving home in which Poe lived is in Baltimore, preserved as the Edgar Allan Poe House and Museum. Poe is believed to have lived in the home at the age of 23 when he first lived with Maria Clemm and Virginia (as well as his grandmother and possibly his brother William Henry Leonard Poe). It is open to the public and is also the home of the Edgar Allan Poe Society. Of the several homes that Poe, his wife Virginia, and his mother-in-law Maria rented in Philadelphia, only the last house has survived. The Spring Garden home, where the author lived in 1843–1844, is today preserved by the National Park Service as the Edgar Allan Poe National Historic Site. Poe's final home is preserved as the Edgar Allan Poe Cottage in the Bronx. In Boston, a commemorative plaque on Boylston Street is several blocks away from the actual location of Poe's birth. The house which was his birthplace at 62 Carver Street no longer exists; also, the street has since been renamed "Charles Street South". A "square" at the intersection of Broadway, Fayette, and Carver Streets had once been named in his honor, but it disappeared when the streets were rearranged. In 2009, the intersection of Charles and Boylston Streets (two blocks north of his birthplace) was designated "Edgar Allan Poe Square". In March 2014, fundraising was completed for construction of a permanent memorial sculpture, known as "Poe Returning to Boston," at this location. The winning design by Stefanie Rocknak depicts a life-sized Poe striding against the wind, accompanied by a flying raven; his suitcase lid has fallen open, leaving a "paper trail" of literary works embedded in the sidewalk behind him. The public unveiling on October 5, 2014 was attended by former US poet laureate Robert Pinsky. Other Poe landmarks include a building on the Upper West Side where Poe temporarily lived when he first moved to New York. A plaque suggests that Poe wrote "The Raven" here. In Fell's Point, Baltimore a bar still stands where legend says that Poe was last seen drinking before his death. Now known as "The Horse You Came in On", local lore insists that a ghost whom they call "Edgar" haunts the rooms above. Early daguerreotypes of Poe continue to arouse great interest among literary historians. Notable among them are: A bottle of cognac and three roses were left at Poe's original grave marker for decades every January 19 by an unknown visitor affectionately referred to as the "Poe Toaster". Sam Porpora was a historian at the Westminster Church in Baltimore where Poe is buried, and he claimed on August 15, 2007 that he had started the tradition in 1949. Porpora said that the tradition began in order to raise money and enhance the profile of the church. His story has not been confirmed, and some details which he gave to the press are factually inaccurate. The Poe Toaster's last appearance was on January 19, 2009, the day of Poe's bicentennial.	7,017	ENGLISH	1
History of Jigsaws Jigsaw puzzles are popular among adults and children. They can be found in every home and even in charity shops in all countries. Even toy stores have isles solely dedicated to them. There are also online retailers that specialize in jigsaws puzzles only. But how did they come about? John Spilsbury, who was a mapmaker and engraver, is often credited as the person who created the first jigsaw puzzle. He printed maps onto wood and would cut them along country lines into pieces. They were known as dissected maps back then. These wonderful invention became popular teaching tools for geography. Like many other things, some people argue that Spilsbury was not the first person to come up with the idea of the jigsaw puzzle and it’s quite possible that he took inspiration from other people’s work. Nevertheless, the general consensus seems to agree that he’s invented the jigsaw puzzle that we all know and love today. People did not use the term jigsaw puzzles until a century or so later when the first jigsaw puzzle was created using the tool it’s associated with. Ravensburger created the first wooden puzzle called “geographical puzzle”. These map puzzles are still popular today. You can find many of these puzzles online and at toy stores. In the 1900’s, jigsaw puzzles became widely popular. They were mostly an upper-class pursuit as they were so expensive to produce. But over the course of time, these puzzles were made affordable with the advancement of manufacturing process and the introduction of cardboard as a material replacing wood. Jigsaw puzzles became more popular, especially in the US during the 1930s depression. These puzzles were people’s inexpensive form of escape. Newsagents even sell weekly puzzles across the country. Some retailers even gave away puzzles for free. Some puzzles were even used for advertising. Wooden puzzles remained popular for a while but saw a sharp decline in demand after WW2. During these times, rising wages and production costs caused making wooden puzzles prohibitively expensive. Jigsaw puzzles have endured the test of time and came a long way from the dissected maps of 1770s. They have become part of our culture and remained popular among adults and children due to the benefits they offer, which is something that other toys could not match. Puzzles are more than just fun educational tools.They have other benefits too. Jigsaw puzzles are a great way to relieve stress and keep our brain sharp. They have a meditative effect that most people find relaxing and uplifting. They also offer a certain level of complexity, flexibility and challenge other toys can’t. Most puzzles can be enjoyed either solo or with other people. It’s no wonder why you can still find puzzles in most homes. They offer a wholesome fun and entertainment for the entire family to enjoy. Fun Fact: Dissectologist refers to a person who enjoys completing jigsaw puzzles. RELATED: How Jigsaws are Made	<urn:uuid:765a0d5b-1ac2-4243-8d59-b6fd82e4f657>	CC-MAIN-2020-05	https://www.fluffheaven.com/history-of-jigsaws.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607314.32/warc/CC-MAIN-20200122161553-20200122190553-00091.warc.gz	en	0.981435	626	3.296875	3	[ -0.273365318775177, -0.1463901549577713, 0.5864607095718384, -0.1488093137741089, -0.3917924463748932, 0.008119374513626099, 0.37337011098861694, -0.009786946699023247, -0.04952515661716461, -0.2464897483587265, 0.023746315389871597, 0.3575354218482971, -0.03333781659603119, 0.323179453611...	8	History of Jigsaws Jigsaw puzzles are popular among adults and children. They can be found in every home and even in charity shops in all countries. Even toy stores have isles solely dedicated to them. There are also online retailers that specialize in jigsaws puzzles only. But how did they come about? John Spilsbury, who was a mapmaker and engraver, is often credited as the person who created the first jigsaw puzzle. He printed maps onto wood and would cut them along country lines into pieces. They were known as dissected maps back then. These wonderful invention became popular teaching tools for geography. Like many other things, some people argue that Spilsbury was not the first person to come up with the idea of the jigsaw puzzle and it’s quite possible that he took inspiration from other people’s work. Nevertheless, the general consensus seems to agree that he’s invented the jigsaw puzzle that we all know and love today. People did not use the term jigsaw puzzles until a century or so later when the first jigsaw puzzle was created using the tool it’s associated with. Ravensburger created the first wooden puzzle called “geographical puzzle”. These map puzzles are still popular today. You can find many of these puzzles online and at toy stores. In the 1900’s, jigsaw puzzles became widely popular. They were mostly an upper-class pursuit as they were so expensive to produce. But over the course of time, these puzzles were made affordable with the advancement of manufacturing process and the introduction of cardboard as a material replacing wood. Jigsaw puzzles became more popular, especially in the US during the 1930s depression. These puzzles were people’s inexpensive form of escape. Newsagents even sell weekly puzzles across the country. Some retailers even gave away puzzles for free. Some puzzles were even used for advertising. Wooden puzzles remained popular for a while but saw a sharp decline in demand after WW2. During these times, rising wages and production costs caused making wooden puzzles prohibitively expensive. Jigsaw puzzles have endured the test of time and came a long way from the dissected maps of 1770s. They have become part of our culture and remained popular among adults and children due to the benefits they offer, which is something that other toys could not match. Puzzles are more than just fun educational tools.They have other benefits too. Jigsaw puzzles are a great way to relieve stress and keep our brain sharp. They have a meditative effect that most people find relaxing and uplifting. They also offer a certain level of complexity, flexibility and challenge other toys can’t. Most puzzles can be enjoyed either solo or with other people. It’s no wonder why you can still find puzzles in most homes. They offer a wholesome fun and entertainment for the entire family to enjoy. Fun Fact: Dissectologist refers to a person who enjoys completing jigsaw puzzles. RELATED: How Jigsaws are Made	601	ENGLISH	1
Before 1972, when Memorial Day began being celebrated on the last Monday in May, Memorial Day was traditionally held on May 30. The holiday was established by the Grand Army of the Republic (GAR), an organization of Union veterans of the Civil War, in 1868 to commemorate and decorate the graves of deceased Union soldiers. Major Gen. John A. Logan, chief of the GAR, led the effort to create Memorial Day. Following his military service, in which he was a member of Gen. William T. Sherman’s staff, Gen. Logan served as a U.S. Congressman and later a U.S. Senator from Illinois. Although he never lived in Colorado, Gen. Logan has many Colorado connections, mainly due to his investments in Colorado mines. Coloradans also revered him as a war hero, and many came to see him when he came to Denver with the GAR Encampment, an annual reunion of over 25,000 Union veterans. Logan County as well as Denver’s Logan Street and Fort Logan National Cemetery are named for him. A 12,870-foot peak, Mount Logan, also bears his name. You can read more about Gen. Logan and his Colorado connections in Robert Hartley’s article “General John A. Logan: A Name Remembered and Honored in Colorado,” in the Summer 2007 issue of Colorado Heritage magazine, which you can check out from our library. Memorial Day, or Decoration Day as it was originally known, has grown to memorialize all of America’s fallen soldiers, not just those from the Civil War. An interesting look at how Memorial Day was celebrated a century ago can be found starting on page 105 of the State of Colorado’s 1913 Spring Holiday Book, issued by the Department of Public Instruction to help teachers plan lessons for the various holidays. The section on Memorial Day includes quotations, poems, essays, and songs that were originally used to teach youngsters about the holiday, but can now be used to teach us about an element of American life and culture over 100 years ago that we still celebrate today.	<urn:uuid:8b5eb7de-7d33-44aa-a445-6f548e839649>	CC-MAIN-2020-05	https://www.coloradovirtuallibrary.org/resource-sharing/state-pubs-blog/time-machine-tuesday-memorial-day/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251684146.65/warc/CC-MAIN-20200126013015-20200126043015-00425.warc.gz	en	0.980761	431	3.640625	4	[ -0.22275689244270325, 0.32049837708473206, 0.6225454211235046, 0.13807745277881622, -0.28714054822921753, -0.16406939923763275, 0.10421206057071686, 0.01155339740216732, -0.2806987464427948, -0.41806429624557495, -0.3253248631954193, 0.6017942428588867, 0.060599785298109055, 0.463958710432...	5	Before 1972, when Memorial Day began being celebrated on the last Monday in May, Memorial Day was traditionally held on May 30. The holiday was established by the Grand Army of the Republic (GAR), an organization of Union veterans of the Civil War, in 1868 to commemorate and decorate the graves of deceased Union soldiers. Major Gen. John A. Logan, chief of the GAR, led the effort to create Memorial Day. Following his military service, in which he was a member of Gen. William T. Sherman’s staff, Gen. Logan served as a U.S. Congressman and later a U.S. Senator from Illinois. Although he never lived in Colorado, Gen. Logan has many Colorado connections, mainly due to his investments in Colorado mines. Coloradans also revered him as a war hero, and many came to see him when he came to Denver with the GAR Encampment, an annual reunion of over 25,000 Union veterans. Logan County as well as Denver’s Logan Street and Fort Logan National Cemetery are named for him. A 12,870-foot peak, Mount Logan, also bears his name. You can read more about Gen. Logan and his Colorado connections in Robert Hartley’s article “General John A. Logan: A Name Remembered and Honored in Colorado,” in the Summer 2007 issue of Colorado Heritage magazine, which you can check out from our library. Memorial Day, or Decoration Day as it was originally known, has grown to memorialize all of America’s fallen soldiers, not just those from the Civil War. An interesting look at how Memorial Day was celebrated a century ago can be found starting on page 105 of the State of Colorado’s 1913 Spring Holiday Book, issued by the Department of Public Instruction to help teachers plan lessons for the various holidays. The section on Memorial Day includes quotations, poems, essays, and songs that were originally used to teach youngsters about the holiday, but can now be used to teach us about an element of American life and culture over 100 years ago that we still celebrate today.	440	ENGLISH	1
In 1913, the struggle for women’s right to vote was at its height and many suffragettes who had been sent to prison for acts of protest, were going on hunger strike. The Prison authorities with the backing of the Liberal Government had started force feeding the suffragettes. The Government genuinely feared that one of the Suffragettes might die in prison from refusing to eat or being force fed and become a martyr for the cause. So great was their concern that they rushed through the Prisoners (Temporary Discharge for Ill-Health) Act, which became commonly known as the Cat and Mouse Act. This Act allowed the early release of suffragette prisoners who were so weakened by hunger striking that their health was in danger. They could be re-arrested and taken back to prison when their health recovered. Hence the imagery of the Cat (the Government) playing with the poor mouse before its ultimate demise. Ethel Smyth, (suffragette, composer and conductor) had this to say about the Act in her memoirs:- “The so-called 'Cat and Mouse' Act, of which the murderous, cowardly, pseudo-humane refinement is to my mind more revolting than any torture invented in the Middle Ages, was now in full swing. The authorities dared not let the women die, so would release them, sometimes half-dead, to be rearrested as soon as they were judged fit to serve the remainder of their sentence. Whereupon the whole hideous business would begin again, the idea being that by degrees bodies and wills would be broken past mending. How a group of civilized Christian men could lend themselves to this proceeding rather than perform a simple act of justice already fifty years overdue is inconceivable - but so it was.” However, the ineffectiveness of the Act was very soon evident as the authorities experienced much more difficulty than anticipated in re-arresting the released hunger-strikers. One of these was Lilian Lenton, who had been arrested on charges of arson including burning down the Tea Pavilion at Kew Gardens. While in Holloway Jail she held a hunger strike for two days before being forcibly fed, which caused her to become seriously ill with pleurisy caused by food entering her lungs. It took two doctors and seven wardens to restrain her. She was quickly and quietly released. Months later, on another arson charge she had been released from Leeds Jail after starting a hunger strike and then managed to evade the police on several occasions. Even though the house she was living in was under surveillance, she disguised dressed herself as a young man and walked out under their noses! She then led the police a merry dance up and down the country escaping justice in Cardiff dressed as an old lady – managing to hobble to the station and onto a train for London! The inability of the government to lay its hands on Lilian Lenton and high-profile suffragettes caused a public scandal. The Asquith government's implementation of the Act caused the militant WSPU and the suffragettes to perceive Asquith as the enemy and led to an increase in support for the Labour Party.	<urn:uuid:cd2a8617-a598-4f1a-bc6d-9ef60c8bfa64>	CC-MAIN-2020-05	https://www.suffragettelife.co.uk/single-post/2015/04/22/What-was-The-Cat-And-Mouse-Act	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606872.19/warc/CC-MAIN-20200122071919-20200122100919-00209.warc.gz	en	0.986269	647	3.515625	4	[ -0.36513084173202515, -0.16050530970096588, 0.004228971898555756, 0.3782386779785156, 0.009080853313207626, 0.3635716140270233, 0.33644333481788635, 0.5358948707580566, -0.16585642099380493, 0.06576390564441681, -0.07533485442399979, -0.17858508229255676, 0.0043966504745185375, 0.082101091...	3	In 1913, the struggle for women’s right to vote was at its height and many suffragettes who had been sent to prison for acts of protest, were going on hunger strike. The Prison authorities with the backing of the Liberal Government had started force feeding the suffragettes. The Government genuinely feared that one of the Suffragettes might die in prison from refusing to eat or being force fed and become a martyr for the cause. So great was their concern that they rushed through the Prisoners (Temporary Discharge for Ill-Health) Act, which became commonly known as the Cat and Mouse Act. This Act allowed the early release of suffragette prisoners who were so weakened by hunger striking that their health was in danger. They could be re-arrested and taken back to prison when their health recovered. Hence the imagery of the Cat (the Government) playing with the poor mouse before its ultimate demise. Ethel Smyth, (suffragette, composer and conductor) had this to say about the Act in her memoirs:- “The so-called 'Cat and Mouse' Act, of which the murderous, cowardly, pseudo-humane refinement is to my mind more revolting than any torture invented in the Middle Ages, was now in full swing. The authorities dared not let the women die, so would release them, sometimes half-dead, to be rearrested as soon as they were judged fit to serve the remainder of their sentence. Whereupon the whole hideous business would begin again, the idea being that by degrees bodies and wills would be broken past mending. How a group of civilized Christian men could lend themselves to this proceeding rather than perform a simple act of justice already fifty years overdue is inconceivable - but so it was.” However, the ineffectiveness of the Act was very soon evident as the authorities experienced much more difficulty than anticipated in re-arresting the released hunger-strikers. One of these was Lilian Lenton, who had been arrested on charges of arson including burning down the Tea Pavilion at Kew Gardens. While in Holloway Jail she held a hunger strike for two days before being forcibly fed, which caused her to become seriously ill with pleurisy caused by food entering her lungs. It took two doctors and seven wardens to restrain her. She was quickly and quietly released. Months later, on another arson charge she had been released from Leeds Jail after starting a hunger strike and then managed to evade the police on several occasions. Even though the house she was living in was under surveillance, she disguised dressed herself as a young man and walked out under their noses! She then led the police a merry dance up and down the country escaping justice in Cardiff dressed as an old lady – managing to hobble to the station and onto a train for London! The inability of the government to lay its hands on Lilian Lenton and high-profile suffragettes caused a public scandal. The Asquith government's implementation of the Act caused the militant WSPU and the suffragettes to perceive Asquith as the enemy and led to an increase in support for the Labour Party.	640	ENGLISH	1
Who was Christopher Columbus? Christopher Columbus was an explorer. An explorer is someone who travels to new places to find out what is there. He was born in Genoa, Italy in 1451. His father was a weaver. Christopher worked in his father’s shop, but he wanted to be a sailor. Columbus learned how to sail at a young age. He went to sea at the age of 14, hoping to come home a rich man. He learned that by looking at the Sun and the stars, he could navigate (find the way) the seas. Columbus and his sailors sailed from Europe to America in 1492. They crossed the Atlantic Ocean, not knowing where they would end up. In 1476, the ships that Columbus was sailing with were attacked by French pirates. Columbus’s ship sank so he had to swim to the nearest shore, which was the coast of Portugal. Did Christopher Columbus discover America? Christopher Columbus did not discover America. Many people were already living there. The Vikings had landed in America 500 years before. Vikings were warriors that sailed the seas from the late 700s to the 1000s.	<urn:uuid:5089e175-6de4-4498-acae-7d22213c75fc>	CC-MAIN-2020-05	https://primaryleap.co.uk/activity/christopher-columbus	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601040.47/warc/CC-MAIN-20200120224950-20200121013950-00483.warc.gz	en	0.992059	237	3.375	3	[ -0.15682031214237213, 0.11490574479103088, -0.01962386630475521, 0.06793300062417984, -0.6160683035850525, -0.1821884661912918, 0.4347913861274719, 0.1344728320837021, -0.3833191394805908, -0.2615513801574707, 0.49885234236717224, -0.4383702874183655, -0.36092427372932434, 0.36154618859291...	3	Who was Christopher Columbus? Christopher Columbus was an explorer. An explorer is someone who travels to new places to find out what is there. He was born in Genoa, Italy in 1451. His father was a weaver. Christopher worked in his father’s shop, but he wanted to be a sailor. Columbus learned how to sail at a young age. He went to sea at the age of 14, hoping to come home a rich man. He learned that by looking at the Sun and the stars, he could navigate (find the way) the seas. Columbus and his sailors sailed from Europe to America in 1492. They crossed the Atlantic Ocean, not knowing where they would end up. In 1476, the ships that Columbus was sailing with were attacked by French pirates. Columbus’s ship sank so he had to swim to the nearest shore, which was the coast of Portugal. Did Christopher Columbus discover America? Christopher Columbus did not discover America. Many people were already living there. The Vikings had landed in America 500 years before. Vikings were warriors that sailed the seas from the late 700s to the 1000s.	250	ENGLISH	1
The Legend of Diarmuid and Grania Introductory Note: The legend of Diarmuid and Grania is an Irish folktale that describes two lovers (Diarmuid and Grania) who steal away together prior to Grania’s marriage to the famed warrior Finn MacCumhail, a first century Irish warrior-seer greatly celebrated in Irish lore. MacCumhail is the central character of the Ossianic Cycle of Tales.1Dáithí Ó hÓgáin, The Lore of Ireland: An Encyclopaedia of Myth, Legend and Romance, Rochester, NY: The Boydell P, 2006, 238. The myth—purportedly based on actual events—explains that Diarmuid had a ball seirce, or love spot, on his cheek or forehead that caused women to immediately fall in love with him.2Daragh Smyth, A Guide to Irish Mythology, Dublin: Irish Academic P, 1988, 73. Because Grania pursues a physically passionate relationship with Diarmuid—as opposed to maintaining the distance associated with courtly love—scholars suggest that the tale predates medieval times.3Smyth, 74. In fact, Grania is often seen as a prototype of Iseult in the Tristan and Iseult tales.4Peter Kavanagh, Irish Mythology, New York: Peter Kavanagh Hand P, 1988, 78. In Isabella Gregory’s rendering of “The Legend of Diarmuid and Grania,” she subverts a tale that generally blames women for the death of the mythic lover Diarmuid. In earlier versions of the tale, Grania is portrayed as an impulsive, capricious woman who quickly forgets about her lover Diarmuid.5See Kavanagh, 58-9 and Smyth, 73. Lady Gregory’s version, on the other hand, suggests that Diarmuid’s opponent Finn “had put enchantment on” Grania, causing her to fall in love with Finn after Diarmuid dies. This minor adjustment leads readers to identify more closely with the generally unsympathetically rendered Grania. Through Grania, Lady Gregory redeems the image of women and blames the masculine warrior Finn for the loss of Diarmuid. Lady Gregory was an Irish writer, dramatist, and folklorist who co-founded the Irish Literary Theatre and Abbey Theatre with W. B. Yeats and others. During the 1890s she became a prominent and highly respected figure in the Irish Renaissance, writing for the movement’s periodicals and acting as a mentor for aspiring artists.6Mary Lou Kohfeldt, Lady Gregory: The Woman Behind the Irish Renaissance, New York: Atheneum, 1985, 4. She wrote her version of the tale for The Samhain: An Occasional Review, edited by Yeats to be distributed at the Irish Literary Theatre. At the time that Finn MacCumhail was getting to be old, and Oisin his son was a strong grown man, it came into his mind to find another wife, for it was a long time since his wife that was daughter of Maighneis Mac Moirne had died from him. And the one he set his mind on was Grania, daughter of Cormac, King of Tara, the most beautiful of the women of Ireland.7Tara was the capital of the country until the sixth century (Smyth, 145). Her father was willing to give her, for Finn had a great name in Ireland, and all was settled, and a feast was made ready. But when Finn, and the chief men of the Fianna came for the wedding, and Grania saw him, and that he looked to be older than her father, Cormac, with the hardships and the fighting he had gone through, she had no mind to marry him, but she looked around at the men that were with him, and she set her mind there and then upon Diarmuid, grand-son of Duibhne, that was young and comely, and that was called the best lover of woman to be found in the whole world.8Finiana: Irish army led by Finn (Smyth, 55-56). So she called for a vessel of ale, and she put an enchantment of sleep in the ale, and then she gave a drink of it to Finn, and to the most of the men that were there, and they had no sooner tasted it than a deep sleep came upon them. But she gave none of the ale to Diarmuid, but she bade him to bring her away out of the house before Finn and her father would awake. And he was not willing at first to meddle with a woman that was promised to Finn MacCumhail, but in the end he brought her away, and all in the house lying in their sleep, but only Oisin and Caoilte and Oscar. When Finn awoke from his sleep there was great anger on him, and he sent his men to follow the tracks of Diarmuid and Grania, and it is what he told them, that if they did not come up with them at the first ford, he would hang them from each side of it. And this was the beginning of the hunting of Diarmuid and Grania by Finn all through Ireland, that lasted seven years. And all through that time they had many hardships and many escapes, and it is a wonder how they went through all they did, but there were some that helped them. One time they were at Doire dha Bhoth, and Finn came very near them and was pressing on; but Oisin sent a warning to them through Finn's own hound, Bran, that had as great a love for Diarmuid as he had for his own master.9Bran’s mother was initially a human, but was transformed into a dog during pregnancy (Kavanagh, 19-20). And the hound found them in their sleep in an enclosed place they had made, with seven doors to it, and he thrust his head into Diarmuid's bosom and awaked him. But it would have gone hard with them even then, but Angus Og son of the Dagda, that knew of their danger, came and brought Grania away with him to Dos da Shoileach under the cover of his cloak.10Angus Og is God of love (Kavanagh, 11). And as for Diarmuid, he took his sword, and stood up like a straight pillar in the enclosed place. And Finn put a man at every one of the seven doors to guard it, and Diarmuid would not go out by any door but the one Finn himself was guarding, for the other men of the Fianna were some of them his dear friends, and he would not bring Finn's anger on them by escaping through the door they had in their charge. But he took the shaft of his spear in his hand, and gave a very high light leap over the door where Finn was, and slipped away beyond him and his people, and then he looked back and called out to them that he had passed them, and he slung his shield upon his back, and followed Grania westwards. And then they two went on by themselves, and it was the advice Angus gave them, not to go into a cave that had but one opening, or into an island that had but one harbour, and wherever they would cook their food, not to eat it there, and wherever they would eat, not to sleep in that place, for all the time Finn would be following after them. And after that they went along the Siona to the marshy bog of Finnliath, and there they met with a young man, and he said his name was Muadhan, and that he would serve them by day and watch for them by night. And that evening he made a bed of soft rushes and birch tops for them in a cave, and then he broke off a straight rod from a quicken tree, and he put a hair on it and a fork, and a berry on the fork, and went and stood by a stream, and with the three berries he dropped in the stream, he brought up three fishes. And he cooked the three fishes on a spit, and he gave the biggest to Diarmuid and the second biggest to Grania, and the one that was smallest he kept for himself. And after a while Muadhan left them, and they travelled on to Slieve Echtge, and Grania began to be tired out, but Diarmuid made a hut in the very heart of the wood, and killed a deer, and he and Grania eat and drank their fill of meat and of pure water.11Slieve is Gaelic for mountain. And Diarmuid went to the Searbhan Lochlannach, the surly one of Lochlinn, that kept the wood, and got leave from him to hunt and kill deer, so long as he would not meddle with the berries, that grew on the quicken-tree of Dubhros.12“A thick-boned, large-nosed, crooked-toothed, red-eyed, swart-bodied giant of the children of wicked Cain, the son of Naoi, whom neither weapon wounds, nor fire burns, nor water drowns, so great is his magic” (Leland L. Duncan, “The Quicken-Tree of Dubhos,” Folklore. Vol. 7, No. 4, 1896, 321-330: 323). Leland Duncan’s article explores the mythology of this tree. That was a tree that had grown from a berry that was dropped by the Tuatha De Danaan one time when they were playing a game of hurling with the Fianna, and whoever eat these berries was free from all sickness after, and felt like as if he had been drinking wine. But the Tuatha De Danaan had sent the Searbhan Lochlannach to guard over the tree, and he slept in its top by night and stopped at its foot by day, and no one dared come near it. But when Grania heard of these berries a great desire and longing came on her, and she said she would never lie down on a bed again, but would lose her life, if she could not get some of them, to taste them. So Diarmuid went to the fierce giant, the Searbhan, that had made a desert of the place about him, and asked some of the berries, but he would not give them. And Diarmuid would not do treachery on him, but he attacked him then and there, and they fought fair, and the Searbhan gave him great strokes with his club, but Diarmuid killed him in the end. Then Grania came to the tree, and he plucked berries from the branches and he gave them to her. And then they went up into the top of the tree where the Searbhan had made his bed, and the berries below were but bitter berries beside those that were above in the tree. And Finn was following close after them, and he came to the foot of the tree, and he and his men eat their fill of the berries, and they sat down to rest through the heat of the day. And Finn asked for a chessboard, and himself and Oisin sat down to play.13Some sources cite that Finn played chess just to pass the time, since he assumed that Diarmuid had killed the Searbhan and would eventually return to the tree for more berries (See, for example, Charles Squire, Celtic Myth and Legend: Poetry and Romance, London: Gresham Publishing Company, 1910, 220). And after they had played awhile, Finn had come near to win, and there was only one move for Oisin to make, and he did not see it. Then Diarmuid, from the top of the tree, took aim with a berry at the man that should be moved, and hit it; and Oisin moved that man and turned the game against Finn. And the same thing happened a second and a third time, and then Diarmuid struck the third berry on the man that would win the game, and Oisin moved it, and all the Fianna let out a great shout. Then Diarmuid stood up in the top of the tree, and caught Grania to him and gave her three kisses, and the seven battalions of the Fianna standing around. And great anger and jealousy and a great weakness came on Finn when he saw that, and he called out to Diarmuid that he would lose his life for those three kisses. And he would have made an end of him then and there, but Angus came to their help again, and he took Diarmuid’s shape and appearance on him, and came to the foot of the tree, so that Finn’s men attacked him, and Diarmuid gave a light leap from the tree and went away from them. And then Angus took Grania under his druid mantle, and brought her away to the Brugh na Buinne, and Diarmuid followed them there. And while they were there, Finn sent an old hag that was his foster-mother, and that had knowledge of witchcraft, to try could she make an end of Diarmuid. And he chanced to be out by himself, hunting. And the hag took a drowned leaf, and rose on it in a blast of cold wind, and came near Diarmuid, and began to strike at him from above, so that he was never in such great danger before, but at the last he made a cast of his spear that reached to the hag through the leaf, so that she fell dead on the spot. But after that, Angus made a peace between Diarmuid and Grania on the one side, and Finn on the other side. And the place they settled in was Rath Grania in Ben Bulben, and the people used to be saying there was no man in Ireland richer in sheep and cattle and gold and silver than Diarmuid was at that time. But after a while Grania said it was a shame that the two best men in Ireland, her father Cormac and Finn Mac Cumhail, had never come to her house. And she made a great feast and brought them there. Now it had been foretold that it was by a wild boar Diarmuid would get his death, and he was put under bonds never to join in the hunting of one. But one day he was hunting with Finn, and they came on the track of a boar, and Diarmuid left Finn and followed after the boar by himself, and it stopped and faced him. And Diarmuid made a cast of his spear at it, but it did not so much as give it a wound or a scratch. But at the last he killed it with the hilt of his sword, for the sword itself was broken, but before he did that, the boar had given him a deadly wound. It was at this time Finn came up with him, and looked at him, and it is what he said, that he was glad to see his beauty turned to ugliness, and that he would like all the women of Ireland to be looking at him now. And Diarmuid asked him for a drink from the palms of his hands, that might cure him. And Finn was bringing him the water, but when the thought of Grania came upon him, he let it spill through his fingers, and the life went out from Diarmuid. When Grania heard of that, she made a great mourning and a great keening. And she gave it out that she was making all ready to bring a great vengeance on Finn, and to get satisfaction for Diarmuid’s death. But after a while, Finn went secretly to the place where she was and got to see her, in spite of all her high words. And whatever she said to him or he said to her, when he came back to the seven battalions of the Fianna that were waiting for him, there was Grania coming with him, like any new wife with her husband. And when the Fianna saw that, they gave three great shouts of laughter and mockery. And some said that change had come on her because the mind of every woman changes like the water in a running stream; but some said it was Finn that had put enchantment on her. Download PDF of original Text (validated PDF/A conformant) How To Cite (MLA Format) Gregory, Isabella Augusta. "The Legend of Diarmuid and Grania." Samhain: an Occasional Review, vol. 1, 1901, pp. 16-9. Edited by Benjamin Bascom. Victorian Short Fiction Project, 26 January 2020, http://vsfp.byu.edu/index.php/title/the-legend-of-diarmuid-and-grania/. 29 November 2016 26 January 2020 Notes [ + ] \|1.\|\|↑\|\|Dáithí Ó hÓgáin, The Lore of Ireland: An Encyclopaedia of Myth, Legend and Romance, Rochester, NY: The Boydell P, 2006, 238.\| \|2.\|\|↑\|\|Daragh Smyth, A Guide to Irish Mythology, Dublin: Irish Academic P, 1988, 73.\| \|4.\|\|↑\|\|Peter Kavanagh, Irish Mythology, New York: Peter Kavanagh Hand P, 1988, 78.\| \|5.\|\|↑\|\|See Kavanagh, 58-9 and Smyth, 73.\| \|6.\|\|↑\|\|Mary Lou Kohfeldt, Lady Gregory: The Woman Behind the Irish Renaissance, New York: Atheneum, 1985, 4.\| \|7.\|\|↑\|\|Tara was the capital of the country until the sixth century (Smyth, 145).\| \|8.\|\|↑\|\|Finiana: Irish army led by Finn (Smyth, 55-56).\| \|9.\|\|↑\|\|Bran’s mother was initially a human, but was transformed into a dog during pregnancy (Kavanagh, 19-20).\| \|10.\|\|↑\|\|Angus Og is God of love (Kavanagh, 11).\| \|11.\|\|↑\|\|Slieve is Gaelic for mountain.\| \|12.\|\|↑\|\|“A thick-boned, large-nosed, crooked-toothed, red-eyed, swart-bodied giant of the children of wicked Cain, the son of Naoi, whom neither weapon wounds, nor fire burns, nor water drowns, so great is his magic” (Leland L. Duncan, “The Quicken-Tree of Dubhos,” Folklore. Vol. 7, No. 4, 1896, 321-330: 323). Leland Duncan’s article explores the mythology of this tree.\| \|13.\|\|↑\|\|Some sources cite that Finn played chess just to pass the time, since he assumed that Diarmuid had killed the Searbhan and would eventually return to the tree for more berries (See, for example, Charles Squire, Celtic Myth and Legend: Poetry and Romance, London: Gresham Publishing Company, 1910, 220).\|	<urn:uuid:9db79781-d762-4911-9314-989f5dcc54c3>	CC-MAIN-2020-05	http://vsfp.byu.edu/index.php/title/the-legend-of-diarmuid-and-grania/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251689924.62/warc/CC-MAIN-20200126135207-20200126165207-00288.warc.gz	en	0.987407	4,083	3.40625	3	[ -0.2145538330078125, 0.5212141275405884, 0.2068708837032318, 0.016604838892817497, -0.3592672049999237, 0.22266198694705963, 0.4748285710811615, -0.22174116969108582, 0.19303031265735626, -0.3780199885368347, -0.7304593324661255, -0.30514681339263916, -0.03388769179582596, -0.0875792428851...	1	The Legend of Diarmuid and Grania Introductory Note: The legend of Diarmuid and Grania is an Irish folktale that describes two lovers (Diarmuid and Grania) who steal away together prior to Grania’s marriage to the famed warrior Finn MacCumhail, a first century Irish warrior-seer greatly celebrated in Irish lore. MacCumhail is the central character of the Ossianic Cycle of Tales.1Dáithí Ó hÓgáin, The Lore of Ireland: An Encyclopaedia of Myth, Legend and Romance, Rochester, NY: The Boydell P, 2006, 238. The myth—purportedly based on actual events—explains that Diarmuid had a ball seirce, or love spot, on his cheek or forehead that caused women to immediately fall in love with him.2Daragh Smyth, A Guide to Irish Mythology, Dublin: Irish Academic P, 1988, 73. Because Grania pursues a physically passionate relationship with Diarmuid—as opposed to maintaining the distance associated with courtly love—scholars suggest that the tale predates medieval times.3Smyth, 74. In fact, Grania is often seen as a prototype of Iseult in the Tristan and Iseult tales.4Peter Kavanagh, Irish Mythology, New York: Peter Kavanagh Hand P, 1988, 78. In Isabella Gregory’s rendering of “The Legend of Diarmuid and Grania,” she subverts a tale that generally blames women for the death of the mythic lover Diarmuid. In earlier versions of the tale, Grania is portrayed as an impulsive, capricious woman who quickly forgets about her lover Diarmuid.5See Kavanagh, 58-9 and Smyth, 73. Lady Gregory’s version, on the other hand, suggests that Diarmuid’s opponent Finn “had put enchantment on” Grania, causing her to fall in love with Finn after Diarmuid dies. This minor adjustment leads readers to identify more closely with the generally unsympathetically rendered Grania. Through Grania, Lady Gregory redeems the image of women and blames the masculine warrior Finn for the loss of Diarmuid. Lady Gregory was an Irish writer, dramatist, and folklorist who co-founded the Irish Literary Theatre and Abbey Theatre with W. B. Yeats and others. During the 1890s she became a prominent and highly respected figure in the Irish Renaissance, writing for the movement’s periodicals and acting as a mentor for aspiring artists.6Mary Lou Kohfeldt, Lady Gregory: The Woman Behind the Irish Renaissance, New York: Atheneum, 1985, 4. She wrote her version of the tale for The Samhain: An Occasional Review, edited by Yeats to be distributed at the Irish Literary Theatre. At the time that Finn MacCumhail was getting to be old, and Oisin his son was a strong grown man, it came into his mind to find another wife, for it was a long time since his wife that was daughter of Maighneis Mac Moirne had died from him. And the one he set his mind on was Grania, daughter of Cormac, King of Tara, the most beautiful of the women of Ireland.7Tara was the capital of the country until the sixth century (Smyth, 145). Her father was willing to give her, for Finn had a great name in Ireland, and all was settled, and a feast was made ready. But when Finn, and the chief men of the Fianna came for the wedding, and Grania saw him, and that he looked to be older than her father, Cormac, with the hardships and the fighting he had gone through, she had no mind to marry him, but she looked around at the men that were with him, and she set her mind there and then upon Diarmuid, grand-son of Duibhne, that was young and comely, and that was called the best lover of woman to be found in the whole world.8Finiana: Irish army led by Finn (Smyth, 55-56). So she called for a vessel of ale, and she put an enchantment of sleep in the ale, and then she gave a drink of it to Finn, and to the most of the men that were there, and they had no sooner tasted it than a deep sleep came upon them. But she gave none of the ale to Diarmuid, but she bade him to bring her away out of the house before Finn and her father would awake. And he was not willing at first to meddle with a woman that was promised to Finn MacCumhail, but in the end he brought her away, and all in the house lying in their sleep, but only Oisin and Caoilte and Oscar. When Finn awoke from his sleep there was great anger on him, and he sent his men to follow the tracks of Diarmuid and Grania, and it is what he told them, that if they did not come up with them at the first ford, he would hang them from each side of it. And this was the beginning of the hunting of Diarmuid and Grania by Finn all through Ireland, that lasted seven years. And all through that time they had many hardships and many escapes, and it is a wonder how they went through all they did, but there were some that helped them. One time they were at Doire dha Bhoth, and Finn came very near them and was pressing on; but Oisin sent a warning to them through Finn's own hound, Bran, that had as great a love for Diarmuid as he had for his own master.9Bran’s mother was initially a human, but was transformed into a dog during pregnancy (Kavanagh, 19-20). And the hound found them in their sleep in an enclosed place they had made, with seven doors to it, and he thrust his head into Diarmuid's bosom and awaked him. But it would have gone hard with them even then, but Angus Og son of the Dagda, that knew of their danger, came and brought Grania away with him to Dos da Shoileach under the cover of his cloak.10Angus Og is God of love (Kavanagh, 11). And as for Diarmuid, he took his sword, and stood up like a straight pillar in the enclosed place. And Finn put a man at every one of the seven doors to guard it, and Diarmuid would not go out by any door but the one Finn himself was guarding, for the other men of the Fianna were some of them his dear friends, and he would not bring Finn's anger on them by escaping through the door they had in their charge. But he took the shaft of his spear in his hand, and gave a very high light leap over the door where Finn was, and slipped away beyond him and his people, and then he looked back and called out to them that he had passed them, and he slung his shield upon his back, and followed Grania westwards. And then they two went on by themselves, and it was the advice Angus gave them, not to go into a cave that had but one opening, or into an island that had but one harbour, and wherever they would cook their food, not to eat it there, and wherever they would eat, not to sleep in that place, for all the time Finn would be following after them. And after that they went along the Siona to the marshy bog of Finnliath, and there they met with a young man, and he said his name was Muadhan, and that he would serve them by day and watch for them by night. And that evening he made a bed of soft rushes and birch tops for them in a cave, and then he broke off a straight rod from a quicken tree, and he put a hair on it and a fork, and a berry on the fork, and went and stood by a stream, and with the three berries he dropped in the stream, he brought up three fishes. And he cooked the three fishes on a spit, and he gave the biggest to Diarmuid and the second biggest to Grania, and the one that was smallest he kept for himself. And after a while Muadhan left them, and they travelled on to Slieve Echtge, and Grania began to be tired out, but Diarmuid made a hut in the very heart of the wood, and killed a deer, and he and Grania eat and drank their fill of meat and of pure water.11Slieve is Gaelic for mountain. And Diarmuid went to the Searbhan Lochlannach, the surly one of Lochlinn, that kept the wood, and got leave from him to hunt and kill deer, so long as he would not meddle with the berries, that grew on the quicken-tree of Dubhros.12“A thick-boned, large-nosed, crooked-toothed, red-eyed, swart-bodied giant of the children of wicked Cain, the son of Naoi, whom neither weapon wounds, nor fire burns, nor water drowns, so great is his magic” (Leland L. Duncan, “The Quicken-Tree of Dubhos,” Folklore. Vol. 7, No. 4, 1896, 321-330: 323). Leland Duncan’s article explores the mythology of this tree. That was a tree that had grown from a berry that was dropped by the Tuatha De Danaan one time when they were playing a game of hurling with the Fianna, and whoever eat these berries was free from all sickness after, and felt like as if he had been drinking wine. But the Tuatha De Danaan had sent the Searbhan Lochlannach to guard over the tree, and he slept in its top by night and stopped at its foot by day, and no one dared come near it. But when Grania heard of these berries a great desire and longing came on her, and she said she would never lie down on a bed again, but would lose her life, if she could not get some of them, to taste them. So Diarmuid went to the fierce giant, the Searbhan, that had made a desert of the place about him, and asked some of the berries, but he would not give them. And Diarmuid would not do treachery on him, but he attacked him then and there, and they fought fair, and the Searbhan gave him great strokes with his club, but Diarmuid killed him in the end. Then Grania came to the tree, and he plucked berries from the branches and he gave them to her. And then they went up into the top of the tree where the Searbhan had made his bed, and the berries below were but bitter berries beside those that were above in the tree. And Finn was following close after them, and he came to the foot of the tree, and he and his men eat their fill of the berries, and they sat down to rest through the heat of the day. And Finn asked for a chessboard, and himself and Oisin sat down to play.13Some sources cite that Finn played chess just to pass the time, since he assumed that Diarmuid had killed the Searbhan and would eventually return to the tree for more berries (See, for example, Charles Squire, Celtic Myth and Legend: Poetry and Romance, London: Gresham Publishing Company, 1910, 220). And after they had played awhile, Finn had come near to win, and there was only one move for Oisin to make, and he did not see it. Then Diarmuid, from the top of the tree, took aim with a berry at the man that should be moved, and hit it; and Oisin moved that man and turned the game against Finn. And the same thing happened a second and a third time, and then Diarmuid struck the third berry on the man that would win the game, and Oisin moved it, and all the Fianna let out a great shout. Then Diarmuid stood up in the top of the tree, and caught Grania to him and gave her three kisses, and the seven battalions of the Fianna standing around. And great anger and jealousy and a great weakness came on Finn when he saw that, and he called out to Diarmuid that he would lose his life for those three kisses. And he would have made an end of him then and there, but Angus came to their help again, and he took Diarmuid’s shape and appearance on him, and came to the foot of the tree, so that Finn’s men attacked him, and Diarmuid gave a light leap from the tree and went away from them. And then Angus took Grania under his druid mantle, and brought her away to the Brugh na Buinne, and Diarmuid followed them there. And while they were there, Finn sent an old hag that was his foster-mother, and that had knowledge of witchcraft, to try could she make an end of Diarmuid. And he chanced to be out by himself, hunting. And the hag took a drowned leaf, and rose on it in a blast of cold wind, and came near Diarmuid, and began to strike at him from above, so that he was never in such great danger before, but at the last he made a cast of his spear that reached to the hag through the leaf, so that she fell dead on the spot. But after that, Angus made a peace between Diarmuid and Grania on the one side, and Finn on the other side. And the place they settled in was Rath Grania in Ben Bulben, and the people used to be saying there was no man in Ireland richer in sheep and cattle and gold and silver than Diarmuid was at that time. But after a while Grania said it was a shame that the two best men in Ireland, her father Cormac and Finn Mac Cumhail, had never come to her house. And she made a great feast and brought them there. Now it had been foretold that it was by a wild boar Diarmuid would get his death, and he was put under bonds never to join in the hunting of one. But one day he was hunting with Finn, and they came on the track of a boar, and Diarmuid left Finn and followed after the boar by himself, and it stopped and faced him. And Diarmuid made a cast of his spear at it, but it did not so much as give it a wound or a scratch. But at the last he killed it with the hilt of his sword, for the sword itself was broken, but before he did that, the boar had given him a deadly wound. It was at this time Finn came up with him, and looked at him, and it is what he said, that he was glad to see his beauty turned to ugliness, and that he would like all the women of Ireland to be looking at him now. And Diarmuid asked him for a drink from the palms of his hands, that might cure him. And Finn was bringing him the water, but when the thought of Grania came upon him, he let it spill through his fingers, and the life went out from Diarmuid. When Grania heard of that, she made a great mourning and a great keening. And she gave it out that she was making all ready to bring a great vengeance on Finn, and to get satisfaction for Diarmuid’s death. But after a while, Finn went secretly to the place where she was and got to see her, in spite of all her high words. And whatever she said to him or he said to her, when he came back to the seven battalions of the Fianna that were waiting for him, there was Grania coming with him, like any new wife with her husband. And when the Fianna saw that, they gave three great shouts of laughter and mockery. And some said that change had come on her because the mind of every woman changes like the water in a running stream; but some said it was Finn that had put enchantment on her. Download PDF of original Text (validated PDF/A conformant) How To Cite (MLA Format) Gregory, Isabella Augusta. "The Legend of Diarmuid and Grania." Samhain: an Occasional Review, vol. 1, 1901, pp. 16-9. Edited by Benjamin Bascom. Victorian Short Fiction Project, 26 January 2020, http://vsfp.byu.edu/index.php/title/the-legend-of-diarmuid-and-grania/. 29 November 2016 26 January 2020 Notes [ + ] \|1.\|\|↑\|\|Dáithí Ó hÓgáin, The Lore of Ireland: An Encyclopaedia of Myth, Legend and Romance, Rochester, NY: The Boydell P, 2006, 238.\| \|2.\|\|↑\|\|Daragh Smyth, A Guide to Irish Mythology, Dublin: Irish Academic P, 1988, 73.\| \|4.\|\|↑\|\|Peter Kavanagh, Irish Mythology, New York: Peter Kavanagh Hand P, 1988, 78.\| \|5.\|\|↑\|\|See Kavanagh, 58-9 and Smyth, 73.\| \|6.\|\|↑\|\|Mary Lou Kohfeldt, Lady Gregory: The Woman Behind the Irish Renaissance, New York: Atheneum, 1985, 4.\| \|7.\|\|↑\|\|Tara was the capital of the country until the sixth century (Smyth, 145).\| \|8.\|\|↑\|\|Finiana: Irish army led by Finn (Smyth, 55-56).\| \|9.\|\|↑\|\|Bran’s mother was initially a human, but was transformed into a dog during pregnancy (Kavanagh, 19-20).\| \|10.\|\|↑\|\|Angus Og is God of love (Kavanagh, 11).\| \|11.\|\|↑\|\|Slieve is Gaelic for mountain.\| \|12.\|\|↑\|\|“A thick-boned, large-nosed, crooked-toothed, red-eyed, swart-bodied giant of the children of wicked Cain, the son of Naoi, whom neither weapon wounds, nor fire burns, nor water drowns, so great is his magic” (Leland L. Duncan, “The Quicken-Tree of Dubhos,” Folklore. Vol. 7, No. 4, 1896, 321-330: 323). Leland Duncan’s article explores the mythology of this tree.\| \|13.\|\|↑\|\|Some sources cite that Finn played chess just to pass the time, since he assumed that Diarmuid had killed the Searbhan and would eventually return to the tree for more berries (See, for example, Charles Squire, Celtic Myth and Legend: Poetry and Romance, London: Gresham Publishing Company, 1910, 220).\|	4,136	ENGLISH	1
Manchester Ship Canal is an approximately 36-mile waterway, linking docks in Manchester with the sea via the Mersey Estuary. It was built between 1887 and 1893 and this year marks 125 years since it officially opened. It provided Manchester with links to ports all over the world. The construction of the MSC was one of the greatest engineering projects of the Victorian era and was primarily to serve the inland Port of Manchester. The idea of the canal was revived in the 19th century and eventually found momentum behind the leadership of Daniel Adamson, a Manchester manufacturer, with support from the mayors of Manchester and surrounding towns and business leaders. There was much scepticism around the project, not least because of the cost and the immensity of the engineering challenge. Two engineers were asked to prepare schemes for the project. The first was the London-based engineer Hamilton Fulton, who proposed a tidal ship canal at sea level without the need for locks. The second engineer was Edward Leader Williams who had previously worked on the Weaver Navigation and the Bridgewater Canal. Leader Williams’ proposal was for a canal with several levels to be maintained by a series of locks. It was this plan that was chosen to be put before Parliament. Building a canal from Manchester to the sea required an Act of Parliament, but it would take three attempts to get the bill accepted and the necessary powers to proceed. This was because the bill was fought against by Liverpool Corporation and the Mersey Docks and Harbour Company, which operated the Port of Liverpool, the various railway companies which held the monopoly on transporting goods around the region and the Bridgewater Navigation Company, which owned and operated the Bridgewater Canal. One of the arguments against the canal was that it’s proposed route which was the start at Runcorn would cause the Mersey Estuary to silt up. The bill was rejected in 1882 and 1883, but by the time the third bill was submitted in 1884, the course of the canal was extended to Eastham avoiding the need to train the walls of the Mersey estuary. It took three years to obtain the Act of Parliament to enable the canal to be built. But next the promoters had to raise £5 million for the first part of the construction costs. They were also required to buy the Bridgewater Canal, all within a two-year deadline set by Parliament. After many difficulties, the promoters finally succeeded in raising the money and on 11 November 1887, the first sod was cut and the ‘Big Ditch’ as the Bridgewater Canal became known was underway. The contractor appointed to construct the canal was Thomas Andrew Walker. Walker had wide experience, having previously worked on the construction of the London Underground and had built the Severn Tunnel. Work began by building miles of temporary railway track for the distribution of materials and the dispersal of excavated rock and soil. Approximately £1M of plant and equipment was used. By November 1893, the canal was completely navigable from Manchester to Eastham and on the 7 December 1893, the directors of the canal company made the full passage, setting the seal on the construction of miles of docks and quays, five sets of massive locks, seven swing bridges, the famous swing aqueduct at Barton and five high-level railway viaducts. On 1 January 1894, the entire length of the canal was opened to commercial traffic, and then on 21 May 1894, the canal was formally opened by Queen Victoria from the Royal Yacht The Enchantress. Insight, opinions and updates around the latest research, policies and strategies which underpin our investment approach. Tower Hotel Management has appointed Alice NG as the new General manager Liverpool John Lennon Airport is proud to announce that we are the winners of the Best Medium-sized UK Doncaster Sheffield Airport (DSA) is pleased to announce TUI will further expand by adding an extra aircr	<urn:uuid:81cf23de-f7d9-46d8-9dac-13e219c9a96a>	CC-MAIN-2020-05	https://www.peel.co.uk/125-years-on-a-historic-snapshot-of-the-manchester-ship-canal/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783342.96/warc/CC-MAIN-20200128215526-20200129005526-00059.warc.gz	en	0.984216	791	3.734375	4	[ 0.27169936895370483, -0.3217441737651825, 0.12371580302715302, -0.3742177486419678, -0.310621976852417, -0.3537473678588867, -0.04248640686273575, 0.04114328324794769, -0.31961625814437866, -0.2727000117301941, 0.2454676628112793, -0.3704020380973816, -0.14000758528709412, 0.06053858622908...	1	Manchester Ship Canal is an approximately 36-mile waterway, linking docks in Manchester with the sea via the Mersey Estuary. It was built between 1887 and 1893 and this year marks 125 years since it officially opened. It provided Manchester with links to ports all over the world. The construction of the MSC was one of the greatest engineering projects of the Victorian era and was primarily to serve the inland Port of Manchester. The idea of the canal was revived in the 19th century and eventually found momentum behind the leadership of Daniel Adamson, a Manchester manufacturer, with support from the mayors of Manchester and surrounding towns and business leaders. There was much scepticism around the project, not least because of the cost and the immensity of the engineering challenge. Two engineers were asked to prepare schemes for the project. The first was the London-based engineer Hamilton Fulton, who proposed a tidal ship canal at sea level without the need for locks. The second engineer was Edward Leader Williams who had previously worked on the Weaver Navigation and the Bridgewater Canal. Leader Williams’ proposal was for a canal with several levels to be maintained by a series of locks. It was this plan that was chosen to be put before Parliament. Building a canal from Manchester to the sea required an Act of Parliament, but it would take three attempts to get the bill accepted and the necessary powers to proceed. This was because the bill was fought against by Liverpool Corporation and the Mersey Docks and Harbour Company, which operated the Port of Liverpool, the various railway companies which held the monopoly on transporting goods around the region and the Bridgewater Navigation Company, which owned and operated the Bridgewater Canal. One of the arguments against the canal was that it’s proposed route which was the start at Runcorn would cause the Mersey Estuary to silt up. The bill was rejected in 1882 and 1883, but by the time the third bill was submitted in 1884, the course of the canal was extended to Eastham avoiding the need to train the walls of the Mersey estuary. It took three years to obtain the Act of Parliament to enable the canal to be built. But next the promoters had to raise £5 million for the first part of the construction costs. They were also required to buy the Bridgewater Canal, all within a two-year deadline set by Parliament. After many difficulties, the promoters finally succeeded in raising the money and on 11 November 1887, the first sod was cut and the ‘Big Ditch’ as the Bridgewater Canal became known was underway. The contractor appointed to construct the canal was Thomas Andrew Walker. Walker had wide experience, having previously worked on the construction of the London Underground and had built the Severn Tunnel. Work began by building miles of temporary railway track for the distribution of materials and the dispersal of excavated rock and soil. Approximately £1M of plant and equipment was used. By November 1893, the canal was completely navigable from Manchester to Eastham and on the 7 December 1893, the directors of the canal company made the full passage, setting the seal on the construction of miles of docks and quays, five sets of massive locks, seven swing bridges, the famous swing aqueduct at Barton and five high-level railway viaducts. On 1 January 1894, the entire length of the canal was opened to commercial traffic, and then on 21 May 1894, the canal was formally opened by Queen Victoria from the Royal Yacht The Enchantress. Insight, opinions and updates around the latest research, policies and strategies which underpin our investment approach. Tower Hotel Management has appointed Alice NG as the new General manager Liverpool John Lennon Airport is proud to announce that we are the winners of the Best Medium-sized UK Doncaster Sheffield Airport (DSA) is pleased to announce TUI will further expand by adding an extra aircr	822	ENGLISH	1
I think Mean making was evident in many of the final weeks. It was evident in Week 4 where we discussed the system of relationships in the readings that discussed the differences in the definition of kinship due to cultural differences. The principals and regulations that surround different relationships is often contingent on your background which this week highlighted. I think the bit about what life would be like without women and the variances in people’s definition of gender identity. I think each culture and community defines both of those differently and each has their own values. Mean making was also evident in Week 5 where the topic was making a living and a life. This detailed the different types of interactions between varying groups in a community with varying classes and cultures. Each culture had their own opinion on the regulations of production, distribution and consumption. In essence, they added their own meaning and definition to it and that is what they abided by. In week 6 the class focused on globalization and the interconnected world. The topic focused on how a lot of cultures are becoming intertwined due to the globalization of the economy. With this week in relation to mean making it makes me think of how the United States operates. America is composed of a lot of different types of people and culture, which means “American culture” reflects that as well. As a country we have somewhat redefined ourselves to be more inclusive and encompass a lot of different rituals and morals from a lot of different cultures. This lends itself to the description of a “melting pot” that many people give the United States. Overall, I think we have done a good job of honoring a lot of different people in American culture and created our own meaning of what it means to be a community.	<urn:uuid:68c2a1ee-3259-491d-bddd-6f8e6c250922>	CC-MAIN-2020-05	http://anthropology.msu.edu/anp201-us16/2016/08/17/d-augustin-week-7-course-conclusion/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251789055.93/warc/CC-MAIN-20200129071944-20200129101944-00445.warc.gz	en	0.982251	347	3.4375	3	[ 0.4507841169834137, 0.20714889466762543, 0.2201327085494995, -0.27619749307632446, 0.0824589729309082, 0.4244425594806671, 0.2623558044433594, 0.09412685036659241, 0.20437878370285034, -0.10435312241315842, 0.3031213879585266, 0.2130761444568634, 0.2075044959783554, 0.07856682687997818, ...	2	I think Mean making was evident in many of the final weeks. It was evident in Week 4 where we discussed the system of relationships in the readings that discussed the differences in the definition of kinship due to cultural differences. The principals and regulations that surround different relationships is often contingent on your background which this week highlighted. I think the bit about what life would be like without women and the variances in people’s definition of gender identity. I think each culture and community defines both of those differently and each has their own values. Mean making was also evident in Week 5 where the topic was making a living and a life. This detailed the different types of interactions between varying groups in a community with varying classes and cultures. Each culture had their own opinion on the regulations of production, distribution and consumption. In essence, they added their own meaning and definition to it and that is what they abided by. In week 6 the class focused on globalization and the interconnected world. The topic focused on how a lot of cultures are becoming intertwined due to the globalization of the economy. With this week in relation to mean making it makes me think of how the United States operates. America is composed of a lot of different types of people and culture, which means “American culture” reflects that as well. As a country we have somewhat redefined ourselves to be more inclusive and encompass a lot of different rituals and morals from a lot of different cultures. This lends itself to the description of a “melting pot” that many people give the United States. Overall, I think we have done a good job of honoring a lot of different people in American culture and created our own meaning of what it means to be a community.	344	ENGLISH	1
Feminism has not changed today, but its focus has changed. Many women today have good education and employment opportunities just like men, as the early claimed feminist would have fought for them. After getting all these equal opportunities, some men are now discriminating them and even abusing them in order to undermine their hard work and dedication to their passions. Men are doing all they can to undermine the success women have been able to acquire. Today’s feminism movement is struggling to protect women and girls from domestic violence, sexual harassment, and rape as well as discrimination among it all. Today, the feminist movement has expanded and is still growing as women around the world have joined together in the fight against inequality. The feminist movement has come a long way, and it is continuing to grow as many women join the movement. Even though many of the demands of the everyday feminist have not been met, a lot has been achieved, and the fight is still on. Over time, feminism has gained a negative label in society. Society, especially men, view feminism as women’s fight for superiority over men. There is a lot of misinterpretation, ignorance and obliviousness on the feminism cause, but the world changes every day, as more and more individuals sign onto the movement. Feminism has changed the world and made women happier, more confident, and more supportive of one another; therefore, it should not be viewed negatively in the society. The feminism struggle today has changed into the fight to protect women against violence. As long as men are still discriminatory against women, feminism will still be needed until these men respect women and stop abusing them. Feminism is not about female superiority as many assume, and today, most men claim that women want to be superior to men, especially after the fight stretched to fighting against discrimination and equal chances in employment for women. Women have made a critical improvement to the circumstances in their lives through feminism. Primarily, men used to run everything as they considered themselves superior to women, but through feminism movements, women have been able to acquire equal rights to men, and are still striving to acquire more rights that men take for granted. Feminism is a concept that has helped women to acquire equal rights in the society. In addition, feminism is gaining equal opportunities and rights for both men and women. Feminism had a huge impact on the lives and roles of women in the society. Many women got sick of the strict home life that had been implicated on them by men. Women wanted equality between men and women in addition to equal opportunities in education, and employment opportunities. Feminism has played a great role on the everyday role of women in the society. In conclusion, Feminism should be seen in a positive and not negative way. Women should be empowered, just like men. Today, feminist movements are still in force and continue fighting for the rights of women. Feminists in the past have achieved women more rights and equality, therefore, feminism is a necessary value for today’s women and the fight is still on.	<urn:uuid:043299f0-019f-4742-851e-9de91d434b3f>	CC-MAIN-2020-05	https://bootables.net/feminism-everyday-feminist-have-not-been-met/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594662.6/warc/CC-MAIN-20200119151736-20200119175736-00515.warc.gz	en	0.982853	610	3.328125	3	[ -0.18873174488544464, -0.12516441941261292, 0.06651328504085541, 0.3180696964263916, -0.10546234250068665, 0.4878109395503998, -0.19055792689323425, 0.2017403244972229, 0.06477692723274231, 0.013267921283841133, 0.06596831977367401, -0.20537321269512177, 0.2803890109062195, -0.123613707721...	1	Feminism has not changed today, but its focus has changed. Many women today have good education and employment opportunities just like men, as the early claimed feminist would have fought for them. After getting all these equal opportunities, some men are now discriminating them and even abusing them in order to undermine their hard work and dedication to their passions. Men are doing all they can to undermine the success women have been able to acquire. Today’s feminism movement is struggling to protect women and girls from domestic violence, sexual harassment, and rape as well as discrimination among it all. Today, the feminist movement has expanded and is still growing as women around the world have joined together in the fight against inequality. The feminist movement has come a long way, and it is continuing to grow as many women join the movement. Even though many of the demands of the everyday feminist have not been met, a lot has been achieved, and the fight is still on. Over time, feminism has gained a negative label in society. Society, especially men, view feminism as women’s fight for superiority over men. There is a lot of misinterpretation, ignorance and obliviousness on the feminism cause, but the world changes every day, as more and more individuals sign onto the movement. Feminism has changed the world and made women happier, more confident, and more supportive of one another; therefore, it should not be viewed negatively in the society. The feminism struggle today has changed into the fight to protect women against violence. As long as men are still discriminatory against women, feminism will still be needed until these men respect women and stop abusing them. Feminism is not about female superiority as many assume, and today, most men claim that women want to be superior to men, especially after the fight stretched to fighting against discrimination and equal chances in employment for women. Women have made a critical improvement to the circumstances in their lives through feminism. Primarily, men used to run everything as they considered themselves superior to women, but through feminism movements, women have been able to acquire equal rights to men, and are still striving to acquire more rights that men take for granted. Feminism is a concept that has helped women to acquire equal rights in the society. In addition, feminism is gaining equal opportunities and rights for both men and women. Feminism had a huge impact on the lives and roles of women in the society. Many women got sick of the strict home life that had been implicated on them by men. Women wanted equality between men and women in addition to equal opportunities in education, and employment opportunities. Feminism has played a great role on the everyday role of women in the society. In conclusion, Feminism should be seen in a positive and not negative way. Women should be empowered, just like men. Today, feminist movements are still in force and continue fighting for the rights of women. Feminists in the past have achieved women more rights and equality, therefore, feminism is a necessary value for today’s women and the fight is still on.	606	ENGLISH	1
Much of what we know today about Earth is from images taken by cameras on powerful telescopes. Edwin Hubble changed our view of the universe. Working in an observatory, he found that there are other galaxies besides the Milky Way. He also showed that the universe is still growing. Lyman Spitzer, Jr. proposed placing telescopes in space, and in 1990, the Hubble Space Telescope was launched. It sends us amazing images of the universe. Rachel Carson began writing about nature when she was just 10 years old. She became a zoologist in 1932 and went to work for the United States government as a biologist and writer. She wrote about natural resources and encouraged others to care for the planet. She wrote books that helped people understand the world around them. Everyone can play a part in keeping the Earth healthy. Planck studied physics, the science of matter and energy. He wound up making big discoveries in the area of thermodynamics, which is the study of heat and how it moves. Planck won the Nobel Prize for his work in Quantum Physics, which is the movement inside of atoms. It changed the way scientists understood the world. Marie Curie's work in radioactivity changed the way scientists think about matter and energy and led to advancements in the treatment of disease. With her fellow scientist and husband, Pierre Curie, she searched for the source of radioactivity and discovered two elements, radium and polonium. They shared the 1903 Nobel Prize, the world's highest science award, for their discovery. Albert Einstein is probably the most influential scientist and greatest physicist of the twentieth century. He revolutionized our ideas about time and space and is best known for his theory of relativity and his equation E=mc^2, which explains the relationship between energy and mass. By age 30, he was considered by many to be one of the world's greatest scientific thinkers. Isaac Newton is considered one of the greatest scientists who ever lived. His work changed the way humans understand astronomy, physics, math, and more. He is probably most famous for three laws about the way things move, called Newton's Law of Motion. British scientist Robert Hooke built an early microscope and was the first scientist to observe cells and give them their name. Anton van Leeuwenhoek created the best microscopes of his time and used them to study living organisms. Matthias Schleiden, Theodor Schwann, and Rudolf Virchow created Cell Theory, which says that all living things are made of cells; cells are the smallest part of a living thing; and all cells come from other cells. French scientist Louis Pasteur has been called the founder of modern medicine. He proved that germs spread disease, and his work has saved millions of lives. A university chemistry professor, Pasteur is best known for discovering pasteurization, a process by which bacteria and molds are killed when liquids are heated. The process was named for him and is used today. George Washington Carver was born a slave, but he became an important scientist and teacher. He experimented with soil and became famous for his work as a botanist. He used peanuts and other plants to make new products. Before Carver's research, plants were only used for food and clothing. His creative approach to agriculture taught people that plants could be used to make many products, like rubber, ink, fuel, and paper, to name a few. Ecologists study the connections living things have with one another and their surroundings. John Woodward did some of the first ecology experiments in 1699 and figured out algae bloom. Aldo Leopold's work led to the Endangered Species Act to protect plants and animals from becoming extinct, and he led the U.S. government to begin considering the environmental impact of land use. Eugene Odum was the first to see Earth as a set of interlocking ecosystems. His work led to laws to protect wetlands. Jane Goodall is the world's leading authority on chimpanzees. She moved to the African jungle to study them. Her visit to Kenya led to a meeting with famous paleontologist Louis Leakey. Although she wasn't a trained scientist, Goodall began working with Leakey in 1960. She earned the trust of the apes and observed their social interactions. She studied them for more than 30 years. She learned that chimps use tools and are more intelligent than was previously thought. Hippocrates was a Greek doctor who is called The Father of Medicine. Before he was born around 460 B.C., there was little science in medicine. Doctors thought the gods were to blame for illness. Hippocrates studied the human body and tried to figure out what caused disease so he could develop cures. Hippocrates suggested rules for doctors to follow. The Hippocratic Oath, which doctors still follow, was based on his teachings. Follow the life and nonviolent work of Mohandas Gandhi through his childhood in India, his education in Great Britain, and his work leading peace and equality movements in South Africa and India. This book provides significant social studies connections as well as vocabulary related to Gandhi. Think you'd like to be a fire fighter? Learn about the special equipment fire fighters use, their role in community safety, and their lives at the station. This book features a comprehensive timeline of the history of firefighting from its origins in ancient Rome through firefighting practices of today plus vocabulary related to fire fighters and fire safety.	<urn:uuid:30392451-55e2-4d93-902b-0bd40d0fccf5>	CC-MAIN-2020-05	https://www.biguniverse.com/library/books?category%3AGenre=People+%26+Places&category%3AGrade=3rd+Grade&category%3ALanguage=English+%28US%29&page=6&publisher=Teacher+Created+Materials	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607118.51/warc/CC-MAIN-20200122131612-20200122160612-00269.warc.gz	en	0.981354	1,103	3.8125	4	[ 0.02427186630666256, -0.017073500901460648, 0.16571801900863647, 0.17448365688323975, 0.008549967780709267, 0.12338046729564667, 0.1764577180147171, 0.22623637318611145, -0.10566198825836182, 0.3454660177230835, 0.2645907402038574, -0.5291174054145813, 0.053568121045827866, 0.1331594288349...	1	Much of what we know today about Earth is from images taken by cameras on powerful telescopes. Edwin Hubble changed our view of the universe. Working in an observatory, he found that there are other galaxies besides the Milky Way. He also showed that the universe is still growing. Lyman Spitzer, Jr. proposed placing telescopes in space, and in 1990, the Hubble Space Telescope was launched. It sends us amazing images of the universe. Rachel Carson began writing about nature when she was just 10 years old. She became a zoologist in 1932 and went to work for the United States government as a biologist and writer. She wrote about natural resources and encouraged others to care for the planet. She wrote books that helped people understand the world around them. Everyone can play a part in keeping the Earth healthy. Planck studied physics, the science of matter and energy. He wound up making big discoveries in the area of thermodynamics, which is the study of heat and how it moves. Planck won the Nobel Prize for his work in Quantum Physics, which is the movement inside of atoms. It changed the way scientists understood the world. Marie Curie's work in radioactivity changed the way scientists think about matter and energy and led to advancements in the treatment of disease. With her fellow scientist and husband, Pierre Curie, she searched for the source of radioactivity and discovered two elements, radium and polonium. They shared the 1903 Nobel Prize, the world's highest science award, for their discovery. Albert Einstein is probably the most influential scientist and greatest physicist of the twentieth century. He revolutionized our ideas about time and space and is best known for his theory of relativity and his equation E=mc^2, which explains the relationship between energy and mass. By age 30, he was considered by many to be one of the world's greatest scientific thinkers. Isaac Newton is considered one of the greatest scientists who ever lived. His work changed the way humans understand astronomy, physics, math, and more. He is probably most famous for three laws about the way things move, called Newton's Law of Motion. British scientist Robert Hooke built an early microscope and was the first scientist to observe cells and give them their name. Anton van Leeuwenhoek created the best microscopes of his time and used them to study living organisms. Matthias Schleiden, Theodor Schwann, and Rudolf Virchow created Cell Theory, which says that all living things are made of cells; cells are the smallest part of a living thing; and all cells come from other cells. French scientist Louis Pasteur has been called the founder of modern medicine. He proved that germs spread disease, and his work has saved millions of lives. A university chemistry professor, Pasteur is best known for discovering pasteurization, a process by which bacteria and molds are killed when liquids are heated. The process was named for him and is used today. George Washington Carver was born a slave, but he became an important scientist and teacher. He experimented with soil and became famous for his work as a botanist. He used peanuts and other plants to make new products. Before Carver's research, plants were only used for food and clothing. His creative approach to agriculture taught people that plants could be used to make many products, like rubber, ink, fuel, and paper, to name a few. Ecologists study the connections living things have with one another and their surroundings. John Woodward did some of the first ecology experiments in 1699 and figured out algae bloom. Aldo Leopold's work led to the Endangered Species Act to protect plants and animals from becoming extinct, and he led the U.S. government to begin considering the environmental impact of land use. Eugene Odum was the first to see Earth as a set of interlocking ecosystems. His work led to laws to protect wetlands. Jane Goodall is the world's leading authority on chimpanzees. She moved to the African jungle to study them. Her visit to Kenya led to a meeting with famous paleontologist Louis Leakey. Although she wasn't a trained scientist, Goodall began working with Leakey in 1960. She earned the trust of the apes and observed their social interactions. She studied them for more than 30 years. She learned that chimps use tools and are more intelligent than was previously thought. Hippocrates was a Greek doctor who is called The Father of Medicine. Before he was born around 460 B.C., there was little science in medicine. Doctors thought the gods were to blame for illness. Hippocrates studied the human body and tried to figure out what caused disease so he could develop cures. Hippocrates suggested rules for doctors to follow. The Hippocratic Oath, which doctors still follow, was based on his teachings. Follow the life and nonviolent work of Mohandas Gandhi through his childhood in India, his education in Great Britain, and his work leading peace and equality movements in South Africa and India. This book provides significant social studies connections as well as vocabulary related to Gandhi. Think you'd like to be a fire fighter? Learn about the special equipment fire fighters use, their role in community safety, and their lives at the station. This book features a comprehensive timeline of the history of firefighting from its origins in ancient Rome through firefighting practices of today plus vocabulary related to fire fighters and fire safety.	1,125	ENGLISH	1
B. 1893 D. 1918 My subject is War and the pity of War. The Poetry is in the pity. Wilfred Owen About Wilfred Owen The poems that made Wilfred Owen famous were mostly published after his death in action a week before the end of the First World War. Powerfully influenced by Keats and Shelley, he experimented with verse from childhood, but found his own voice after joining up in 1915 and serving as an officer in the later stages of the Battle of The Somme. In April 1917 he was blown into the air by a shell and was invalided out with shell-shock and trench fever. His stay in Craiglockhart War Hospital brought him into contact with his fellow officer Siegfried Sassoon who gave him crucial support, encouragement and advice on the development of his poetry. One of the first poems Owen showed to Sassoon was a first draft of ‘Anthem for Doomed Youth’, written in angry reaction against a complacent foreword to a collection of contemporary poems with its ‘bugle-call of Endeavour and passing-bell of death’. The same anger is expressed even more fully in ‘Dulce et Decorum est’, where the conventional acceptance of death in war releases nightmare memories of his own actual experience of the trenches. After his discharge from hospital he had time for recuperation and writing before he rejoined his regiment and returned to France. This was a period of huge creative energy producing the great poems for which he is remembered. ‘Exposure’, written in February 1918, recreates the experience of fighting at the front, and puts the reader right there. We are led across the salient, cowering from the merciless east winds, but eventually to be frozen where we are: ‘eyes are ice’. ‘Strange Meeting’ takes its title and theme from Shelley’s ‘The Revolt of Islam’, where the speaker imagines meeting the man who speared him. Owen’s tone is no longer indignant, though full of despair at needless loss. The narrator, in a dream of hell, meets the man he killed. His victim speaks to him in friendship and compassion of the loss of the life he would have lived and the witness he would have been able to bear to the pity of war. It is remarkable in its exploration of the meaning of death in war and was one of Owen’s poems chosen by Britten in his 1963 ‘War Requiem’. ‘The Send-off’ was almost the last poem written before Owen’s return to the front in September 1918. Its gentle surface is disturbed by bitter ironies; the tone is bleak, ‘like wrongs hushed up’. On November 4th Owen, aged twenty-five, was shot while helping his battalion to cross the Sambre canal. The news of his death reached his parents as the Armistice bells were ringing. Poems by Wilfred Owen Books by Wilfred Owen The Collected Poems of Wilfred Owen The Poems of Wilfred Owen Wordsworth Editions, 1994	<urn:uuid:11663e98-6499-410e-95a6-26ffb571fa63>	CC-MAIN-2020-05	https://poetryarchive.org/poet/wilfred-owen/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601615.66/warc/CC-MAIN-20200121044233-20200121073233-00193.warc.gz	en	0.981919	656	3.71875	4	[ -0.44285154342651367, 0.4883391261100769, -0.005490485578775406, 0.3039565086364746, 0.1095978319644928, -0.14588779211044312, 0.14585736393928528, 0.17134593427181244, -0.17349505424499512, -0.5812649726867676, 0.11898510903120041, -0.33469656109809875, 0.23459583520889282, 0.274254024028...	4	B. 1893 D. 1918 My subject is War and the pity of War. The Poetry is in the pity. Wilfred Owen About Wilfred Owen The poems that made Wilfred Owen famous were mostly published after his death in action a week before the end of the First World War. Powerfully influenced by Keats and Shelley, he experimented with verse from childhood, but found his own voice after joining up in 1915 and serving as an officer in the later stages of the Battle of The Somme. In April 1917 he was blown into the air by a shell and was invalided out with shell-shock and trench fever. His stay in Craiglockhart War Hospital brought him into contact with his fellow officer Siegfried Sassoon who gave him crucial support, encouragement and advice on the development of his poetry. One of the first poems Owen showed to Sassoon was a first draft of ‘Anthem for Doomed Youth’, written in angry reaction against a complacent foreword to a collection of contemporary poems with its ‘bugle-call of Endeavour and passing-bell of death’. The same anger is expressed even more fully in ‘Dulce et Decorum est’, where the conventional acceptance of death in war releases nightmare memories of his own actual experience of the trenches. After his discharge from hospital he had time for recuperation and writing before he rejoined his regiment and returned to France. This was a period of huge creative energy producing the great poems for which he is remembered. ‘Exposure’, written in February 1918, recreates the experience of fighting at the front, and puts the reader right there. We are led across the salient, cowering from the merciless east winds, but eventually to be frozen where we are: ‘eyes are ice’. ‘Strange Meeting’ takes its title and theme from Shelley’s ‘The Revolt of Islam’, where the speaker imagines meeting the man who speared him. Owen’s tone is no longer indignant, though full of despair at needless loss. The narrator, in a dream of hell, meets the man he killed. His victim speaks to him in friendship and compassion of the loss of the life he would have lived and the witness he would have been able to bear to the pity of war. It is remarkable in its exploration of the meaning of death in war and was one of Owen’s poems chosen by Britten in his 1963 ‘War Requiem’. ‘The Send-off’ was almost the last poem written before Owen’s return to the front in September 1918. Its gentle surface is disturbed by bitter ironies; the tone is bleak, ‘like wrongs hushed up’. On November 4th Owen, aged twenty-five, was shot while helping his battalion to cross the Sambre canal. The news of his death reached his parents as the Armistice bells were ringing. Poems by Wilfred Owen Books by Wilfred Owen The Collected Poems of Wilfred Owen The Poems of Wilfred Owen Wordsworth Editions, 1994	645	ENGLISH	1
As we are moving into an athletics unit in PE, there is a perfect link to the unit of inquiry happening in grade 3 at the moment on ‘Forces’. I will be supporting this unit of inquiry by creating as many learning opportunities as possible that help the students to understand the connections between forces and the different events in athletics. As a pre-assessment activity, I am going to have the students inquire into how Newton’s Laws apply to throwing. The lesson plan is as follows: I took a picture of the Newton’s Laws poster located on the wall in their classroom and included it on the worksheet to help prompt their thinking. There is a small version of it on the front of the sheet where they will be recording data and a much larger version on the back that they can refer to when in group discussion. The students will all throw object and collect at the same time (on ‘go’ command of teacher) to ensure safety. Great to see the number of parents that have come down to see what their children are learning in PE. As the 'Sportfolio' contains all of the students' assessment, reflections, photos, and illustrations from PE, the kids can select whatever they like and explain these pieces to their parents. Having parents involved in their own kid's learning is such a wonderful experience and great to be a part of. I have asked a few parents to comment on what they enjoy most about the day and this is what they had to say: "Student led conferences are a great way for the kids to explain, in their own words, what they themselves are most proud of as opposed to teacher jargon on a report card" "It is an excellent way for our children to explain what they have learned in their own words with pride and excitement." "This is a great opportunity for parents to see a glimpse of their day in school and the progress that they have made in the different subject areas." "Good to see how the kids reflect on their learning and abilities in PE. A huge undertaking to keep written/photographic records of all the kids you teach!" "A wonderful opportunity to see what students are learning and how they are reflecting on these experiences. Listening to these explorations is worthwhile" Student led conferences are an important time of year for our learners to show their parents the hard work they have put in during the year. As the single subjects are a very critical part of any transdisciplinary program, there is excellent opportunity to have the students show what they have done in PE. The ‘Sportfolio’ plays a very big role in my PE program. Filed away inside the ‘Sportfolio’ are numerous pieces of assessment, reflections, and maths integrated tasks. Student led conferences will take place next Wednesday at Nanjing International School. I am using some of class time this week for the students to prepare what they want to show their parents next week. This will be PE’s contribution to this important day. We have concluded gymnastics/movement to music and have now begun our athletics unit in preparation for elementary sports day which is scheduled for the end of April. As a general introduction to athletics, I have had the students in grades 2 and 4 take part in a number of different throwing and running activities. At each grade level, we have discussed time and distance as it relates to throwing and running. In my grade 3 classes, I am integrating with the unit of inquiry happening in the classroom on ‘Forces’ and will write about this further in a separate blog. Please see other blog for grade 4 maths integration with Athletics. In grade 2 the maths integration focus was to teach them about ordinal numbers as they relate to athletics and to help them to understand that when running races we aim to produce the lowest timed result possible. Throwing events are all about maximizing distance or in other words throwing an object as far as you can (the bigger the number, the better the result). The students sometimes get confused with these two and think that the higher the time, the better in a race. In order to help facilitate this understanding I set up a number of activities for the students. Numbered dots (I have numerous sets of colored dots numbered between 1-10) Laminated cards using following words: 1st(first), 2nd(second), 3rd(third), seconds, and meters Grade 2 lesson breakdown I had the numbered dots scattered in a corner of the gym. I set up 4 cones and, as a warm up, had the students run as many laps as they could during a 3-minute song. At the end of the song, the students were instructed to: 1) Run over to these numbered dots and stand on the dot that represents the number of laps run. The students compared their results but stayed on the dots 2) I then asked students to stand on two dots that showed the number of laps they ran. For example, if they ran 11 laps, they could have one foot on a 7 and one foot on a 4. They were not allowed to pick up and move any dots, so had to search for number combinations that equalled the number of laps run. Once done the warm up, the students were sent over to different colored hula hoops that had been set up before the lesson. They were divided into 6 different teams with each team having its own colored hula hoop. On the far side of the gym, the same colored hula hoops were set up leaning against the wall. The activities done were as follows: A) Have a relay race with each team member running to far side of gym reaching into hula hoop to touch wall and return as quickly as possible. Once complete the race, have quick discussion about what running fast means and looks like. B) Race again but this time tell the students that they will be timed. At the end of the race, the best result is shared with the class. The best result was 37 seconds. The winning team was then asked to go over to numbered dots scattered in corner and bring me back the numbers that make up 37. The number 37 was then posted on the wall and the students had to choose the appropriate ordinal number (laminated card) to match (1st-First) and choose the appropriate unit of measurement (seconds). The cards were also posted. Key questions to ask were: When we race again, do we want to produce a timed result that is higher than 37 or lower? A third of the class said “higher” which indicated to me that we needed to discuss further which we did. C) We ran the race a third time and this time, I shared the top 3 results. The top 3 results were 36, 37, 38sec. It was a perfect time to introduce ordinal numbers 2nd and 3rd and to have to kids choose the appropriate numbered dots to match the time and to put these times in the correct position. D) In the 4th race the students were given batons to use in the relay and asked whether or not they thought that using batons would slow the race down. Most agreed that using batons would slow the race down due to having to exchange. We ran the race and results were given. All results were slower as expected but still posted using numbered dots (old results were taken down) E) As one of the last activities, I asked the students to think about how they could speed up their times in the baton relay race. They were encouraged to communicate and practice how to better exchange the baton. Inquiry was at work as they had to think their way through this process. F) We ran the race again and all results were better than the previous race. These results were posted on the all. A very good lesson which was well organized. Students really seemed to understand ordinal numbers as they relate to athletics and were able to understand where their timed results fit into these ordinal numbers. Grade 4 Lesson Breakdown The grade 4 lesson plan was very much similar to the grade 2 lesson plan described above. The main difference being that the grade 4 students were given their results in decimal point form. For example, some of their results from yesterday were 44.8, 46.2 and so on. They had to place these results in the correct order in terms of how each team finished the race. Bean bags were used as the decimal point. After each race new times were given and the students had to determine whether or not these results broke any of the previous time records. If so, they had to used numbered dots and post these results in correct order. Please see slide show below of grade 4s in action in yesterday’s PE class. In order to prepare my grade 3 and 4 students for their final routines, I had them complete movement composition booklets the last few weeks of the unit. As they were following a process, they needed to reflect at each step of this process in order to stay on track and improve. There were 6 steps in the process and knowing which step they were on helped them to stay focused on the routines they were creating with their other group members. The assessment criteria was generally the same for grades 3 and 4 and can be seen in my last blog. Once completed performing their routines, they had to draw their routines and explain what they were responsible for. The students did a wonderful job on these booklets. The classroom teacher allowed them about 20 minutes to complete their booklets which helped out a lot. This was an integrated unit with grade 3 as they were doing a UoI on how processes play an important role in the creation of art and music. Please view slide show below of their outstanding work. For those of you reading the previous blog regarding the flat classroom peer assessment project via Skype between NIS and UNIS, I thought it necessary to show the paper and pencil assessment used by students at both NIS and UNIS. Please view slide show below of student work. As you can see, the students had to use different colors when peer assessing. It was a quick and easy wa We had a very successful conclusion to our flat classroom peer assessment project yesterday afternoon. Grade 3 students from both Nanjing International School and United Nations International School took part in a summative assessment task that required them to perform routines not only in front of their own classmates, but also on Skype to the students watching from the other school. Cam McHale, elementary PE teacher from UNIS and myself collaborated on the assessment criteria and shared it with our students well in advance of yesterday's performances. It was clear to see that the students from UNIS and NIS were very engaged in this activity and were eager to perform on Skype. An added value component to this summative assessment task was that some students got up in front of the camera and provided verbal feedback after each routine which was well-received by the performing groups at UNIS and NIS. I would like to thank Cam McHale for his commitment in seeing this project through to its completion with me. It has been a rewarding journey for both myself and my students as it has been for Cam and his students. Cam and I will continue to collaborate on more possibilities to link our PYP PE programs together in an effort to enhance the learning of our students. Interested in joining this initiative? If so, contact me at email@example.com. Please view video and slideshow below! KAUST Faculty, Pedagogical Coach. Presenter & Workshop Leader.IB Educator. #RunYourLife podcast host.	<urn:uuid:65d22c0b-0d73-4940-a9e6-af0fc96e93b0>	CC-MAIN-2020-05	https://www.pyppewithandy.com/teaching-and-learning-blog/archives/03-2012	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694908.82/warc/CC-MAIN-20200127051112-20200127081112-00448.warc.gz	en	0.984181	2,380	3.265625	3	[ -0.09120259433984756, -0.07271046191453934, 0.3589240312576294, -0.32045960426330566, -0.07298799604177475, -0.025725606828927994, 0.06113727018237114, 0.22423508763313293, -0.1288244128227234, 0.27739226818084717, 0.017987770959734917, -0.6823920607566833, -0.07226531207561493, 0.03056874...	5	As we are moving into an athletics unit in PE, there is a perfect link to the unit of inquiry happening in grade 3 at the moment on ‘Forces’. I will be supporting this unit of inquiry by creating as many learning opportunities as possible that help the students to understand the connections between forces and the different events in athletics. As a pre-assessment activity, I am going to have the students inquire into how Newton’s Laws apply to throwing. The lesson plan is as follows: I took a picture of the Newton’s Laws poster located on the wall in their classroom and included it on the worksheet to help prompt their thinking. There is a small version of it on the front of the sheet where they will be recording data and a much larger version on the back that they can refer to when in group discussion. The students will all throw object and collect at the same time (on ‘go’ command of teacher) to ensure safety. Great to see the number of parents that have come down to see what their children are learning in PE. As the 'Sportfolio' contains all of the students' assessment, reflections, photos, and illustrations from PE, the kids can select whatever they like and explain these pieces to their parents. Having parents involved in their own kid's learning is such a wonderful experience and great to be a part of. I have asked a few parents to comment on what they enjoy most about the day and this is what they had to say: "Student led conferences are a great way for the kids to explain, in their own words, what they themselves are most proud of as opposed to teacher jargon on a report card" "It is an excellent way for our children to explain what they have learned in their own words with pride and excitement." "This is a great opportunity for parents to see a glimpse of their day in school and the progress that they have made in the different subject areas." "Good to see how the kids reflect on their learning and abilities in PE. A huge undertaking to keep written/photographic records of all the kids you teach!" "A wonderful opportunity to see what students are learning and how they are reflecting on these experiences. Listening to these explorations is worthwhile" Student led conferences are an important time of year for our learners to show their parents the hard work they have put in during the year. As the single subjects are a very critical part of any transdisciplinary program, there is excellent opportunity to have the students show what they have done in PE. The ‘Sportfolio’ plays a very big role in my PE program. Filed away inside the ‘Sportfolio’ are numerous pieces of assessment, reflections, and maths integrated tasks. Student led conferences will take place next Wednesday at Nanjing International School. I am using some of class time this week for the students to prepare what they want to show their parents next week. This will be PE’s contribution to this important day. We have concluded gymnastics/movement to music and have now begun our athletics unit in preparation for elementary sports day which is scheduled for the end of April. As a general introduction to athletics, I have had the students in grades 2 and 4 take part in a number of different throwing and running activities. At each grade level, we have discussed time and distance as it relates to throwing and running. In my grade 3 classes, I am integrating with the unit of inquiry happening in the classroom on ‘Forces’ and will write about this further in a separate blog. Please see other blog for grade 4 maths integration with Athletics. In grade 2 the maths integration focus was to teach them about ordinal numbers as they relate to athletics and to help them to understand that when running races we aim to produce the lowest timed result possible. Throwing events are all about maximizing distance or in other words throwing an object as far as you can (the bigger the number, the better the result). The students sometimes get confused with these two and think that the higher the time, the better in a race. In order to help facilitate this understanding I set up a number of activities for the students. Numbered dots (I have numerous sets of colored dots numbered between 1-10) Laminated cards using following words: 1st(first), 2nd(second), 3rd(third), seconds, and meters Grade 2 lesson breakdown I had the numbered dots scattered in a corner of the gym. I set up 4 cones and, as a warm up, had the students run as many laps as they could during a 3-minute song. At the end of the song, the students were instructed to: 1) Run over to these numbered dots and stand on the dot that represents the number of laps run. The students compared their results but stayed on the dots 2) I then asked students to stand on two dots that showed the number of laps they ran. For example, if they ran 11 laps, they could have one foot on a 7 and one foot on a 4. They were not allowed to pick up and move any dots, so had to search for number combinations that equalled the number of laps run. Once done the warm up, the students were sent over to different colored hula hoops that had been set up before the lesson. They were divided into 6 different teams with each team having its own colored hula hoop. On the far side of the gym, the same colored hula hoops were set up leaning against the wall. The activities done were as follows: A) Have a relay race with each team member running to far side of gym reaching into hula hoop to touch wall and return as quickly as possible. Once complete the race, have quick discussion about what running fast means and looks like. B) Race again but this time tell the students that they will be timed. At the end of the race, the best result is shared with the class. The best result was 37 seconds. The winning team was then asked to go over to numbered dots scattered in corner and bring me back the numbers that make up 37. The number 37 was then posted on the wall and the students had to choose the appropriate ordinal number (laminated card) to match (1st-First) and choose the appropriate unit of measurement (seconds). The cards were also posted. Key questions to ask were: When we race again, do we want to produce a timed result that is higher than 37 or lower? A third of the class said “higher” which indicated to me that we needed to discuss further which we did. C) We ran the race a third time and this time, I shared the top 3 results. The top 3 results were 36, 37, 38sec. It was a perfect time to introduce ordinal numbers 2nd and 3rd and to have to kids choose the appropriate numbered dots to match the time and to put these times in the correct position. D) In the 4th race the students were given batons to use in the relay and asked whether or not they thought that using batons would slow the race down. Most agreed that using batons would slow the race down due to having to exchange. We ran the race and results were given. All results were slower as expected but still posted using numbered dots (old results were taken down) E) As one of the last activities, I asked the students to think about how they could speed up their times in the baton relay race. They were encouraged to communicate and practice how to better exchange the baton. Inquiry was at work as they had to think their way through this process. F) We ran the race again and all results were better than the previous race. These results were posted on the all. A very good lesson which was well organized. Students really seemed to understand ordinal numbers as they relate to athletics and were able to understand where their timed results fit into these ordinal numbers. Grade 4 Lesson Breakdown The grade 4 lesson plan was very much similar to the grade 2 lesson plan described above. The main difference being that the grade 4 students were given their results in decimal point form. For example, some of their results from yesterday were 44.8, 46.2 and so on. They had to place these results in the correct order in terms of how each team finished the race. Bean bags were used as the decimal point. After each race new times were given and the students had to determine whether or not these results broke any of the previous time records. If so, they had to used numbered dots and post these results in correct order. Please see slide show below of grade 4s in action in yesterday’s PE class. In order to prepare my grade 3 and 4 students for their final routines, I had them complete movement composition booklets the last few weeks of the unit. As they were following a process, they needed to reflect at each step of this process in order to stay on track and improve. There were 6 steps in the process and knowing which step they were on helped them to stay focused on the routines they were creating with their other group members. The assessment criteria was generally the same for grades 3 and 4 and can be seen in my last blog. Once completed performing their routines, they had to draw their routines and explain what they were responsible for. The students did a wonderful job on these booklets. The classroom teacher allowed them about 20 minutes to complete their booklets which helped out a lot. This was an integrated unit with grade 3 as they were doing a UoI on how processes play an important role in the creation of art and music. Please view slide show below of their outstanding work. For those of you reading the previous blog regarding the flat classroom peer assessment project via Skype between NIS and UNIS, I thought it necessary to show the paper and pencil assessment used by students at both NIS and UNIS. Please view slide show below of student work. As you can see, the students had to use different colors when peer assessing. It was a quick and easy wa We had a very successful conclusion to our flat classroom peer assessment project yesterday afternoon. Grade 3 students from both Nanjing International School and United Nations International School took part in a summative assessment task that required them to perform routines not only in front of their own classmates, but also on Skype to the students watching from the other school. Cam McHale, elementary PE teacher from UNIS and myself collaborated on the assessment criteria and shared it with our students well in advance of yesterday's performances. It was clear to see that the students from UNIS and NIS were very engaged in this activity and were eager to perform on Skype. An added value component to this summative assessment task was that some students got up in front of the camera and provided verbal feedback after each routine which was well-received by the performing groups at UNIS and NIS. I would like to thank Cam McHale for his commitment in seeing this project through to its completion with me. It has been a rewarding journey for both myself and my students as it has been for Cam and his students. Cam and I will continue to collaborate on more possibilities to link our PYP PE programs together in an effort to enhance the learning of our students. Interested in joining this initiative? If so, contact me at email@example.com. Please view video and slideshow below! KAUST Faculty, Pedagogical Coach. Presenter & Workshop Leader.IB Educator. #RunYourLife podcast host.	2,361	ENGLISH	1
Conwy castle and the city walls were built from the years 1283-1289 by approximately 1,500 workers at the height of the construction, to form one of King Edward I (17th June 1239 – 7th July 1307) fortresses in his ‘Ring of Castles’, used to quell the Welsh uprisings. English citizens were moved in to the town and the Welsh people were banned from living there. It effectively became a garrison town. King Edward I was actually besieged in the castle in 1295 by Madog ap Llywelyn, or Prince Madoc, but the castle was relieved by the English Navy and the castle survived. Conwy Castle was captured, by the Welsh prince Owain Glyndwr (c. 1349 or 1359 – c. 1416) using trickery, but his occupation was short lived, and he fled west, pursued by the English to Harlech Castle. Sometime after the Welsh uprisings had been controlled, the castle was no longer garrisoned, and left to deteriorate. In 1642 during the English Civil War, Conwy Castle was again garrisoned and repaired by Royalist troops. The parliamentarian army laid siege to the castle in 1646; it surrendered in August, after three months. The Roundheads proceeded to destroy the castle, to prevent its reuse by the Royalists, so it became a derelict ruin. In 1660 after the reformation of King Charles II (29th May 1630 – 6th February 1685), the castle was returned to the third Lord Conwy, a building beyond economic repair. The Lord Conwy decided to salvage what he could from the building and sold the remaining lead and timber. CADW now maintains the remains of Conwy Castle, and it is one of the most popular tourist attractions in North Wales. It is reputed that Conwy Castle is haunted, and the following strange phenomena have been witnessed and reported by visitors and citizens of Conwy. 1. A strong smell of incense has been reported on entering the upstairs floored chapel. 2. There have been reputed sightings of a black silhouette watching visitors. 3. People have been overcome with a sense of terror whilst in the towers, and have had to leave the castle. 4. Allegedly, the apparition of a monk has been reported watching people in the castle. 5. The reputed silhouette of a large man in armour and wearing a helmet, looking out of a window, lit up as if by candlelight, has been reported from a person walking along the street outside the castle at night. 6. Tourists have reputedly claimed to have seen apparitions in period dress whilst gazing up at the castle from the street.	<urn:uuid:7015c9d7-2644-475a-b4d8-aaf1a831da7c>	CC-MAIN-2020-05	http://www.mysteriousbritain.co.uk/featured-sites/conwy-castle/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251773463.72/warc/CC-MAIN-20200128030221-20200128060221-00396.warc.gz	en	0.984904	566	3.40625	3	[ -0.5237069129943848, 0.24942997097969055, 0.29783114790916443, 0.5862417817115784, -0.008306806907057762, -0.3082174062728882, 0.40940386056900024, -0.43317174911499023, -0.35854482650756836, -0.32953712344169617, -0.2525542974472046, -0.3107508420944214, 0.02587355487048626, 0.36872407793...	9	Conwy castle and the city walls were built from the years 1283-1289 by approximately 1,500 workers at the height of the construction, to form one of King Edward I (17th June 1239 – 7th July 1307) fortresses in his ‘Ring of Castles’, used to quell the Welsh uprisings. English citizens were moved in to the town and the Welsh people were banned from living there. It effectively became a garrison town. King Edward I was actually besieged in the castle in 1295 by Madog ap Llywelyn, or Prince Madoc, but the castle was relieved by the English Navy and the castle survived. Conwy Castle was captured, by the Welsh prince Owain Glyndwr (c. 1349 or 1359 – c. 1416) using trickery, but his occupation was short lived, and he fled west, pursued by the English to Harlech Castle. Sometime after the Welsh uprisings had been controlled, the castle was no longer garrisoned, and left to deteriorate. In 1642 during the English Civil War, Conwy Castle was again garrisoned and repaired by Royalist troops. The parliamentarian army laid siege to the castle in 1646; it surrendered in August, after three months. The Roundheads proceeded to destroy the castle, to prevent its reuse by the Royalists, so it became a derelict ruin. In 1660 after the reformation of King Charles II (29th May 1630 – 6th February 1685), the castle was returned to the third Lord Conwy, a building beyond economic repair. The Lord Conwy decided to salvage what he could from the building and sold the remaining lead and timber. CADW now maintains the remains of Conwy Castle, and it is one of the most popular tourist attractions in North Wales. It is reputed that Conwy Castle is haunted, and the following strange phenomena have been witnessed and reported by visitors and citizens of Conwy. 1. A strong smell of incense has been reported on entering the upstairs floored chapel. 2. There have been reputed sightings of a black silhouette watching visitors. 3. People have been overcome with a sense of terror whilst in the towers, and have had to leave the castle. 4. Allegedly, the apparition of a monk has been reported watching people in the castle. 5. The reputed silhouette of a large man in armour and wearing a helmet, looking out of a window, lit up as if by candlelight, has been reported from a person walking along the street outside the castle at night. 6. Tourists have reputedly claimed to have seen apparitions in period dress whilst gazing up at the castle from the street.	602	ENGLISH	1
People in England were using balance weights and scales to measure the value of materials as early as the late second and early first millennia BC. This is what Professor Lorenz Rahmstorf, scientist at the University of Göttingen and project manager of the ERC “Weight and Value” project, has discovered. He compared Middle and Late Bronze Age gold objects from the British Isles and Northern France and found that they were based on the same unit of weight. This confirmed the hypothesis of the research team of the project that there was already expertise in using standard weights and measures in many regions of Europe at that time. The results were published in the journal Antiquity. Until now, it had often been assumed that trade during the Bronze Age in northwestern Europe was primarily socially embedded – for example as in the exchange of gifts. The existence of precise units of measurement, however, enabled people even at that time to compare exact ratios of material values of different goods such as metals, possibly also wool and grain. They were also able to calculate profits, to create currencies and to save up measurable quantities of metal. “Obviously, the exchange was already based on the economic interests of trading partners,” explains Rahmstorf, director of the Institute for Prehistory and Early History at the University of Göttingen. “So it is clear we are talking about real trade.” What is surprising about the statistical analysis of the unit of weight that has been identified, is that it is very nicely compatible and possibly even identical with the dominant East Mediterranean weight of that time. This would be an indication that knowledge about standard weights and measures has been widely disseminated and possibly passed on through travelling traders. It was already known that people in the technologically advanced, literate cultures of the Eastern Mediterranean and Western Asia – for example Greece, Egypt or Mesopotamia – used such weights and scales as an aid. However, these findings now indicate that such value measurement systems already existed in many if not all parts of prehistoric Bronze Age Europe. “The results of our research show that we have so far underestimated the complexity of the early commercial transactions during the Bronze Age in Europe,” said Rahmstorf.	<urn:uuid:3ad0dda1-463c-4376-a1a5-63b70237401b>	CC-MAIN-2020-05	https://www.archaeology.wiki/blog/2019/08/27/standard-weights-and-measures-were-used-in-prehistoric-northwestern-europe/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251690095.81/warc/CC-MAIN-20200126165718-20200126195718-00105.warc.gz	en	0.980376	449	3.796875	4	[ -0.29765111207962036, 0.28452783823013306, 0.26893696188926697, -0.02714511752128601, -0.04275684431195259, -0.19264259934425354, 0.018544549122452736, 0.2066938579082489, -0.0011445963755249977, 0.13130494952201843, 0.12060902267694473, -0.8532315492630005, 0.09282880276441574, 0.40834411...	6	People in England were using balance weights and scales to measure the value of materials as early as the late second and early first millennia BC. This is what Professor Lorenz Rahmstorf, scientist at the University of Göttingen and project manager of the ERC “Weight and Value” project, has discovered. He compared Middle and Late Bronze Age gold objects from the British Isles and Northern France and found that they were based on the same unit of weight. This confirmed the hypothesis of the research team of the project that there was already expertise in using standard weights and measures in many regions of Europe at that time. The results were published in the journal Antiquity. Until now, it had often been assumed that trade during the Bronze Age in northwestern Europe was primarily socially embedded – for example as in the exchange of gifts. The existence of precise units of measurement, however, enabled people even at that time to compare exact ratios of material values of different goods such as metals, possibly also wool and grain. They were also able to calculate profits, to create currencies and to save up measurable quantities of metal. “Obviously, the exchange was already based on the economic interests of trading partners,” explains Rahmstorf, director of the Institute for Prehistory and Early History at the University of Göttingen. “So it is clear we are talking about real trade.” What is surprising about the statistical analysis of the unit of weight that has been identified, is that it is very nicely compatible and possibly even identical with the dominant East Mediterranean weight of that time. This would be an indication that knowledge about standard weights and measures has been widely disseminated and possibly passed on through travelling traders. It was already known that people in the technologically advanced, literate cultures of the Eastern Mediterranean and Western Asia – for example Greece, Egypt or Mesopotamia – used such weights and scales as an aid. However, these findings now indicate that such value measurement systems already existed in many if not all parts of prehistoric Bronze Age Europe. “The results of our research show that we have so far underestimated the complexity of the early commercial transactions during the Bronze Age in Europe,” said Rahmstorf.	440	ENGLISH	1
Jean-Jacques Rousseau was an enlightened thinker who stood out during the 18th century. During his prime, he created a social contract that contained various controversial clauses as they focused heavily on democracy, which was unheard off at that time. Rousseau believed that people were born with a clean slate but unfortunately, power corrupts them later on in life. In order to prevent corruption, he advocated for the citizens work together and form a government based on the common good and the general will of the people. He also proposed that everyone should vote so that they can play a part in the decision-making. Once a decision is made, everyone should accept it because it was the verdict of the majority. Hence, the minority should be gracious about it because they will always be winners and losers in life. Rousseau knew that things never turn out perfect. Thus, he included a loophole which stated that the people should have the right to revolt if the elected leaders flop and break the social contract that was previously agreed upon by the masses. Although the idea of revolt will not be feasible today, the main idea of Rousseau’s contract has become the basis of democratic governments around the world.	<urn:uuid:18b83cfd-0cc9-4a35-b14f-3b4a9052061b>	CC-MAIN-2020-05	https://gerardcambon.net/jean-jacques-rousseau-was-an-enlightened-thinker-who-stood-out-during-the-18th-century/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251799918.97/warc/CC-MAIN-20200129133601-20200129163601-00312.warc.gz	en	0.988086	239	4.28125	4	[ -0.6794359087944031, 0.44175273180007935, -0.09961871057748795, -0.5569244623184204, -0.3554839491844177, 0.3626595437526703, 0.31725460290908813, 0.3826860785484314, 0.32572367787361145, 0.6274648308753967, 0.14041662216186523, 0.38016942143440247, 0.004534698557108641, 0.5362815260887146...	2	Jean-Jacques Rousseau was an enlightened thinker who stood out during the 18th century. During his prime, he created a social contract that contained various controversial clauses as they focused heavily on democracy, which was unheard off at that time. Rousseau believed that people were born with a clean slate but unfortunately, power corrupts them later on in life. In order to prevent corruption, he advocated for the citizens work together and form a government based on the common good and the general will of the people. He also proposed that everyone should vote so that they can play a part in the decision-making. Once a decision is made, everyone should accept it because it was the verdict of the majority. Hence, the minority should be gracious about it because they will always be winners and losers in life. Rousseau knew that things never turn out perfect. Thus, he included a loophole which stated that the people should have the right to revolt if the elected leaders flop and break the social contract that was previously agreed upon by the masses. Although the idea of revolt will not be feasible today, the main idea of Rousseau’s contract has become the basis of democratic governments around the world.	237	ENGLISH	1
He posed his questions on the basis of this doctrine, leaving the respondent and the reader to recover for themselves the philosophical considerations underlying it. Origin of the Socratic Problem The Socratic problem first became pronounced in the early 19th century with the influential work of Friedrich Schleiermacher. The Epicurean The Epicureans were one of the few schools that criticized Socrates, though many scholars think that this was in part because of their animus toward their Stoic counterparts, who admired him. Perhaps Socrates did not insist on holding to strict philosophical principles in dealing with people on whom their point would have been lost. He could point to much about Plato's Socrates in support: his modest but firm denial that he possessed any knowledge, and his constant practice of inquiring into the truth by examining others' opinions on the basis of ideas which they themselves accepted, without formally committing himself to these ideas even when he was the one to first suggest them. In the event, it turned out that the people he examined were not wise, since they could not even give a self-consistent set of answers to his questions: obviously, true knowledge requires at least that one think and speak consistently on the subjects one professes to know. The question as to what Nature is gives way to the question about what Truth is, and the question about the relationship of self-conscious thought to real essence becomes the predominant philosophical issue Oeconomicus Aeschines of Sphettus wrote seven dialogues, all of which have been lost. The god who speaks through the oracle, he says, is truly wise, whereas human wisdom is worth little or nothing Apology 23a. They found Socrates espousing a complete doctrine of ethics and the psychology of human action.	<urn:uuid:acadf974-d6c1-41ff-b8b2-841aab4cbb6e>	CC-MAIN-2020-05	https://hupygopuvicil.oberonlife.com/the-many-virtues-of-socrates-revealed-in-his-speeches377312700tx.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592565.2/warc/CC-MAIN-20200118110141-20200118134141-00122.warc.gz	en	0.985051	357	3.90625	4	[ -0.15944238007068634, 0.40097302198410034, -0.1118597537279129, -0.21546530723571777, -0.5856583118438721, -0.22335785627365112, 0.4769369065761566, 0.4667860269546509, -0.14210772514343262, -0.04834488406777382, 0.01732231117784977, 0.058301892131567, 0.39665842056274414, 0.49562680721282...	2	He posed his questions on the basis of this doctrine, leaving the respondent and the reader to recover for themselves the philosophical considerations underlying it. Origin of the Socratic Problem The Socratic problem first became pronounced in the early 19th century with the influential work of Friedrich Schleiermacher. The Epicurean The Epicureans were one of the few schools that criticized Socrates, though many scholars think that this was in part because of their animus toward their Stoic counterparts, who admired him. Perhaps Socrates did not insist on holding to strict philosophical principles in dealing with people on whom their point would have been lost. He could point to much about Plato's Socrates in support: his modest but firm denial that he possessed any knowledge, and his constant practice of inquiring into the truth by examining others' opinions on the basis of ideas which they themselves accepted, without formally committing himself to these ideas even when he was the one to first suggest them. In the event, it turned out that the people he examined were not wise, since they could not even give a self-consistent set of answers to his questions: obviously, true knowledge requires at least that one think and speak consistently on the subjects one professes to know. The question as to what Nature is gives way to the question about what Truth is, and the question about the relationship of self-conscious thought to real essence becomes the predominant philosophical issue Oeconomicus Aeschines of Sphettus wrote seven dialogues, all of which have been lost. The god who speaks through the oracle, he says, is truly wise, whereas human wisdom is worth little or nothing Apology 23a. They found Socrates espousing a complete doctrine of ethics and the psychology of human action.	356	ENGLISH	1
The Gull Lake Mounds were excavated in 1969 by the University of Minnesota. This excavation was one of the last large-scale mound excavations conducted in Minnesota. The human remains and many of the artifacts removed from these mounds were returned by the U.S. Army Corps of Engineers, St. Paul District, to the Dakota people for reburial in 1998. The Gull Lake Burial Mounds were built in episodes over time. Mound #8 incorporated several smaller mounds into a linear shape as additions were made horizontally. Mound #1 began as two separate mounds joined to form an elongated shape. Most of the other mounds are considered circular. The earth used to construct the mounds was gathered from the surrounding area and contained artifacts from centuries of village life at this location. The artifacts in the mound fill, as well as those placed with the dead, help date the construction of the mounds. Mound #1 is believed to be the oldest mound in the group. History and traditions suggest that the Headwaters Region of Minnesota was the homeland of the Eastern Dakota. This location is one of their ancestral villages and burial grounds. Woodland Tradition is a general term given by archaeologists to the later prehistoric people of the eastern North American woodlands. This tradition is generally thought to begin with the introduction of pottery vessels and burial of the dead in mounds. It was a period of population increase and more established villages based on horticulture, or in northern Minnesota, the gathering of wild rice.	<urn:uuid:20ac35a6-389c-43bd-9a40-3abe3bea4a60>	CC-MAIN-2020-05	https://www.mvp.usace.army.mil/Media/News-Stories/Article/626235/gull-lake-native-american-burial-mounds/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591234.15/warc/CC-MAIN-20200117205732-20200117233732-00525.warc.gz	en	0.985034	313	3.71875	4	[ -0.1109762191772461, 0.16510751843452454, 0.3708740174770355, 0.11804162710905075, 0.1716994345188141, -0.06403426826000214, -0.3684336543083191, -0.2688606381416321, -0.566195011138916, -0.08971396833658218, 0.14759312570095062, -0.2631753385066986, 0.2105587273836136, 0.4715483784675598,...	2	The Gull Lake Mounds were excavated in 1969 by the University of Minnesota. This excavation was one of the last large-scale mound excavations conducted in Minnesota. The human remains and many of the artifacts removed from these mounds were returned by the U.S. Army Corps of Engineers, St. Paul District, to the Dakota people for reburial in 1998. The Gull Lake Burial Mounds were built in episodes over time. Mound #8 incorporated several smaller mounds into a linear shape as additions were made horizontally. Mound #1 began as two separate mounds joined to form an elongated shape. Most of the other mounds are considered circular. The earth used to construct the mounds was gathered from the surrounding area and contained artifacts from centuries of village life at this location. The artifacts in the mound fill, as well as those placed with the dead, help date the construction of the mounds. Mound #1 is believed to be the oldest mound in the group. History and traditions suggest that the Headwaters Region of Minnesota was the homeland of the Eastern Dakota. This location is one of their ancestral villages and burial grounds. Woodland Tradition is a general term given by archaeologists to the later prehistoric people of the eastern North American woodlands. This tradition is generally thought to begin with the introduction of pottery vessels and burial of the dead in mounds. It was a period of population increase and more established villages based on horticulture, or in northern Minnesota, the gathering of wild rice.	316	ENGLISH	1
The Czar died in the winter of 1725; but the Empress Catharine, faithful to the desires of her husband, did not allow this work to be neglected. Vitus Bering, a Dane by birth and a navigator of some experience, was made commander. The place of embarkation was on the other side of the Asiatic continent. Taking with him officers and shipbuilders, the navigator left St. Petersburg by land on February 5, 1725, and began the preliminary journey across Siberia, and the Sea of Okhotsk to the coast of Kamchatka, which they reached after infinite hardships and delays, sometimes with dogs for draft, and sometimes supporting life by eating leather bags, straps, and shoes. More than three years were passed in this toilsome and perilous journey to the place of embarkation. At last, on July 20, 1728, the party was able to set sail in a small vessel, called the Gabriel, described as "like the packet-boats used in the Baltick." Steering in a northeasterly direction, Bering passed a large island, which he called St. Lawrence, for the saint on whose day it was seen. This island, which is included in the present cession, may be considered the first point in Russian discovery, as it is also the first outpost of the North American continent. Continuing northward, and hugging the Asiatic coast, Bering turned back only when he thought he had reached the northeastern extremity of Asia, and was satisfied that the two continents were separated from each other. He did not go farther north than 67º 30'. In his voyage Bering was struck by the absence of such great and high waves as in other places are common to the open sea, and he observed fir-trees floating in the water, although they were unknown on the Asiatic coast. Relations of inhabitants, in harmony with these indications, pointed to a "country at no great distance toward the east." His work was still incomplete, and the navigator, before returning home, put forth again for this discovery, but without success. By another dreary land journey he made his way back to St. Petersburg in March, 1730, after an absence of five years. The spirit of discovery continued at St. Petersburg. A Cossack chief, undertaking to conquer the obstinate natives on the northeastern coast, proposed also "to discover the pretended country on the frozen sea." But he was killed by an arrow before his enterprise was completed. Little is known of the result; but it is said that the navigator whom he had selected, by name Gwosdew, in 1730 succeeded in reaching a "strange coast" between 65º and 66º of north latitude, where he saw persons, but could not speak with them for want of an interpreter. This must have been the coast of North America, not far from the group of islands in Bering Strait through which the present boundary passes. The desire of the Russian Government to get behind the curtain increased. Bering volunteered to undertake the discoveries that remained to be made. He was created a commodore, and his old lieutenants were made captains. Several academicians were appointed to report on the natural history of the coasts visited, among whom was Steller, the naturalist. All these, with a numerous body of officers, journeyed across Siberia (northern Asia) and the Sea of Okhotsk, to Kamchatka, as Bering had journeyed before. Though ordered in 1738, the expedition was not able to leave the western coast until June 4, 1741, when two well-appointed ships set sail in company "to discover the continent of America." One of these, called the St. Paul, was under Commodore Bering; the other, called the St. Peter, was under Captain Tschirikoff. For some time the two kept together, but in a violent storm and fog they were separated, when each continued the expedition alone.	<urn:uuid:d596e255-4cf0-4de2-a7ee-d39bbd90a1aa>	CC-MAIN-2020-05	http://www.sacklunch.net/greatevents/alaskapurchase2.php	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251681412.74/warc/CC-MAIN-20200125191854-20200125221854-00507.warc.gz	en	0.985197	821	3.4375	3	[ -0.09712706506252289, -0.019215736538171768, 0.3484271168708801, 0.18836867809295654, -0.46800053119659424, -0.3816360533237457, -0.04727413132786751, 0.3911578059196472, -0.3737230896949768, 0.10909084975719452, 0.18449148535728455, -0.3512592911720276, 0.051947034895420074, 0.33125066757...	1	The Czar died in the winter of 1725; but the Empress Catharine, faithful to the desires of her husband, did not allow this work to be neglected. Vitus Bering, a Dane by birth and a navigator of some experience, was made commander. The place of embarkation was on the other side of the Asiatic continent. Taking with him officers and shipbuilders, the navigator left St. Petersburg by land on February 5, 1725, and began the preliminary journey across Siberia, and the Sea of Okhotsk to the coast of Kamchatka, which they reached after infinite hardships and delays, sometimes with dogs for draft, and sometimes supporting life by eating leather bags, straps, and shoes. More than three years were passed in this toilsome and perilous journey to the place of embarkation. At last, on July 20, 1728, the party was able to set sail in a small vessel, called the Gabriel, described as "like the packet-boats used in the Baltick." Steering in a northeasterly direction, Bering passed a large island, which he called St. Lawrence, for the saint on whose day it was seen. This island, which is included in the present cession, may be considered the first point in Russian discovery, as it is also the first outpost of the North American continent. Continuing northward, and hugging the Asiatic coast, Bering turned back only when he thought he had reached the northeastern extremity of Asia, and was satisfied that the two continents were separated from each other. He did not go farther north than 67º 30'. In his voyage Bering was struck by the absence of such great and high waves as in other places are common to the open sea, and he observed fir-trees floating in the water, although they were unknown on the Asiatic coast. Relations of inhabitants, in harmony with these indications, pointed to a "country at no great distance toward the east." His work was still incomplete, and the navigator, before returning home, put forth again for this discovery, but without success. By another dreary land journey he made his way back to St. Petersburg in March, 1730, after an absence of five years. The spirit of discovery continued at St. Petersburg. A Cossack chief, undertaking to conquer the obstinate natives on the northeastern coast, proposed also "to discover the pretended country on the frozen sea." But he was killed by an arrow before his enterprise was completed. Little is known of the result; but it is said that the navigator whom he had selected, by name Gwosdew, in 1730 succeeded in reaching a "strange coast" between 65º and 66º of north latitude, where he saw persons, but could not speak with them for want of an interpreter. This must have been the coast of North America, not far from the group of islands in Bering Strait through which the present boundary passes. The desire of the Russian Government to get behind the curtain increased. Bering volunteered to undertake the discoveries that remained to be made. He was created a commodore, and his old lieutenants were made captains. Several academicians were appointed to report on the natural history of the coasts visited, among whom was Steller, the naturalist. All these, with a numerous body of officers, journeyed across Siberia (northern Asia) and the Sea of Okhotsk, to Kamchatka, as Bering had journeyed before. Though ordered in 1738, the expedition was not able to leave the western coast until June 4, 1741, when two well-appointed ships set sail in company "to discover the continent of America." One of these, called the St. Paul, was under Commodore Bering; the other, called the St. Peter, was under Captain Tschirikoff. For some time the two kept together, but in a violent storm and fog they were separated, when each continued the expedition alone.	849	ENGLISH	1
Kayden Japanese American citizens were allowed to return Kayden SharmaMr.PationWorld culturesJanuary 8 2018Japanese Internment Pearl Harbor is a U.S. naval base near Hawaii and was the battleground of a surprise attack by Japanese forces on December 7 1941. Just before 8 am on that morning hundreds of Japanese fighter planes attack on the base where they destroyed or damage nearly 20 American naval vessels including 8 enormous battleships and over 300 airplanes.2,400 Americans died in the attack and 1,000 people were wounded.The day after Pearl Harbor was bombed President Roosevelt appeared before a joint session of Congress and declared After a brief and forceful speech he asked Congress to approve a the resolution recognizing the war between the United States and Japan. The Senate voted for war against Japan by 83 to 0 and the House of Representatives approved the resolution by a vote of 392 to 1. The day after the assault President Franklin D. Roosevelt asked Congress to declare war on Japan.Following the attack on Pearl Harbor and the increasing anti-Japanese sentiment in America the President’s Cabinet discussed a removal policy regarding the Japanese American population. Secretary of War Henry Stimson and Secretary of Navy Frank Knox favored a policy of removal out of military necessity while Attorney General Francis Biddle argued against it citing individuals constitutional rights. 10 camps were in California, Idaho, Utah, Arizona, Wyoming, Colorado, and Arkansas holding 120,000 people. Many were forced to sell property before departure. 5,589 Nisei renounced their American citizenship.Despite the lack of any concrete evidence, Japanese Americans were suspected of remaining loyal to their ancestral land. Anti japanese propaganda increased because of Japanese presence on the West Coast. In the event of a Japanese invasion of the American mainland Japanese Americans were feared as a risk. Japanese internment camps were a bad solution for the attack of pearl harbor it caused pain,suffering and bad living conditions to the Japanese people living in the internment camps.2 months after the bombing of Pearl Harbor Franklin Roosevelt signed the Executive Order 9066 ordering all Japanese Americans to evacuate the West Coast. It started relocation of 120,000 American people citizens to 10 internment camps located all over the country. Some Japanese American citizens were allowed to return to the West Coast starting in 1945 and the last camp closed in March 1946.In 1943 all internees over the age of 17 were given a loyalty test. They were asked two questions one was are you willing to serve in the army of the United States on combat duty?They also asked Females if they were willing to volunteer for the Army too.The. And do you swear allegiance to the United States of America and faithfully defend the United States from any attack. The Conditions in camps were harsh. Japanese people lived in barracks filled only with cots and coal burning stoves. Food in Japanese internment camps also added to the hardships of the Japanese. In internment camps Japanese were fed 3 times in a day. The meals were served in mess halls where the bells will start the mealtime. Food portions were small food starch and dull. Most meals were comprised of potatoes and bread. They used a common bathroom and laundry facilities but hot water was limited. The camps were surrounded by fences patrolled by armed guards who had instructions to shoot anyone who tried to leave.Residents were allowed to live in family groups and the internees set up schools, churches, farms, and newspapers. Children played sports and played in activities.On December 18 1944 the government announced that all relocation centres would be closed by the end of 1945.If you said something loud people that lived in a different stall could hear you because you had no privacy. The mattresses were made of hay. There were no closets, cupboards, or really any furniture. The roof was usually made of tar. Some barracks had cracks so dust could get in and suffocate someone. They didn’t have plumbing in the barracks. They had to walk to another building to shower, go to the restroom, and wash their clothes.One of the camps at Tule Lake California was closed in March 1946. With the end of internment Japanese Americans moved back to their homes and began rebuilding their lives.Lots of Japanese Americans didn’t want to be in the camps so some took tried to join the U.S. Army but some people wanted to stay longer because they didn’t have anything to go home to.Warehouses and administrative office were located off the camp. Search lights swept the grounds between the two places. They were guarded by towers with machine guns. If you would try to escape you would be killed if caught. In 1976 President Gerald R. Ford repealed Executive Order 9066. He used that time to tell the people about his regret for the policy.In 1988 the U.S. passed the Act which awarded 80,000 Japanese Americans $20,000 each to compensate them for the ordeal they had suffered. Congress also issued a apology for the government’s policy toward Japanese Americans. At the end of the war the Japanese Americans were released and many returned home to find that their stuff was stolen and their properties sold. At this time, 43,000 Japanese Americans left the West Coast to pursue lives elsewhere in America.In 1981 a commission was appointed to investigate the order 9066.They recommend appropriate remedies. The findings were published in 1982 in a report called Personal Justice Denied. The report stated “Broad historical causes which shaped decisions were race, prejudice, war hysteria, and failure of political leadership.” The conflict of order 9066 was a rash decision that the American government made. making all Japanese people or who looked Japanese put all their items up for auction then they had to go to internment camps.the government’s defense to this was that they were just protecting the country from another attack.But that is not enough to justify what they did to the Japanese people.And During the course of World War II 10 Americans were convicted of spying for Japan but not one of them was Japanese.Racial prejudice and hostility against Japanese Americans and particularly those where living in the Pacific Coast area where the majority of Japanese Americans in the continental U. S. resided was widespread and dated back decades before the start of World War II. When the flood of Japanese immigration to the U. S. began at the turn of the 20th century white Pacific Coast residents immediately resented the influx of a people they saw as racially inferior. All Americans during World War II were required to make sacrifices to stop the war effort including the big sacrifice made by 416,800 American military personnel who died during the war. Rationing of items like food and water. We were missing large sections of the U. S. population because of war factory work and the general disruption in normal civilians impacted the lives of virtually all Americans during the war. Although the sacrifices required by Japanese American internees were mandated by authorities and and they are not voluntary. The living conditions in the relocation camps approximated those in military training camps and were not significantly more severe than those experienced by the 16,000,000 U. S. Citizens. The compromise of the situation was ending order 9066 after world war 2 and letting the japanese people go.They also got $20,000 and a formal apology from the government. And the japanese people thought that’s not enough to pay them back for the time they spent their for and what they lost. The japanese were upset with all they had to put up with.Japanese internment camps were a bad solution for the attack of pearl harbor it caused pain,suffering and bad living conditions to the Japanese people living in the internment camps and they shouldn’t have penalized every japanese person in the U.S.The motivation of the Exclusion Order which formed the basis for the relocation of Japanese Americans was an concern at the time for national security. Yet the measures taken round up 110,000 Japanese Americans living within Military Area Number 1 was a gross and ignored fact that other means of achieving security existed. Military and civilian guards and defense factories could easily have detained any suspicious persons venturing too near a facility and all West Coast citizens had begun immediately after Pearl Harbor has been encouraged to be vigilant and to report suspicious activity observed to the FBI for immediate investigation. No verifiable incident of sabotage by a Japanese American was discovered during the war. Even FBI director’s opposed the mass relocation of Japanese Americans because he was convinced that the most likely spies or potential saboteurs among that population had already been rounded up in the initial time between December 7 and 13, 1941.At the end of the war the Japanese Americans were released and many returned home to find their goods stolen and properties sold. At this time 43 thousand Japanese Americans left the West Coast to pursue lives elsewhere in America.The U.S senate should not have overreacted on the camps and they should have made a new solutions.	<urn:uuid:ffd882c2-df99-4a13-bb2d-20ce0f77f03f>	CC-MAIN-2020-05	https://weatherbird.net/kayden-japanese-american-citizens-were-allowed-to-return/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783342.96/warc/CC-MAIN-20200128215526-20200129005526-00029.warc.gz	en	0.984517	1,809	3.796875	4	[ -0.1746809482574463, 0.1756567656993866, 0.021229388192296028, -0.11114685237407684, 0.17611682415008545, 0.44531840085983276, 0.08777089416980743, 0.29890257120132446, -0.1385975033044815, 0.07732712477445602, 0.4482782483100891, 0.014863271266222, 0.1455443948507309, 0.5359776616096497, ...	2	Kayden Japanese American citizens were allowed to return Kayden SharmaMr.PationWorld culturesJanuary 8 2018Japanese Internment Pearl Harbor is a U.S. naval base near Hawaii and was the battleground of a surprise attack by Japanese forces on December 7 1941. Just before 8 am on that morning hundreds of Japanese fighter planes attack on the base where they destroyed or damage nearly 20 American naval vessels including 8 enormous battleships and over 300 airplanes.2,400 Americans died in the attack and 1,000 people were wounded.The day after Pearl Harbor was bombed President Roosevelt appeared before a joint session of Congress and declared After a brief and forceful speech he asked Congress to approve a the resolution recognizing the war between the United States and Japan. The Senate voted for war against Japan by 83 to 0 and the House of Representatives approved the resolution by a vote of 392 to 1. The day after the assault President Franklin D. Roosevelt asked Congress to declare war on Japan.Following the attack on Pearl Harbor and the increasing anti-Japanese sentiment in America the President’s Cabinet discussed a removal policy regarding the Japanese American population. Secretary of War Henry Stimson and Secretary of Navy Frank Knox favored a policy of removal out of military necessity while Attorney General Francis Biddle argued against it citing individuals constitutional rights. 10 camps were in California, Idaho, Utah, Arizona, Wyoming, Colorado, and Arkansas holding 120,000 people. Many were forced to sell property before departure. 5,589 Nisei renounced their American citizenship.Despite the lack of any concrete evidence, Japanese Americans were suspected of remaining loyal to their ancestral land. Anti japanese propaganda increased because of Japanese presence on the West Coast. In the event of a Japanese invasion of the American mainland Japanese Americans were feared as a risk. Japanese internment camps were a bad solution for the attack of pearl harbor it caused pain,suffering and bad living conditions to the Japanese people living in the internment camps.2 months after the bombing of Pearl Harbor Franklin Roosevelt signed the Executive Order 9066 ordering all Japanese Americans to evacuate the West Coast. It started relocation of 120,000 American people citizens to 10 internment camps located all over the country. Some Japanese American citizens were allowed to return to the West Coast starting in 1945 and the last camp closed in March 1946.In 1943 all internees over the age of 17 were given a loyalty test. They were asked two questions one was are you willing to serve in the army of the United States on combat duty?They also asked Females if they were willing to volunteer for the Army too.The. And do you swear allegiance to the United States of America and faithfully defend the United States from any attack. The Conditions in camps were harsh. Japanese people lived in barracks filled only with cots and coal burning stoves. Food in Japanese internment camps also added to the hardships of the Japanese. In internment camps Japanese were fed 3 times in a day. The meals were served in mess halls where the bells will start the mealtime. Food portions were small food starch and dull. Most meals were comprised of potatoes and bread. They used a common bathroom and laundry facilities but hot water was limited. The camps were surrounded by fences patrolled by armed guards who had instructions to shoot anyone who tried to leave.Residents were allowed to live in family groups and the internees set up schools, churches, farms, and newspapers. Children played sports and played in activities.On December 18 1944 the government announced that all relocation centres would be closed by the end of 1945.If you said something loud people that lived in a different stall could hear you because you had no privacy. The mattresses were made of hay. There were no closets, cupboards, or really any furniture. The roof was usually made of tar. Some barracks had cracks so dust could get in and suffocate someone. They didn’t have plumbing in the barracks. They had to walk to another building to shower, go to the restroom, and wash their clothes.One of the camps at Tule Lake California was closed in March 1946. With the end of internment Japanese Americans moved back to their homes and began rebuilding their lives.Lots of Japanese Americans didn’t want to be in the camps so some took tried to join the U.S. Army but some people wanted to stay longer because they didn’t have anything to go home to.Warehouses and administrative office were located off the camp. Search lights swept the grounds between the two places. They were guarded by towers with machine guns. If you would try to escape you would be killed if caught. In 1976 President Gerald R. Ford repealed Executive Order 9066. He used that time to tell the people about his regret for the policy.In 1988 the U.S. passed the Act which awarded 80,000 Japanese Americans $20,000 each to compensate them for the ordeal they had suffered. Congress also issued a apology for the government’s policy toward Japanese Americans. At the end of the war the Japanese Americans were released and many returned home to find that their stuff was stolen and their properties sold. At this time, 43,000 Japanese Americans left the West Coast to pursue lives elsewhere in America.In 1981 a commission was appointed to investigate the order 9066.They recommend appropriate remedies. The findings were published in 1982 in a report called Personal Justice Denied. The report stated “Broad historical causes which shaped decisions were race, prejudice, war hysteria, and failure of political leadership.” The conflict of order 9066 was a rash decision that the American government made. making all Japanese people or who looked Japanese put all their items up for auction then they had to go to internment camps.the government’s defense to this was that they were just protecting the country from another attack.But that is not enough to justify what they did to the Japanese people.And During the course of World War II 10 Americans were convicted of spying for Japan but not one of them was Japanese.Racial prejudice and hostility against Japanese Americans and particularly those where living in the Pacific Coast area where the majority of Japanese Americans in the continental U. S. resided was widespread and dated back decades before the start of World War II. When the flood of Japanese immigration to the U. S. began at the turn of the 20th century white Pacific Coast residents immediately resented the influx of a people they saw as racially inferior. All Americans during World War II were required to make sacrifices to stop the war effort including the big sacrifice made by 416,800 American military personnel who died during the war. Rationing of items like food and water. We were missing large sections of the U. S. population because of war factory work and the general disruption in normal civilians impacted the lives of virtually all Americans during the war. Although the sacrifices required by Japanese American internees were mandated by authorities and and they are not voluntary. The living conditions in the relocation camps approximated those in military training camps and were not significantly more severe than those experienced by the 16,000,000 U. S. Citizens. The compromise of the situation was ending order 9066 after world war 2 and letting the japanese people go.They also got $20,000 and a formal apology from the government. And the japanese people thought that’s not enough to pay them back for the time they spent their for and what they lost. The japanese were upset with all they had to put up with.Japanese internment camps were a bad solution for the attack of pearl harbor it caused pain,suffering and bad living conditions to the Japanese people living in the internment camps and they shouldn’t have penalized every japanese person in the U.S.The motivation of the Exclusion Order which formed the basis for the relocation of Japanese Americans was an concern at the time for national security. Yet the measures taken round up 110,000 Japanese Americans living within Military Area Number 1 was a gross and ignored fact that other means of achieving security existed. Military and civilian guards and defense factories could easily have detained any suspicious persons venturing too near a facility and all West Coast citizens had begun immediately after Pearl Harbor has been encouraged to be vigilant and to report suspicious activity observed to the FBI for immediate investigation. No verifiable incident of sabotage by a Japanese American was discovered during the war. Even FBI director’s opposed the mass relocation of Japanese Americans because he was convinced that the most likely spies or potential saboteurs among that population had already been rounded up in the initial time between December 7 and 13, 1941.At the end of the war the Japanese Americans were released and many returned home to find their goods stolen and properties sold. At this time 43 thousand Japanese Americans left the West Coast to pursue lives elsewhere in America.The U.S senate should not have overreacted on the camps and they should have made a new solutions.	1,904	ENGLISH	1
What rhetorical techniques do Douglass and Moore use to convince their audience to accept their claim? What similarities and differences in evidence do you detect? Which one gets the message across better? Why? Douglass and Moore have used various rhetoric devices in their works that have enabled them to advance their ability to influence and persuade most readers and viewers. Moore, director of the documentary ‘SICKO’, has used pathos and comparison to get his point across. Douglas, in ‘What to the Slave is the Fourth of July?’ has also used rhetoric devices such as pathos, ethos, logos, and contrast to get the attention of his readers. Ethos is a set of values held by either an individual or a community and can be reflected in their behaviors and language. Ethos reflects values and characters of culture and motivates individuals to act for what they believe is right. In ‘What to the Slave is the Fourth of July?’ Douglas has talked about the brutal treatment slaves received from their masters. He also talks about his own self-reliance as well as that of his fellow slaves. This rhetoric device serves as a mechanism through which Douglas can control his readers’ emotions as well as control how the public would react towards slavery. This device has an influence on the readers’ responses, therefore, his messages will be accepted as they appear sensible. Douglas argued the opposition’s view of slaves not being men on a logic basis. He stated: This Fourth [of] July is yours, not mine. You may rejoice, I must mourn…For the present; it is enough to affirm the equal manhood of the Negro race. Is it not astonishing that while we are ploughing, planting and reaping, using all kinds of mechanical tools, erecting houses, constructing bridges, building ships, working in metals of brass, iron, copper, silver and gold; that, while we are reading, writing and ciphering, acting as clerks, merchants, and secretaries, having among us lawyers, doctors, ministers…we are called upon to prove that we are men! (Douglas 238). Douglas used this example to make credible arguments. He argued that both black and white men must be equal if they can occupy the same positions. Pathos is an appeal to emotion. In ‘What to the Slave is the Fourth of July?’ Douglas has given a detailed description of the situation that led to the freedom of slaves. He spoke of the situation in an internal emotional state of those people that saw it necessary to free the slaves. He states, “…forefathers felt themselves the victims of grievous wrongs, wholly incurable in their colonial capacity. With brave men, there is always a remedy for oppression.” (Douglas 232). In Michael Moore’s documentary, SICKO, pathos is the main method that the director has used to get the attention of the viewers. He has shown a man sewing his own knee and goes on to show another man who has to get his fingers fixed but then he has to choose one that he could pay for. His efforts definitely make viewers be sympathetic towards the individuals who are affected by health insurance companies. He attracts viewers’ attention and makes them believe in him, therefore, taking his side regarding Health Care. Throughout Moore’s documentary, SICKO, America has been compared to other countries. Douglas has also used comparison and contrast in his work. Both have examined the differences and similarities that occur between two or more places, people or situations. A good example by Douglass is where he set up a direct comparison between the treatment that slaves received from slave owners and colonies’ feelings towards Great Britain. In ‘SICKO’, Michael Moore uses great examples to compare America to different countries. A good example that he has used was of volunteer workers who had to go to Guantanamo Bay to obtain health care since they could not afford it in America. They opted to get it in Cuba because their health care is cheaper. Differences in Douglass and Moore’s work are that Moore interviews different individuals in the documentary to prove his points. This is a great technique since it will give him the logos, ethos, and pathos needed for the documentary. Viewers will sympathies with individuals who cannot afford health care in America. Douglas, on the other hand, uses his own experiences to show the harsh experiences of slaves. No interviews have been recorded and he talks about his own experiences as well as those of other slaves. Michael Moore has managed to get his point across better than Douglas. He has been able to connect well with his viewers. His use of pathos has been very effective in enabling him to pass his message across. His tool of comparing and contrasting America with other countries has also enabled him to make his viewers understand the truth regarding American Health Care. He has managed to convince viewers to take his side, therefore, joining more hands towards fighting for an effective health care system. Douglass, F. “What to Slave is the Fourth of July?” 1852. Moore, M. SICKO. The Weinstein Company. TF1 International: RAI Cinema. 2007. Print.	<urn:uuid:99fa1283-2fa5-4a0c-abaf-b7ae86d27324>	CC-MAIN-2020-05	https://freebookessay.com/free-essay-examples/american-cultural-mythologies-essay/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251796127.92/warc/CC-MAIN-20200129102701-20200129132701-00372.warc.gz	en	0.980368	1,078	3.640625	4	[ -0.18524742126464844, 0.49113449454307556, 0.015811223536729813, 0.341874897480011, 0.16847826540470123, 0.058822810649871826, 0.46730539202690125, -0.06387892365455627, -0.0597875639796257, -0.21850179135799408, 0.1008898988366127, -0.14561134576797485, -0.40550506114959717, -0.0780009925...	2	What rhetorical techniques do Douglass and Moore use to convince their audience to accept their claim? What similarities and differences in evidence do you detect? Which one gets the message across better? Why? Douglass and Moore have used various rhetoric devices in their works that have enabled them to advance their ability to influence and persuade most readers and viewers. Moore, director of the documentary ‘SICKO’, has used pathos and comparison to get his point across. Douglas, in ‘What to the Slave is the Fourth of July?’ has also used rhetoric devices such as pathos, ethos, logos, and contrast to get the attention of his readers. Ethos is a set of values held by either an individual or a community and can be reflected in their behaviors and language. Ethos reflects values and characters of culture and motivates individuals to act for what they believe is right. In ‘What to the Slave is the Fourth of July?’ Douglas has talked about the brutal treatment slaves received from their masters. He also talks about his own self-reliance as well as that of his fellow slaves. This rhetoric device serves as a mechanism through which Douglas can control his readers’ emotions as well as control how the public would react towards slavery. This device has an influence on the readers’ responses, therefore, his messages will be accepted as they appear sensible. Douglas argued the opposition’s view of slaves not being men on a logic basis. He stated: This Fourth [of] July is yours, not mine. You may rejoice, I must mourn…For the present; it is enough to affirm the equal manhood of the Negro race. Is it not astonishing that while we are ploughing, planting and reaping, using all kinds of mechanical tools, erecting houses, constructing bridges, building ships, working in metals of brass, iron, copper, silver and gold; that, while we are reading, writing and ciphering, acting as clerks, merchants, and secretaries, having among us lawyers, doctors, ministers…we are called upon to prove that we are men! (Douglas 238). Douglas used this example to make credible arguments. He argued that both black and white men must be equal if they can occupy the same positions. Pathos is an appeal to emotion. In ‘What to the Slave is the Fourth of July?’ Douglas has given a detailed description of the situation that led to the freedom of slaves. He spoke of the situation in an internal emotional state of those people that saw it necessary to free the slaves. He states, “…forefathers felt themselves the victims of grievous wrongs, wholly incurable in their colonial capacity. With brave men, there is always a remedy for oppression.” (Douglas 232). In Michael Moore’s documentary, SICKO, pathos is the main method that the director has used to get the attention of the viewers. He has shown a man sewing his own knee and goes on to show another man who has to get his fingers fixed but then he has to choose one that he could pay for. His efforts definitely make viewers be sympathetic towards the individuals who are affected by health insurance companies. He attracts viewers’ attention and makes them believe in him, therefore, taking his side regarding Health Care. Throughout Moore’s documentary, SICKO, America has been compared to other countries. Douglas has also used comparison and contrast in his work. Both have examined the differences and similarities that occur between two or more places, people or situations. A good example by Douglass is where he set up a direct comparison between the treatment that slaves received from slave owners and colonies’ feelings towards Great Britain. In ‘SICKO’, Michael Moore uses great examples to compare America to different countries. A good example that he has used was of volunteer workers who had to go to Guantanamo Bay to obtain health care since they could not afford it in America. They opted to get it in Cuba because their health care is cheaper. Differences in Douglass and Moore’s work are that Moore interviews different individuals in the documentary to prove his points. This is a great technique since it will give him the logos, ethos, and pathos needed for the documentary. Viewers will sympathies with individuals who cannot afford health care in America. Douglas, on the other hand, uses his own experiences to show the harsh experiences of slaves. No interviews have been recorded and he talks about his own experiences as well as those of other slaves. Michael Moore has managed to get his point across better than Douglas. He has been able to connect well with his viewers. His use of pathos has been very effective in enabling him to pass his message across. His tool of comparing and contrasting America with other countries has also enabled him to make his viewers understand the truth regarding American Health Care. He has managed to convince viewers to take his side, therefore, joining more hands towards fighting for an effective health care system. Douglass, F. “What to Slave is the Fourth of July?” 1852. Moore, M. SICKO. The Weinstein Company. TF1 International: RAI Cinema. 2007. Print.	1,047	ENGLISH	1
History of Processed Beer Did you know beer is the oldest recorded recipe in the world? The ancient Egyptians first documented the brewing process on papyrus scrolls around 5000 BC. These first beers were brewed with dates, pomegranates and indigenous herbs and were harsh compared to today’s standards. Beer was used for various religious ceremonies in Egypt. The pharaohs can be considered as the first brewmasters. Before the Egyptians, however, primitive cultures of Mesopotamia are believed to have been the first brewers around 10,000 BC. There is no recorded evidence of the same but they did leave behind malted barley scraps and bowls with beer like residues. It can also be considered that this residue was something like the remnants of grain that got fermented naturally with wild yeast that imparted an intoxicating effect to the consumer. Beer then moved from the Middle East across the Mediterranean to Europe and became an integral part of their life due to the abundance of barley crops. Modern Beer was born during the early middle ages with malted barley being the main source of fermentable sugar for hundreds of years and then the use of hops as a bittering and flavouring agent became common around the 12th century. German monks began using hops as the main ingredient which quickly caught on as it was very pleasing and had thirst-quenching bitterness. Additionally hops acted as a natural preservative which extended the life of beers. During the middle ages, monks were the preeminent brewers and even today Belgian monasteries rank among the greatest breweries in the world.	<urn:uuid:cd283ec2-1692-41d6-abd9-09ef7652b957>	CC-MAIN-2020-05	https://beerworldstore.com/education-information/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251802249.87/warc/CC-MAIN-20200129194333-20200129223333-00021.warc.gz	en	0.985136	313	3.296875	3	[ -0.05966911092400551, 0.7419407963752747, 0.22495661675930023, -0.580314040184021, -0.3450760841369629, -0.013561145402491093, 0.12288893014192581, -0.03781195357441902, -0.07117212563753128, 0.24029062688350677, -0.30112773180007935, -0.677866518497467, -0.5059941411018372, -0.09038004279...	9	History of Processed Beer Did you know beer is the oldest recorded recipe in the world? The ancient Egyptians first documented the brewing process on papyrus scrolls around 5000 BC. These first beers were brewed with dates, pomegranates and indigenous herbs and were harsh compared to today’s standards. Beer was used for various religious ceremonies in Egypt. The pharaohs can be considered as the first brewmasters. Before the Egyptians, however, primitive cultures of Mesopotamia are believed to have been the first brewers around 10,000 BC. There is no recorded evidence of the same but they did leave behind malted barley scraps and bowls with beer like residues. It can also be considered that this residue was something like the remnants of grain that got fermented naturally with wild yeast that imparted an intoxicating effect to the consumer. Beer then moved from the Middle East across the Mediterranean to Europe and became an integral part of their life due to the abundance of barley crops. Modern Beer was born during the early middle ages with malted barley being the main source of fermentable sugar for hundreds of years and then the use of hops as a bittering and flavouring agent became common around the 12th century. German monks began using hops as the main ingredient which quickly caught on as it was very pleasing and had thirst-quenching bitterness. Additionally hops acted as a natural preservative which extended the life of beers. During the middle ages, monks were the preeminent brewers and even today Belgian monasteries rank among the greatest breweries in the world.	320	ENGLISH	1
October 30, 1918 – The Battle of Sharqat was between the British and the Ottoman Empire in the Mesopotamian Campaign in World War I, which became the final conflict that ended as a result of the signing of armistice. Anticipating an Ottoman armistice following the defeat of the Ottomans in Palestine and the recent surrender of Bulgaria, British Premier David Lloyd George ordered Sir William Marshall, Commander-in-Chief on the Mesopotamian front, to remove any residual Ottoman presence from that theater by twin advances up the Euphrates and Tigris rivers, and capture the oil fields near Mosul on the Tigris. There was a lack of available transport, after a large amount had been supplied to Dunsterforce for its advance across Persia, so Marshall persuaded the government to limit the advance to the Tigris Front only. An Anglo-Indian force consisting of the 17th Indian Division and 18th Indian Division and the 7th and 11th Cavalry Brigades led by Sir Alexander Cobbe, left Baghdad on October 23, 1918. In just 39 hours they covered 120 kilometres (75 mi) to the Little Zab River, where the “Dicle Group” of Ottoman Sixth Army, led by İsmail Hakkı Bey, who was the commander of Ottoman 14th Division, was awaiting them. The Sixth Army has been weakened due to lack of replacements. His forces consisted of the XVIII Corps consisting of the 14th and 46th Divisions, and the XIII Corps consisting of the 2nd and 6th Divisions. Seeing his army’s rear threatened, İsmail Hakkı Bey withdrew another 100 kilometers (62 mi) to the north to Sharqat, where Cobbe attacked him on October 29, sending the 11th Cavalry Brigade to pin the Ottoman front while the 17th Infantry Division came up to support them. The 17th were delayed in arriving, and the cavalry were shelled by Ottoman guns overnight. In the morning the 13th Hussars charged the hill where the guns were, and made a dismounted charge up it with fixed bayonets. They took the guns. İsmail Hakkı Bey was aware of the peace talks at Mudros, and decided to spare his men rather than fight or break out. He surrendered on October 30.The 18th Division advanced on Mosul, 50 miles further north, and were 12 miles short of the town when the armistice was declared. On November 1, 1918, Mosul was peacefully occupied by the 7th and 11th Indian cavalry brigades, after the British forces ignored the request of the Ottoman Commander-in-chief, Ali İhsan (Sâbis), to withdraw to the positions they had held at the armistice.	<urn:uuid:3a05d4d7-1089-498a-8aff-925998970569>	CC-MAIN-2020-05	https://mwh52.wordpress.com/2013/10/30/october-30-this-day-during-world-war-l/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251799918.97/warc/CC-MAIN-20200129133601-20200129163601-00519.warc.gz	en	0.982859	569	3.375	3	[ -0.3628084659576416, 0.2690281867980957, 0.06309083104133606, -0.00350311491638422, -0.5178350210189819, -0.5496261119842529, -0.20530016720294952, 0.26809728145599365, -0.07975243777036667, -0.31892502307891846, 0.1711857169866562, -0.8611610531806946, 0.12539750337600708, 0.3635151088237...	2	October 30, 1918 – The Battle of Sharqat was between the British and the Ottoman Empire in the Mesopotamian Campaign in World War I, which became the final conflict that ended as a result of the signing of armistice. Anticipating an Ottoman armistice following the defeat of the Ottomans in Palestine and the recent surrender of Bulgaria, British Premier David Lloyd George ordered Sir William Marshall, Commander-in-Chief on the Mesopotamian front, to remove any residual Ottoman presence from that theater by twin advances up the Euphrates and Tigris rivers, and capture the oil fields near Mosul on the Tigris. There was a lack of available transport, after a large amount had been supplied to Dunsterforce for its advance across Persia, so Marshall persuaded the government to limit the advance to the Tigris Front only. An Anglo-Indian force consisting of the 17th Indian Division and 18th Indian Division and the 7th and 11th Cavalry Brigades led by Sir Alexander Cobbe, left Baghdad on October 23, 1918. In just 39 hours they covered 120 kilometres (75 mi) to the Little Zab River, where the “Dicle Group” of Ottoman Sixth Army, led by İsmail Hakkı Bey, who was the commander of Ottoman 14th Division, was awaiting them. The Sixth Army has been weakened due to lack of replacements. His forces consisted of the XVIII Corps consisting of the 14th and 46th Divisions, and the XIII Corps consisting of the 2nd and 6th Divisions. Seeing his army’s rear threatened, İsmail Hakkı Bey withdrew another 100 kilometers (62 mi) to the north to Sharqat, where Cobbe attacked him on October 29, sending the 11th Cavalry Brigade to pin the Ottoman front while the 17th Infantry Division came up to support them. The 17th were delayed in arriving, and the cavalry were shelled by Ottoman guns overnight. In the morning the 13th Hussars charged the hill where the guns were, and made a dismounted charge up it with fixed bayonets. They took the guns. İsmail Hakkı Bey was aware of the peace talks at Mudros, and decided to spare his men rather than fight or break out. He surrendered on October 30.The 18th Division advanced on Mosul, 50 miles further north, and were 12 miles short of the town when the armistice was declared. On November 1, 1918, Mosul was peacefully occupied by the 7th and 11th Indian cavalry brigades, after the British forces ignored the request of the Ottoman Commander-in-chief, Ali İhsan (Sâbis), to withdraw to the positions they had held at the armistice.	623	ENGLISH	1
Can you decipher this medieval sword inscription? GlobalPost – "+NDXOXCHWDRGHDXORVI+" — Does that mean anything to you? The British Library has been trying to decipher the inscription on a 13th-century sword, and has come up with nothing. So now it's your turn to try to figure it out. The double-edged sword, currently on display as part of an exhibition celebrating the 800th anniversary of the Magna Carta, dates to about 1250-1330 A.D. and is "typical of those that would have been wielded by European knights in the 13th century," according to the British Library. The blade was likely made in Germany, but the sword was probably owned by an Englishman. It was found in River Witham in Lincolnshire in 1825. It weighs 2 pounds, 10 ounces, is 38 inches long, and, "if struck with sufficient force, could have sliced a man's head in two," the British Library says. There's one thing about the sword that the library's curators haven't been able to figure out — what the inscription means. They suspect the inscription is a "religious invocation" but aren't sure of the language. Stumped, they posted photos of the sword to the British Library's blog and asked readers, "Can you have a go at trying to decipher it for us?" The blog's comment section lit up with suggested translations, wild guesses, and helpful links to academic research on medieval sword inscriptions. Before long the sword was a viral story in the UK. All that attention, though, brought us no closer to an answer, and now the comments section is closed. Will you be the one to crack the code? Copyright by WSLS - All rights reserved	<urn:uuid:c1ee9d32-49aa-44a4-8371-342465a9960d>	CC-MAIN-2020-05	https://www.wsls.com/news/2015/08/12/can-you-decipher-this-medieval-sword-inscription/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597458.22/warc/CC-MAIN-20200120052454-20200120080454-00248.warc.gz	en	0.980983	370	3.375	3	[ -0.5821460485458374, 0.2437417209148407, 0.46008962392807007, 0.01533875148743391, -0.0403168648481369, -0.458671897649765, -0.07875364273786545, 0.11099410057067871, -0.1429395079612732, 0.023941004648804665, -0.07813648134469986, -0.1926572322845459, 0.10700016468763351, 0.22391705214977...	1	Can you decipher this medieval sword inscription? GlobalPost – "+NDXOXCHWDRGHDXORVI+" — Does that mean anything to you? The British Library has been trying to decipher the inscription on a 13th-century sword, and has come up with nothing. So now it's your turn to try to figure it out. The double-edged sword, currently on display as part of an exhibition celebrating the 800th anniversary of the Magna Carta, dates to about 1250-1330 A.D. and is "typical of those that would have been wielded by European knights in the 13th century," according to the British Library. The blade was likely made in Germany, but the sword was probably owned by an Englishman. It was found in River Witham in Lincolnshire in 1825. It weighs 2 pounds, 10 ounces, is 38 inches long, and, "if struck with sufficient force, could have sliced a man's head in two," the British Library says. There's one thing about the sword that the library's curators haven't been able to figure out — what the inscription means. They suspect the inscription is a "religious invocation" but aren't sure of the language. Stumped, they posted photos of the sword to the British Library's blog and asked readers, "Can you have a go at trying to decipher it for us?" The blog's comment section lit up with suggested translations, wild guesses, and helpful links to academic research on medieval sword inscriptions. Before long the sword was a viral story in the UK. All that attention, though, brought us no closer to an answer, and now the comments section is closed. Will you be the one to crack the code? Copyright by WSLS - All rights reserved	378	ENGLISH	1
In what proved a fateful decision on November 21, 1776, Continental Commander in Chief General George Washington writes to General Charles Lee in Westchester County, New York, to report the loss of Fort Lee, New Jersey, and to order Lee to bring his forces to New Jersey. Lee wanted to stay in New York, so he dawdled in departing and crossing the small state of New Jersey to the Delaware River, where Washington impatiently awaited the arrival of his reinforcements. Lee, who took a commission in the British army upon finishing military school at age 12 and served in North America during the Seven Years’ War, felt slighted that the less experienced Washington had been given command of the Continental Army and showed no inclination to rush. Famed for his temper and intemperance, the Mohawk had dubbed Lee “Boiling Water.” Lee was an adopted tribesman through his marriage to a Mohawk woman, but his union apparently failed to quell his interest in prostitutes. On December 13, Lee left his army, still dallying on its way to join Washington, and rode—with minimal guard–in search of female sociability at Widow White’s Tavern in Basking Ridge, New Jersey. It was there that British Lieutenant Colonel Banastre Tarleton and the 16th Queen’s Light Dragoons captured him on the morning of December 15. Former comrades in the British army, Tarleton and Lee were now captor and captive. After being disappointed in his efforts to secure a lucrative royal appointment, Lee had retired to the colonies in 1773 and quickly joined the Patriot cause. Tarleton had sworn in a London club that he would hunt down the traitor to the crown and relieve him of his head. Fortunately for Lee, Tarleton failed to keep his promise, although the vain general may well have preferred a quick end to the humiliation of being led from Widow White’s Tavern to New York City in his nightdress. The British rejoiced at the capture of the Patriots’ best-trained commander, while Washington fruitlessly negotiated for his release. Meanwhile, Lee enjoyed his captivity, even drafting a battle plan for his captors from plush accommodations in which his personal servant maintained his three rooms and no doubt served his food and wine in a most civilized fashion. The British did not act upon his plan, and Lee reported to Valley Forge upon his release in May 1778. After a series of arguments with Washington, Lee was suspended from the army in December 1778 and dismissed in 1780.	<urn:uuid:c0a76daa-f948-4d71-b55f-f7904efc11ef>	CC-MAIN-2020-05	http://www.history.com/this-day-in-history/washington-orders-general-lee-to-new-jersey	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251687958.71/warc/CC-MAIN-20200126074227-20200126104227-00123.warc.gz	en	0.985731	519	3.265625	3	[ -0.4305150806903839, 0.7094876766204834, 0.40959692001342773, -0.089744932949543, -0.24452191591262817, 0.27933838963508606, 0.3878815472126007, -0.06694674491882324, -0.29096704721450806, -0.02684321627020836, 0.25050634145736694, 0.36359915137290955, 0.299919992685318, 0.4530987441539764...	4	In what proved a fateful decision on November 21, 1776, Continental Commander in Chief General George Washington writes to General Charles Lee in Westchester County, New York, to report the loss of Fort Lee, New Jersey, and to order Lee to bring his forces to New Jersey. Lee wanted to stay in New York, so he dawdled in departing and crossing the small state of New Jersey to the Delaware River, where Washington impatiently awaited the arrival of his reinforcements. Lee, who took a commission in the British army upon finishing military school at age 12 and served in North America during the Seven Years’ War, felt slighted that the less experienced Washington had been given command of the Continental Army and showed no inclination to rush. Famed for his temper and intemperance, the Mohawk had dubbed Lee “Boiling Water.” Lee was an adopted tribesman through his marriage to a Mohawk woman, but his union apparently failed to quell his interest in prostitutes. On December 13, Lee left his army, still dallying on its way to join Washington, and rode—with minimal guard–in search of female sociability at Widow White’s Tavern in Basking Ridge, New Jersey. It was there that British Lieutenant Colonel Banastre Tarleton and the 16th Queen’s Light Dragoons captured him on the morning of December 15. Former comrades in the British army, Tarleton and Lee were now captor and captive. After being disappointed in his efforts to secure a lucrative royal appointment, Lee had retired to the colonies in 1773 and quickly joined the Patriot cause. Tarleton had sworn in a London club that he would hunt down the traitor to the crown and relieve him of his head. Fortunately for Lee, Tarleton failed to keep his promise, although the vain general may well have preferred a quick end to the humiliation of being led from Widow White’s Tavern to New York City in his nightdress. The British rejoiced at the capture of the Patriots’ best-trained commander, while Washington fruitlessly negotiated for his release. Meanwhile, Lee enjoyed his captivity, even drafting a battle plan for his captors from plush accommodations in which his personal servant maintained his three rooms and no doubt served his food and wine in a most civilized fashion. The British did not act upon his plan, and Lee reported to Valley Forge upon his release in May 1778. After a series of arguments with Washington, Lee was suspended from the army in December 1778 and dismissed in 1780.	529	ENGLISH	1
Four years of American bloodshed on American soil. Why? The reasons are varied. From the formation of America to 1860, the people in this country were divided. This division was a result of location and personal sentiments. Peace could not continue in a country filled with quarrels that affected the common American. There is a common misconception that the American Civil War was fought only over slavery, when in fact there were several other reasons for why the War Between the States was fought. The Civil War lasted for four years, from 1861-1865. It was between the American people; primarily the northern states vs. the southern states. The South was called the Confederate States of America (also known as the Rebels) and was led by President Jefferson Davis. The North was still known as the United States of America, or the Union, and the people were called the Yankees or sometimes the Federals. They were led by president Abraham Lincoln. If one were to ask the average person the causes of the War Between the States, that person would most likely answer with one word: slavery. But this was not the only cause. Slavery had been a historical problem before the war. Slavery came up in debate during the making of the American Constitution, and both Northern and Southern states held slaves. In 1611, a group of Scottish women and children were sold as the first slaves in America, and in 1618 the first African slaves were sold in America. Between 1611 and 1865 people of many cultures were sold as slaves in America. So you see it is also a fallacy that American slaves were only African, because many were not. In the eyes of some Southerners slavery was a necessary evil. The South accepted this idea as a way of life. The South found slavery highly profitable and knew their economy would collapse without it. Slavery, they believed, had to slowly die out not instantly be destroyed, or the South could no longer raise the crops on which the American…	<urn:uuid:bcca0e07-2c44-4b03-8e1d-cc3851808b06>	CC-MAIN-2020-05	https://doosanmoxy.com/english-2/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594391.21/warc/CC-MAIN-20200119093733-20200119121733-00007.warc.gz	en	0.99295	400	3.5625	4	[ -0.22084970772266388, 0.2548055052757263, 0.183697909116745, 0.27453309297561646, -0.04818352311849594, -0.052022386342287064, -0.023830778896808624, -0.07413198053836823, -0.22600385546684265, 0.15336284041404724, 0.35647496581077576, 0.005480524152517319, -0.20437733829021454, 0.57570666...	1	Four years of American bloodshed on American soil. Why? The reasons are varied. From the formation of America to 1860, the people in this country were divided. This division was a result of location and personal sentiments. Peace could not continue in a country filled with quarrels that affected the common American. There is a common misconception that the American Civil War was fought only over slavery, when in fact there were several other reasons for why the War Between the States was fought. The Civil War lasted for four years, from 1861-1865. It was between the American people; primarily the northern states vs. the southern states. The South was called the Confederate States of America (also known as the Rebels) and was led by President Jefferson Davis. The North was still known as the United States of America, or the Union, and the people were called the Yankees or sometimes the Federals. They were led by president Abraham Lincoln. If one were to ask the average person the causes of the War Between the States, that person would most likely answer with one word: slavery. But this was not the only cause. Slavery had been a historical problem before the war. Slavery came up in debate during the making of the American Constitution, and both Northern and Southern states held slaves. In 1611, a group of Scottish women and children were sold as the first slaves in America, and in 1618 the first African slaves were sold in America. Between 1611 and 1865 people of many cultures were sold as slaves in America. So you see it is also a fallacy that American slaves were only African, because many were not. In the eyes of some Southerners slavery was a necessary evil. The South accepted this idea as a way of life. The South found slavery highly profitable and knew their economy would collapse without it. Slavery, they believed, had to slowly die out not instantly be destroyed, or the South could no longer raise the crops on which the American…	421	ENGLISH	1
William Charles Cole Claiborne (1775 - 23 November 1817) was a United States politican, best known as the first U.S. governor of Louisiana. William C. C. Claiborne was born in Sussex County, Virginia. He studied at the College of William and Mary, then Richmond Academy. At the age of 16 he moved to New York City, where he worked as a clerk under John Beckley, the clerk of the United States House of Representatives, which was then seated in that city. He moved to Philadelphia with the Federal Government. He then began study of law, and moved to Tennessee in 1794 to start a law practice. Governor John Sevier appointed Claiborne to that state's supreme court in 1796. The following year he resigned to run successfully for a seat in the U.S. House of Representatives. He served in the House through 1801 when he was appointed governor of the territory of Mississippi. Louisiana Territorial Period Claiborne moved to New Orleans and oversaw transfer of Louisiana to U.S.A. control after the Louisiana Purchase in 1803. He governed what would become the State of Louisiana, then termed the "Territory of Orleans", during its period as a United States territory from 1804 through 1812. Relations with Louisiana's Creole population were initially rather strained. He gradually gained their confidence, saw the territory take in Francophone refugees from the revolt in Haiti, and suppressed a slave revolt in the area around La Place. There was conflict with Spain over West Florida. Many Anglos from other parts of the USA came to settle in Louisiana. Claiborne was the first elected governor after Louisiana became a U.S. state, winning an election against Jacques Villeré, and serving from 1812 through 1816. After his term as governor, he was elected to the United States Senate, serving from 4 April 1817 until his death. His body was originally buried in St. Louis Cemetery # 1. This was a controversial honor; this then most prestigious of the city's cemeteries is a Roman Catholic cemetery, while Claiborne was Protestant. He was later reinterred in Metairie Cemetery. Three U.S. counties are named in his honor: Claiborne Parish, Louisiana; Claiborne County, Mississippi; and Claiborne County, Tennessee.	<urn:uuid:d7848c92-b2dc-43e3-a1ad-73c0d761a4b3>	CC-MAIN-2020-05	http://www.statemaster.com/encyclopedia/William-C.-C.-Claiborne	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607407.48/warc/CC-MAIN-20200122191620-20200122220620-00067.warc.gz	en	0.9827	491	3.453125	3	[ -0.24722246825695038, -0.09188706427812576, 0.44794347882270813, -0.15091899037361145, -0.045999523252248764, 0.09361524134874344, 0.005211479030549526, -0.16900353133678436, -0.2579750120639801, -0.44057172536849976, -0.16739346086978912, 0.11867395043373108, 0.1739012748003006, 0.2044344...	1	William Charles Cole Claiborne (1775 - 23 November 1817) was a United States politican, best known as the first U.S. governor of Louisiana. William C. C. Claiborne was born in Sussex County, Virginia. He studied at the College of William and Mary, then Richmond Academy. At the age of 16 he moved to New York City, where he worked as a clerk under John Beckley, the clerk of the United States House of Representatives, which was then seated in that city. He moved to Philadelphia with the Federal Government. He then began study of law, and moved to Tennessee in 1794 to start a law practice. Governor John Sevier appointed Claiborne to that state's supreme court in 1796. The following year he resigned to run successfully for a seat in the U.S. House of Representatives. He served in the House through 1801 when he was appointed governor of the territory of Mississippi. Louisiana Territorial Period Claiborne moved to New Orleans and oversaw transfer of Louisiana to U.S.A. control after the Louisiana Purchase in 1803. He governed what would become the State of Louisiana, then termed the "Territory of Orleans", during its period as a United States territory from 1804 through 1812. Relations with Louisiana's Creole population were initially rather strained. He gradually gained their confidence, saw the territory take in Francophone refugees from the revolt in Haiti, and suppressed a slave revolt in the area around La Place. There was conflict with Spain over West Florida. Many Anglos from other parts of the USA came to settle in Louisiana. Claiborne was the first elected governor after Louisiana became a U.S. state, winning an election against Jacques Villeré, and serving from 1812 through 1816. After his term as governor, he was elected to the United States Senate, serving from 4 April 1817 until his death. His body was originally buried in St. Louis Cemetery # 1. This was a controversial honor; this then most prestigious of the city's cemeteries is a Roman Catholic cemetery, while Claiborne was Protestant. He was later reinterred in Metairie Cemetery. Three U.S. counties are named in his honor: Claiborne Parish, Louisiana; Claiborne County, Mississippi; and Claiborne County, Tennessee.	513	ENGLISH	1
In the early Roman Kingdom "legion" may have meant the entire Roman army, but sources on this period are few and unreliable. The subsequent organization of legions varied greatly over time but legions were typically composed of around five thousand soldiers. During much of the republican era, a legion was divided into three lines of ten maniples. In the late republic and much of the imperial period (from about 100 BC), a legion was divided into ten cohorts, each of six (or five) centuries. Legions also included a small ala, or cavalry, unit. By the third century AD, the legion was a much smaller unit of about 1,000 to 1,500 men, and there were more of them. In the fourth century AD, East Roman border guard legions (limitanei) may have become even smaller. In terms of organisation and function, the republican era legion may have been influenced by the ancient Greek and Macedonian phalanx.	<urn:uuid:acb8fcb7-9ed0-480a-be32-3fbbafac94db>	CC-MAIN-2020-05	https://idoling.info/726f6d616e/roman-legion-tattoo.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250604397.40/warc/CC-MAIN-20200121132900-20200121161900-00376.warc.gz	en	0.984551	192	3.9375	4	[ -0.21813946962356567, 0.2535797655582428, 0.7102898359298706, -0.2666722536087036, -0.4090728759765625, -0.20585183799266815, -0.4157901108264923, 0.20505142211914062, 0.15894651412963867, -0.4013786017894745, 0.1943977177143097, -0.4275572896003723, -0.13012412190437317, 0.367240756750106...	1	In the early Roman Kingdom "legion" may have meant the entire Roman army, but sources on this period are few and unreliable. The subsequent organization of legions varied greatly over time but legions were typically composed of around five thousand soldiers. During much of the republican era, a legion was divided into three lines of ten maniples. In the late republic and much of the imperial period (from about 100 BC), a legion was divided into ten cohorts, each of six (or five) centuries. Legions also included a small ala, or cavalry, unit. By the third century AD, the legion was a much smaller unit of about 1,000 to 1,500 men, and there were more of them. In the fourth century AD, East Roman border guard legions (limitanei) may have become even smaller. In terms of organisation and function, the republican era legion may have been influenced by the ancient Greek and Macedonian phalanx.	204	ENGLISH	1
On this day in 1911, Alexandros Papadiamantis, the influential Greek novelist, journalist, short story writer, and poet died of pneumonia on his native island of Skiathos in the western part of the Aegean. He has been referred to as the father of modern Greek literature. Papadiamantis studied in Athens as a teenager, eventually enrolling in the School of Philosophy at the University of Athens. However, he never received his degree due to economic reasons. His father was a priest and believed in the simple life. Papadiamantis shared the same philosophy as his father – he did not care much for money and would often ask for lower fees if he thought he was getting paid too much for his various assignments. His stories provided lucid and lyrical portraits of country life in Skiathos, or urban life in the poorer neighborhoods in Athens, with frequent flashes of deep psychological insight. He never married and was known to be a recluse, whose only true cares were observing and writing about the life of the poor, and chanting at Church; he was often referred to as ‘kosmokalogeros’ (‘a monk in the world’). Many of his works have been translated to English and can be found on Amazon.com. Papadiamantis’ house in Skiathos Town was bought by the Greek State and has been turned into a museum. On this day in 1850, the Don Pacifico Incident, also widely known as the Don Pacifico Affair, took place. This event typified the approach to foreign policy taken by the long‐serving British Whig foreign secretary and future Liberal prime minister Lord Palmerston. When the Athens home of Don (David) Pacifico (a money-lender) was attacked by an anti‐Semitic mob (injuring his wife and children), Palmerston insisted that the Greek government honor Pacifico’s grossly exaggerated claim for compensation, and ordered the Royal Navy to blockade Piraeus in order to ensure compliance. Don Pacifico was a Portuguese Jew who claimed British subject status on account of having been born in Gibraltar, and Palmerston used this tenuous claim as a pretext for naval action which settled a number of existing disputes between the British and Greek governments. His heavy‐handed response proved highly controversial at the time, and is widely held to have been a classic example of gunboat diplomacy. On this day in 1934, Tassos Papadopoulos, the Cypriot politician and lawyer, was born in Nicosia, Cyprus. After studying law at King’s College London and Gray’s Inn, Papadopoulos returned to Cyprus to practice law. Papadopoulos was always drawn to politics and participated in the island’s political life. He was eventually elected as the fifth President of Cyprus and served the country for exactly five years – from February 28, 2005 to February 28, 2008. Papadopoulos has been described as a “hardline champion of Greek Cypriots.” In 2004, he urged the Greek Cypriots to vote against the UN-backed reunification proposal – the Annan Plan – with Turkish Cyprus. While Turkish Cypriots voted to accept the plan, Greek Cypriots overwhelmingly voted to reject it, and, as a result, Greek Cyprus alone was admitted to the European Union in May of 2004. Papadopoulos, an avid smoker, ultimately died of lung cancer in 2008. Almost one year after he was buried, his corpse was taken from his grave. At the time, news sources said that police described the act as “highly organized” – the body snatchers shifted a heavy marble slab encasing his tomb and dug through several feet of dirt to reach the corpse before covering their tracks with lime. Three months after the act of sacrilege the body was found in another cemetery in Nicosia after the police received an anonymous tip that the body had been moved there. DNA testing confirmed that the body was indeed the late president’s corpse. On this day in 2006, a strong 30-second earthquake with a magnitude between 6.7 and 6.9 occurred in southern Greece, off the coast of the island of Kythera. According to reports, the shock was felt in a spatially extended area that covered Greece, Italy, Turkey, Egypt, Cyprus, Israel, Syria, Jordan and Lebanon. Although the quake shook this huge region, its epicenter was at a depth of nearly 40 miles beneath the sea – which likely contributed to the lack of major damage or serious injuries (for comparison, in 1999, a 5.9 magnitude quake near Athens killed 143 people, injured about 2,000 and left thousands more homeless). At the time, a Washington spokeswoman for the U.S. Geological Survey said that scientists projected that as many as six million people may have felt the 2006 earthquake.	<urn:uuid:6cb263ad-846d-40b5-bae4-41afa3a11681>	CC-MAIN-2020-05	https://www.thenationalherald.com/277407/this-week-in-history-january-3rd-to-9th/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607407.48/warc/CC-MAIN-20200122191620-20200122220620-00060.warc.gz	en	0.986459	992	3.5	4	[ 0.07685089111328125, 0.509110152721405, 0.20468567311763763, -0.5801207423210144, -0.25044894218444824, -0.5541222095489502, 0.23874156177043915, 0.3253006041049957, -0.37978595495224, 0.0390375554561615, -0.37900257110595703, -0.13658569753170013, -0.07478374987840652, 0.6145881414413452,...	2	On this day in 1911, Alexandros Papadiamantis, the influential Greek novelist, journalist, short story writer, and poet died of pneumonia on his native island of Skiathos in the western part of the Aegean. He has been referred to as the father of modern Greek literature. Papadiamantis studied in Athens as a teenager, eventually enrolling in the School of Philosophy at the University of Athens. However, he never received his degree due to economic reasons. His father was a priest and believed in the simple life. Papadiamantis shared the same philosophy as his father – he did not care much for money and would often ask for lower fees if he thought he was getting paid too much for his various assignments. His stories provided lucid and lyrical portraits of country life in Skiathos, or urban life in the poorer neighborhoods in Athens, with frequent flashes of deep psychological insight. He never married and was known to be a recluse, whose only true cares were observing and writing about the life of the poor, and chanting at Church; he was often referred to as ‘kosmokalogeros’ (‘a monk in the world’). Many of his works have been translated to English and can be found on Amazon.com. Papadiamantis’ house in Skiathos Town was bought by the Greek State and has been turned into a museum. On this day in 1850, the Don Pacifico Incident, also widely known as the Don Pacifico Affair, took place. This event typified the approach to foreign policy taken by the long‐serving British Whig foreign secretary and future Liberal prime minister Lord Palmerston. When the Athens home of Don (David) Pacifico (a money-lender) was attacked by an anti‐Semitic mob (injuring his wife and children), Palmerston insisted that the Greek government honor Pacifico’s grossly exaggerated claim for compensation, and ordered the Royal Navy to blockade Piraeus in order to ensure compliance. Don Pacifico was a Portuguese Jew who claimed British subject status on account of having been born in Gibraltar, and Palmerston used this tenuous claim as a pretext for naval action which settled a number of existing disputes between the British and Greek governments. His heavy‐handed response proved highly controversial at the time, and is widely held to have been a classic example of gunboat diplomacy. On this day in 1934, Tassos Papadopoulos, the Cypriot politician and lawyer, was born in Nicosia, Cyprus. After studying law at King’s College London and Gray’s Inn, Papadopoulos returned to Cyprus to practice law. Papadopoulos was always drawn to politics and participated in the island’s political life. He was eventually elected as the fifth President of Cyprus and served the country for exactly five years – from February 28, 2005 to February 28, 2008. Papadopoulos has been described as a “hardline champion of Greek Cypriots.” In 2004, he urged the Greek Cypriots to vote against the UN-backed reunification proposal – the Annan Plan – with Turkish Cyprus. While Turkish Cypriots voted to accept the plan, Greek Cypriots overwhelmingly voted to reject it, and, as a result, Greek Cyprus alone was admitted to the European Union in May of 2004. Papadopoulos, an avid smoker, ultimately died of lung cancer in 2008. Almost one year after he was buried, his corpse was taken from his grave. At the time, news sources said that police described the act as “highly organized” – the body snatchers shifted a heavy marble slab encasing his tomb and dug through several feet of dirt to reach the corpse before covering their tracks with lime. Three months after the act of sacrilege the body was found in another cemetery in Nicosia after the police received an anonymous tip that the body had been moved there. DNA testing confirmed that the body was indeed the late president’s corpse. On this day in 2006, a strong 30-second earthquake with a magnitude between 6.7 and 6.9 occurred in southern Greece, off the coast of the island of Kythera. According to reports, the shock was felt in a spatially extended area that covered Greece, Italy, Turkey, Egypt, Cyprus, Israel, Syria, Jordan and Lebanon. Although the quake shook this huge region, its epicenter was at a depth of nearly 40 miles beneath the sea – which likely contributed to the lack of major damage or serious injuries (for comparison, in 1999, a 5.9 magnitude quake near Athens killed 143 people, injured about 2,000 and left thousands more homeless). At the time, a Washington spokeswoman for the U.S. Geological Survey said that scientists projected that as many as six million people may have felt the 2006 earthquake.	1,035	ENGLISH	1
Before Halloween was created as the spooky October holiday, Ireland celebrated Samhain. In fact, the name Samhain is still used in certain traditions and is the same word used to refer to the whole month of November in modern Irish. However, it was November 1st that was traditionally known as Samhain, which literally translates to mean the "end of summer" and is pronounced something like sow-een. This was the end of the Celtic year, the start of winter, and a time for reflection all rolled into one. But why is Ireland's “Samhain”, November 1st, the same as “Halloween”, October 31st? The secret is in traditional Celtic calendar-lore and the Celtic practice of believing a day started at sundown instead of sunrise. Belief That From Darkness Comes Light One of the Celtic idiosyncrasies was the concept of everything beginning in darkness and then works its way towards the light. This means that the year started with the season of winter, and the days started at sundown of what we now see as “the previous day”. This means that, according to Celtic timekeeping, the night of October 31st was an integral part of Samhain, known as oiche shamhna or "evening of Samhain". After all, this is also reflected in the modern “Halloween”, which in itself means “All Hallow’s Evening”, and in that way is simply a precursor to November 1st as well. The date was also very important in a much larger sense each year. Much like solstices and equinoxes, Samhain was one of the four "quarter days" of the Celtic calendar, along with Imbolc (February 1st, start of spring - also known as Saint Brigid's Day), Bealtaine (May 1st, start of summer) and Lughnasa (August 1st, start of the harvest). In the Celtic year, Samhain marked the beginning of winter – and thus the beginning of the year as well. So you could say that Samhain was also the Celtic New Year’s Eve. Unfortunately, we do not have any hard evidence about how the Samhain festivities were conducted in pre-Christian times. Samhain seems to have been a specifically Irish tradition. The first written mentions are by Christian chroniclers, but it is very likely that it existing long before they appeared and documented the tradition. Our best guess is that feasting seems to have taken over about a week for a few days either side of the actual Samhain day. After all the eating, everything was put in order, because winter is coming! Preparing for Winter The Samhain preparations mainly centered around cattle and other livestock. Records suggest that all members of the herd were caught and brought into enclosures or sheds near the homestead. Animals who appeared too weak to survive the winter were slaughtered. This was not for any ritual reasons but was merely down to purely practical considerations. Their slaughter helped to fill the larder for winter. At the same time all corn, fruits and berries had to be harvested and stored. There still is a widespread belief in Ireland that after November 1st all fruit is bewitched and thus inedible. The pooka was said to roam free at Samhain - a black, ugly horse, with red eyes, and the ability to talk. The creepy beast also had a penchant for kidnappings (if you were stupid enough to accept a ride ) and was thought to urinate on all the berry bushes (which explains why no berries were collected after Samhain). Many legends of the legends around Samhain concern the big meetings that happened at that time. This was the time to take stock of the current situation and decide upon future activities for the new year. Most of these gatherings took place at the Hill of Tara or on lakeshores. In general, a truce was called during this period to ensure that meetings could take place between sworn enemies and that diplomacy and social activities went as far beyond tribal and political boundaries as possible. It might have helped that all debts had to be settled in the Samhain season. Spiritual activities were another integral part of the feast. Traditionally all the fires were extinguished when oiche shamhna set in, making this the darkest night of the year. The fires were then re-lit, marking the start of the new year. Tradition has it that druids lit a huge bonfire on the Hill of Tlachtga (near Athboy, County Meath) and burning torches were then carried from there to every household during the night (which would have been physically impossible but makes for a nice story). There was more than one ritual involving fire at Samhain and the most infamous of all was the "wicker men". These were essentially a cage made from straw and wicker that roughly resembled a human form, but was then stuffed with (living) sacrificial offerings. These sacrificies included live animals, prisoners of war, or simply unpopular neighbors. The unfortunate beings were then burned to death inside the "wicker man". Don't worry - other rituals involved drowning. Happy New Celtic Year! Before you think that Halloween is definitely the less creepy of these two related holidays, please know that these human sacrifices should not be seen as the norm. Though sacrifices were undoubtedly made, they may only have involved milk and corn spilled into the earth. And there might even have been nocturnal human activities connected to fertility rituals. It was considered a good omen if a woman became pregnant at Samhain! The Spooky Other Open on Samhain Back to the spooky connection: not everyone joining in the Samhain celebrations was necessarily human, or of our earthly world. The night from October 31st to November 1st was a time "between years" to the Celts. During this time the borders between our world and the otherworld(s) were flexible and open. To make matters creepier, it was not only the pooka that was out and about. The bean sidhe (banshee) could be killed by humans during the night, fairies were visible to human eyes, the underworld palaces of the "gentry" (an Irish title for fairies) were open to come and go. Samhain was also a time when mere humans could drink with mighty heroes and bed their beautiful otherworldly companions - as long as you did not make any mistakes, break any rules or violate even the most ridiculous taboo. However, the chance for bad luck far outweighed the chances of a good night out, so most people opted for a quiet night in, with their doors securely locked. Last but not least, Samhain was also a time when the dead could walk the earth, communicate with the living, and call in old debts. These beliefs may be scarier than anything dreamed up for a modern Halloween celebration so be careful of that knock at the door. All this belongs to the conservative picture of Samhain, but many new age authors have added their own flourishes to this ancient feast. Colonel Charles Valency is to blame for many inventions that are now believed to be Samhain fact. In the 1770s he wrote exhaustive treatises on the origin of the "Irish race" in Armenia. Many of his writings have long been consigned to the lunatic fringe but a one Lady Jane Francesca Wilde carried his torch in the 19th century and wrote "Irish Cures, Mystic Charms and Superstitions" - which is still being cited as an authoritative work. Samhain meanwhile mutated into All Hallows E'en and Halloween. Samhain or Halloween is still celebrated in Ireland in various ways - complete with fortune-telling and special meals.	<urn:uuid:6e46f37a-f968-4c56-8c4d-d9cfe6832b7f>	CC-MAIN-2020-05	https://www.tripsavvy.com/samhain-irish-feast-1542530	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594705.17/warc/CC-MAIN-20200119180644-20200119204644-00049.warc.gz	en	0.983893	1,629	3.640625	4	[ -0.32591521739959717, 0.17992565035820007, 0.14878080785274506, -0.024785906076431274, -0.03830631077289581, 0.10828454792499542, 0.44237595796585083, -0.1760018765926361, 0.08264730125665665, -0.07292543351650238, 0.07739395648241043, 0.20762920379638672, -0.36127758026123047, 0.507246732...	2	Before Halloween was created as the spooky October holiday, Ireland celebrated Samhain. In fact, the name Samhain is still used in certain traditions and is the same word used to refer to the whole month of November in modern Irish. However, it was November 1st that was traditionally known as Samhain, which literally translates to mean the "end of summer" and is pronounced something like sow-een. This was the end of the Celtic year, the start of winter, and a time for reflection all rolled into one. But why is Ireland's “Samhain”, November 1st, the same as “Halloween”, October 31st? The secret is in traditional Celtic calendar-lore and the Celtic practice of believing a day started at sundown instead of sunrise. Belief That From Darkness Comes Light One of the Celtic idiosyncrasies was the concept of everything beginning in darkness and then works its way towards the light. This means that the year started with the season of winter, and the days started at sundown of what we now see as “the previous day”. This means that, according to Celtic timekeeping, the night of October 31st was an integral part of Samhain, known as oiche shamhna or "evening of Samhain". After all, this is also reflected in the modern “Halloween”, which in itself means “All Hallow’s Evening”, and in that way is simply a precursor to November 1st as well. The date was also very important in a much larger sense each year. Much like solstices and equinoxes, Samhain was one of the four "quarter days" of the Celtic calendar, along with Imbolc (February 1st, start of spring - also known as Saint Brigid's Day), Bealtaine (May 1st, start of summer) and Lughnasa (August 1st, start of the harvest). In the Celtic year, Samhain marked the beginning of winter – and thus the beginning of the year as well. So you could say that Samhain was also the Celtic New Year’s Eve. Unfortunately, we do not have any hard evidence about how the Samhain festivities were conducted in pre-Christian times. Samhain seems to have been a specifically Irish tradition. The first written mentions are by Christian chroniclers, but it is very likely that it existing long before they appeared and documented the tradition. Our best guess is that feasting seems to have taken over about a week for a few days either side of the actual Samhain day. After all the eating, everything was put in order, because winter is coming! Preparing for Winter The Samhain preparations mainly centered around cattle and other livestock. Records suggest that all members of the herd were caught and brought into enclosures or sheds near the homestead. Animals who appeared too weak to survive the winter were slaughtered. This was not for any ritual reasons but was merely down to purely practical considerations. Their slaughter helped to fill the larder for winter. At the same time all corn, fruits and berries had to be harvested and stored. There still is a widespread belief in Ireland that after November 1st all fruit is bewitched and thus inedible. The pooka was said to roam free at Samhain - a black, ugly horse, with red eyes, and the ability to talk. The creepy beast also had a penchant for kidnappings (if you were stupid enough to accept a ride ) and was thought to urinate on all the berry bushes (which explains why no berries were collected after Samhain). Many legends of the legends around Samhain concern the big meetings that happened at that time. This was the time to take stock of the current situation and decide upon future activities for the new year. Most of these gatherings took place at the Hill of Tara or on lakeshores. In general, a truce was called during this period to ensure that meetings could take place between sworn enemies and that diplomacy and social activities went as far beyond tribal and political boundaries as possible. It might have helped that all debts had to be settled in the Samhain season. Spiritual activities were another integral part of the feast. Traditionally all the fires were extinguished when oiche shamhna set in, making this the darkest night of the year. The fires were then re-lit, marking the start of the new year. Tradition has it that druids lit a huge bonfire on the Hill of Tlachtga (near Athboy, County Meath) and burning torches were then carried from there to every household during the night (which would have been physically impossible but makes for a nice story). There was more than one ritual involving fire at Samhain and the most infamous of all was the "wicker men". These were essentially a cage made from straw and wicker that roughly resembled a human form, but was then stuffed with (living) sacrificial offerings. These sacrificies included live animals, prisoners of war, or simply unpopular neighbors. The unfortunate beings were then burned to death inside the "wicker man". Don't worry - other rituals involved drowning. Happy New Celtic Year! Before you think that Halloween is definitely the less creepy of these two related holidays, please know that these human sacrifices should not be seen as the norm. Though sacrifices were undoubtedly made, they may only have involved milk and corn spilled into the earth. And there might even have been nocturnal human activities connected to fertility rituals. It was considered a good omen if a woman became pregnant at Samhain! The Spooky Other Open on Samhain Back to the spooky connection: not everyone joining in the Samhain celebrations was necessarily human, or of our earthly world. The night from October 31st to November 1st was a time "between years" to the Celts. During this time the borders between our world and the otherworld(s) were flexible and open. To make matters creepier, it was not only the pooka that was out and about. The bean sidhe (banshee) could be killed by humans during the night, fairies were visible to human eyes, the underworld palaces of the "gentry" (an Irish title for fairies) were open to come and go. Samhain was also a time when mere humans could drink with mighty heroes and bed their beautiful otherworldly companions - as long as you did not make any mistakes, break any rules or violate even the most ridiculous taboo. However, the chance for bad luck far outweighed the chances of a good night out, so most people opted for a quiet night in, with their doors securely locked. Last but not least, Samhain was also a time when the dead could walk the earth, communicate with the living, and call in old debts. These beliefs may be scarier than anything dreamed up for a modern Halloween celebration so be careful of that knock at the door. All this belongs to the conservative picture of Samhain, but many new age authors have added their own flourishes to this ancient feast. Colonel Charles Valency is to blame for many inventions that are now believed to be Samhain fact. In the 1770s he wrote exhaustive treatises on the origin of the "Irish race" in Armenia. Many of his writings have long been consigned to the lunatic fringe but a one Lady Jane Francesca Wilde carried his torch in the 19th century and wrote "Irish Cures, Mystic Charms and Superstitions" - which is still being cited as an authoritative work. Samhain meanwhile mutated into All Hallows E'en and Halloween. Samhain or Halloween is still celebrated in Ireland in various ways - complete with fortune-telling and special meals.	1,609	ENGLISH	1
“While you’re in this fabulous institution, Washington University, I would encourage all of you – black and white, Asians and Hispanics, native Americans – to avail yourselves of the library. Study…learn some of the black American literature. It will stand you in good stead in years to come.” –Maya Angelou, speaking at the Washington University in St Louis Assembly Series, April 1, 1981 Continuing in our celebration of Women’s History Month, today we are highlighting one of the greatest female poets and memoirists of the twentieth century, Maya Angelou. Growing Up in St Louis and Stamps Maya Angelou was born on April 4, 1928 right here in St. Louis, where she lived in a brick home on Hickory Street (now an official city landmark) until she was sent to live with her grandparents in Stamps, Arkansas at the age of three. Several years later, Angelou and her brother returned to St Louis to live with their mother for a short period of time, during which Angelou underwent a traumatic experience that would play a significant role in her development as both a person and an artist. In her earliest and most famous book, I Know Why the Caged Bird Sings, Angelou recounts being raped by her mother’s boyfriend in St. Louis when she was only eight years old. She testified against him in court, and he was found beaten to death shortly afterward. Angelou and her brother then returned to their grandparents in Stamps, where Angelou remained mute for five years, feeling that her voice had caused her rapist to be murdered. In a 1992 interview conducted for Henry Hampton’s PBS documentary series The Great Depression, Angelou describes growing up in Stamps in the 1930s, where her grandmother’s store served as the secular center of a thriving black community. In this interview, which you can view in its entirety through Washington University’s digital project, The Great Depression Interviews, she talks extensively of segregation in the state, joking, “As a child I was certain that whitefolks didn’t have innards…That was my belief, they seemed so different.” Although she speaks positively of the school she attended and the encouragement she received from her African American community, she was also angered by the discrepancy in resources that the white schools and her school were receiving. She states, “I had never seen a new book until Mrs. Flowers brought books from the white school for me to read. The slick pages, I couldn’t believe it, and that’s when I think my first anger, real anger at the depressive and the oppressive system began.” Angelou, Malcolm X, and the Pan-African Movement Before she became a writer, Angelou was an activist known for her participation in the pan-African and civil rights movements, in which she worked closely with both Martin Luther King and Malcolm X. Washington University Libraries’ Henry Hampton Collection has the film and transcript of a second interview she gave to Blackside and ROJA Productions for the documentary Malcolm X: Make it Plain. Angelou first met Malcolm X after seeking his advice about a protest at the United Nations over the assassination of Prime Minister Lumumba of the newly independent Republic of the Congo, and she later spent time with him in Ghana. In the interview, she describes Malcolm as being like a brother to her and advising her on her career, relationships, and the raising of her son. She notes a particularly poignant word of advice he gave her when they were in Africa together, and the influence it had on her career: “He talked to me and reminded me that we were a people in process and that we needed to be able to accept each other on whatever level we met each other. Not to be ready to criticize, rather to be ready to help the other person to grow. I took that into myself, not just into my mind, I believe I have ingested that and it is a part of the muscle and the marrow in my bones. One of the reasons I have access to the young people who seem to love me and to the old people who say, who show they love me, and to rich and poor blacks, and to literate and illiterate blacks, one of the reasons I have access to their hearts, is I listened to Malcolm X when he taught me that my people need everybody. We cannot lose, we cannot afford to lose one person.” A Late but Prolific Literary Career Angelou had a number of careers as a cook, a dancer, a journalist, and even an early cast member of the opera Porgy and Bess. Although Angelou is perhaps best known as an author, she did not publish her first memoir, I Know Why the Caged Bird Sings, until she was in her early forties. After its success, Angelou would go on to write six more autobiographies and over a dozen books of poetry, as well as several essay compilations, plays, television shows, films, children’s books, and even two cookbooks. Her spoken word albums won her three Grammys, she has been nominated for the Pulitzer Prize and a Tony Award, and has been granted over 50 honorary degrees and the Presidential Medal of Freedom. You can hear Angelou reading from I Know Why the Caged Bird Sings at the end of her interview for The Great Depression. Visiting Wash U Angelou visited Wash U twice in the 1980s, once as an assembly series speaker (April 1, 1981) and another time to give a reading and commentary through the Student Union (Feb 8, 1984). Recordings of these talks can be found in the Washington University Archives Office of Public Affairs, Assembly Series Lectures collection.	<urn:uuid:0ea01ea4-caf9-49d9-ba13-da11d7a3eaa5>	CC-MAIN-2020-05	https://library.wustl.edu/highlighting-author-activist-maya-angelou/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593994.14/warc/CC-MAIN-20200118221909-20200119005909-00487.warc.gz	en	0.982093	1,187	3.4375	3	[ -0.3036218285560608, 0.5581382513046265, 0.23475663363933563, 0.43995505571365356, -0.06380553543567657, 0.1934458315372467, -0.11484097689390182, 0.21985997259616852, -0.265921950340271, -0.08110392093658447, -0.17117030918598175, 0.3125424087047577, -0.2639995217323303, -0.00432066107168...	4	“While you’re in this fabulous institution, Washington University, I would encourage all of you – black and white, Asians and Hispanics, native Americans – to avail yourselves of the library. Study…learn some of the black American literature. It will stand you in good stead in years to come.” –Maya Angelou, speaking at the Washington University in St Louis Assembly Series, April 1, 1981 Continuing in our celebration of Women’s History Month, today we are highlighting one of the greatest female poets and memoirists of the twentieth century, Maya Angelou. Growing Up in St Louis and Stamps Maya Angelou was born on April 4, 1928 right here in St. Louis, where she lived in a brick home on Hickory Street (now an official city landmark) until she was sent to live with her grandparents in Stamps, Arkansas at the age of three. Several years later, Angelou and her brother returned to St Louis to live with their mother for a short period of time, during which Angelou underwent a traumatic experience that would play a significant role in her development as both a person and an artist. In her earliest and most famous book, I Know Why the Caged Bird Sings, Angelou recounts being raped by her mother’s boyfriend in St. Louis when she was only eight years old. She testified against him in court, and he was found beaten to death shortly afterward. Angelou and her brother then returned to their grandparents in Stamps, where Angelou remained mute for five years, feeling that her voice had caused her rapist to be murdered. In a 1992 interview conducted for Henry Hampton’s PBS documentary series The Great Depression, Angelou describes growing up in Stamps in the 1930s, where her grandmother’s store served as the secular center of a thriving black community. In this interview, which you can view in its entirety through Washington University’s digital project, The Great Depression Interviews, she talks extensively of segregation in the state, joking, “As a child I was certain that whitefolks didn’t have innards…That was my belief, they seemed so different.” Although she speaks positively of the school she attended and the encouragement she received from her African American community, she was also angered by the discrepancy in resources that the white schools and her school were receiving. She states, “I had never seen a new book until Mrs. Flowers brought books from the white school for me to read. The slick pages, I couldn’t believe it, and that’s when I think my first anger, real anger at the depressive and the oppressive system began.” Angelou, Malcolm X, and the Pan-African Movement Before she became a writer, Angelou was an activist known for her participation in the pan-African and civil rights movements, in which she worked closely with both Martin Luther King and Malcolm X. Washington University Libraries’ Henry Hampton Collection has the film and transcript of a second interview she gave to Blackside and ROJA Productions for the documentary Malcolm X: Make it Plain. Angelou first met Malcolm X after seeking his advice about a protest at the United Nations over the assassination of Prime Minister Lumumba of the newly independent Republic of the Congo, and she later spent time with him in Ghana. In the interview, she describes Malcolm as being like a brother to her and advising her on her career, relationships, and the raising of her son. She notes a particularly poignant word of advice he gave her when they were in Africa together, and the influence it had on her career: “He talked to me and reminded me that we were a people in process and that we needed to be able to accept each other on whatever level we met each other. Not to be ready to criticize, rather to be ready to help the other person to grow. I took that into myself, not just into my mind, I believe I have ingested that and it is a part of the muscle and the marrow in my bones. One of the reasons I have access to the young people who seem to love me and to the old people who say, who show they love me, and to rich and poor blacks, and to literate and illiterate blacks, one of the reasons I have access to their hearts, is I listened to Malcolm X when he taught me that my people need everybody. We cannot lose, we cannot afford to lose one person.” A Late but Prolific Literary Career Angelou had a number of careers as a cook, a dancer, a journalist, and even an early cast member of the opera Porgy and Bess. Although Angelou is perhaps best known as an author, she did not publish her first memoir, I Know Why the Caged Bird Sings, until she was in her early forties. After its success, Angelou would go on to write six more autobiographies and over a dozen books of poetry, as well as several essay compilations, plays, television shows, films, children’s books, and even two cookbooks. Her spoken word albums won her three Grammys, she has been nominated for the Pulitzer Prize and a Tony Award, and has been granted over 50 honorary degrees and the Presidential Medal of Freedom. You can hear Angelou reading from I Know Why the Caged Bird Sings at the end of her interview for The Great Depression. Visiting Wash U Angelou visited Wash U twice in the 1980s, once as an assembly series speaker (April 1, 1981) and another time to give a reading and commentary through the Student Union (Feb 8, 1984). Recordings of these talks can be found in the Washington University Archives Office of Public Affairs, Assembly Series Lectures collection.	1,181	ENGLISH	1
Last week, the entire Elementary School went on an excursion to the countryside to play team building and cooperation games. It is important as our mission statement says, that students learn “the ability to work in a team, collaborate and to communicate effectively”. These tools are vital for the future and students need to start to acquire these skills at a young age. The different classes were divided into four “houses” which were comprised of students from grades 1-5. Points were earned only when the entire team was able to successfully solve the task. All teams therefore had the opportunity to be first. The students therefore did not compete against other teams but rather against themselves. The problems required thinking skills before acting. They required good communication, listening and of course teamwork. As expected, the 4th and 5th grade students took a leadership role to help the younger members of their team. The games included ones with water, orienteering, climbing, with ropes, balls and hula hoops for example. Each one was designed for a different ability. One game emphasized communication while another reinforced collaboration. Another important lesson learned is that if the students cannot solve a task as a group it is acceptable to fail as long as they are able to learn from their mistakes. Each house came dressed in their team color to show team spirit. This year there are the four houses: House 1 American Eagles = Red House 2 The Invaders = Purple House 3 The Warriors = Blue House 4 Fireballs = Gold Furthermore, every month until the end of the year, there are other activities where the houses will participate together in events such as a quiz bowl. At the end of the year the House Trophy will be awarded to the winning house or houses.	<urn:uuid:a8236093-89b6-48f3-be15-252c71ac586e>	CC-MAIN-2020-05	https://www.aslp.org/learning-to-work-as-a-team-is-important-at-aslp/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607596.34/warc/CC-MAIN-20200122221541-20200123010541-00215.warc.gz	en	0.983307	355	3.46875	3	[ -0.1848551481962204, -0.1555170714855194, 0.11772144585847855, -0.6831735968589783, -0.12890839576721191, -0.057433344423770905, 0.0874132513999939, 0.13075847923755646, -0.11217612028121948, 0.03424898907542229, 0.1536848545074463, -0.06456252187490463, -0.034354690462350845, 0.1639314293...	12	Last week, the entire Elementary School went on an excursion to the countryside to play team building and cooperation games. It is important as our mission statement says, that students learn “the ability to work in a team, collaborate and to communicate effectively”. These tools are vital for the future and students need to start to acquire these skills at a young age. The different classes were divided into four “houses” which were comprised of students from grades 1-5. Points were earned only when the entire team was able to successfully solve the task. All teams therefore had the opportunity to be first. The students therefore did not compete against other teams but rather against themselves. The problems required thinking skills before acting. They required good communication, listening and of course teamwork. As expected, the 4th and 5th grade students took a leadership role to help the younger members of their team. The games included ones with water, orienteering, climbing, with ropes, balls and hula hoops for example. Each one was designed for a different ability. One game emphasized communication while another reinforced collaboration. Another important lesson learned is that if the students cannot solve a task as a group it is acceptable to fail as long as they are able to learn from their mistakes. Each house came dressed in their team color to show team spirit. This year there are the four houses: House 1 American Eagles = Red House 2 The Invaders = Purple House 3 The Warriors = Blue House 4 Fireballs = Gold Furthermore, every month until the end of the year, there are other activities where the houses will participate together in events such as a quiz bowl. At the end of the year the House Trophy will be awarded to the winning house or houses.	354	ENGLISH	1
At Linda’s Preschool and After School Program in Ord, Nebraska they spent the past week having all kinds of fun with snow! On Thursday the classroom brought inside snow for them to all play with and they used markers so that they could color the snow. Then, once the snow started melting the kids stuck it together and made towers of snow, which resulted in it looking fantastic as the colors started mixing in the melting pieces of snow. All Kinds of Snowy Fun Later in the afternoon on Thursday they did their, “Thinking Cap,” activity. They filled up a jar with a bunch of snow and as everyone knew how snow melts into water the question everyone considered was how much water some snow would melt into? For example, if the filled a jar with snow would that melted snow fill the top of the jar or would it just meltdown to be a little bit of water at the bottom? Perhaps a mixture of both extremes? Every child guessed what point they thought the snow would melt down to by putting the first letter of their name on a piece of tape and then attaching that tape to the spot on the jar (the marker itself wouldn’t write on the jar). While the class waited for their snow to melt they enjoyed making some, “Indoor snow,” by using baking soda that had been put in the freezer (to ensure it was cold). Everyone had fun building snowmen and other neat structures before putting vinegar on everything to watch it fizzle-up and, “Melt.” The class watched the jar full of snow throughout the rest of the afternoon and then by morning the next day it had all melted! It looked like the student named Emery had made the closest and most accurate guess. The class planned to let the water sit for a while and then give it a closer look on Monday to note-down how dirty the water had become. This was also a good way to encourage kids to think a little harder about if they should eat snow that is not fresh. It was a stellar week of snow-filled fun and the class had a delightful time! Linda’s Preschool and After School Program Ord, NE, United States	<urn:uuid:351f285c-d552-46f0-abdd-16f35adc0eff>	CC-MAIN-2020-05	http://teachersmag.com/posts/fun-with-snow-snow-themed-week-for-preschoolers/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614086.44/warc/CC-MAIN-20200123221108-20200124010108-00451.warc.gz	en	0.981142	454	3.4375	3	[ -0.2548418641090393, -0.3174450397491455, 0.31219908595085144, -0.33659815788269043, -0.2556195855140686, 0.005546990782022476, 0.21731066703796387, 0.2727576792240143, -0.581927478313446, -0.14614012837409973, 0.04331313446164131, 0.0066963317804038525, 0.308528333902359, 0.41953021287918...	2	At Linda’s Preschool and After School Program in Ord, Nebraska they spent the past week having all kinds of fun with snow! On Thursday the classroom brought inside snow for them to all play with and they used markers so that they could color the snow. Then, once the snow started melting the kids stuck it together and made towers of snow, which resulted in it looking fantastic as the colors started mixing in the melting pieces of snow. All Kinds of Snowy Fun Later in the afternoon on Thursday they did their, “Thinking Cap,” activity. They filled up a jar with a bunch of snow and as everyone knew how snow melts into water the question everyone considered was how much water some snow would melt into? For example, if the filled a jar with snow would that melted snow fill the top of the jar or would it just meltdown to be a little bit of water at the bottom? Perhaps a mixture of both extremes? Every child guessed what point they thought the snow would melt down to by putting the first letter of their name on a piece of tape and then attaching that tape to the spot on the jar (the marker itself wouldn’t write on the jar). While the class waited for their snow to melt they enjoyed making some, “Indoor snow,” by using baking soda that had been put in the freezer (to ensure it was cold). Everyone had fun building snowmen and other neat structures before putting vinegar on everything to watch it fizzle-up and, “Melt.” The class watched the jar full of snow throughout the rest of the afternoon and then by morning the next day it had all melted! It looked like the student named Emery had made the closest and most accurate guess. The class planned to let the water sit for a while and then give it a closer look on Monday to note-down how dirty the water had become. This was also a good way to encourage kids to think a little harder about if they should eat snow that is not fresh. It was a stellar week of snow-filled fun and the class had a delightful time! Linda’s Preschool and After School Program Ord, NE, United States	430	ENGLISH	1
Coffee May Help Keep the Dentist Away! Most people know that properly brushing and flossing teeth help with a healthy smile. A recent study also suggests that drinking black coffee may help maintain this as well! The study was published in Letters in Applied Microbiology June 7, and found that coffee which contains high amounts of caffeine can destroy bacteria that cause dental plaque. Dental plaque is the main culprit in tooth decay and gum disease. By reducing the plaque, risk of decay is also reduced. During the study, donated teeth were treated with Robusta coffee and compared after a week to teeth that were treated with only filtered water. It was found that the coffee-treated teeth were in better condition and that the polyphenols in coffee had destroyed bacteria on the teeth. Keep in mind not to overdo it - too much coffee may have a negative impact on tooth enamel (especially acidic varieties) and it’s important to remember this is for black coffee. Coffee mixed with milk and sugar can add to tooth decay. Other foods known to have a positive effect on dental health include cheese and yogurt because of their calcium content, as well as green tea, grapes, and coffee because of their antibacterial properties. Add a new comment	<urn:uuid:28c7cad0-eaea-44b8-a5a8-76f309978c32>	CC-MAIN-2020-05	https://www.healthwisecoffee.com/blogs/healthwise/57674051-coffee-may-help-keep-the-dentist-away	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606975.49/warc/CC-MAIN-20200122101729-20200122130729-00351.warc.gz	en	0.984053	255	3.3125	3	[ -0.011300018057227135, 0.10355838388204575, 0.25975102186203003, 0.10296924412250519, 0.14347225427627563, -0.43452194333076477, -0.0016050526173785329, 0.6827605366706848, -0.22147157788276672, 0.10533973574638367, -0.18792377412319183, -0.856971800327301, 0.15573197603225708, 0.254167824...	9	Coffee May Help Keep the Dentist Away! Most people know that properly brushing and flossing teeth help with a healthy smile. A recent study also suggests that drinking black coffee may help maintain this as well! The study was published in Letters in Applied Microbiology June 7, and found that coffee which contains high amounts of caffeine can destroy bacteria that cause dental plaque. Dental plaque is the main culprit in tooth decay and gum disease. By reducing the plaque, risk of decay is also reduced. During the study, donated teeth were treated with Robusta coffee and compared after a week to teeth that were treated with only filtered water. It was found that the coffee-treated teeth were in better condition and that the polyphenols in coffee had destroyed bacteria on the teeth. Keep in mind not to overdo it - too much coffee may have a negative impact on tooth enamel (especially acidic varieties) and it’s important to remember this is for black coffee. Coffee mixed with milk and sugar can add to tooth decay. Other foods known to have a positive effect on dental health include cheese and yogurt because of their calcium content, as well as green tea, grapes, and coffee because of their antibacterial properties. Add a new comment	245	ENGLISH	1
When the war of independence finally began in early 1895, Spanish forces in Cuba numbered about 80,000. Of these, 20,000 were regular Spanish troops, and 60,000 were Spanish and Cuban Volunteers. The Volunteers were a locally prepared and assembled force that took care of most of the guard and police duties on the island. Wealthy landowners would volunteer a number of their slaves to serve in this force, which was under local control and not under official military command. By December, 98,412 regular troops had been sent to the island, and the number of Volunteers increased to 63,000 men. By the end of 1897, there were 240,000 regulars and 60,000 irregulars on the island. Numerically speaking, the Mambises didnt have a prayer. The word mambises originated in Santo Domingo, after a brave Negro Spanish officer (Juan Ethninius Mamby) joined the Dominicans in the fight for independence in 1846. The Spanish soldiers referred to the insurgents as the men of Mamby, and mambies. When Cubas first war of independence (known as the Ten Year War) broke out in 1868, some of the same soldiers were assigned to the island, importing what had, by then, become a derogatory Spanish slur. The Cuban rebels adopted the name with pride. Since the very beginning of the war, one of the most serious problems for the rebels was the acquisition of suitable weapons. Since the end of the Ten-Year War, possession of weapons by private individuals had been prohibited, so the only ones allowed to own weapons were Spaniards and Spanish soldiers, who had the combined benefits of modern weapons and training. The rebels had no choice but to become effective guerrilla-style warriors using the environment, the element of surprise, a fast horse and a machete. They were often short on weapons and ammunitions, and sometimes the weapons on hand were old, and the ammunition available not suitable. Most of the weapons used by the Mambises were acquired in raids on the Spaniards. Since Spain controlled the sea, and the mambises had no navy, it became nearly impossible to import weapons from the outside. Between June 11 1895 and November 30 1897, a total of sixty expeditions attempted to bring weapons and supplies to the rebels. Of those, only one succeeded. Twenty-eight attempts were hampered by the U.S. Treasury Department; 5 were prevented by the U.S. Navy Dept., 4 were interrupted by the Spanish naval patrol; 2 were wrecked; one was driven back to port by storm; 1 succeeded through the protection of the British; the fate of another is unknown. On his first battle against the Spanish royalist army at Dos Rios, revolutionary icon José Martí was killed. The rebels tried, in vain, to recover his dead body, but were not able to do so. He was buried by Spanish soldiers on May 27 1895. Instead of squashing the spirit of revolution, Martís death inspired the rebel cause and sent ripples of nationalism throughout the island. Credited with the Spanish victory in the Ten Year War, General Martínez Campos expected that the same strategy would help wipe out the rebels in 1895. The trocha was "a broad belt across the island," about two hundred yards wide and fifty miles long, designed to limit rebel movement to the eastern provinces. Down the center, a single-track military railroad was equipped with armor-clad cars, and various forts and fortified blockhouses were built alongside. A maze of barbed wire was placed so that every twelve yards of posts had 450 yards of barbed-wire fencing. The fortified houses featured loopholes and trenches on the outside, and many encircled windows from which Spanish soldiers could observe and fire. The eastern trocha ran from Jucaro on the south coast to Moron on the north. "As a final defense," wrote Foner in The Spanish-Cuban-American War, "bombs were placed at points most likely to be attacked, and these had wire attachments to enable their being set off in 'booby trap' fashion." Because the rebels always managed to have help and information from peasants, they were able to cross the trocha as they pleased. From the early planning stages the rebels deemed it necessary to bring the war to the Western provinces (Matanzas, Havana and Pinar del Rio) where the island's government and wealth was located. This was an important factor, since the failed Ten Year War had been kept to the eastern provinces by the various "trochas" and concentrated Spanish forces. The rebels divided their forces into two units; the Liberating Army would remain in the eastern provinces of Oriente and Camagüey, and the Invading Army, headed by Gómez and Maceo (known collectively in the Spanish press as the fox and the lion) would head west. In ninety days and 78 marches, the Invading army went from Baraguá (at the eastern tip of the island) to Mantua (the western end) traveling a total of 1,696 kilometers and fighting 27 battles against numerically superior forces. A number of war historians have agreed that the western invasion of Cuba was one of the great military achievements of the 19th century. The war was not going well for Spain, and General Martínez Campos was forced to resign in shame during the early days of January 1896. This was a great symbolic victory for the Mambises, since Campos had been credited with the Spanish "victory" in the Ten Year War eighteen years earlier. Within a few days of Campos' resignation, General Valeriano Weyler y Nicolau (nicknamed the "butcher") was sent to Havana as a replacement. One of Weylers first orders was the fortification of the trochas. The modernized trocha featured electric lights across the narrow waist of the island from Mariel to Majana, on the border of Havana and Pinar Del Rio. He ordered 14,000 soldiers to be placed in key fortified positions along the trocha. After the new trocha was in place, Weyler concentrated his efforts on pursuing Maceo. He sent 3,000 veteran troops, under the command of General Suárez Inclán, to attack Maceos forces, which at the time totaled 250 men. Another tool implemented by Weyler was the system of re-concentration, in which various fortified areas were designated, and all inhabitants were given eight days to move in, including cattle and other animals. Anyone caught outside was considered the enemy and killed. These re-concentration towns were very crowded and unhealthy, since Spaniards and soldiers occupied the best accommodations and took the best food. Many died of disease and starvation. On December 3 1896, Maceo decided that the best way to get around the new, fortified trocha was by water at the port of Mariel. Carlos Soto, a local soldier, was selected to act as a guide, and Maceo handpicked seventeen men to go with him to the East. Riding with Maceo was Panchito Gómez Toro, (Máximo Gómez' son) who would not be dissuaded, by his father or anyone else, to join Maceo in Pinar del Rio. It took four trips of a crowded small boat on the following night, at about eleven thirty, to get across, all within sight of a resting Spanish garrison. They took refuge in an abandoned sugar mill called La Merced for two days. On December 6, frustrated that the horses and supplies that were supposed to greet them had not arrived, Maceo ordered that they start walking. Because of recent leg wounds, Maceo had a very difficult time walking or staying on his feet, although he could fight on a horse as fiercely and bravely as ever. On the road they met the rebel contingent with their horses and supplies, led by Lieutenant Colonel Baldomero Acosta. That night Maceo decided to join the forces of Colonel Silverio Sánchez Figueras, chief of the Brigade of Southern Havana, at San Pedro de Hernández, near the border of Havana and Pinar del Río. They formulated a new plan to assault the town of Marianao, on the outskirts of Havana. Resting his wounds on a hammock in San Pedro, as José Miró read from the Crónicas de Guerra (a document describing the war effort) the rebels were surprised by an enemy attack. Helped to his horse by two men, Maceo pursued the attackers with a machete and a revolver. He leaned towards Miró and said, Esto va bien! (This is going well!) A bullet struck him in the face, knocking him off his horse. As the men helped him back on the horse, another bullet struck him in the chest. The Spaniards did not recognize Maceo's body, nor were they aware that he had joined Figueras' forces, or they would have taken greater care to guard the corpses. That night, a handful of rebels snuck into the Spanish camp recovered Maceo's body. On December 8 Maceo was buried with Panchito Gómez Toro (Máximo Gomez son) at a secret location in Cocahual, at Santiago de Las Vegas. The war did not end with Maceo's death. Even without the Bronze Titan (as Maceo is remembered) the Mambises were more than the Spaniards could handle. Spain was virtually whipped when the U.S. intervened in 1898. Since the time of Maceo's death, until April 1898 when the U.S. entered the war, Máximo Gómez had a column of 3,000 men. The rebels had 41 encounters with the 40,000 Spanish soldiers, cavalry and infantry, stationed south of Las Villas. In various battles, such as the battle of La Reforma, Gómez unquestionably defeated Weyler. The Spaniards were kept on the defensive, and the Mambises initiated every military operation in this area. One of the most dramatic victories for the Mambises was in Las Tunas, which had been re-named by the Spaniards as Victoria de Las Tunas, in memory of past Spanish victories during the Ten Year War. The town was guarded by over 1,000 well-armed-and-supplied men. On the morning of August 28 1877, General Calixto García gave word to attack. On August 30, Spanish Lieutenant Mediavilla appeared carrying a white flag under orders of Commander Civera to discuss terms of surrender. I offered him liberty for himself and his comrades, wrote Calixto Garcia to Gomez, the surrender was verified by the turning over of the remaining forts. I have taken more than a thousand rifles and a million bullets. In addition, I have obtained 10 wagon loads of medicine, many machetes, several cannons, and an infinity of cavalry supplies plus supplies of clothing, edibles, etc. The prisoners consist of a chief, two doctors, ten officers, 380 soldiers plus 100 odd non-combatants and volunteers who were armed and fought during the siege. I cannot help showing that I am highly satisfied with the conduct of the officers and soldiers who took part in the operations of Las Tunas. I feel true satisfaction in telling you that all of them knew how to stay at their posts with no exception whatsoever. It was at about this time that the Philippines declared their independence from Spain, who also faced the possibility of threatened uprising in Puerto Rico. Spain was now fighting two warsin Cuba and in the Philippines, which further weakened her already unstable economy. A series of secret dialogues to end the war took place between Spain (who was virtually whipped) and the U.S. (who wanted to purchase Cuba and had, by this time, made various offers that Spain had turned down). Learning of the secret negotiations, Estrada Palma and other Cuban leaders in New York announced that only independence and Spanish withdrawal would end the war. We Cubans will never accept autonomy or reform, said Estrada Palma, we are fighting for independence and we will accept peace only on the condition of separating completely from Spain. In Cuba, Gómez and García issued a statement asserting these very principles and listing twenty facts to prove that Spain had completely failed to crush the rebellion, which was now flourishing better than ever. Among these facts was the election of the Assembly, the siege and capture of Las Tunas by the Liberating Army, the complete civil and military organization maintained by the Republic of Cuba, and more. "Brutal repression had failed," wrote Foner. "Autonomy had failed. Military strategy had also failed. The strategy of reinforced trochas and concentration camps to deprive the rebels of civilian support and eventually grind them down, had failed. "On the other hand, Gómez's strategy of making the island economically undesirable for Spain had an overpowering effect. Nearly all economic production was at a standstill, and practically everything of value in the island was devastated." Weyler was replaced by Don Ramón Blanco y Arenas in October 1897, and sadly for the cause of Cuban independence, the U.S replaced Spain a year later as the official government of the island. Next: U.S. Intervention Return to Timetable - 1895	<urn:uuid:6307362f-33ff-4fdc-be83-d29df56d117d>	CC-MAIN-2020-05	http://historyofcuba.com/history/scaw/scaw1a.htm	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606269.37/warc/CC-MAIN-20200122012204-20200122041204-00182.warc.gz	en	0.983227	2,800	3.703125	4	[ -0.4512993097305298, 0.27487051486968994, 0.08747261762619019, -0.24065953493118286, -0.04451119899749756, -0.22476139664649963, -0.11219016462564468, -0.04047602415084839, -0.1381971538066864, -0.17942744493484497, 0.4146791696548462, -0.12883201241493225, -0.4468890428543091, 0.412509351...	6	When the war of independence finally began in early 1895, Spanish forces in Cuba numbered about 80,000. Of these, 20,000 were regular Spanish troops, and 60,000 were Spanish and Cuban Volunteers. The Volunteers were a locally prepared and assembled force that took care of most of the guard and police duties on the island. Wealthy landowners would volunteer a number of their slaves to serve in this force, which was under local control and not under official military command. By December, 98,412 regular troops had been sent to the island, and the number of Volunteers increased to 63,000 men. By the end of 1897, there were 240,000 regulars and 60,000 irregulars on the island. Numerically speaking, the Mambises didnt have a prayer. The word mambises originated in Santo Domingo, after a brave Negro Spanish officer (Juan Ethninius Mamby) joined the Dominicans in the fight for independence in 1846. The Spanish soldiers referred to the insurgents as the men of Mamby, and mambies. When Cubas first war of independence (known as the Ten Year War) broke out in 1868, some of the same soldiers were assigned to the island, importing what had, by then, become a derogatory Spanish slur. The Cuban rebels adopted the name with pride. Since the very beginning of the war, one of the most serious problems for the rebels was the acquisition of suitable weapons. Since the end of the Ten-Year War, possession of weapons by private individuals had been prohibited, so the only ones allowed to own weapons were Spaniards and Spanish soldiers, who had the combined benefits of modern weapons and training. The rebels had no choice but to become effective guerrilla-style warriors using the environment, the element of surprise, a fast horse and a machete. They were often short on weapons and ammunitions, and sometimes the weapons on hand were old, and the ammunition available not suitable. Most of the weapons used by the Mambises were acquired in raids on the Spaniards. Since Spain controlled the sea, and the mambises had no navy, it became nearly impossible to import weapons from the outside. Between June 11 1895 and November 30 1897, a total of sixty expeditions attempted to bring weapons and supplies to the rebels. Of those, only one succeeded. Twenty-eight attempts were hampered by the U.S. Treasury Department; 5 were prevented by the U.S. Navy Dept., 4 were interrupted by the Spanish naval patrol; 2 were wrecked; one was driven back to port by storm; 1 succeeded through the protection of the British; the fate of another is unknown. On his first battle against the Spanish royalist army at Dos Rios, revolutionary icon José Martí was killed. The rebels tried, in vain, to recover his dead body, but were not able to do so. He was buried by Spanish soldiers on May 27 1895. Instead of squashing the spirit of revolution, Martís death inspired the rebel cause and sent ripples of nationalism throughout the island. Credited with the Spanish victory in the Ten Year War, General Martínez Campos expected that the same strategy would help wipe out the rebels in 1895. The trocha was "a broad belt across the island," about two hundred yards wide and fifty miles long, designed to limit rebel movement to the eastern provinces. Down the center, a single-track military railroad was equipped with armor-clad cars, and various forts and fortified blockhouses were built alongside. A maze of barbed wire was placed so that every twelve yards of posts had 450 yards of barbed-wire fencing. The fortified houses featured loopholes and trenches on the outside, and many encircled windows from which Spanish soldiers could observe and fire. The eastern trocha ran from Jucaro on the south coast to Moron on the north. "As a final defense," wrote Foner in The Spanish-Cuban-American War, "bombs were placed at points most likely to be attacked, and these had wire attachments to enable their being set off in 'booby trap' fashion." Because the rebels always managed to have help and information from peasants, they were able to cross the trocha as they pleased. From the early planning stages the rebels deemed it necessary to bring the war to the Western provinces (Matanzas, Havana and Pinar del Rio) where the island's government and wealth was located. This was an important factor, since the failed Ten Year War had been kept to the eastern provinces by the various "trochas" and concentrated Spanish forces. The rebels divided their forces into two units; the Liberating Army would remain in the eastern provinces of Oriente and Camagüey, and the Invading Army, headed by Gómez and Maceo (known collectively in the Spanish press as the fox and the lion) would head west. In ninety days and 78 marches, the Invading army went from Baraguá (at the eastern tip of the island) to Mantua (the western end) traveling a total of 1,696 kilometers and fighting 27 battles against numerically superior forces. A number of war historians have agreed that the western invasion of Cuba was one of the great military achievements of the 19th century. The war was not going well for Spain, and General Martínez Campos was forced to resign in shame during the early days of January 1896. This was a great symbolic victory for the Mambises, since Campos had been credited with the Spanish "victory" in the Ten Year War eighteen years earlier. Within a few days of Campos' resignation, General Valeriano Weyler y Nicolau (nicknamed the "butcher") was sent to Havana as a replacement. One of Weylers first orders was the fortification of the trochas. The modernized trocha featured electric lights across the narrow waist of the island from Mariel to Majana, on the border of Havana and Pinar Del Rio. He ordered 14,000 soldiers to be placed in key fortified positions along the trocha. After the new trocha was in place, Weyler concentrated his efforts on pursuing Maceo. He sent 3,000 veteran troops, under the command of General Suárez Inclán, to attack Maceos forces, which at the time totaled 250 men. Another tool implemented by Weyler was the system of re-concentration, in which various fortified areas were designated, and all inhabitants were given eight days to move in, including cattle and other animals. Anyone caught outside was considered the enemy and killed. These re-concentration towns were very crowded and unhealthy, since Spaniards and soldiers occupied the best accommodations and took the best food. Many died of disease and starvation. On December 3 1896, Maceo decided that the best way to get around the new, fortified trocha was by water at the port of Mariel. Carlos Soto, a local soldier, was selected to act as a guide, and Maceo handpicked seventeen men to go with him to the East. Riding with Maceo was Panchito Gómez Toro, (Máximo Gómez' son) who would not be dissuaded, by his father or anyone else, to join Maceo in Pinar del Rio. It took four trips of a crowded small boat on the following night, at about eleven thirty, to get across, all within sight of a resting Spanish garrison. They took refuge in an abandoned sugar mill called La Merced for two days. On December 6, frustrated that the horses and supplies that were supposed to greet them had not arrived, Maceo ordered that they start walking. Because of recent leg wounds, Maceo had a very difficult time walking or staying on his feet, although he could fight on a horse as fiercely and bravely as ever. On the road they met the rebel contingent with their horses and supplies, led by Lieutenant Colonel Baldomero Acosta. That night Maceo decided to join the forces of Colonel Silverio Sánchez Figueras, chief of the Brigade of Southern Havana, at San Pedro de Hernández, near the border of Havana and Pinar del Río. They formulated a new plan to assault the town of Marianao, on the outskirts of Havana. Resting his wounds on a hammock in San Pedro, as José Miró read from the Crónicas de Guerra (a document describing the war effort) the rebels were surprised by an enemy attack. Helped to his horse by two men, Maceo pursued the attackers with a machete and a revolver. He leaned towards Miró and said, Esto va bien! (This is going well!) A bullet struck him in the face, knocking him off his horse. As the men helped him back on the horse, another bullet struck him in the chest. The Spaniards did not recognize Maceo's body, nor were they aware that he had joined Figueras' forces, or they would have taken greater care to guard the corpses. That night, a handful of rebels snuck into the Spanish camp recovered Maceo's body. On December 8 Maceo was buried with Panchito Gómez Toro (Máximo Gomez son) at a secret location in Cocahual, at Santiago de Las Vegas. The war did not end with Maceo's death. Even without the Bronze Titan (as Maceo is remembered) the Mambises were more than the Spaniards could handle. Spain was virtually whipped when the U.S. intervened in 1898. Since the time of Maceo's death, until April 1898 when the U.S. entered the war, Máximo Gómez had a column of 3,000 men. The rebels had 41 encounters with the 40,000 Spanish soldiers, cavalry and infantry, stationed south of Las Villas. In various battles, such as the battle of La Reforma, Gómez unquestionably defeated Weyler. The Spaniards were kept on the defensive, and the Mambises initiated every military operation in this area. One of the most dramatic victories for the Mambises was in Las Tunas, which had been re-named by the Spaniards as Victoria de Las Tunas, in memory of past Spanish victories during the Ten Year War. The town was guarded by over 1,000 well-armed-and-supplied men. On the morning of August 28 1877, General Calixto García gave word to attack. On August 30, Spanish Lieutenant Mediavilla appeared carrying a white flag under orders of Commander Civera to discuss terms of surrender. I offered him liberty for himself and his comrades, wrote Calixto Garcia to Gomez, the surrender was verified by the turning over of the remaining forts. I have taken more than a thousand rifles and a million bullets. In addition, I have obtained 10 wagon loads of medicine, many machetes, several cannons, and an infinity of cavalry supplies plus supplies of clothing, edibles, etc. The prisoners consist of a chief, two doctors, ten officers, 380 soldiers plus 100 odd non-combatants and volunteers who were armed and fought during the siege. I cannot help showing that I am highly satisfied with the conduct of the officers and soldiers who took part in the operations of Las Tunas. I feel true satisfaction in telling you that all of them knew how to stay at their posts with no exception whatsoever. It was at about this time that the Philippines declared their independence from Spain, who also faced the possibility of threatened uprising in Puerto Rico. Spain was now fighting two warsin Cuba and in the Philippines, which further weakened her already unstable economy. A series of secret dialogues to end the war took place between Spain (who was virtually whipped) and the U.S. (who wanted to purchase Cuba and had, by this time, made various offers that Spain had turned down). Learning of the secret negotiations, Estrada Palma and other Cuban leaders in New York announced that only independence and Spanish withdrawal would end the war. We Cubans will never accept autonomy or reform, said Estrada Palma, we are fighting for independence and we will accept peace only on the condition of separating completely from Spain. In Cuba, Gómez and García issued a statement asserting these very principles and listing twenty facts to prove that Spain had completely failed to crush the rebellion, which was now flourishing better than ever. Among these facts was the election of the Assembly, the siege and capture of Las Tunas by the Liberating Army, the complete civil and military organization maintained by the Republic of Cuba, and more. "Brutal repression had failed," wrote Foner. "Autonomy had failed. Military strategy had also failed. The strategy of reinforced trochas and concentration camps to deprive the rebels of civilian support and eventually grind them down, had failed. "On the other hand, Gómez's strategy of making the island economically undesirable for Spain had an overpowering effect. Nearly all economic production was at a standstill, and practically everything of value in the island was devastated." Weyler was replaced by Don Ramón Blanco y Arenas in October 1897, and sadly for the cause of Cuban independence, the U.S replaced Spain a year later as the official government of the island. Next: U.S. Intervention Return to Timetable - 1895	2,862	ENGLISH	1
In the 17th and 18th centuries, Sweden suffered from a constant lack of money. That is why in 1715, a small, valueless copper credit coin was issued, that nominally equaled 1 silver daler. Over the next four years, some 40 million of these credit coins were issued. The government's original plan had been to replace the credit dalers every year with silver coins. This ceased after 1717, however. 1719, the credit daler's value was reduced to half, of which 2 öre were paid out in hard cash immediately, while the rest (14 öre) was paid in paper money. In the 18th century, the Swedish monetary circulation thus comprised mainly worthless copper coins and paper money.	<urn:uuid:f192779e-d1c2-4d56-b900-d6ff127d5524>	CC-MAIN-2020-05	https://www.moneymuseum.com/en/coins?id=1981	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783000.84/warc/CC-MAIN-20200128184745-20200128214745-00097.warc.gz	en	0.989544	153	3.796875	4	[ -0.21166089177131653, 0.199436217546463, -0.16057035326957703, -0.04239826276898384, 0.2268158495426178, -0.04180021211504936, -0.40680745244026184, 0.3348623812198639, 0.11248647421598434, 0.03187674656510353, 0.3125239312648773, -0.08245347440242767, 0.17131724953651428, 0.15970325469970...	8	In the 17th and 18th centuries, Sweden suffered from a constant lack of money. That is why in 1715, a small, valueless copper credit coin was issued, that nominally equaled 1 silver daler. Over the next four years, some 40 million of these credit coins were issued. The government's original plan had been to replace the credit dalers every year with silver coins. This ceased after 1717, however. 1719, the credit daler's value was reduced to half, of which 2 öre were paid out in hard cash immediately, while the rest (14 öre) was paid in paper money. In the 18th century, the Swedish monetary circulation thus comprised mainly worthless copper coins and paper money.	170	ENGLISH	1
Ancient Egyptian Boats and Transportation Ancient Egypt was a place that was known for the Nile River and this river was important for the daily life of the Egyptians. Not only was this river important for allowing the Ancient Egyptians to be able to have food and water, it was also important for trade. Ships and Boats The most important way that people of Ancient Egypt were able to get around was through the use of boats and ships. Since they lived on the Nile River, this way of transportation was very important. Trade was a huge thing during this time and people would transport goods all around the country. The use of boats and ships was important for this so that the goods could be taken where they needed to go. Parts of the Boats The boat that was made by the Ancient Egyptians had many parts, it had a stern, a bow, and then later, the boats would have cabins for the people to ride in. How Did the Boat Move? The boats would move by the winds. When the wind would blow a certain way, the boat would travel in that direction. When boats would be traveling back north, they would use the currents and oars to help to guide and control the boat. One of the simplest boats that was around during Ancient Egyptian times was the skiff. This boat was a simple boat that was made from papyrus reeds and rope. The reeds were tied together with the ropes and these boats would be used for the Egyptians to travel small distances on or to sit in the water and fish. There were also larger ships that were made out of wood. They would be equipped with sails and oars for the Egyptians to be able to control the direction. Most of these ships were made with wooden planks that were held together with rope. When the wood would expand, it would cause the ship to have no water in it and so it would not sink. A wood called acacia wood was used on the lover parts of the ships so that they would be strong and would be able to carry heavier loads. Some of the ships would be made so that they could carry things such as blocks and stones to where the pyramids and temples were being built. The ship would be loaded up with these large stones and wood and then it would travel down the Nile River to where the temple or pyramid was being built. Not only were the ships used for transporting people and goods, they were also used for ceremonies. Sometimes, these ships would be used to move the images of the gods or goddess from one temple to another. The boats were also used during funerals so that mummies could be taken to where they would be laid to rest, in a tomb. The roads in Ancient Egypt were sometimes small and dirt and full of rocks. People would have to use animals or chariots in order to get around on land. Some people would walk or ride on the backs of donkeys or oxen and sometimes the donkeys or oxen would help to pull loads when people traveled. Some people think that the wheel was introduced into Ancient Egypt by the Hyksos, the foreign people. Some believe that this happened during the Fifteenth Dynasty. It is thought that the Hyksos people traveled through Ancient Egypt by chariots that were pulled by horses. More Facts About Ancient Egyptian Boats and Transportation: - The sun god was sent on a ship across the sky, according to myth. - Sometimes transportation was used by the royal people for hunting trips. - The Egyptians use a boat today called a felucca; this is a boat that has a sail that is shaped like a triangle. - Cabins didn’t appear on Ancient Egyptian boats until the New Kingdom. - The Nile River was considered a highway for travel. What Did You Learn? - What were some types of boats made out of during Ancient Egyptian times? Some of the first boats were made out of papyrus reeds and rope. These boats were small and would not go far out into the water. Later, boats were made out of wood. - What was important about the boats made out of wood? The boats that were made out of wood helped the Egyptians to be able to move bigger loads from one area to the other such as when building temples or pyramids. - What other transportation did the Egyptians have? The Egyptians would use animals, walking and eventually chariots to travel through the roads of Ancient Egypt. - What was important about the wheel? Some historians believe the wheel was introduced to the Ancient Egyptians by the Hyksos which were foreign people. - What was another important thing boats were used for? Boats were also used for ceremonies such as moving mummies and taking royal kings and pharaohs to their tombs.	<urn:uuid:172964ed-ba45-47e9-8c70-7b28879c3f59>	CC-MAIN-2020-05	https://www.historyforkids.net/ancient-egyptian-boats-and-transportation.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607596.34/warc/CC-MAIN-20200122221541-20200123010541-00503.warc.gz	en	0.993221	983	3.640625	4	[ 0.08438806235790253, 0.4706093370914459, 0.3951258659362793, -0.3311147391796112, -0.46207737922668457, -0.28101658821105957, 0.561786949634552, -0.02551586553454399, -0.3662561774253845, 0.14237016439437866, 0.03240228071808815, -0.5664796233177185, -0.4054607152938843, 0.1647455841302871...	2	Ancient Egyptian Boats and Transportation Ancient Egypt was a place that was known for the Nile River and this river was important for the daily life of the Egyptians. Not only was this river important for allowing the Ancient Egyptians to be able to have food and water, it was also important for trade. Ships and Boats The most important way that people of Ancient Egypt were able to get around was through the use of boats and ships. Since they lived on the Nile River, this way of transportation was very important. Trade was a huge thing during this time and people would transport goods all around the country. The use of boats and ships was important for this so that the goods could be taken where they needed to go. Parts of the Boats The boat that was made by the Ancient Egyptians had many parts, it had a stern, a bow, and then later, the boats would have cabins for the people to ride in. How Did the Boat Move? The boats would move by the winds. When the wind would blow a certain way, the boat would travel in that direction. When boats would be traveling back north, they would use the currents and oars to help to guide and control the boat. One of the simplest boats that was around during Ancient Egyptian times was the skiff. This boat was a simple boat that was made from papyrus reeds and rope. The reeds were tied together with the ropes and these boats would be used for the Egyptians to travel small distances on or to sit in the water and fish. There were also larger ships that were made out of wood. They would be equipped with sails and oars for the Egyptians to be able to control the direction. Most of these ships were made with wooden planks that were held together with rope. When the wood would expand, it would cause the ship to have no water in it and so it would not sink. A wood called acacia wood was used on the lover parts of the ships so that they would be strong and would be able to carry heavier loads. Some of the ships would be made so that they could carry things such as blocks and stones to where the pyramids and temples were being built. The ship would be loaded up with these large stones and wood and then it would travel down the Nile River to where the temple or pyramid was being built. Not only were the ships used for transporting people and goods, they were also used for ceremonies. Sometimes, these ships would be used to move the images of the gods or goddess from one temple to another. The boats were also used during funerals so that mummies could be taken to where they would be laid to rest, in a tomb. The roads in Ancient Egypt were sometimes small and dirt and full of rocks. People would have to use animals or chariots in order to get around on land. Some people would walk or ride on the backs of donkeys or oxen and sometimes the donkeys or oxen would help to pull loads when people traveled. Some people think that the wheel was introduced into Ancient Egypt by the Hyksos, the foreign people. Some believe that this happened during the Fifteenth Dynasty. It is thought that the Hyksos people traveled through Ancient Egypt by chariots that were pulled by horses. More Facts About Ancient Egyptian Boats and Transportation: - The sun god was sent on a ship across the sky, according to myth. - Sometimes transportation was used by the royal people for hunting trips. - The Egyptians use a boat today called a felucca; this is a boat that has a sail that is shaped like a triangle. - Cabins didn’t appear on Ancient Egyptian boats until the New Kingdom. - The Nile River was considered a highway for travel. What Did You Learn? - What were some types of boats made out of during Ancient Egyptian times? Some of the first boats were made out of papyrus reeds and rope. These boats were small and would not go far out into the water. Later, boats were made out of wood. - What was important about the boats made out of wood? The boats that were made out of wood helped the Egyptians to be able to move bigger loads from one area to the other such as when building temples or pyramids. - What other transportation did the Egyptians have? The Egyptians would use animals, walking and eventually chariots to travel through the roads of Ancient Egypt. - What was important about the wheel? Some historians believe the wheel was introduced to the Ancient Egyptians by the Hyksos which were foreign people. - What was another important thing boats were used for? Boats were also used for ceremonies such as moving mummies and taking royal kings and pharaohs to their tombs.	957	ENGLISH	1
The 17th century was a period of tremendous social upheaval and resistance. There were two sections of society - one that supported the dissident movement and the others, who conformed to religious practices and looked to curb the revolution. George Fox, a dissenting preacher who opposed the Church of England, belonged to the former group of people. A man of grit, he agitated against the spiritual and radical authorities by offering an unfamiliar and obdurate attitude towards Christian faith. He often travelled around Britain and Europe trying to preach his thoughts, but was often met with resistance from the authorities who condemned his philosophies. He is best-remembered for forming the group called, ‘Friends of Truth’. They later came to be known as the ‘Society of Friends’ and eventually, ‘Quakers’. Despite being met with fierce resistance from religious groups and authorities, his followers expanded and he led a ministry, where his people were based in different parts of the world, preaching his ideologies and expanding the ‘Quaker’ movement. He was arrested on numerous occasions for his non-conformist practices, but that did not deter his spirit. Along with his friend and aide, William Penn, he established the American Quaker Colony of Pennsylvania and continued to preach till his last breath. - George Fox was born to Christopher Fox and Mary in Drayton-in-the-Clay, Leicestershire, England and he was the eldest of the four children.From a very young age, he believed in ‘righteousness’ and ‘simplicity’ and adopted a religious approach to life. Although there are no records of his formal education, it is believed that he knew how to read and write. He became an apprentice to a shoemaker and also worked as a shepherd.At the age of 19, he began to look down on the behavior of people who followed religion and conformed to alcoholic practices. As a result, he left home in 1643 and traveled to London in a confused, tormented state.Continue Reading BelowRecommended Lists: Recommended Lists:Later Life - Over the next few years, he travelled around Britain and Europe and many of his non-religious, dissenting beliefs took form. With all the fervent soul-searching, he hoped to look for a connection with ‘English Dissenters’ and it was around this time, he thought intensely about the ‘Temptation of Christ’.Through meditation and prayer, he defied many of the standard Christian beliefs and established that Christian rituals can be ignored as long as there is spiritual conversation and that nobody required a qualification to get into the ministry. He also argued by stating that Moses, Jacob, Abraham and David, who were all shepherds, did not require an education for what they did.In 1647, he preached his ideologies publicly, which slowly gathered a following. Although there are no records of when the ‘Society of Friends’ was formed, it is certain that they started off by calling themselves, ‘Children of Light’ or ‘Friends of Truth’ and then finally came to be known as the ‘Quakers’ due to their philosophy.He was imprisoned for his preaching activities in 1649, but this did not deter his spirit and he continued to condemn the Church of England. The following year, he was imprisoned once again on account of ‘blasphemy’, at Derby.In 1651, he travelled around the country with a number of other preachers, hoping to spread his message. Nonetheless, he was met with fierce opposition from many religious authorities and political figures, who would drive him and his supporters away.The next year, he held his first meeting in the Doncaster area, in Balby. After gathering a number of followers, he travelled around England, held a number of meetings and convinced many people to believe that Christ will speak to their souls directly.In 1653, he was once again arrested for ‘blasphemy’ and some even proposed to sentence him to his death for his unethical ways, but it was refused. A series of arrests took place till 1675.As his group of followers grew, a number of his ‘Friends’ were put in prison, which toughened his opinions against standard Christian religious practices like baptism through water and the removal of hats in a public place like a court.With the ascension of Charles II, the future for the ‘Society of Friends’ looked bleak. ‘Quakers’ were banished in New England and some were even executed.Continue Reading BelowIn 1671, he resolved his disputes with the King and travelled around the world to America and the West Indies. He returned to England two years later and discovered that his association had been firmly established in England, but was miserably divided.The ‘Society of Friends’ became an increasingly popular association and in 1675, the ‘Meetings for Sufferings’, an executive committee of the body that acted on behalf of the ‘Society of Friends’, was formed.Towards the end of his life, his health was deteriorating, but he continued with his activities. He wrote to other leaders around the world and explained his beliefs and the ‘Quakers’ philosophy.Personal Life & Legacy - He married Margaret Fell on October 27, 1669. She was ten years elder to him and was one of his earliest converts. She had eight children from her previous marriage to Thomas Fell.Together, Margaret and George shared their work and were even imprisoned together on many occasions.He passed away in London and was interred at Bunhill Fields, with hordes of followers attending his funeral.Many of his journals and letters were published almost immediately after his death and many were not even compiled for years. These letters and journals explicitly explained his ideologies, the dissent within his organization and the development of the ‘Quakers’.Following his death, his group, the ‘Society of Friends’ carried forward his legacy, which is present even today.The George Fox University in Oregon is named after him and he also has a building named in his honor at Lancaster University.His relationship with his wife has been captured in a novel, ‘The Peaceable Kingdom: An American Saga’ and his life has also been rendered by James Harcourt in the 1941 film, ‘Penn of Pennsylvania’.Trivia - This English dissenter temporarily lost his sight when he suffered from chronic depression and illness. How To CiteArticle Title- George Fox BiographyAuthor- Editors, TheFamousPeople.comWebsite- TheFamousPeople.comURL- https://www.thefamouspeople.com/profiles/george-fox-4791.phpLast Updated- November 06, 2017 People Also Viewed	<urn:uuid:a9b7f163-9d40-4f25-b428-17f5f6dde79f>	CC-MAIN-2020-05	https://www.thefamouspeople.com/profiles/george-fox-4791.php	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592636.25/warc/CC-MAIN-20200118135205-20200118163205-00084.warc.gz	en	0.98951	1,409	3.484375	3	[ 0.14029929041862488, 0.18128585815429688, -0.052522219717502594, -0.17279809713363647, -0.393285870552063, 0.17260244488716125, -0.043567486107349396, 0.250398725271225, -0.19903451204299927, 0.13433916866779327, -0.15281212329864502, -0.10239042341709137, 0.11563034355640411, 0.0079993940...	1	The 17th century was a period of tremendous social upheaval and resistance. There were two sections of society - one that supported the dissident movement and the others, who conformed to religious practices and looked to curb the revolution. George Fox, a dissenting preacher who opposed the Church of England, belonged to the former group of people. A man of grit, he agitated against the spiritual and radical authorities by offering an unfamiliar and obdurate attitude towards Christian faith. He often travelled around Britain and Europe trying to preach his thoughts, but was often met with resistance from the authorities who condemned his philosophies. He is best-remembered for forming the group called, ‘Friends of Truth’. They later came to be known as the ‘Society of Friends’ and eventually, ‘Quakers’. Despite being met with fierce resistance from religious groups and authorities, his followers expanded and he led a ministry, where his people were based in different parts of the world, preaching his ideologies and expanding the ‘Quaker’ movement. He was arrested on numerous occasions for his non-conformist practices, but that did not deter his spirit. Along with his friend and aide, William Penn, he established the American Quaker Colony of Pennsylvania and continued to preach till his last breath. - George Fox was born to Christopher Fox and Mary in Drayton-in-the-Clay, Leicestershire, England and he was the eldest of the four children.From a very young age, he believed in ‘righteousness’ and ‘simplicity’ and adopted a religious approach to life. Although there are no records of his formal education, it is believed that he knew how to read and write. He became an apprentice to a shoemaker and also worked as a shepherd.At the age of 19, he began to look down on the behavior of people who followed religion and conformed to alcoholic practices. As a result, he left home in 1643 and traveled to London in a confused, tormented state.Continue Reading BelowRecommended Lists: Recommended Lists:Later Life - Over the next few years, he travelled around Britain and Europe and many of his non-religious, dissenting beliefs took form. With all the fervent soul-searching, he hoped to look for a connection with ‘English Dissenters’ and it was around this time, he thought intensely about the ‘Temptation of Christ’.Through meditation and prayer, he defied many of the standard Christian beliefs and established that Christian rituals can be ignored as long as there is spiritual conversation and that nobody required a qualification to get into the ministry. He also argued by stating that Moses, Jacob, Abraham and David, who were all shepherds, did not require an education for what they did.In 1647, he preached his ideologies publicly, which slowly gathered a following. Although there are no records of when the ‘Society of Friends’ was formed, it is certain that they started off by calling themselves, ‘Children of Light’ or ‘Friends of Truth’ and then finally came to be known as the ‘Quakers’ due to their philosophy.He was imprisoned for his preaching activities in 1649, but this did not deter his spirit and he continued to condemn the Church of England. The following year, he was imprisoned once again on account of ‘blasphemy’, at Derby.In 1651, he travelled around the country with a number of other preachers, hoping to spread his message. Nonetheless, he was met with fierce opposition from many religious authorities and political figures, who would drive him and his supporters away.The next year, he held his first meeting in the Doncaster area, in Balby. After gathering a number of followers, he travelled around England, held a number of meetings and convinced many people to believe that Christ will speak to their souls directly.In 1653, he was once again arrested for ‘blasphemy’ and some even proposed to sentence him to his death for his unethical ways, but it was refused. A series of arrests took place till 1675.As his group of followers grew, a number of his ‘Friends’ were put in prison, which toughened his opinions against standard Christian religious practices like baptism through water and the removal of hats in a public place like a court.With the ascension of Charles II, the future for the ‘Society of Friends’ looked bleak. ‘Quakers’ were banished in New England and some were even executed.Continue Reading BelowIn 1671, he resolved his disputes with the King and travelled around the world to America and the West Indies. He returned to England two years later and discovered that his association had been firmly established in England, but was miserably divided.The ‘Society of Friends’ became an increasingly popular association and in 1675, the ‘Meetings for Sufferings’, an executive committee of the body that acted on behalf of the ‘Society of Friends’, was formed.Towards the end of his life, his health was deteriorating, but he continued with his activities. He wrote to other leaders around the world and explained his beliefs and the ‘Quakers’ philosophy.Personal Life & Legacy - He married Margaret Fell on October 27, 1669. She was ten years elder to him and was one of his earliest converts. She had eight children from her previous marriage to Thomas Fell.Together, Margaret and George shared their work and were even imprisoned together on many occasions.He passed away in London and was interred at Bunhill Fields, with hordes of followers attending his funeral.Many of his journals and letters were published almost immediately after his death and many were not even compiled for years. These letters and journals explicitly explained his ideologies, the dissent within his organization and the development of the ‘Quakers’.Following his death, his group, the ‘Society of Friends’ carried forward his legacy, which is present even today.The George Fox University in Oregon is named after him and he also has a building named in his honor at Lancaster University.His relationship with his wife has been captured in a novel, ‘The Peaceable Kingdom: An American Saga’ and his life has also been rendered by James Harcourt in the 1941 film, ‘Penn of Pennsylvania’.Trivia - This English dissenter temporarily lost his sight when he suffered from chronic depression and illness. How To CiteArticle Title- George Fox BiographyAuthor- Editors, TheFamousPeople.comWebsite- TheFamousPeople.comURL- https://www.thefamouspeople.com/profiles/george-fox-4791.phpLast Updated- November 06, 2017 People Also Viewed	1,374	ENGLISH	1
The capital of the state of Kentucky is Frankfort. The city is also the county seat of Franklin County, Kentucky. It has a population of about 27,000 people, which makes it the fifteenth-most populous city in Kentucky. The city is located along the Kentucky River, and is the primary city of the Frankfort Micropolitan Statistical Area; this area includes Anderson and Franklin Counties. This micropolitan area is the fourth most populous in the state. The city obtained its name because of an incident in the 1780s involving a raid by local Native Americans on a group of early European settlers to the area. These settlers from the east were making salt at a ford along the Kentucky River, when one of them, a man named Stephen Frank, was killed by the Natives. The other settlers began calling their new settlement Frank’s Ford, which later became blended to Frankfort. A man named James Wilkinson purchased a 260-acre tract of land on the north side of the Kentucky River in 1786. He developed this tract of land as the downtown area of Frankfort. He was also one of the early proponents of Frankfort as the capital of Kentucky. Kentucky achieved statehood as the fifteenth US state in 1792. After this, five commissioners from various Kentucky counties were appointed to choose a location for the state capital. These commissioners were John Allen, John Edwards, Henry Lee, Thomas Kennedy, and Robert Todd. There were a few towns that were competing for the honor of being the state capital, and Frankfort won. An offer from the town to the commission that included resident Andrew Holmes; log cabin to use as the capitol building for seven years, several town lots, $50 worth of locks and hinges, ten boxes of glass, 1,500 pounds of nails and $3,000 in gold was instrumental in Frankfort being chosen as the state capital city. There was a US post office in Frankfort by 1794; Daniel Weisiger was named the first postmaster there. He sent his first quarterly account to Washington, D.C. in October of that same year. A lawyer and statesman from Virginia named John Brown built a house in Frankfort in 1796 that is today called Liberty Hall. Before Kentucky achieved statehood, John Brown represented Virginia at the Continental Congress during the Revolutionary War, and also in the US Congress from 1789 to 1791. When he was in Congress, John Brown introduced the bill that granted statehood to Kentucky. After Kentucky achieved statehood, he was elected to the US Senate by the Kentucky state legislature (this was in the days when state legislatures selected US senators instead of American voters). The same year John Brown built his house in Frankfort, the Kentucky General Assembly voted to provide funds to build a house in which the state’s governor would live. It was finished two years later. The Old Governor’s Mansion of Kentucky is said to be the oldest governor’s mansion still in use in the United States. The Old Capitol of Kentucky was designed in 1829 by Gideon Shyrock. The Greek Revival building was actually Kentucky’s third capitol building, but the only one that is still standing today. The building served as Kentucky’s capitol building for eighty years. A nearby settlement called South Frankfort was annexed by Frankfort in 1850, making the town into a city. The popular periodical “The Argus of Western America” was published in Frankfort from 1808 to 1830. During the Civil War, the army of the Union built fortifications that overlooked Frankfort on a patch of land that is today called Fort Hill. The Confederate Army also occupied Frankfort for a brief period of time during the Civil War. It was the only time during the war that the Confederate Army took control, even however temporarily, of a Union state capital. In 1900, the Governor-elect of Kentucky, a man named William Goebel, was assassinated while he was walking to the capitol building to attend his inauguration. The former US Secretary of State Caleb Powers was found guilty later of being part of a conspiracy to assassinate William Goebel. The city of Frankfort became a healthy, busy city, and continued to grow over the decades, especially during the 1960s. There was a modern addition to the State Office Building that was done in 1967. The original State Office Building was built in the 1930s on the site of the former Kentucky State Penitentiary. Some stones from the walls of the old penitentiary were used in the walls that were built to go around the office building. The Capitol Plaza was also built in the 1960s. The Plaza includes the Capitol Plaza Office Tower (which is the tallest building in Frankfort), the Capitol Plaza Hotel (formerly a Holiday Inn hotel), and the Fountain Place Shoppes. The Capitol Plaza Office Tower opened in 1972 and has since become a prominent visual landmark for Frankfort, is located in the center of the city. By the early 21st century, the buildings of the plaza had fallen into disrepair because of the neglect of exterior maintenance of them. Sections of the plaza had to be closed to pedestrians because of concerns about their safety. City officials recommended in 2008 that the Tower be demolished and that the plaza area be redeveloped over several years. In 2018, the demolition of the Tower was completed, and the event was televised and live-streamed on Facebook. That same year, the convention center in Frankfort was also demolished (it had been built in 1971). The city is the home to several large and important businesses including the Kentucky Bourbon and Buffalo Trace distilleries. The city of Frankfort is a large, busy, and important city today. Going from its pioneer/frontier origins to its place as a busy metropolis took a couple of centuries, but Frankfort is now an important American city that contributes to state tourism, as well as the state and national economies in a positive and beneficial way.	<urn:uuid:a19a3d19-406c-4073-a2e6-0fe77ade2454>	CC-MAIN-2020-05	https://ancestralfindings.com/the-state-capitals-kentucky/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607596.34/warc/CC-MAIN-20200122221541-20200123010541-00542.warc.gz	en	0.984149	1,227	3.609375	4	[ 0.05267791450023651, -0.45259609818458557, 0.3783867657184601, 0.01201899629086256, -0.1179509088397026, 0.11820651590824127, 0.6186155080795288, -0.00656639039516449, -0.2678607702255249, 0.23152190446853638, 0.016271471977233887, -0.49163705110549927, -0.34236058592796326, -0.11669463664...	5	The capital of the state of Kentucky is Frankfort. The city is also the county seat of Franklin County, Kentucky. It has a population of about 27,000 people, which makes it the fifteenth-most populous city in Kentucky. The city is located along the Kentucky River, and is the primary city of the Frankfort Micropolitan Statistical Area; this area includes Anderson and Franklin Counties. This micropolitan area is the fourth most populous in the state. The city obtained its name because of an incident in the 1780s involving a raid by local Native Americans on a group of early European settlers to the area. These settlers from the east were making salt at a ford along the Kentucky River, when one of them, a man named Stephen Frank, was killed by the Natives. The other settlers began calling their new settlement Frank’s Ford, which later became blended to Frankfort. A man named James Wilkinson purchased a 260-acre tract of land on the north side of the Kentucky River in 1786. He developed this tract of land as the downtown area of Frankfort. He was also one of the early proponents of Frankfort as the capital of Kentucky. Kentucky achieved statehood as the fifteenth US state in 1792. After this, five commissioners from various Kentucky counties were appointed to choose a location for the state capital. These commissioners were John Allen, John Edwards, Henry Lee, Thomas Kennedy, and Robert Todd. There were a few towns that were competing for the honor of being the state capital, and Frankfort won. An offer from the town to the commission that included resident Andrew Holmes; log cabin to use as the capitol building for seven years, several town lots, $50 worth of locks and hinges, ten boxes of glass, 1,500 pounds of nails and $3,000 in gold was instrumental in Frankfort being chosen as the state capital city. There was a US post office in Frankfort by 1794; Daniel Weisiger was named the first postmaster there. He sent his first quarterly account to Washington, D.C. in October of that same year. A lawyer and statesman from Virginia named John Brown built a house in Frankfort in 1796 that is today called Liberty Hall. Before Kentucky achieved statehood, John Brown represented Virginia at the Continental Congress during the Revolutionary War, and also in the US Congress from 1789 to 1791. When he was in Congress, John Brown introduced the bill that granted statehood to Kentucky. After Kentucky achieved statehood, he was elected to the US Senate by the Kentucky state legislature (this was in the days when state legislatures selected US senators instead of American voters). The same year John Brown built his house in Frankfort, the Kentucky General Assembly voted to provide funds to build a house in which the state’s governor would live. It was finished two years later. The Old Governor’s Mansion of Kentucky is said to be the oldest governor’s mansion still in use in the United States. The Old Capitol of Kentucky was designed in 1829 by Gideon Shyrock. The Greek Revival building was actually Kentucky’s third capitol building, but the only one that is still standing today. The building served as Kentucky’s capitol building for eighty years. A nearby settlement called South Frankfort was annexed by Frankfort in 1850, making the town into a city. The popular periodical “The Argus of Western America” was published in Frankfort from 1808 to 1830. During the Civil War, the army of the Union built fortifications that overlooked Frankfort on a patch of land that is today called Fort Hill. The Confederate Army also occupied Frankfort for a brief period of time during the Civil War. It was the only time during the war that the Confederate Army took control, even however temporarily, of a Union state capital. In 1900, the Governor-elect of Kentucky, a man named William Goebel, was assassinated while he was walking to the capitol building to attend his inauguration. The former US Secretary of State Caleb Powers was found guilty later of being part of a conspiracy to assassinate William Goebel. The city of Frankfort became a healthy, busy city, and continued to grow over the decades, especially during the 1960s. There was a modern addition to the State Office Building that was done in 1967. The original State Office Building was built in the 1930s on the site of the former Kentucky State Penitentiary. Some stones from the walls of the old penitentiary were used in the walls that were built to go around the office building. The Capitol Plaza was also built in the 1960s. The Plaza includes the Capitol Plaza Office Tower (which is the tallest building in Frankfort), the Capitol Plaza Hotel (formerly a Holiday Inn hotel), and the Fountain Place Shoppes. The Capitol Plaza Office Tower opened in 1972 and has since become a prominent visual landmark for Frankfort, is located in the center of the city. By the early 21st century, the buildings of the plaza had fallen into disrepair because of the neglect of exterior maintenance of them. Sections of the plaza had to be closed to pedestrians because of concerns about their safety. City officials recommended in 2008 that the Tower be demolished and that the plaza area be redeveloped over several years. In 2018, the demolition of the Tower was completed, and the event was televised and live-streamed on Facebook. That same year, the convention center in Frankfort was also demolished (it had been built in 1971). The city is the home to several large and important businesses including the Kentucky Bourbon and Buffalo Trace distilleries. The city of Frankfort is a large, busy, and important city today. Going from its pioneer/frontier origins to its place as a busy metropolis took a couple of centuries, but Frankfort is now an important American city that contributes to state tourism, as well as the state and national economies in a positive and beneficial way.	1,286	ENGLISH	1
Everyone Can Learn Math How do you approach a math problem that challenges you? Do you keep trying until you reach a solution? Or are you like Amy, who gets frustrated easily and gives up? Amy is usually a happy and enthusiastic student in grade five who loves to dance, but she is struggling with a tough math assignment. She doesn’t think she is good at math because her classmates always get the answers faster than she does and sometimes she uses her fingers to help her count. Even though her mom tries to help her, Amy is convinced she just cannot do math. She decides not to do the assignment at all since she thinks she wouldn’t do well anyway. As Amy goes about her day, her experiences at ballet class, the playground, and gym class have her thinking back to how she gave up on her math assignment. She starts to notice that hard-work, practice, and dedication lead to success, thanks to her friends and teachers. She soon comes to understand that learning math is no different than learning any other skill in life. With some extra encouragement from her math teacher, a little help from her mom, and a new attitude, Amy realizes that she can do math!	<urn:uuid:0d6e69db-bba0-4aed-84dd-70ca92dc8e4e>	CC-MAIN-2020-05	http://everyonecanlearnmath.com/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783000.84/warc/CC-MAIN-20200128184745-20200128214745-00532.warc.gz	en	0.984723	245	3.546875	4	[ -0.6919744610786438, -0.6763077974319458, 0.36203625798225403, -0.2643723785877228, -0.9608408808708191, 0.19379426538944244, 0.16162756085395813, 0.13337574899196625, 0.10030024498701096, -0.4038946330547333, 0.2203921526670456, -0.13442178070545197, -0.024440566077828407, 0.3273006975650...	3	Everyone Can Learn Math How do you approach a math problem that challenges you? Do you keep trying until you reach a solution? Or are you like Amy, who gets frustrated easily and gives up? Amy is usually a happy and enthusiastic student in grade five who loves to dance, but she is struggling with a tough math assignment. She doesn’t think she is good at math because her classmates always get the answers faster than she does and sometimes she uses her fingers to help her count. Even though her mom tries to help her, Amy is convinced she just cannot do math. She decides not to do the assignment at all since she thinks she wouldn’t do well anyway. As Amy goes about her day, her experiences at ballet class, the playground, and gym class have her thinking back to how she gave up on her math assignment. She starts to notice that hard-work, practice, and dedication lead to success, thanks to her friends and teachers. She soon comes to understand that learning math is no different than learning any other skill in life. With some extra encouragement from her math teacher, a little help from her mom, and a new attitude, Amy realizes that she can do math!	238	ENGLISH	1
Many African Americans that fought in the war did not do so because they wanted to. During the war, if you were drafted, it was permissible to buy your way out of army service, or to send someone in your place, a mercenary. Often the cheapest mercenary available was a slave. One of the main events preceding the Revolution was the “Boston Massacre.” It was hardly a massacre — only five people were killed, but one of them was an African American, Crispus Attucks. Even though he was a runaway slave, he was buried with the other four martyrs of the “massacre.” And at thefirst battles of the Revolution, Lexington and Concord, there were ten African Americans. One, Prince Easterbrooks, was described as “thefirst to get into the fight.” At the battle of Bunker Hill, another early battle, the African American, Salem Poor, performed so well that fourteen officers sent a petition to the legislature declaring that he “behaved like an experienced officer, as well as an excellent soldier” and added that “a reward was due to so great and distinguished a character.” (Meltzer 130) African Americans played a role on the battle field from the beginning. One, in particular, played an important role at the end of the war. The leader of the British Army was General Cornwallis. One of Cornwallis’s servants was an African American. He was also a patriot spy. For months he gave Lafayette details concerning Cornwallis’s plans. This information was invaluable in eventually defeating Cornwallis at Yorktown, the final battle of the Revolution. Even though many African Americans played important roles in the American Revolution, slavery survived the Revolution intact. True in some areas the process of abolition had been accelerated by the ideas of the Revolution, but in other areas, notably the south, slavery not only continued but expanded during the war and afterwards	<urn:uuid:035d1bc0-c5bb-4c10-853b-42d32a5e6a9e>	CC-MAIN-2020-05	https://gemmarketingsolutions.com/arficans-in-the-american-revolution/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250595282.35/warc/CC-MAIN-20200119205448-20200119233448-00160.warc.gz	en	0.984568	398	4.375	4	[ -0.22520354390144348, 0.5164656639099121, 0.19283975660800934, -0.04409470036625862, -0.27789369225502014, -0.16985727846622467, 0.04641528055071831, 0.12190529704093933, -0.33456286787986755, 0.1568770706653595, 0.2219933569431305, 0.03667394071817398, -0.339584618806839, 0.30157423019409...	2	Many African Americans that fought in the war did not do so because they wanted to. During the war, if you were drafted, it was permissible to buy your way out of army service, or to send someone in your place, a mercenary. Often the cheapest mercenary available was a slave. One of the main events preceding the Revolution was the “Boston Massacre.” It was hardly a massacre — only five people were killed, but one of them was an African American, Crispus Attucks. Even though he was a runaway slave, he was buried with the other four martyrs of the “massacre.” And at thefirst battles of the Revolution, Lexington and Concord, there were ten African Americans. One, Prince Easterbrooks, was described as “thefirst to get into the fight.” At the battle of Bunker Hill, another early battle, the African American, Salem Poor, performed so well that fourteen officers sent a petition to the legislature declaring that he “behaved like an experienced officer, as well as an excellent soldier” and added that “a reward was due to so great and distinguished a character.” (Meltzer 130) African Americans played a role on the battle field from the beginning. One, in particular, played an important role at the end of the war. The leader of the British Army was General Cornwallis. One of Cornwallis’s servants was an African American. He was also a patriot spy. For months he gave Lafayette details concerning Cornwallis’s plans. This information was invaluable in eventually defeating Cornwallis at Yorktown, the final battle of the Revolution. Even though many African Americans played important roles in the American Revolution, slavery survived the Revolution intact. True in some areas the process of abolition had been accelerated by the ideas of the Revolution, but in other areas, notably the south, slavery not only continued but expanded during the war and afterwards	386	ENGLISH	1
On November 7, Mrs. Barbieri's third grade class enjoyed a special opportunity to enter a live video session with NASA. Their class was able to learn their STEM short session on the sun. Lindsey Jones from the NASA Goddard Flight Center in Maryland taught the session. Mrs. Barbieri's class submitted their questions before and during the session. Fourteen of sixteen students had their questions answered during the live session. Ms. Jones highlighted Olivia and Aidan's questions during the feed. The students were very excited and engaged throughout the entire lesson. Even though space is not a primary focus in the third grade curriculum, Mrs. Barbieri feels learning about space, technology and STEM careers is important to future generations. She also wants to ignite curiousity and a love of learning in her students. The three main ideas our class learned is that "the sun is really big and really far away", "the sun is not the hottest star" and the "the sun is complex". Students learned facts to support these ideas. For example, the sun is 93 million miles away from the sun, the surface is about 10,000 degrees Farhenheit and blue and white stars are hotter than yellow stars. Students were also excited to learn about the upcoming solar eclipse on August of 2017 and how to prepare for it. Students were on the edge of their seat listening to see if their question would arise. They also enjoyed hearing questions from other students in the country who were tuning in.	<urn:uuid:46f1b63f-25fd-4c7c-b0cf-3a7e34f4b5e6>	CC-MAIN-2020-05	https://www.gcsct.org/apps/news/article/640952	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593937.27/warc/CC-MAIN-20200118193018-20200118221018-00212.warc.gz	en	0.981602	293	3.375	3	[ -0.19571490585803986, 0.21007603406906128, -0.17046579718589783, -0.2951660752296448, 0.015276845544576645, 0.3977292776107788, -0.11286463588476181, 0.13087092339992523, 0.05696221813559532, 0.015203727409243584, 0.17802242934703827, -0.10554011911153793, -0.058647625148296356, 0.28989505...	1	On November 7, Mrs. Barbieri's third grade class enjoyed a special opportunity to enter a live video session with NASA. Their class was able to learn their STEM short session on the sun. Lindsey Jones from the NASA Goddard Flight Center in Maryland taught the session. Mrs. Barbieri's class submitted their questions before and during the session. Fourteen of sixteen students had their questions answered during the live session. Ms. Jones highlighted Olivia and Aidan's questions during the feed. The students were very excited and engaged throughout the entire lesson. Even though space is not a primary focus in the third grade curriculum, Mrs. Barbieri feels learning about space, technology and STEM careers is important to future generations. She also wants to ignite curiousity and a love of learning in her students. The three main ideas our class learned is that "the sun is really big and really far away", "the sun is not the hottest star" and the "the sun is complex". Students learned facts to support these ideas. For example, the sun is 93 million miles away from the sun, the surface is about 10,000 degrees Farhenheit and blue and white stars are hotter than yellow stars. Students were also excited to learn about the upcoming solar eclipse on August of 2017 and how to prepare for it. Students were on the edge of their seat listening to see if their question would arise. They also enjoyed hearing questions from other students in the country who were tuning in.	306	ENGLISH	1
5th - 9th March 2018, St Peter's were very lucky to be given the challenge of STEM week. This was the first year, we have had a STEM week in school and the children were certainly challenged and lots of fun was had by all! What is STEM? STEM is the future. It links the subjects of science, technology, engineering and maths together; this gives us the opportunity to greatly enjoy building our knowledge through some amazing activities and projects. Within this special week children were given a different Easter challenge that would promote their problem solving skills, the children had to use their knowledge of all four subjects and logical thinking to solve challenges. Nursery's challenge was Easter Slime. Here, the children had to fill different sized plastic eggs with a variety of slime, finding some much more difficult than others. In Reception, children had to gather up their plastic eggs and see how high they could build a tower, the children then measured their towers, some were amazingly high using up to 30 egg halves! The children in Year 1 were focusing on jellybean structures! The children were investigating what they could build out of jelly beans and toothpicks – they came up with some fantastic ideas. Year 2's challenge was plastic egg races! The children had to aswer the question - How well do eggs roll? They used different ramps to race the plastic eggs, testing which one was most successful after changing the angle. The children then challeneged themselves further by seeing what would happen if they added an object into the egg. Year 2 found out that the heavier the egg, the further it rolled. In Year 3, the children were completing the egg drop challenge, here the children had to design a structure that would keep the egg safe once it was dropped from a height. Some of the designs worked whilst others did not. This allowed Year 3 the opportunity to evaluate their work and decide on the best design to protect their egg. The children in Year 4 were creating plastic egg eruptions. The children had to fill the halves of plastic eggs with a tablespoon of baking soda, and then they use food colouring and vinegar to make mini eruptions with a dropper. The children recorded their results and made some great recordings, using all of this the children then created their own story board. Year 5’s challenge, was to create rubber eggs. The children had to see if they could make an egg bounce. They added vinegar to a real egg and recorded the reaction that took place. Over the week, the shell of the egg dissolved and the children were not left with a raw egg but instead a rubber egg that would bounce! Year 6 had to the challenge of designing an egg catapult. The children used a range of materials to build a catapult that would launch a plastic egg, once built the children found the average distance for each catapult then recorded their findings on graphs, this allowed the children to see which design was the best. Year 6 then experimented further with their catapult designs observing what would happen if there were an object added inside the egg. All classes took part so please do ask them all about it. The whole school worked so hard to complete all the tasks. We ended the week, with each class presenting their findings in assembly, so please look at our gallery item!	<urn:uuid:70b393dc-939f-49ce-9de0-35bc021dea1c>	CC-MAIN-2020-05	http://stpetersce.rochdale.sch.uk/page/stem/42826	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598726.39/warc/CC-MAIN-20200120110422-20200120134422-00056.warc.gz	en	0.986706	673	3.5625	4	[ -0.14012035727500916, 0.2300293743610382, 0.04011689871549606, -0.2712368369102478, -0.3073081374168396, 0.35744017362594604, -0.30913686752319336, 0.3574984669685364, -0.20832589268684387, 0.067084401845932, -0.010113595053553581, -0.3226471543312073, 0.10811644792556763, 0.34908896684646...	7	5th - 9th March 2018, St Peter's were very lucky to be given the challenge of STEM week. This was the first year, we have had a STEM week in school and the children were certainly challenged and lots of fun was had by all! What is STEM? STEM is the future. It links the subjects of science, technology, engineering and maths together; this gives us the opportunity to greatly enjoy building our knowledge through some amazing activities and projects. Within this special week children were given a different Easter challenge that would promote their problem solving skills, the children had to use their knowledge of all four subjects and logical thinking to solve challenges. Nursery's challenge was Easter Slime. Here, the children had to fill different sized plastic eggs with a variety of slime, finding some much more difficult than others. In Reception, children had to gather up their plastic eggs and see how high they could build a tower, the children then measured their towers, some were amazingly high using up to 30 egg halves! The children in Year 1 were focusing on jellybean structures! The children were investigating what they could build out of jelly beans and toothpicks – they came up with some fantastic ideas. Year 2's challenge was plastic egg races! The children had to aswer the question - How well do eggs roll? They used different ramps to race the plastic eggs, testing which one was most successful after changing the angle. The children then challeneged themselves further by seeing what would happen if they added an object into the egg. Year 2 found out that the heavier the egg, the further it rolled. In Year 3, the children were completing the egg drop challenge, here the children had to design a structure that would keep the egg safe once it was dropped from a height. Some of the designs worked whilst others did not. This allowed Year 3 the opportunity to evaluate their work and decide on the best design to protect their egg. The children in Year 4 were creating plastic egg eruptions. The children had to fill the halves of plastic eggs with a tablespoon of baking soda, and then they use food colouring and vinegar to make mini eruptions with a dropper. The children recorded their results and made some great recordings, using all of this the children then created their own story board. Year 5’s challenge, was to create rubber eggs. The children had to see if they could make an egg bounce. They added vinegar to a real egg and recorded the reaction that took place. Over the week, the shell of the egg dissolved and the children were not left with a raw egg but instead a rubber egg that would bounce! Year 6 had to the challenge of designing an egg catapult. The children used a range of materials to build a catapult that would launch a plastic egg, once built the children found the average distance for each catapult then recorded their findings on graphs, this allowed the children to see which design was the best. Year 6 then experimented further with their catapult designs observing what would happen if there were an object added inside the egg. All classes took part so please do ask them all about it. The whole school worked so hard to complete all the tasks. We ended the week, with each class presenting their findings in assembly, so please look at our gallery item!	675	ENGLISH	1
The USS Constitution, also known as Old Ironsides, is a wooden ship that has three masts and is a heavy frigate of the United States Navy, originally named by President George Washington after the Constitution of the United States. The Constitution is the oldest commissioned naval vessel in world that is still afloat. The ship was one of sex frigates that were ordered for construction by the Naval Act of 1794, and the third to be constructed. The ships were designed by Joshua Humphreys to be the young Navy’s capital ships, so the ships were designed to be both larger and more heavily armed than the standard frigates of that period. The ship was built at the Edmund Hartt shipyard, which was situated in the North End of Boston, Massachusetts. The first offical duty of the ship was to provide protection to American ships during the war with France, with the second duty being to defeat the Barbary pirates in the First Barbary War. Both of which were considered by naval historians to demonstrate the effectiveness of the ship and the viability of building larger ships in order to secure better naval prowess. The USS Arizona was a Pennsylvania-class battleship that was designed for use by the United States Navy during the early 1900s. The ship was named after the 48th state, Arizona, that had recently been admitted into the union. The ship was one of the two Pennsylvania class of battleships that were described as ‘super-deadnought’. The ship was originally comissioned in 1916 but saw no action during World War I and remained in the United States. Between World War I and World War II, the ship was primarily used for transporting American officals around the world and for use in training exercises. The ship also saw use as an aid ship during the 1933 earthquake in Long Beach, California. The ship’s fate was sealed during the attack on Pearl Harbor on the 7th of December 1941, when the ship was hit by a bomb that detonated in a powder magazine, causing the ship to violently explode. In total there was a loss of life totaling 1,177 officers and crewmen. The wreck of the ship still lise at the bottom of Pearl Harbour and has a memorial building built over the top side of the hull. The Santa Maria, full name: La Santa Maria de la Inmaculada Concepcion, which roughly translates into: The Holy Mary of the Immaculate Conception, was the largest of all three ships that were used by Christopher Columbus when he took his first voyage across the Atlantic ocean in 1942, the master and owner of the ship was Juan de la Cosa. Built in Pontevedra, Galicia, in the North-West of Spain, the ship is theorised to have been a medium-sized carrack, being approximately 18 meters long, with historian Juan Escalante de Mendoza stating in 1575 that the ship weight approximately 100 tons. The other ships that Columbus bought with on his expidetion were smaller caravel-type ships. The voyage was not particularly well funded and all of the ships were at least second-hand, with some speculation by historians that they may even have been third-hand. The ships were not designed properly for exploration and were designed as modestly sized merchant vessels. Unfortunately the exact dimensions of the ships have been lost to time, but some anecdotal accounts from the voyage do remain. Historians have put those accounts together with ship wrecks from the same time period in order to obtain rough dimensions for the ships. The Santa Maria had three masts, making it the slowest of the three ships during Columbus’ expedition, but this helped it fare well on the Atlantic ocean. The initial crossing went well, but the return crossing was when disaster struck. Columbus had decided to sleep, as he had not done so in at least two days, leaving his steersman in charge of the ship. Given that the night’s weather happened to be particularly calm, the steersman decided to allow a cabin boy to steer the ship, a practice that Columbus would never have allowed had he been awake. The cabin boy’s lack of experience at the helm, the ship ultimately was carried onto a sandbank and ran aground on a site near Haiti. The ship proved to be unrepairable and sank the next day, with Columbus ordering the ship stripped of timber in order for a fort to be built. The exact wreckage for the ship has never been fround, although a number of dive teams have attempted to do so. The closest that any team has come so far was on the 13th of May in 2014, when underwater archaeological explorer Barry Clifford claimed that his team had found the original wreck of the Santa Maria. The claim was studied in great detail by UNCESCO, but in the following October, UNESCO published a report stating that the ship cannot have belonged to Columbus. This was due to fastenings that had been used in the hull of that particular ship which dated back to the 17th or 18th century. The Mayflower was an English ship that has become a common part of modern day Americana folklore. The ship was transporting English Puritans, who are known in the modern day as the Pilgrims, from Plymouth, England, to the ‘New World’, with the ship departing in 1620. In total there were 102 pilgrims on board the ship, with an estimated 30 members of crew, although the exact number was either never recorded or the records have been lost. When the Pilgrims left England they signed the Mayflower Compact with the intention of establishing Plymouth Colony. The colony was designed as a rudimentary form of democracy and was an early precursor to socialism, with each member of the colony supposed to contribute towards the welfare of everyone in the community. There were other ships also named Mayflower that made the journey between London and Plymouth, Massachusetts several times. The Mayflower was a square rig with a beakhead bow as well as castle-like structures situated on the fore and aft of the vessel in order to protect the ship’s crew and main deck from bad weather at sea. This design was common amongst English merchant vessels during the early 17th century. The design of the ship made it particularly bad at sailing against the wind and unable to sell well against the westerly winds that are prevalent in the North Atlantic. The entire voyage took a little over two months as a result of this. The return voyage was shortened to over half that time, with the strong winds acting in the ship’s favour. The exact measurements of the ship are unknown as accurate records from that time have not managed to survive through to the modern day, but historians believe that the ship was approximately 30 metres in length and roughly 7.6 meters at the widest point. With the full load of passengers and cargo it is thought that the bottom of the keel would be just under 4 metres below the waterline. The Mayflower was also a heavily armed ship, as piracy was not uncommon at that time. The largest gun on The Mayflower was a minion cannon, weighing in at approximately 550 kg, which could shoot a 1.5 kg cannonball over a kilometer. The HMS Victory was a Royal Navy ship that was ordered in 1758 and finally launched in 1765. The ship was a first-rate warship, having 104 guns and designed as a flagship for the admiralty of the day. The ship is perhaps best known for being the flagship of Lord Nelson at the Battle of Trafalgar on the 21st of October 1805. After the battle the ship went on to serve as Keppel’s flagship at Ushand, Jervis’ flagship at Cape St Vincent, and Howe’s flagship at Cape Spartel. By this time the ship had served her time and was relagated to the role of harbour ship. Not completely finished and having played an important role in British naval history, the ship was moved to a dry dock at Pourtsmouth, England, in 1922 where it was preserved as a museum ship. The ship is still technically in service and has been the flagship of the First Sea Lord since October 2012, making it the oldest naval ship in the world to still be in commission, having been in service for 241 years as of 2019. HMS Victory was one of 12 ships that were ordered by Pitt the Elder as part of his hole as head of the British government. Victory was one of ten first-rate ships that had been comissioned. The architect that was chosen to design the ship was Sir Thomas Slade who was serving as the Surveyor of the Navy at that time. In total, the ship required around 6,000 trees for construction, alongside 150 workmen who were assigned to construct the frame, 90% of which was made from oak, with elm, pine, and fir used when required.	<urn:uuid:b89cc691-3978-45e9-8510-ad95226bd8bd>	CC-MAIN-2020-05	https://mousaboattrips.co.uk/category/famous-boats/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250603761.28/warc/CC-MAIN-20200121103642-20200121132642-00037.warc.gz	en	0.990987	1,824	3.28125	3	[ 0.20932537317276, 0.19268375635147095, 0.11231409013271332, -0.7562912106513977, -0.09767960011959076, 0.07349570095539093, 0.014276046305894852, 0.24835151433944702, -0.2781411409378052, -0.44013166427612305, 0.41946807503700256, 0.0461755096912384, -0.24321028590202332, 0.328409612178802...	9	The USS Constitution, also known as Old Ironsides, is a wooden ship that has three masts and is a heavy frigate of the United States Navy, originally named by President George Washington after the Constitution of the United States. The Constitution is the oldest commissioned naval vessel in world that is still afloat. The ship was one of sex frigates that were ordered for construction by the Naval Act of 1794, and the third to be constructed. The ships were designed by Joshua Humphreys to be the young Navy’s capital ships, so the ships were designed to be both larger and more heavily armed than the standard frigates of that period. The ship was built at the Edmund Hartt shipyard, which was situated in the North End of Boston, Massachusetts. The first offical duty of the ship was to provide protection to American ships during the war with France, with the second duty being to defeat the Barbary pirates in the First Barbary War. Both of which were considered by naval historians to demonstrate the effectiveness of the ship and the viability of building larger ships in order to secure better naval prowess. The USS Arizona was a Pennsylvania-class battleship that was designed for use by the United States Navy during the early 1900s. The ship was named after the 48th state, Arizona, that had recently been admitted into the union. The ship was one of the two Pennsylvania class of battleships that were described as ‘super-deadnought’. The ship was originally comissioned in 1916 but saw no action during World War I and remained in the United States. Between World War I and World War II, the ship was primarily used for transporting American officals around the world and for use in training exercises. The ship also saw use as an aid ship during the 1933 earthquake in Long Beach, California. The ship’s fate was sealed during the attack on Pearl Harbor on the 7th of December 1941, when the ship was hit by a bomb that detonated in a powder magazine, causing the ship to violently explode. In total there was a loss of life totaling 1,177 officers and crewmen. The wreck of the ship still lise at the bottom of Pearl Harbour and has a memorial building built over the top side of the hull. The Santa Maria, full name: La Santa Maria de la Inmaculada Concepcion, which roughly translates into: The Holy Mary of the Immaculate Conception, was the largest of all three ships that were used by Christopher Columbus when he took his first voyage across the Atlantic ocean in 1942, the master and owner of the ship was Juan de la Cosa. Built in Pontevedra, Galicia, in the North-West of Spain, the ship is theorised to have been a medium-sized carrack, being approximately 18 meters long, with historian Juan Escalante de Mendoza stating in 1575 that the ship weight approximately 100 tons. The other ships that Columbus bought with on his expidetion were smaller caravel-type ships. The voyage was not particularly well funded and all of the ships were at least second-hand, with some speculation by historians that they may even have been third-hand. The ships were not designed properly for exploration and were designed as modestly sized merchant vessels. Unfortunately the exact dimensions of the ships have been lost to time, but some anecdotal accounts from the voyage do remain. Historians have put those accounts together with ship wrecks from the same time period in order to obtain rough dimensions for the ships. The Santa Maria had three masts, making it the slowest of the three ships during Columbus’ expedition, but this helped it fare well on the Atlantic ocean. The initial crossing went well, but the return crossing was when disaster struck. Columbus had decided to sleep, as he had not done so in at least two days, leaving his steersman in charge of the ship. Given that the night’s weather happened to be particularly calm, the steersman decided to allow a cabin boy to steer the ship, a practice that Columbus would never have allowed had he been awake. The cabin boy’s lack of experience at the helm, the ship ultimately was carried onto a sandbank and ran aground on a site near Haiti. The ship proved to be unrepairable and sank the next day, with Columbus ordering the ship stripped of timber in order for a fort to be built. The exact wreckage for the ship has never been fround, although a number of dive teams have attempted to do so. The closest that any team has come so far was on the 13th of May in 2014, when underwater archaeological explorer Barry Clifford claimed that his team had found the original wreck of the Santa Maria. The claim was studied in great detail by UNCESCO, but in the following October, UNESCO published a report stating that the ship cannot have belonged to Columbus. This was due to fastenings that had been used in the hull of that particular ship which dated back to the 17th or 18th century. The Mayflower was an English ship that has become a common part of modern day Americana folklore. The ship was transporting English Puritans, who are known in the modern day as the Pilgrims, from Plymouth, England, to the ‘New World’, with the ship departing in 1620. In total there were 102 pilgrims on board the ship, with an estimated 30 members of crew, although the exact number was either never recorded or the records have been lost. When the Pilgrims left England they signed the Mayflower Compact with the intention of establishing Plymouth Colony. The colony was designed as a rudimentary form of democracy and was an early precursor to socialism, with each member of the colony supposed to contribute towards the welfare of everyone in the community. There were other ships also named Mayflower that made the journey between London and Plymouth, Massachusetts several times. The Mayflower was a square rig with a beakhead bow as well as castle-like structures situated on the fore and aft of the vessel in order to protect the ship’s crew and main deck from bad weather at sea. This design was common amongst English merchant vessels during the early 17th century. The design of the ship made it particularly bad at sailing against the wind and unable to sell well against the westerly winds that are prevalent in the North Atlantic. The entire voyage took a little over two months as a result of this. The return voyage was shortened to over half that time, with the strong winds acting in the ship’s favour. The exact measurements of the ship are unknown as accurate records from that time have not managed to survive through to the modern day, but historians believe that the ship was approximately 30 metres in length and roughly 7.6 meters at the widest point. With the full load of passengers and cargo it is thought that the bottom of the keel would be just under 4 metres below the waterline. The Mayflower was also a heavily armed ship, as piracy was not uncommon at that time. The largest gun on The Mayflower was a minion cannon, weighing in at approximately 550 kg, which could shoot a 1.5 kg cannonball over a kilometer. The HMS Victory was a Royal Navy ship that was ordered in 1758 and finally launched in 1765. The ship was a first-rate warship, having 104 guns and designed as a flagship for the admiralty of the day. The ship is perhaps best known for being the flagship of Lord Nelson at the Battle of Trafalgar on the 21st of October 1805. After the battle the ship went on to serve as Keppel’s flagship at Ushand, Jervis’ flagship at Cape St Vincent, and Howe’s flagship at Cape Spartel. By this time the ship had served her time and was relagated to the role of harbour ship. Not completely finished and having played an important role in British naval history, the ship was moved to a dry dock at Pourtsmouth, England, in 1922 where it was preserved as a museum ship. The ship is still technically in service and has been the flagship of the First Sea Lord since October 2012, making it the oldest naval ship in the world to still be in commission, having been in service for 241 years as of 2019. HMS Victory was one of 12 ships that were ordered by Pitt the Elder as part of his hole as head of the British government. Victory was one of ten first-rate ships that had been comissioned. The architect that was chosen to design the ship was Sir Thomas Slade who was serving as the Surveyor of the Navy at that time. In total, the ship required around 6,000 trees for construction, alongside 150 workmen who were assigned to construct the frame, 90% of which was made from oak, with elm, pine, and fir used when required.	1,890	ENGLISH	1
The Titanic, the ship that was 882 feet long and she was the biggest coastliner there was. Titanic was a ship that the White Star Line created and was designed by Thomas Andrews. She was a ship that combined luxury and comfort all together. Titanic’s hull was made out of compartments that would keep the Titanic afloat even if it hit an iceberg. White Star Line made lots of ships that carried passengers in the atlantic. Titanic was the biggest liner built in 1912. The ship had a sister called,”Britannic” which rhymed with Titanic. One night changed everything for the Titanic. Essay due? We'll write it for you! The coastliner left Southampton and it left the city in a lucky way, the Titanic almost collided with another ship while it was going out of port. She left the port on April 1912, and she was on her way to New York City. One beautiful night, she was cruising at high speeds, in the Atlantic, the lookouts were looking for iceberg but without binoculars! Suddenly, Frederick Fleet, one of the lookouts, saw an iceberg! They turned the wheel as fast as they could and turned all the engines in reverse. As the ship got closer, they knew that the ship was going to hit. When the ship hits the iceberg, the iceberg impacts the ship and leaves a 300 feet hole in the hull. Water is flowing in and Capt. Edward J. Smith knew that the ship was not going to last much longer. The hull had 16 compartments and 6 of them were flooding with water. It was now treading water as it struggled to stay above water. Most passengers did not feel the bump on the ship and did not worry about it since it was a “unsinkable” ship. Water was now going inside the 3rd class area and the area was being flooded, most of the lifeboats had been launched. Some people even diving into the water and hoping they would survive. The ship did not have enough lifeboats for everyone to fit in. There were only 20 lifeboats on the titanic. As the ship started to sink, everyone started to sink into the ocean and hearing the screams of the people that were in the water that were drowning and sinking. Suddenly, everything was silent. In the distance, the Carpathia had come to the rescue but it was still too late to save the others. Some bad luck played during the collision with the iceberg, the reason why it sank was because some of the things that happened were bad luck. For example, the lookout could not find the binoculars which is bad luck. Bad luck affected the Titanic by taking many lives. The bad luck also played during the time where no one would respond to the ship’s SOS signal. The Californian’s operator was asleep and no one woke him up so the ship did not pick up the signal which is considered bad luck. Bad luck was in many parts of the Titanic’s sinking which caused the ship to hit the iceberg and sink. The ship’s passengers were in different classes. For example, first class was the most expensive class but the most luxurious items. First class cost around $150 which is $1,750 today. Second class which was the medium class was like first class but less luxurious and the cost was $60 which is $690 today. Third class was the worst class out of the others, most of the people from england were coming to the US to get jobs. The cost of third class was $40 which is around $300-$400 today. The classes were categorized by the luxury of the class. The costs to get on the ship was enormous and there were many famous passengers. The Titanic will always be remembered as a day of tragedy and the lives lost all in just one single night. The Titanic was a ship that was considered “unsinkable” but was tested not. Titanic was one of the biggest ships out there but it never made it back to shore. Titanic will always be there and remembered forever for all the loss and lives taken on that day. Disclaimer: This essay has been submitted by a student. This is not an example of the work written by our professional essay writers. You can order our professional work here. Sorry, copying is not allowed on our website. If you’d like this or any other sample, we’ll happily email it to you. Your essay sample has been sent. Want us to write one just for you? We can custom edit this essay into an original, 100% plagiarism free essay.Order now	<urn:uuid:7fabaee5-4409-4b20-9a63-59d8f62c75c5>	CC-MAIN-2020-05	https://eduzaurus.com/free-essay-samples/titanic-tragedy-night-that-we-will-always-remember/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606226.29/warc/CC-MAIN-20200121222429-20200122011429-00464.warc.gz	en	0.992537	950	3.796875	4	[ 0.13777153193950653, -0.35920631885528564, 0.07218112051486969, -0.4091273546218872, -0.09806739538908005, 0.14617986977100372, 0.16388587653636932, 0.12044312059879303, 0.033950887620449066, -0.28074872493743896, 0.45064038038253784, -0.1679120659828186, -0.326200395822525, -0.07501896470...	1	The Titanic, the ship that was 882 feet long and she was the biggest coastliner there was. Titanic was a ship that the White Star Line created and was designed by Thomas Andrews. She was a ship that combined luxury and comfort all together. Titanic’s hull was made out of compartments that would keep the Titanic afloat even if it hit an iceberg. White Star Line made lots of ships that carried passengers in the atlantic. Titanic was the biggest liner built in 1912. The ship had a sister called,”Britannic” which rhymed with Titanic. One night changed everything for the Titanic. Essay due? We'll write it for you! The coastliner left Southampton and it left the city in a lucky way, the Titanic almost collided with another ship while it was going out of port. She left the port on April 1912, and she was on her way to New York City. One beautiful night, she was cruising at high speeds, in the Atlantic, the lookouts were looking for iceberg but without binoculars! Suddenly, Frederick Fleet, one of the lookouts, saw an iceberg! They turned the wheel as fast as they could and turned all the engines in reverse. As the ship got closer, they knew that the ship was going to hit. When the ship hits the iceberg, the iceberg impacts the ship and leaves a 300 feet hole in the hull. Water is flowing in and Capt. Edward J. Smith knew that the ship was not going to last much longer. The hull had 16 compartments and 6 of them were flooding with water. It was now treading water as it struggled to stay above water. Most passengers did not feel the bump on the ship and did not worry about it since it was a “unsinkable” ship. Water was now going inside the 3rd class area and the area was being flooded, most of the lifeboats had been launched. Some people even diving into the water and hoping they would survive. The ship did not have enough lifeboats for everyone to fit in. There were only 20 lifeboats on the titanic. As the ship started to sink, everyone started to sink into the ocean and hearing the screams of the people that were in the water that were drowning and sinking. Suddenly, everything was silent. In the distance, the Carpathia had come to the rescue but it was still too late to save the others. Some bad luck played during the collision with the iceberg, the reason why it sank was because some of the things that happened were bad luck. For example, the lookout could not find the binoculars which is bad luck. Bad luck affected the Titanic by taking many lives. The bad luck also played during the time where no one would respond to the ship’s SOS signal. The Californian’s operator was asleep and no one woke him up so the ship did not pick up the signal which is considered bad luck. Bad luck was in many parts of the Titanic’s sinking which caused the ship to hit the iceberg and sink. The ship’s passengers were in different classes. For example, first class was the most expensive class but the most luxurious items. First class cost around $150 which is $1,750 today. Second class which was the medium class was like first class but less luxurious and the cost was $60 which is $690 today. Third class was the worst class out of the others, most of the people from england were coming to the US to get jobs. The cost of third class was $40 which is around $300-$400 today. The classes were categorized by the luxury of the class. The costs to get on the ship was enormous and there were many famous passengers. The Titanic will always be remembered as a day of tragedy and the lives lost all in just one single night. The Titanic was a ship that was considered “unsinkable” but was tested not. Titanic was one of the biggest ships out there but it never made it back to shore. Titanic will always be there and remembered forever for all the loss and lives taken on that day. Disclaimer: This essay has been submitted by a student. This is not an example of the work written by our professional essay writers. You can order our professional work here. Sorry, copying is not allowed on our website. If you’d like this or any other sample, we’ll happily email it to you. Your essay sample has been sent. Want us to write one just for you? We can custom edit this essay into an original, 100% plagiarism free essay.Order now	950	ENGLISH	1
A dozen farmworkers entered Windsor Town Hall, quietly following Erwyn Glanz, the local constable who had given them a ride. Most likely, this was the first time the men had ever been to the Broad Street building, a cramped space with narrow halls and bulletin boards plastered with notices. They were there to register to vote. It was October, 1956, and Connecticut’s congressional elections were fast approaching. The farm hands hailed from Puerto Rico but were presently living at Camp Windsor, a local migrant workers’ barracks where seasonal workers were required to stay. If they had been living on their home island, the men would not have been able to vote in the upcoming U.S. Senate and House elections. Although Congress had granted citizenship to Puerto Ricans in 1917, by law the only way these citizens could use their franchise was if they actually resided in the United States. (Puerto Rico had been a colony of Spain until 1898, when it became a U.S. colony. Puerto Rico’s legislature had voted unanimously in 1917 against this “citizenship,” but Washington was in charge.) When the Republican Registrar of Voters saw the farm hands enter the office, she panicked. Ruth Stewart knew what was going on: a blatant attempt to increase the Democratic rolls. She was not about to let this happen. But how could the local Republican Party stop them? Quite easily, as it turned out. Since 1855, Connecticut’s state constitution had required adults to pass a literacy test and a one-year residency rule in order to qualify as a voter. Apparently being a citizen was just not enough for the original framers, and for more than 100 years there was no successful challenge to our own Jim Crow law. Connecticut was the first state to require a literacy test, to keep Irish immigrants from voting. Southern states adopted the tactic after Reconstruction. Dr. Martin Luther King Jr. called literacy tests “vicious and undemocratic.” By the 1950s, the Land of Steady Habits was one of only 12 states that still used literacy tests as a means of keeping the vote from people who were deemed to be “ill-suited” to appreciate it. Citing an old English legal principle, literacy test promoters argued that if you were not sufficiently educated, your vote could be too easily manipulated. For centuries this kept immigrants and black citizens– not to mention women– from interfering with the business of politics. A public hearing was called to sort out the matter. Two hundred people packed town hall, and apparently the good citizens of Windsor were none too sympathetic to the farmworkers’ cause. When local Democrat Charles Mahoney suggested that race prejudice was behind the controversy, attorney H. Meade Alcorn responded with an aristocratic snort: “Charley, you don’t really believe that!” The crowd “roared” with laughter and Mahoney sat down. (Alcorn was the descendant of Mississippi Governor James Lusk Alcorn, a slave owner, Confedrate general and white supremacist.) A few days later, the Puerto Ricans’ names were wiped from the official voters’ list. In the November election, Connecticut Republicans swept every open Senate and House seat. The Connecticut literacy test restriction was finally eliminated. But the change didn’t come from a state referendum. Instead, in 1970, civil rights advocates finally succeeded in banning the tests by amending the 1965 federal Voting Rights Act. Windsor held its first-ever voter registration session without a literacy test on July 16, 1970.	<urn:uuid:99c66726-d3ae-41c0-83e2-c56cb070a210>	CC-MAIN-2020-05	https://shoeleatherhistoryproject.com/2013/07/09/connecticuts-jim-crow-law/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778272.69/warc/CC-MAIN-20200128122813-20200128152813-00443.warc.gz	en	0.98082	737	3.28125	3	[ -0.41333314776420593, -0.26218366622924805, 0.2661440670490265, 0.02672899141907692, -0.3245422840118408, 0.3132461905479431, 0.02611766755580902, 0.09838122129440308, -0.24638575315475464, 0.3189058303833008, -0.17149613797664642, 0.5654924511909485, -0.24916914105415344, 0.09103330969810...	13	A dozen farmworkers entered Windsor Town Hall, quietly following Erwyn Glanz, the local constable who had given them a ride. Most likely, this was the first time the men had ever been to the Broad Street building, a cramped space with narrow halls and bulletin boards plastered with notices. They were there to register to vote. It was October, 1956, and Connecticut’s congressional elections were fast approaching. The farm hands hailed from Puerto Rico but were presently living at Camp Windsor, a local migrant workers’ barracks where seasonal workers were required to stay. If they had been living on their home island, the men would not have been able to vote in the upcoming U.S. Senate and House elections. Although Congress had granted citizenship to Puerto Ricans in 1917, by law the only way these citizens could use their franchise was if they actually resided in the United States. (Puerto Rico had been a colony of Spain until 1898, when it became a U.S. colony. Puerto Rico’s legislature had voted unanimously in 1917 against this “citizenship,” but Washington was in charge.) When the Republican Registrar of Voters saw the farm hands enter the office, she panicked. Ruth Stewart knew what was going on: a blatant attempt to increase the Democratic rolls. She was not about to let this happen. But how could the local Republican Party stop them? Quite easily, as it turned out. Since 1855, Connecticut’s state constitution had required adults to pass a literacy test and a one-year residency rule in order to qualify as a voter. Apparently being a citizen was just not enough for the original framers, and for more than 100 years there was no successful challenge to our own Jim Crow law. Connecticut was the first state to require a literacy test, to keep Irish immigrants from voting. Southern states adopted the tactic after Reconstruction. Dr. Martin Luther King Jr. called literacy tests “vicious and undemocratic.” By the 1950s, the Land of Steady Habits was one of only 12 states that still used literacy tests as a means of keeping the vote from people who were deemed to be “ill-suited” to appreciate it. Citing an old English legal principle, literacy test promoters argued that if you were not sufficiently educated, your vote could be too easily manipulated. For centuries this kept immigrants and black citizens– not to mention women– from interfering with the business of politics. A public hearing was called to sort out the matter. Two hundred people packed town hall, and apparently the good citizens of Windsor were none too sympathetic to the farmworkers’ cause. When local Democrat Charles Mahoney suggested that race prejudice was behind the controversy, attorney H. Meade Alcorn responded with an aristocratic snort: “Charley, you don’t really believe that!” The crowd “roared” with laughter and Mahoney sat down. (Alcorn was the descendant of Mississippi Governor James Lusk Alcorn, a slave owner, Confedrate general and white supremacist.) A few days later, the Puerto Ricans’ names were wiped from the official voters’ list. In the November election, Connecticut Republicans swept every open Senate and House seat. The Connecticut literacy test restriction was finally eliminated. But the change didn’t come from a state referendum. Instead, in 1970, civil rights advocates finally succeeded in banning the tests by amending the 1965 federal Voting Rights Act. Windsor held its first-ever voter registration session without a literacy test on July 16, 1970.	740	ENGLISH	1
"Philip Freelon, the architect of record for the National Museum of African American History and Culture in Washington, D.C., began life as a little boy who had trouble reading. His grandfather was a Harlem Renaissance painter, his parents were educated professionals, and his older siblings were able students, but Phil struggled. Before long, however, he discovered his love for math, science, and art, and while it took him a little longer to begin reading well, he eventually learned the joy of words, too. Lyons follows Phil from those early years through high school, where he learned he wanted to be an architect, and college at Hampton University (a historically black institution), where he learned about other black architects, to 2008, when Phil met with two other architects as they planned to enter a competition to design and build the National Museum of African American History and Culture. Freeman’s illustrations have an appropriately clean-lined look that complements the theme; her pages are populated by faces from black history as well as those of Phil and his family. Closing with an afterword by Freelon himself, this book will inspire children who have trouble reading, like Phil, and those who aspire to have careers as artists and architects. Both an inspiration and an excellent companion for a trip to the museum its subject designed." From SCHOOL LIBRARY JOURNAL: "Philip Freelon (1953–2019) was an artist, an architect, and a dreamer. This book begins with a peek into Freelon’s childhood. Lyons explores both his strengths and his struggles: his ability to excel at math and science as well as his challenge to learn to read. Lyons discusses her subject’s family, including mentions of his siblings, and his mother’s and his father’s occupations. His grandfather, who was a Harlem Renaissance artist, made a large impact on Freelon. He helped his grandson appreciate the small things in life. The narrative continues through Freelon’s high school experience, then follows his college career attending Hampton University and later North Carolina State. Lyons adds several references to the civil rights movement: Freelon watched Dr. King’s speech on TV and his father experienced segregation when traveling for business. An interesting page discusses Freelon’s research in discovering architects of other cultures and races, many of whom were not part of his higher education curriculum. The author highlights his masterwork as the architect of the Smithsonian National Museum of African American History and Culture. Freelon was not as well known as architects Frank Lloyd Wright or Ludwig Mies van der Rohe but hopefully, with the exposure gained from biographies such as Lyons’s, his work and life story can inspire young readers to follow in his footsteps."	<urn:uuid:fccdfae2-ed0a-451c-bfed-f78ab44fa2b9>	CC-MAIN-2020-05	http://kellystarlinglyons.com/books/onemillion/DreamBuilderreviews.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593937.27/warc/CC-MAIN-20200118193018-20200118221018-00559.warc.gz	en	0.987478	571	3.28125	3	[ 0.18485666811466217, 0.7847431898117065, 0.5489623546600342, -0.1949966549873352, -0.4734641909599304, -0.10058242082595825, -0.023097069934010506, 0.34542423486709595, -0.2983369529247284, 0.12740200757980347, 0.23630906641483307, 0.3012789487838745, -0.39978086948394775, 0.18615663051605...	2	"Philip Freelon, the architect of record for the National Museum of African American History and Culture in Washington, D.C., began life as a little boy who had trouble reading. His grandfather was a Harlem Renaissance painter, his parents were educated professionals, and his older siblings were able students, but Phil struggled. Before long, however, he discovered his love for math, science, and art, and while it took him a little longer to begin reading well, he eventually learned the joy of words, too. Lyons follows Phil from those early years through high school, where he learned he wanted to be an architect, and college at Hampton University (a historically black institution), where he learned about other black architects, to 2008, when Phil met with two other architects as they planned to enter a competition to design and build the National Museum of African American History and Culture. Freeman’s illustrations have an appropriately clean-lined look that complements the theme; her pages are populated by faces from black history as well as those of Phil and his family. Closing with an afterword by Freelon himself, this book will inspire children who have trouble reading, like Phil, and those who aspire to have careers as artists and architects. Both an inspiration and an excellent companion for a trip to the museum its subject designed." From SCHOOL LIBRARY JOURNAL: "Philip Freelon (1953–2019) was an artist, an architect, and a dreamer. This book begins with a peek into Freelon’s childhood. Lyons explores both his strengths and his struggles: his ability to excel at math and science as well as his challenge to learn to read. Lyons discusses her subject’s family, including mentions of his siblings, and his mother’s and his father’s occupations. His grandfather, who was a Harlem Renaissance artist, made a large impact on Freelon. He helped his grandson appreciate the small things in life. The narrative continues through Freelon’s high school experience, then follows his college career attending Hampton University and later North Carolina State. Lyons adds several references to the civil rights movement: Freelon watched Dr. King’s speech on TV and his father experienced segregation when traveling for business. An interesting page discusses Freelon’s research in discovering architects of other cultures and races, many of whom were not part of his higher education curriculum. The author highlights his masterwork as the architect of the Smithsonian National Museum of African American History and Culture. Freelon was not as well known as architects Frank Lloyd Wright or Ludwig Mies van der Rohe but hopefully, with the exposure gained from biographies such as Lyons’s, his work and life story can inspire young readers to follow in his footsteps."	543	ENGLISH	1
Paper type: Essay Pages: 2 (332 words) Deductive reasoning is about finding answers to a tricky problem with clues that don’t appear to make sense but once you find them, you think they do actually make sense. Solving the problem in your head and explaining it to another person how you did it are two different things. To make this simpler to understand let me use some names for the 3 geniuses. The first genius inline is called ‘A’, then the middle one is called ‘B’ and the last in line is called ‘C’. Drawing the mental picture of the 3 geniuses standing helps to simply the problem. In my mind they look something like this:These triangles are sized in a way that tells that C is bigger and hence can see which hat A and B are wearing, while B is smaller than C but bigger than A meaning that B can only see which hat A is wearing. Now when C answers that he does not know which hat he wearing, he means that by looking at the A and B, he cannot deduce which hat he could be wearing. Had both A and B been wearing white hats, there would be no hats in the basket left, thus C would have deduced that he was wearing a red hat. However that not being the case, either A or B are wearing a red hat or both wearing a red hat. Thus only 3 cases can be built upon this. This is how I thought of it. Now when B answers that he does not know, it means that after hearing the response from C and seeing the hat of A, he cannot deduce which color his own hat is. Had A been wearing a white hat, B would have answered that he was wearing a red hat as in case 1. However A was wearing a red hat leaving B unsure what hat he was wearing since case 2 or case 3 could have been applied. Cite this page Deductive Reasoning. (2016, Aug 28). Retrieved from https://studymoose.com/deductive-reasoning-essay	<urn:uuid:a95cf5ac-8b26-480c-8f06-97aa0f41ad88>	CC-MAIN-2020-05	https://studymoose.com/deductive-reasoning-essay	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783342.96/warc/CC-MAIN-20200128215526-20200129005526-00544.warc.gz	en	0.984222	437	3.28125	3	[ -0.4669058322906494, -0.01303115114569664, -0.28661438822746277, -0.08236347138881683, -0.25014689564704895, 0.2142418622970581, 1.1152290105819702, 0.3831007778644562, 0.1121087595820427, -0.2221669852733612, 0.4293045401573181, -0.13147833943367004, 0.3332892954349518, -0.093796819448471...	1	Paper type: Essay Pages: 2 (332 words) Deductive reasoning is about finding answers to a tricky problem with clues that don’t appear to make sense but once you find them, you think they do actually make sense. Solving the problem in your head and explaining it to another person how you did it are two different things. To make this simpler to understand let me use some names for the 3 geniuses. The first genius inline is called ‘A’, then the middle one is called ‘B’ and the last in line is called ‘C’. Drawing the mental picture of the 3 geniuses standing helps to simply the problem. In my mind they look something like this:These triangles are sized in a way that tells that C is bigger and hence can see which hat A and B are wearing, while B is smaller than C but bigger than A meaning that B can only see which hat A is wearing. Now when C answers that he does not know which hat he wearing, he means that by looking at the A and B, he cannot deduce which hat he could be wearing. Had both A and B been wearing white hats, there would be no hats in the basket left, thus C would have deduced that he was wearing a red hat. However that not being the case, either A or B are wearing a red hat or both wearing a red hat. Thus only 3 cases can be built upon this. This is how I thought of it. Now when B answers that he does not know, it means that after hearing the response from C and seeing the hat of A, he cannot deduce which color his own hat is. Had A been wearing a white hat, B would have answered that he was wearing a red hat as in case 1. However A was wearing a red hat leaving B unsure what hat he was wearing since case 2 or case 3 could have been applied. Cite this page Deductive Reasoning. (2016, Aug 28). Retrieved from https://studymoose.com/deductive-reasoning-essay	433	ENGLISH	1
Miracinonyx is also known as Acinonyx trumani, or the American Cheetah. However the modern Cheetah is not its closest relative. Miracinonyx existed in the Americas as little as twenty thousand years ago, which is not very long in term of world history. The closest living relative, according to DNA tests, is the Puma. Since the Puma and the modern cheetah are also closely related, it seems reasonable to believe that all three had a common ancestor. Strangely enough, the Jaguarundi is also part of the Puma lineage and would also be related. The Americas had at least one other type of 'Cheetah', referred to as both Miracinonyx inexpectatus and Acinonyx studeri. This cat was bigger and older than Trumani. Studeri lived up to two million years ago. Some speculate that it may have even been the common ancestor, but we may never know due to a lack of DNA evidence. For the same reason, we cannot say if Studeri was or was not part of the Puma lineage. Studeri lived at roughly the same time as the Saber-toothed cats but was not related to them. The Saber-toothed cats originally split from the line of modern cats over twenty million years ago. This question is part of the Battle of the Brains, a multiple choice learning game. 33% of the game players picked the right answer on the first try. Copyright © vanAnnies. All rights reserved.	<urn:uuid:93373a0b-d336-4251-b270-b272c0c34e9c>	CC-MAIN-2020-05	http://www.bigcats.com/quiz.php?id=0000000029	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250603761.28/warc/CC-MAIN-20200121103642-20200121132642-00384.warc.gz	en	0.981715	324	3.421875	3	[ -0.2017214447259903, -0.09409599006175995, -0.062426768243312836, 0.2530515491962433, 0.11415565013885498, -0.07411930710077286, 0.009861174039542675, 0.5618330836296082, -0.18877679109573364, -0.05990808457136154, -0.007711194921284914, -0.38687270879745483, 0.15854550898075104, 0.4066661...	1	Miracinonyx is also known as Acinonyx trumani, or the American Cheetah. However the modern Cheetah is not its closest relative. Miracinonyx existed in the Americas as little as twenty thousand years ago, which is not very long in term of world history. The closest living relative, according to DNA tests, is the Puma. Since the Puma and the modern cheetah are also closely related, it seems reasonable to believe that all three had a common ancestor. Strangely enough, the Jaguarundi is also part of the Puma lineage and would also be related. The Americas had at least one other type of 'Cheetah', referred to as both Miracinonyx inexpectatus and Acinonyx studeri. This cat was bigger and older than Trumani. Studeri lived up to two million years ago. Some speculate that it may have even been the common ancestor, but we may never know due to a lack of DNA evidence. For the same reason, we cannot say if Studeri was or was not part of the Puma lineage. Studeri lived at roughly the same time as the Saber-toothed cats but was not related to them. The Saber-toothed cats originally split from the line of modern cats over twenty million years ago. This question is part of the Battle of the Brains, a multiple choice learning game. 33% of the game players picked the right answer on the first try. Copyright © vanAnnies. All rights reserved.	317	ENGLISH	1
John Jacob Astor (1763-1848) John Jacob Astor, of New York, Founder of the American Fur Company On coming to America from Germany, Astor established himself as a fur trader. He made a fortune trading on both coasts, dealing in furs as well as opium with the Chinese. On retiring from life in the wilds of "Indian Country" he came to New York. He took a townhouse in the city and built a modest mansion at Hellgate, being careful not to appear overly showy to his more refined, yet poorer neighbors. He then turned his hand to real estate, correctly predicting Manhattan's direction of growth. He bought up land on the cheap that would later stretch from Broadway to Times Square and beyond. On his death, he was the largest landowner in New York City and his assets were valued at about $25 million (roughly $140 billion today) at a time when 'millionaire' was a new and rarely used term. Towards the end of his life he was asked about his wealth and left a pearl of wisdom: "A man who has a million dollars is as well off as if he were rich".	<urn:uuid:225fe897-9644-4317-98e4-68955de24fb9>	CC-MAIN-2020-05	https://househistree.com/people/john-jacob-astor-1763-1848	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250626449.79/warc/CC-MAIN-20200124221147-20200125010147-00225.warc.gz	en	0.990466	239	3.484375	3	[ -0.054304033517837524, 0.060731351375579834, 0.10479822009801865, 0.07078902423381805, 0.06215040013194084, -0.010010762140154839, 0.1808556765317917, -0.2599025368690491, -0.37371209263801575, -0.22436414659023285, 0.10630945861339569, 0.2176988124847412, 0.1574123650789261, 0.47553139925...	1	John Jacob Astor (1763-1848) John Jacob Astor, of New York, Founder of the American Fur Company On coming to America from Germany, Astor established himself as a fur trader. He made a fortune trading on both coasts, dealing in furs as well as opium with the Chinese. On retiring from life in the wilds of "Indian Country" he came to New York. He took a townhouse in the city and built a modest mansion at Hellgate, being careful not to appear overly showy to his more refined, yet poorer neighbors. He then turned his hand to real estate, correctly predicting Manhattan's direction of growth. He bought up land on the cheap that would later stretch from Broadway to Times Square and beyond. On his death, he was the largest landowner in New York City and his assets were valued at about $25 million (roughly $140 billion today) at a time when 'millionaire' was a new and rarely used term. Towards the end of his life he was asked about his wealth and left a pearl of wisdom: "A man who has a million dollars is as well off as if he were rich".	247	ENGLISH	1
Theodore Roosevelt and Minnie Cox No one could have said that Minnie Cox was anything but a great postmaster. She was efficient and dedicated in her job. She was known to cover rent on post office boxes out of her own pocket, when residents were late paying. She even put in a telephone at her own expense, so people could call in to see if they had mail. But it was 1902 and she was an African American woman. And the racists in Indianola, Mississippi didn’t want a black woman serving as postmaster in their town. So they pressured her to leave. At first, Cox was determined to stay, and held her ground. But the threats became worse and she began to fear for her safety. When she asked for help from the mayor and sheriff, they refused. Feeling that she had no choice, Cox offered her letter of resignation. President Theodore Roosevelt Finds Out When President Theodore Roosevelt heard about what was happening, he was outraged. Roosevelt refused to accept her letter of resignation. And he took it a step further. He offered to pay for Cox’s salary while she wasn’t working, and he shut down Indianola’s post office, and had their mail rerouted to a town 30 miles away! He promised it would continue until she was given her job back. Roosevelt also ordered the Attorney General to prosecute those who had threatened her with violence. When her appointment ended in 1904, the post office reopened, but she would not return to her position. She did return to Indianola, however, and opened up one of the earliest black-owned banks in the state with her husband. The two of them also founded an insurance company that was one of the first African American-owned insurance firms in the U.S.to offer whole life insurance. In 2008 the Indianola post office was renamed in her honor. A weekly newsletter for History Buffs like you. Once a week. Cool stuff only.	<urn:uuid:3ba084b8-562a-413e-a8c0-5cb4f10a30c0>	CC-MAIN-2020-05	https://historyhustle.com/teddy-roosevelt-minnie-cox/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251688806.91/warc/CC-MAIN-20200126104828-20200126134828-00368.warc.gz	en	0.991753	420	3.28125	3	[ -0.5126996636390686, -0.01834256388247013, -0.01242421381175518, 0.09241427481174469, -0.009602809324860573, -0.30890846252441406, 0.20697665214538574, -0.10449212789535522, -0.26165658235549927, -0.09052962064743042, 0.3671109676361084, 0.5733693242073059, 0.11450354754924774, 0.017818942...	10	Theodore Roosevelt and Minnie Cox No one could have said that Minnie Cox was anything but a great postmaster. She was efficient and dedicated in her job. She was known to cover rent on post office boxes out of her own pocket, when residents were late paying. She even put in a telephone at her own expense, so people could call in to see if they had mail. But it was 1902 and she was an African American woman. And the racists in Indianola, Mississippi didn’t want a black woman serving as postmaster in their town. So they pressured her to leave. At first, Cox was determined to stay, and held her ground. But the threats became worse and she began to fear for her safety. When she asked for help from the mayor and sheriff, they refused. Feeling that she had no choice, Cox offered her letter of resignation. President Theodore Roosevelt Finds Out When President Theodore Roosevelt heard about what was happening, he was outraged. Roosevelt refused to accept her letter of resignation. And he took it a step further. He offered to pay for Cox’s salary while she wasn’t working, and he shut down Indianola’s post office, and had their mail rerouted to a town 30 miles away! He promised it would continue until she was given her job back. Roosevelt also ordered the Attorney General to prosecute those who had threatened her with violence. When her appointment ended in 1904, the post office reopened, but she would not return to her position. She did return to Indianola, however, and opened up one of the earliest black-owned banks in the state with her husband. The two of them also founded an insurance company that was one of the first African American-owned insurance firms in the U.S.to offer whole life insurance. In 2008 the Indianola post office was renamed in her honor. A weekly newsletter for History Buffs like you. Once a week. Cool stuff only.	407	ENGLISH	1
GCSE AQA History 2017. Watch Any advice or resources would be appreciated, not just for me but for anyone else doing AQA History I am doing AQA Hisotry B and my topics are peacemaking and the origins of the first world war Any advice or resources would be appreciated, not just for me but for anyone else doing AQA History 4 markers need two relevant points identified and explained in detail. 6 markers need the nature,origin and purpose of the source identified as well as why you agree (based on own knowledge and provenance) and why you disagree (based on own knowledge and provenance). Then include a brief conclusion stating whether you agree or disagree and why. 10 markes need a brief introduction that introduces the two factors. Then you have to describe Factor X (use own knowledge) and explain why it is significant. Then you describe Factor Y (use own knowledge) and explain why it is significant. Finally, add a paragraph saying which factor is the most significant and explain why, making sure you link back to the question. Here are some notes on the Origins of the First World War. Sorry I do not have notes for Peacemaking yet. During 1890, Europe was dominated by five ‘great powers’. These great powers were: A great power is made by having a big industry, an overseas empire, a large navy, natural resources, unity and a strong ruler. In France, the population was 39.6 million and the population of the empire was 63 million. The steel production was 4 million tonnes. The army consisted of 1,250,000 men and the navy consisted of 62 warships and 73 submarines. France has been defeated by Germany in a short war in 1870, which led Germany to annex the territory called Alsace-Lorraine. France has also began to develop a good friendship with Russia. France’s main concern is Germany and they had to make sure that they were protected against them. Another concern was to get back the region of Alsace-Lorraine that they lost in the short war. In Germany, the population was 63 million and the population of the empire was 15 million. The steel production was 17 million tonnes. The army consisted 2,200,200 men and the navy consisted of 97 warships and 23 submarines. Germany was a new nation and the Kaiser was ambitious and wanted to be a world power. Germany was mainly concerned about the encirclement that they had from three powers. In Russia, the population was 167 million and they did not have an empire at the time.The steel production was 4 million tonnes. The army consisted of 1,200,000 men and the navy consisted of 26 warships and 29 submarines. Russia were the largest power out of all the other powers in Europe. They had good relations with France and Serbia however they had a long rivalry with Austria-Hungary. Their main concern is to maintain no defeat in future wars. In Italy, the population was 35 million and the population of the empire was 2 million. The steel production was 3.9 million tonnes. The army consisted 750,000 men and the navy consisted of 36 warships and 12 submarines. Italy was a new nation and was looking to establish itself as a major power. Their main concern is to gain allies and build an overseas empire. In Britain, the population was 46 million and the population of the empire was 390 million. The steel production was 7.9 million tonnes. The army consisted of 711,000 men and their navy consited of 122 warships and 63 submarines. In the 19th century, Britain had tried no to get involved in European politics. Britain focussed on building its empire. Their main concern was to expand their army, navy and colonies. In Austria-Hungary, the population was 50 million. The steel production was 2.6 million tonnes. The army consisted of 810,000 men and they navy consisted of 24 warships and 65 submarines. Austria-Hungary were made up of million of people with different ethnicities. Their main concern was to keep the empire together and prevent any countries (e.g. Serbia) from breaking apart. These great powers later formed alliance groups. These groups are Triple Alliance and Triple Entente. The Triple Alliance is made up of Germany (and its empire), Austria-Hungary and Italy. The Triple Entente is made up of Britain (and its empire), France (and its empire) and Russia. In 1871, Germany’s victory in the Franco-Prussian war changed the balance of power in Europe. In 1879, Germany and Austria-Hungary signed a secret treaty promising to protect each other because they were worried about Russia. In 1882, Italy joins in with the treaty since it became worried about France, forming the Triple Alliance. In 1888, Wilhelm II became the Kaiser of Germany. In 1895, France and Russia signed a treaty (Franco-Russian Alliance) too because they were worried about Germany. Britain did not sign the treaty and refused to because they believed in the policy of splendid isolation, which was a policy of not getting involved with other countries politics. However, Germany’s navy became a threat to Britain, so in 1904, Britain has an agreement of friendship with France and signed the Entente Cordiale, ending Britain’s isolation. In 1907, Britain also has a friendly agreement (Anglo-Russian agreement) with Russia, forming the Triple Entente. Kasier Wilhelm II foreign policy terms were: - Weltpolitk – This means ‘world power’ which means that the Kaiser wants to be a world power by controlling the whole world. - Turning Germany into a great trading nation – For this Germany would need an African empire. - To have a strong navy – This is to be an imperial power in Europe. - ‘Mitteleuropa’ – This is the plan to have a German dominated central Europe. - ‘Place in the sun’ – This is what the Kaiser wants to achieve and gain spotlight and respect in Europe. These foreign policies shown how ambitious the Kaiser was which is due to his fear of encirclement from other powers. The First Moroccan (Tangier) Crisis happened during 1905 – 1906. Morocco was one of the few African countries that escaped being colonised during the Scramble for Africa and wants to retain its independence. France wanted to conquer Morocco since Morocco was considered weak. The Entente Cordiale agreement allowed Britain to support France in conquering Morocco without interfering with French ambitions in Morocco. This was because Britain was concerned about Germany’s Weltpolitk. In 1905, Kaiser Wilhelm II visited the Moroccan city of Tangier and said that he will support Moroccan independence, so that Morocco becomes a trading nation to them. So he called for a conference to be held to agree Morocco’s future. In 1906, the conference was held in Algeciras in Southern Spain. Germany was supported by Morocco and Austria-Hungary whereas France was supported by Britain and Russia. This conference allowed Britain and Russia to improve relations and sign the Anglo-Russian agreement later in 1907. The outcome was that France gained joint control over the Moroccan banks and police with Spain, which humilates the Kaiser. This First Moroccan crisis saw the Entente Cordiale strengthened and Britain became more involved in European affairs. This crisis also increased tensions in Europe by 1907 as it angers the Kaiser even more. The Bosnian crisis happened during 1908-1909. Bosnia is located in the Balkans region. This region was mostly occupied by Serbia. Serbia was the leading Slav state in the Balkans and Serbia wanted Bosnian under its leadership because they are Slavs too so Serbia wanted them for a Slavic nation. Austria-Hungary were concerned as they wanted to have Bosnia as part of their empire, fearing that his empire might break up if he doesn’t. In 1908, there was a revolution in the Ottoman Empire meaning that the empire became weak. This was a good oppurtunity for Austria-Hungary to annex Bosnia. This annoyed Serbia and asked Russia for help. Russia were also annoyed since Austria-Hungary annexed Bosnia without telling them. Austria-Hungary got support from Germany. Even though Kaiser Wilhelm II was annoyed that Austria-Hungary did not consult with him, he still supported them. This was because he was even more annoyed with the Anglo-Russian agreement of 1907 and Austria-Hungary backed them up at the Algeciras conference. Russia was too weak to fight Germany and was forced to back out. This crisis has led to crucial effects on the main powers. These effects are: - Austria-Hungary felt that they had full support from Germany now. - Russia feels humiliated for backing out, so Russia would make sure that it doesn’t happen again, which led to military improvements in Russia. - The Triple Entente is strengthened as now Britain, France and Russia have a reason for hating Germany. - Serbia became more determined to oppose Austria-Hungary next time. In 1911 the Second Moroccon (Agadir) Crisis took place, where a rebellion broke out in the city of Fez. The Sultan appealed to the French for help and they sent an army to Morocco to put down the rebellion. The Germany retaliated by sending a gunboat called the ‘Panther’ to the port of Agadir in order to protect German trade with Morocco. The Germans claimed they were doing the same as the French since the French were protecting their interests in Fex. Germany hoped that their action would allow them to negotiate with France for colonies in Africa in exchange for allowing France to take over Morocco. Britain didn’t like Germany’s actions and saw it as aggressive. They called it ‘gunboat diplomacy’ and as the biggest naval power hated Germany for challenging them. Britain though that Germany wanted to build an Atlantic base to challenge their naval base at Gibraltar. For this reason, Britain supported France and preparations for war were made in Germany, Britain and France. Eventually, Germany backed down, since they were weak. The Agadir Crisis brought Europe much closer to war than before and affected the relationships between the great powers. These effects were: - Germany felt humiliated, meaning that they would not back out in future crises. - German people felt angry with Britain and therefore began to support the idea of a war. - Britain and France had a secret naval agreement, where Britain promised to defend the north coast of France and France promised to defend the Mediterranean if they got attacked. - The Triple Alliance weakened since Italy opposed Germany, meaning that Germany relied on Austria-Hungary even more. The Anglo-German naval rivalry happened in 1906, where the first Dreadnought was launched by Britain. The Dreadnought was much faster and had longer-range guns than older ships. The Dreadnought made the British navy much more powerful. The British navy was important as it was for protection and to keep open trade with its empire. When the Kaiser announced his intention to build a powerful German navy, Britain felt very threatened by his intention. Germany challenged Britain at the sea if it had enough Dreadnoughts, which leads Britain and Germany into a naval race. Germany began to speed up the production of their Dreadnoughts in order to catch up to Britain. Britain also began the production of dreadnoughts, where they planned for four in 1909, however the British public opinion was that they wanted eight, using the slogan ‘We want eight and we won’t wait’. The Agadir Crisis increased fears for Britan due to ‘gunboat diplomacy’. After 1911, the naval race continued but it became less intense since Britain was way ahead of Germany. Germany began to realise that the navy was not as important as the army for them, therefore ending the naval race. The naval rivalry intensified the competion and hatred between Germany and Britain, meaning that Britain was more likely to fight against Germany. In 1907, the military arms race is where all the Great Powers begin to build up their armies. This was because countries began to fear countries from the opposing side. Overall, Russia had the biggest army, whereas Germany had the most powerful army. This was because the Russians were badly equipped whereas Germany came up with strageic plans like the Schlieffen plan. Britain set up the British Expeditionary Force (BEF), which consists of 150,000 highly trained and well-equipped soldiers. France were also a well-equipped army and its main plan of attack was known as Plan 17, where French troops would charge across the frontier and attack deep into Germany, forcing them to surrender. Austria-Hungary mainly relied on the help of Germany so that Russia can be held back. The Ottoman Empire had dominated the Balkans for a very long time. However, during the 1800s, the Ottoman Empire weakened in power, territory and influence. In 1912, the First Balkan War took place, where Serbia allied with other Balkan countries (Bulgaria, Greece, and Montengro) to form the Balkan League. Then the Balkan League defeated the Ottomans very easily and they won the territory as well as gaining confidence. In 1913, Serbia and Bulgaria disagree over the conquered lands, which meant that the Second Balkan War took place. Serbia was allied with Greece and the Ottomans and they win the war, allowing them to expand their territory even more. The Balkan wars has made Serbia much stronger than they were before, which worried Austria-Hungary, fearing that their empire may break up for independence. On 28th June 1914, Archduke Franz Ferdinand and his wife Sophie were assassinated by a young Serb terrorist called Gavrilo Princip. The heir to the Austrian-Hungarian throne decided to visit Sarajevo in Bosnia with his wife. On that day was the anniversary of the Battle of Serbia in 1389, which was an important day for the Serbians. When the Archduke is going to the Town Hall to deliver a speech, there were seven assassins from the Black Hand terrorist organisation ready to assassinate the Archduke. Their weapons were supplied by the Serbian army. One of the assassins threw a grenade at his car. The grenade misses and injures 20 people. After the speech is delivered, he decides to vist the wounded people in hospital and tells his driver to go to the hospital. However the driver makes the wrong turn and they are seen by one of the assassins named Gavrilo Princip. Princip, who was in a café eating a sandwich, got his pistol ready and shot two bullets from a distance of 1.5 metres. One shot was at Franz Ferdinand and another was at his wife. The reason for this assassination was because Bosnia Serbs were not happy with the rule of Austria-Hungary. So in 1911, ten men formed the Black Hand organization which aimed to unite all Serbs and be nationalist. In order to show their hatred towards Austria-Hungary, they planned this assassination. Austria-Hungary used the assassination as an excuse to take revenge on Serbia. Therefore Austria-Hungary sent a 10-point ultimatum for Serbia to accept. Serbia refused to accept one of the points. Germany said that they will support Austria-Hungary on 6th July which assured Austria-Hungary. On 28th July 1914, Austria-Hungary declared war on Serbia. This declaration meant that Russia had to back Serbia as they don’t want to repeat the same mistakes made during the Bosnian Crisis. So on 30th July 1914, Russia begins to mobilise its army. On 1st August 1914, Germany declared war on Russia. At this point, only Eastern Europe are in the war. When the Franco-Russian Alliance was signed in 1893, Germany were worried on what to do in an event of a war on two fronts (encirclement) since France could attack from the west and Russia could attack from the east. So in 1905, German Field Marshall Alfred von Schlieffen suggested that the best way to overcome this problem was to march the German troops through Belgium and then to France. This is because the French would be expecting an attack in Alsace-Lorraine where they shared a border with Germany, so they will be ready with troops. The Schlieffen Plan was meant to be a surprise attack for France from the Belgium border. The Schlieffen Plan aimed to make France surrender in six weeks. Since it was believed that Russia would take a long time to mobilise, they were planning to defeat Russia with the samy army since Russia was very weak and unprepared. Britain guaranteed Belgium’s neutrality in 1839. So when Germany declares war on France on 3rd August, German troops entered ‘neutral’ Belgium on the same day, Britain declared war on Germany on 4th August. Austria-Hungary declares war on Russia on 6th August. I hope this was useful. I am also doing my GCSE's this year and I hope I get an A in History overall. Good luck for History on Monday 5th June 2017.	<urn:uuid:bcd66e63-9584-4793-8b98-5f6d5dcd4577>	CC-MAIN-2020-05	https://www.thestudentroom.co.uk/showthread.php?t=4755944	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606226.29/warc/CC-MAIN-20200121222429-20200122011429-00376.warc.gz	en	0.983559	3,537	3.5	4	[ 0.0622858926653862, 0.5422898530960083, 0.0058298055082559586, -0.3381108045578003, -0.10997827351093292, 0.18779274821281433, 0.017859717831015587, 0.2671436071395874, 0.1428121030330658, -0.15899699926376343, 0.15520493686199188, -0.6022942662239075, 0.10941702872514725, 0.23362769186496...	1	GCSE AQA History 2017. Watch Any advice or resources would be appreciated, not just for me but for anyone else doing AQA History I am doing AQA Hisotry B and my topics are peacemaking and the origins of the first world war Any advice or resources would be appreciated, not just for me but for anyone else doing AQA History 4 markers need two relevant points identified and explained in detail. 6 markers need the nature,origin and purpose of the source identified as well as why you agree (based on own knowledge and provenance) and why you disagree (based on own knowledge and provenance). Then include a brief conclusion stating whether you agree or disagree and why. 10 markes need a brief introduction that introduces the two factors. Then you have to describe Factor X (use own knowledge) and explain why it is significant. Then you describe Factor Y (use own knowledge) and explain why it is significant. Finally, add a paragraph saying which factor is the most significant and explain why, making sure you link back to the question. Here are some notes on the Origins of the First World War. Sorry I do not have notes for Peacemaking yet. During 1890, Europe was dominated by five ‘great powers’. These great powers were: A great power is made by having a big industry, an overseas empire, a large navy, natural resources, unity and a strong ruler. In France, the population was 39.6 million and the population of the empire was 63 million. The steel production was 4 million tonnes. The army consisted of 1,250,000 men and the navy consisted of 62 warships and 73 submarines. France has been defeated by Germany in a short war in 1870, which led Germany to annex the territory called Alsace-Lorraine. France has also began to develop a good friendship with Russia. France’s main concern is Germany and they had to make sure that they were protected against them. Another concern was to get back the region of Alsace-Lorraine that they lost in the short war. In Germany, the population was 63 million and the population of the empire was 15 million. The steel production was 17 million tonnes. The army consisted 2,200,200 men and the navy consisted of 97 warships and 23 submarines. Germany was a new nation and the Kaiser was ambitious and wanted to be a world power. Germany was mainly concerned about the encirclement that they had from three powers. In Russia, the population was 167 million and they did not have an empire at the time.The steel production was 4 million tonnes. The army consisted of 1,200,000 men and the navy consisted of 26 warships and 29 submarines. Russia were the largest power out of all the other powers in Europe. They had good relations with France and Serbia however they had a long rivalry with Austria-Hungary. Their main concern is to maintain no defeat in future wars. In Italy, the population was 35 million and the population of the empire was 2 million. The steel production was 3.9 million tonnes. The army consisted 750,000 men and the navy consisted of 36 warships and 12 submarines. Italy was a new nation and was looking to establish itself as a major power. Their main concern is to gain allies and build an overseas empire. In Britain, the population was 46 million and the population of the empire was 390 million. The steel production was 7.9 million tonnes. The army consisted of 711,000 men and their navy consited of 122 warships and 63 submarines. In the 19th century, Britain had tried no to get involved in European politics. Britain focussed on building its empire. Their main concern was to expand their army, navy and colonies. In Austria-Hungary, the population was 50 million. The steel production was 2.6 million tonnes. The army consisted of 810,000 men and they navy consisted of 24 warships and 65 submarines. Austria-Hungary were made up of million of people with different ethnicities. Their main concern was to keep the empire together and prevent any countries (e.g. Serbia) from breaking apart. These great powers later formed alliance groups. These groups are Triple Alliance and Triple Entente. The Triple Alliance is made up of Germany (and its empire), Austria-Hungary and Italy. The Triple Entente is made up of Britain (and its empire), France (and its empire) and Russia. In 1871, Germany’s victory in the Franco-Prussian war changed the balance of power in Europe. In 1879, Germany and Austria-Hungary signed a secret treaty promising to protect each other because they were worried about Russia. In 1882, Italy joins in with the treaty since it became worried about France, forming the Triple Alliance. In 1888, Wilhelm II became the Kaiser of Germany. In 1895, France and Russia signed a treaty (Franco-Russian Alliance) too because they were worried about Germany. Britain did not sign the treaty and refused to because they believed in the policy of splendid isolation, which was a policy of not getting involved with other countries politics. However, Germany’s navy became a threat to Britain, so in 1904, Britain has an agreement of friendship with France and signed the Entente Cordiale, ending Britain’s isolation. In 1907, Britain also has a friendly agreement (Anglo-Russian agreement) with Russia, forming the Triple Entente. Kasier Wilhelm II foreign policy terms were: - Weltpolitk – This means ‘world power’ which means that the Kaiser wants to be a world power by controlling the whole world. - Turning Germany into a great trading nation – For this Germany would need an African empire. - To have a strong navy – This is to be an imperial power in Europe. - ‘Mitteleuropa’ – This is the plan to have a German dominated central Europe. - ‘Place in the sun’ – This is what the Kaiser wants to achieve and gain spotlight and respect in Europe. These foreign policies shown how ambitious the Kaiser was which is due to his fear of encirclement from other powers. The First Moroccan (Tangier) Crisis happened during 1905 – 1906. Morocco was one of the few African countries that escaped being colonised during the Scramble for Africa and wants to retain its independence. France wanted to conquer Morocco since Morocco was considered weak. The Entente Cordiale agreement allowed Britain to support France in conquering Morocco without interfering with French ambitions in Morocco. This was because Britain was concerned about Germany’s Weltpolitk. In 1905, Kaiser Wilhelm II visited the Moroccan city of Tangier and said that he will support Moroccan independence, so that Morocco becomes a trading nation to them. So he called for a conference to be held to agree Morocco’s future. In 1906, the conference was held in Algeciras in Southern Spain. Germany was supported by Morocco and Austria-Hungary whereas France was supported by Britain and Russia. This conference allowed Britain and Russia to improve relations and sign the Anglo-Russian agreement later in 1907. The outcome was that France gained joint control over the Moroccan banks and police with Spain, which humilates the Kaiser. This First Moroccan crisis saw the Entente Cordiale strengthened and Britain became more involved in European affairs. This crisis also increased tensions in Europe by 1907 as it angers the Kaiser even more. The Bosnian crisis happened during 1908-1909. Bosnia is located in the Balkans region. This region was mostly occupied by Serbia. Serbia was the leading Slav state in the Balkans and Serbia wanted Bosnian under its leadership because they are Slavs too so Serbia wanted them for a Slavic nation. Austria-Hungary were concerned as they wanted to have Bosnia as part of their empire, fearing that his empire might break up if he doesn’t. In 1908, there was a revolution in the Ottoman Empire meaning that the empire became weak. This was a good oppurtunity for Austria-Hungary to annex Bosnia. This annoyed Serbia and asked Russia for help. Russia were also annoyed since Austria-Hungary annexed Bosnia without telling them. Austria-Hungary got support from Germany. Even though Kaiser Wilhelm II was annoyed that Austria-Hungary did not consult with him, he still supported them. This was because he was even more annoyed with the Anglo-Russian agreement of 1907 and Austria-Hungary backed them up at the Algeciras conference. Russia was too weak to fight Germany and was forced to back out. This crisis has led to crucial effects on the main powers. These effects are: - Austria-Hungary felt that they had full support from Germany now. - Russia feels humiliated for backing out, so Russia would make sure that it doesn’t happen again, which led to military improvements in Russia. - The Triple Entente is strengthened as now Britain, France and Russia have a reason for hating Germany. - Serbia became more determined to oppose Austria-Hungary next time. In 1911 the Second Moroccon (Agadir) Crisis took place, where a rebellion broke out in the city of Fez. The Sultan appealed to the French for help and they sent an army to Morocco to put down the rebellion. The Germany retaliated by sending a gunboat called the ‘Panther’ to the port of Agadir in order to protect German trade with Morocco. The Germans claimed they were doing the same as the French since the French were protecting their interests in Fex. Germany hoped that their action would allow them to negotiate with France for colonies in Africa in exchange for allowing France to take over Morocco. Britain didn’t like Germany’s actions and saw it as aggressive. They called it ‘gunboat diplomacy’ and as the biggest naval power hated Germany for challenging them. Britain though that Germany wanted to build an Atlantic base to challenge their naval base at Gibraltar. For this reason, Britain supported France and preparations for war were made in Germany, Britain and France. Eventually, Germany backed down, since they were weak. The Agadir Crisis brought Europe much closer to war than before and affected the relationships between the great powers. These effects were: - Germany felt humiliated, meaning that they would not back out in future crises. - German people felt angry with Britain and therefore began to support the idea of a war. - Britain and France had a secret naval agreement, where Britain promised to defend the north coast of France and France promised to defend the Mediterranean if they got attacked. - The Triple Alliance weakened since Italy opposed Germany, meaning that Germany relied on Austria-Hungary even more. The Anglo-German naval rivalry happened in 1906, where the first Dreadnought was launched by Britain. The Dreadnought was much faster and had longer-range guns than older ships. The Dreadnought made the British navy much more powerful. The British navy was important as it was for protection and to keep open trade with its empire. When the Kaiser announced his intention to build a powerful German navy, Britain felt very threatened by his intention. Germany challenged Britain at the sea if it had enough Dreadnoughts, which leads Britain and Germany into a naval race. Germany began to speed up the production of their Dreadnoughts in order to catch up to Britain. Britain also began the production of dreadnoughts, where they planned for four in 1909, however the British public opinion was that they wanted eight, using the slogan ‘We want eight and we won’t wait’. The Agadir Crisis increased fears for Britan due to ‘gunboat diplomacy’. After 1911, the naval race continued but it became less intense since Britain was way ahead of Germany. Germany began to realise that the navy was not as important as the army for them, therefore ending the naval race. The naval rivalry intensified the competion and hatred between Germany and Britain, meaning that Britain was more likely to fight against Germany. In 1907, the military arms race is where all the Great Powers begin to build up their armies. This was because countries began to fear countries from the opposing side. Overall, Russia had the biggest army, whereas Germany had the most powerful army. This was because the Russians were badly equipped whereas Germany came up with strageic plans like the Schlieffen plan. Britain set up the British Expeditionary Force (BEF), which consists of 150,000 highly trained and well-equipped soldiers. France were also a well-equipped army and its main plan of attack was known as Plan 17, where French troops would charge across the frontier and attack deep into Germany, forcing them to surrender. Austria-Hungary mainly relied on the help of Germany so that Russia can be held back. The Ottoman Empire had dominated the Balkans for a very long time. However, during the 1800s, the Ottoman Empire weakened in power, territory and influence. In 1912, the First Balkan War took place, where Serbia allied with other Balkan countries (Bulgaria, Greece, and Montengro) to form the Balkan League. Then the Balkan League defeated the Ottomans very easily and they won the territory as well as gaining confidence. In 1913, Serbia and Bulgaria disagree over the conquered lands, which meant that the Second Balkan War took place. Serbia was allied with Greece and the Ottomans and they win the war, allowing them to expand their territory even more. The Balkan wars has made Serbia much stronger than they were before, which worried Austria-Hungary, fearing that their empire may break up for independence. On 28th June 1914, Archduke Franz Ferdinand and his wife Sophie were assassinated by a young Serb terrorist called Gavrilo Princip. The heir to the Austrian-Hungarian throne decided to visit Sarajevo in Bosnia with his wife. On that day was the anniversary of the Battle of Serbia in 1389, which was an important day for the Serbians. When the Archduke is going to the Town Hall to deliver a speech, there were seven assassins from the Black Hand terrorist organisation ready to assassinate the Archduke. Their weapons were supplied by the Serbian army. One of the assassins threw a grenade at his car. The grenade misses and injures 20 people. After the speech is delivered, he decides to vist the wounded people in hospital and tells his driver to go to the hospital. However the driver makes the wrong turn and they are seen by one of the assassins named Gavrilo Princip. Princip, who was in a café eating a sandwich, got his pistol ready and shot two bullets from a distance of 1.5 metres. One shot was at Franz Ferdinand and another was at his wife. The reason for this assassination was because Bosnia Serbs were not happy with the rule of Austria-Hungary. So in 1911, ten men formed the Black Hand organization which aimed to unite all Serbs and be nationalist. In order to show their hatred towards Austria-Hungary, they planned this assassination. Austria-Hungary used the assassination as an excuse to take revenge on Serbia. Therefore Austria-Hungary sent a 10-point ultimatum for Serbia to accept. Serbia refused to accept one of the points. Germany said that they will support Austria-Hungary on 6th July which assured Austria-Hungary. On 28th July 1914, Austria-Hungary declared war on Serbia. This declaration meant that Russia had to back Serbia as they don’t want to repeat the same mistakes made during the Bosnian Crisis. So on 30th July 1914, Russia begins to mobilise its army. On 1st August 1914, Germany declared war on Russia. At this point, only Eastern Europe are in the war. When the Franco-Russian Alliance was signed in 1893, Germany were worried on what to do in an event of a war on two fronts (encirclement) since France could attack from the west and Russia could attack from the east. So in 1905, German Field Marshall Alfred von Schlieffen suggested that the best way to overcome this problem was to march the German troops through Belgium and then to France. This is because the French would be expecting an attack in Alsace-Lorraine where they shared a border with Germany, so they will be ready with troops. The Schlieffen Plan was meant to be a surprise attack for France from the Belgium border. The Schlieffen Plan aimed to make France surrender in six weeks. Since it was believed that Russia would take a long time to mobilise, they were planning to defeat Russia with the samy army since Russia was very weak and unprepared. Britain guaranteed Belgium’s neutrality in 1839. So when Germany declares war on France on 3rd August, German troops entered ‘neutral’ Belgium on the same day, Britain declared war on Germany on 4th August. Austria-Hungary declares war on Russia on 6th August. I hope this was useful. I am also doing my GCSE's this year and I hope I get an A in History overall. Good luck for History on Monday 5th June 2017.	3,693	ENGLISH	1
Useful Maths Documents The children were given mixed up number cards up to 5. They had to put them in the correct order. With Numicon, the children found different ways to make 5. Making and solving their own addition word problems using concrete and pictorial. The children were given 3D shapes and had to investigate their properties. They then had nets of different shapes that they had to make into 3D shapes and say what their properties were. The children were given the task of investigating pairs of 3-digit numbers that, when added together, made answers that were odd numbers. Once the children had investigated this, they than had to add pairs of numbers together that gave an answer that was a multiple of 5. The children have used their reasoning skills when answering word problems. When the children first attempted it, they used a trial by error approach. They tried the numbers in different combinations until they arrived at a multiple of 10. The children were aware that a multiplie of ten would have a zero in the units column. We then discussed how 6×5 = 30 and therefore the 9 digit must be in the ten’s column. We had been finding fractions of amounts using a bar model method. After the children struggled with the questons initially, the children set out the sum using a bar model and then decided which operation they had to do to solve the problems.	<urn:uuid:64bc1e8d-2c32-45cd-879a-8a5cc71589ad>	CC-MAIN-2020-05	https://springfieldcps.lancs.sch.uk/maths-2/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594603.8/warc/CC-MAIN-20200119122744-20200119150744-00536.warc.gz	en	0.983686	287	4.5	4	[ -0.5494115948677063, -0.20428521931171417, 0.13179437816143036, -0.3804580271244049, -0.6636278033256531, 0.4480144679546356, -0.26620978116989136, 0.1545879989862442, 0.1047888994216919, 0.06854582577943802, 0.34280064702033997, -0.22377415001392365, 0.2241872102022171, 0.0580507256090641...	11	Useful Maths Documents The children were given mixed up number cards up to 5. They had to put them in the correct order. With Numicon, the children found different ways to make 5. Making and solving their own addition word problems using concrete and pictorial. The children were given 3D shapes and had to investigate their properties. They then had nets of different shapes that they had to make into 3D shapes and say what their properties were. The children were given the task of investigating pairs of 3-digit numbers that, when added together, made answers that were odd numbers. Once the children had investigated this, they than had to add pairs of numbers together that gave an answer that was a multiple of 5. The children have used their reasoning skills when answering word problems. When the children first attempted it, they used a trial by error approach. They tried the numbers in different combinations until they arrived at a multiple of 10. The children were aware that a multiplie of ten would have a zero in the units column. We then discussed how 6×5 = 30 and therefore the 9 digit must be in the ten’s column. We had been finding fractions of amounts using a bar model method. After the children struggled with the questons initially, the children set out the sum using a bar model and then decided which operation they had to do to solve the problems.	288	ENGLISH	1
\|Children can practise in a variety of ways such as chanting, singing songs, drawing groups of or lots of an amount and counting in the tables to find the amount, or writing the tables out. They will have their test in a muddled order.\| Children can practise their spellings in lots of ways such as look, cover, write, check, repeating the words, using a rhyme for each letter of the word, finding common words in the word that they already know and can see, segmenting the word or breaking it down into syllables. Please ensure children have an indoor PE kit that is labelled and jewellery is removed. It is very important that your child reads at least three times a week at home with an adult and the reading diary is signed. We check diaries regularly and children are allowed to move their face on our chart. If children read three or more times in a week they receive 1 house point on Friday. You can help your child to read by... - Guiding them to break down longer words so that they can be decoded - Asking them what has happened so far before continuing to read - Encouraging your child to predict what may happen part way through and how they might know this - Asking your child questions about characters' feelings, emotions and thoughts This week we have started learning about Florence Nightingale. We've written time lines about her life after listening to and finding out information about her life. Towards the end of the week we learnt about the conditions of the hospital and what she did to change them. After looking at equals groups we have moved onto arrays. We have enjoyed making them with cubes or counters, drawing them and writing facts by looking at pictures of arrays. Since returning from our holidays, we have thought about new beginnings and what we might do to change the rest of this year either at home or school. We looked at the Roman God Janus who was the God of doors and doorways. We designed our own doors and wrote one thing we would change for the new year 2020! We have finished learning about conjunctions now. Here is our working wall showing examples of conjunctions using rainbow grammar to help us. We have moved onto multiplication and division this term, and we have started off by looking at equal groups, understanding what this is and what it looks like. We made equal groups practically and then spotted them in pictures. What amazing homework we have after returning from our 2 week break! We have all learnt some very interesting facts about the continents which have helped us to locate and name them on a map. We have also located the oceans around the world as well as looking at the United Kingdom, the countries and capital cities and the surrounding water. We have recapped the Christmas story and have focused on the good and bad news. We were put into groups and were given a character. We organised ourselves thinking about which characters came in which order in the story, and then thought about what each character would say. We then performed this to the class. We have investigated if different solids can change shape by bending, twisting, stretching or squashing. We had lots of different objects on our tables to explore, and recorded our results in a table. We have started learning about money and have learnt all the coins and notes we have in our country. We have practised choosing coins to make an amount, added pence, added pounds and added pence and pounds. We have now finished our topic and have enjoyed learning about our village and City Centre! This week we have been looking at maps. We have learnt what aerial and satellite maps are, the symbols on maps and what a bird's eye view is too. We have had a go at drawing a bird's eye view of the classroom first before trying to draw a map of the school. We have really enjoyed this week! We have now finished learning about different types of sentences. Statement - tells the reader something Question - starts with a question word and ends with a sentence Command - starts with a bossy word and usually gives an instruction Exclamation - usually starts with 'how or 'what' and shows a shock or surprise We made a paper chain with the adults included, to show that we are all different and unique and this is something to celebrate. We talked about what bullying is, how to spot and stop it and who we can go to. Our paper chain shows that we can go to anyone in the class if we have a problem. We also shared our thoughts during our Wednesday morning assembly. This morning we were designers and we had to design a bag, water bottle and chair seat for Miss Dosanjh by thinking about the materials for each object and their properties. We had different materials we could choose from as well as water, to test out how waterproof each one was. Today we looked at the history behind Remembrance Day and what it is all about. We talked about the people and some of the countries involved, and why the red poppy is so important during this time. We then decorated our own poppies to make a wreath. Keep an eye out for the picture of our wreath! This week we completed our City Centre Survey! We were very excited to travel by coach and complete our litter and traffic tally charts. We also had time to go into the Guildhall Museum and look at the artefacts found in Leicester from a very long time ago. After this trip, we wrote about our findings and completed another set of pictograms and block diagrams. This week we have been excited to go on our village walk to look for human and physical characteristics as well as carry out a litter and traffic survey. This week we have completed tally charts, written simple recounts to show our findings and create pictograms and block diagrams too. We have started our new topic by looking at the season we are in. We looked for clues which told us that it was Autumn and then compared Autumn to another season. We have returned after half-term and what wonderful homework there is! The homework was based around materials and their properties. Lots of us did posters and pictures and there was also a creative game which we enjoyed playing as a class. This half term we have focused our art work on the artist Wassily Kandinsky. We have learnt all about him and then practised colour techniques such as mixing primary colours, making colours lighter and darker and even thinking about warm and cold colours. We then painted our backgrounds and then decided on our techniques for our circles which were a mixture of thick and thin circles. This is what our paintings looked like overall! What do you think? After finishing our Titanic books this week, we have moved onto finding out about what life was like on board the ship. We entered our classroom with our very own tickets and had information which we used to find out facts about the class we were in (1st, 2nd or 3rd class). We recorded our facts ready for writing next week. This week we have thought about thankfulness. We had a think about what we are thankful for and the things in our lives which we have and are grateful for. The last 2 weeks we have been really busy in Year 2 as we have learnt all about the Titanic! We have had books in class to complete, to show how the Titanic sank. We have used our knowledge organisers really well to help us write each page. Some of us have been so inspired by this new learning that we have re-created the Titanic using lego. Can you spot the Titanic, life boats and the iceberg? This week we have been thinking about how things move and now we are comparing how things move using the words fast and slow. As part of D&T, we made our boats firstly deciding how to make our boats waterproof and then deciding how to make it the fastest. We used a range of materials and can't wait to test them next week! This half term we are learning about the creation of the world. We listened to the story and decided on a day we would like to show in our own way using a range of media. This week we have started our class book ' The Pirate Cruncher'. We have described what we can see on the front cover, practised writing questions about what we want to find out about the book and wrote our own suggestions for characters' speech. Towards the end of the week we read a bit more of the story and had some objects on the table to feel and touch using our senses. We also listened to sounds linked to the book to help us think of ideas for describing the setting. We have learnt how to use different equipment to represent a 2-digit number. We practised counting in tens and ones and we used equipment like bead strings, numicon, tens and ones, counters and straws. We have learnt about different parts of a pirate ship and what they are useful for. We concentrated on port holes and discussed what we would see out of one. We wrote very descriptive sentences too. What a wonderful start to the new academic year! Our first topic is all about pirates and we have amazing homework from the Year 2 children! It is already up in our classroom for everyone to see!	<urn:uuid:22e76f4e-32d4-4422-81cb-b81e0a15b065>	CC-MAIN-2020-05	https://www.st-lukes.leics.sch.uk/year-2-3/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594101.10/warc/CC-MAIN-20200119010920-20200119034920-00117.warc.gz	en	0.980104	1,895	3.984375	4	[ -0.08365759253501892, -0.3604421615600586, 0.27001887559890747, -0.08730947971343994, -0.3880075514316559, 0.14816126227378845, -0.17728115618228912, -0.1772364228963852, -0.0021123180631548166, -0.04647563397884369, 0.4153539538383484, 0.05104729160666466, 0.05562819167971611, 0.200592368...	1	\|Children can practise in a variety of ways such as chanting, singing songs, drawing groups of or lots of an amount and counting in the tables to find the amount, or writing the tables out. They will have their test in a muddled order.\| Children can practise their spellings in lots of ways such as look, cover, write, check, repeating the words, using a rhyme for each letter of the word, finding common words in the word that they already know and can see, segmenting the word or breaking it down into syllables. Please ensure children have an indoor PE kit that is labelled and jewellery is removed. It is very important that your child reads at least three times a week at home with an adult and the reading diary is signed. We check diaries regularly and children are allowed to move their face on our chart. If children read three or more times in a week they receive 1 house point on Friday. You can help your child to read by... - Guiding them to break down longer words so that they can be decoded - Asking them what has happened so far before continuing to read - Encouraging your child to predict what may happen part way through and how they might know this - Asking your child questions about characters' feelings, emotions and thoughts This week we have started learning about Florence Nightingale. We've written time lines about her life after listening to and finding out information about her life. Towards the end of the week we learnt about the conditions of the hospital and what she did to change them. After looking at equals groups we have moved onto arrays. We have enjoyed making them with cubes or counters, drawing them and writing facts by looking at pictures of arrays. Since returning from our holidays, we have thought about new beginnings and what we might do to change the rest of this year either at home or school. We looked at the Roman God Janus who was the God of doors and doorways. We designed our own doors and wrote one thing we would change for the new year 2020! We have finished learning about conjunctions now. Here is our working wall showing examples of conjunctions using rainbow grammar to help us. We have moved onto multiplication and division this term, and we have started off by looking at equal groups, understanding what this is and what it looks like. We made equal groups practically and then spotted them in pictures. What amazing homework we have after returning from our 2 week break! We have all learnt some very interesting facts about the continents which have helped us to locate and name them on a map. We have also located the oceans around the world as well as looking at the United Kingdom, the countries and capital cities and the surrounding water. We have recapped the Christmas story and have focused on the good and bad news. We were put into groups and were given a character. We organised ourselves thinking about which characters came in which order in the story, and then thought about what each character would say. We then performed this to the class. We have investigated if different solids can change shape by bending, twisting, stretching or squashing. We had lots of different objects on our tables to explore, and recorded our results in a table. We have started learning about money and have learnt all the coins and notes we have in our country. We have practised choosing coins to make an amount, added pence, added pounds and added pence and pounds. We have now finished our topic and have enjoyed learning about our village and City Centre! This week we have been looking at maps. We have learnt what aerial and satellite maps are, the symbols on maps and what a bird's eye view is too. We have had a go at drawing a bird's eye view of the classroom first before trying to draw a map of the school. We have really enjoyed this week! We have now finished learning about different types of sentences. Statement - tells the reader something Question - starts with a question word and ends with a sentence Command - starts with a bossy word and usually gives an instruction Exclamation - usually starts with 'how or 'what' and shows a shock or surprise We made a paper chain with the adults included, to show that we are all different and unique and this is something to celebrate. We talked about what bullying is, how to spot and stop it and who we can go to. Our paper chain shows that we can go to anyone in the class if we have a problem. We also shared our thoughts during our Wednesday morning assembly. This morning we were designers and we had to design a bag, water bottle and chair seat for Miss Dosanjh by thinking about the materials for each object and their properties. We had different materials we could choose from as well as water, to test out how waterproof each one was. Today we looked at the history behind Remembrance Day and what it is all about. We talked about the people and some of the countries involved, and why the red poppy is so important during this time. We then decorated our own poppies to make a wreath. Keep an eye out for the picture of our wreath! This week we completed our City Centre Survey! We were very excited to travel by coach and complete our litter and traffic tally charts. We also had time to go into the Guildhall Museum and look at the artefacts found in Leicester from a very long time ago. After this trip, we wrote about our findings and completed another set of pictograms and block diagrams. This week we have been excited to go on our village walk to look for human and physical characteristics as well as carry out a litter and traffic survey. This week we have completed tally charts, written simple recounts to show our findings and create pictograms and block diagrams too. We have started our new topic by looking at the season we are in. We looked for clues which told us that it was Autumn and then compared Autumn to another season. We have returned after half-term and what wonderful homework there is! The homework was based around materials and their properties. Lots of us did posters and pictures and there was also a creative game which we enjoyed playing as a class. This half term we have focused our art work on the artist Wassily Kandinsky. We have learnt all about him and then practised colour techniques such as mixing primary colours, making colours lighter and darker and even thinking about warm and cold colours. We then painted our backgrounds and then decided on our techniques for our circles which were a mixture of thick and thin circles. This is what our paintings looked like overall! What do you think? After finishing our Titanic books this week, we have moved onto finding out about what life was like on board the ship. We entered our classroom with our very own tickets and had information which we used to find out facts about the class we were in (1st, 2nd or 3rd class). We recorded our facts ready for writing next week. This week we have thought about thankfulness. We had a think about what we are thankful for and the things in our lives which we have and are grateful for. The last 2 weeks we have been really busy in Year 2 as we have learnt all about the Titanic! We have had books in class to complete, to show how the Titanic sank. We have used our knowledge organisers really well to help us write each page. Some of us have been so inspired by this new learning that we have re-created the Titanic using lego. Can you spot the Titanic, life boats and the iceberg? This week we have been thinking about how things move and now we are comparing how things move using the words fast and slow. As part of D&T, we made our boats firstly deciding how to make our boats waterproof and then deciding how to make it the fastest. We used a range of materials and can't wait to test them next week! This half term we are learning about the creation of the world. We listened to the story and decided on a day we would like to show in our own way using a range of media. This week we have started our class book ' The Pirate Cruncher'. We have described what we can see on the front cover, practised writing questions about what we want to find out about the book and wrote our own suggestions for characters' speech. Towards the end of the week we read a bit more of the story and had some objects on the table to feel and touch using our senses. We also listened to sounds linked to the book to help us think of ideas for describing the setting. We have learnt how to use different equipment to represent a 2-digit number. We practised counting in tens and ones and we used equipment like bead strings, numicon, tens and ones, counters and straws. We have learnt about different parts of a pirate ship and what they are useful for. We concentrated on port holes and discussed what we would see out of one. We wrote very descriptive sentences too. What a wonderful start to the new academic year! Our first topic is all about pirates and we have amazing homework from the Year 2 children! It is already up in our classroom for everyone to see!	1,862	ENGLISH	1
The history altering election of November 8,1960made JFK the youngest president ever elected at the age of 43, and thefirst Roman Catholic president.JFK became a name that everyone recognized as a fair and restrained leader.In this election JFK slid just passed the Republican candidate, Richard Nixon, in what was the closest battle for office since 1916. JFK was born in Brookline Massachusetts, a suburb of Boston, on May 29, 1917.He was born second into a family of nine children, to Joseph P. Kennedy Sr. and Rose Fitzgerald Kennedy.His wealthy family had many tragedies, including the loss of Joseph Jr.who died while on a mission in World War II, and his sister Kathleen who died in a plane crash in France in 1948. In 1926 the Kennedy family moved to New York City, then to Bronxville, NY a short time latter.Kennedy’s father served in politics for many years.Kennedy, like his father served politics also. In 1946 Kennedy became a candidate for the Democratic nomination of the House from Massachusetts’ eleventh Congressional District and was elected in 1947 and served until 1953, in 1952 Kennedy decided to run against incumbent Senator Henry Cabot Lodge for the United Sates Senate in the November election.Kennedy fought a strenuous campaign and in 1953 took his seat in the Senate until 1961.On September 12, 1953 Kennedy married Jacqueline Lee Bouvier, the daughter of John V. Bouvier, and stepdaughter of Hugh D. Auchincloss.He served in the Senate until 1961 when he was elected President of the United States of America. On November 8, 1960 Kennedy defeated Nixon by a vote of 34,277,096 to 34,107,646, a difference of 169,450.Kennedy had won the election with 50.1% of the nation’s votes.Kennedy was inaugurated as the thirty-fifth President of the United Sates on January 20, 1961.In his address, he pledged to dedicate the energy and sacrifice of a new generation and new	<urn:uuid:5cb5670b-adc0-4b97-81cb-715ce5368a9c>	CC-MAIN-2020-05	https://gemmarketingsolutions.com/assination-of-jfk/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250608295.52/warc/CC-MAIN-20200123041345-20200123070345-00321.warc.gz	en	0.982752	418	3.296875	3	[ -0.18110764026641846, 0.13923165202140808, 0.5627965331077576, -0.2542964220046997, -0.13171468675136566, 0.8349922299385071, -0.2099500298500061, -0.007932472042739391, 0.08459817618131638, -0.012198925018310547, 0.04652853682637215, 0.5554751753807068, -0.15757326781749725, 0.20655831694...	1	The history altering election of November 8,1960made JFK the youngest president ever elected at the age of 43, and thefirst Roman Catholic president.JFK became a name that everyone recognized as a fair and restrained leader.In this election JFK slid just passed the Republican candidate, Richard Nixon, in what was the closest battle for office since 1916. JFK was born in Brookline Massachusetts, a suburb of Boston, on May 29, 1917.He was born second into a family of nine children, to Joseph P. Kennedy Sr. and Rose Fitzgerald Kennedy.His wealthy family had many tragedies, including the loss of Joseph Jr.who died while on a mission in World War II, and his sister Kathleen who died in a plane crash in France in 1948. In 1926 the Kennedy family moved to New York City, then to Bronxville, NY a short time latter.Kennedy’s father served in politics for many years.Kennedy, like his father served politics also. In 1946 Kennedy became a candidate for the Democratic nomination of the House from Massachusetts’ eleventh Congressional District and was elected in 1947 and served until 1953, in 1952 Kennedy decided to run against incumbent Senator Henry Cabot Lodge for the United Sates Senate in the November election.Kennedy fought a strenuous campaign and in 1953 took his seat in the Senate until 1961.On September 12, 1953 Kennedy married Jacqueline Lee Bouvier, the daughter of John V. Bouvier, and stepdaughter of Hugh D. Auchincloss.He served in the Senate until 1961 when he was elected President of the United States of America. On November 8, 1960 Kennedy defeated Nixon by a vote of 34,277,096 to 34,107,646, a difference of 169,450.Kennedy had won the election with 50.1% of the nation’s votes.Kennedy was inaugurated as the thirty-fifth President of the United Sates on January 20, 1961.In his address, he pledged to dedicate the energy and sacrifice of a new generation and new	489	ENGLISH	1
Veteran’s Day is a time to remember those who have fought for our country and our freedom. And this should definitely include equines. Before motor transport, they were the only way soldiers could cover ground quickly, and they gave armies an edge when they were fighting those on foot. During World War 1, motor transport was new, and horses were still the main mode of transporting material and soldiers. What many do not realize is that 8 million equines (horses, donkeys and mules) were killed during the war. Simon Butler is the author of The War Horses: The Tragic Fate of a Million Horses in the Frist World War, an amazing book that draws on over 200 photographs and eye-witness accounts to illustrate the actuality of war and the vital role played by the horse on the Western Front. You can purchase his book here. He explained to iHeartHorses.com why horses were so instrumental for the war effort: “In 1914 motor transport was in its infancy and horses were essential in transporting materiel in support of the fighting on both the Allied and German sides. Thousands of tons per day of munitions, food etc. were moved up to the trenches daily – exposing the men and animals to great danger. The war certainly could not have been fought in the same way without them but it must also be remembered that horse transport was at that time the principal means of moving heavy goods over short to medium distances – so horses and wagons were readily available for use by the military. And up to that date armies had always relied on horse transport.” Many of these horses used were not military bred and trained. In fact, many were family or farm owned horses that were requisitioned by the army. Why? Because from the outbreak of the war in England in August 1914 the military did not have enough horses of their own, explained Butler. In his book, he has some amazing firsthand accounts, including the following he shared with us, a story as told by a young village girl, Elizabeth Owen: “Then we heard that the khaki men were coming to take away all the horses from the village. Everything in the village was done by horses. The station was about a mile or a mile and a half away and the train was met by a brake drawn by horses. The milk was delivered by horses and the butter used to be collected from the farms and brought in by horses to the butter market. There was a farmer who had a lovely pair who we called the prancers. He thought he would try and hide these horses but the khaki men found them. They tied them all together on a long rope, I think there was about twenty – all horses we used to know and love and feed. Then they started trotting them out of the village and as they went out of sight we were all terribly sad.” And it wasn’t just the soldiers that suffered during the war. Another story he shared was on from the Western Front itself, where a General describes the plight of horses: “The sombre close of the Battle of the Somme was cruel to horses no less than men. The roads were so completely broken up by alternate frost, snow and rain, that the only way to get ammunition to the forward batteries was to carry it up in panniers slung on horses. Often these poor beasts, who were led forward in long strings with three shells on each side of them, would sink deep into the mud. Sometimes, in spite of all their struggles, they could not extricate themselves, and died where they fell.” The men often grew close bonds with these animals that were helping make their job a little bit easier. A memoir by Gunner, H. Doggett, writing in 1917 and shared by Butler says this: “Our ammunition wagon had only been there a second or two when a shell killed the horse under the driver. We went over to him and tried to unharness the horse and cut the traces away. He just kneeled and watched this horse. A brigadier then came along, a brass hat, and tapped this boy on the shoulder and said, ‘Never mind, sonny!’ The driver looked up at him for a second and all of a sudden he said, ‘Bloody Germans!’ Then he pointed his finger and he stood like stone as though he was transfixed. The Brass Hat said to his captain, ‘All right, take the boy down the line and see that he has two or three days rest.’ Then he turned to our captain and said, ‘If everyone was like that who loved animals we would be all right.’” And so, while we honor those who have fought for us this November 11, take a moment to think about these forgotten 8 million – who were most definitely heroes.	<urn:uuid:ab1ebaf7-1b2c-4302-8dd8-a02e2a04b8e6>	CC-MAIN-2020-05	https://ihearthorses.com/pictorial-tribute-to-the-forgotten-8-million-war-horses/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594603.8/warc/CC-MAIN-20200119122744-20200119150744-00458.warc.gz	en	0.989208	1,010	3.390625	3	[ -0.24391397833824158, 0.292221337556839, 0.6736639738082886, 0.10644935816526413, -0.2306954711675644, 0.13415372371673584, -0.0479283332824707, 0.3720552325248718, 0.09956919401884079, 0.2437623143196106, -0.21379971504211426, -0.16589000821113586, 0.10922664403915405, 0.5493588447570801,...	2	Veteran’s Day is a time to remember those who have fought for our country and our freedom. And this should definitely include equines. Before motor transport, they were the only way soldiers could cover ground quickly, and they gave armies an edge when they were fighting those on foot. During World War 1, motor transport was new, and horses were still the main mode of transporting material and soldiers. What many do not realize is that 8 million equines (horses, donkeys and mules) were killed during the war. Simon Butler is the author of The War Horses: The Tragic Fate of a Million Horses in the Frist World War, an amazing book that draws on over 200 photographs and eye-witness accounts to illustrate the actuality of war and the vital role played by the horse on the Western Front. You can purchase his book here. He explained to iHeartHorses.com why horses were so instrumental for the war effort: “In 1914 motor transport was in its infancy and horses were essential in transporting materiel in support of the fighting on both the Allied and German sides. Thousands of tons per day of munitions, food etc. were moved up to the trenches daily – exposing the men and animals to great danger. The war certainly could not have been fought in the same way without them but it must also be remembered that horse transport was at that time the principal means of moving heavy goods over short to medium distances – so horses and wagons were readily available for use by the military. And up to that date armies had always relied on horse transport.” Many of these horses used were not military bred and trained. In fact, many were family or farm owned horses that were requisitioned by the army. Why? Because from the outbreak of the war in England in August 1914 the military did not have enough horses of their own, explained Butler. In his book, he has some amazing firsthand accounts, including the following he shared with us, a story as told by a young village girl, Elizabeth Owen: “Then we heard that the khaki men were coming to take away all the horses from the village. Everything in the village was done by horses. The station was about a mile or a mile and a half away and the train was met by a brake drawn by horses. The milk was delivered by horses and the butter used to be collected from the farms and brought in by horses to the butter market. There was a farmer who had a lovely pair who we called the prancers. He thought he would try and hide these horses but the khaki men found them. They tied them all together on a long rope, I think there was about twenty – all horses we used to know and love and feed. Then they started trotting them out of the village and as they went out of sight we were all terribly sad.” And it wasn’t just the soldiers that suffered during the war. Another story he shared was on from the Western Front itself, where a General describes the plight of horses: “The sombre close of the Battle of the Somme was cruel to horses no less than men. The roads were so completely broken up by alternate frost, snow and rain, that the only way to get ammunition to the forward batteries was to carry it up in panniers slung on horses. Often these poor beasts, who were led forward in long strings with three shells on each side of them, would sink deep into the mud. Sometimes, in spite of all their struggles, they could not extricate themselves, and died where they fell.” The men often grew close bonds with these animals that were helping make their job a little bit easier. A memoir by Gunner, H. Doggett, writing in 1917 and shared by Butler says this: “Our ammunition wagon had only been there a second or two when a shell killed the horse under the driver. We went over to him and tried to unharness the horse and cut the traces away. He just kneeled and watched this horse. A brigadier then came along, a brass hat, and tapped this boy on the shoulder and said, ‘Never mind, sonny!’ The driver looked up at him for a second and all of a sudden he said, ‘Bloody Germans!’ Then he pointed his finger and he stood like stone as though he was transfixed. The Brass Hat said to his captain, ‘All right, take the boy down the line and see that he has two or three days rest.’ Then he turned to our captain and said, ‘If everyone was like that who loved animals we would be all right.’” And so, while we honor those who have fought for us this November 11, take a moment to think about these forgotten 8 million – who were most definitely heroes.	981	ENGLISH	1
The scarlet ibis or doodle essay Moral dilemma in scarlet ibis This recurring nature motif connects Doodle to the ibis and to the natural world itself, and accentuates the beauty of his life, though it is very different from the lives of most children his age. All are very important; foreshadowing adds suspense, and symbolism contributes to interpretation. Finally, in The Scarlet Ibis, Doodle strives for these objectives because he is dependent on his brother. Throughout the story it leads the reader to his fate. Doodle learns to crawl backwards and the narrator teaches him how to walk at a very late age. Doodle and Brother have a contrasting relationship that is reflect about multiple symbols in the story The Narrator's pride made him think of only himself and what he wanted, and made him forget those wants and needs of Doodle. The Narrator made Doodle keep up with him, just as if he was a normal kid. William Armstrong was crippled when he was born and he cannot walk. Both Authors use similarities and differences in their writing style. In the story, The Scarlet Ibis, many extremely surprising facts about the story were linked in a very macabre way and they were rather interesting. Pride ruined the Narrator's perspective on Doodle. The ibis perches in the bleeding tree, which reminds readers of the color red as well. He remembers his brother, Doodle and the lesson he learns about the difference between good and bad pride. His reasons for helping Doodle are only for his benefit. The Narrator's pride hurt his judgment, and he could not see that he was pushing his brother too hard. based on 31 review	<urn:uuid:fe0ab69e-e9f5-4b92-8d02-320001548d12>	CC-MAIN-2020-05	https://jecyriqamiwyqu.ettroisptitspointscompagnie.com/the-scarlet-ibis-or-doodle-essay135722367vs.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251779833.86/warc/CC-MAIN-20200128153713-20200128183713-00538.warc.gz	en	0.983353	338	3.296875	3	[ -0.19024541974067688, 0.20047566294670105, -0.004555418621748686, -0.2485201060771942, -0.5070025324821472, 0.45076829195022583, 0.28728094696998596, 0.3596232235431671, 0.018912088125944138, -0.40543097257614136, 0.015580609440803528, -0.12709976732730865, 0.5389928221702576, 0.3959939777...	1	The scarlet ibis or doodle essay Moral dilemma in scarlet ibis This recurring nature motif connects Doodle to the ibis and to the natural world itself, and accentuates the beauty of his life, though it is very different from the lives of most children his age. All are very important; foreshadowing adds suspense, and symbolism contributes to interpretation. Finally, in The Scarlet Ibis, Doodle strives for these objectives because he is dependent on his brother. Throughout the story it leads the reader to his fate. Doodle learns to crawl backwards and the narrator teaches him how to walk at a very late age. Doodle and Brother have a contrasting relationship that is reflect about multiple symbols in the story The Narrator's pride made him think of only himself and what he wanted, and made him forget those wants and needs of Doodle. The Narrator made Doodle keep up with him, just as if he was a normal kid. William Armstrong was crippled when he was born and he cannot walk. Both Authors use similarities and differences in their writing style. In the story, The Scarlet Ibis, many extremely surprising facts about the story were linked in a very macabre way and they were rather interesting. Pride ruined the Narrator's perspective on Doodle. The ibis perches in the bleeding tree, which reminds readers of the color red as well. He remembers his brother, Doodle and the lesson he learns about the difference between good and bad pride. His reasons for helping Doodle are only for his benefit. The Narrator's pride hurt his judgment, and he could not see that he was pushing his brother too hard. based on 31 review	345	ENGLISH	1
A Scotsman with an unlikely name, MacGregor made his fortune not by selling real things that didn’t belong to him, but imaginary things that didn’t belong to anyone. In the late 18th century, MacGregor managed to convince hundreds of wealthy investors that he was the “Cazique” or prince of Poyais, a land he had made up in modern day Honduras. He sold lands, titles and rights for the non-existent country to bankers, clerks, military men and other wealthy British personages. At one point, the sales he had amassed reached a staggering $2.12 million, which in today’s terms would equate to roughly $5.88 billion. Not only this, MacGregor actually convinced his creditors to sail to the imaginary land and create a new life for themselves. He was successful in convincing seven ships’ worth of people – around 250 souls – to venture on the project. Predictably, it was a disaster; the first two ships suffered horrific deaths due to starvation and the other five were brought back. Hounded by his investors, MacGregor emigrated to Caracas, Venezuela, where he died in 1845. The financial climate of the early 1820s was ideal for a con man. Napoleon had been defeated and the British economy was expanding steadily, driven on by manufacturing. The cost of living was falling, with industrial workers’ wages rising. Interest rates drifted down, with the government borrowing more and more cheaply. The country was in upbeat mood. The downside to all this was that investing in government debt, a staple place to park spare funds, had become boring. The market rate on the most popular British government bond (the “consol”) fell steadily between 1800 and 1825. The government made the most of this, swapping its existing debt for new bonds that paid rates as low as 3%. All this gave British investors the incentive and the confidence to look for more exciting opportunities MacGregor rode this wave of optimism. In October 1822 he offered a £200,000 Poyais bond at 6%, a similar rate to that paid by the governments of Peru, Chile and Colombia. Unlike these countries, Poyais had no record of collecting taxes or system for doing so. But MacGregor argued that Poyais was so abundant in natural resources that export-tax revenue would easily cover the interest payments on the debt. And doubting investors only had to look at the Poyais settlement scheme for evidence that the plan was going ahead. It worked, and the bond was successfully floated. MacGregor’s funding was in place. A new life in a distant land MacGregor’s search for settlers was successful for different reasons. One was his aggressive sales pitch, described in “The Land that Never Was” (2004), by David Sinclair. It included interviews in the national papers, a book (supposedly written by Thomas Strangeways, but actually by MacGregor himself), and promises of friendly natives, a mild climate and fertile soil. Poyais’s forests were filled with valuable timber. It was strategically well placed near the Isthmus of Panama, with plans for a canal being mooted even in the early 1800s. MacGregor’s prospectus would have found a natural audience in a public keen to start afresh abroad. Moving to the United States was as popular as buying stocks there. In the 1820s emigration to America, which had been held back by war, started to pick up again. MacGregor needed to persuade settlers that Poyais, a brand-new country, had more to offer than America did. But some of the promises sounded very iffy. The natives were not only friendly, but loved the British. The soil was not just fertile, but capable of sustaining three maize harvests per year (elsewhere, two would be good going). The water supply was not just clean, clear and abundant, but in the streams of Poyais there were chunks of gold. How did the settlers, a group that included a banker, doctors and experienced military men, fall for this nonsense?	<urn:uuid:969004c6-5128-4969-b1fb-3e939069b5b5>	CC-MAIN-2020-05	https://coolinterestingstuff.com/the-biggest-fraud-in-history-gregor-macgregor	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614086.44/warc/CC-MAIN-20200123221108-20200124010108-00249.warc.gz	en	0.985658	867	3.421875	3	[ -0.2103465497493744, 0.09389948844909668, -0.08938014507293701, 0.0038969996385276318, 0.1387564092874527, -0.36723482608795166, 0.20055906474590302, 0.19679178297519684, 0.08586564660072327, 0.2149413675069809, 0.21136461198329926, -0.34666964411735535, 0.1769062578678131, 0.1131701096892...	5	A Scotsman with an unlikely name, MacGregor made his fortune not by selling real things that didn’t belong to him, but imaginary things that didn’t belong to anyone. In the late 18th century, MacGregor managed to convince hundreds of wealthy investors that he was the “Cazique” or prince of Poyais, a land he had made up in modern day Honduras. He sold lands, titles and rights for the non-existent country to bankers, clerks, military men and other wealthy British personages. At one point, the sales he had amassed reached a staggering $2.12 million, which in today’s terms would equate to roughly $5.88 billion. Not only this, MacGregor actually convinced his creditors to sail to the imaginary land and create a new life for themselves. He was successful in convincing seven ships’ worth of people – around 250 souls – to venture on the project. Predictably, it was a disaster; the first two ships suffered horrific deaths due to starvation and the other five were brought back. Hounded by his investors, MacGregor emigrated to Caracas, Venezuela, where he died in 1845. The financial climate of the early 1820s was ideal for a con man. Napoleon had been defeated and the British economy was expanding steadily, driven on by manufacturing. The cost of living was falling, with industrial workers’ wages rising. Interest rates drifted down, with the government borrowing more and more cheaply. The country was in upbeat mood. The downside to all this was that investing in government debt, a staple place to park spare funds, had become boring. The market rate on the most popular British government bond (the “consol”) fell steadily between 1800 and 1825. The government made the most of this, swapping its existing debt for new bonds that paid rates as low as 3%. All this gave British investors the incentive and the confidence to look for more exciting opportunities MacGregor rode this wave of optimism. In October 1822 he offered a £200,000 Poyais bond at 6%, a similar rate to that paid by the governments of Peru, Chile and Colombia. Unlike these countries, Poyais had no record of collecting taxes or system for doing so. But MacGregor argued that Poyais was so abundant in natural resources that export-tax revenue would easily cover the interest payments on the debt. And doubting investors only had to look at the Poyais settlement scheme for evidence that the plan was going ahead. It worked, and the bond was successfully floated. MacGregor’s funding was in place. A new life in a distant land MacGregor’s search for settlers was successful for different reasons. One was his aggressive sales pitch, described in “The Land that Never Was” (2004), by David Sinclair. It included interviews in the national papers, a book (supposedly written by Thomas Strangeways, but actually by MacGregor himself), and promises of friendly natives, a mild climate and fertile soil. Poyais’s forests were filled with valuable timber. It was strategically well placed near the Isthmus of Panama, with plans for a canal being mooted even in the early 1800s. MacGregor’s prospectus would have found a natural audience in a public keen to start afresh abroad. Moving to the United States was as popular as buying stocks there. In the 1820s emigration to America, which had been held back by war, started to pick up again. MacGregor needed to persuade settlers that Poyais, a brand-new country, had more to offer than America did. But some of the promises sounded very iffy. The natives were not only friendly, but loved the British. The soil was not just fertile, but capable of sustaining three maize harvests per year (elsewhere, two would be good going). The water supply was not just clean, clear and abundant, but in the streams of Poyais there were chunks of gold. How did the settlers, a group that included a banker, doctors and experienced military men, fall for this nonsense?	876	ENGLISH	1
Facts About Concentration Camps Concentration camps were an integral part of Nazi Germany between the years 1933 and 1945. Without them, Nazi Germany would not have been the threat it had become. Concentration camps were not a camp, but a prison for people born into a particular family, such as Jewish, Austrian, etc. The conditions in these "camps" were harsh, much rougher than most prisons. People imprisoned were often forced to work, as well as abused, and some put to death. As soon as Adolph Hitler was appointed chancellor of Germany in January 1933, he built the first concentration camp. Hitler claimed at the beginning that it was for those who opposed the Nazi policy, but he imprisoned others for their political beliefs. Eventually, throughout all of Germany, Poland, and other parts of Europe had these prisons. By 1941, they began to use the concentration camps to kill those who were not the ideal blond-haired, blue-eyed Christian. He started with those of Jewish descent. Prisoners of Chelmno What Is the German Holocaust? Six million Jews died throughout all of the German concentration camps during the Holocaust. All of this happened because Hitler believed that Caucasian blond hair, blue-eyed Germans were superior to all other races. Jews, in his mind, were a very tainted race, which caused him to target this group more than any other. Hitler hoped by exterminating the Jews, only the "supreme" race would remain. Jews were not the only targets during the German Holocaust. Disabled people, Roma or Gypsies, Catholics, Jehovah's Witnesses, homosexuals, and others were also deemed unworthy races, although Jews were by far the most targeted. In 1933, Europe had over 9 million people who considered themselves Jews. Less than 3 million survived by the end of the Holocaust. Many lived in countries that Hitler's Nazi regime overtook during World War II. Many of those who survived had escaped and moved to the United States or other countries. Along with people of Jewish descent, 200,000 people with disabilities died during a "euthanasia program" at the hands of Nazis. Most of these institutions were within Germany, although some laid outside of the boundary, where the Nazi regime had authority. Gravesite at Chelmno of Prisoners Jews in Concentration Camp Concentration camps were used for several purposes, although all were run by those trained by Theodore Eiche's school. Theodore Eiche created the concentration camp system and even ran a school where he trained people towards leading them. Most belonged to the Dead Head's Unit, referred to as the SS's Totenkopfverbände, which is where they chose many of the guards. They trained the men in several different ways on how to run the concentration camps. All knew how to kill innocent human beings. Even those who ran labor camps were taught to kill those who had lost their usefulness. Here are the different types of concentration camps: Labor Camps: Within these camps, they would sort people based upon ability. They killed those who were sick or disabled because of their inability to work. Those who were capable of manual labor would work sunrise to sundown with very little food and water. Once a person showed signs of illness, they would die either execution-style or, however, those in charge felt was fit. Eventually, most brought into a labor camp would either contract a disease or die due to the intense labor and little nourishment. Gassing: Many concentration camps had gas chambers where they would bring a line of unsuspecting people into a room. They would then seal the place off and fill the room with poisonous gasses. Auschwitz, one of the most famous concentration camps, was set up specifically for this purpose. The gas room was right underneath the crematorium. Once they gassed the people, they would send the bodies in an elevator straight up towards the crematorium. Chelmno, the first concentration camp, used this method. Most places, to gas the people, would use the exhaust from a truck. Mass Shooting: Another form that SS soldiers chose to do to kill many by the masses was by shooting Jews and other groups. One notorious camp who used this method was Majdanek. On November 3rd and 4th, 17-18 thousand people died in one day through this method. It was so well-known that they even named the mass shooting, 'harvest feast,' or the German name Erntefest. Erntefest also included other mass shootings in the Lublin area. The total body count was believed to be around 40 thousand. Unfortunately, this was not an isolated incident, and this form was used in other concentration camps as well. Medical Testing Extermination: Some felt they were noble because they exterminated through medical testing. These facilities would do medical testing experiments. To test these medical experiments, they would give those who lived in the camps a disease, then try a cure to see if it worked. They knew many of these supposed cures would fail, and were not disheartened by the loss of people when these cures did not work. Most died from the diseases the doctors infected the patients with. Throughout all of these medical testings, there were no cures found for any known disease. Photos of AuschwitzClick thumbnail to view full-size World War II Concentration Camps The stories of both camps are alarming and heartbreaking. Before you read the stories below, remember you cannot unlearn anything. As I was studying this, my heart ached. Yet, I know this history is important to know. The stories are unbelievable. So read with caution: Chelmno becomes an operational killing factory on December 8, 1941. At Chelmno, they had three trucks that they designed for mass murders. The large vehicles had tightly sealed areas where large loads would be able to be carried, but unlike a semi that carries large loads of items, these large loads were of people, specifically those who were Jewish. They then redirected the exhaust of these trucks to enter the enclosed area; therefore, the people would die once the vehicle was turned on. The first victims, on December 8, 1941, were Jews that lived in the Kolo ghetto. They were asked to line up near the local synagogue in front of the Jewish Counsel. They could bring one handbag, and they were going to be taken somewhere where they would be building railroads and working in the fields, which was not the case. The men kept up the appearance of good faith, asking the "workers" to place down their handbags once they arrived in Chelmno. The leaders within the camp then numbered their bags and wrote down their names in a book. They then were told they were going into bathhouses and asked them to undress. Instead of leading them to bathhouses, they led all 800 forcibly into the deadly vans. All 800 men, women, and children died that day, which was only the first mass-murdering to take place. Many more were to follow to total a death count of around 350,000 innocent people, which was just one death camp and not even the worst. Auschwitz was the largest and most notorious concentration camp. It was made up of three concentration camps within Poland. They chose a variety of means of death, from gassing to experimental testing. This one concentration camp took the life of 1 1/4 million people during World War II. Auschwitz's first killing was earlier than that of Chelmno in September 1941, when 850 people lost their lives because they were too malnourished and weak to work in labor camps. 437,402 Hungarian Jews died at the hands of Nazis between May 14th and July 8th, 1944, which all occurred in less than two months, killing more than Chelmno did in its entire working history. This mass murder was the most massive single deportation of any concentration camp known to humankind. The treatment of children is even more appalling. Most children, upon arrival to Auschwitz, would be immediately killed. There was a camp doctor who tested on select children. What he was testing is unknown since his primary forms of testing were castrating them, freezing them, placing in pressure chambers, and experimenting with drugs. In later years, before the camp closed, they chose to "save money" by changing their procedures. Instead of killing children, then cremating the body, they skipped the step of killing these children and sent them straight to the crematory alive. The stories of the German Holocaust, the concentration camps, and all the brutality is unbelievable. How could such atrocious acts be inflicted upon other human beings? How could someone organize such atrocities? How could so many men gather together and make decisions on the death of thousands? How could a man go home after a day at work at a concentration camp? How could they not see that what they were doing is wrong, beyond wrong, evil? And the answers could go on forever without ever being answered. Questions & Answers Were there any kids in the concentration camps? Unfortunately, yes. Even worse, children were thought to be useless, so it was common practice to kill them along with the sickly since they could not do heavy work. Those that were above 13 years of age had a better chance of survival since they could be used for forced labor. It is estimated that 1.5 million children were killed during the Holocaust. The children that were not killed were often used, especially if they were a twin, for medical experiments that often would lead to their death.Helpful 56 What did prisoners in concentration camps eat? According to Auschwitz.org, prisoners were given three (measly) meals a day. For breakfast, they had a half liter of what they called coffee but was actually just water with a grain-based coffee substitute. Of course, it was not sweetened. For lunch, they would get a liter of soup that contained potatoes, rutabagas, groats, rye flour, and/or Avo food extract. This was usually so unappetizing that newly arrived prisoners struggled to eat it due to disgust. For supper, they received 300 grams of black bread, 25 grams of sausage, marmalade or margarine. Due to the lack of full nutrition or sufficient calories, they would lose a lot of fat, muscle, and even their organs began to suffer.Helpful 49 Were prisoners in concentration camps allowed to bathe? I am sure the answer to this would vary by concentration camp. Some camps used the guise of a shower room to gas a large group of people. For ones who were provided a shower, I am sure it was seldom and most likely cold. There are records that some would be given a shower when they first arrived after they shaved their heads to delouse them. That shower may have been their only shower while there. In general, the prisoners were treated as if they were animals not humans, and showers would have been rare if at all provided.Helpful 36 What other concentration camp names were there? Auschwitz and Chelmno are two of the most well-known concentration camps, but really there were hundreds. Auschwitz, Belzec, Janowska, Majdanek, Maly Trostenets, Sajmište. Sobibór, Syrets, Treblinka, and Warsaw were all extermination camps, which means they focused on killing rather than using them for labor or imprisonment. Most others were considered concentration camps, which focused on using people for labor, experiments, or plain imprisonment or they were just holding centers until a person's fate was decided. There are still many many more.Helpful 30 Why is Hitler considered a bad person? Because his choices led to the killing, abusing, and discrimination of an entire group based on circumstances they had no control over.Helpful 16 © 2012 Angela Michelle Schultz	<urn:uuid:b14b650c-8217-4b02-ab57-9c04d9778c5d>	CC-MAIN-2020-05	https://owlcation.com/humanities/Conditions-In-Concentration-Camps	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250610919.33/warc/CC-MAIN-20200123131001-20200123160001-00229.warc.gz	en	0.989249	2,440	3.5625	4	[ 0.15295404195785522, 0.6932693123817444, 0.07233044505119324, 0.06716090440750122, -0.026590829715132713, 0.42097994685173035, 0.3603123128414154, 0.037067364901304245, 0.20666414499282837, -0.0960455909371376, 0.32821011543273926, -0.12331472337245941, -0.07872430980205536, 0.607706665992...	1	Facts About Concentration Camps Concentration camps were an integral part of Nazi Germany between the years 1933 and 1945. Without them, Nazi Germany would not have been the threat it had become. Concentration camps were not a camp, but a prison for people born into a particular family, such as Jewish, Austrian, etc. The conditions in these "camps" were harsh, much rougher than most prisons. People imprisoned were often forced to work, as well as abused, and some put to death. As soon as Adolph Hitler was appointed chancellor of Germany in January 1933, he built the first concentration camp. Hitler claimed at the beginning that it was for those who opposed the Nazi policy, but he imprisoned others for their political beliefs. Eventually, throughout all of Germany, Poland, and other parts of Europe had these prisons. By 1941, they began to use the concentration camps to kill those who were not the ideal blond-haired, blue-eyed Christian. He started with those of Jewish descent. Prisoners of Chelmno What Is the German Holocaust? Six million Jews died throughout all of the German concentration camps during the Holocaust. All of this happened because Hitler believed that Caucasian blond hair, blue-eyed Germans were superior to all other races. Jews, in his mind, were a very tainted race, which caused him to target this group more than any other. Hitler hoped by exterminating the Jews, only the "supreme" race would remain. Jews were not the only targets during the German Holocaust. Disabled people, Roma or Gypsies, Catholics, Jehovah's Witnesses, homosexuals, and others were also deemed unworthy races, although Jews were by far the most targeted. In 1933, Europe had over 9 million people who considered themselves Jews. Less than 3 million survived by the end of the Holocaust. Many lived in countries that Hitler's Nazi regime overtook during World War II. Many of those who survived had escaped and moved to the United States or other countries. Along with people of Jewish descent, 200,000 people with disabilities died during a "euthanasia program" at the hands of Nazis. Most of these institutions were within Germany, although some laid outside of the boundary, where the Nazi regime had authority. Gravesite at Chelmno of Prisoners Jews in Concentration Camp Concentration camps were used for several purposes, although all were run by those trained by Theodore Eiche's school. Theodore Eiche created the concentration camp system and even ran a school where he trained people towards leading them. Most belonged to the Dead Head's Unit, referred to as the SS's Totenkopfverbände, which is where they chose many of the guards. They trained the men in several different ways on how to run the concentration camps. All knew how to kill innocent human beings. Even those who ran labor camps were taught to kill those who had lost their usefulness. Here are the different types of concentration camps: Labor Camps: Within these camps, they would sort people based upon ability. They killed those who were sick or disabled because of their inability to work. Those who were capable of manual labor would work sunrise to sundown with very little food and water. Once a person showed signs of illness, they would die either execution-style or, however, those in charge felt was fit. Eventually, most brought into a labor camp would either contract a disease or die due to the intense labor and little nourishment. Gassing: Many concentration camps had gas chambers where they would bring a line of unsuspecting people into a room. They would then seal the place off and fill the room with poisonous gasses. Auschwitz, one of the most famous concentration camps, was set up specifically for this purpose. The gas room was right underneath the crematorium. Once they gassed the people, they would send the bodies in an elevator straight up towards the crematorium. Chelmno, the first concentration camp, used this method. Most places, to gas the people, would use the exhaust from a truck. Mass Shooting: Another form that SS soldiers chose to do to kill many by the masses was by shooting Jews and other groups. One notorious camp who used this method was Majdanek. On November 3rd and 4th, 17-18 thousand people died in one day through this method. It was so well-known that they even named the mass shooting, 'harvest feast,' or the German name Erntefest. Erntefest also included other mass shootings in the Lublin area. The total body count was believed to be around 40 thousand. Unfortunately, this was not an isolated incident, and this form was used in other concentration camps as well. Medical Testing Extermination: Some felt they were noble because they exterminated through medical testing. These facilities would do medical testing experiments. To test these medical experiments, they would give those who lived in the camps a disease, then try a cure to see if it worked. They knew many of these supposed cures would fail, and were not disheartened by the loss of people when these cures did not work. Most died from the diseases the doctors infected the patients with. Throughout all of these medical testings, there were no cures found for any known disease. Photos of AuschwitzClick thumbnail to view full-size World War II Concentration Camps The stories of both camps are alarming and heartbreaking. Before you read the stories below, remember you cannot unlearn anything. As I was studying this, my heart ached. Yet, I know this history is important to know. The stories are unbelievable. So read with caution: Chelmno becomes an operational killing factory on December 8, 1941. At Chelmno, they had three trucks that they designed for mass murders. The large vehicles had tightly sealed areas where large loads would be able to be carried, but unlike a semi that carries large loads of items, these large loads were of people, specifically those who were Jewish. They then redirected the exhaust of these trucks to enter the enclosed area; therefore, the people would die once the vehicle was turned on. The first victims, on December 8, 1941, were Jews that lived in the Kolo ghetto. They were asked to line up near the local synagogue in front of the Jewish Counsel. They could bring one handbag, and they were going to be taken somewhere where they would be building railroads and working in the fields, which was not the case. The men kept up the appearance of good faith, asking the "workers" to place down their handbags once they arrived in Chelmno. The leaders within the camp then numbered their bags and wrote down their names in a book. They then were told they were going into bathhouses and asked them to undress. Instead of leading them to bathhouses, they led all 800 forcibly into the deadly vans. All 800 men, women, and children died that day, which was only the first mass-murdering to take place. Many more were to follow to total a death count of around 350,000 innocent people, which was just one death camp and not even the worst. Auschwitz was the largest and most notorious concentration camp. It was made up of three concentration camps within Poland. They chose a variety of means of death, from gassing to experimental testing. This one concentration camp took the life of 1 1/4 million people during World War II. Auschwitz's first killing was earlier than that of Chelmno in September 1941, when 850 people lost their lives because they were too malnourished and weak to work in labor camps. 437,402 Hungarian Jews died at the hands of Nazis between May 14th and July 8th, 1944, which all occurred in less than two months, killing more than Chelmno did in its entire working history. This mass murder was the most massive single deportation of any concentration camp known to humankind. The treatment of children is even more appalling. Most children, upon arrival to Auschwitz, would be immediately killed. There was a camp doctor who tested on select children. What he was testing is unknown since his primary forms of testing were castrating them, freezing them, placing in pressure chambers, and experimenting with drugs. In later years, before the camp closed, they chose to "save money" by changing their procedures. Instead of killing children, then cremating the body, they skipped the step of killing these children and sent them straight to the crematory alive. The stories of the German Holocaust, the concentration camps, and all the brutality is unbelievable. How could such atrocious acts be inflicted upon other human beings? How could someone organize such atrocities? How could so many men gather together and make decisions on the death of thousands? How could a man go home after a day at work at a concentration camp? How could they not see that what they were doing is wrong, beyond wrong, evil? And the answers could go on forever without ever being answered. Questions & Answers Were there any kids in the concentration camps? Unfortunately, yes. Even worse, children were thought to be useless, so it was common practice to kill them along with the sickly since they could not do heavy work. Those that were above 13 years of age had a better chance of survival since they could be used for forced labor. It is estimated that 1.5 million children were killed during the Holocaust. The children that were not killed were often used, especially if they were a twin, for medical experiments that often would lead to their death.Helpful 56 What did prisoners in concentration camps eat? According to Auschwitz.org, prisoners were given three (measly) meals a day. For breakfast, they had a half liter of what they called coffee but was actually just water with a grain-based coffee substitute. Of course, it was not sweetened. For lunch, they would get a liter of soup that contained potatoes, rutabagas, groats, rye flour, and/or Avo food extract. This was usually so unappetizing that newly arrived prisoners struggled to eat it due to disgust. For supper, they received 300 grams of black bread, 25 grams of sausage, marmalade or margarine. Due to the lack of full nutrition or sufficient calories, they would lose a lot of fat, muscle, and even their organs began to suffer.Helpful 49 Were prisoners in concentration camps allowed to bathe? I am sure the answer to this would vary by concentration camp. Some camps used the guise of a shower room to gas a large group of people. For ones who were provided a shower, I am sure it was seldom and most likely cold. There are records that some would be given a shower when they first arrived after they shaved their heads to delouse them. That shower may have been their only shower while there. In general, the prisoners were treated as if they were animals not humans, and showers would have been rare if at all provided.Helpful 36 What other concentration camp names were there? Auschwitz and Chelmno are two of the most well-known concentration camps, but really there were hundreds. Auschwitz, Belzec, Janowska, Majdanek, Maly Trostenets, Sajmište. Sobibór, Syrets, Treblinka, and Warsaw were all extermination camps, which means they focused on killing rather than using them for labor or imprisonment. Most others were considered concentration camps, which focused on using people for labor, experiments, or plain imprisonment or they were just holding centers until a person's fate was decided. There are still many many more.Helpful 30 Why is Hitler considered a bad person? Because his choices led to the killing, abusing, and discrimination of an entire group based on circumstances they had no control over.Helpful 16 © 2012 Angela Michelle Schultz	2,502	ENGLISH	1
A Chinese Immigrant Tells of Labor in a New Land Since their arrival in the United States in the 1850s, Chinese immigrants confronted social, political, and economic discrimination. Many Americans believed that the Chinese posed a threat to white workers and should not be eligible for citizenship. This hostility eventually led to the passage of the Chinese-Exclusion Act in 1882 which severely restricted the flow of immigration from China and increased prejudice against the Chinese. In this short autobiography, a successful Chinese-born businessman attempts to dispel common misconceptions about the Chinese. The village where I was born is situated in the province of Canton, on one of the banks of the Si-Kiang River. It is called a village, altho it is really as big as a city, for there are about 5,000 men in it over eighteen years of age—women and children and even youths are not counted in our villages. All in the village belonged to the tribe of Lee. They did not intermarry with one another, but the men went to other villages for their wives and and brought them home to their fathers' houses, and men from other villages—Wus and Wings and Sings and Fongs, etc.—chose wives from among our girls. When I was a baby I was kept in our house all the time with my mother, but when I was a boy of seven I had to sleep at nights with other boys of the village—about thirty of them in one house. The girls are separated the same way—thirty or forty of them sleeping together in one house away from their parents—and the widows have houses where they work and sleep, tho they go to their fathers' houses to eat. My father’s house is built of fine blue brick, better than the brick in the houses here in the United States. It is only one story high, roofed with red tiles and surrounded by a stone wall which also encloses the yard There are four rooms in the house, one large living room which serves for a parlor and three private rooms, one occupied by my grandfather, who is very old and very honorable; another by my father and mother, and the third by my oldest brother and his wife and two little children. There are no windows, but the door is left open all day. All the men of the village have farms, but they don’t live on them as the farmers do here; they live in the village, but go out during the day time and work their farms, coming home before dark. My father has a farm of about ten acres, on which he grows a great abundance of things—sweet potatoes, rice, beans, peas, yams, sugar cane, pine apples, bananas, lychee nuts and palms. The palm leaves are useful and can be sold. Men make fans of the lower part of each leaf near the stem, and water proof coats and hats, and awnings for boats, of the parts that are left when the fans are cut out. So many different things can be grown on one small farm, because we bring plenty of water in a canal from the mountains thirty miles away, and every farmer takes as much as he wants for his fields by means of drains. He can give each crop the right amount of water. Our people all working together make these things, the mandarin has nothing to do with it, and we pay no taxes, except a small one on the land We have our own Government, consisting of the elders of our tribe—the honorable men. When a man gets to be sixty years of age he begins to have honor and to become a leader, and then the older he grows the more he is honored. We had some men who were nearly one hundred years, but very few of them. In spite of the fact that any man may correct them for a fault, Chinese boys have good times and plenty of play. We played games like tag, and other games like shinny and a sort of football called yin. We had dogs to play with—plenty of dogs and good dogs—that understand Chinese as well as American dogs understand American language. We hunted with them, and we also went fishing and had as good a time as American boys, perhaps better, as we were almost always together in our house, which was a sort of boys' club house, so we had many playmates. Whatever we did we did all together, and our rivals were the boys of other club houses, with whom we sometimes competed in the games. But all our play outdoors was in the daylight, because there were many graveyards about and after dark, so it was said, black ghosts with flaming mouths and eyes and long claws and teeth would come from these and tear to pieces and devour any one whom they might meet. It was not all play for us boys, however. We had to go to school, where we learned to read and write and to recite the precepts of Kong foo-tsze and the other Sages and stories about the great Emperors of China, who ruled with the wisdom of gods and gave to the whole world the light of high civilization and the culture of our literature, which is the admiration of all nations. I went to my parents' house for meals, approaching my grandfather with awe, my father and mother with veneration and my elder brother with respect. I never spoke unless spoken to, but I listened and heard much concerning the red haired, green eyed foreign devils with the hairy faces, who had lately come out of the sea and clustered on our shores. They were wild and fierce and wicked, and paid no regard to the moral precepts of Kong-foo-tsze and the Sages; neither did they worship their ancestors, but pretended to be wiser than their fathers and grandfathers. They loved to beat people and to rob and murder. In the streets of Hong Kong many of them could be seen reeling drunk. Their speech was a savage roar, like the voice of the tiger or the buffalo, and they wanted to take the land away from the Chinese. Their men and women lived together like animals, without any marriage or faithfulness and even were shameless enough to walk the streets arm in arm in daylight. So the old men said. All this was very shocking and disgusting, as our women seldom were on the street, except in the evenings, when they went with the water jars to the three wells that supplied all the people. Then if they met a man they stood still, with their faced turned to the wall, while he looked the other way when he passed them. A man who spoke to a woman in the street in a Chinese village would be beaten, perhaps killed. My grandfather told how the English foreign devils had made wicked war on the Emperor, and by means of their enchantments and spells had defeated his armies and forced him to admit their opium, so that the Chinese might smoke and become weakened and the foreign devils might rob them of their land. My grandfather said that it was well known that the Chinese were always the greatest and wisest among men. They had invented and discovered everything that was good. Therefore the things which the foreign devils had and the Chinese had not must be evil. Some of these things were very wonderful, enabling the red haired savages to talk with one another, tho they might be thousands of miles apart. They had suns that made darkness like day, their ships carried earthquakes and volcanoes to fight for them, and thousands of demons that lived in iron and steel houses spun their cotton and silk, pushed their boats, pulled their cars, printed their newspapers and did other work for them. They were constantly showing disrespect for their ancestors by getting new things to take the place of the old. I heard about the American foreign devils, that they were false, having made a treaty by which it was agreed that they could freely come to China, and the Chinese as freely go to their country. After this treaty was made China opened its doors to them and then they broke the treaty that they had asked for by shutting the Chinese out of their country. When I was ten years of age I worked on my father’s farm, digging, hoeing, manuring, gathering and carrying the crop. We had no horses, as nobody under the rank of an official is allowed to have a horse in China, and horses do not work on farms there, which is the reason why the roads there are so bad. The people cannot use roads as they are used here, and so they do not make them. I worked on my father’s farm till I was about sixteen years of age, when a man of our tribe came back from America and took ground as large as four city blocks and made a paradise of it. He put a large stone wall around and led some streams through and built a palace and summer house and about twenty other structures, with beautiful bridges over the streams and walks and roads. Trees and flowers, singing birds, water fowl and curious animals were within the walls. The man had gone away from our village a poor boy. Now he returned with unlimited wealth, which he had obtained in the country of the American wizards. After many amazing adventures he had become a merchant in a city called Mott Street, so it was said. When his palace and grounds were completed he gave a dinner to all the people who assembled to be his guests. One hundred pigs roasted whole were served on the tables, with chickens, ducks, geese and such an abundance of dainties that our villagers even now lick their fingers when they think of it. He had the best actors from Hong Kong performing, and every musician for miles around was playing and singing. At night the blaze of the lanterns could be seen for many miles. Having made his wealth among the barbarians this man had faithfully returned to pour it out among his tribesmen, and he is living in our village now very happy, and a pillar of strength to the poor. The wealth of this man filled my mind with the idea that I, too, would like to go to the country of the wizards and gain some of their wealth, and after a long time my father consented, and gave me his blessing, and my mother took leave of me with tears, while my grandfather laid his hand upon my head and told me to remember and live up to the admonitions of the Sages, to avoid gambling, bad women and men of evil minds, and so to govern my conduct that when I died my ancestors might rejoice to welcome me as a guest on high. My father gave me $100, and I went to Hong Kong with five other boys from our place and we got steerage passage on a steamer, paying $50 each. Everything was new to me. All my life I had been used to sleeping on a board bed with a wooden pillow, and I found the steamer’s bunk very uncomfortable, because it was so soft. The food was different from that which I had been used to, and I did not like it at all. I was afraid of the stews, for the thought of what they might be made of by the wicked wizards of the ship made me ill. Of the great power of these people I saw many signs. The engines that moved the ship were wonderful monsters, strong enough to lift mountains. When I got to San Francisco, which was before the passage of the Exclusion Act, I was half starved, because I was afraid to eat the provisions of the barbarians, but a few days' living in the Chinese quarter made me happy again. A man got me work as a house servant in an American family, and my start was the same as that of almost all the Chinese in this country. The Chinese laundryman does not learn his trade in China; there are no laundries in China. The women there do the washing in tubs and have no washboards or flat irons. All the Chinese laundrymen here were taught in the first place by American women just as I was taught. When I went to work for that American family I could not speak a word of English, and I did not know anything about housework. The family consisted of husband, wife and two children. They were very good to me and paid me $3.50 a week, of which I could save $3. I did not know how to do anything, and I did not understand what the lady said to me, but she showed me how to cook, wash, iron, sweep, dust, make beds, wash dishes, clean windows, paint and brass, polish the knives and forks, etc., by doing the things herself and then overseeing my efforts to imitate her. She would take my hands and show them how to do things. She and her husband and children laughed at me a great deal, but it was all good natured. I was not confined to the house in the way servants are confined here, but when my work was done in the morning I was allowed to go out till lunch time. People in California are more generous than they are here. In six months I had learned how to do the work of our house quite well, and I was getting $5 a week and board, and putting away about $4.25 a week. I had also learned some English, and by going to a Sunday school I learned more English and something about Jesus, who was a great Sage, and whose precepts are like those of Kong-foo-sze. It was twenty years ago when I came to this country, and I worked for two years as a servant, getting at the last $35 a month. I sent money home to comfort my parents, but tho I dressed well and lived well and had pleasure, going quite often to the Chinese theater and to dinner parties in Chinatown, I saved $50 in the first six months, $90 in the second, $120 in the third and $150 in the fourth So I had $410 at the end of two years, and I was now ready to start in business. When I first opened a laundry it was in company with a partner, who had been in the business for some years. We went to a town about 500 miles inland, where a railroad was building. We got a board shanty and worked for the men employed by the railroads. Our rent cost us $10 a month and food nearly $5 a week each, for all food was dear and we wanted the best of everything—we lived principally on rice, chickens, ducks and pork, and did our own cooking. The Chinese take naturally to cooking. It cost us about $50 for our furniture and apparatus, and we made close upon $60 a week, which we divided between us. We had to put up with many insults and some frauds, as men would come in and claim parcels that did not belong to them, saying they had lost their tickets, and would fight if they did not get what they asked for. Sometimes we were taken before Magistrates and fined for losing shirts that we had never seen. On the other hand, we were making money, and even after sending home $3 a week I was able to save about $15. When the railroad construction gang moved on we went with them. The men were rough and prejudiced against us, but not more so than in the big Eastern cities. It is only lately in New York that the Chinese have been able to discontinue putting wire screens in front of their windows, and at the present time the street boys are still breaking the windows of Chinese laundries all over the city, while the police seem to think it a joke. We were three years with the railroad, and then went to the mines, where we made plenty of money in gold dust, but had a hard time, for many of the miners were wild men who carried revolvers and after drinking would come into our place to shoot and steal shirts, for which we had to pay. One of these men hit his head hard against a flat iron and all the miners came and broke up our laundry, chasing us out of town. They were going to hang us. We lost all our property and $365 in money, which members of the mob must have found. Luckily most of our money was in the hands of Chinese bankers in San Francisco. I drew $500 and went East to Chicago, where I had a laundry for three years, during which I increased my capital to $2,500. After that I was four years in Detroit. I went home to China in 1897, but returned in 1898, and began a laundry business in Buffalo. But Chinese laundry business now is not as good as it was ten years ago. American cheap labor in the steam laundries has hurt it. So I determined to become a general merchant and with this idea I came to New York and opened a shop in the Chinese quarter, keeping silks, teas, porcelain, clothes, shoes, hats and Chinese provisions, which include sharks. fins and nuts, lily bulbs and lily flowers, lychee nuts and other Chinese dainties, but do not include rats, because it would be too expensive to import them. The rat which is eaten by the Chinese is a field animal which lives on rice, grain and sugar cane. Its flesh is delicious. Many Americans who have tasted shark’s fin and bird’s nest soup and tiger lily flowers and bulbs are firm friends of Chinese cookery. If they could enjoy one of our finer rats they would go to China to live, so as to get some more. American people eat ground hogs, which are very like these Chinese rats, and they also eat many sorts of food that our people would not touch. Those that have dined with us know that we understand how to live well. The ordinary laundry shop is generally divided into three rooms. In front is the room where the customers are received, behind that a bedroom and in the back the work shop, which is also the dining room and kitchen. The stove and cooking utensils are the same as those of the Americans. Work in a laundry begins early on Monday morning — about seven o’clock. There are generally two men one of whom washes while the other does the ironing. The man who irons does not start in till Tuesday, as the clothes are not ready for him to begin till that time. So he has Sundays and Mondays as holidays. The man who does the washing finishes up on Friday night, and so he has Saturday and Sunday. Each works only five days a week, but those are long days—from seven o’clock in the morning till midnight. During his holidays the Chinaman gets a good deal of fun out of life. There’s a good deal of gambling and some opium smoking, but not so much as Americans imagine. Only a few of New York’s Chinamen smoke opium. The habit is very general among rich men and officials in China, but not so much among poor men. I don’t think it does as much harm as the liquor that the Americans drink. There’s nothing so bad as a drunken man. Opium doesn’t make people crazy. Gambling is mostly fan tan, but there is a good deal of poker, which the Chinese have learned from Americans and can play very well. They also gamble with dominoes and dice. The fights among the Chinese and the operations of the hatchet men are all due to gambling. Newspapers often say that they are feuds between the six companies, but that is a mistake. The six companies are purely benevolent societies, which look after the Chinaman when he first lands here. They represent the six southern provinces of China, where most of our people are from, and they are like the German, Swedish, English, Irish and Italian societies which assist emigrants. When the Chinese keep clear of gambling and opium they are not blackmailed, and they have no trouble with hatchet men or any others. About 500 of New York’s Chinese are Christians, the others are Buddhists, Taoists, etc., all mixed up. These haven’t any Sunday of their own, but keep New Year’s Day and the first and fifteenth days of each month, when they go to the temple in Mott Street. In all New York there are only thirty-four Chinese women, and it is impossible to get a Chinese woman out here unless one goes to China and marries her there, and then he must collect affidavits to prove that she really is his wife. That is in [the] case of a merchant. A laundryman can’t bring his wife here under any circumstances, and even the women of the Chinese Ambassador’s family had trouble getting in lately. Is it any wonder, therefore, or any proof of the demoralization of our people if some of the white women in Chinatown are not of good character? What other set of men so isolated and so surrounded by alien and prejudiced people are more moral? Men, wherever they may be, need the society of women, and among the white women of Chinatown are many excellent and faithful wives and mothers. Recently there has been organized among us the Oriental Club, composed of our most intelligent and influential men. We hope for a great improvement in social conditions by its means, as it will discuss matters that concern us, bring us in closer touch with Americans and speak for us in something like an official manner. Some fault is found with us for sticking to our old customs here, especially in the matter of clothes, but the reason is that we find American clothes much inferior, so far as comfort and warmth go. The Chinaman’s coat for the winter is very durable, very light and very warm. It is easy and not in the way. If he wants to work he slips out of it in a moment and can put it on again as quickly. Our shoes and hats also are better, we think, for our purposes, than the American clothes. Most of us have tried the American clothes, and they make us feel as if we were in the stocks. I have found out, during my residence in this country, that much of the Chinese prejudice against Americans is unfounded, and I no longer put faith in the wild tales that were told about them in our village, tho some of the Chinese, who have been here twenty years and who are learned men, still believe that there is no marriage in this country, that the land is infested with demons and that all the people are given over to general wickedness. I know better. Americans are not all bad, nor are they wicked wizards. Still, they have their faults, and their treatment of us is outrageous. The reason why so many Chinese go into the laundry business in this country is because it requires little capital and is one of the few opportunities that are open. Men of other nationalities who are jealous of the Chinese, because he is a more faithful worker than one of their people, have raised such a great outcry about Chinese cheap labor that they have shut him out of working on farms or in factories or building railroads or making streets or digging sewers. He cannot practice any trade, and his opportunities to do business are limited to his own countrymen. So he opens a laundry when he quits domestic service. The treatment of the Chinese in this country is all wrong and mean. It is persisted in merely because China is not a fighting nation. The Americans would not dare to treat Germans, English, Italians or even Japanese as they treat the Chinese, because if they did there would be a war. There is no reason for the prejudice against the Chinese. The cheap labor cry was always a falsehood. Their labor was never cheap, and is not cheap now. It has always commanded the highest market price. But the trouble is that the Chinese are such excellent and faithful workers that bosses will have no others when they can get them. If you look at men working on the street you will find an overseer for every four or five of them. That watching is not necessary for Chinese. They work as well when left to themselves as they do when some one is looking at them. It was the jealousy of laboring men of other nationalities — especially the Irish—that raised all the outcry against the Chinese. No one would hire an Irishman, German, Englishman or Italian when he could get a Chinese, because our countrymen are so much more honest, industrious, steady, sober and painstaking. Chinese were persecuted, not for their vices, but for their virtues. There never was any honesty in the pretended fear of leprosy or in the cheap labor scare, and the persecution continues still, because Americans make a mere practice of loving justice. They are all for money making, and they want to be on the strongest side always. They treat you as a friend while you are prosperous, but if you have a misfortune they don’t know you. There is nothing substantial in their friendship. Wu-Ting-Fang talked very plainly to Americans about their ill treatment of our countrymen, but we don’t see any good results. We hoped for good from Roosevelt—we thought him a brave and good man, but yet he has continued the exclusion of our countrymen, tho all other nations are allowed to pour in here—Irish, Italians, Jews, Poles, Greeks, Hungarians, etc. It would not have been so if Mr. McKinley had lived. Irish fill the almshouses and prisons and orphan asylums, Italians are among the most dangerous of men, Jews are unclean and ignorant. Yet they are all let in, while Chinese, who are sober, or duly law abiding, clean, educated and industrious, are shut out. There are few Chinamen in jails and none in the poor houses. There are no Chinese tramps or drunkards. Many Chinese here have become sincere Christians, in spite of the persecution which they have to endure from their heathen countrymen. More than half the Chinese in this country would become citizens if allowed to do so, and would be patriotic Americans. But how can they make this country their home as matters now are! They are not allowed to bring wives here from China, and if they marry American women there is a great outcry. All Congressmen acknowledge the injustice of the treatment of my people, yet they continue it. They have no backbone. Under the circumstances, how can I call this my home, and how can any one blame me if I take my money and go back to my village in China? Creator \| Lee Chew Item Type \| Newspaper/Magazine Cite This document \| Lee Chew, “A Chinese Immigrant Tells of Labor in a New Land,” HERB: Resources for Teachers, accessed January 27, 2020, https://herb.ashp.cuny.edu/items/show/900.	<urn:uuid:c310fb53-8e73-407b-8c06-1072fdb9484c>	CC-MAIN-2020-05	https://herb.ashp.cuny.edu/items/show/900	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251696046.73/warc/CC-MAIN-20200127081933-20200127111933-00221.warc.gz	en	0.988929	5,559	3.3125	3	[ -0.19615396857261658, 0.0186248067766428, 0.08778609335422516, 0.10262736678123474, 0.27009791135787964, 0.138749897480011, 0.2098047137260437, -0.2956966161727905, -0.09290683269500732, 0.14689189195632935, 0.6655789613723755, -0.03803402557969093, 0.04179289937019348, 0.07177001237869263...	1	A Chinese Immigrant Tells of Labor in a New Land Since their arrival in the United States in the 1850s, Chinese immigrants confronted social, political, and economic discrimination. Many Americans believed that the Chinese posed a threat to white workers and should not be eligible for citizenship. This hostility eventually led to the passage of the Chinese-Exclusion Act in 1882 which severely restricted the flow of immigration from China and increased prejudice against the Chinese. In this short autobiography, a successful Chinese-born businessman attempts to dispel common misconceptions about the Chinese. The village where I was born is situated in the province of Canton, on one of the banks of the Si-Kiang River. It is called a village, altho it is really as big as a city, for there are about 5,000 men in it over eighteen years of age—women and children and even youths are not counted in our villages. All in the village belonged to the tribe of Lee. They did not intermarry with one another, but the men went to other villages for their wives and and brought them home to their fathers' houses, and men from other villages—Wus and Wings and Sings and Fongs, etc.—chose wives from among our girls. When I was a baby I was kept in our house all the time with my mother, but when I was a boy of seven I had to sleep at nights with other boys of the village—about thirty of them in one house. The girls are separated the same way—thirty or forty of them sleeping together in one house away from their parents—and the widows have houses where they work and sleep, tho they go to their fathers' houses to eat. My father’s house is built of fine blue brick, better than the brick in the houses here in the United States. It is only one story high, roofed with red tiles and surrounded by a stone wall which also encloses the yard There are four rooms in the house, one large living room which serves for a parlor and three private rooms, one occupied by my grandfather, who is very old and very honorable; another by my father and mother, and the third by my oldest brother and his wife and two little children. There are no windows, but the door is left open all day. All the men of the village have farms, but they don’t live on them as the farmers do here; they live in the village, but go out during the day time and work their farms, coming home before dark. My father has a farm of about ten acres, on which he grows a great abundance of things—sweet potatoes, rice, beans, peas, yams, sugar cane, pine apples, bananas, lychee nuts and palms. The palm leaves are useful and can be sold. Men make fans of the lower part of each leaf near the stem, and water proof coats and hats, and awnings for boats, of the parts that are left when the fans are cut out. So many different things can be grown on one small farm, because we bring plenty of water in a canal from the mountains thirty miles away, and every farmer takes as much as he wants for his fields by means of drains. He can give each crop the right amount of water. Our people all working together make these things, the mandarin has nothing to do with it, and we pay no taxes, except a small one on the land We have our own Government, consisting of the elders of our tribe—the honorable men. When a man gets to be sixty years of age he begins to have honor and to become a leader, and then the older he grows the more he is honored. We had some men who were nearly one hundred years, but very few of them. In spite of the fact that any man may correct them for a fault, Chinese boys have good times and plenty of play. We played games like tag, and other games like shinny and a sort of football called yin. We had dogs to play with—plenty of dogs and good dogs—that understand Chinese as well as American dogs understand American language. We hunted with them, and we also went fishing and had as good a time as American boys, perhaps better, as we were almost always together in our house, which was a sort of boys' club house, so we had many playmates. Whatever we did we did all together, and our rivals were the boys of other club houses, with whom we sometimes competed in the games. But all our play outdoors was in the daylight, because there were many graveyards about and after dark, so it was said, black ghosts with flaming mouths and eyes and long claws and teeth would come from these and tear to pieces and devour any one whom they might meet. It was not all play for us boys, however. We had to go to school, where we learned to read and write and to recite the precepts of Kong foo-tsze and the other Sages and stories about the great Emperors of China, who ruled with the wisdom of gods and gave to the whole world the light of high civilization and the culture of our literature, which is the admiration of all nations. I went to my parents' house for meals, approaching my grandfather with awe, my father and mother with veneration and my elder brother with respect. I never spoke unless spoken to, but I listened and heard much concerning the red haired, green eyed foreign devils with the hairy faces, who had lately come out of the sea and clustered on our shores. They were wild and fierce and wicked, and paid no regard to the moral precepts of Kong-foo-tsze and the Sages; neither did they worship their ancestors, but pretended to be wiser than their fathers and grandfathers. They loved to beat people and to rob and murder. In the streets of Hong Kong many of them could be seen reeling drunk. Their speech was a savage roar, like the voice of the tiger or the buffalo, and they wanted to take the land away from the Chinese. Their men and women lived together like animals, without any marriage or faithfulness and even were shameless enough to walk the streets arm in arm in daylight. So the old men said. All this was very shocking and disgusting, as our women seldom were on the street, except in the evenings, when they went with the water jars to the three wells that supplied all the people. Then if they met a man they stood still, with their faced turned to the wall, while he looked the other way when he passed them. A man who spoke to a woman in the street in a Chinese village would be beaten, perhaps killed. My grandfather told how the English foreign devils had made wicked war on the Emperor, and by means of their enchantments and spells had defeated his armies and forced him to admit their opium, so that the Chinese might smoke and become weakened and the foreign devils might rob them of their land. My grandfather said that it was well known that the Chinese were always the greatest and wisest among men. They had invented and discovered everything that was good. Therefore the things which the foreign devils had and the Chinese had not must be evil. Some of these things were very wonderful, enabling the red haired savages to talk with one another, tho they might be thousands of miles apart. They had suns that made darkness like day, their ships carried earthquakes and volcanoes to fight for them, and thousands of demons that lived in iron and steel houses spun their cotton and silk, pushed their boats, pulled their cars, printed their newspapers and did other work for them. They were constantly showing disrespect for their ancestors by getting new things to take the place of the old. I heard about the American foreign devils, that they were false, having made a treaty by which it was agreed that they could freely come to China, and the Chinese as freely go to their country. After this treaty was made China opened its doors to them and then they broke the treaty that they had asked for by shutting the Chinese out of their country. When I was ten years of age I worked on my father’s farm, digging, hoeing, manuring, gathering and carrying the crop. We had no horses, as nobody under the rank of an official is allowed to have a horse in China, and horses do not work on farms there, which is the reason why the roads there are so bad. The people cannot use roads as they are used here, and so they do not make them. I worked on my father’s farm till I was about sixteen years of age, when a man of our tribe came back from America and took ground as large as four city blocks and made a paradise of it. He put a large stone wall around and led some streams through and built a palace and summer house and about twenty other structures, with beautiful bridges over the streams and walks and roads. Trees and flowers, singing birds, water fowl and curious animals were within the walls. The man had gone away from our village a poor boy. Now he returned with unlimited wealth, which he had obtained in the country of the American wizards. After many amazing adventures he had become a merchant in a city called Mott Street, so it was said. When his palace and grounds were completed he gave a dinner to all the people who assembled to be his guests. One hundred pigs roasted whole were served on the tables, with chickens, ducks, geese and such an abundance of dainties that our villagers even now lick their fingers when they think of it. He had the best actors from Hong Kong performing, and every musician for miles around was playing and singing. At night the blaze of the lanterns could be seen for many miles. Having made his wealth among the barbarians this man had faithfully returned to pour it out among his tribesmen, and he is living in our village now very happy, and a pillar of strength to the poor. The wealth of this man filled my mind with the idea that I, too, would like to go to the country of the wizards and gain some of their wealth, and after a long time my father consented, and gave me his blessing, and my mother took leave of me with tears, while my grandfather laid his hand upon my head and told me to remember and live up to the admonitions of the Sages, to avoid gambling, bad women and men of evil minds, and so to govern my conduct that when I died my ancestors might rejoice to welcome me as a guest on high. My father gave me $100, and I went to Hong Kong with five other boys from our place and we got steerage passage on a steamer, paying $50 each. Everything was new to me. All my life I had been used to sleeping on a board bed with a wooden pillow, and I found the steamer’s bunk very uncomfortable, because it was so soft. The food was different from that which I had been used to, and I did not like it at all. I was afraid of the stews, for the thought of what they might be made of by the wicked wizards of the ship made me ill. Of the great power of these people I saw many signs. The engines that moved the ship were wonderful monsters, strong enough to lift mountains. When I got to San Francisco, which was before the passage of the Exclusion Act, I was half starved, because I was afraid to eat the provisions of the barbarians, but a few days' living in the Chinese quarter made me happy again. A man got me work as a house servant in an American family, and my start was the same as that of almost all the Chinese in this country. The Chinese laundryman does not learn his trade in China; there are no laundries in China. The women there do the washing in tubs and have no washboards or flat irons. All the Chinese laundrymen here were taught in the first place by American women just as I was taught. When I went to work for that American family I could not speak a word of English, and I did not know anything about housework. The family consisted of husband, wife and two children. They were very good to me and paid me $3.50 a week, of which I could save $3. I did not know how to do anything, and I did not understand what the lady said to me, but she showed me how to cook, wash, iron, sweep, dust, make beds, wash dishes, clean windows, paint and brass, polish the knives and forks, etc., by doing the things herself and then overseeing my efforts to imitate her. She would take my hands and show them how to do things. She and her husband and children laughed at me a great deal, but it was all good natured. I was not confined to the house in the way servants are confined here, but when my work was done in the morning I was allowed to go out till lunch time. People in California are more generous than they are here. In six months I had learned how to do the work of our house quite well, and I was getting $5 a week and board, and putting away about $4.25 a week. I had also learned some English, and by going to a Sunday school I learned more English and something about Jesus, who was a great Sage, and whose precepts are like those of Kong-foo-sze. It was twenty years ago when I came to this country, and I worked for two years as a servant, getting at the last $35 a month. I sent money home to comfort my parents, but tho I dressed well and lived well and had pleasure, going quite often to the Chinese theater and to dinner parties in Chinatown, I saved $50 in the first six months, $90 in the second, $120 in the third and $150 in the fourth So I had $410 at the end of two years, and I was now ready to start in business. When I first opened a laundry it was in company with a partner, who had been in the business for some years. We went to a town about 500 miles inland, where a railroad was building. We got a board shanty and worked for the men employed by the railroads. Our rent cost us $10 a month and food nearly $5 a week each, for all food was dear and we wanted the best of everything—we lived principally on rice, chickens, ducks and pork, and did our own cooking. The Chinese take naturally to cooking. It cost us about $50 for our furniture and apparatus, and we made close upon $60 a week, which we divided between us. We had to put up with many insults and some frauds, as men would come in and claim parcels that did not belong to them, saying they had lost their tickets, and would fight if they did not get what they asked for. Sometimes we were taken before Magistrates and fined for losing shirts that we had never seen. On the other hand, we were making money, and even after sending home $3 a week I was able to save about $15. When the railroad construction gang moved on we went with them. The men were rough and prejudiced against us, but not more so than in the big Eastern cities. It is only lately in New York that the Chinese have been able to discontinue putting wire screens in front of their windows, and at the present time the street boys are still breaking the windows of Chinese laundries all over the city, while the police seem to think it a joke. We were three years with the railroad, and then went to the mines, where we made plenty of money in gold dust, but had a hard time, for many of the miners were wild men who carried revolvers and after drinking would come into our place to shoot and steal shirts, for which we had to pay. One of these men hit his head hard against a flat iron and all the miners came and broke up our laundry, chasing us out of town. They were going to hang us. We lost all our property and $365 in money, which members of the mob must have found. Luckily most of our money was in the hands of Chinese bankers in San Francisco. I drew $500 and went East to Chicago, where I had a laundry for three years, during which I increased my capital to $2,500. After that I was four years in Detroit. I went home to China in 1897, but returned in 1898, and began a laundry business in Buffalo. But Chinese laundry business now is not as good as it was ten years ago. American cheap labor in the steam laundries has hurt it. So I determined to become a general merchant and with this idea I came to New York and opened a shop in the Chinese quarter, keeping silks, teas, porcelain, clothes, shoes, hats and Chinese provisions, which include sharks. fins and nuts, lily bulbs and lily flowers, lychee nuts and other Chinese dainties, but do not include rats, because it would be too expensive to import them. The rat which is eaten by the Chinese is a field animal which lives on rice, grain and sugar cane. Its flesh is delicious. Many Americans who have tasted shark’s fin and bird’s nest soup and tiger lily flowers and bulbs are firm friends of Chinese cookery. If they could enjoy one of our finer rats they would go to China to live, so as to get some more. American people eat ground hogs, which are very like these Chinese rats, and they also eat many sorts of food that our people would not touch. Those that have dined with us know that we understand how to live well. The ordinary laundry shop is generally divided into three rooms. In front is the room where the customers are received, behind that a bedroom and in the back the work shop, which is also the dining room and kitchen. The stove and cooking utensils are the same as those of the Americans. Work in a laundry begins early on Monday morning — about seven o’clock. There are generally two men one of whom washes while the other does the ironing. The man who irons does not start in till Tuesday, as the clothes are not ready for him to begin till that time. So he has Sundays and Mondays as holidays. The man who does the washing finishes up on Friday night, and so he has Saturday and Sunday. Each works only five days a week, but those are long days—from seven o’clock in the morning till midnight. During his holidays the Chinaman gets a good deal of fun out of life. There’s a good deal of gambling and some opium smoking, but not so much as Americans imagine. Only a few of New York’s Chinamen smoke opium. The habit is very general among rich men and officials in China, but not so much among poor men. I don’t think it does as much harm as the liquor that the Americans drink. There’s nothing so bad as a drunken man. Opium doesn’t make people crazy. Gambling is mostly fan tan, but there is a good deal of poker, which the Chinese have learned from Americans and can play very well. They also gamble with dominoes and dice. The fights among the Chinese and the operations of the hatchet men are all due to gambling. Newspapers often say that they are feuds between the six companies, but that is a mistake. The six companies are purely benevolent societies, which look after the Chinaman when he first lands here. They represent the six southern provinces of China, where most of our people are from, and they are like the German, Swedish, English, Irish and Italian societies which assist emigrants. When the Chinese keep clear of gambling and opium they are not blackmailed, and they have no trouble with hatchet men or any others. About 500 of New York’s Chinese are Christians, the others are Buddhists, Taoists, etc., all mixed up. These haven’t any Sunday of their own, but keep New Year’s Day and the first and fifteenth days of each month, when they go to the temple in Mott Street. In all New York there are only thirty-four Chinese women, and it is impossible to get a Chinese woman out here unless one goes to China and marries her there, and then he must collect affidavits to prove that she really is his wife. That is in [the] case of a merchant. A laundryman can’t bring his wife here under any circumstances, and even the women of the Chinese Ambassador’s family had trouble getting in lately. Is it any wonder, therefore, or any proof of the demoralization of our people if some of the white women in Chinatown are not of good character? What other set of men so isolated and so surrounded by alien and prejudiced people are more moral? Men, wherever they may be, need the society of women, and among the white women of Chinatown are many excellent and faithful wives and mothers. Recently there has been organized among us the Oriental Club, composed of our most intelligent and influential men. We hope for a great improvement in social conditions by its means, as it will discuss matters that concern us, bring us in closer touch with Americans and speak for us in something like an official manner. Some fault is found with us for sticking to our old customs here, especially in the matter of clothes, but the reason is that we find American clothes much inferior, so far as comfort and warmth go. The Chinaman’s coat for the winter is very durable, very light and very warm. It is easy and not in the way. If he wants to work he slips out of it in a moment and can put it on again as quickly. Our shoes and hats also are better, we think, for our purposes, than the American clothes. Most of us have tried the American clothes, and they make us feel as if we were in the stocks. I have found out, during my residence in this country, that much of the Chinese prejudice against Americans is unfounded, and I no longer put faith in the wild tales that were told about them in our village, tho some of the Chinese, who have been here twenty years and who are learned men, still believe that there is no marriage in this country, that the land is infested with demons and that all the people are given over to general wickedness. I know better. Americans are not all bad, nor are they wicked wizards. Still, they have their faults, and their treatment of us is outrageous. The reason why so many Chinese go into the laundry business in this country is because it requires little capital and is one of the few opportunities that are open. Men of other nationalities who are jealous of the Chinese, because he is a more faithful worker than one of their people, have raised such a great outcry about Chinese cheap labor that they have shut him out of working on farms or in factories or building railroads or making streets or digging sewers. He cannot practice any trade, and his opportunities to do business are limited to his own countrymen. So he opens a laundry when he quits domestic service. The treatment of the Chinese in this country is all wrong and mean. It is persisted in merely because China is not a fighting nation. The Americans would not dare to treat Germans, English, Italians or even Japanese as they treat the Chinese, because if they did there would be a war. There is no reason for the prejudice against the Chinese. The cheap labor cry was always a falsehood. Their labor was never cheap, and is not cheap now. It has always commanded the highest market price. But the trouble is that the Chinese are such excellent and faithful workers that bosses will have no others when they can get them. If you look at men working on the street you will find an overseer for every four or five of them. That watching is not necessary for Chinese. They work as well when left to themselves as they do when some one is looking at them. It was the jealousy of laboring men of other nationalities — especially the Irish—that raised all the outcry against the Chinese. No one would hire an Irishman, German, Englishman or Italian when he could get a Chinese, because our countrymen are so much more honest, industrious, steady, sober and painstaking. Chinese were persecuted, not for their vices, but for their virtues. There never was any honesty in the pretended fear of leprosy or in the cheap labor scare, and the persecution continues still, because Americans make a mere practice of loving justice. They are all for money making, and they want to be on the strongest side always. They treat you as a friend while you are prosperous, but if you have a misfortune they don’t know you. There is nothing substantial in their friendship. Wu-Ting-Fang talked very plainly to Americans about their ill treatment of our countrymen, but we don’t see any good results. We hoped for good from Roosevelt—we thought him a brave and good man, but yet he has continued the exclusion of our countrymen, tho all other nations are allowed to pour in here—Irish, Italians, Jews, Poles, Greeks, Hungarians, etc. It would not have been so if Mr. McKinley had lived. Irish fill the almshouses and prisons and orphan asylums, Italians are among the most dangerous of men, Jews are unclean and ignorant. Yet they are all let in, while Chinese, who are sober, or duly law abiding, clean, educated and industrious, are shut out. There are few Chinamen in jails and none in the poor houses. There are no Chinese tramps or drunkards. Many Chinese here have become sincere Christians, in spite of the persecution which they have to endure from their heathen countrymen. More than half the Chinese in this country would become citizens if allowed to do so, and would be patriotic Americans. But how can they make this country their home as matters now are! They are not allowed to bring wives here from China, and if they marry American women there is a great outcry. All Congressmen acknowledge the injustice of the treatment of my people, yet they continue it. They have no backbone. Under the circumstances, how can I call this my home, and how can any one blame me if I take my money and go back to my village in China? Creator \| Lee Chew Item Type \| Newspaper/Magazine Cite This document \| Lee Chew, “A Chinese Immigrant Tells of Labor in a New Land,” HERB: Resources for Teachers, accessed January 27, 2020, https://herb.ashp.cuny.edu/items/show/900.	5,518	ENGLISH	1
Get help with any kind of project - from a high school essay to a PhD dissertation \|Subject area\|\|Arts Entertainment\| Bach's Life and Music He was a musical genius having tens of thousands of musical compositions composed in his or her lifetime. He spent his entire life in Germany, primarily Leipzig, and operated in a school for town. He is considered to be among the best musical composers, also written till the day that he died. An unruly youth that deeply disliked authoritythat he had a strong will and mind of his own. Well enjoyed with several friends, however no one really knew his inner workings, or the way he thought. Of the thousands of musical pieces he composed, few were printed in his lifetime. This was a man who composed in good numbers, had reasons for doing this, and lived a fairly straightforward, middle class lifestyle. Johann Sebastian Bach (J.S.) was born March 21st 1685, in Eisenach, Germany. His father was Johann Ambrosius, a court trumpeter to the Duke of Eisenach and the director of the musicians of this city of Eisenach. His family had been well known for centuries as an incredibly musically talented family. He started school when he was eight and when he was nine he had been sent to live with his older brother. His parents had died after losing two additional children, a son and a girl. His brother, Johann Christoph Bach, allow J.S. reside with him in Ohrdruf, Germany. Under the teachings of the brother Bach quickly mastered the organ and harpsichord. Throughout his stay with his brother, Bach attended school and was invited by his older brother to study composition. Shortly Bach could no longer remain together with his brother, for his brotherвЂ™s household was getting too big. Bach went with a school buddy, in the world, to some North-German musical centre in Luneberg, Germany. Currently J.S. had been 15-years-old, and had a beautiful soprano voice that helped him to get in the school. It had been his violin pla...	<urn:uuid:e9c0d134-e938-4c72-a178-c5a645bf9287>	CC-MAIN-2020-05	https://studybay.com/example-works/essay/arts_entertainment/1005208/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250595282.35/warc/CC-MAIN-20200119205448-20200119233448-00546.warc.gz	en	0.995134	435	3.28125	3	[ -0.04405394196510315, 0.2519609034061432, 0.18493759632110596, -0.5280722975730896, -0.36484241485595703, 0.14554202556610107, -0.08536168187856674, 0.04930638521909714, -0.1929439753293991, -0.5055353045463562, 0.024590173736214638, 0.15650822222232819, 0.33847934007644653, 0.198457658290...	1	Get help with any kind of project - from a high school essay to a PhD dissertation \|Subject area\|\|Arts Entertainment\| Bach's Life and Music He was a musical genius having tens of thousands of musical compositions composed in his or her lifetime. He spent his entire life in Germany, primarily Leipzig, and operated in a school for town. He is considered to be among the best musical composers, also written till the day that he died. An unruly youth that deeply disliked authoritythat he had a strong will and mind of his own. Well enjoyed with several friends, however no one really knew his inner workings, or the way he thought. Of the thousands of musical pieces he composed, few were printed in his lifetime. This was a man who composed in good numbers, had reasons for doing this, and lived a fairly straightforward, middle class lifestyle. Johann Sebastian Bach (J.S.) was born March 21st 1685, in Eisenach, Germany. His father was Johann Ambrosius, a court trumpeter to the Duke of Eisenach and the director of the musicians of this city of Eisenach. His family had been well known for centuries as an incredibly musically talented family. He started school when he was eight and when he was nine he had been sent to live with his older brother. His parents had died after losing two additional children, a son and a girl. His brother, Johann Christoph Bach, allow J.S. reside with him in Ohrdruf, Germany. Under the teachings of the brother Bach quickly mastered the organ and harpsichord. Throughout his stay with his brother, Bach attended school and was invited by his older brother to study composition. Shortly Bach could no longer remain together with his brother, for his brotherвЂ™s household was getting too big. Bach went with a school buddy, in the world, to some North-German musical centre in Luneberg, Germany. Currently J.S. had been 15-years-old, and had a beautiful soprano voice that helped him to get in the school. It had been his violin pla...	429	ENGLISH	1
The Bad Seed, by Jory John, tells the story of a lone sunflower seed. All around him the seed is known as a Bad Seed. All the other seeds whisper as he walks by, and Bad Seed knows about it. He refuses to be on time, never waits his turn, and always, always does what he wants. That all changes when one day, Bad Seed decides that he doesn’t want to be a bad seed anymore. Instead, he decides he would like to try being a good seed. Slowly, he fixes his bad behavior and other seeds begin to notice. By the end of the story, Bad Seed has changed his ways and is now known as a new-and-improved seed. The Bad Seed is a cute story. It has a simple message but it is fitting for the story's simple text and amplified illustrations. I would definitely utilize this story to teach theme within my classroom. Young readers would be able to identify the main message and example changes within Bad Seed throughout the entire text. Therefore, it would absolutely be perfect book for teaching elementary students all about theme, message, and text evidence!	<urn:uuid:c0b49d1b-688f-4a28-b4cb-755c2df53196>	CC-MAIN-2020-05	https://www.openbookreviews.org/single-post/2018/12/13/The-Bad-Seed-by-Jory-John	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783342.96/warc/CC-MAIN-20200128215526-20200129005526-00375.warc.gz	en	0.980161	236	3.65625	4	[ 0.018438028171658516, 0.021386951208114624, 0.02033751830458641, -0.004624511115252972, 0.05066849663853645, 0.0589049868285656, -0.1470511555671692, 0.06684426963329315, 0.07377530634403229, 0.19313111901283264, 0.20593324303627014, 0.10959726572036743, 0.21306204795837402, -0.00712428195...	6	The Bad Seed, by Jory John, tells the story of a lone sunflower seed. All around him the seed is known as a Bad Seed. All the other seeds whisper as he walks by, and Bad Seed knows about it. He refuses to be on time, never waits his turn, and always, always does what he wants. That all changes when one day, Bad Seed decides that he doesn’t want to be a bad seed anymore. Instead, he decides he would like to try being a good seed. Slowly, he fixes his bad behavior and other seeds begin to notice. By the end of the story, Bad Seed has changed his ways and is now known as a new-and-improved seed. The Bad Seed is a cute story. It has a simple message but it is fitting for the story's simple text and amplified illustrations. I would definitely utilize this story to teach theme within my classroom. Young readers would be able to identify the main message and example changes within Bad Seed throughout the entire text. Therefore, it would absolutely be perfect book for teaching elementary students all about theme, message, and text evidence!	228	ENGLISH	1
As I said in Southern History Series: How Missouri Joined The Union, I have been reading about Missouri in the War Between the States. I’m often in Missouri and when I was there last time I became curious about how it was transformed from a Southern state in the antebellum era into what it is today which is a state that is very confused about its identity. Some Missourians claim to be Southerners while most claim to be Midwesterners. It’s fair to say that the cause of this goes back to the War Between the States. As we have seen, the number of White Missourians who were either foreign born or Northern born outnumbered the Southern born for the first time in the 1860 Census. The foreign born were overwhelmingly recent German and Irish immigrants who lived in St. Louis. Northerners had tended to settle along the northern tier of counties between Hannibal and St. Joseph, around St. Louis and in the prairies and Ozarks of southwest Missouri. Northwestern Missouri at this time was heavily pro-Southern and it is where the state government initially retreated toward after Gen. Nathaniel Lyon launched his putsch and occupied Jefferson City. The Missouri state government was still dominated by native born Southerners in 1861. Gov. Claiborne Fox Jackson and Lieutenant Gov. Thomas C. Reynolds had been born in the South and retreated from Jefferson City after Lyon’s invasion. The Missouri Attorney General and State Treasurer were arrested by his forces. Three members of the Missouri State Court were removed for failing to take the test oath. Missouri’s U.S. Senators Trusten Polk and Waldo P. Johnson were expelled from the U.S. Senate in 1862 for supporting the Confederacy. Unlike the other Southern states, the Union Army occupied Missouri and started tyrannizing its people there before the rump of the state government seceded. Martial law was imposed on Missouri and the state essentially came to be ruled by a military dictatorship. This began when General John C. Frémont issued a proclamation that put St. Louis under martial law and ordered the confiscation of all property of those in “rebellion,” not merely slaves. He later extended it to the entire state. The next step was Gen. Henry Halleck declaring that all guerrillas could be shot on sight and that the property of Missourians suspected of disloyalty could be seized to underwrite the costs of caring for refugees. He ordered that all future voters would be required to take the test oath. It escalated from there to shutting down newspapers, censoring the mail and impressing all White males of military age and banishing Southern sympathizers and stealing their property. The following excerpts from William E. Parrish’s book A History of Missouri: Volume III, 1860 to 1875: explain how the border between Missouri and Kansas descended into massacres and ethnic cleansing after the Jayhawkers began raiding western Missouri: “Dr. Charles R. “Doc” Jennison and Sen. James H. “Jim” Lane had begun raiding western Missouri once again in reaction to Quantrill. Among their new activities they engaged in kidnapping or enticing Missouri slaves to help fill Jim Lane’s “nigger regiment.” The Kansas senator prided himself on his black “recruits.” He taught them that Missourians were traitors and had no rights that they were bound to respect. He armed them without any Federal authority and sent them back into Missouri to seek more recruits form their fellows. Between the Quantrill and Lane-Jennison raiders, it appeared that the entire area might erupt in prolonged and bloody chaos. … On the western border, a similar situation existed. Kansas Jayhawkers, led by Jim Lane and Doc Jennison, moved into the area in the summer and fall of 1861 for the ostensible purpose of protecting government supply trains and property from Price and his marauders. As veterans of the bitter border warfare of the 1850’s, Lane and Jennison found it impossible to think of Missourians as anything other than slaveholders and natural enemies. Consequently, they looted and burned indiscriminately wherever they went. In the process, they turned many a Union supporter into an anti-Union guerrilla. Because of the Kansans activities, a major force of Southern irregulars was formed, which plagued western Missouri for the next three years. Led by William Clarke Quantrill, a twenty-four-year-old ex-schoolteacher who had already participated in several skirmishes during his four years on the border, this band had its first formal encounter with the Jayhawkers in mid-December when it intercepted Jennison’s raiders as they were looting a farm home in Jackson County. From that time forward, the fame of Quantrill’s guerrillas spread until they achieved the status of legendary folk-heroes among the border population …” The Jayhawkers had started raiding western Missouri on their own authority in order to arm slaves to fight Missourians. The tyranny in Missouri steadily increased as the mothers, wives and sisters of the guerrillas were put in concentration camps, the sale and carrying of firearms without a permit was banned, churches were closed for failing to swear allegiance to Lincoln, preachers were banished from the state for being insufficiently in favor of the Union, etc. The Constitution was a dead letter in Missouri during the Union occupation and the Bill of Rights became a joke. William Quantrill’s raid on Lawrence, Kansas in 1863 was caused by Gen. Thomas Ewing, Jr.’s order to depopulate four counties in western Missouri and the death of the female relatives of his guerrillas in a Union concentration camp including the sister of “Bloody Bill” Anderson: “Unfortunately, the new commander continued his predecessor’s policy of attaching western Missouri counties to Kansas when he determined the boundaries for military districts. On June 9, he divided the old Military District of Kansas into two new ones with Maj. Gens. James B. Blunt and Thomas Ewing, Jr. in command. Both men were ardent Radicals, and Ewing was a political sycophant of Sen. Jim Lane and a brother-in-law of Maj. Gen. William T. Sherman. Not trusting the Missouri militia to maintain order in their part of his district, Ewing relied on Kansas troops whose “loyalty was unquestioned.” Actually, this policy simply aggravated an already difficult situation. With the circumstances on the border steadily deteriorating, Ewing wrote Schofield on August 3 to propose the mass evacuation of those known to have aided or abetted the guerrilla cause. Although he had some misgivings, the departmental commander finally agreed to the move on the 14th with the proviso that it be limited to the smallest number of people because of the expense involved and “the suffering it may cause to children and other comparatively innocent persons.” That same day, disaster struck one of several makeshift prisons in which Ewing had incarcerated the mothers, wives, and sisters of those men suspected of guerrilla activity. When it collapsed from overloading, five women were killed and several others seriously injured. The rumor quickly spread that Ewing had deliberately deliberately planned the tragedy. Although no evidence exists to support this accusation, the grieving guerrillas needed no proof. When Ewing’s new order for evacuation followed quickly, they were spurred into action. The result was a raid on Lawrence, Kansas, by the Quantrill gang in which some 150 men and boys were gunned down leaving 80 widows and 250 orphans. Property damage totaled more than $2 million. The guerrillas struck so swiftly and unexpectedly that they lost only one of their own; he had stayed behind in a drunken stupor and had been shot by an Indian. His body was torn to pieces by a vengeful mob. The guerrillas seemed to vanish. The border was aflame. For a few days afterward, it appeared that Kansans would make a retaliatory strike into Missouri as Jim Lane led the cries for vengeance. He blamed Schofield and, indirectly, Gamble for being lax and demanded more positive federal action. The Radical press did not hesitate to blame the Governor for the occurrence of the tragedy. The Missouri Democrat went to the extreme of accusing him of supporting Quantrill. Indeed, it charged him with personal responsibility for failure to contain the guerrilla leader. Schofield hastened to the border to calm the troubled situation. Without waiting for his superior’s arrival, Ewing had carried his evacuation policy to its ultimate in General Order No.11, dated August 25. Through this order all persons in Jackson, Cass, Bates and the northern half of Vernon County, who lived beyond a mile’s distance from a Union military post, were required to leave their homes within fifteen days. Those who could prove their loyalty could remain at a post in the area; all others would have to move completely outside the military district. To enforce the order, Ewing utilized the Fifteenth Kansas Cavalry under Doc Jennison, whom most Missourians hated bitterly. Much of the border area lay in ruin within two weeks and became known for years as the “Burnt District.” In Cass County, which had a population of ten thousand before the war, only six hundred remained; Bates County suffered to an even greater degree. One officer wrote his wife on September 10: “It is heart sickening to see what I have seen since I have been back here. A desolated country and men & women and children, some of them almost naked. Some on foot and some in old wagons. Oh God.” Although called upon by Acting Governor Hall to rescind the order, Schofield felt he could not do so for fear of antagonizing hostile Kansans who were threatening to retaliate. Later that winter, however, he mitigated its effects somewhat through the appointment of a new district commander who allowed those not “disloyal or unworthy” to return to their homes.” Here is the Lawrence Journal World on Quantrill’s raid in 1863. The black soldiers who were killed in Lawrence were Sen. James Lane’s “nigger regiment.” Lane’s Sack of Osceola in 1861 inspired the novel Gone To Texas and the Clint Eastwood movie The Outlaw Josey Wales: “Since its founding in 1854, Lawrence had been a hub of anti-slavery forces. Jayhawkers, the anti-slavery counterparts to bushwhackers, from the town and surrounding area frequently raided Missouri farms and towns. Quantrill and many of the men with him despised Senator James Lane, a strong anti-slavery voice who lived in Lawrence. Quantrill wanted to capture or kill Lane and plunder the city as revenge for attacks in Missouri. Aggression among Quantrill’s men was fueled by the collapse of a women’s prison in Kansas City a few weeks before the raid. The women, all under 20 years old, were imprisoned for giving aid to Confederate sympathizers and bushwhackers. William “Bloody Bill” Anderson’s 14-year-old sister and three other young women were killed when the three-story structure collapsed. Anderson was a major player in Quantrill’s band of ruffians, and committed most of the murders in Lawrence that morning. Many bushwhackers and pro-slavists believed the disaster was the work of Jayhawkers, but no evidence supported this. As dawn broke, Quantrill and his men descended on Lawrence from the southeast with instructions to kill any man old enough to carry a gun. On the outskirts of town, the raiders found a group of tents filled with goods taken during the Jayhawkers’ raids in Missouri. A number of freed slaves and African-American soldiers still asleep there were awoken by gunshots. The startled men fled away from the camp, but the bushwhackers chased them to the river. The men were either shot or drowned. “None succeeded in reaching the opposite shore,” John McCorkle wrote in his 1914 account of riding with Quantrill. The riders moved into the heart of Lawrence. On New Hampshire Street between Ninth and Tenth streets they attacked an encampment of young Union recruits. When Quantrill’s gang left the encampment, 17 of the 22 boys had been slain. They were unarmed. Reaching the central business district, Quantrill dispatched his men in various directions to search for plunder and in search of notable Jayhawkers. At the Eldridge House, Captain A. R. Banks waved a white sheet out his window at the raiders. He requested that Quantrill not harm any of the hotel’s residents. Abiding, Quantrill ordered all guests out into the street and took them prisoner in the neighboring City Hotel. The owner of that establishment had offered charity to Quantrill when he was living in Lawrence as Charlie Hart, so Quantrill ordered his men to leave the City Hotel alone. At the Eldridge, his men sacked the building, removing valuables before torching it. For the second time in 10 years Missourians burned the Eldridge House. Across Lawrence, Quantrill’s raiders tore through houses. They attacked the home of mayor George Collamore. He hid from the attackers in his well, but suffocated there when the men lit his house on fire. His son and a friend died trying to rescue him. The offices of Lawrence’s three newspapers, the Journal, Tribune and Republican, were leveled. The papers were anti-slavery publications and had been the victim of the previous sacking seven years before as well. Tribune employee John Speer Jr. was killed by the raiders while trying to defend his home. The Bell residence was under construction at 1008 Ohio Street. Mr. Bell left his wife and eight children there to confront the attackers. A raider who happened to be an old friend of Bell’s shot him some time later. Dr. Walter Griswold, a local pharmacist, and a two other men were murdered in Griswold’s yard in front of his family. At James Lane’s house, Quantrill was told the senator was not home. Having previously heard that Lane was out of town, Quantrill decided not to pursue a search for him. In fact, Lane had been home — but escaped through a cornfield in his nightclothes. …”	<urn:uuid:ca7a99ac-2d01-4d0f-ad29-a914a3b3f9cc>	CC-MAIN-2020-05	http://www.occidentaldissent.com/2019/06/22/southern-history-series-the-kansas-missouri-border-war/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251773463.72/warc/CC-MAIN-20200128030221-20200128060221-00415.warc.gz	en	0.980221	3,010	3.71875	4	[ -0.020433135330677032, 0.28373146057128906, 0.36962956190109253, -0.4810446500778198, 0.18247932195663452, -0.12953978776931763, 0.0885636955499649, 0.015854239463806152, -0.3372265100479126, -0.11181269586086273, 0.23386642336845398, -0.1229584813117981, -0.15875458717346191, 0.1592985093...	10	As I said in Southern History Series: How Missouri Joined The Union, I have been reading about Missouri in the War Between the States. I’m often in Missouri and when I was there last time I became curious about how it was transformed from a Southern state in the antebellum era into what it is today which is a state that is very confused about its identity. Some Missourians claim to be Southerners while most claim to be Midwesterners. It’s fair to say that the cause of this goes back to the War Between the States. As we have seen, the number of White Missourians who were either foreign born or Northern born outnumbered the Southern born for the first time in the 1860 Census. The foreign born were overwhelmingly recent German and Irish immigrants who lived in St. Louis. Northerners had tended to settle along the northern tier of counties between Hannibal and St. Joseph, around St. Louis and in the prairies and Ozarks of southwest Missouri. Northwestern Missouri at this time was heavily pro-Southern and it is where the state government initially retreated toward after Gen. Nathaniel Lyon launched his putsch and occupied Jefferson City. The Missouri state government was still dominated by native born Southerners in 1861. Gov. Claiborne Fox Jackson and Lieutenant Gov. Thomas C. Reynolds had been born in the South and retreated from Jefferson City after Lyon’s invasion. The Missouri Attorney General and State Treasurer were arrested by his forces. Three members of the Missouri State Court were removed for failing to take the test oath. Missouri’s U.S. Senators Trusten Polk and Waldo P. Johnson were expelled from the U.S. Senate in 1862 for supporting the Confederacy. Unlike the other Southern states, the Union Army occupied Missouri and started tyrannizing its people there before the rump of the state government seceded. Martial law was imposed on Missouri and the state essentially came to be ruled by a military dictatorship. This began when General John C. Frémont issued a proclamation that put St. Louis under martial law and ordered the confiscation of all property of those in “rebellion,” not merely slaves. He later extended it to the entire state. The next step was Gen. Henry Halleck declaring that all guerrillas could be shot on sight and that the property of Missourians suspected of disloyalty could be seized to underwrite the costs of caring for refugees. He ordered that all future voters would be required to take the test oath. It escalated from there to shutting down newspapers, censoring the mail and impressing all White males of military age and banishing Southern sympathizers and stealing their property. The following excerpts from William E. Parrish’s book A History of Missouri: Volume III, 1860 to 1875: explain how the border between Missouri and Kansas descended into massacres and ethnic cleansing after the Jayhawkers began raiding western Missouri: “Dr. Charles R. “Doc” Jennison and Sen. James H. “Jim” Lane had begun raiding western Missouri once again in reaction to Quantrill. Among their new activities they engaged in kidnapping or enticing Missouri slaves to help fill Jim Lane’s “nigger regiment.” The Kansas senator prided himself on his black “recruits.” He taught them that Missourians were traitors and had no rights that they were bound to respect. He armed them without any Federal authority and sent them back into Missouri to seek more recruits form their fellows. Between the Quantrill and Lane-Jennison raiders, it appeared that the entire area might erupt in prolonged and bloody chaos. … On the western border, a similar situation existed. Kansas Jayhawkers, led by Jim Lane and Doc Jennison, moved into the area in the summer and fall of 1861 for the ostensible purpose of protecting government supply trains and property from Price and his marauders. As veterans of the bitter border warfare of the 1850’s, Lane and Jennison found it impossible to think of Missourians as anything other than slaveholders and natural enemies. Consequently, they looted and burned indiscriminately wherever they went. In the process, they turned many a Union supporter into an anti-Union guerrilla. Because of the Kansans activities, a major force of Southern irregulars was formed, which plagued western Missouri for the next three years. Led by William Clarke Quantrill, a twenty-four-year-old ex-schoolteacher who had already participated in several skirmishes during his four years on the border, this band had its first formal encounter with the Jayhawkers in mid-December when it intercepted Jennison’s raiders as they were looting a farm home in Jackson County. From that time forward, the fame of Quantrill’s guerrillas spread until they achieved the status of legendary folk-heroes among the border population …” The Jayhawkers had started raiding western Missouri on their own authority in order to arm slaves to fight Missourians. The tyranny in Missouri steadily increased as the mothers, wives and sisters of the guerrillas were put in concentration camps, the sale and carrying of firearms without a permit was banned, churches were closed for failing to swear allegiance to Lincoln, preachers were banished from the state for being insufficiently in favor of the Union, etc. The Constitution was a dead letter in Missouri during the Union occupation and the Bill of Rights became a joke. William Quantrill’s raid on Lawrence, Kansas in 1863 was caused by Gen. Thomas Ewing, Jr.’s order to depopulate four counties in western Missouri and the death of the female relatives of his guerrillas in a Union concentration camp including the sister of “Bloody Bill” Anderson: “Unfortunately, the new commander continued his predecessor’s policy of attaching western Missouri counties to Kansas when he determined the boundaries for military districts. On June 9, he divided the old Military District of Kansas into two new ones with Maj. Gens. James B. Blunt and Thomas Ewing, Jr. in command. Both men were ardent Radicals, and Ewing was a political sycophant of Sen. Jim Lane and a brother-in-law of Maj. Gen. William T. Sherman. Not trusting the Missouri militia to maintain order in their part of his district, Ewing relied on Kansas troops whose “loyalty was unquestioned.” Actually, this policy simply aggravated an already difficult situation. With the circumstances on the border steadily deteriorating, Ewing wrote Schofield on August 3 to propose the mass evacuation of those known to have aided or abetted the guerrilla cause. Although he had some misgivings, the departmental commander finally agreed to the move on the 14th with the proviso that it be limited to the smallest number of people because of the expense involved and “the suffering it may cause to children and other comparatively innocent persons.” That same day, disaster struck one of several makeshift prisons in which Ewing had incarcerated the mothers, wives, and sisters of those men suspected of guerrilla activity. When it collapsed from overloading, five women were killed and several others seriously injured. The rumor quickly spread that Ewing had deliberately deliberately planned the tragedy. Although no evidence exists to support this accusation, the grieving guerrillas needed no proof. When Ewing’s new order for evacuation followed quickly, they were spurred into action. The result was a raid on Lawrence, Kansas, by the Quantrill gang in which some 150 men and boys were gunned down leaving 80 widows and 250 orphans. Property damage totaled more than $2 million. The guerrillas struck so swiftly and unexpectedly that they lost only one of their own; he had stayed behind in a drunken stupor and had been shot by an Indian. His body was torn to pieces by a vengeful mob. The guerrillas seemed to vanish. The border was aflame. For a few days afterward, it appeared that Kansans would make a retaliatory strike into Missouri as Jim Lane led the cries for vengeance. He blamed Schofield and, indirectly, Gamble for being lax and demanded more positive federal action. The Radical press did not hesitate to blame the Governor for the occurrence of the tragedy. The Missouri Democrat went to the extreme of accusing him of supporting Quantrill. Indeed, it charged him with personal responsibility for failure to contain the guerrilla leader. Schofield hastened to the border to calm the troubled situation. Without waiting for his superior’s arrival, Ewing had carried his evacuation policy to its ultimate in General Order No.11, dated August 25. Through this order all persons in Jackson, Cass, Bates and the northern half of Vernon County, who lived beyond a mile’s distance from a Union military post, were required to leave their homes within fifteen days. Those who could prove their loyalty could remain at a post in the area; all others would have to move completely outside the military district. To enforce the order, Ewing utilized the Fifteenth Kansas Cavalry under Doc Jennison, whom most Missourians hated bitterly. Much of the border area lay in ruin within two weeks and became known for years as the “Burnt District.” In Cass County, which had a population of ten thousand before the war, only six hundred remained; Bates County suffered to an even greater degree. One officer wrote his wife on September 10: “It is heart sickening to see what I have seen since I have been back here. A desolated country and men & women and children, some of them almost naked. Some on foot and some in old wagons. Oh God.” Although called upon by Acting Governor Hall to rescind the order, Schofield felt he could not do so for fear of antagonizing hostile Kansans who were threatening to retaliate. Later that winter, however, he mitigated its effects somewhat through the appointment of a new district commander who allowed those not “disloyal or unworthy” to return to their homes.” Here is the Lawrence Journal World on Quantrill’s raid in 1863. The black soldiers who were killed in Lawrence were Sen. James Lane’s “nigger regiment.” Lane’s Sack of Osceola in 1861 inspired the novel Gone To Texas and the Clint Eastwood movie The Outlaw Josey Wales: “Since its founding in 1854, Lawrence had been a hub of anti-slavery forces. Jayhawkers, the anti-slavery counterparts to bushwhackers, from the town and surrounding area frequently raided Missouri farms and towns. Quantrill and many of the men with him despised Senator James Lane, a strong anti-slavery voice who lived in Lawrence. Quantrill wanted to capture or kill Lane and plunder the city as revenge for attacks in Missouri. Aggression among Quantrill’s men was fueled by the collapse of a women’s prison in Kansas City a few weeks before the raid. The women, all under 20 years old, were imprisoned for giving aid to Confederate sympathizers and bushwhackers. William “Bloody Bill” Anderson’s 14-year-old sister and three other young women were killed when the three-story structure collapsed. Anderson was a major player in Quantrill’s band of ruffians, and committed most of the murders in Lawrence that morning. Many bushwhackers and pro-slavists believed the disaster was the work of Jayhawkers, but no evidence supported this. As dawn broke, Quantrill and his men descended on Lawrence from the southeast with instructions to kill any man old enough to carry a gun. On the outskirts of town, the raiders found a group of tents filled with goods taken during the Jayhawkers’ raids in Missouri. A number of freed slaves and African-American soldiers still asleep there were awoken by gunshots. The startled men fled away from the camp, but the bushwhackers chased them to the river. The men were either shot or drowned. “None succeeded in reaching the opposite shore,” John McCorkle wrote in his 1914 account of riding with Quantrill. The riders moved into the heart of Lawrence. On New Hampshire Street between Ninth and Tenth streets they attacked an encampment of young Union recruits. When Quantrill’s gang left the encampment, 17 of the 22 boys had been slain. They were unarmed. Reaching the central business district, Quantrill dispatched his men in various directions to search for plunder and in search of notable Jayhawkers. At the Eldridge House, Captain A. R. Banks waved a white sheet out his window at the raiders. He requested that Quantrill not harm any of the hotel’s residents. Abiding, Quantrill ordered all guests out into the street and took them prisoner in the neighboring City Hotel. The owner of that establishment had offered charity to Quantrill when he was living in Lawrence as Charlie Hart, so Quantrill ordered his men to leave the City Hotel alone. At the Eldridge, his men sacked the building, removing valuables before torching it. For the second time in 10 years Missourians burned the Eldridge House. Across Lawrence, Quantrill’s raiders tore through houses. They attacked the home of mayor George Collamore. He hid from the attackers in his well, but suffocated there when the men lit his house on fire. His son and a friend died trying to rescue him. The offices of Lawrence’s three newspapers, the Journal, Tribune and Republican, were leveled. The papers were anti-slavery publications and had been the victim of the previous sacking seven years before as well. Tribune employee John Speer Jr. was killed by the raiders while trying to defend his home. The Bell residence was under construction at 1008 Ohio Street. Mr. Bell left his wife and eight children there to confront the attackers. A raider who happened to be an old friend of Bell’s shot him some time later. Dr. Walter Griswold, a local pharmacist, and a two other men were murdered in Griswold’s yard in front of his family. At James Lane’s house, Quantrill was told the senator was not home. Having previously heard that Lane was out of town, Quantrill decided not to pursue a search for him. In fact, Lane had been home — but escaped through a cornfield in his nightclothes. …”	3,007	ENGLISH	1
A 1992 study conducted by the Children’s Health Study that measured the influence of poor air quality in California found that children are more susceptible to respiratory damage from air pollution because their vital organs are still developing. The health of the subjects was studied for more than 10 years in correspondence with the pollution levels of where they lived. The illnesses that were examined were all respiratory, including bronchitis and asthma. The subjects in this study were focused on because there was varying amounts of air pollution where they lived. The pollution pattern looked for particles such as Nitrogen Dioxide and Acid Vapor. The lung functionality in the children was assessed each spring, and their parents were given an annual questionnaire regarding their children’s respiratory condition. Other factors that had to be considered that could affect the results were if there was smoking in the house, if mold was present, or if the home had pets. The final conclusion from this study showed that exposure to air pollution affects children throughout their entire life, and if a child is exposed to a vast amount of air pollution, they will experience considerably decreased lung capacity by the time they turn 18. The levels of pollution at the time were due to the increased amount of air pollution at the time. “Children who participate in physical activities outdoors are more likely to develop asthma. Areas with high levels of particle pollution prove to significantly hinder lung function than children who lived in areas with less pollution,” said a spokesperson for Advanced Air Quality Consultants and Capital City Construction & Remediation a Minnesota mold testing companies. Even when children moved to areas with less pollution, they still suffered from a lack of respiratory development.	<urn:uuid:052911df-35a4-405f-814c-6297a3038c2e>	CC-MAIN-2020-05	https://minneapolis.bloggerlocal.com/2017/07/25/effect-poor-air-quality-children/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614086.44/warc/CC-MAIN-20200123221108-20200124010108-00213.warc.gz	en	0.982726	335	3.578125	4	[ 0.14696639776229858, -0.07485554367303848, 0.49252572655677795, -0.046966370195150375, -0.013473361730575562, 0.3977228105068207, 0.4113435447216034, 0.2686008810997009, -0.4918838143348694, 0.34143397212028503, -0.2505412697792053, -0.33131131529808044, 0.37409448623657227, 0.423589378595...	12	A 1992 study conducted by the Children’s Health Study that measured the influence of poor air quality in California found that children are more susceptible to respiratory damage from air pollution because their vital organs are still developing. The health of the subjects was studied for more than 10 years in correspondence with the pollution levels of where they lived. The illnesses that were examined were all respiratory, including bronchitis and asthma. The subjects in this study were focused on because there was varying amounts of air pollution where they lived. The pollution pattern looked for particles such as Nitrogen Dioxide and Acid Vapor. The lung functionality in the children was assessed each spring, and their parents were given an annual questionnaire regarding their children’s respiratory condition. Other factors that had to be considered that could affect the results were if there was smoking in the house, if mold was present, or if the home had pets. The final conclusion from this study showed that exposure to air pollution affects children throughout their entire life, and if a child is exposed to a vast amount of air pollution, they will experience considerably decreased lung capacity by the time they turn 18. The levels of pollution at the time were due to the increased amount of air pollution at the time. “Children who participate in physical activities outdoors are more likely to develop asthma. Areas with high levels of particle pollution prove to significantly hinder lung function than children who lived in areas with less pollution,” said a spokesperson for Advanced Air Quality Consultants and Capital City Construction & Remediation a Minnesota mold testing companies. Even when children moved to areas with less pollution, they still suffered from a lack of respiratory development.	328	ENGLISH	1
Astrology has foretold the coming of many Saviours. Most Christians aren't aware that before Christ there were many other saviours and each one of them has been recorded in ancient texts. Matthew 2:2 reads: "We have seen his star in the East, and have come to worship him." It does not say a star but his star. In modern terminology this is the same as saying "his sign." The book Origin Of Idolatry by Faber (Vol. II, pg. 77) reports that Zoroaster who lived six hundred years before Christ announced to the "wise men" of his country that a Saviour would be born "attended by a star at noonday." Numbers 24:17 states: 'There shall come a star out of Jacob, etc." This text has been quoted often by Christian writers as meaning a prophecy of the coming of Christ. The verse says further, "It shall destroy the children of Seth." This would refute such a claim. The Star of Jacob (or Judah) is shown on astronomical maps as a prominent star in the constellation Virgo (the Virgin), called Ephraim by the Hebrew. In the Syrian, Arabian and Persian systems of astronomy, it was known as Massaeil, from which is derived Messiah. The "Star of Jacob" derives from the older astronomical systems in which virgin (Virgi) was depicted rising with an infant messiah (Messaeil) in her arms. Messaeil is made up of Messael-el (Messiah-God) and is found in the Virgo constellation. This rises at midnight on December 25th ... "the star in the East." The Biblical "wise men" were astrologers." Was this article helpful?	<urn:uuid:5a47322f-bd91-44b4-a34e-f1799454026a>	CC-MAIN-2020-05	https://www.witchcraftmag.us/war/world-saviors-and-the-stars.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592636.25/warc/CC-MAIN-20200118135205-20200118163205-00256.warc.gz	en	0.98413	359	3.5	4	[ 0.26854783296585083, -0.02857227809727192, -0.25922349095344543, -0.1145600751042366, -0.19318075478076935, -0.040935222059488297, 0.020451799035072327, 0.11125688254833221, 0.4844421148300171, 0.28691980242729187, 0.02342783845961094, -0.23618826270103455, -0.22995024919509888, -0.0926385...	1	Astrology has foretold the coming of many Saviours. Most Christians aren't aware that before Christ there were many other saviours and each one of them has been recorded in ancient texts. Matthew 2:2 reads: "We have seen his star in the East, and have come to worship him." It does not say a star but his star. In modern terminology this is the same as saying "his sign." The book Origin Of Idolatry by Faber (Vol. II, pg. 77) reports that Zoroaster who lived six hundred years before Christ announced to the "wise men" of his country that a Saviour would be born "attended by a star at noonday." Numbers 24:17 states: 'There shall come a star out of Jacob, etc." This text has been quoted often by Christian writers as meaning a prophecy of the coming of Christ. The verse says further, "It shall destroy the children of Seth." This would refute such a claim. The Star of Jacob (or Judah) is shown on astronomical maps as a prominent star in the constellation Virgo (the Virgin), called Ephraim by the Hebrew. In the Syrian, Arabian and Persian systems of astronomy, it was known as Massaeil, from which is derived Messiah. The "Star of Jacob" derives from the older astronomical systems in which virgin (Virgi) was depicted rising with an infant messiah (Messaeil) in her arms. Messaeil is made up of Messael-el (Messiah-God) and is found in the Virgo constellation. This rises at midnight on December 25th ... "the star in the East." The Biblical "wise men" were astrologers." Was this article helpful?	362	ENGLISH	1
CBSE Class 9 History Chapter 1 – The French Revolution led to the end of monarchy in France. The chapter also discusses the Declaration of the Rights of Man, notions of equality and freedom, anti-colonial movements in India and China, Africa and South America. Class 9 History Notes of Chapter 1 enable students to study smartly and get a clear idea about every concept discussed in Class 9 History syllabus. The notes contain all the important topics which help in quick revision. By going through these CBSE Class 9 History notes for Chapter 1, students can boost their exam preparation and score higher marks in the exams. The French Revolution In 1789, in the wake of early morning, the city of Paris was in a state of alarm. Rumours spread that the King would open fire upon the citizens. People started gathering and they started breaking a number of government buildings in search of arms. The commander of the Bastille was killed in the armed fight and the prisoners were released. People hated the Bastille as it stood for the despotic power of the king. People protested against the high price of bread. A new chain of events began which led to the execution of the King in France. French Society During the Late Eighteenth Century Louis XVI, in 1774, ascended the throne of France. Financial France was drained because of the war. France, Under Louis XVI, helped the thirteen American colonies to gain their independence from Britain. Taxes were increased to meet regular expenses, such as the cost of maintaining an army, the court, running government offices or universities. The country of France was divided into three estates in the eighteenth century. The feudal system was part of the society estates dated back to the middle ages. 90 percent of the population was dominated by peasants but only a small number of them owned the land they cultivated. 60 percent was owned by nobles, the Church and other richer members of the third estate. The clergy and the nobility, members of the first two estates enjoyed certain privileges by birth. These groups of members were exempted from paying taxes and enjoyed feudal privileges. All members of the third estate had to pay taxes to the state which included a direct tax, called taille, and a number of indirect taxes which were levied on articles of everyday consumption like salt or tobacco. The Struggle to Survive Increase in population led to a rapid increase for food grains. Production of grains could not keep pace with the demand due to which the price of bread rose rapidly. Due to low wages paid to the labourers the gap between the poor and the rich widened. Things became worse whenever drought or hail reduced the harvest. A Growing Middle Class Envisages an End to Privileges Peasants used to participate in revolts against taxes and food scarcity. Group of the third estate had become prosperous and had access to education and new ideas. In the eighteenth century, new social groups emerged, termed the middle class, who earned their wealth through expanding overseas trade and by manufacturing woollen and silk textiles that were either exported or bought by the richer members of society. The third estate included professions such as lawyers or administrative officials. A person’s social position was dependent on their merit. All of these were educated and believed that no group in society should be privileged by birth. Rather, a person’s social position must depend on his merit. A new form of government was proposed by Rousseau based on a social contract between people and their representatives. Similarly, Montesquieu proposed a division of power within the government between the legislative, the executive and the judiciary. In the USA, this model of government was put into force. Louis Louis XVI planned to impose further taxes to meet the expenses. The Outbreak of the Revolution In France, the monarch didn’t have the power to impose taxes. They had to call a meeting of the Estates-General, a political body to which the three estates sent their representatives, to pass proposals for new taxes. Louis XVI, on 5 May 1789, called an assembly to pass proposals for new taxes. Representatives from the first and second estates were present and the third estate was represented by its prosperous and educated members. According to the principle each estate had one vote. But, representatives from the third estate demanded each member would have one vote. The demand was rejected so members of the third estate walked out to protest. They swore not to disperse till a constitution drafted for France that would limit the powers of the monarch. Due to the severe winter, bread price rose and people had to spend hours in long queues. Rumours spread that the lords of the manor hired bands of brigands to destroy the ripe crops. In fear, peasants started looting hoarded grain and burnt down documents containing records of manorial dues. Nobles fled from their homes. Louis XVI accorded recognition to the National Assembly and accepted the principle that his powers would from now on be checked by a constitution. The Assembly passed a decree abolishing the feudal system of obligations and taxes on 4 August 1789. Tithes were abolished and lands owned by the Church were confiscated. France Becomes a Constitutional Monarchy In 1791, The National Assembly completed the draft of the constitution and its main object was to limit the powers of the monarch. These powers were now separated and assigned to different institutions – the legislature, executive and judiciary. France became a constitutional monarchy. Citizens voted for a group of electors, who in turn chose the Assembly, but unfortunately, not every citizen had the right to vote. Men above 25 years of age who paid taxes equal to at least 3 days of a labourer’s wage were entitled to vote. The Constitution began with a Declaration of the Rights of Man and Citizen. Rights such as the right to life, freedom of speech, freedom of opinion, equality before law, were established as ‘natural and inalienable’ rights, that is, they belonged to each human being by birth and could not be taken away. France Abolishes Monarchy and Becomes a Republic In April 1792, the National Assembly voted for a war against Prussia and Austria. Marseillaise became the national anthem of France. While men were away fighting at the war, women took care of their families. Large sections of the population demanded that the revolution had to be carried further, as the Constitution of 1791 gave political rights only to the richer sections of society. Political clubs were formed and among them, Jacobins became the most successful club. Members of the Jacobin club included small shopkeepers, artisans such as shoemakers, pastry cooks, watch-makers, printers, as well as servants and daily-wage workers. Jacobin members started wearing long striped trousers similar to those worn by dockworkers. These Jacobins were called the sans-culottes, literally meaning ‘those without knee breeches’. On August 10 1792, Jacobins stormed the Palace of the Tuileries and held the king hostage for several hours. Elections were held and all men of 21 years and above got the right to vote. Monarchy was abolished on 21 September 1792 and France was declared a republic. Louis XVI was sentenced to death by a court on the charge of treason. The Reign of Terror The period from 1793 to 1794 is referred to as the Reign of Terror. People whom Robespierre saw enemies of the republic were arrested, imprisoned and then tried by a revolutionary tribunal. If they were declared guilty by the court then they were guillotined. The guillotine is a device consisting of two poles and a blade with which a person is beheaded, named after Dr Guillotin. Laws were issued to place a maximum ceiling on wages and prices. Meat and bread were rationed. Expensive white flour was forbidden to use. Equality was practised through forms of speech and address. All French men and women were addressed as Citoyen and Citoyenne (Citizen). In July 1794, he was convicted by a court arrested and the next day sent to the guillotine. A Directory Rules France Fall of the Jacobin government allowed the wealthier middle classes to seize power. According to the new constitution, non-propertied sections of society denied voting. It provided for two elected legislative councils. The government appointed a Directory, consisting of executives made up of five members. Political instability paved the way for a military dictator, Napoleon Bonaparte. Did Women have a Revolution? Women were active participants from the beginning which brought important changes in the country France. Women from the third estate had to work for a living and they didn’t have access to education or job training. Daughters of nobles of the third estate were allowed to study at a convent. Working women also had to care for their families. Compared to men their wages were lower. Women also started their political clubs and newspapers. The Society of Revolutionary and Republican Women was one of the most famous women’s clubs. They demanded equal political rights as men, the right to vote and to hold political office. The revolutionary government introduced laws to improve the lives of women. Schooling became compulsory, divorce made legal and they could run small businesses. During the Reign of Terror, the government closed women’s clubs banning their political activities. After much struggle, women in France in 1946 won the right to vote. The Abolition of Slavery Jacobin regime’s most revolutionary social reform was the abolition of slavery in the French colonies. In the seventeenth century, slavery trade began. Slaves were brought from local chieftains, branded and shackled and were packed tightly into ships for the three-month-long voyage across the Atlantic to the Caribbean. Slave labour met the growing demand in European markets for sugar, coffee, and indigo. Throughout the eighteenth century, there was little criticism of slavery in France. In 1794, the Convention legislated to free all slaves in the French overseas possessions. Napoleon introduced slavery after ten years. In 1848, slavery was abolished in French colonies. The Revolution and Everyday Life France during 1789 saw changes in the lives of men, women and children. Abolition of censorship happened in the summer of 1789. Declaration of the Rights of Man and Citizen proclaimed freedom of speech and expression to be a natural right. Freedom of press meant opposing views of events could be expressed. Plays, songs and festive processions attracted large numbers of people. Napoleon Bonaparte crowned himself Emperor of France, in 1804 and introduced many laws such as the protection of private property and a uniform system of weights and measures provided by the decimal system. Napoleon was defeated at Waterloo in 1815. The ideas of liberty and democratic rights were the most important legacy of the French Revolution. Colonised peoples reworked on the idea of freedom to create a sovereign nation-state. Students can go through Geography, History, Political Science and Economics note by visiting the CBSE Class 9 Social Science page at BYJU’S. Keep learning and stay tuned for further updates on CBSE and other competitive exams.	<urn:uuid:4bb96346-0f68-4b31-8554-4a62876d70c8>	CC-MAIN-2020-05	https://byjus.com/cbse-notes/class-9-social-science-history-chapter-1-the-french-revolution/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251671078.88/warc/CC-MAIN-20200125071430-20200125100430-00197.warc.gz	en	0.980183	2,264	3.734375	4	[ -0.3089457154273987, 0.3917829990386963, -0.051140204071998596, -0.6121615171432495, -0.19157150387763977, 0.1690654754638672, 0.11452314257621765, 0.21633179485797882, 0.32489481568336487, 0.1447153091430664, -0.15928392112255096, -0.01270754262804985, -0.15445853769779205, 0.352004230022...	2	CBSE Class 9 History Chapter 1 – The French Revolution led to the end of monarchy in France. The chapter also discusses the Declaration of the Rights of Man, notions of equality and freedom, anti-colonial movements in India and China, Africa and South America. Class 9 History Notes of Chapter 1 enable students to study smartly and get a clear idea about every concept discussed in Class 9 History syllabus. The notes contain all the important topics which help in quick revision. By going through these CBSE Class 9 History notes for Chapter 1, students can boost their exam preparation and score higher marks in the exams. The French Revolution In 1789, in the wake of early morning, the city of Paris was in a state of alarm. Rumours spread that the King would open fire upon the citizens. People started gathering and they started breaking a number of government buildings in search of arms. The commander of the Bastille was killed in the armed fight and the prisoners were released. People hated the Bastille as it stood for the despotic power of the king. People protested against the high price of bread. A new chain of events began which led to the execution of the King in France. French Society During the Late Eighteenth Century Louis XVI, in 1774, ascended the throne of France. Financial France was drained because of the war. France, Under Louis XVI, helped the thirteen American colonies to gain their independence from Britain. Taxes were increased to meet regular expenses, such as the cost of maintaining an army, the court, running government offices or universities. The country of France was divided into three estates in the eighteenth century. The feudal system was part of the society estates dated back to the middle ages. 90 percent of the population was dominated by peasants but only a small number of them owned the land they cultivated. 60 percent was owned by nobles, the Church and other richer members of the third estate. The clergy and the nobility, members of the first two estates enjoyed certain privileges by birth. These groups of members were exempted from paying taxes and enjoyed feudal privileges. All members of the third estate had to pay taxes to the state which included a direct tax, called taille, and a number of indirect taxes which were levied on articles of everyday consumption like salt or tobacco. The Struggle to Survive Increase in population led to a rapid increase for food grains. Production of grains could not keep pace with the demand due to which the price of bread rose rapidly. Due to low wages paid to the labourers the gap between the poor and the rich widened. Things became worse whenever drought or hail reduced the harvest. A Growing Middle Class Envisages an End to Privileges Peasants used to participate in revolts against taxes and food scarcity. Group of the third estate had become prosperous and had access to education and new ideas. In the eighteenth century, new social groups emerged, termed the middle class, who earned their wealth through expanding overseas trade and by manufacturing woollen and silk textiles that were either exported or bought by the richer members of society. The third estate included professions such as lawyers or administrative officials. A person’s social position was dependent on their merit. All of these were educated and believed that no group in society should be privileged by birth. Rather, a person’s social position must depend on his merit. A new form of government was proposed by Rousseau based on a social contract between people and their representatives. Similarly, Montesquieu proposed a division of power within the government between the legislative, the executive and the judiciary. In the USA, this model of government was put into force. Louis Louis XVI planned to impose further taxes to meet the expenses. The Outbreak of the Revolution In France, the monarch didn’t have the power to impose taxes. They had to call a meeting of the Estates-General, a political body to which the three estates sent their representatives, to pass proposals for new taxes. Louis XVI, on 5 May 1789, called an assembly to pass proposals for new taxes. Representatives from the first and second estates were present and the third estate was represented by its prosperous and educated members. According to the principle each estate had one vote. But, representatives from the third estate demanded each member would have one vote. The demand was rejected so members of the third estate walked out to protest. They swore not to disperse till a constitution drafted for France that would limit the powers of the monarch. Due to the severe winter, bread price rose and people had to spend hours in long queues. Rumours spread that the lords of the manor hired bands of brigands to destroy the ripe crops. In fear, peasants started looting hoarded grain and burnt down documents containing records of manorial dues. Nobles fled from their homes. Louis XVI accorded recognition to the National Assembly and accepted the principle that his powers would from now on be checked by a constitution. The Assembly passed a decree abolishing the feudal system of obligations and taxes on 4 August 1789. Tithes were abolished and lands owned by the Church were confiscated. France Becomes a Constitutional Monarchy In 1791, The National Assembly completed the draft of the constitution and its main object was to limit the powers of the monarch. These powers were now separated and assigned to different institutions – the legislature, executive and judiciary. France became a constitutional monarchy. Citizens voted for a group of electors, who in turn chose the Assembly, but unfortunately, not every citizen had the right to vote. Men above 25 years of age who paid taxes equal to at least 3 days of a labourer’s wage were entitled to vote. The Constitution began with a Declaration of the Rights of Man and Citizen. Rights such as the right to life, freedom of speech, freedom of opinion, equality before law, were established as ‘natural and inalienable’ rights, that is, they belonged to each human being by birth and could not be taken away. France Abolishes Monarchy and Becomes a Republic In April 1792, the National Assembly voted for a war against Prussia and Austria. Marseillaise became the national anthem of France. While men were away fighting at the war, women took care of their families. Large sections of the population demanded that the revolution had to be carried further, as the Constitution of 1791 gave political rights only to the richer sections of society. Political clubs were formed and among them, Jacobins became the most successful club. Members of the Jacobin club included small shopkeepers, artisans such as shoemakers, pastry cooks, watch-makers, printers, as well as servants and daily-wage workers. Jacobin members started wearing long striped trousers similar to those worn by dockworkers. These Jacobins were called the sans-culottes, literally meaning ‘those without knee breeches’. On August 10 1792, Jacobins stormed the Palace of the Tuileries and held the king hostage for several hours. Elections were held and all men of 21 years and above got the right to vote. Monarchy was abolished on 21 September 1792 and France was declared a republic. Louis XVI was sentenced to death by a court on the charge of treason. The Reign of Terror The period from 1793 to 1794 is referred to as the Reign of Terror. People whom Robespierre saw enemies of the republic were arrested, imprisoned and then tried by a revolutionary tribunal. If they were declared guilty by the court then they were guillotined. The guillotine is a device consisting of two poles and a blade with which a person is beheaded, named after Dr Guillotin. Laws were issued to place a maximum ceiling on wages and prices. Meat and bread were rationed. Expensive white flour was forbidden to use. Equality was practised through forms of speech and address. All French men and women were addressed as Citoyen and Citoyenne (Citizen). In July 1794, he was convicted by a court arrested and the next day sent to the guillotine. A Directory Rules France Fall of the Jacobin government allowed the wealthier middle classes to seize power. According to the new constitution, non-propertied sections of society denied voting. It provided for two elected legislative councils. The government appointed a Directory, consisting of executives made up of five members. Political instability paved the way for a military dictator, Napoleon Bonaparte. Did Women have a Revolution? Women were active participants from the beginning which brought important changes in the country France. Women from the third estate had to work for a living and they didn’t have access to education or job training. Daughters of nobles of the third estate were allowed to study at a convent. Working women also had to care for their families. Compared to men their wages were lower. Women also started their political clubs and newspapers. The Society of Revolutionary and Republican Women was one of the most famous women’s clubs. They demanded equal political rights as men, the right to vote and to hold political office. The revolutionary government introduced laws to improve the lives of women. Schooling became compulsory, divorce made legal and they could run small businesses. During the Reign of Terror, the government closed women’s clubs banning their political activities. After much struggle, women in France in 1946 won the right to vote. The Abolition of Slavery Jacobin regime’s most revolutionary social reform was the abolition of slavery in the French colonies. In the seventeenth century, slavery trade began. Slaves were brought from local chieftains, branded and shackled and were packed tightly into ships for the three-month-long voyage across the Atlantic to the Caribbean. Slave labour met the growing demand in European markets for sugar, coffee, and indigo. Throughout the eighteenth century, there was little criticism of slavery in France. In 1794, the Convention legislated to free all slaves in the French overseas possessions. Napoleon introduced slavery after ten years. In 1848, slavery was abolished in French colonies. The Revolution and Everyday Life France during 1789 saw changes in the lives of men, women and children. Abolition of censorship happened in the summer of 1789. Declaration of the Rights of Man and Citizen proclaimed freedom of speech and expression to be a natural right. Freedom of press meant opposing views of events could be expressed. Plays, songs and festive processions attracted large numbers of people. Napoleon Bonaparte crowned himself Emperor of France, in 1804 and introduced many laws such as the protection of private property and a uniform system of weights and measures provided by the decimal system. Napoleon was defeated at Waterloo in 1815. The ideas of liberty and democratic rights were the most important legacy of the French Revolution. Colonised peoples reworked on the idea of freedom to create a sovereign nation-state. Students can go through Geography, History, Political Science and Economics note by visiting the CBSE Class 9 Social Science page at BYJU’S. Keep learning and stay tuned for further updates on CBSE and other competitive exams.	2,313	ENGLISH	1
Malta has a large number of fortifications from different periods of history, but mostly from the 16th to 20th centuries. In 2003 a set was issued depicting various examples of military architecture of the Maltese Islands. It was designed by Stephen C. Spiteri, one of the main experts on Maltese fortifications. Images from the MaltaPost online stamp catalogue: 1c Fort St Elmo, Valletta - This fort began to be built in 1552, and it is best-known for its role in the Great Siege of 1565. It was besieged and heavily bombarded by the Ottomans, and it held out for 28 days before falling on 23 June 1565, with most of the garrison being massacred. The long attack on the fort bought time for defenders in other forts, and the Ottomans were eventually defeated after the arrival of a relief force in September 1565. The fort was rebuilt after the siege and it was incorporated into the walls of Valletta. It was heavily altered in later centuries, and it remained in use until 1972, seeing use once again in World War II as well. It now houses the National War Museum. 4c Rinella Battery, Kalkara - This battery was built by the British between 1878 and 1886 to house a single 100-ton gun. Intended to counter the Italian naval threat, the gun was never put into use. The fort and its gun are still intact and today it is a museum. 11c Fort St Angelo, Birgu - This was originally a castle, and no one knows when it was built, although it definitely existed by the 13th century. It became the headquarters of the Knights Hospitaller in 1530, and it withstood the aforementioned Great Siege of 1565. The present layout of the fort is from the late 17th century when it was rebuilt. It remained in use by the British until 1979, and today it is open to the public as a museum. 16c Reserve Post R15, Naxxar - This is one of many pillboxes built around the Maltese Islands in the years immediately before and during World War II. These concrete pillboxes, which included machine gun posts, were meant as defensive positions in the case of an Italian or German invasion. 44c Fort Tigné, Sliema - This was the last fort ever built by the Knights Hospitaller, being constructed between 1793 and 1795. It saw action during the French invasion of Malta in 1798, being heavily bombarded in the process. The fort remained in use, with heavy alterations, by the British until 1979. The area around the fort has now been heavily built up with apartments and a shopping mall, but the fort itself is still in good condition although it's not open to the public.	<urn:uuid:8e86fbe5-3a5b-438e-ad14-8a5e28028b01>	CC-MAIN-2020-05	https://www.stampcommunity.org/topic.asp?TOPIC_ID=65674	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250599789.45/warc/CC-MAIN-20200120195035-20200120224035-00350.warc.gz	en	0.985346	581	3.34375	3	[ -0.0354352667927742, 0.47873353958129883, 0.2614760994911194, 0.21278345584869385, -0.060520730912685394, -0.045454420149326324, -0.22365039587020874, 0.2295893430709839, -0.12036331743001938, 0.06630496680736542, 0.10321687161922455, -0.5284741520881653, 0.05092981457710266, 0.44301074743...	5	Malta has a large number of fortifications from different periods of history, but mostly from the 16th to 20th centuries. In 2003 a set was issued depicting various examples of military architecture of the Maltese Islands. It was designed by Stephen C. Spiteri, one of the main experts on Maltese fortifications. Images from the MaltaPost online stamp catalogue: 1c Fort St Elmo, Valletta - This fort began to be built in 1552, and it is best-known for its role in the Great Siege of 1565. It was besieged and heavily bombarded by the Ottomans, and it held out for 28 days before falling on 23 June 1565, with most of the garrison being massacred. The long attack on the fort bought time for defenders in other forts, and the Ottomans were eventually defeated after the arrival of a relief force in September 1565. The fort was rebuilt after the siege and it was incorporated into the walls of Valletta. It was heavily altered in later centuries, and it remained in use until 1972, seeing use once again in World War II as well. It now houses the National War Museum. 4c Rinella Battery, Kalkara - This battery was built by the British between 1878 and 1886 to house a single 100-ton gun. Intended to counter the Italian naval threat, the gun was never put into use. The fort and its gun are still intact and today it is a museum. 11c Fort St Angelo, Birgu - This was originally a castle, and no one knows when it was built, although it definitely existed by the 13th century. It became the headquarters of the Knights Hospitaller in 1530, and it withstood the aforementioned Great Siege of 1565. The present layout of the fort is from the late 17th century when it was rebuilt. It remained in use by the British until 1979, and today it is open to the public as a museum. 16c Reserve Post R15, Naxxar - This is one of many pillboxes built around the Maltese Islands in the years immediately before and during World War II. These concrete pillboxes, which included machine gun posts, were meant as defensive positions in the case of an Italian or German invasion. 44c Fort Tigné, Sliema - This was the last fort ever built by the Knights Hospitaller, being constructed between 1793 and 1795. It saw action during the French invasion of Malta in 1798, being heavily bombarded in the process. The fort remained in use, with heavy alterations, by the British until 1979. The area around the fort has now been heavily built up with apartments and a shopping mall, but the fort itself is still in good condition although it's not open to the public.	642	ENGLISH	1
any clear light on the present apparently inexplicable distribution of various organisms in the temperate parts of both hemispheres, and on the mountains of the tropics. The Glacial period, as measured by years, must have been very long; and when we remember over what vast spaces some naturalised plants and animals have spread within a few centuries, this period will have been ample for any amount of migration. As the cold became more and more intense, we know that Arctic forms invaded the temperate regions; and from the facts just given, there can hardly be a doubt that some of the more vigorous, dominant and widest-spreading temperate forms invaded the equatorial lowlands. The inhabitants of these hot lowlands would at the same time have migrated to the tropical and subtropical regions of the south, for the southern hemisphere was at this period warmer. On the decline of the Glacial period, as both hemispheres gradually recovered their former temperature, the northern temperate forms living on the lowlands under the equator, would have been driven to their former homes or have been destroyed, being replaced by the equatorial forms returning from the south. Some, however, of the northern temperate forms would almost certainly have ascended any adjoining high land, where, if sufficiently lofty, they would have long survived like the Arctic forms on the mountains of Europe. They might have survived, even if the climate was not perfectly fitted for them, for the change of temperature must have been very slow, and plants undoubtedly possess a certain capacity for acclimatisation, as shown by their transmitting to their offspring different constitutional powers of resisting heat and cold. In the regular course of events the southern hemisphere would in its turn be subjected to a severe Glacial period, with the northern hemisphere rendered warmer; and then the southern temperate forms would invade the equatorial lowlands. The northern forms which had before been left on the mountains would now descend and mingle with the southern forms. These latter, when the warmth returned, would return to their former homes, leaving some few species on the mountains, and carrying southward with them some of the northern temperate forms which had descended from their mountain fastnesses. Thus, we should have some few species identically the same in the northern and southern temperate zones and on the mountains of the intermediate tropical regions. But the species left during a long time on these mountains, or in opposite hemispheres, would have to compete with many new forms and would be exposed to somewhat different physical conditions; hence, they would be eminently liable to modification, and would generally now exist as varieties or as representative species; and this is the	<urn:uuid:1444e070-13ab-47ab-8be6-80d2f59454dd>	CC-MAIN-2020-05	https://en.m.wikisource.org/wiki/Page:Origin_of_Species_1872.djvu/361	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250604849.31/warc/CC-MAIN-20200121162615-20200121191615-00266.warc.gz	en	0.982317	537	3.96875	4	[ -0.34017500281333923, -0.25551703572273254, 0.312051385641098, 0.14821526408195496, 0.6905204057693481, -0.03937316685914993, -0.24520698189735413, -0.1853340119123459, -0.2557189166545868, -0.018841437995433807, -0.0808214396238327, -0.3248648941516876, 0.5806680917739868, 0.0745245814323...	1	any clear light on the present apparently inexplicable distribution of various organisms in the temperate parts of both hemispheres, and on the mountains of the tropics. The Glacial period, as measured by years, must have been very long; and when we remember over what vast spaces some naturalised plants and animals have spread within a few centuries, this period will have been ample for any amount of migration. As the cold became more and more intense, we know that Arctic forms invaded the temperate regions; and from the facts just given, there can hardly be a doubt that some of the more vigorous, dominant and widest-spreading temperate forms invaded the equatorial lowlands. The inhabitants of these hot lowlands would at the same time have migrated to the tropical and subtropical regions of the south, for the southern hemisphere was at this period warmer. On the decline of the Glacial period, as both hemispheres gradually recovered their former temperature, the northern temperate forms living on the lowlands under the equator, would have been driven to their former homes or have been destroyed, being replaced by the equatorial forms returning from the south. Some, however, of the northern temperate forms would almost certainly have ascended any adjoining high land, where, if sufficiently lofty, they would have long survived like the Arctic forms on the mountains of Europe. They might have survived, even if the climate was not perfectly fitted for them, for the change of temperature must have been very slow, and plants undoubtedly possess a certain capacity for acclimatisation, as shown by their transmitting to their offspring different constitutional powers of resisting heat and cold. In the regular course of events the southern hemisphere would in its turn be subjected to a severe Glacial period, with the northern hemisphere rendered warmer; and then the southern temperate forms would invade the equatorial lowlands. The northern forms which had before been left on the mountains would now descend and mingle with the southern forms. These latter, when the warmth returned, would return to their former homes, leaving some few species on the mountains, and carrying southward with them some of the northern temperate forms which had descended from their mountain fastnesses. Thus, we should have some few species identically the same in the northern and southern temperate zones and on the mountains of the intermediate tropical regions. But the species left during a long time on these mountains, or in opposite hemispheres, would have to compete with many new forms and would be exposed to somewhat different physical conditions; hence, they would be eminently liable to modification, and would generally now exist as varieties or as representative species; and this is the	537	ENGLISH	1
Differences Between Athens and Sparta Athens and Sparta, were quite different in many ways. The main differences between the two cities were their governments, education systems, people’s rights and childcare. The Spartans had a very different view on how their city should be run compared to the Athenians, their education systems taught the children of their cities completely different things, the Spartans being much more military-based and the Athenians being focused on the arts. The people of the two cities were entitled to very different rights too, for both men and women. The Spartan government as an oligarchy, which is a government “ruled by the few.” The Greek words “oligos,” translates to “few”, and “archia,” means “rule.” They had two kings, who passed down the crowns to their sons; five Ephors, who were elected annually; and a Council of Elders made up of twenty-eight men over the age of sixty. The Athenian government on the other hand was completely different, they ruled the city with the world's first direct democracy. Democracy means “power to the people.” This comes from the words “demos,” meaning people and “kratos,” meaning power. Athens had a direct democracy, not a representative democracy. During a child's upbringing, at birth if a Spartan baby had a physical defect they were left to die. If they passed the inspection they were then bathed in wine instead of water and left alone in the darkness to cry, in the belief that it would encourage them to become a strong warrior. The Spartan males are taken away from their families at the age of seven and sent off to begin the 'agoge, to prove their bravery and become a 'true warrior' whereas Athenian children continue in school learning the various different arts. The girls were not considered as important as the boys so they did not attend any education but if the girl's mother had a good education then their learning would continue in their homes. Sparta was the first to introduce people's rights... Please join StudyMode to read the full document	<urn:uuid:b531c505-a1ec-47fa-a1f5-ca7c78730f22>	CC-MAIN-2020-05	https://www.studymode.com/essays/Differences-Between-Athens-And-Sparta-60965185.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251690379.95/warc/CC-MAIN-20200126195918-20200126225918-00535.warc.gz	en	0.989135	451	3.90625	4	[ -0.15505622327327728, 0.11978787928819656, 0.3531872034072876, -0.44161832332611084, -0.3130017817020416, -0.07218759506940842, 0.014446213841438293, 0.23057754337787628, -0.1025552749633789, -0.06472834199666977, -0.22965213656425476, 0.09953804314136505, -0.1347568929195404, 0.0980639904...	2	Differences Between Athens and Sparta Athens and Sparta, were quite different in many ways. The main differences between the two cities were their governments, education systems, people’s rights and childcare. The Spartans had a very different view on how their city should be run compared to the Athenians, their education systems taught the children of their cities completely different things, the Spartans being much more military-based and the Athenians being focused on the arts. The people of the two cities were entitled to very different rights too, for both men and women. The Spartan government as an oligarchy, which is a government “ruled by the few.” The Greek words “oligos,” translates to “few”, and “archia,” means “rule.” They had two kings, who passed down the crowns to their sons; five Ephors, who were elected annually; and a Council of Elders made up of twenty-eight men over the age of sixty. The Athenian government on the other hand was completely different, they ruled the city with the world's first direct democracy. Democracy means “power to the people.” This comes from the words “demos,” meaning people and “kratos,” meaning power. Athens had a direct democracy, not a representative democracy. During a child's upbringing, at birth if a Spartan baby had a physical defect they were left to die. If they passed the inspection they were then bathed in wine instead of water and left alone in the darkness to cry, in the belief that it would encourage them to become a strong warrior. The Spartan males are taken away from their families at the age of seven and sent off to begin the 'agoge, to prove their bravery and become a 'true warrior' whereas Athenian children continue in school learning the various different arts. The girls were not considered as important as the boys so they did not attend any education but if the girl's mother had a good education then their learning would continue in their homes. Sparta was the first to introduce people's rights... Please join StudyMode to read the full document	421	ENGLISH	1

Subsets and Splits

No community queries yet

The top public SQL queries from the community will appear here once available.