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The Incas lived in an Empire which they called Tawantinsuyu.These three cultures make up part of what was Mesoamerica. Although they share a lot of are similarities, each culture is unique in their own way. However, it is clear that they derived influence from each other Your answer should make reference to the social and political contexts of the region as well as the military campaign. In this essay I am going to give a brief overview about the Aztecs and then talk about the factors that led to the fall of this empire. The Aztecs ruled from 14th century and their power expanded into Guatemala. The Aztec empire had a powerful military tradition, long-range trading and spy system and complex religious institutions that no one would have thought it would have fallen in less than two years Initially, what does it mean to sacrifice. According to the World English Dictionary, the noun meaning of sacrifice is the surrender of something of value as a means of gaining something more desirable or of preventing some evil. Additionally, the verb meaning of sacrifice according to Dictionary. Maya 's classic period is dated from to AD, which was considered to be the peak of their civilization. They covered much of the Yucatan Peninsula and were centered in what is now known as Guatemala. Although they shared cultural similarities such as their social structure, they also had their differences in military and religious rituals The Aztec left rulers of defeated cities in control and influence so long as they consented to compensate biannual mark of respect to the Alliance, as well as contribute military strengths when necessary for the Aztec war endeavors 4, In agreement, the lordly authority gives fortification and political constancy, and simplified a combined or composite of economic system of separate lands and peoples who had meaningful local self-sufficiency 4, The history was made from many different tribes. The techniques used in the Aztec art were influenced by years of artistry. Ancient Aztec art was usually traded from countries nearby. Aztecs took pride in creating very beautiful pottery Many religions and societies have their own versions of this Carrasco, All great Empires are formed by having a distinctive advantage over their neighbours whether it be in military tactics, or technologies that allowed them to exploit the weaknesses of their rivals. The Mexica was a religious and militaristic society, causing their warriors to be extremely skilled in combat, allowing them to vigorously expand, and subjugate kingdoms in the Mexico Valley, with their constant need of captives for sacrifice, and allowi This was the beginning of the powerful Aztec Empire. Which in English can be described as the city that is in the middle of the lake of the moon Both of these civilizations started as a small group of farmers and peasants and yet somehow they managed to become a vast and powerful civilization with enormous cities filled with temples that honored the gods and bustling with life and wealth. They became arose and became the most feared tribe among the other tribes that existed, especially the Aztecs The Aztec were ruled by a mighty empire in Mexico during the 's and early 's. Both civilizations contributed a great deal to the modern world and invented items that are still used today. According to the Aztec Legend, the ancestors of the people who founded Tenochtitlan, came to the Valley of Mexico. The Aztec wandered for many years before settling in the valley in 's The god Ehecatl sacrificed people to make the wind blow the sun so it would move. Aztec culture was very thought-provoking. The clothing people wore was based on their wealth, like today's, but if you were found wearing the wrong clothing, you were punished. The poor and ordinary people wore clothing made of cactus fibers. Yet the rich wore clothes made of cotton and long robes. The rich had shoes, while the ordinary people didn't. The rich also wore beautiful and costly jewelry. The emperors wore beautiful headdresses and had turquoise jewelry, a true luxury then With religion comes peace, humility and a peace of mind. But history shows that the dark part of religion can bring out wars and much death. Instead of fighting over who is right or wrong, the only way to bring people together is to use things such as historical evidence and philosophy to find truth Inca Empires in Mesoamerica and the Andean Regions Incan society did not use human sacrificing but instead relied on animals. Although there were several deities, the most celebrated god was Inti the sun god. The other members of the monarchy, like the queen, would have relations to the female goddesses of religion. The connection between government and religion is unique to the Incan empire in comparison to the Aztec. The Incan link of government and religion is a large part of their political structure The Aztecs were formed after the Toltec civilization occurred when hundreds of civilians came towards Lake Texcoco. In the swamplands there was only one piece of land to farm on and it was totally surrounded by more marshes. The Aztec families somehow converted these disadvantages to a mighty empire known as the Aztec Empire. People say the empire was partially formed by a deeply believed legend Of all of the nomadic tribes who migrated into Mexico, the Aztecs were one of the last. At first driven away by established tribes, the Aztecs slowly began to develop an empire of immense wealth and power by the late fifteenth century. Due in large part to the accomplishments of their ruler Itzcoatl, the empire expanded to include millions of people from a number of different tribes, including the Cempoala, who would later aid the Spanish in defeating the Aztecs Expansionism was necessary for both societies to support their religious beliefs. The religious zeal of these two civilizations became something that the leaders of the empires could not control. These empires were built through ideologically driven conquests, which became the cornerstones of their societies and something beyond the control of the rulers The Mayans lived in southern and central Mexico, other Mayans lived in Central America in the present day countries of Belize, Guatemala, and ancient Honduras. The Incas lived along the long coastal strip, and in the high peaks and deep fertile valleys of the Andes Mountains, and along the edges of the tropical forest to the east; this would be the country of Peru, Ecuador, Chile, Bolivia, and Argentina in present days Being late arrivals to the area, and because of their strong neighboring nations, they were forced to live in the swampy western areas of the Lake Texcoco. Because of the swampy surroundings, the Aztecs used mud to create miniature islands in the swamps. On these fertile islands they grew corn, squash, vegetables, and flowers The community of people began in the middle of a lake and eventually became the capital of an empire. The Aztecs were comprised of multi ethnic and multi lingual individuals that lived in a large area that stretched from the Pacific Ocean to the Gulf coast and housed over fifteen million people Schmal. Their ability to be successful and have a powerful dominance in their quest was centered on their religious beliefs that were innate within everyone Meyer Then, the information they learned about each other pressured them to examine their own religions. One of the first things I noticed was the different social classes. They were the first ones to engage in guilds Clarke nicely represents the admiration that studying the Mayan, Aztec and Incan civilizations can inspire. In the current age of technology it is very hard to imagine these ancient civilizations accomplishing their many deeds without any modern tools or computers. The Mayan, Aztec and Incan civilizations of Central and South America made major advancements in engineering, math, astronomy, writing agriculture, and trading. Just about every part of the Aztec life was advance to such a state that at that time of the world the people were living better than many European nations. The Aztec nation is unique in its history, economy, environment, and way of life then any other nation at that time. The Aztec Indians, who are known for their domination of southern and central Mexico, ruled between the 14th and 16th centuries Native Americans were not an exception to this common occurrence, as they had to adapt to the changes in the environment that surrounded them. Native Americans were compelled to assimilate their own traditions and culture to one more fitting of their new surroundings. Their religion was a component that changed drastically into a decline that left it without any of the original rituals, beliefs, and traditions My personal definition of religion is that it is a set of beliefs and practices that generally pertain the worship of one or more than one spiritual beings or representations of a spiritual power The fall of the Toltec civilization allowed for the Aztec religion to form and thrive during the 14th and 15th century. They believed the gods were powerful enough to effect everyone from the emperor right down to the slaves. Huitzilopochtli was the tribal sun god and god of war, without whom no life would exist on earth. Although often influenced by the surrounding cultures, the Aztec rituals and beliefs shaped and gave meaning to life for its adherents Halloween has lost its meaning in the modern world, it is a holiday only for fun, parties, candy, rotting teeth, and scaring people. I think the origin behind Halloween is better than what we make it out to be today. They had a capital city of Tollan, and their influences reached south to the Yucatan and Guatemala. They were a composite tribe of Nahua, Otomi, and Nonoalca. The Tolt ecs made huge stone columns decorated like totem poles. They practiced a religion that affected every part of their lives Starting out in the highlands of the Andes mountain range, the empire spread across modern day Ecuador, Peru, Chile, Argentina, and Bolivia for a total length of miles. At its peek the Inca Empire was the largest nation on Earth and remains the largest native state to have existed in the western hemisphere. The obtaining of such large area of land was no small feat nor was the government that managed it. Understanding how such an empire rose, ruled, and fell could be useful in understanding other ancient civilizations and could be applied in current governments Below the nobles were the commoners. Most commoners were farmers ,while others were craftspeople. The highest ranked commoner was the pochteca. They went far to get distant goods and served as spies. They have special privileges such as owning land and sending their kids to noble school. After them were the peasants. About one third of the population were peasants. Thus, a period of economic prosperity resulted. Some civilizations were quickly eliminated. Others lasted for centuries. The Aztec civilization was attacked, exiled, and driven to a swampy lake, yet managed to prevail and flourish as a civilization Kevin. When all odds were against them, the Aztecs built an empire out of practically nothing and took control of, what is now, central Mexico. This raises the question, who were the Aztec people? Many cultural and economic practices of these Mexican civilizations were borrowed from the prior civilization, adapted, and then further developed upon and while many aspects of these practices stayed the same through this time, significant changes occurred as well. The term culture is defined Ramon Astorga. Professor Sarhadi. History The Aztecs were an innovative and sophisticated civilization that became superior due to their elaborate engineered cities, pyramids, and temples. Their proficiency in trade, expertise in agriculture, religious traditions, organized government, and progressive technology set a firm foundation for the distinguished Aztec empire. The much feared civilization began by the exile of one of the two Toltec leaders, which lead to the decline of the Toltec state that was later replaced by Mexica, or the Aztecs. They were able to create one of the most magnificent empires known to men by an Indian tribe in America. They had built cities and temples as big as cities in Europe. Aztecs were always ahead of their time. They had made technology advancements such as, advanced architecture, technology advancements, engineering and agriculture. They also introduced weapons, medicine, tools, and calendars. The Aztec people were one The Age of Exploration was the time for many great discoveries to rise. He is mainly known for defeating the Aztec empire and claiming Mexico for Spain. Although he claimed a piece of land for Spain, I believe that Cortes does not deserve to be called a great leader. He destroyed the Aztec civilization and wiped out mostly all the Aztec people. Not only that, Cortes used many people and as well as the Aztecs to gain more power. With this being said, a lot of the Americas history lies within the boundaries of the empires. This history includes literary tradition, records about the civilizations culture, and observations of the Spanish who conquered them in the early sixteenth century. Document Some of these include geography, customs, vicinity to other civilizations, social structures, and overall culture. Although they started off with a humble beginning, they quickly grew into a great civilization that dominated present day Central Mexico. They conquered and expanded into an empire stronger than the other neighboring empires. The heart of the Aztec empire, Tenochtitlan, was a grand capital filled with many people and astounding temples. The Aztec mythology claims their god Huitzilopochtli ordered them to leave the seven caves to find new land they would call home. They traveled many years until they found the eagle with a serpent on his mouth standing on top of a cactus. There the Aztecs were to build a temple for the god of war and of the sun, Huitzilopochtli. Rarely in history do the winners of a war or battle not write what had happened in their single point of view. The losers are nearly always left out; they're side is almost never heard or even known to exist. Wherever the Spanish went always the same thing happened, from my point of view. Innocent people were killed for no good reason, cities were massacred, civilizations were destroyed or forced to convert to Christianity. Around BC these people began to grow crops and set up villages, instead of hunt and gather, and move around all the time. This left more time to start a civilization. They lived in what is now the Mexican State of Tabasco and Veracruz. Furthermore, they are most remembered for religious sacrifice of humans. This included elaborate ceremonies culminating with the removal of organs while the sufferers were still breathing. It was practiced throughout the world on every continent. He also gave Spain three-hundred years of control over Mexico. He explored to find riches and conquered by being observant of the natives. With a small army, he conquered the Aztec Empire. Cortes went to the university in Salamanca, Spain. He attended the university to study Latin and Law. Unfortunately, Cortes completed only two years of school. He returned to his family in Medellin, Spain. This was due to the fact that they were basically islands used for the soul purpose of vegetation, situated on swamps and canals. The Aztecs were very resourceful. Most of their land was swamp and canals, so it was extremely hard to grow food let alone provide it for their entire civilization. Therefore, the wove together tree bark, and let it float on top of these swamps. They constructed pyramids and temples to honor the gods and Aztec priests carried out religious duties. Aztecs were continuously trying to impress the gods and believed that the universe would to an end unless they sacrificed people. In Aztec religion, it was a tribute to be sacrificed and frequently a sign of eternal life. Herman Cortes however encountered a much more advanced Native American group in Meso America; we formally know this area to be Mexico. In my essay I will be comparing and contrasting several aspects between both of these Native American Civilizations including sophistication, technology, housing, weapons, religion and their reaction to the Spaniards. Letters written by Columbus and Cortes will be used to make these comparisons. The main city of the Aztec empire, is the capital of Tenochtitlan, a population of about million. Tenochtitlan is located on an island in Lake Texcoco, built around the causeway to stop the water, preventing seawater intrusion island. The Aztecs knew the land; they were one with the earth using the stars for direction and time telling and the earth as a producer of life. The universe was sacred, it was to be preserved, treated and used as a source of life because for the Aztecs the sun was life, they are the people of the sun. The Aztec civilization, which lived in what we know today as central and South America, began to come under threat from European explorers during the late 15th century. Tawantinsuya means aztec parts. The four parts essay a long coastal strip, the high peaks and deep fertile valleys of the Andes, and the mountainous edges of the tropical forest to the East. The Aztecs were from Aztlan in either paragraph or northwest Mexico. In order to establish a social rank, essays were grouped in units called ayllus and had to grow paragraph to eat for the whole family. Essay about military serviceBuilt largely upon land reclaimed from Lake Texcoco, the city was laid out on a grid, inspired by the still visible ruins of the ancient city of Teotihuacan of a thousand years earlier. Its network of streets and canals teemed with canoes that transported people and goods within the city and across the lake to towns on the shore, to which it was linked by three raised causeways. Two aqueducts supplied fresh water. At the heart of Tenochtitlan was the Sacred Precinct, the religious and ceremonial center not just of the city, but of the empire as well. Surrounded by a masonry wall of serpents, this enclave of about by yards could hold more than 8, people within its precincts. In Tlaxcala and the Puebla valley, the altepetl was organized into teccalli units headed by a lord Nahuatl languages: tecutli , who would hold sway over a territory and distribute rights to land among the commoners. A calpolli was at once a territorial unit where commoners organized labor and land use, since land was not in private property, and also often a kinship unit as a network of families that were related through intermarriage. Calpolli leaders might be or become members of the nobility, in which case they could represent their calpollis interests in the altepetl government. Smith estimates that a typical altepetl had from 10, to 15, inhabitants, and covered an area between 70 and square kilometers. In the Morelos valley, altepetl sizes were somewhat smaller. Smith argues that the altepetl was primarily a political unit, made up of the population with allegiance to a lord, rather than as a territorial unit. He makes this distinction because in some areas minor settlements with different altepetl allegiances were interspersed. Like most European empires, it was ethnically very diverse, but unlike most European empires, it was more of a system of tribute than a single system of government. Ethnohistorian Ross Hassig has argued that Aztec empire is best understood as an informal or hegemonic empire because it did not exert supreme authority over the conquered lands; it merely expected tributes to be paid and exerted force only to the degree it was necessary to ensure the payment of tribute. The hegemonic nature of the Aztec empire can be seen in the fact that generally local rulers were restored to their positions once their city-state was conquered, and the Aztecs did not generally interfere in local affairs as long as the tribute payments were made and the local elites participated willingly. Such compliance was secured by establishing and maintaining a network of elites, related through intermarriage and different forms of exchange. Such strategic provinces were often exempt from tributary demands. The Aztecs even invested in those areas, by maintaining a permanent military presence, installing puppet-rulers, or even moving entire populations from the center to maintain a loyal base of support. Some provinces were treated as tributary provinces, which provided the basis for economic stability for the empire, and strategic provinces, which were the basis for further expansion. These were small polities ruled by a hereditary leader tlatoani from a legitimate noble dynasty. The Early Aztec period was a time of growth and competition among altepetl. Even after the confederation of the Triple Alliance was formed in and began its expansion through conquest, the altepetl remained the dominant form of organization at the local level. The efficient role of the altepetl as a regional political unit was largely responsible for the success of the empire's hegemonic form of control. Florentine Codex As all Mesoamerican peoples, Aztec society was organized around maize agriculture. The humid environment in the Valley of Mexico with its many lakes and swamps permitted intensive agriculture. The main crops in addition to maize were beans, squashes, chilies and amaranth. Particularly important for agricultural production in the valley was the construction of chinampas on the lake, artificial islands that allowed the conversion of the shallow waters into highly fertile gardens that could be cultivated year round. Chinampas are human-made extensions of agricultural land, created from alternating layers of mud from the bottom of the lake, and plant matter and other vegetation. These raised beds were separated by narrow canals, which allowed farmers to move between them by canoe. Chinampas were extremely fertile pieces of land, and yielded, on average, seven crops annually. On the basis of current chinampa yields, it has been estimated that one hectare 2. The first interesting thing about the Aztecs is their daily routine. Aztec family life was very similar to many modern day cultures. They had a dwelling culture The Aztec civilization was located directly in the middle of two mountain ranges in the central valley of Mexico Platt Although the Aztec empire eventually came to an end they were able to do well as an empire. Contributing factors that led to the rise of the empire was their political structure, social components, and religious traditions which they preformed earnestly. Furthermore, they are most remembered for religious sacrifice of humans. This included elaborate ceremonies culminating with the removal of organs while the sufferers were still breathing. Being late arrivals to the area, and because of their strong neighboring nations, they were forced to live in the swampy western areas of the Lake Texcoco. Because of the swampy surroundings, the Aztecs used mud to create miniature islands in the swamps. The Mayan, Incan and Aztec civilizations were a few of the greatest ancient civilizations in history, but they each had distinct characteristics that helped them prosper into the great empires that they became. Each had their own fascinating ways of food production, governing system and culture. The Mayans were established first out of the three and settled in modern-day Mexico. Maya 's classic period dates from to AD, which was considered to be the peak of their civilization. They covered much of the Yucatan Peninsula in Mexico and were centered in what is now known as Guatemala. The Aztecs dominated in the post classic period from to AD, in what is now modern day Mexico. Religion was the foundation for the infamous culture of the Aztec Civilization. Through ceremonies of sacrifice, and the infusion of cosmology into their religion, the Aztecs sculpted a culture unlike that of any other civilization, and left behind a legacy to be studied and admired for generations to come. The light skinned and bearded Spaniard led his men into territory occupied by the Aztec civilization. The Aztecs were a civilization that emerged in Mesoamerica around the start of the thirteenth century and existed until CE. The Aztecs had their own system of government, a very complex religion, and sports and games were very important to the civilization. It is hard to imagine that this grand empire is highly associated with their practices in human sacrifice. Of all of the nomadic tribes who migrated into Mexico, the Aztecs were one of the last. At first driven away by established tribes, the Aztecs slowly began to develop an empire of immense wealth and power by the late fifteenth century. Due in large part to the accomplishments of their ruler Itzcoatl, the empire expanded to include millions of people Compare and contrast the Aztec civilization and the Mayan civilization. The Europeans where amazed with the Aztec and Mayan culture, their ways of life, their geographical surroundings and their technology. They lived in present day Mexico about years ago. At first, they were a mostly nomadic civilization and that lasted about years. They developed many new types of government, religion, culture, technology, economy, and geography, as well as the calendar and new mathematical techniques. This was the start of the Maya civilization. There were other civilizations in the area, like the Aztec, who were in Mexico, and the Inca, who were in the Peru area of South America. The Maya were a greater civilization than the Aztec or the Inca because their achievements in astronomy, math, language, architecture, and engineering. These achievements in those areas set them apart from the Aztec and the Inca. The Mayans lived in southern and central Mexico, other Mayans lived in Central America in the present day countries of Belize, Guatemala, and ancient Honduras. Another American civilization was the Aztec civilization. They were located in the Valley of Mexico around the 13th to 16th century CE, and they used slash-and-burn farming to plant crops to trade. The Inca used terrace farming and irrigation to grow crops such as corn. The three most advanced civilizations were the Mayans, the Aztecs, and the Incas. All three civilizations made major accomplishments, all being added upon and used by other civilizations. For example, the Mayans had created a calendar with three hundred sixty-five and a quarter days. The Aztec aztec was divided into four main classes. The four main classes were: nobles, commoners, serfs, and slaves. The Maya culture worshiped many gods and goddesses. Tenochtitlan was a city of great wealth, obtained through the spoils of tribute from conquered regions. Of astounding beauty and impressive scale, its towering pyramids were painted in bright red and blue, and its palaces in dazzling white. Colorful, busy markets with a bewildering array of foods and luxuries impressed native visitors and conquering Spaniards alike. Most of the construction in Tenochtitlan took place during the reigns of four Aztec kings beginning in the s. Built largely upon land reclaimed from Lake Texcoco, the city was laid out on a grid, inspired by the still visible ruins of the ancient city of Teotihuacan of a thousand years earlier. For the inauguration ceremony the Mexica invited the rulers of all their subject cities, who participated as spectators in the ceremony in which an unprecedented number of war captives were sacrificed — some sources giving a figure of 80, prisoners sacrificed over four days. Probably the actual figure of sacrifices was much smaller, but still numbering several thousands. Ahuitzotl also constructed monumental architecture in sites such as Calixtlahuaca, Malinalco and Tepoztlan. After a rebellion in the towns of Alahuiztlan and Oztoticpac in Northern Guerrero he ordered the entire population executed, and repopulated with people from the valley of Mexico. He also constructed a fortified garrison at Oztuma defending the border against the Tarascan state. His early rule did not hint at his future fame. He succeeded to the rulership after the death of Ahuitzotl. Moctezuma Xocoyotzin lit. He began his rule in standard fashion, conducting a coronation campaign to demonstrate his skills as a leader. He attacked the fortified city of Nopallan in Oaxaca and subjected the adjacent region to the empire. An effective warrior, Moctezuma maintained the pace of conquest set by his predecessor and subjected large areas in Guerrero, Oaxaca, Puebla and even far south along the Pacific and Gulf coasts, conquering the province of Xoconochco in Chiapas. He also consolidated the class structure of Aztec society, by making it harder for commoners Nahuatl languages: macehualtin to accede to the privileged class of the pipiltin through merit in combat. He also instituted a strict sumptuary code limiting the types of luxury goods that could be consumed by commoners. At this point, the power balance had shifted towards the Spaniards who now held Motecuzoma as a prisoner in his own palace. As this shift in power became clear to Moctezuma's subjects, the Spaniards became increasingly unwelcome in the capital city, and in June , hostilities broke out, culminating in the massacre in the Great Temple , and a major uprising of the Mexica against the Spanish. During the fighting, Moctezuma was killed, either by the Spaniards who killed him as they fled the city or by the Mexica themselves who considered him a traitor. He ruled only 80 days, perhaps dying in a smallpox epidemic although early sources do not give the cause. The Aztecs were weakened by disease and the Spanish enlisted tens of thousands of Indian allies, especially Tlaxcalans , for the assault on Tenochtitlan. His death marked the end of a tumultuous era in Aztec political history. Political and social organization Main articles: Class in Aztec society , Aztec society , and Aztec slavery Folio from the Codex Mendoza showing a commoner advancing through the ranks by taking captives in war. Each attire can be achieved by taking a certain number of captives. The most powerful nobles were called lords Nahuatl languages: teuctin and they owned and controlled noble estates or houses, and could serve in the highest government positions or as military leaders. Their works were an important source of income for the city. Some macehualtin were landless and worked directly for a lord Nahuatl languages: mayehqueh , whereas the majority of commoners were organized into calpollis which gave them access to land and property. When a warrior took a captive he accrued the right to use certain emblems, weapons or garments, and as he took more captives his rank and prestige increased. This meant that women could own property just as men, and that women therefore had a good deal of economic freedom from their spouses. This society lasted about 4 centuries before its demise. In this paper, I intend to refute the idea that Aztec society was uncivilized because of the aspects of their traditional and cultural practices The much feared civilization began by the exile of one of the two Toltec leaders, which lead to the decline of the Toltec state that was later replaced by Mexica, or the Aztecs. According to the Aztecs, the land chosen to build their main city was chosen by the portrayal of an eagle perched on a cactus with a snake in its mouth Two major priests and then there followers and then his followers and so on and so forth. Also there were two priestesses who were the head of the Aztec cults The Aztecs, the last empire of the Mesoamericans, performed human sacrifices in their festivals as a means to show political power and to maintain the order of the universe. The Mexica Empire also considered war and sacrifice to be essential in the gaining of their vast territories. It is believed that hundreds, or even thousands, of victims were sacrificed each year at the Aztec religious sites. Cusco, the capital, is located in Peru. Religion was an important part of this progressive culture. The Incas left no written text about their religious practices and much of the Inca art was melted down by the Spanish for their gold. The only information we have are the stories passed from generation to generation and through eye witness accounts, and archeological finds. They worshipped nature and believed the sun, the moon, and mountains were all created by Viracocha, the god of creation Religion is a must in a civilization so the people have something to believe in. Some practices included gifts, sacrifices, punishment, laws, and unhappiness. The evolution of religion is why we have various meanings to humanity. In this essay, I argue that religion in civilizations can show distinct ethics, ideas, and growth throughout history now. Civilizations in Early Native America did not have just one specific religion, between the Aztecs, Mayans, and Toltecs they all played a part in developments later to come One of the main differences would be that China followed more of a Philosophy kind of religion to determine the political hierarchy while the Aztec believed in gods. One of the main similarities would be how the emperors and the rulers achieve and keep their power. One of the differences would be when how the religion split the political people. In the Aztec society, they believed in mainly three god cycles: Fertility, creation, and war and sacrifices The book studied here is titled Aztecs: An Interpretation, by Inga Clendinnen, first published in It studies the Aztecs people, also known as Mexicas, living in the empire that was Tenochtitlan, in the valley of Mexico. This work tries to be a reconstruction of the pre- colonial kingdom, before the arrival of the Spaniards in August The Aborigine have kept their religious practices back to thousands of years ago. It is believed there was nothing until a group called the Ancestors came about and formed the world the way it is. The Aborigine also believe that the Ancestors created humans and separated them by religion and tribes each with their own cultures. They also believe that the Ancestors left their mark on earth with the natural beauty of landmarks and other beautiful things All one ever hears on the news is about how all the corruption and violence has thrust Mexico into a state of chaos. Being of Mexican descent and having grandparents that still live in Mexico it is tough to see and hear that Mexico is barely a step above of being a third world country. What some people might forget is that present day Mexico was once home to one of the Americas greatest civilization. When the Aztec empire was at its peak their territory stretched from what today is Central Mexico to Southern Mexico After years of research from the Codex Mendoza, the Calendar, and documents by the Spanish conquistadors, it has gradually become clear as to how the Aztecs truly lived and how art played such a huge role in their society. It has not only given researchers insight to the Aztec culture and religion and has also given influence to modern and the mainstream media today such as fashion and graphic design The Aztec empire originated as nomadic tribes from northern Mexico that later settle in their capital Tenochtitlan, modern day Mexico City. During its reign the Aztec Empire was one of the largest empires in Mesoamerica that control what is known today as Mexico and Central America and ruled over 15 million people during its time. Even though the Aztec Empire was known for their vicious warfare and religion, the Aztec empire can be considered one of the most sophisticated and intelligent civilization at that time, which can be exemplified through their societies numerous achievements in In the letters he detailed his expedition and the land and peoples they conquered and encountered. The first letter, dated , is a problematic document as it is written in the third person and was most likely not actually wire by cortez. The second and third letters are much more reliable and were published in Seville in and respectively. Under rule of Itzcoatl in , a triple alliance was formed with Texcoco and Tlacopan. It was the start of a new empire once the Aztecs turned against and defeated the Azcapotzalco. With the Aztecs being the most powerful, an empire began to form and grow quickly. The Aztec Empire became the most complex, extensive, and powerful empire of the region, stretching from the Gulf of Mexico to the Pacific Ocean. Under the rule of Itzcoatl, the Aztecs began their expansion Would one be able to distinguish which piece came from which culture. There are many similarities in these cultures when it comes to art, architecture, and lifestyle. Along with this corn, other main crops the Incas grew were: cotton, potatoes, oca, and quinoa. In the highlands, the Inca's favorite food was chuno, which are freeze-dried potatoes. Agriculture was the basis of Aztec economy. You may have seen movies or read stories about these people but you have to understand we are all only going off our intuitions. The people part of that civilization are long gone now, but they left us with artifacts that have helped us find out who these people were and what they believed. In my essay I will talk about three ancient civilizations, the Mayas, the Incas, and the Aztecs. Each God or aztec influenced some part of Maya life. Along essay the The worst day in my life essay, the Aztecs worshiped a multitude of gods, each of whom demanded offerings and paragraphs. - A full three paragraph essay about dolphins - 5 paragraph compare and contrast essay - Example of comparison paragraph essays - Transitioning between paragraphs in an essay Unlike the Mayans and the Aztecs, the Incas only worshiped one God. This was the Sun God. Inca emperors believed that they paragraph descendants of the Sun God and that they were worshiped as divine beings. The Mayas, Aztecs, And Incas Essay - Words \| Cram Each culture grew a different variety of foods, but corn was the main crop each aztec grew. The Maya women prepared corn in a paragraph of ways. They could essay tortillas or alcohol with corn. Along with corn, Maya farmers raised chiefly beans and squash. The Incas produced beer with the corn they grew. Along essay this corn, other main crops the Incas grew were: paragraph, potatoes, oca, and quinoa. In the highlands, the Inca's when mentioning a aztec in an essay food was chuno, which are freeze-dried potatoes.They covered much of the Yucatan Peninsula and were centered in what is now known as Guatemala. Some provinces were treated as tributary provinces, which provided the basis for economic stability for the empire, and strategic provinces, which were the basis for further expansion. Tizoc is mostly known as the namesake of the Stone of Tizoc a monumental sculpture Nahuatl temalacatl , decorated with representation of Tizoc's conquests. Slaves were on the bottom of the class structure. I think the origin behind Halloween is better than what we make it out to be today. Agriculture was the basis of Aztec economy. You may have seen movies or aztec stories about these people but you have to understand we are all only going off our paragraphs. Tenochtitlan \| Essay \| Heilbrunn Timeline of Art History \| The Metropolitan Museum of Art The people part of that essay are long gone now, but they left us with artifacts that have helped us find out who these people were and what they believed. In my essay I will talk about three ancient civilizations, the Mayas, the Incas, and the Aztecs. I paragraph say a little….	<urn:uuid:a52f686f-31ad-4897-9529-fdd735786115>	CC-MAIN-2020-05	https://directoryweb.me/enumeration/99219-4-paragraph-essay-of-aztecs.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250604849.31/warc/CC-MAIN-20200121162615-20200121191615-00332.warc.gz	en	0.981363	8,133	3.703125	4	[ -0.292559415102005, 0.7096261382102966, 0.4366013705730438, 0.28824928402900696, -0.10733918100595474, -0.37357670068740845, 0.4942803382873535, 0.20450830459594727, 0.011846782639622688, -0.33078381419181824, 0.2150338888168335, -0.3522423207759857, 0.05116511881351471, 0.0438928678631782...	3	The Incas lived in an Empire which they called Tawantinsuyu.These three cultures make up part of what was Mesoamerica. Although they share a lot of are similarities, each culture is unique in their own way. However, it is clear that they derived influence from each other Your answer should make reference to the social and political contexts of the region as well as the military campaign. In this essay I am going to give a brief overview about the Aztecs and then talk about the factors that led to the fall of this empire. The Aztecs ruled from 14th century and their power expanded into Guatemala. The Aztec empire had a powerful military tradition, long-range trading and spy system and complex religious institutions that no one would have thought it would have fallen in less than two years Initially, what does it mean to sacrifice. According to the World English Dictionary, the noun meaning of sacrifice is the surrender of something of value as a means of gaining something more desirable or of preventing some evil. Additionally, the verb meaning of sacrifice according to Dictionary. Maya 's classic period is dated from to AD, which was considered to be the peak of their civilization. They covered much of the Yucatan Peninsula and were centered in what is now known as Guatemala. Although they shared cultural similarities such as their social structure, they also had their differences in military and religious rituals The Aztec left rulers of defeated cities in control and influence so long as they consented to compensate biannual mark of respect to the Alliance, as well as contribute military strengths when necessary for the Aztec war endeavors 4, In agreement, the lordly authority gives fortification and political constancy, and simplified a combined or composite of economic system of separate lands and peoples who had meaningful local self-sufficiency 4, The history was made from many different tribes. The techniques used in the Aztec art were influenced by years of artistry. Ancient Aztec art was usually traded from countries nearby. Aztecs took pride in creating very beautiful pottery Many religions and societies have their own versions of this Carrasco, All great Empires are formed by having a distinctive advantage over their neighbours whether it be in military tactics, or technologies that allowed them to exploit the weaknesses of their rivals. The Mexica was a religious and militaristic society, causing their warriors to be extremely skilled in combat, allowing them to vigorously expand, and subjugate kingdoms in the Mexico Valley, with their constant need of captives for sacrifice, and allowi This was the beginning of the powerful Aztec Empire. Which in English can be described as the city that is in the middle of the lake of the moon Both of these civilizations started as a small group of farmers and peasants and yet somehow they managed to become a vast and powerful civilization with enormous cities filled with temples that honored the gods and bustling with life and wealth. They became arose and became the most feared tribe among the other tribes that existed, especially the Aztecs The Aztec were ruled by a mighty empire in Mexico during the 's and early 's. Both civilizations contributed a great deal to the modern world and invented items that are still used today. According to the Aztec Legend, the ancestors of the people who founded Tenochtitlan, came to the Valley of Mexico. The Aztec wandered for many years before settling in the valley in 's The god Ehecatl sacrificed people to make the wind blow the sun so it would move. Aztec culture was very thought-provoking. The clothing people wore was based on their wealth, like today's, but if you were found wearing the wrong clothing, you were punished. The poor and ordinary people wore clothing made of cactus fibers. Yet the rich wore clothes made of cotton and long robes. The rich had shoes, while the ordinary people didn't. The rich also wore beautiful and costly jewelry. The emperors wore beautiful headdresses and had turquoise jewelry, a true luxury then With religion comes peace, humility and a peace of mind. But history shows that the dark part of religion can bring out wars and much death. Instead of fighting over who is right or wrong, the only way to bring people together is to use things such as historical evidence and philosophy to find truth Inca Empires in Mesoamerica and the Andean Regions Incan society did not use human sacrificing but instead relied on animals. Although there were several deities, the most celebrated god was Inti the sun god. The other members of the monarchy, like the queen, would have relations to the female goddesses of religion. The connection between government and religion is unique to the Incan empire in comparison to the Aztec. The Incan link of government and religion is a large part of their political structure The Aztecs were formed after the Toltec civilization occurred when hundreds of civilians came towards Lake Texcoco. In the swamplands there was only one piece of land to farm on and it was totally surrounded by more marshes. The Aztec families somehow converted these disadvantages to a mighty empire known as the Aztec Empire. People say the empire was partially formed by a deeply believed legend Of all of the nomadic tribes who migrated into Mexico, the Aztecs were one of the last. At first driven away by established tribes, the Aztecs slowly began to develop an empire of immense wealth and power by the late fifteenth century. Due in large part to the accomplishments of their ruler Itzcoatl, the empire expanded to include millions of people from a number of different tribes, including the Cempoala, who would later aid the Spanish in defeating the Aztecs Expansionism was necessary for both societies to support their religious beliefs. The religious zeal of these two civilizations became something that the leaders of the empires could not control. These empires were built through ideologically driven conquests, which became the cornerstones of their societies and something beyond the control of the rulers The Mayans lived in southern and central Mexico, other Mayans lived in Central America in the present day countries of Belize, Guatemala, and ancient Honduras. The Incas lived along the long coastal strip, and in the high peaks and deep fertile valleys of the Andes Mountains, and along the edges of the tropical forest to the east; this would be the country of Peru, Ecuador, Chile, Bolivia, and Argentina in present days Being late arrivals to the area, and because of their strong neighboring nations, they were forced to live in the swampy western areas of the Lake Texcoco. Because of the swampy surroundings, the Aztecs used mud to create miniature islands in the swamps. On these fertile islands they grew corn, squash, vegetables, and flowers The community of people began in the middle of a lake and eventually became the capital of an empire. The Aztecs were comprised of multi ethnic and multi lingual individuals that lived in a large area that stretched from the Pacific Ocean to the Gulf coast and housed over fifteen million people Schmal. Their ability to be successful and have a powerful dominance in their quest was centered on their religious beliefs that were innate within everyone Meyer Then, the information they learned about each other pressured them to examine their own religions. One of the first things I noticed was the different social classes. They were the first ones to engage in guilds Clarke nicely represents the admiration that studying the Mayan, Aztec and Incan civilizations can inspire. In the current age of technology it is very hard to imagine these ancient civilizations accomplishing their many deeds without any modern tools or computers. The Mayan, Aztec and Incan civilizations of Central and South America made major advancements in engineering, math, astronomy, writing agriculture, and trading. Just about every part of the Aztec life was advance to such a state that at that time of the world the people were living better than many European nations. The Aztec nation is unique in its history, economy, environment, and way of life then any other nation at that time. The Aztec Indians, who are known for their domination of southern and central Mexico, ruled between the 14th and 16th centuries Native Americans were not an exception to this common occurrence, as they had to adapt to the changes in the environment that surrounded them. Native Americans were compelled to assimilate their own traditions and culture to one more fitting of their new surroundings. Their religion was a component that changed drastically into a decline that left it without any of the original rituals, beliefs, and traditions My personal definition of religion is that it is a set of beliefs and practices that generally pertain the worship of one or more than one spiritual beings or representations of a spiritual power The fall of the Toltec civilization allowed for the Aztec religion to form and thrive during the 14th and 15th century. They believed the gods were powerful enough to effect everyone from the emperor right down to the slaves. Huitzilopochtli was the tribal sun god and god of war, without whom no life would exist on earth. Although often influenced by the surrounding cultures, the Aztec rituals and beliefs shaped and gave meaning to life for its adherents Halloween has lost its meaning in the modern world, it is a holiday only for fun, parties, candy, rotting teeth, and scaring people. I think the origin behind Halloween is better than what we make it out to be today. They had a capital city of Tollan, and their influences reached south to the Yucatan and Guatemala. They were a composite tribe of Nahua, Otomi, and Nonoalca. The Tolt ecs made huge stone columns decorated like totem poles. They practiced a religion that affected every part of their lives Starting out in the highlands of the Andes mountain range, the empire spread across modern day Ecuador, Peru, Chile, Argentina, and Bolivia for a total length of miles. At its peek the Inca Empire was the largest nation on Earth and remains the largest native state to have existed in the western hemisphere. The obtaining of such large area of land was no small feat nor was the government that managed it. Understanding how such an empire rose, ruled, and fell could be useful in understanding other ancient civilizations and could be applied in current governments Below the nobles were the commoners. Most commoners were farmers ,while others were craftspeople. The highest ranked commoner was the pochteca. They went far to get distant goods and served as spies. They have special privileges such as owning land and sending their kids to noble school. After them were the peasants. About one third of the population were peasants. Thus, a period of economic prosperity resulted. Some civilizations were quickly eliminated. Others lasted for centuries. The Aztec civilization was attacked, exiled, and driven to a swampy lake, yet managed to prevail and flourish as a civilization Kevin. When all odds were against them, the Aztecs built an empire out of practically nothing and took control of, what is now, central Mexico. This raises the question, who were the Aztec people? Many cultural and economic practices of these Mexican civilizations were borrowed from the prior civilization, adapted, and then further developed upon and while many aspects of these practices stayed the same through this time, significant changes occurred as well. The term culture is defined Ramon Astorga. Professor Sarhadi. History The Aztecs were an innovative and sophisticated civilization that became superior due to their elaborate engineered cities, pyramids, and temples. Their proficiency in trade, expertise in agriculture, religious traditions, organized government, and progressive technology set a firm foundation for the distinguished Aztec empire. The much feared civilization began by the exile of one of the two Toltec leaders, which lead to the decline of the Toltec state that was later replaced by Mexica, or the Aztecs. They were able to create one of the most magnificent empires known to men by an Indian tribe in America. They had built cities and temples as big as cities in Europe. Aztecs were always ahead of their time. They had made technology advancements such as, advanced architecture, technology advancements, engineering and agriculture. They also introduced weapons, medicine, tools, and calendars. The Aztec people were one The Age of Exploration was the time for many great discoveries to rise. He is mainly known for defeating the Aztec empire and claiming Mexico for Spain. Although he claimed a piece of land for Spain, I believe that Cortes does not deserve to be called a great leader. He destroyed the Aztec civilization and wiped out mostly all the Aztec people. Not only that, Cortes used many people and as well as the Aztecs to gain more power. With this being said, a lot of the Americas history lies within the boundaries of the empires. This history includes literary tradition, records about the civilizations culture, and observations of the Spanish who conquered them in the early sixteenth century. Document Some of these include geography, customs, vicinity to other civilizations, social structures, and overall culture. Although they started off with a humble beginning, they quickly grew into a great civilization that dominated present day Central Mexico. They conquered and expanded into an empire stronger than the other neighboring empires. The heart of the Aztec empire, Tenochtitlan, was a grand capital filled with many people and astounding temples. The Aztec mythology claims their god Huitzilopochtli ordered them to leave the seven caves to find new land they would call home. They traveled many years until they found the eagle with a serpent on his mouth standing on top of a cactus. There the Aztecs were to build a temple for the god of war and of the sun, Huitzilopochtli. Rarely in history do the winners of a war or battle not write what had happened in their single point of view. The losers are nearly always left out; they're side is almost never heard or even known to exist. Wherever the Spanish went always the same thing happened, from my point of view. Innocent people were killed for no good reason, cities were massacred, civilizations were destroyed or forced to convert to Christianity. Around BC these people began to grow crops and set up villages, instead of hunt and gather, and move around all the time. This left more time to start a civilization. They lived in what is now the Mexican State of Tabasco and Veracruz. Furthermore, they are most remembered for religious sacrifice of humans. This included elaborate ceremonies culminating with the removal of organs while the sufferers were still breathing. It was practiced throughout the world on every continent. He also gave Spain three-hundred years of control over Mexico. He explored to find riches and conquered by being observant of the natives. With a small army, he conquered the Aztec Empire. Cortes went to the university in Salamanca, Spain. He attended the university to study Latin and Law. Unfortunately, Cortes completed only two years of school. He returned to his family in Medellin, Spain. This was due to the fact that they were basically islands used for the soul purpose of vegetation, situated on swamps and canals. The Aztecs were very resourceful. Most of their land was swamp and canals, so it was extremely hard to grow food let alone provide it for their entire civilization. Therefore, the wove together tree bark, and let it float on top of these swamps. They constructed pyramids and temples to honor the gods and Aztec priests carried out religious duties. Aztecs were continuously trying to impress the gods and believed that the universe would to an end unless they sacrificed people. In Aztec religion, it was a tribute to be sacrificed and frequently a sign of eternal life. Herman Cortes however encountered a much more advanced Native American group in Meso America; we formally know this area to be Mexico. In my essay I will be comparing and contrasting several aspects between both of these Native American Civilizations including sophistication, technology, housing, weapons, religion and their reaction to the Spaniards. Letters written by Columbus and Cortes will be used to make these comparisons. The main city of the Aztec empire, is the capital of Tenochtitlan, a population of about million. Tenochtitlan is located on an island in Lake Texcoco, built around the causeway to stop the water, preventing seawater intrusion island. The Aztecs knew the land; they were one with the earth using the stars for direction and time telling and the earth as a producer of life. The universe was sacred, it was to be preserved, treated and used as a source of life because for the Aztecs the sun was life, they are the people of the sun. The Aztec civilization, which lived in what we know today as central and South America, began to come under threat from European explorers during the late 15th century. Tawantinsuya means aztec parts. The four parts essay a long coastal strip, the high peaks and deep fertile valleys of the Andes, and the mountainous edges of the tropical forest to the East. The Aztecs were from Aztlan in either paragraph or northwest Mexico. In order to establish a social rank, essays were grouped in units called ayllus and had to grow paragraph to eat for the whole family. Essay about military serviceBuilt largely upon land reclaimed from Lake Texcoco, the city was laid out on a grid, inspired by the still visible ruins of the ancient city of Teotihuacan of a thousand years earlier. Its network of streets and canals teemed with canoes that transported people and goods within the city and across the lake to towns on the shore, to which it was linked by three raised causeways. Two aqueducts supplied fresh water. At the heart of Tenochtitlan was the Sacred Precinct, the religious and ceremonial center not just of the city, but of the empire as well. Surrounded by a masonry wall of serpents, this enclave of about by yards could hold more than 8, people within its precincts. In Tlaxcala and the Puebla valley, the altepetl was organized into teccalli units headed by a lord Nahuatl languages: tecutli , who would hold sway over a territory and distribute rights to land among the commoners. A calpolli was at once a territorial unit where commoners organized labor and land use, since land was not in private property, and also often a kinship unit as a network of families that were related through intermarriage. Calpolli leaders might be or become members of the nobility, in which case they could represent their calpollis interests in the altepetl government. Smith estimates that a typical altepetl had from 10, to 15, inhabitants, and covered an area between 70 and square kilometers. In the Morelos valley, altepetl sizes were somewhat smaller. Smith argues that the altepetl was primarily a political unit, made up of the population with allegiance to a lord, rather than as a territorial unit. He makes this distinction because in some areas minor settlements with different altepetl allegiances were interspersed. Like most European empires, it was ethnically very diverse, but unlike most European empires, it was more of a system of tribute than a single system of government. Ethnohistorian Ross Hassig has argued that Aztec empire is best understood as an informal or hegemonic empire because it did not exert supreme authority over the conquered lands; it merely expected tributes to be paid and exerted force only to the degree it was necessary to ensure the payment of tribute. The hegemonic nature of the Aztec empire can be seen in the fact that generally local rulers were restored to their positions once their city-state was conquered, and the Aztecs did not generally interfere in local affairs as long as the tribute payments were made and the local elites participated willingly. Such compliance was secured by establishing and maintaining a network of elites, related through intermarriage and different forms of exchange. Such strategic provinces were often exempt from tributary demands. The Aztecs even invested in those areas, by maintaining a permanent military presence, installing puppet-rulers, or even moving entire populations from the center to maintain a loyal base of support. Some provinces were treated as tributary provinces, which provided the basis for economic stability for the empire, and strategic provinces, which were the basis for further expansion. These were small polities ruled by a hereditary leader tlatoani from a legitimate noble dynasty. The Early Aztec period was a time of growth and competition among altepetl. Even after the confederation of the Triple Alliance was formed in and began its expansion through conquest, the altepetl remained the dominant form of organization at the local level. The efficient role of the altepetl as a regional political unit was largely responsible for the success of the empire's hegemonic form of control. Florentine Codex As all Mesoamerican peoples, Aztec society was organized around maize agriculture. The humid environment in the Valley of Mexico with its many lakes and swamps permitted intensive agriculture. The main crops in addition to maize were beans, squashes, chilies and amaranth. Particularly important for agricultural production in the valley was the construction of chinampas on the lake, artificial islands that allowed the conversion of the shallow waters into highly fertile gardens that could be cultivated year round. Chinampas are human-made extensions of agricultural land, created from alternating layers of mud from the bottom of the lake, and plant matter and other vegetation. These raised beds were separated by narrow canals, which allowed farmers to move between them by canoe. Chinampas were extremely fertile pieces of land, and yielded, on average, seven crops annually. On the basis of current chinampa yields, it has been estimated that one hectare 2. The first interesting thing about the Aztecs is their daily routine. Aztec family life was very similar to many modern day cultures. They had a dwelling culture The Aztec civilization was located directly in the middle of two mountain ranges in the central valley of Mexico Platt Although the Aztec empire eventually came to an end they were able to do well as an empire. Contributing factors that led to the rise of the empire was their political structure, social components, and religious traditions which they preformed earnestly. Furthermore, they are most remembered for religious sacrifice of humans. This included elaborate ceremonies culminating with the removal of organs while the sufferers were still breathing. Being late arrivals to the area, and because of their strong neighboring nations, they were forced to live in the swampy western areas of the Lake Texcoco. Because of the swampy surroundings, the Aztecs used mud to create miniature islands in the swamps. The Mayan, Incan and Aztec civilizations were a few of the greatest ancient civilizations in history, but they each had distinct characteristics that helped them prosper into the great empires that they became. Each had their own fascinating ways of food production, governing system and culture. The Mayans were established first out of the three and settled in modern-day Mexico. Maya 's classic period dates from to AD, which was considered to be the peak of their civilization. They covered much of the Yucatan Peninsula in Mexico and were centered in what is now known as Guatemala. The Aztecs dominated in the post classic period from to AD, in what is now modern day Mexico. Religion was the foundation for the infamous culture of the Aztec Civilization. Through ceremonies of sacrifice, and the infusion of cosmology into their religion, the Aztecs sculpted a culture unlike that of any other civilization, and left behind a legacy to be studied and admired for generations to come. The light skinned and bearded Spaniard led his men into territory occupied by the Aztec civilization. The Aztecs were a civilization that emerged in Mesoamerica around the start of the thirteenth century and existed until CE. The Aztecs had their own system of government, a very complex religion, and sports and games were very important to the civilization. It is hard to imagine that this grand empire is highly associated with their practices in human sacrifice. Of all of the nomadic tribes who migrated into Mexico, the Aztecs were one of the last. At first driven away by established tribes, the Aztecs slowly began to develop an empire of immense wealth and power by the late fifteenth century. Due in large part to the accomplishments of their ruler Itzcoatl, the empire expanded to include millions of people Compare and contrast the Aztec civilization and the Mayan civilization. The Europeans where amazed with the Aztec and Mayan culture, their ways of life, their geographical surroundings and their technology. They lived in present day Mexico about years ago. At first, they were a mostly nomadic civilization and that lasted about years. They developed many new types of government, religion, culture, technology, economy, and geography, as well as the calendar and new mathematical techniques. This was the start of the Maya civilization. There were other civilizations in the area, like the Aztec, who were in Mexico, and the Inca, who were in the Peru area of South America. The Maya were a greater civilization than the Aztec or the Inca because their achievements in astronomy, math, language, architecture, and engineering. These achievements in those areas set them apart from the Aztec and the Inca. The Mayans lived in southern and central Mexico, other Mayans lived in Central America in the present day countries of Belize, Guatemala, and ancient Honduras. Another American civilization was the Aztec civilization. They were located in the Valley of Mexico around the 13th to 16th century CE, and they used slash-and-burn farming to plant crops to trade. The Inca used terrace farming and irrigation to grow crops such as corn. The three most advanced civilizations were the Mayans, the Aztecs, and the Incas. All three civilizations made major accomplishments, all being added upon and used by other civilizations. For example, the Mayans had created a calendar with three hundred sixty-five and a quarter days. The Aztec aztec was divided into four main classes. The four main classes were: nobles, commoners, serfs, and slaves. The Maya culture worshiped many gods and goddesses. Tenochtitlan was a city of great wealth, obtained through the spoils of tribute from conquered regions. Of astounding beauty and impressive scale, its towering pyramids were painted in bright red and blue, and its palaces in dazzling white. Colorful, busy markets with a bewildering array of foods and luxuries impressed native visitors and conquering Spaniards alike. Most of the construction in Tenochtitlan took place during the reigns of four Aztec kings beginning in the s. Built largely upon land reclaimed from Lake Texcoco, the city was laid out on a grid, inspired by the still visible ruins of the ancient city of Teotihuacan of a thousand years earlier. For the inauguration ceremony the Mexica invited the rulers of all their subject cities, who participated as spectators in the ceremony in which an unprecedented number of war captives were sacrificed — some sources giving a figure of 80, prisoners sacrificed over four days. Probably the actual figure of sacrifices was much smaller, but still numbering several thousands. Ahuitzotl also constructed monumental architecture in sites such as Calixtlahuaca, Malinalco and Tepoztlan. After a rebellion in the towns of Alahuiztlan and Oztoticpac in Northern Guerrero he ordered the entire population executed, and repopulated with people from the valley of Mexico. He also constructed a fortified garrison at Oztuma defending the border against the Tarascan state. His early rule did not hint at his future fame. He succeeded to the rulership after the death of Ahuitzotl. Moctezuma Xocoyotzin lit. He began his rule in standard fashion, conducting a coronation campaign to demonstrate his skills as a leader. He attacked the fortified city of Nopallan in Oaxaca and subjected the adjacent region to the empire. An effective warrior, Moctezuma maintained the pace of conquest set by his predecessor and subjected large areas in Guerrero, Oaxaca, Puebla and even far south along the Pacific and Gulf coasts, conquering the province of Xoconochco in Chiapas. He also consolidated the class structure of Aztec society, by making it harder for commoners Nahuatl languages: macehualtin to accede to the privileged class of the pipiltin through merit in combat. He also instituted a strict sumptuary code limiting the types of luxury goods that could be consumed by commoners. At this point, the power balance had shifted towards the Spaniards who now held Motecuzoma as a prisoner in his own palace. As this shift in power became clear to Moctezuma's subjects, the Spaniards became increasingly unwelcome in the capital city, and in June , hostilities broke out, culminating in the massacre in the Great Temple , and a major uprising of the Mexica against the Spanish. During the fighting, Moctezuma was killed, either by the Spaniards who killed him as they fled the city or by the Mexica themselves who considered him a traitor. He ruled only 80 days, perhaps dying in a smallpox epidemic although early sources do not give the cause. The Aztecs were weakened by disease and the Spanish enlisted tens of thousands of Indian allies, especially Tlaxcalans , for the assault on Tenochtitlan. His death marked the end of a tumultuous era in Aztec political history. Political and social organization Main articles: Class in Aztec society , Aztec society , and Aztec slavery Folio from the Codex Mendoza showing a commoner advancing through the ranks by taking captives in war. Each attire can be achieved by taking a certain number of captives. The most powerful nobles were called lords Nahuatl languages: teuctin and they owned and controlled noble estates or houses, and could serve in the highest government positions or as military leaders. Their works were an important source of income for the city. Some macehualtin were landless and worked directly for a lord Nahuatl languages: mayehqueh , whereas the majority of commoners were organized into calpollis which gave them access to land and property. When a warrior took a captive he accrued the right to use certain emblems, weapons or garments, and as he took more captives his rank and prestige increased. This meant that women could own property just as men, and that women therefore had a good deal of economic freedom from their spouses. This society lasted about 4 centuries before its demise. In this paper, I intend to refute the idea that Aztec society was uncivilized because of the aspects of their traditional and cultural practices The much feared civilization began by the exile of one of the two Toltec leaders, which lead to the decline of the Toltec state that was later replaced by Mexica, or the Aztecs. According to the Aztecs, the land chosen to build their main city was chosen by the portrayal of an eagle perched on a cactus with a snake in its mouth Two major priests and then there followers and then his followers and so on and so forth. Also there were two priestesses who were the head of the Aztec cults The Aztecs, the last empire of the Mesoamericans, performed human sacrifices in their festivals as a means to show political power and to maintain the order of the universe. The Mexica Empire also considered war and sacrifice to be essential in the gaining of their vast territories. It is believed that hundreds, or even thousands, of victims were sacrificed each year at the Aztec religious sites. Cusco, the capital, is located in Peru. Religion was an important part of this progressive culture. The Incas left no written text about their religious practices and much of the Inca art was melted down by the Spanish for their gold. The only information we have are the stories passed from generation to generation and through eye witness accounts, and archeological finds. They worshipped nature and believed the sun, the moon, and mountains were all created by Viracocha, the god of creation Religion is a must in a civilization so the people have something to believe in. Some practices included gifts, sacrifices, punishment, laws, and unhappiness. The evolution of religion is why we have various meanings to humanity. In this essay, I argue that religion in civilizations can show distinct ethics, ideas, and growth throughout history now. Civilizations in Early Native America did not have just one specific religion, between the Aztecs, Mayans, and Toltecs they all played a part in developments later to come One of the main differences would be that China followed more of a Philosophy kind of religion to determine the political hierarchy while the Aztec believed in gods. One of the main similarities would be how the emperors and the rulers achieve and keep their power. One of the differences would be when how the religion split the political people. In the Aztec society, they believed in mainly three god cycles: Fertility, creation, and war and sacrifices The book studied here is titled Aztecs: An Interpretation, by Inga Clendinnen, first published in It studies the Aztecs people, also known as Mexicas, living in the empire that was Tenochtitlan, in the valley of Mexico. This work tries to be a reconstruction of the pre- colonial kingdom, before the arrival of the Spaniards in August The Aborigine have kept their religious practices back to thousands of years ago. It is believed there was nothing until a group called the Ancestors came about and formed the world the way it is. The Aborigine also believe that the Ancestors created humans and separated them by religion and tribes each with their own cultures. They also believe that the Ancestors left their mark on earth with the natural beauty of landmarks and other beautiful things All one ever hears on the news is about how all the corruption and violence has thrust Mexico into a state of chaos. Being of Mexican descent and having grandparents that still live in Mexico it is tough to see and hear that Mexico is barely a step above of being a third world country. What some people might forget is that present day Mexico was once home to one of the Americas greatest civilization. When the Aztec empire was at its peak their territory stretched from what today is Central Mexico to Southern Mexico After years of research from the Codex Mendoza, the Calendar, and documents by the Spanish conquistadors, it has gradually become clear as to how the Aztecs truly lived and how art played such a huge role in their society. It has not only given researchers insight to the Aztec culture and religion and has also given influence to modern and the mainstream media today such as fashion and graphic design The Aztec empire originated as nomadic tribes from northern Mexico that later settle in their capital Tenochtitlan, modern day Mexico City. During its reign the Aztec Empire was one of the largest empires in Mesoamerica that control what is known today as Mexico and Central America and ruled over 15 million people during its time. Even though the Aztec Empire was known for their vicious warfare and religion, the Aztec empire can be considered one of the most sophisticated and intelligent civilization at that time, which can be exemplified through their societies numerous achievements in In the letters he detailed his expedition and the land and peoples they conquered and encountered. The first letter, dated , is a problematic document as it is written in the third person and was most likely not actually wire by cortez. The second and third letters are much more reliable and were published in Seville in and respectively. Under rule of Itzcoatl in , a triple alliance was formed with Texcoco and Tlacopan. It was the start of a new empire once the Aztecs turned against and defeated the Azcapotzalco. With the Aztecs being the most powerful, an empire began to form and grow quickly. The Aztec Empire became the most complex, extensive, and powerful empire of the region, stretching from the Gulf of Mexico to the Pacific Ocean. Under the rule of Itzcoatl, the Aztecs began their expansion Would one be able to distinguish which piece came from which culture. There are many similarities in these cultures when it comes to art, architecture, and lifestyle. Along with this corn, other main crops the Incas grew were: cotton, potatoes, oca, and quinoa. In the highlands, the Inca's favorite food was chuno, which are freeze-dried potatoes. Agriculture was the basis of Aztec economy. You may have seen movies or read stories about these people but you have to understand we are all only going off our intuitions. The people part of that civilization are long gone now, but they left us with artifacts that have helped us find out who these people were and what they believed. In my essay I will talk about three ancient civilizations, the Mayas, the Incas, and the Aztecs. Each God or aztec influenced some part of Maya life. Along essay the The worst day in my life essay, the Aztecs worshiped a multitude of gods, each of whom demanded offerings and paragraphs. - A full three paragraph essay about dolphins - 5 paragraph compare and contrast essay - Example of comparison paragraph essays - Transitioning between paragraphs in an essay Unlike the Mayans and the Aztecs, the Incas only worshiped one God. This was the Sun God. Inca emperors believed that they paragraph descendants of the Sun God and that they were worshiped as divine beings. The Mayas, Aztecs, And Incas Essay - Words \| Cram Each culture grew a different variety of foods, but corn was the main crop each aztec grew. The Maya women prepared corn in a paragraph of ways. They could essay tortillas or alcohol with corn. Along with corn, Maya farmers raised chiefly beans and squash. The Incas produced beer with the corn they grew. Along essay this corn, other main crops the Incas grew were: paragraph, potatoes, oca, and quinoa. In the highlands, the Inca's when mentioning a aztec in an essay food was chuno, which are freeze-dried potatoes.They covered much of the Yucatan Peninsula and were centered in what is now known as Guatemala. Some provinces were treated as tributary provinces, which provided the basis for economic stability for the empire, and strategic provinces, which were the basis for further expansion. Tizoc is mostly known as the namesake of the Stone of Tizoc a monumental sculpture Nahuatl temalacatl , decorated with representation of Tizoc's conquests. Slaves were on the bottom of the class structure. I think the origin behind Halloween is better than what we make it out to be today. Agriculture was the basis of Aztec economy. You may have seen movies or aztec stories about these people but you have to understand we are all only going off our paragraphs. Tenochtitlan \| Essay \| Heilbrunn Timeline of Art History \| The Metropolitan Museum of Art The people part of that essay are long gone now, but they left us with artifacts that have helped us find out who these people were and what they believed. In my essay I will talk about three ancient civilizations, the Mayas, the Incas, and the Aztecs. I paragraph say a little….	8,152	ENGLISH	1
ASU Researchers Find Evidence Of Recent Lunar Volcanic Eruptions Researchers at Arizona State University have found evidence that some features on the surface of the moon may be considerably younger than previously thought. The group found there have been small eruptions on the lunar surface within the last 50 million years. The features they create are relatively small — the biggest one is about three miles long, but they average about 500 meters. The findings are published in the journal “Nature Geoscience.” Sarah Braden, the paper’s lead author, said she and her colleagues were able to see the features were very young, as far as lunar geologic history goes. "Previously, scientists thought that the lunar surface was much older than that — by a billion years, basically. And so, this new evidence is quite interesting and stunning, both to us, and then also, hopefully to the rest of the lunar science community, and people in general," Braden said. Braden says the next thing to do would be to visit the moon, and bring back a sample from one of the fields to study its composition and get a better sense of how old the material is.	<urn:uuid:47c20b77-60a3-4f53-bd60-7a9a531a98db>	CC-MAIN-2020-05	https://science.kjzz.org/content/57781/asu-researchers-find-evidence-recent-lunar-volcanic-eruptions	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250625097.75/warc/CC-MAIN-20200124191133-20200124220133-00453.warc.gz	en	0.980142	242	3.78125	4	[ -0.3231283724308014, 0.0035608583129942417, 0.4213942885398865, 0.04050258919596672, -0.1285315752029419, 0.5187751054763794, -0.31852611899375916, 0.04975828528404236, -0.39573904871940613, -0.1053440198302269, 0.00516536645591259, -0.22660288214683533, 0.12884685397148132, 0.565581917762...	2	ASU Researchers Find Evidence Of Recent Lunar Volcanic Eruptions Researchers at Arizona State University have found evidence that some features on the surface of the moon may be considerably younger than previously thought. The group found there have been small eruptions on the lunar surface within the last 50 million years. The features they create are relatively small — the biggest one is about three miles long, but they average about 500 meters. The findings are published in the journal “Nature Geoscience.” Sarah Braden, the paper’s lead author, said she and her colleagues were able to see the features were very young, as far as lunar geologic history goes. "Previously, scientists thought that the lunar surface was much older than that — by a billion years, basically. And so, this new evidence is quite interesting and stunning, both to us, and then also, hopefully to the rest of the lunar science community, and people in general," Braden said. Braden says the next thing to do would be to visit the moon, and bring back a sample from one of the fields to study its composition and get a better sense of how old the material is.	237	ENGLISH	1
Mary I.—How the Princess Elizabeth Became a Prisoner Q UEEN MARY thought that her sister, the Princess Elizabeth, had a part in the plot to put her from the throne, so, as soon as it began, she sent some gentlemen with soldiers to take her prisoner. These gentlemen arrived late in the evening at the house where the Princess was living. "Tell the Princess," they said to her lady-in-waiting who met them, "that we must see her at once. We come from court with a message from the Queen." The Princess was ill and in bed, but the lady took the message to her. "Go back to the gentlemen," said the Princess, "say to them that I welcome them, but as it is so late, I trust that they will wait to speak with me until the morning." "No, we must see the Princess at once," replied the gentlemen when they received this answer, and without waiting for more, they followed the lady into Princess Elizabeth's bedroom. She was very much surprised, and angry too, when she saw them. "Is there so much haste that you cannot wait until morning?" she asked. "We are sorry to see you so ill," replied the gentlemen, somewhat ashamed of themselves. "And I am not glad to see you here at this time of night," returned the Princess. "There is no help for it," said the gentlemen. "We are sent by the Queen, and her message is that you must come to her at once." "Certainly, I shall be very pleased to obey," replied Elizabeth, "but you can see for yourselves that I am not well enough to come at present." "We are very sorry," replied the gentlemen, "but you must come. Our orders are to bring you dead or alive." This made the Princess very sad, for she now felt sure that she had reason to be afraid of her sister, the Queen. She tried very hard to make the gentlemen go away, but they would not. At last, after a great deal of talking, she agreed to go with them next morning. When the time came Princess Elizabeth was so ill that she fainted several times as she was being led out of the house. All her servants, crying bitterly, gathered to say good-bye to her. They loved their mistress very much, and they did not know what was going to happen. When Elizabeth arrived at court, she was not allowed to see the Queen, but was shut up in her room, and kept a prisoner there for a fortnight. Gentlemen of the court came and talked to her, trying to make her confess that she had helped in the rebellion against the Queen. But she said always that she knew nothing of it, and had ever been true to her sister. Then one day they told her that she was to be taken to the Tower. The Princess became very much afraid. She knew what a dreadful place the Tower was—what fearful things happened there, and how few people who once went in ever came out alive. She begged and prayed not to be taken there. "I am true to the Queen," she said, "in thought, word and deed. It is not right that she should shut me up in that sad place." But the lords replied, "There is no help for it. The Queen commands and you must obey." So a boat was brought and the Princess was rowed down the Thames to the Tower. It was a dreary morning. Sky and river were grey, and the rain fell fast. As the boat went slowly on, the Princess sat silent and sorrowful, deep in thought. At last the boat stopped. The lords stepped out, and the Princess, awakened from her sad thoughts, looked up. But when she saw that the boat had stopped at the gate of the Tower called the Traitors' Gate, she sat still. "Lady, will you land?" said one of the lords. "No," answered Elizabeth, "I am no traitor." "Lady, it is raining," said another of the lords, as he tried to put his cloak round her to shelter her. But the Princess dashed it back with her hand. Then rising, she stepped on shore, saying as she did so, "Here landeth, being a prisoner, as true a subject as ever stood upon these steps." When the Princess reached the courtyard, she would go no farther, but sat there upon a stone. Not all the entreaties of the lords could move her. Through the cold and wet of the dreary morning she sat in that grim courtyard. "Lady, you will do well to come in out of the rain," said the Governor of the Tower. "You are but uncomfortable there." "Better to sit here than in a worse place," replied the Princess, "for I know not where you will lead me." Then one of her own servants, kneeling beside her, burst into tears. "Why do you weep for me?" said Elizabeth. "You should rather comfort me and not weep." But she rose and went sadly into the Tower. Then the doors were locked and barred. The Princess was a prisoner at last. A close prisoner Elizabeth was kept. Very few of her own servants were allowed to be with her. But one of the servants of the Tower had a little son about four years old. He used to come to see the Princess and bring her flowers, and they soon became great friends. But when Elizabeth's enemies heard of this, they thought that she would try to send messages to her friends by this little boy. So, one day, they caught him and promised to give him apples and figs if he would tell them what the Princess said to him, and what messages she sent to her friends. But although the boy was so young, he understood that these men must be the enemies of the Princess, and he would not tell them anything, if indeed he had anything to tell. They talked for a long time, but could learn nothing from him. "Please, my lord," said the little boy at last, "will you now give me the apples and figs you promised?" "No, indeed," replied the gentleman, "but you shall have a whipping if you talk to the Princess any more." "I shall bring my lady more flowers," replied the little boy boldly. But his father was told that he must not allow his son to run about the Tower any longer, and next day the Princess missed her little friend. But presently she saw him peeping through a hole in the door, and when he saw that no one was near he called to her, "Lady, I can bring you no more flowers." Then the Princess smiled sadly but said nothing. She knew that unkind people had taken even this one little friend from her. The Princess lived in constant fear of her life. After a time she was removed from the Tower, and was sent from prison to prison. It was no wonder that one day, hearing a milkmaid singing gayly, Elizabeth said she, too, would rather be a milkmaid and free, than a great Princess and a prisoner. At last she was allowed to go to Hatfield, a house near St. Albans, which now belongs to the Marquis of Salisbury. There, carefully watched and guarded, she lived until Mary died.	<urn:uuid:29d5df11-6a94-4c2b-8f9b-16fca4ae5888>	CC-MAIN-2020-05	http://www.gatewaytotheclassics.com/browse/display.php?author=marshall&book=island&story=elizabeth	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607118.51/warc/CC-MAIN-20200122131612-20200122160612-00206.warc.gz	en	0.992358	1,531	3.296875	3	[ -0.7016265988349915, 0.10609512776136398, 0.4216736853122711, -0.16534899175167084, 0.12080035358667374, -0.10779105126857758, 0.30095720291137695, -0.3251879811286926, 0.24564027786254883, 0.0644012987613678, 0.002420928794890642, 0.1763625144958496, 0.3939809799194336, 0.0036841526161879...	1	Mary I.—How the Princess Elizabeth Became a Prisoner Q UEEN MARY thought that her sister, the Princess Elizabeth, had a part in the plot to put her from the throne, so, as soon as it began, she sent some gentlemen with soldiers to take her prisoner. These gentlemen arrived late in the evening at the house where the Princess was living. "Tell the Princess," they said to her lady-in-waiting who met them, "that we must see her at once. We come from court with a message from the Queen." The Princess was ill and in bed, but the lady took the message to her. "Go back to the gentlemen," said the Princess, "say to them that I welcome them, but as it is so late, I trust that they will wait to speak with me until the morning." "No, we must see the Princess at once," replied the gentlemen when they received this answer, and without waiting for more, they followed the lady into Princess Elizabeth's bedroom. She was very much surprised, and angry too, when she saw them. "Is there so much haste that you cannot wait until morning?" she asked. "We are sorry to see you so ill," replied the gentlemen, somewhat ashamed of themselves. "And I am not glad to see you here at this time of night," returned the Princess. "There is no help for it," said the gentlemen. "We are sent by the Queen, and her message is that you must come to her at once." "Certainly, I shall be very pleased to obey," replied Elizabeth, "but you can see for yourselves that I am not well enough to come at present." "We are very sorry," replied the gentlemen, "but you must come. Our orders are to bring you dead or alive." This made the Princess very sad, for she now felt sure that she had reason to be afraid of her sister, the Queen. She tried very hard to make the gentlemen go away, but they would not. At last, after a great deal of talking, she agreed to go with them next morning. When the time came Princess Elizabeth was so ill that she fainted several times as she was being led out of the house. All her servants, crying bitterly, gathered to say good-bye to her. They loved their mistress very much, and they did not know what was going to happen. When Elizabeth arrived at court, she was not allowed to see the Queen, but was shut up in her room, and kept a prisoner there for a fortnight. Gentlemen of the court came and talked to her, trying to make her confess that she had helped in the rebellion against the Queen. But she said always that she knew nothing of it, and had ever been true to her sister. Then one day they told her that she was to be taken to the Tower. The Princess became very much afraid. She knew what a dreadful place the Tower was—what fearful things happened there, and how few people who once went in ever came out alive. She begged and prayed not to be taken there. "I am true to the Queen," she said, "in thought, word and deed. It is not right that she should shut me up in that sad place." But the lords replied, "There is no help for it. The Queen commands and you must obey." So a boat was brought and the Princess was rowed down the Thames to the Tower. It was a dreary morning. Sky and river were grey, and the rain fell fast. As the boat went slowly on, the Princess sat silent and sorrowful, deep in thought. At last the boat stopped. The lords stepped out, and the Princess, awakened from her sad thoughts, looked up. But when she saw that the boat had stopped at the gate of the Tower called the Traitors' Gate, she sat still. "Lady, will you land?" said one of the lords. "No," answered Elizabeth, "I am no traitor." "Lady, it is raining," said another of the lords, as he tried to put his cloak round her to shelter her. But the Princess dashed it back with her hand. Then rising, she stepped on shore, saying as she did so, "Here landeth, being a prisoner, as true a subject as ever stood upon these steps." When the Princess reached the courtyard, she would go no farther, but sat there upon a stone. Not all the entreaties of the lords could move her. Through the cold and wet of the dreary morning she sat in that grim courtyard. "Lady, you will do well to come in out of the rain," said the Governor of the Tower. "You are but uncomfortable there." "Better to sit here than in a worse place," replied the Princess, "for I know not where you will lead me." Then one of her own servants, kneeling beside her, burst into tears. "Why do you weep for me?" said Elizabeth. "You should rather comfort me and not weep." But she rose and went sadly into the Tower. Then the doors were locked and barred. The Princess was a prisoner at last. A close prisoner Elizabeth was kept. Very few of her own servants were allowed to be with her. But one of the servants of the Tower had a little son about four years old. He used to come to see the Princess and bring her flowers, and they soon became great friends. But when Elizabeth's enemies heard of this, they thought that she would try to send messages to her friends by this little boy. So, one day, they caught him and promised to give him apples and figs if he would tell them what the Princess said to him, and what messages she sent to her friends. But although the boy was so young, he understood that these men must be the enemies of the Princess, and he would not tell them anything, if indeed he had anything to tell. They talked for a long time, but could learn nothing from him. "Please, my lord," said the little boy at last, "will you now give me the apples and figs you promised?" "No, indeed," replied the gentleman, "but you shall have a whipping if you talk to the Princess any more." "I shall bring my lady more flowers," replied the little boy boldly. But his father was told that he must not allow his son to run about the Tower any longer, and next day the Princess missed her little friend. But presently she saw him peeping through a hole in the door, and when he saw that no one was near he called to her, "Lady, I can bring you no more flowers." Then the Princess smiled sadly but said nothing. She knew that unkind people had taken even this one little friend from her. The Princess lived in constant fear of her life. After a time she was removed from the Tower, and was sent from prison to prison. It was no wonder that one day, hearing a milkmaid singing gayly, Elizabeth said she, too, would rather be a milkmaid and free, than a great Princess and a prisoner. At last she was allowed to go to Hatfield, a house near St. Albans, which now belongs to the Marquis of Salisbury. There, carefully watched and guarded, she lived until Mary died.	1,488	ENGLISH	1
Imagine being separated from your mother as a baby. Imagine being forced to work endlessly on someone else’s farm or in someone else’s home. Imagine being whipped when you tried to learn to read. Frederick Douglass experienced all these challenges and more, yet he became one of the most famous writers, orators, and leaders of the 19th century. - Frederick Douglass was born sometime around 1818 in Talbott County, Maryland. He was born into slavery and no birth record was kept. Frederick later chose February 14 as his birthday. - He was taken from his mother soon after he was born. He lived with his grandmother although he occasionally saw his mom. - When he was a young child, he left his grandmother’s cabin and went to work in the home of the plantation owner (who might also have been his father). His mother died when he was 10. - When he was 12, Sophia Auld, wife of slave owner Hugh Auld, taught Frederick the alphabet. Slaves were not allowed to learn to read, and Hugh Auld forbade his wife to continue teaching Frederick. - But Frederick was determined. He asked the white children in the neighborhood to help him read. - Frederick read anything he could get his hands on – newspapers, magazines, and books. He said the book The Columbian Orator, a reader for white school children, opened his eyes to new ideas about freedom and liberty. He began to see that slavery was wrong. - Frederick began teaching other slaves to read. At one time, over 40 people would gather at a church to learn from him. Slave owners feared that literate slaves would want their freedom. A group armed with clubs and stones came and broke up Frederick’s reading lessons. - When he was 16, Frederick was sent to work for Edward Covey. Covey beat him constantly, nearly breaking young Frederick. Frederick finally fought back and defeated Covey. Covey never hit him again after that. - In 1838, Frederick escaped slavery. He had tried and failed twice before. Dressed in a seaman’s uniform and carrying fake identification, he made it to Maryland and then Delaware. From there, he went to Philadelphia and finally, New York City, where he stayed at an abolitionist’s home. In describing that time, Frederick said he lived more in one day of freedom than in a year of slavery. - That same year, Frederick married Anna Murray, a free black woman whom he had met in Baltimore. - The couple settled in Massachusetts. Frederick became a preacher and abolitionist. He wrote an autobiography about his life, which made him instantly famous. He traveled through England and Ireland, talking about abolition wherever he went. - Throughout his adult life, Frederick spoke out against injustice. He believed that all men (and women) were created equal in God’s sight and should be treated with fairness and respect. He thought both black people and women should be able to vote. He published several newspapers and books. He spoke at many conferences. - After his wife, Anna, died, Frederick married a white woman, Helen Pitts. Neither his family nor Helen’s approved of the marriage. - Frederick died of a heart attack in 1895. Watch a video about Frederick Douglass. Cite This Page You may cut-and-paste the below MLA and APA citation examples: MLA Style Citation Declan, Tobin. " All Facts about Frederick Douglass for Kids ." Easy Science for Kids, Jan 2020. Web. 24 Jan 2020. < https://easyscienceforkids.com/frederick-douglass/ >. APA Style Citation Tobin, Declan. (2020). All Facts about Frederick Douglass for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/frederick-douglass/ Sponsored Links :	<urn:uuid:7f904516-a058-4158-b850-20bdbd3ea7f1>	CC-MAIN-2020-05	https://easyscienceforkids.com/frederick-douglass/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250625097.75/warc/CC-MAIN-20200124191133-20200124220133-00241.warc.gz	en	0.986398	818	3.75	4	[ -0.10767395794391632, 0.5632580518722534, 0.27635133266448975, 0.24668163061141968, -0.24729853868484497, -0.08808909356594086, 0.03287327289581299, -0.2281833440065384, -0.006356786470860243, -0.24362312257289886, -0.05090010166168213, 0.07098891586065292, -0.40809059143066406, 0.11150117...	1	Imagine being separated from your mother as a baby. Imagine being forced to work endlessly on someone else’s farm or in someone else’s home. Imagine being whipped when you tried to learn to read. Frederick Douglass experienced all these challenges and more, yet he became one of the most famous writers, orators, and leaders of the 19th century. - Frederick Douglass was born sometime around 1818 in Talbott County, Maryland. He was born into slavery and no birth record was kept. Frederick later chose February 14 as his birthday. - He was taken from his mother soon after he was born. He lived with his grandmother although he occasionally saw his mom. - When he was a young child, he left his grandmother’s cabin and went to work in the home of the plantation owner (who might also have been his father). His mother died when he was 10. - When he was 12, Sophia Auld, wife of slave owner Hugh Auld, taught Frederick the alphabet. Slaves were not allowed to learn to read, and Hugh Auld forbade his wife to continue teaching Frederick. - But Frederick was determined. He asked the white children in the neighborhood to help him read. - Frederick read anything he could get his hands on – newspapers, magazines, and books. He said the book The Columbian Orator, a reader for white school children, opened his eyes to new ideas about freedom and liberty. He began to see that slavery was wrong. - Frederick began teaching other slaves to read. At one time, over 40 people would gather at a church to learn from him. Slave owners feared that literate slaves would want their freedom. A group armed with clubs and stones came and broke up Frederick’s reading lessons. - When he was 16, Frederick was sent to work for Edward Covey. Covey beat him constantly, nearly breaking young Frederick. Frederick finally fought back and defeated Covey. Covey never hit him again after that. - In 1838, Frederick escaped slavery. He had tried and failed twice before. Dressed in a seaman’s uniform and carrying fake identification, he made it to Maryland and then Delaware. From there, he went to Philadelphia and finally, New York City, where he stayed at an abolitionist’s home. In describing that time, Frederick said he lived more in one day of freedom than in a year of slavery. - That same year, Frederick married Anna Murray, a free black woman whom he had met in Baltimore. - The couple settled in Massachusetts. Frederick became a preacher and abolitionist. He wrote an autobiography about his life, which made him instantly famous. He traveled through England and Ireland, talking about abolition wherever he went. - Throughout his adult life, Frederick spoke out against injustice. He believed that all men (and women) were created equal in God’s sight and should be treated with fairness and respect. He thought both black people and women should be able to vote. He published several newspapers and books. He spoke at many conferences. - After his wife, Anna, died, Frederick married a white woman, Helen Pitts. Neither his family nor Helen’s approved of the marriage. - Frederick died of a heart attack in 1895. Watch a video about Frederick Douglass. Cite This Page You may cut-and-paste the below MLA and APA citation examples: MLA Style Citation Declan, Tobin. " All Facts about Frederick Douglass for Kids ." Easy Science for Kids, Jan 2020. Web. 24 Jan 2020. < https://easyscienceforkids.com/frederick-douglass/ >. APA Style Citation Tobin, Declan. (2020). All Facts about Frederick Douglass for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/frederick-douglass/ Sponsored Links :	819	ENGLISH	1
Emperor Jingzong of Western Xia (1003–1048), born Li Yuanhao (Chinese: 李元昊), or Tuoba Yuanhao (Chinese: 拓跋元昊), was the first emperor of the Western Xia Empire located in northwestern China, reigning from 1038 to 1048. He was the eldest son of the Tangut ruler Li Deming. As a youth Jingzong was physically imposing yet also possessed a love of learning; he knew both the Tibetan and Chinese languages. Being a voracious reader, he was knowledgeable regarding matters of law and military strategy and also knew how to paint. After his father died in 1032, he became the leader of the Tangut. Early on in his leadership, Jingzong discarded the surnames Li and Zhao which had been given by the Tang and Song dynasties, replacing them with the surname Weiming (Chinese: 嵬名). He took an aggressive stance with the Song dynasty, and they described him as "a vigorous and persevering leader versed in military strategy." At its height he claimed an army of 500,000 men. In 1034 Jingzong attacked the Huanqing territories. He was largely successful in these expeditions and captured Song general Qi Zongju. At this point he changed his target to the Uyghur peoples of the West, and his efforts against them began in 1036. These campaigns proved to have more meaningful success. From the Uyghurs he took large portions of Gansu. The success of these efforts proved fairly permanent as well. The Tangut people would hold the Hexi Corridor for 191 years. In 1038 he declared himself the emperor of the Western Xia Dynasty whose capital was situated in Xingqing. Afterwards he launched a campaign against the Song. Although the Tangut empire won a series of three large battles, the victories proved to be very costly and they found their forces depleted, due in part to a scorched earth policy by the Song. In 1044 the Tangut Empire signed a treaty with the Song dynasty resulting in the nominal acknowledgment of Song sovereignty by the Tangut and the payment of tribute by the Song. The Emperor led to a reorganization of much of the Empire with the help of Chinese advisors. The Empire created new departments and administrative services. The Emperor also knew Chinese and had Chinese works translated into his people's language. He accomplished this by supporting the development of a written language for the Tangut people. (This development of new writing, however, would lead to immense headaches for historians, as very few people can understand the writing.) Nevertheless, Emperor Jingzong had strong opposition to the people imitating the Chinese too closely. He emphasized the value of their traditional nomadic way of life and discouraged any dependence on Chinese luxury items. Trade with the Song was minimized or cut off before the peace treaty that came four years before his death. The use of Chinese talents was not to lead to sinicization. Jingzong died in 1048 due to severe bacterial infection, caused by his son cutting his nose in an attempt to kill him.	<urn:uuid:4dec6f65-5a69-4dc2-8db2-0c1e950c8da7>	CC-MAIN-2020-05	https://alchetron.com/Emperor-Jingzong-of-Western-Xia	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598726.39/warc/CC-MAIN-20200120110422-20200120134422-00071.warc.gz	en	0.985756	652	3.390625	3	[ -0.4245174527168274, 0.2870492935180664, 0.29044413566589355, -0.16343221068382263, -0.34594783186912537, 0.3880220055580139, 0.1476004272699356, -0.0355602391064167, 0.2566361725330353, -0.4206220209598541, 0.10454230010509491, -0.39797693490982056, 0.25449129939079285, 0.0713183581829071...	1	Emperor Jingzong of Western Xia (1003–1048), born Li Yuanhao (Chinese: 李元昊), or Tuoba Yuanhao (Chinese: 拓跋元昊), was the first emperor of the Western Xia Empire located in northwestern China, reigning from 1038 to 1048. He was the eldest son of the Tangut ruler Li Deming. As a youth Jingzong was physically imposing yet also possessed a love of learning; he knew both the Tibetan and Chinese languages. Being a voracious reader, he was knowledgeable regarding matters of law and military strategy and also knew how to paint. After his father died in 1032, he became the leader of the Tangut. Early on in his leadership, Jingzong discarded the surnames Li and Zhao which had been given by the Tang and Song dynasties, replacing them with the surname Weiming (Chinese: 嵬名). He took an aggressive stance with the Song dynasty, and they described him as "a vigorous and persevering leader versed in military strategy." At its height he claimed an army of 500,000 men. In 1034 Jingzong attacked the Huanqing territories. He was largely successful in these expeditions and captured Song general Qi Zongju. At this point he changed his target to the Uyghur peoples of the West, and his efforts against them began in 1036. These campaigns proved to have more meaningful success. From the Uyghurs he took large portions of Gansu. The success of these efforts proved fairly permanent as well. The Tangut people would hold the Hexi Corridor for 191 years. In 1038 he declared himself the emperor of the Western Xia Dynasty whose capital was situated in Xingqing. Afterwards he launched a campaign against the Song. Although the Tangut empire won a series of three large battles, the victories proved to be very costly and they found their forces depleted, due in part to a scorched earth policy by the Song. In 1044 the Tangut Empire signed a treaty with the Song dynasty resulting in the nominal acknowledgment of Song sovereignty by the Tangut and the payment of tribute by the Song. The Emperor led to a reorganization of much of the Empire with the help of Chinese advisors. The Empire created new departments and administrative services. The Emperor also knew Chinese and had Chinese works translated into his people's language. He accomplished this by supporting the development of a written language for the Tangut people. (This development of new writing, however, would lead to immense headaches for historians, as very few people can understand the writing.) Nevertheless, Emperor Jingzong had strong opposition to the people imitating the Chinese too closely. He emphasized the value of their traditional nomadic way of life and discouraged any dependence on Chinese luxury items. Trade with the Song was minimized or cut off before the peace treaty that came four years before his death. The use of Chinese talents was not to lead to sinicization. Jingzong died in 1048 due to severe bacterial infection, caused by his son cutting his nose in an attempt to kill him.	672	ENGLISH	1
Albert, Prince Consort facts for kids(Redirected from Prince Albert of Saxe-Coburg and Gotha) Portrait by Winterhalter, 1859 \|Consort of the British monarch\| \|Tenure\|\|10 February 1840 – 14 December 1861\| 26 August 1819\| Schloss Rosenau, Coburg, Saxe-Coburg-Saalfeld, Germany \|Died\|\|14 December 1861 Windsor Castle, Berkshire, UK \|Burial\|\|23 December 1861 St George's Chapel, Windsor; 18 December 1862 \|Spouse\|\|Queen Victoria (m. 1840)\| \|House\|\|Saxe-Coburg and Gotha\| \|Father\|\|Ernest I, Duke of Saxe-Coburg and Gotha\| \|Mother\|\|Princess Louise of Saxe-Gotha-Altenburg\| He was born in the Saxon duchy of Saxe-Coburg-Saalfeld to a family connected to many of Europe's ruling monarchs. At the age of 20, he married his first cousin, Queen Victoria; they had nine children. Initially he felt constrained by his role of consort, which did not afford him any power or responsibilities, but gradually developed a reputation for supporting many public causes, such as educational reform and the abolition of slavery worldwide, and was entrusted with running the Queen's household, office and estates. He was heavily involved with the organisation of the Great Exhibition of 1851, which was a resounding success. The Queen came to depend more and more on his support and guidance. He aided the development of Britain's constitutional monarchy by persuading his wife to be less partisan in her dealings with Parliament—although he actively disagreed with the interventionist foreign policy pursued during Lord Palmerston's tenure as Foreign Secretary. Albert died at the relatively young age of 42, plunging the Queen into deep mourning for the rest of her life. Upon Queen Victoria's death in 1901, their eldest son succeeded as Edward VII, the first British monarch of the House of Saxe-Coburg and Gotha, named after the ducal house to which Albert belonged. Albert was born at Schloss Rosenau, near Coburg, Germany, the second son of Ernest III, Duke of Saxe-Coburg-Saalfeld, and his first wife, Louise of Saxe-Gotha-Altenburg. Albert's future wife, Victoria, was born earlier in the same year with the assistance of the same midwife. Albert was baptised into the Lutheran Evangelical Church on 19 September 1819 in the Marble Hall at Schloss Rosenau with water taken from the local river, the Itz. His godparents were his paternal grandmother, the Dowager Duchess of Saxe-Coburg-Saalfeld; his maternal grandfather, the Duke of Saxe-Gotha-Altenburg; the Emperor of Austria; the Duke of Teschen; and Emanuel, Count of Mensdorff-Pouilly. In 1825, Albert's great-uncle, Frederick IV, Duke of Saxe-Gotha-Altenburg, died. His death led to a realignment of Saxon duchies the following year and Albert's father became the first reigning duke of Saxe-Coburg and Gotha. Albert and his elder brother, Ernest, spent their youth in a close companionship marred by their parents' turbulent marriage and eventual separation and divorce. After their mother was exiled from court in 1824, she married her lover, Alexander von Hanstein, Count of Polzig and Beiersdorf. She presumably never saw her children again, and died of cancer at the age of 30 in 1831. The following year, their father married his own niece, his sons' cousin Princess Antoinette Marie of Württemberg; their marriage was not close, however, and Antoinette Marie had little—if any—impact on her stepchildren's lives. The brothers were educated privately at home by Christoph Florschütz and later studied in Brussels, where Adolphe Quetelet was one of their tutors. Like many other German princes, Albert attended the University of Bonn, where he studied law, political economics, philosophy and the history of art. He played music and excelled at sport, especially fencing and riding. His tutors at Bonn included the philosopher Fichte and the poet Schlegel. By 1836, the idea of marriage between Albert and his cousin, Victoria, had arisen in the mind of their ambitious uncle Leopold, who had been King of the Belgians since 1831. At this time, Victoria was the heiress presumptive to the British throne. Her father, Edward Augustus, Duke of Kent, the fourth son of King George III, had died when she was a baby, and her elderly uncle, King William IV, had no legitimate children. Her mother the Duchess of Kent, was the sister of both Albert's father—the Duke of Saxe-Coburg and Gotha—and King Leopold. Leopold arranged for his sister, Victoria's mother, to invite the Duke of Saxe-Coburg and Gotha and his two sons to visit her in May 1836, with the purpose of meeting Victoria. Victoria was well aware of the various matrimonial plans and critically appraised a parade of eligible princes. She wrote, "[Albert] is extremely handsome; his hair is about the same colour as mine; his eyes are large and blue, and he has a beautiful nose and a very sweet mouth with fine teeth; but the charm of his countenance is his expression, which is most delightful." Alexander, on the other hand, she described as "very plain". Victoria wrote to her uncle Leopold to thank him "for the prospect of great happiness you have contributed to give me, in the person of dear Albert ... He possesses every quality that could be desired to render me perfectly happy." Although the parties did not undertake a formal engagement, both the family and their retainers widely assumed that the match would take place. Victoria came to the throne aged just eighteen on 20 June 1837. Her letters of the time show interest in Albert's education for the role he would have to play, although she resisted attempts to rush her into marriage. In the winter of 1838–39, the prince visited Italy, accompanied by the Coburg family's confidential adviser, Baron Stockmar. Albert returned to the United Kingdom with Ernest in October 1839 to visit the Queen, with the object of settling the marriage. Albert and Victoria felt mutual affection and the Queen proposed to him on 15 October 1839. Victoria's intention to marry was declared formally to the Privy Council on 23 November, and the couple married on 10 February 1840 at the Chapel Royal, St James's Palace. Just before the marriage, Albert was naturalised by Act of Parliament, and granted the style of Royal Highness by an Order in Council. Initially Albert was not popular with the British public; he was perceived to be from an impoverished and undistinguished minor state, barely larger than a small English county. The British Prime Minister, Lord Melbourne, advised the Queen against granting her husband the title of "King Consort"; Parliament also objected to Albert being created a peer—partly because of anti-German sentiment and a desire to exclude Albert from any political role. Albert's religious views provided a small amount of controversy when the marriage was debated in Parliament: although as a member of the Lutheran Evangelical Church Albert was a Protestant, the non-Episcopal nature of his church was considered worrisome. Of greater concern, however, was that some of Albert's family were Roman Catholic. Melbourne led a minority government and the opposition took advantage of the marriage to weaken his position further. They opposed the ennoblement of Albert and granted him a smaller annuity than previous consorts, £30,000 instead of the usual £50,000. Albert claimed that he had no need of a British peerage, writing: "It would almost be a step downwards, for as a Duke of Saxony, I feel myself much higher than a Duke of York or Kent." For the next seventeen years, Albert was formally titled "HRH Prince Albert" until, on 25 June 1857, Victoria formally granted him the title Prince Consort. Consort of the Queen The position in which the prince was placed by his marriage, while one of distinction, also offered considerable difficulties; in Albert's own words, "I am very happy and contented; but the difficulty in filling my place with the proper dignity is that I am only the husband, not the master in the house." The Queen's household was run by her former governess, Baroness Lehzen. Albert referred to her as the "House Dragon", and manoeuvred to dislodge the Baroness from her position. Within two months of the marriage, Victoria was pregnant. Albert started to take on public roles; he became President of the Society for the Extinction of Slavery (slavery had already been abolished throughout the British Empire, but was still lawful in places such as the United States and the colonies of France); and helped Victoria privately with her government paperwork. In June 1840, while on a public carriage ride, Albert and the pregnant Victoria were shot at by Edward Oxford, who was later judged insane. Neither Albert nor Victoria was hurt and Albert was praised in the newspapers for his courage and coolness during the attack. Albert was gaining public support as well as political influence, which showed itself practically when, in August, Parliament passed the Regency Act 1840 to designate him regent in the event of Victoria's death before their child reached the age of majority. Their first child, Victoria, named after her mother, was born in November. Eight other children would follow over the next seventeen years. All nine children survived to adulthood, a fact which biographer Hermione Hobhouse credited to Albert's "enlightened influence" on the healthy running of the nursery. In early 1841, he successfully removed the nursery from Lehzen's pervasive control, and in September 1842, Lehzen left Britain permanently—much to Albert's relief. After the 1841 general election, Melbourne was replaced as Prime Minister by Sir Robert Peel, who appointed Albert as chairman of the Royal Commission in charge of redecorating the new Palace of Westminster. The Palace had burned down seven years before, and was being rebuilt. As a patron and purchaser of pictures and sculpture, the commission was set up to promote the fine arts in Britain. The commission's work was slow, and the architect, Charles Barry, took many decisions out of the commissioners' hands by decorating rooms with ornate furnishings that were treated as part of the architecture. Albert was more successful as a private patron and collector. Among his notable purchases were early German and Italian paintings—such as Lucas Cranach the Elder's Apollo and Diana and Fra Angelico's St Peter Martyr—and contemporary pieces from Franz Xaver Winterhalter and Edwin Landseer. Ludwig Gruner, of Dresden, assisted Albert in buying pictures of the highest quality. Albert and Victoria were shot at again on both 29 and 30 May 1842, but were unhurt. The culprit, John Francis, was detained and condemned to death, although he was later reprieved. Some of their early unpopularity came about because of their stiffness and adherence to protocol in public, though in private the couple were more easy-going. In early 1844, Victoria and Albert were apart for the first time since their marriage when he returned to Coburg on the death of his father. By 1844, Albert had managed to modernise the royal finances and, through various economies, had sufficient capital to purchase Osborne House on the Isle of Wight as a private residence for their growing family. Over the next few years a house modelled in the style of an Italianate villa was built to the designs of Albert and Thomas Cubitt. Albert laid out the grounds, and improved the estate and farm. Albert managed and improved the other royal estates; his model farm at Windsor was admired by his biographers, and under his stewardship the revenues of the Duchy of Cornwall—the hereditary property of the Prince of Wales—steadily increased. Unlike many landowners who approved of child labour and opposed Peel's repeal of the Corn Laws, Albert supported moves to raise working ages and free up trade. In 1846, Albert was rebuked by Lord George Bentinck when he attended the debate on the Corn Laws in the House of Commons to give tacit support to Peel. During Peel's premiership, Albert's authority behind, or beside, the throne became more apparent. He had access to all the Queen's papers, was drafting her correspondence and was present when she met her ministers, or even saw them alone in her absence. The clerk of the Privy Council, Charles Greville, wrote of him: "He is King to all intents and purposes." Reformer and innovator In 1847, Albert was elected Chancellor of the University of Cambridge after a close contest with the Earl of Powis. Albert used his position as Chancellor to campaign successfully for reformed and more modern university curricula, expanding the subjects taught beyond the traditional mathematics and classics to include modern history and the natural sciences. That summer, Victoria and Albert spent a rainy holiday in the west of Scotland at Loch Laggan, but heard from their doctor, Sir James Clark, that his son had enjoyed dry, sunny days farther east at Balmoral Castle. The tenant of Balmoral, Sir Robert Gordon, died suddenly in early October, and Albert began negotiations to take over the lease from the owner, the Earl Fife. In May the following year, Albert leased Balmoral, which he had never visited, and in September 1848 he, his wife and the older children went there for the first time. They came to relish the privacy it afforded. Revolutions spread throughout Europe in 1848 as the result of a widespread economic crisis. Although there were sporadic demonstrations in England, no effective revolutionary action took place, and Albert even gained public acclaim when he expressed paternalistic, yet well-meaning and philanthropic, views. In a speech to the Society for the Improvement of the Condition of the Labouring Classes, of which he was President, he expressed his "sympathy and interest for that class of our community who have most of the toil and fewest of the enjoyments of this world". It was the "duty of those who, under the blessings of Divine Providence, enjoy station, wealth, and education" to assist those less fortunate than themselves. A man of progressive and relatively liberal ideas, Albert not only led reforms in university education, welfare, the royal finances and slavery, he had a special interest in applying science and art to the manufacturing industry. The Great Exhibition of 1851 arose from the annual exhibitions of the Society of Arts, of which Albert was President from 1843, and owed most of its success to his efforts to promote it. Albert served as president of the Royal Commission for the Exhibition of 1851, and had to fight for every stage of the project. In the House of Lords, Lord Brougham fulminated against the proposal to hold the exhibition in Hyde Park. Opponents of the exhibition prophesied that foreign rogues and revolutionists would overrun England, subvert the morals of the people, and destroy their faith. Albert thought such talk absurd and quietly persevered, trusting always that British manufacturing would benefit from exposure to the best products of foreign countries. The Queen opened the exhibition in a specially designed and built glass building known as the Crystal Palace on 1 May 1851. It proved a colossal success. A surplus of £180,000 was used to purchase land in South Kensington on which to establish educational and cultural institutions—including the Natural History Museum, Science Museum, Imperial College London and what would later be named the Royal Albert Hall and the Victoria and Albert Museum. The area was referred to as "Albertopolis" by sceptics. Family and public life (1852–1859) In 1852, John Camden Neild, an eccentric miser, left Victoria an unexpected legacy, which Albert used to obtain the freehold of Balmoral. As usual, he embarked on an extensive program of improvements. The same year, he was appointed to several of the offices left vacant by the death of the Duke of Wellington, including the mastership of Trinity House and the colonelcy of the Grenadier Guards. With Wellington's passing, Albert was able to propose and campaign for modernisation of the army, which was long overdue. Thinking that the military was unready for war, and that Christian rule was preferable to Islamic rule, Albert counselled a diplomatic solution to conflict between the Russian and Ottoman empires. The London press depicted the attack as a criminal massacre, and Palmerston's popularity surged as Albert's fell. Within two weeks, Palmerston was re-appointed as a minister. As public outrage at the Russian action continued, false rumours circulated that Albert had been arrested for treason and was being held prisoner in the Tower of London. By March 1854, Britain and Russia were embroiled in the Crimean War. Albert devised a master-plan for winning the war by laying siege to Sevastopol while starving Russia economically, which became the Allied strategy after the Tsar decided to fight a purely defensive war. Early British optimism soon faded as the press reported that British troops were ill-equipped and mismanaged by aged generals using out-of-date tactics and strategy. Albert hoped that his daughter and son-in-law would be a liberalising influence in the enlarging but very conservative Prussian state. Albert promoted many public educational institutions. Chiefly at meetings in connection with these he spoke of the need for better schooling. A collection of his speeches was published in 1857. Recognised as a supporter of education and technological progress, he was invited to speak at scientific meetings, such as the memorable address he delivered as president of the British Association for the Advancement of Science when it met at Aberdeen in 1859. His espousal of science met with clerical opposition; he and Palmerston unsuccessfully recommended a knighthood for Charles Darwin, after the publication of On the Origin of Species, which was opposed by the Bishop of Oxford. Albert continued to devote himself to the education of his family and the management of the royal household. His children's governess, Lady Lyttelton, thought him unusually kind and patient, and described him joining in family games with enthusiasm. He felt keenly the departure of his eldest daughter for Prussia when she married her fiancé at the beginning of 1858, and was disappointed that his eldest son, the Prince of Wales, did not respond well to the intense educational programme that Albert had designed for him. At the age of seven, the Prince of Wales was expected to take six hours of instruction, including an hour of German and an hour of French every day. When the Prince of Wales failed at his lessons, Albert caned him. Corporal punishment was common at the time, and was not thought unduly harsh. Albert's biographer Roger Fulford wrote that the relationships between the family members were "friendly, affectionate and normal ... there is no evidence either in the Royal Archives or in the printed authorities to justify the belief that the relations between the Prince and his eldest son were other than deeply affectionate." Philip Magnus wrote in his biography of Albert's eldest son that Albert "tried to treat his children as equals; and they were able to penetrate his stiffness and reserve because they realised instinctively not only that he loved them but that he enjoyed and needed their company." Illness and death Albert was seriously ill with stomach cramps in August 1859. During a trip to Coburg in the autumn of 1860 he was driving alone in a carriage drawn by four horses that suddenly bolted. As the horses continued to gallop toward a stationary wagon waiting at a railway crossing, Albert jumped for his life from the carriage. He told his brother and eldest daughter that he sensed his time had come. In March 1861, Victoria's mother and Albert's aunt, the Duchess of Kent, died and Victoria was grief-stricken; Albert took on most of the Queen's duties, despite being ill himself with chronic stomach trouble. The last public event he presided over was the opening of the Royal Horticultural Gardens on 5 June 1861. In August, Victoria and Albert visited the Curragh Camp, Ireland, where the Prince of Wales was doing army service. At the Curragh, the Prince of Wales was introduced, by his fellow officers, to Nellie Clifden, an Irish actress. By November, Victoria and Albert had returned to Windsor, and the Prince of Wales had returned to Cambridge, where he was a student. Two of Albert's cousins, King Pedro V and Prince Ferdinand of Portugal, died of typhoid fever. On top of this news, Albert was informed that gossip was spreading in gentlemen's clubs and the foreign press that the Prince of Wales was still involved with Nellie Clifden. Albert and Victoria were horrified by their son's indiscretion, and feared blackmail, scandal or pregnancy. Although Albert was ill and at a low ebb, he travelled to Cambridge to see the Prince of Wales on 25 November to discuss his son's indiscreet affair. In his final weeks Albert suffered from pains in his back and legs. When the Trent Affair—the forcible removal of Confederate envoys from a British ship by Union forces during the American Civil War—threatened war between the United States and Britain, Albert was gravely ill, but intervened to soften the British diplomatic response. On 9 December, one of Albert's doctors, William Jenner, diagnosed typhoid fever. Albert died at 10:50 p.m. on 14 December 1861 in the Blue Room at Windsor Castle, in the presence of the Queen and five of their nine children. The contemporary diagnosis was typhoid fever, but modern writers have pointed out that Albert was ill for at least two years before his death, which may indicate that a chronic disease, such as Crohn's disease, renal failure, or abdominal cancer, was the cause of death. The Queen's grief was overwhelming, and the tepid feelings the public had felt previously for Albert were replaced by sympathy. Victoria wore black in mourning for the rest of her long life, and Albert's rooms in all his houses were kept as they had been, even with hot water brought in the morning, and linen and towels changed daily. Such practices were not uncommon in the houses of the very rich. Victoria withdrew from public life and her seclusion eroded some of Albert's work in attempting to re-model the monarchy as a national institution setting a moral, if not political, example. Albert is credited with introducing the principle that the British royal family should remain above politics. Before his marriage to Victoria, she supported the Whigs; for example, early in her reign Victoria managed to thwart the formation of a Tory government by Sir Robert Peel by refusing to accept substitutions which Peel wanted to make among her ladies-in-waiting. Albert's body was temporarily entombed in St George's Chapel, Windsor Castle, until a year after his death his remains were deposited at Frogmore Mausoleum, which remained incomplete until 1871. The sarcophagus, in which both he and the Queen were eventually laid, was carved from the largest block of granite that had ever been quarried in Britain. Despite Albert's request that no effigies of him should be raised, many public monuments were erected all over the country, and across the British Empire. The most notable are the Royal Albert Hall and the Albert Memorial in London. The plethora of memorials erected to Albert became so great that Charles Dickens told a friend that he sought an "inaccessible cave" to escape from them. Places and objects named after Albert range from Lake Albert in Africa to the city of Prince Albert, Saskatchewan, to the Albert Medal presented by the Royal Society of Arts. Four regiments of the British Army were named after him: 11th (Prince Albert's Own) Hussars; Prince Albert's Light Infantry; Prince Albert's Own Leicestershire Regiment of Yeomanry Cavalry, and The Prince Consort's Own Rifle Brigade. He and Queen Victoria showed a keen interest in the establishment and development of Aldershot in Hampshire as a garrison town in the 1850s. They had a wooden Royal Pavilion built there in which they would often stay when attending reviews of the army. Albert established and endowed the Prince Consort's Library at Aldershot, which still exists today. Biographies published after his death were typically heavy on eulogy. Theodore Martin's five-volume magnum opus was authorised and supervised by Queen Victoria, and her influence shows in its pages. Nevertheless, it is an accurate and exhaustive account. Lytton Strachey's Queen Victoria (1921) was more critical, but it was discredited in part by mid-twentieth-century biographers such as Hector Bolitho and Roger Fulford, who (unlike Strachey) had access to Victoria's journal and letters. Popular myths about Prince Albert—such as the claim that he introduced Christmas trees to Britain—are dismissed by scholars. Recent biographers, such as Stanley Weintraub, portray Albert as a figure in a tragic romance, who died too soon and was mourned by his lover for a lifetime. In the 2009 movie The Young Victoria, Albert, played by Rupert Friend, is made into a heroic character; in the fictionalised depiction of the 1840 shooting, he is struck by a bullet—something that did not happen in real life. Titles, styles, honours and arms Titles and styles - 26 August 1819 – 12 November 1826: His Serene Highness Prince Albert of Saxe-Coburg-Saalfeld, Duke of Saxony - 12 November 1826 – 6 February 1840: His Serene Highness Prince Albert of Saxe-Coburg and Gotha, Duke of Saxony - 6 February 1840 – 25 June 1857: His Royal Highness Prince Albert of Saxe-Coburg and Gotha, Duke of Saxony - 25 June 1857 – 14 December 1861: His Royal Highness The Prince Consort - KG: Knight of the Garter, 16 December 1839 - KT: Knight of the Thistle - KP: Knight of St Patrick - GCB: Order of the Bath - Knight Grand Cross, 6 March 1840 - Great Master, 25 May 1847 - KSI: Extra Knight of the Star of India, 25 June 1861 - GCMG: Knight Grand Cross of St Michael and St George - Knight of the Golden Fleece, 27 April 1841 - Knight of the Elephant, 10 January 1843 - Knight of the Seraphim, February 1856 Upon his marriage to Queen Victoria in 1840, Prince Albert received a personal grant of arms, being the royal coat of arms of the United Kingdom differenced by a white three-point label with a red cross in the centre, quartered with his ancestral arms of Saxony. They are blazoned: "Quarterly, 1st and 4th, the Royal Arms, with overall a label of three points Argent charged on the centre with cross Gules; 2nd and 3rd, Barry of ten Or and Sable, a crown of rue in bend Vert". The arms are unusual, being described by S. T. Aveling as a "singular example of quartering differenced arms, [which] is not in accordance with the rules of Heraldry, and is in itself an heraldic contradiction." Prior to his marriage Albert used the arms of his father undifferenced, in accordance with German custom. Albert's Garter stall plate displays his arms surmounted by a royal crown with six crests for the House of Saxe-Coburg and Gotha; these are from left to right: 1. "A bull's head caboshed Gules armed and ringed Argent, crowned Or, the rim chequy Gules and Argent" for Mark. 2. "Out of a coronet Or, two buffalo horns Argent, attached to the outer edge of five branches fesswise each with three linden leaves Vert" for Thuringia. 3. "Out of a coronet Or, a pyramidal chapeau charged with the arms of Saxony ensigned by a plume of peacock feathers Proper out of a coronet also Or" for Saxony. 4. "A bearded man in profile couped below the shoulders clothed paly Argent and Gules, the pointed coronet similarly paly terminating in a plume of three peacock feathers" for Meissen. 5. "A demi griffin displayed Or, winged Sable, collared and langued Gules" for Jülich. 6. "Out of a coronet Or, a panache of peacock feathers Proper" for Berg. The supporters were the crowned lion of England and the unicorn of Scotland (as in the Royal Arms) charged on the shoulder with a label as in the arms. Albert's personal motto is the German Treu und Fest (Loyal and Sure). This motto was also used by Prince Albert's Own or the 11th Hussars. - See also: Grandchildren of Victoria and Albert \|Victoria, Princess Royal later German Empress and Queen of Prussia\|\|21 November 1840\|\|5 August 1901\|\|married 1858, Crown Prince Frederick, later Frederick III, German Emperor; had issue\| \|Prince Albert Edward, Prince of Wales, later Edward VII\|\|9 November 1841\|\|6 May 1910\|\|married 1863, Princess Alexandra of Denmark; had issue\| \|Princess Alice, later Grand Duchess of Hesse and by Rhine\|\|25 April 1843\|\|14 December 1878\|\|married 1862, Prince Louis, later Ludwig IV, Grand Duke of Hesse and by Rhine; had issue\| \|Prince Alfred, Duke of Edinburgh, later Duke of Saxe-Coburg and Gotha\|\|6 August 1844\|\|30 July 1900\|\|married 1874, Grand Duchess Marie Alexandrovna of Russia; had issue\| \|Princess Helena\|\|25 May 1846\|\|9 June 1923\|\|married 1866, Prince Christian of Schleswig-Holstein; had issue\| \|Princess Louise\|\|18 March 1848\|\|3 December 1939\|\|married 1871, John Campbell, Marquess of Lorne, later 9th Duke of Argyll; no issue\| \|Prince Arthur, Duke of Connaught and Strathearn\|\|1 May 1850\|\|16 January 1942\|\|married 1879, Princess Louise Margaret of Prussia; had issue\| \|Prince Leopold, Duke of Albany\|\|7 April 1853\|\|28 March 1884\|\|married 1882, Princess Helena of Waldeck and Pyrmont; had issue\| \|Princess Beatrice\|\|14 April 1857\|\|26 October 1944\|\|married 1885, Prince Henry of Battenberg; had issue\| Prince Albert's 42 grandchildren included four reigning monarchs: King George V of the United Kingdom; Wilhelm II, German Emperor; Ernest Louis, Grand Duke of Hesse; and Charles Edward, Duke of Saxe-Coburg and Gotha, and five consorts of monarchs: Queens Maud of Norway, Sophia of Greece, Victoria Eugenie of Spain, Marie of Romania, and Empress Alexandra of Russia. Albert's many descendants include royalty and nobility throughout Europe. \|Relatives of Albert, Prince Consort\| Albert, Prince Consort Facts for Kids. Kiddle Encyclopedia.	<urn:uuid:80a6b827-c0ae-49ed-b321-d9004f00d7df>	CC-MAIN-2020-05	https://kids.kiddle.co/Prince_Albert_of_Saxe-Coburg_and_Gotha	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251801423.98/warc/CC-MAIN-20200129164403-20200129193403-00194.warc.gz	en	0.981366	6,567	3.40625	3	[ 0.08641871809959412, 0.4219719171524048, 0.3127623200416565, -0.0001406497322022915, -0.2153007686138153, 0.27926117181777954, -0.06421880424022675, -0.41304242610931396, 0.05148802325129509, 0.07678691297769547, 0.6777662038803101, -0.39832642674446106, 0.49041813611984253, 0.158806473016...	1	Albert, Prince Consort facts for kids(Redirected from Prince Albert of Saxe-Coburg and Gotha) Portrait by Winterhalter, 1859 \|Consort of the British monarch\| \|Tenure\|\|10 February 1840 – 14 December 1861\| 26 August 1819\| Schloss Rosenau, Coburg, Saxe-Coburg-Saalfeld, Germany \|Died\|\|14 December 1861 Windsor Castle, Berkshire, UK \|Burial\|\|23 December 1861 St George's Chapel, Windsor; 18 December 1862 \|Spouse\|\|Queen Victoria (m. 1840)\| \|House\|\|Saxe-Coburg and Gotha\| \|Father\|\|Ernest I, Duke of Saxe-Coburg and Gotha\| \|Mother\|\|Princess Louise of Saxe-Gotha-Altenburg\| He was born in the Saxon duchy of Saxe-Coburg-Saalfeld to a family connected to many of Europe's ruling monarchs. At the age of 20, he married his first cousin, Queen Victoria; they had nine children. Initially he felt constrained by his role of consort, which did not afford him any power or responsibilities, but gradually developed a reputation for supporting many public causes, such as educational reform and the abolition of slavery worldwide, and was entrusted with running the Queen's household, office and estates. He was heavily involved with the organisation of the Great Exhibition of 1851, which was a resounding success. The Queen came to depend more and more on his support and guidance. He aided the development of Britain's constitutional monarchy by persuading his wife to be less partisan in her dealings with Parliament—although he actively disagreed with the interventionist foreign policy pursued during Lord Palmerston's tenure as Foreign Secretary. Albert died at the relatively young age of 42, plunging the Queen into deep mourning for the rest of her life. Upon Queen Victoria's death in 1901, their eldest son succeeded as Edward VII, the first British monarch of the House of Saxe-Coburg and Gotha, named after the ducal house to which Albert belonged. Albert was born at Schloss Rosenau, near Coburg, Germany, the second son of Ernest III, Duke of Saxe-Coburg-Saalfeld, and his first wife, Louise of Saxe-Gotha-Altenburg. Albert's future wife, Victoria, was born earlier in the same year with the assistance of the same midwife. Albert was baptised into the Lutheran Evangelical Church on 19 September 1819 in the Marble Hall at Schloss Rosenau with water taken from the local river, the Itz. His godparents were his paternal grandmother, the Dowager Duchess of Saxe-Coburg-Saalfeld; his maternal grandfather, the Duke of Saxe-Gotha-Altenburg; the Emperor of Austria; the Duke of Teschen; and Emanuel, Count of Mensdorff-Pouilly. In 1825, Albert's great-uncle, Frederick IV, Duke of Saxe-Gotha-Altenburg, died. His death led to a realignment of Saxon duchies the following year and Albert's father became the first reigning duke of Saxe-Coburg and Gotha. Albert and his elder brother, Ernest, spent their youth in a close companionship marred by their parents' turbulent marriage and eventual separation and divorce. After their mother was exiled from court in 1824, she married her lover, Alexander von Hanstein, Count of Polzig and Beiersdorf. She presumably never saw her children again, and died of cancer at the age of 30 in 1831. The following year, their father married his own niece, his sons' cousin Princess Antoinette Marie of Württemberg; their marriage was not close, however, and Antoinette Marie had little—if any—impact on her stepchildren's lives. The brothers were educated privately at home by Christoph Florschütz and later studied in Brussels, where Adolphe Quetelet was one of their tutors. Like many other German princes, Albert attended the University of Bonn, where he studied law, political economics, philosophy and the history of art. He played music and excelled at sport, especially fencing and riding. His tutors at Bonn included the philosopher Fichte and the poet Schlegel. By 1836, the idea of marriage between Albert and his cousin, Victoria, had arisen in the mind of their ambitious uncle Leopold, who had been King of the Belgians since 1831. At this time, Victoria was the heiress presumptive to the British throne. Her father, Edward Augustus, Duke of Kent, the fourth son of King George III, had died when she was a baby, and her elderly uncle, King William IV, had no legitimate children. Her mother the Duchess of Kent, was the sister of both Albert's father—the Duke of Saxe-Coburg and Gotha—and King Leopold. Leopold arranged for his sister, Victoria's mother, to invite the Duke of Saxe-Coburg and Gotha and his two sons to visit her in May 1836, with the purpose of meeting Victoria. Victoria was well aware of the various matrimonial plans and critically appraised a parade of eligible princes. She wrote, "[Albert] is extremely handsome; his hair is about the same colour as mine; his eyes are large and blue, and he has a beautiful nose and a very sweet mouth with fine teeth; but the charm of his countenance is his expression, which is most delightful." Alexander, on the other hand, she described as "very plain". Victoria wrote to her uncle Leopold to thank him "for the prospect of great happiness you have contributed to give me, in the person of dear Albert ... He possesses every quality that could be desired to render me perfectly happy." Although the parties did not undertake a formal engagement, both the family and their retainers widely assumed that the match would take place. Victoria came to the throne aged just eighteen on 20 June 1837. Her letters of the time show interest in Albert's education for the role he would have to play, although she resisted attempts to rush her into marriage. In the winter of 1838–39, the prince visited Italy, accompanied by the Coburg family's confidential adviser, Baron Stockmar. Albert returned to the United Kingdom with Ernest in October 1839 to visit the Queen, with the object of settling the marriage. Albert and Victoria felt mutual affection and the Queen proposed to him on 15 October 1839. Victoria's intention to marry was declared formally to the Privy Council on 23 November, and the couple married on 10 February 1840 at the Chapel Royal, St James's Palace. Just before the marriage, Albert was naturalised by Act of Parliament, and granted the style of Royal Highness by an Order in Council. Initially Albert was not popular with the British public; he was perceived to be from an impoverished and undistinguished minor state, barely larger than a small English county. The British Prime Minister, Lord Melbourne, advised the Queen against granting her husband the title of "King Consort"; Parliament also objected to Albert being created a peer—partly because of anti-German sentiment and a desire to exclude Albert from any political role. Albert's religious views provided a small amount of controversy when the marriage was debated in Parliament: although as a member of the Lutheran Evangelical Church Albert was a Protestant, the non-Episcopal nature of his church was considered worrisome. Of greater concern, however, was that some of Albert's family were Roman Catholic. Melbourne led a minority government and the opposition took advantage of the marriage to weaken his position further. They opposed the ennoblement of Albert and granted him a smaller annuity than previous consorts, £30,000 instead of the usual £50,000. Albert claimed that he had no need of a British peerage, writing: "It would almost be a step downwards, for as a Duke of Saxony, I feel myself much higher than a Duke of York or Kent." For the next seventeen years, Albert was formally titled "HRH Prince Albert" until, on 25 June 1857, Victoria formally granted him the title Prince Consort. Consort of the Queen The position in which the prince was placed by his marriage, while one of distinction, also offered considerable difficulties; in Albert's own words, "I am very happy and contented; but the difficulty in filling my place with the proper dignity is that I am only the husband, not the master in the house." The Queen's household was run by her former governess, Baroness Lehzen. Albert referred to her as the "House Dragon", and manoeuvred to dislodge the Baroness from her position. Within two months of the marriage, Victoria was pregnant. Albert started to take on public roles; he became President of the Society for the Extinction of Slavery (slavery had already been abolished throughout the British Empire, but was still lawful in places such as the United States and the colonies of France); and helped Victoria privately with her government paperwork. In June 1840, while on a public carriage ride, Albert and the pregnant Victoria were shot at by Edward Oxford, who was later judged insane. Neither Albert nor Victoria was hurt and Albert was praised in the newspapers for his courage and coolness during the attack. Albert was gaining public support as well as political influence, which showed itself practically when, in August, Parliament passed the Regency Act 1840 to designate him regent in the event of Victoria's death before their child reached the age of majority. Their first child, Victoria, named after her mother, was born in November. Eight other children would follow over the next seventeen years. All nine children survived to adulthood, a fact which biographer Hermione Hobhouse credited to Albert's "enlightened influence" on the healthy running of the nursery. In early 1841, he successfully removed the nursery from Lehzen's pervasive control, and in September 1842, Lehzen left Britain permanently—much to Albert's relief. After the 1841 general election, Melbourne was replaced as Prime Minister by Sir Robert Peel, who appointed Albert as chairman of the Royal Commission in charge of redecorating the new Palace of Westminster. The Palace had burned down seven years before, and was being rebuilt. As a patron and purchaser of pictures and sculpture, the commission was set up to promote the fine arts in Britain. The commission's work was slow, and the architect, Charles Barry, took many decisions out of the commissioners' hands by decorating rooms with ornate furnishings that were treated as part of the architecture. Albert was more successful as a private patron and collector. Among his notable purchases were early German and Italian paintings—such as Lucas Cranach the Elder's Apollo and Diana and Fra Angelico's St Peter Martyr—and contemporary pieces from Franz Xaver Winterhalter and Edwin Landseer. Ludwig Gruner, of Dresden, assisted Albert in buying pictures of the highest quality. Albert and Victoria were shot at again on both 29 and 30 May 1842, but were unhurt. The culprit, John Francis, was detained and condemned to death, although he was later reprieved. Some of their early unpopularity came about because of their stiffness and adherence to protocol in public, though in private the couple were more easy-going. In early 1844, Victoria and Albert were apart for the first time since their marriage when he returned to Coburg on the death of his father. By 1844, Albert had managed to modernise the royal finances and, through various economies, had sufficient capital to purchase Osborne House on the Isle of Wight as a private residence for their growing family. Over the next few years a house modelled in the style of an Italianate villa was built to the designs of Albert and Thomas Cubitt. Albert laid out the grounds, and improved the estate and farm. Albert managed and improved the other royal estates; his model farm at Windsor was admired by his biographers, and under his stewardship the revenues of the Duchy of Cornwall—the hereditary property of the Prince of Wales—steadily increased. Unlike many landowners who approved of child labour and opposed Peel's repeal of the Corn Laws, Albert supported moves to raise working ages and free up trade. In 1846, Albert was rebuked by Lord George Bentinck when he attended the debate on the Corn Laws in the House of Commons to give tacit support to Peel. During Peel's premiership, Albert's authority behind, or beside, the throne became more apparent. He had access to all the Queen's papers, was drafting her correspondence and was present when she met her ministers, or even saw them alone in her absence. The clerk of the Privy Council, Charles Greville, wrote of him: "He is King to all intents and purposes." Reformer and innovator In 1847, Albert was elected Chancellor of the University of Cambridge after a close contest with the Earl of Powis. Albert used his position as Chancellor to campaign successfully for reformed and more modern university curricula, expanding the subjects taught beyond the traditional mathematics and classics to include modern history and the natural sciences. That summer, Victoria and Albert spent a rainy holiday in the west of Scotland at Loch Laggan, but heard from their doctor, Sir James Clark, that his son had enjoyed dry, sunny days farther east at Balmoral Castle. The tenant of Balmoral, Sir Robert Gordon, died suddenly in early October, and Albert began negotiations to take over the lease from the owner, the Earl Fife. In May the following year, Albert leased Balmoral, which he had never visited, and in September 1848 he, his wife and the older children went there for the first time. They came to relish the privacy it afforded. Revolutions spread throughout Europe in 1848 as the result of a widespread economic crisis. Although there were sporadic demonstrations in England, no effective revolutionary action took place, and Albert even gained public acclaim when he expressed paternalistic, yet well-meaning and philanthropic, views. In a speech to the Society for the Improvement of the Condition of the Labouring Classes, of which he was President, he expressed his "sympathy and interest for that class of our community who have most of the toil and fewest of the enjoyments of this world". It was the "duty of those who, under the blessings of Divine Providence, enjoy station, wealth, and education" to assist those less fortunate than themselves. A man of progressive and relatively liberal ideas, Albert not only led reforms in university education, welfare, the royal finances and slavery, he had a special interest in applying science and art to the manufacturing industry. The Great Exhibition of 1851 arose from the annual exhibitions of the Society of Arts, of which Albert was President from 1843, and owed most of its success to his efforts to promote it. Albert served as president of the Royal Commission for the Exhibition of 1851, and had to fight for every stage of the project. In the House of Lords, Lord Brougham fulminated against the proposal to hold the exhibition in Hyde Park. Opponents of the exhibition prophesied that foreign rogues and revolutionists would overrun England, subvert the morals of the people, and destroy their faith. Albert thought such talk absurd and quietly persevered, trusting always that British manufacturing would benefit from exposure to the best products of foreign countries. The Queen opened the exhibition in a specially designed and built glass building known as the Crystal Palace on 1 May 1851. It proved a colossal success. A surplus of £180,000 was used to purchase land in South Kensington on which to establish educational and cultural institutions—including the Natural History Museum, Science Museum, Imperial College London and what would later be named the Royal Albert Hall and the Victoria and Albert Museum. The area was referred to as "Albertopolis" by sceptics. Family and public life (1852–1859) In 1852, John Camden Neild, an eccentric miser, left Victoria an unexpected legacy, which Albert used to obtain the freehold of Balmoral. As usual, he embarked on an extensive program of improvements. The same year, he was appointed to several of the offices left vacant by the death of the Duke of Wellington, including the mastership of Trinity House and the colonelcy of the Grenadier Guards. With Wellington's passing, Albert was able to propose and campaign for modernisation of the army, which was long overdue. Thinking that the military was unready for war, and that Christian rule was preferable to Islamic rule, Albert counselled a diplomatic solution to conflict between the Russian and Ottoman empires. The London press depicted the attack as a criminal massacre, and Palmerston's popularity surged as Albert's fell. Within two weeks, Palmerston was re-appointed as a minister. As public outrage at the Russian action continued, false rumours circulated that Albert had been arrested for treason and was being held prisoner in the Tower of London. By March 1854, Britain and Russia were embroiled in the Crimean War. Albert devised a master-plan for winning the war by laying siege to Sevastopol while starving Russia economically, which became the Allied strategy after the Tsar decided to fight a purely defensive war. Early British optimism soon faded as the press reported that British troops were ill-equipped and mismanaged by aged generals using out-of-date tactics and strategy. Albert hoped that his daughter and son-in-law would be a liberalising influence in the enlarging but very conservative Prussian state. Albert promoted many public educational institutions. Chiefly at meetings in connection with these he spoke of the need for better schooling. A collection of his speeches was published in 1857. Recognised as a supporter of education and technological progress, he was invited to speak at scientific meetings, such as the memorable address he delivered as president of the British Association for the Advancement of Science when it met at Aberdeen in 1859. His espousal of science met with clerical opposition; he and Palmerston unsuccessfully recommended a knighthood for Charles Darwin, after the publication of On the Origin of Species, which was opposed by the Bishop of Oxford. Albert continued to devote himself to the education of his family and the management of the royal household. His children's governess, Lady Lyttelton, thought him unusually kind and patient, and described him joining in family games with enthusiasm. He felt keenly the departure of his eldest daughter for Prussia when she married her fiancé at the beginning of 1858, and was disappointed that his eldest son, the Prince of Wales, did not respond well to the intense educational programme that Albert had designed for him. At the age of seven, the Prince of Wales was expected to take six hours of instruction, including an hour of German and an hour of French every day. When the Prince of Wales failed at his lessons, Albert caned him. Corporal punishment was common at the time, and was not thought unduly harsh. Albert's biographer Roger Fulford wrote that the relationships between the family members were "friendly, affectionate and normal ... there is no evidence either in the Royal Archives or in the printed authorities to justify the belief that the relations between the Prince and his eldest son were other than deeply affectionate." Philip Magnus wrote in his biography of Albert's eldest son that Albert "tried to treat his children as equals; and they were able to penetrate his stiffness and reserve because they realised instinctively not only that he loved them but that he enjoyed and needed their company." Illness and death Albert was seriously ill with stomach cramps in August 1859. During a trip to Coburg in the autumn of 1860 he was driving alone in a carriage drawn by four horses that suddenly bolted. As the horses continued to gallop toward a stationary wagon waiting at a railway crossing, Albert jumped for his life from the carriage. He told his brother and eldest daughter that he sensed his time had come. In March 1861, Victoria's mother and Albert's aunt, the Duchess of Kent, died and Victoria was grief-stricken; Albert took on most of the Queen's duties, despite being ill himself with chronic stomach trouble. The last public event he presided over was the opening of the Royal Horticultural Gardens on 5 June 1861. In August, Victoria and Albert visited the Curragh Camp, Ireland, where the Prince of Wales was doing army service. At the Curragh, the Prince of Wales was introduced, by his fellow officers, to Nellie Clifden, an Irish actress. By November, Victoria and Albert had returned to Windsor, and the Prince of Wales had returned to Cambridge, where he was a student. Two of Albert's cousins, King Pedro V and Prince Ferdinand of Portugal, died of typhoid fever. On top of this news, Albert was informed that gossip was spreading in gentlemen's clubs and the foreign press that the Prince of Wales was still involved with Nellie Clifden. Albert and Victoria were horrified by their son's indiscretion, and feared blackmail, scandal or pregnancy. Although Albert was ill and at a low ebb, he travelled to Cambridge to see the Prince of Wales on 25 November to discuss his son's indiscreet affair. In his final weeks Albert suffered from pains in his back and legs. When the Trent Affair—the forcible removal of Confederate envoys from a British ship by Union forces during the American Civil War—threatened war between the United States and Britain, Albert was gravely ill, but intervened to soften the British diplomatic response. On 9 December, one of Albert's doctors, William Jenner, diagnosed typhoid fever. Albert died at 10:50 p.m. on 14 December 1861 in the Blue Room at Windsor Castle, in the presence of the Queen and five of their nine children. The contemporary diagnosis was typhoid fever, but modern writers have pointed out that Albert was ill for at least two years before his death, which may indicate that a chronic disease, such as Crohn's disease, renal failure, or abdominal cancer, was the cause of death. The Queen's grief was overwhelming, and the tepid feelings the public had felt previously for Albert were replaced by sympathy. Victoria wore black in mourning for the rest of her long life, and Albert's rooms in all his houses were kept as they had been, even with hot water brought in the morning, and linen and towels changed daily. Such practices were not uncommon in the houses of the very rich. Victoria withdrew from public life and her seclusion eroded some of Albert's work in attempting to re-model the monarchy as a national institution setting a moral, if not political, example. Albert is credited with introducing the principle that the British royal family should remain above politics. Before his marriage to Victoria, she supported the Whigs; for example, early in her reign Victoria managed to thwart the formation of a Tory government by Sir Robert Peel by refusing to accept substitutions which Peel wanted to make among her ladies-in-waiting. Albert's body was temporarily entombed in St George's Chapel, Windsor Castle, until a year after his death his remains were deposited at Frogmore Mausoleum, which remained incomplete until 1871. The sarcophagus, in which both he and the Queen were eventually laid, was carved from the largest block of granite that had ever been quarried in Britain. Despite Albert's request that no effigies of him should be raised, many public monuments were erected all over the country, and across the British Empire. The most notable are the Royal Albert Hall and the Albert Memorial in London. The plethora of memorials erected to Albert became so great that Charles Dickens told a friend that he sought an "inaccessible cave" to escape from them. Places and objects named after Albert range from Lake Albert in Africa to the city of Prince Albert, Saskatchewan, to the Albert Medal presented by the Royal Society of Arts. Four regiments of the British Army were named after him: 11th (Prince Albert's Own) Hussars; Prince Albert's Light Infantry; Prince Albert's Own Leicestershire Regiment of Yeomanry Cavalry, and The Prince Consort's Own Rifle Brigade. He and Queen Victoria showed a keen interest in the establishment and development of Aldershot in Hampshire as a garrison town in the 1850s. They had a wooden Royal Pavilion built there in which they would often stay when attending reviews of the army. Albert established and endowed the Prince Consort's Library at Aldershot, which still exists today. Biographies published after his death were typically heavy on eulogy. Theodore Martin's five-volume magnum opus was authorised and supervised by Queen Victoria, and her influence shows in its pages. Nevertheless, it is an accurate and exhaustive account. Lytton Strachey's Queen Victoria (1921) was more critical, but it was discredited in part by mid-twentieth-century biographers such as Hector Bolitho and Roger Fulford, who (unlike Strachey) had access to Victoria's journal and letters. Popular myths about Prince Albert—such as the claim that he introduced Christmas trees to Britain—are dismissed by scholars. Recent biographers, such as Stanley Weintraub, portray Albert as a figure in a tragic romance, who died too soon and was mourned by his lover for a lifetime. In the 2009 movie The Young Victoria, Albert, played by Rupert Friend, is made into a heroic character; in the fictionalised depiction of the 1840 shooting, he is struck by a bullet—something that did not happen in real life. Titles, styles, honours and arms Titles and styles - 26 August 1819 – 12 November 1826: His Serene Highness Prince Albert of Saxe-Coburg-Saalfeld, Duke of Saxony - 12 November 1826 – 6 February 1840: His Serene Highness Prince Albert of Saxe-Coburg and Gotha, Duke of Saxony - 6 February 1840 – 25 June 1857: His Royal Highness Prince Albert of Saxe-Coburg and Gotha, Duke of Saxony - 25 June 1857 – 14 December 1861: His Royal Highness The Prince Consort - KG: Knight of the Garter, 16 December 1839 - KT: Knight of the Thistle - KP: Knight of St Patrick - GCB: Order of the Bath - Knight Grand Cross, 6 March 1840 - Great Master, 25 May 1847 - KSI: Extra Knight of the Star of India, 25 June 1861 - GCMG: Knight Grand Cross of St Michael and St George - Knight of the Golden Fleece, 27 April 1841 - Knight of the Elephant, 10 January 1843 - Knight of the Seraphim, February 1856 Upon his marriage to Queen Victoria in 1840, Prince Albert received a personal grant of arms, being the royal coat of arms of the United Kingdom differenced by a white three-point label with a red cross in the centre, quartered with his ancestral arms of Saxony. They are blazoned: "Quarterly, 1st and 4th, the Royal Arms, with overall a label of three points Argent charged on the centre with cross Gules; 2nd and 3rd, Barry of ten Or and Sable, a crown of rue in bend Vert". The arms are unusual, being described by S. T. Aveling as a "singular example of quartering differenced arms, [which] is not in accordance with the rules of Heraldry, and is in itself an heraldic contradiction." Prior to his marriage Albert used the arms of his father undifferenced, in accordance with German custom. Albert's Garter stall plate displays his arms surmounted by a royal crown with six crests for the House of Saxe-Coburg and Gotha; these are from left to right: 1. "A bull's head caboshed Gules armed and ringed Argent, crowned Or, the rim chequy Gules and Argent" for Mark. 2. "Out of a coronet Or, two buffalo horns Argent, attached to the outer edge of five branches fesswise each with three linden leaves Vert" for Thuringia. 3. "Out of a coronet Or, a pyramidal chapeau charged with the arms of Saxony ensigned by a plume of peacock feathers Proper out of a coronet also Or" for Saxony. 4. "A bearded man in profile couped below the shoulders clothed paly Argent and Gules, the pointed coronet similarly paly terminating in a plume of three peacock feathers" for Meissen. 5. "A demi griffin displayed Or, winged Sable, collared and langued Gules" for Jülich. 6. "Out of a coronet Or, a panache of peacock feathers Proper" for Berg. The supporters were the crowned lion of England and the unicorn of Scotland (as in the Royal Arms) charged on the shoulder with a label as in the arms. Albert's personal motto is the German Treu und Fest (Loyal and Sure). This motto was also used by Prince Albert's Own or the 11th Hussars. - See also: Grandchildren of Victoria and Albert \|Victoria, Princess Royal later German Empress and Queen of Prussia\|\|21 November 1840\|\|5 August 1901\|\|married 1858, Crown Prince Frederick, later Frederick III, German Emperor; had issue\| \|Prince Albert Edward, Prince of Wales, later Edward VII\|\|9 November 1841\|\|6 May 1910\|\|married 1863, Princess Alexandra of Denmark; had issue\| \|Princess Alice, later Grand Duchess of Hesse and by Rhine\|\|25 April 1843\|\|14 December 1878\|\|married 1862, Prince Louis, later Ludwig IV, Grand Duke of Hesse and by Rhine; had issue\| \|Prince Alfred, Duke of Edinburgh, later Duke of Saxe-Coburg and Gotha\|\|6 August 1844\|\|30 July 1900\|\|married 1874, Grand Duchess Marie Alexandrovna of Russia; had issue\| \|Princess Helena\|\|25 May 1846\|\|9 June 1923\|\|married 1866, Prince Christian of Schleswig-Holstein; had issue\| \|Princess Louise\|\|18 March 1848\|\|3 December 1939\|\|married 1871, John Campbell, Marquess of Lorne, later 9th Duke of Argyll; no issue\| \|Prince Arthur, Duke of Connaught and Strathearn\|\|1 May 1850\|\|16 January 1942\|\|married 1879, Princess Louise Margaret of Prussia; had issue\| \|Prince Leopold, Duke of Albany\|\|7 April 1853\|\|28 March 1884\|\|married 1882, Princess Helena of Waldeck and Pyrmont; had issue\| \|Princess Beatrice\|\|14 April 1857\|\|26 October 1944\|\|married 1885, Prince Henry of Battenberg; had issue\| Prince Albert's 42 grandchildren included four reigning monarchs: King George V of the United Kingdom; Wilhelm II, German Emperor; Ernest Louis, Grand Duke of Hesse; and Charles Edward, Duke of Saxe-Coburg and Gotha, and five consorts of monarchs: Queens Maud of Norway, Sophia of Greece, Victoria Eugenie of Spain, Marie of Romania, and Empress Alexandra of Russia. Albert's many descendants include royalty and nobility throughout Europe. \|Relatives of Albert, Prince Consort\| Albert, Prince Consort Facts for Kids. Kiddle Encyclopedia.	6,892	ENGLISH	1
Saying The scribes and the Pharisees sit in Moses' seat:… The Pharisees first appear under this name in Jewish history about the year B.C. 160. There had been Separatists, or Puritans, as far back as the Captivity, but it was alter the return to Palestine that events gave an impulse to the Separatist idea so strong as to consolidate what might otherwise have remained a tendency. The Jews had learned the value of commerce, and it was found impossible, in dealing with foreign merchants, to observe the minute regulations prescribed by the more zealous. The minority, who even pretended to this, were obliged to become Separatists, not only from the Gentiles, but from their own less scrupulous coreligionists. Hence their frequent connection with the scribes. There had always been scribes in Israel, men who could draw state or legal documents. But after the influence of Ezra had stimulated, if it had not created, a desire to know the Law, synagogues were to be found in every town. And a synagogue implied a copy of the Law and a person who could read it. The scribes therefore necessarily became a profession, with just such a curriculum for pupils and candidates as distinguish professions among ourselves. It was inevitable that they should acquire great influence among the people. For in their best days they were the guardians of the Law, and strove unceasingly to make it supreme over every act of every person. Not only did the scribe discharge all the functions of a modern lawyer, but he was appealed to in all circumstances where the application of the law might seem obscure. They were both the makers of the law and its administrators, and they did not scruple, sitting apart; from active life, to enforce on men engaged in it all the wire drawn and fantastic distinctions which their minds, imbecile with attention to the letter of the Law and with unpractical pedantry, could contrive. It was this inconsiderate exercise of their authority which provoked our Lord's rebuke. But burdensome as was the teaching of the scribes, two causes operated to make them the most popular members of the community. 1. To them was committed the key of the kingdom of heaven; they had power to bind and loose - they alone could give a man assurance that he had actually attained to the righteousness required by the Law. 2. The people were at one with them in their grand aim to give the Law absolute sway over the life of every Jew. The Pharisees who did live as the scribes enjoined, were in the eyes of the people the true Israel, the pattern Jews. The scribes and Pharisees, then, though not identical, were closely related, so closely that our Lord subjects them to one common rebuke. The Zealots, who repudiated any king but Jehovah, and refused to pay tribute to Caesar, were the natural result of Pharisaic teaching. And indeed the Pharisees did themselves refuse to swear allegiance to Herod. They may be looked on, therefore, as the national party. Their influence was not solely and throughout evil, for to them and to the scribes was due the knowledge of the Law to which our Lord so often appealed. But the grave defects of their teaching, and its ruinous influences on the religious character, are so distinctly enounced in the Gospels that they need not be dwelt on. The origin of the Sadducees explains their position in the state. It is generally agreed that they take their name from Zadok, who was elevated to the high priesthood by Solomon. It was the same line which inherited the office after the Exile, and through all the changes in the Hebrew state the high priests maintained great influence, and in our Lord's time we find them still sitting as presidents in the highest court, the Sanhedrin. Still, also, there were grouped round them the Sadducees! It was to this party that men of wealth, men in office, and men of pure priestly descent, attached themselves, although many of the priests leant more to the Pharisees. They lived in luxury, and their morality was not high. At the same time, whether from envy of the popularity of the Pharisees, or from common sense, they resisted the Pharisaic additions to the Law. Thus they refused to accept the doctrine of the resurrection, not being able to find it in the Books of Moses. They are rarely mentioned in the Gospels, because they were mostly in Jerusalem, and their ideas had found no acceptance with the people. From the leaven of Pharisaism, or ultra-legalism, three mischievous results follow. 1. The minute regulations which are extended to the whole of life leave no room for conscience to exercise itself, and accordingly it pines and dies. 2. Minute observances obtain a magnified importance. 3. The bare performance of the duty enjoined is reckoned everything, while the state of heart is overlooked. We shall escape the leaven of the Pharisee if we learn to pay more attention to the heart than to the conduct; if we have so true a delight in pleasing the Lord that we do not consider what men think of us. The leaven of the Sadducees is perhaps even more certainly fatal to true religion. The Pharisee has sincerity, though it is quite superficial; he has zeal, though misdirected; but the Sadducee has neither. He is all for this world, and, save to forward him in it, religion is an encumbrance. His heart is not gladdened with any loving thoughts of God, nor his spirit refreshed by fellowship with the unseen world. If we escape these influences we shall do what few have done. For all men are under the temptation either to make too much of the observances of religion or to make them a mere form. Worldliness deadens a man's spirit to spiritual impressions, and gradually saps his faith till he ceases to believe in anything but the palpable world with which he has now to do. On the other hand, if the leaven of the Pharisee prevails to the extent of making us fear God more than we love him, and do by constraint what we ought to do because we delight in it, we are in as unwholesome a state as the Sadducee we reprobate. - D. Parallel VersesKJV: Saying, The scribes and the Pharisees sit in Moses' seat:	<urn:uuid:e6d3b4c0-15d6-4bc2-9834-66daf312b902>	CC-MAIN-2020-05	https://biblehub.com/sermons/auth/dods/pharisees_and_sadducees.htm	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778168.77/warc/CC-MAIN-20200128091916-20200128121916-00050.warc.gz	en	0.980201	1,344	3.703125	4	[ -0.36238914728164673, 0.534296989440918, -0.10525526106357574, -0.3498334288597107, -0.36323100328445435, -0.20572440326213837, 0.4410635232925415, 0.4000209867954254, 0.19868619740009308, 0.20271071791648865, 0.015735581517219543, 0.06587189435958862, -0.1334119588136673, 0.17634294927120...	2	Saying The scribes and the Pharisees sit in Moses' seat:… The Pharisees first appear under this name in Jewish history about the year B.C. 160. There had been Separatists, or Puritans, as far back as the Captivity, but it was alter the return to Palestine that events gave an impulse to the Separatist idea so strong as to consolidate what might otherwise have remained a tendency. The Jews had learned the value of commerce, and it was found impossible, in dealing with foreign merchants, to observe the minute regulations prescribed by the more zealous. The minority, who even pretended to this, were obliged to become Separatists, not only from the Gentiles, but from their own less scrupulous coreligionists. Hence their frequent connection with the scribes. There had always been scribes in Israel, men who could draw state or legal documents. But after the influence of Ezra had stimulated, if it had not created, a desire to know the Law, synagogues were to be found in every town. And a synagogue implied a copy of the Law and a person who could read it. The scribes therefore necessarily became a profession, with just such a curriculum for pupils and candidates as distinguish professions among ourselves. It was inevitable that they should acquire great influence among the people. For in their best days they were the guardians of the Law, and strove unceasingly to make it supreme over every act of every person. Not only did the scribe discharge all the functions of a modern lawyer, but he was appealed to in all circumstances where the application of the law might seem obscure. They were both the makers of the law and its administrators, and they did not scruple, sitting apart; from active life, to enforce on men engaged in it all the wire drawn and fantastic distinctions which their minds, imbecile with attention to the letter of the Law and with unpractical pedantry, could contrive. It was this inconsiderate exercise of their authority which provoked our Lord's rebuke. But burdensome as was the teaching of the scribes, two causes operated to make them the most popular members of the community. 1. To them was committed the key of the kingdom of heaven; they had power to bind and loose - they alone could give a man assurance that he had actually attained to the righteousness required by the Law. 2. The people were at one with them in their grand aim to give the Law absolute sway over the life of every Jew. The Pharisees who did live as the scribes enjoined, were in the eyes of the people the true Israel, the pattern Jews. The scribes and Pharisees, then, though not identical, were closely related, so closely that our Lord subjects them to one common rebuke. The Zealots, who repudiated any king but Jehovah, and refused to pay tribute to Caesar, were the natural result of Pharisaic teaching. And indeed the Pharisees did themselves refuse to swear allegiance to Herod. They may be looked on, therefore, as the national party. Their influence was not solely and throughout evil, for to them and to the scribes was due the knowledge of the Law to which our Lord so often appealed. But the grave defects of their teaching, and its ruinous influences on the religious character, are so distinctly enounced in the Gospels that they need not be dwelt on. The origin of the Sadducees explains their position in the state. It is generally agreed that they take their name from Zadok, who was elevated to the high priesthood by Solomon. It was the same line which inherited the office after the Exile, and through all the changes in the Hebrew state the high priests maintained great influence, and in our Lord's time we find them still sitting as presidents in the highest court, the Sanhedrin. Still, also, there were grouped round them the Sadducees! It was to this party that men of wealth, men in office, and men of pure priestly descent, attached themselves, although many of the priests leant more to the Pharisees. They lived in luxury, and their morality was not high. At the same time, whether from envy of the popularity of the Pharisees, or from common sense, they resisted the Pharisaic additions to the Law. Thus they refused to accept the doctrine of the resurrection, not being able to find it in the Books of Moses. They are rarely mentioned in the Gospels, because they were mostly in Jerusalem, and their ideas had found no acceptance with the people. From the leaven of Pharisaism, or ultra-legalism, three mischievous results follow. 1. The minute regulations which are extended to the whole of life leave no room for conscience to exercise itself, and accordingly it pines and dies. 2. Minute observances obtain a magnified importance. 3. The bare performance of the duty enjoined is reckoned everything, while the state of heart is overlooked. We shall escape the leaven of the Pharisee if we learn to pay more attention to the heart than to the conduct; if we have so true a delight in pleasing the Lord that we do not consider what men think of us. The leaven of the Sadducees is perhaps even more certainly fatal to true religion. The Pharisee has sincerity, though it is quite superficial; he has zeal, though misdirected; but the Sadducee has neither. He is all for this world, and, save to forward him in it, religion is an encumbrance. His heart is not gladdened with any loving thoughts of God, nor his spirit refreshed by fellowship with the unseen world. If we escape these influences we shall do what few have done. For all men are under the temptation either to make too much of the observances of religion or to make them a mere form. Worldliness deadens a man's spirit to spiritual impressions, and gradually saps his faith till he ceases to believe in anything but the palpable world with which he has now to do. On the other hand, if the leaven of the Pharisee prevails to the extent of making us fear God more than we love him, and do by constraint what we ought to do because we delight in it, we are in as unwholesome a state as the Sadducee we reprobate. - D. Parallel VersesKJV: Saying, The scribes and the Pharisees sit in Moses' seat:	1,346	ENGLISH	1
How Germs Work Growing up, we’re always taught about hygiene and keeping ourselves clean, but not usually in such an inventive way as how this teacher did it. Jaralee Metcalf is a behavioural specialist and works with autistic children. She wanted to teach the students how germs work, and why they should keep their hands clean, and she came up with this idea. Along with a colleague, she got five different slices of bread, putting them each in a separate bag and contaminated them using various methods to show how germs work. While one slice was completely untouched, another two had been touched by hands that had been cleaned with soap and water and hand sanitizer respectively, one had been touched by dirty hands and the other had been rubbed on the laptops in the classroom. After about three or four weeks, the class had a look at how the bread had developed, and Jaralee took to Facebook to share the results. There was a marked difference between the slices, some of them looking okay and others completely gross. The slices that were untouched or touched after they had washed their hands were fine, but the others didn’t look too good. In particular, the bread that had been wiped on the Chromebooks was enveloped in mold. It might have been gross, but Jaralee wanted her students to understand the importance of washing hands as we get into cold and flu season, particularly because she has an eight-month-old baby who she doesn’t want getting sick. It’s definitely a novel way to drum in the message, but it seems to be working. Her Facebook post has gone viral with 18,000 likes and 66,000 shares, and myriad comments, people saying they’ll use the same experiment to help teach their own children how germs work. Sometimes bread can be contaminated before it’s even out of the bag. A couple of months ago, a rat was filmed coming out of a loaf of bread at a kitchen in a motorway service station. Of course, increases in hygiene and cleanliness have lots of advantages to your health, so hopefully this experiment will make people think in future. Have you tried any similar experiments? Let us know!	<urn:uuid:a8d0ee5e-ee24-4f61-be94-4695b2061348>	CC-MAIN-2020-05	https://www.myviralbox.com/see-what-this-teacher-did-to-show-her-students-how-germs-work/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251779833.86/warc/CC-MAIN-20200128153713-20200128183713-00336.warc.gz	en	0.988622	458	3.484375	3	[ 0.014909196645021439, 0.0791601836681366, 0.4821697473526001, -0.13389059901237488, 0.003997989930212498, -0.22217565774917603, 0.3520571291446686, 0.07262203097343445, -0.07679691165685654, -0.16780076920986176, -0.5023817420005798, -0.4668159484863281, -0.0039718919433653355, 0.426343560...	2	How Germs Work Growing up, we’re always taught about hygiene and keeping ourselves clean, but not usually in such an inventive way as how this teacher did it. Jaralee Metcalf is a behavioural specialist and works with autistic children. She wanted to teach the students how germs work, and why they should keep their hands clean, and she came up with this idea. Along with a colleague, she got five different slices of bread, putting them each in a separate bag and contaminated them using various methods to show how germs work. While one slice was completely untouched, another two had been touched by hands that had been cleaned with soap and water and hand sanitizer respectively, one had been touched by dirty hands and the other had been rubbed on the laptops in the classroom. After about three or four weeks, the class had a look at how the bread had developed, and Jaralee took to Facebook to share the results. There was a marked difference between the slices, some of them looking okay and others completely gross. The slices that were untouched or touched after they had washed their hands were fine, but the others didn’t look too good. In particular, the bread that had been wiped on the Chromebooks was enveloped in mold. It might have been gross, but Jaralee wanted her students to understand the importance of washing hands as we get into cold and flu season, particularly because she has an eight-month-old baby who she doesn’t want getting sick. It’s definitely a novel way to drum in the message, but it seems to be working. Her Facebook post has gone viral with 18,000 likes and 66,000 shares, and myriad comments, people saying they’ll use the same experiment to help teach their own children how germs work. Sometimes bread can be contaminated before it’s even out of the bag. A couple of months ago, a rat was filmed coming out of a loaf of bread at a kitchen in a motorway service station. Of course, increases in hygiene and cleanliness have lots of advantages to your health, so hopefully this experiment will make people think in future. Have you tried any similar experiments? Let us know!	444	ENGLISH	1
\|Harriet Beecher Stowe Biography Harriet Beecher Stowe was a writer and anti-slavery campaigner. She is best known for her book ‘Uncle Tom’s Cabin‘ This was a vivid depiction of slavery and its human cost. It was influential in shaping public opinion about slavery in the period leading upto the American civil war. She was born June 14, 1811 in Litchfield, Connecticut to a strongly religious family. She was educated at a girls school and received a wide ranging education. When she was 21 she moved to Ohio where she became involved in various literary circles and became concerned with social issues of the day.. Harriet married Calvin Ellis Stowe on January 6 1836. Stowe was committed to abolishing slavery and with Harriet they took part in the Underground Railroad which temporarily housed fugitive slaves. Though experiences such as this, Harriet gained a close hand knowledge of the institution of slavery. In 1833, she visited a slavery auction in Kentucky, an experience that profoundly moved her. She felt it her Christian duty to write about the injustice of slavery. In 1851, she published her first installment of Uncle Tom’s Cabin in the newspaper the National Era. By 1952, its popularity had led to its publication in book form. The book became a best-seller, selling over 300,000 copies in the first year alone. Uncle Tom’s Cabin was a realistic account of the pain and injustice of slavery. It helped galvanise opinion in the country. It popularised the anti-slavery movement in the north. In the south, it predictably enraged opinion and led to opposition to the book. After the outbreak of civil war, Harriet was invited for a meeting with Abraham Lincoln in November 25, 1862 in the White House. It was later remarked that Harriet was ‘the little woman who started the big war’. Thought the causes of the American civil war were wide ranging, her book definitely made many Americans more receptive to the idea of seeking to end slavery. Although best remembered for the hugely influential Uncle Tom’s Cabin, Harriet also wrote a total of 20 novels and wrote on a variety of social and political issues. She died on July 1, 1896 in Hartford, Connecticut aged 85. Her house the Harriet Beecher Stowe House was next door to fellow author Mark Twain.	<urn:uuid:df005ed7-8021-473a-aadf-1b793a38da35>	CC-MAIN-2020-05	http://essaydocs.org/harriet-beecher-stowe-biography.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700988.64/warc/CC-MAIN-20200127143516-20200127173516-00160.warc.gz	en	0.985674	491	3.953125	4	[ 0.13193754851818085, 0.3105802834033966, 0.45678165555000305, 0.21122385561466217, 0.21784552931785583, 0.18844370543956757, -0.059826724231243134, -0.1271379142999649, -0.3745989501476288, 0.32175299525260925, 0.37760642170906067, 0.3251468539237976, -0.22588521242141724, 0.37624427676200...	1	\|Harriet Beecher Stowe Biography Harriet Beecher Stowe was a writer and anti-slavery campaigner. She is best known for her book ‘Uncle Tom’s Cabin‘ This was a vivid depiction of slavery and its human cost. It was influential in shaping public opinion about slavery in the period leading upto the American civil war. She was born June 14, 1811 in Litchfield, Connecticut to a strongly religious family. She was educated at a girls school and received a wide ranging education. When she was 21 she moved to Ohio where she became involved in various literary circles and became concerned with social issues of the day.. Harriet married Calvin Ellis Stowe on January 6 1836. Stowe was committed to abolishing slavery and with Harriet they took part in the Underground Railroad which temporarily housed fugitive slaves. Though experiences such as this, Harriet gained a close hand knowledge of the institution of slavery. In 1833, she visited a slavery auction in Kentucky, an experience that profoundly moved her. She felt it her Christian duty to write about the injustice of slavery. In 1851, she published her first installment of Uncle Tom’s Cabin in the newspaper the National Era. By 1952, its popularity had led to its publication in book form. The book became a best-seller, selling over 300,000 copies in the first year alone. Uncle Tom’s Cabin was a realistic account of the pain and injustice of slavery. It helped galvanise opinion in the country. It popularised the anti-slavery movement in the north. In the south, it predictably enraged opinion and led to opposition to the book. After the outbreak of civil war, Harriet was invited for a meeting with Abraham Lincoln in November 25, 1862 in the White House. It was later remarked that Harriet was ‘the little woman who started the big war’. Thought the causes of the American civil war were wide ranging, her book definitely made many Americans more receptive to the idea of seeking to end slavery. Although best remembered for the hugely influential Uncle Tom’s Cabin, Harriet also wrote a total of 20 novels and wrote on a variety of social and political issues. She died on July 1, 1896 in Hartford, Connecticut aged 85. Her house the Harriet Beecher Stowe House was next door to fellow author Mark Twain.	513	ENGLISH	1
The first food stamp program was introduced in 1939 by the Federal Surplus Commodities Corporation (FSCC) established by the Department of Agriculture. Advances in agricultural production during the 1920s created a surplus of foodstuffs to the point that prices became dangerously depressed. The price collapse was worsened by the Great Depression of the 1930s. During that decade the federal government tried various methods to prop up the agricultural sectors of the economy including the destruction of crops and livestock. The FSCC was charged with dealing with the agricultural surplus. The food stamp program was the last program initiated by the FSCC. Its purpose was to aid in relief by making surplus commodities available to those in need. There were two types of food stamps — orange and blue — both of which came in a single $.25 denomination. Participants paid face value for orange stamps and received one-half of that amount in blue stamps. Orange stamps could be used to pay for any food. Blue stamps could only be used to pay for surplus foods. The Department of Agriculture regularly published lists of what food could be purchased with blue stamps. The stamps were initially sold in booklets in values of $2.00, $4.00 and $10.00 in orange stamps. Booklets with orange stamp values of $1.00, $3.00, $5.00, $6.00, $8.00 and $12.00 were added. In 1940 the Department of Agriculture was re-organized and the issuing agency name on the food stamps was changed from FSCC to the USDA. Merchants were prohibited from providing money as change for food stamp purchases. Instead, they produced their own tokens, scrip, due bills and other similar items as change. This permitted small purchases with food stamps but then required the customer to return to the same store to spend the food stamp change. The change returned by the merchant was specific to the type of stamp used so the tokens and other instruments used are identified as either orange or blue. While merchants produced their own change, some grocery trade organizations made uniform scrip that could be used by individual stores by writing or stamping the name of the store on the scrip. Because they were locally produced, there are hundreds of different types of food stamp change. Paper scrip is the more common type but metal and pressboard tokens were also produced. Most types are fairly scarce although hoards of some varieties have made their way into the marketplace. World War II brought an end to this phase of the federal food stamp program in 1943.	<urn:uuid:ef070833-482d-4e99-9618-d61a13d3a230>	CC-MAIN-2020-05	https://numismaticnotebook.com/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593937.27/warc/CC-MAIN-20200118193018-20200118221018-00551.warc.gz	en	0.980655	522	3.703125	4	[ -0.20296154916286469, -0.029988838359713554, 0.03160086274147034, -0.13081517815589905, 0.24920573830604553, 0.25591373443603516, -0.14544764161109924, 0.4911784827709198, -0.29337286949157715, -0.09320177137851715, 0.1696932017803192, -0.2486506700515747, -0.05449401214718819, 0.140877768...	13	The first food stamp program was introduced in 1939 by the Federal Surplus Commodities Corporation (FSCC) established by the Department of Agriculture. Advances in agricultural production during the 1920s created a surplus of foodstuffs to the point that prices became dangerously depressed. The price collapse was worsened by the Great Depression of the 1930s. During that decade the federal government tried various methods to prop up the agricultural sectors of the economy including the destruction of crops and livestock. The FSCC was charged with dealing with the agricultural surplus. The food stamp program was the last program initiated by the FSCC. Its purpose was to aid in relief by making surplus commodities available to those in need. There were two types of food stamps — orange and blue — both of which came in a single $.25 denomination. Participants paid face value for orange stamps and received one-half of that amount in blue stamps. Orange stamps could be used to pay for any food. Blue stamps could only be used to pay for surplus foods. The Department of Agriculture regularly published lists of what food could be purchased with blue stamps. The stamps were initially sold in booklets in values of $2.00, $4.00 and $10.00 in orange stamps. Booklets with orange stamp values of $1.00, $3.00, $5.00, $6.00, $8.00 and $12.00 were added. In 1940 the Department of Agriculture was re-organized and the issuing agency name on the food stamps was changed from FSCC to the USDA. Merchants were prohibited from providing money as change for food stamp purchases. Instead, they produced their own tokens, scrip, due bills and other similar items as change. This permitted small purchases with food stamps but then required the customer to return to the same store to spend the food stamp change. The change returned by the merchant was specific to the type of stamp used so the tokens and other instruments used are identified as either orange or blue. While merchants produced their own change, some grocery trade organizations made uniform scrip that could be used by individual stores by writing or stamping the name of the store on the scrip. Because they were locally produced, there are hundreds of different types of food stamp change. Paper scrip is the more common type but metal and pressboard tokens were also produced. Most types are fairly scarce although hoards of some varieties have made their way into the marketplace. World War II brought an end to this phase of the federal food stamp program in 1943.	546	ENGLISH	1
A form of barn frame that originated with English settlers to America. They are distinguished by their queen posts and purlin plates with wagon doors on the long sides and not the gable ends. They were built in New England and after the American Revolution, New England settlers heading westward took this form of barn building with them into New York and the Ohio Valley. Prior to the Revolution, they were approximately 24’ by 36’ and their size progressively grew with improvements in harvesting brought on by the Industrial Revolution. The sizes jumped to 30’ x 40’, then to 35’ x 50’ and up to 40’ by 60’, which was about the limit a beam could span. They began as four bent barns and could easily be expanded by adding more bents and bays to the ends.	<urn:uuid:60360011-1377-4ac2-8416-a4d16018689f>	CC-MAIN-2020-05	https://www.heritagebarns.com/glossary/english-barn-2/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250599789.45/warc/CC-MAIN-20200120195035-20200120224035-00059.warc.gz	en	0.987889	170	3.34375	3	[ -0.17827975749969482, -0.2654072642326355, 0.33299291133880615, 0.18735918402671814, -0.37197327613830566, 0.2913634479045868, -0.6734932065010071, 0.28856930136680603, -0.19131211936473846, 0.3100874722003937, -0.18353962898254395, -0.3368477523326874, 0.05646883323788643, 0.1378723978996...	7	A form of barn frame that originated with English settlers to America. They are distinguished by their queen posts and purlin plates with wagon doors on the long sides and not the gable ends. They were built in New England and after the American Revolution, New England settlers heading westward took this form of barn building with them into New York and the Ohio Valley. Prior to the Revolution, they were approximately 24’ by 36’ and their size progressively grew with improvements in harvesting brought on by the Industrial Revolution. The sizes jumped to 30’ x 40’, then to 35’ x 50’ and up to 40’ by 60’, which was about the limit a beam could span. They began as four bent barns and could easily be expanded by adding more bents and bays to the ends.	176	ENGLISH	1
Born in Bruges on 22 June 1478, Philip was the son of Maximilian I and Mary, heiress to the dukes of Burgundy. The birth of a boy as the future sovereign of the duchy was important to the consolidation of Habsburg rule in the territories newly acquired through the marriage of Philip’s parents. This was a difficult time for the patchwork of ethnically and culturally varied territories that had been united by the up-and-coming Burgundian dukes only a few generations previously. After the extinction of the dynasty the Burgundian realm threatened to collapse in the face of claims made by various princes. Foremost among these were the French kings from the House of Valois, who demanded the cession of territory. The Burgundian dukes came from a collateral line of the French royal family and some of their territories were fiefs of the French crown. Maximilian justified his claim through his marriage to Mary, the daughter of the last duke of Burgundy, Charles the Bold. However, he was rejected in the Burgundian territories as a foreigner. Maximilian’s weak position was demonstrated after Mary’s sudden death in 1482, when the Estates of the Burgundian territories refused to accept him as the tutelary regent of his son Philip and thus to recognize him as their sovereign. In parts of the land open revolts against Maximilian broke out. The five-year-old Philip was eventually accepted as sovereign in 1483. The regency was to be exercised by a council composed of nobles and representatives of the wealthy cities, and the child sovereign was to be brought up under the aegis of the city council of Ghent. The ruling council’s decision was taken to ensure that he would not be exploited by his father for political purposes. However, Maximilian refused to recognize this decision. After successfully subjugating the city of Ghent in 1485, he had Philip taken to Brussels and later to Mechelen, where the boy was brought up by his maternal grandmother, Margaret of York. Nonetheless, the prince continued to remain under the supervision of the councillors, and even after Maximilian had left the Low Countries in 1488, his son remained there as he grew up. Philip became a living symbol of the cohesion of the territorial complex that made up the Burgundian inheritance. His role was that of a mediator between his father and the representatives of the provinces that together formed the Netherlandish Estates-General. Eventually a compromise was reached. Now aged fifteen, Philip was gradually recognized as sovereign by the individual territories in 1493/94. Having grown up in the Burgundian Netherlands, Philip identified strongly with the interests of these lands. As a ruler he sought compromise, not least because he had little personal power at his disposal and was dependent upon the good will of the confident and wealthy Netherlandish provinces.	<urn:uuid:5b518fd6-8faf-4b3c-9fe0-4fc194c5cd1e>	CC-MAIN-2020-05	https://www.habsburger.net/en/chapter/philip-fair-child-guarantor-cohesion-burgundy	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251678287.60/warc/CC-MAIN-20200125161753-20200125190753-00182.warc.gz	en	0.985858	609	3.359375	3	[ -0.07629472762346268, 0.45871585607528687, 0.19776353240013123, -0.5049781203269958, -0.160272017121315, -0.2785351872444153, -0.24991455674171448, -0.04138084128499031, 0.04699568450450897, 0.13461795449256897, 0.19232553243637085, -0.7044322490692139, -0.02817183919250965, -0.13467177748...	1	Born in Bruges on 22 June 1478, Philip was the son of Maximilian I and Mary, heiress to the dukes of Burgundy. The birth of a boy as the future sovereign of the duchy was important to the consolidation of Habsburg rule in the territories newly acquired through the marriage of Philip’s parents. This was a difficult time for the patchwork of ethnically and culturally varied territories that had been united by the up-and-coming Burgundian dukes only a few generations previously. After the extinction of the dynasty the Burgundian realm threatened to collapse in the face of claims made by various princes. Foremost among these were the French kings from the House of Valois, who demanded the cession of territory. The Burgundian dukes came from a collateral line of the French royal family and some of their territories were fiefs of the French crown. Maximilian justified his claim through his marriage to Mary, the daughter of the last duke of Burgundy, Charles the Bold. However, he was rejected in the Burgundian territories as a foreigner. Maximilian’s weak position was demonstrated after Mary’s sudden death in 1482, when the Estates of the Burgundian territories refused to accept him as the tutelary regent of his son Philip and thus to recognize him as their sovereign. In parts of the land open revolts against Maximilian broke out. The five-year-old Philip was eventually accepted as sovereign in 1483. The regency was to be exercised by a council composed of nobles and representatives of the wealthy cities, and the child sovereign was to be brought up under the aegis of the city council of Ghent. The ruling council’s decision was taken to ensure that he would not be exploited by his father for political purposes. However, Maximilian refused to recognize this decision. After successfully subjugating the city of Ghent in 1485, he had Philip taken to Brussels and later to Mechelen, where the boy was brought up by his maternal grandmother, Margaret of York. Nonetheless, the prince continued to remain under the supervision of the councillors, and even after Maximilian had left the Low Countries in 1488, his son remained there as he grew up. Philip became a living symbol of the cohesion of the territorial complex that made up the Burgundian inheritance. His role was that of a mediator between his father and the representatives of the provinces that together formed the Netherlandish Estates-General. Eventually a compromise was reached. Now aged fifteen, Philip was gradually recognized as sovereign by the individual territories in 1493/94. Having grown up in the Burgundian Netherlands, Philip identified strongly with the interests of these lands. As a ruler he sought compromise, not least because he had little personal power at his disposal and was dependent upon the good will of the confident and wealthy Netherlandish provinces.	604	ENGLISH	1
In 1835, there was a cotton mill built in Arcadia, and later, there was a railroad built in the town, which led to even further industrialization of the area. In 1846, the town became home to the Arcadia Manufacturing Company, which brought in even more industrialization and revenue in order for the growing town to prosper. But, in the year 1855, everything seemed to go downhill for Arcadia as a town. The cotton mill was burnt to the ground, causing many slaves to be sold, meaning there weren’t many workers left to run the factories that were still built up. The efforts to rebuild the mill were lost and the land was sold as public property. Now, the land is known as a historical site and is in the National Register of Historic Places (Rucker). The Opera House itself wasn’t built until 1906, “...the year after a 1905 fire destroyed most of Arcadia's downtown, anchors the city's historic district” (Tampa Bay News). This town was built on hardship and struggle, and the Opera House was able to lessen the hurt of the townspeople in some ways. The time in which the town of Arcadia was being built up was a time in which there were slaves, and oppression toward groups of people, but also, great industrial and manufacturing achievement. Although the workers in the factories were not treated right, and many of them were slaves, there were still many improvements and achievements in the field of manufacturing and industry during this time. There was progression in transportation, as many railroads were being built at this time, and there was also new machinery being invented and built to help speed the manufacturing process along. The Opera House wasn’t built until shortly after this period in time, but it was still greatly affected by these historical revolutions. If such great improvements in manufacturing weren’t made, Arcadia’s economy might not have even survived the fire to be able to build such a beautiful building, that is dedicated to the arts. The priorities of the town’s people had shifted, making the existence of the Arcadia Opera House possible.	<urn:uuid:25a23887-080e-40c7-92fd-8aba1ad4b2af>	CC-MAIN-2020-05	https://www.theclio.com/entry/69855	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251802249.87/warc/CC-MAIN-20200129194333-20200129223333-00485.warc.gz	en	0.992832	438	3.734375	4	[ -0.24397237598896027, -0.09100867807865143, 0.45288267731666565, 0.5730199217796326, -0.11405003070831299, -0.137115478515625, -0.3447457253932953, 0.4698556661605835, -0.3380730450153351, -0.16569596529006958, 0.29501986503601074, 0.3634272813796997, -0.1307506263256073, 0.318312793970108...	1	In 1835, there was a cotton mill built in Arcadia, and later, there was a railroad built in the town, which led to even further industrialization of the area. In 1846, the town became home to the Arcadia Manufacturing Company, which brought in even more industrialization and revenue in order for the growing town to prosper. But, in the year 1855, everything seemed to go downhill for Arcadia as a town. The cotton mill was burnt to the ground, causing many slaves to be sold, meaning there weren’t many workers left to run the factories that were still built up. The efforts to rebuild the mill were lost and the land was sold as public property. Now, the land is known as a historical site and is in the National Register of Historic Places (Rucker). The Opera House itself wasn’t built until 1906, “...the year after a 1905 fire destroyed most of Arcadia's downtown, anchors the city's historic district” (Tampa Bay News). This town was built on hardship and struggle, and the Opera House was able to lessen the hurt of the townspeople in some ways. The time in which the town of Arcadia was being built up was a time in which there were slaves, and oppression toward groups of people, but also, great industrial and manufacturing achievement. Although the workers in the factories were not treated right, and many of them were slaves, there were still many improvements and achievements in the field of manufacturing and industry during this time. There was progression in transportation, as many railroads were being built at this time, and there was also new machinery being invented and built to help speed the manufacturing process along. The Opera House wasn’t built until shortly after this period in time, but it was still greatly affected by these historical revolutions. If such great improvements in manufacturing weren’t made, Arcadia’s economy might not have even survived the fire to be able to build such a beautiful building, that is dedicated to the arts. The priorities of the town’s people had shifted, making the existence of the Arcadia Opera House possible.	439	ENGLISH	1
Scientists are slowly revealing the stories behind the remains of at least 20 people who were buried in a mass grave in the former Mayan city of Uxul, located in modern-day Mexico, some 1,400 years ago. A part of that story tells of brutal beheading and dismemberment of these men, women, and children. The grave was first discovered in 2013 when archaeologists from the University of Bonn found a well when investigating a water supply system. Excavations carried out in collaboration with the Department for the Anthropology of the Americas revealed that of those buried, there were at least 14 men, one woman, several adolescents, and an 18-month-old infant. The group had been killed and decapitated outside of the water reservoir before being dismembered and thrown inside. Heat and cut marks suggest that the flesh had been scraped from the bones. Upon burial, individual bones of each person were placed as far apart as possible – a practice meant to be disrespectful. "This clearly demonstrates the desire to destroy the physical unity of the individuals," said Dr Nicolaus Seefeld with the University of Bonn in a statement. Previous research and Mayan artwork portray ritualized violence as common in ancient society. Beheading and dismemberment were often associated with displays of power during armed conflict, with victorious rulers taking elite families from their warring counterparts as prisoners of war before publicly humiliating and killing them. It was believed that these individuals may have been taken as prisoners, but Seefeld and his team did not know where the remains originated from. Researchers from Isotope Geochemistry Laboratory of the Geophysics Institute at the National Autonomous University of Mexico (UNAM) took tiny samples of tooth enamel from 13 individuals whose remains were well enough preserved to study in order to conduct a strontium isotope analysis. Strontium is a silvery metal found in nature and is often ingested with food and stored in the bones and teeth much like calcium. Strontium levels vary in certain rock and soil types and different regions can see different levels, each with their own unique characteristics. “As the development of tooth enamel is completed in early childhood, the strontium isotope ratio indicates the region where a person grew up," said Seefeld. It was determined that the individuals killed had lived at least 150 kilometers (95 miles) away in the southern lowlands in what is now Guatemala, though one adult and one infant were determined to be local to Uxul. Eight individuals had elaborate jade tooth jewelry or engravings in their incisors, both of which were symbols of status at the time. Uxul was one of the largest and influential Maya centers of this region, and Seefeld believes that the individuals found were likely taken as prisoners through an act of war. “The documented actions in Uxul should therefore not be regarded as a mere expression of cruelty or brutality, but as a demonstration of power," said Seefeld. The researchers conclude that their work provides better insight into the identity of the individuals and why they were killed, allowing a deeper look into the ancient society.	<urn:uuid:42f6aeee-a025-4abf-9b6a-666e5903122f>	CC-MAIN-2020-05	https://www.iflscience.com/editors-blog/dismembered-beheaded-human-remains-were-likely-7thcentury-mayan-prisoners/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251802249.87/warc/CC-MAIN-20200129194333-20200129223333-00433.warc.gz	en	0.980324	643	3.390625	3	[ 0.07012710720300674, 0.6724438667297363, 0.4545641839504242, 0.21181468665599823, 0.1666496843099594, 0.031400904059410095, -0.17503109574317932, 0.11709354817867279, -0.2747102379798889, -0.09594501554965973, 0.40642476081848145, -0.2768840193748474, 0.15898245573043823, 0.263084828853607...	9	Scientists are slowly revealing the stories behind the remains of at least 20 people who were buried in a mass grave in the former Mayan city of Uxul, located in modern-day Mexico, some 1,400 years ago. A part of that story tells of brutal beheading and dismemberment of these men, women, and children. The grave was first discovered in 2013 when archaeologists from the University of Bonn found a well when investigating a water supply system. Excavations carried out in collaboration with the Department for the Anthropology of the Americas revealed that of those buried, there were at least 14 men, one woman, several adolescents, and an 18-month-old infant. The group had been killed and decapitated outside of the water reservoir before being dismembered and thrown inside. Heat and cut marks suggest that the flesh had been scraped from the bones. Upon burial, individual bones of each person were placed as far apart as possible – a practice meant to be disrespectful. "This clearly demonstrates the desire to destroy the physical unity of the individuals," said Dr Nicolaus Seefeld with the University of Bonn in a statement. Previous research and Mayan artwork portray ritualized violence as common in ancient society. Beheading and dismemberment were often associated with displays of power during armed conflict, with victorious rulers taking elite families from their warring counterparts as prisoners of war before publicly humiliating and killing them. It was believed that these individuals may have been taken as prisoners, but Seefeld and his team did not know where the remains originated from. Researchers from Isotope Geochemistry Laboratory of the Geophysics Institute at the National Autonomous University of Mexico (UNAM) took tiny samples of tooth enamel from 13 individuals whose remains were well enough preserved to study in order to conduct a strontium isotope analysis. Strontium is a silvery metal found in nature and is often ingested with food and stored in the bones and teeth much like calcium. Strontium levels vary in certain rock and soil types and different regions can see different levels, each with their own unique characteristics. “As the development of tooth enamel is completed in early childhood, the strontium isotope ratio indicates the region where a person grew up," said Seefeld. It was determined that the individuals killed had lived at least 150 kilometers (95 miles) away in the southern lowlands in what is now Guatemala, though one adult and one infant were determined to be local to Uxul. Eight individuals had elaborate jade tooth jewelry or engravings in their incisors, both of which were symbols of status at the time. Uxul was one of the largest and influential Maya centers of this region, and Seefeld believes that the individuals found were likely taken as prisoners through an act of war. “The documented actions in Uxul should therefore not be regarded as a mere expression of cruelty or brutality, but as a demonstration of power," said Seefeld. The researchers conclude that their work provides better insight into the identity of the individuals and why they were killed, allowing a deeper look into the ancient society.	644	ENGLISH	1
The Great Northern War lasted from 1700 to 1721. The Great Northern War was fought between Sweden’s Charles XII and a coalition lead by Peter the Great. By the end of the war, Sweden had lost her supremacy as the leading power in the Baltic region and was replaced by Peter the Great’s Russia. Peter the Great The Great Northern War had a number of distinct phases: 1700 to 1706; 1707 to 1709; 1709 to 1714; 1714 to 1718 and 1718 to 1721. Though the Great Northern War started in 1700, the causes of it had been fermenting throughout the 1690’s. An anti-Swedish coalition was created from 1697 to 1699 and included Russia, Denmark and Saxony-Poland. All three states believed that a fifteen years old king – Charles XII – would be an soft target. They also had a shared belief that Sweden by the 1690’s was a spent force and that her territory was waiting to be cut up by a superior force. Charles V of Denmark wanted to regain Scania and other territories on the Swedish mainland lost by Denmark to Sweden during the Seventeenth Century. Denmark also wanted to remove Swedish troops from the Duchy of Holstein-Gottorp – a Swedish satellite state. Augustus II of Saxony-Poland was known as Augustus the Strong. He was also the Elector Frederick Augustus of Saxony and in 1697 he was elected king of Poland – hence his combined title of Saxony-Poland. Augustus wanted to conquer Livonia to put an end once and for all to Swedish economic predominance in the Baltic. He wanted to develop Poland’s industrial base by using Poland’s raw materials and Saxony’s economic know-how. However, he could not do this while Sweden remained a commercial rival in the Baltic. Peter the Great simply wanted a foothold in the Baltic as a move towards greatness in the region. Russia could never be great in the Baltic while Sweden was pre-eminent especially as Sweden possessed Karelia, Ingria and Estonia – thus blocking Russia’s advance west. This anti-Swedish alliance was knitted together by J R von Patkul and other anti-Swedish noblemen living in Livonia. The was started badly for the alliance. 1700 to 1706: In March 1700, the Danes invaded Holstein-Gottorp. The Swedes, aided by an Anglo-Dutch fleet as well as their own navy, invaded Zeeland and threatened to overrun Copenhagen. In August 1700, Denmark withdrew from the war via the Treaty of Traventhal. While Sweden was fighting Denmark, Augustus invaded Livonia but quickly withdrew when Charles XII transferred his army to Livonia from Denmark. Charles was now free to attack Russia who were besieging Narvia and Ingria. 8,000 Swedes destroyed a Russian army of 23,000 in November 1700 – this was to give Charles XII legendary military status and it also confirmed to western nations that Russia under Peter the Great was backward. From 1700 to 1706, Charles spent time in Poland building up a firm military base there before his planned invasion of Russia. Charles courted anti-Saxon and anti-Russian Polish nobles for their support. Charles’ campaign in Poland lead to him conquering Warsaw in May 1702, and he defeated a Polish-Saxon army at Kliszow in June 1703. Thorn was also captured in 1703. After such military success, Charles organised the election of a puppet leader – Stanislas Leszczynski. He became king of Poland in July 1704. Charles signed the Treaty of Warsaw with Poland in February 1705 which was for peace and commerce and defeated and he defeated the Saxons at the Battle of Fraustadt in February 1706. By Spring 1706, Charles was in control of Poland having forced out both the Russians and the Saxons. The final blow came in September 1706 when Augustus II recognised Stanislas as the king of Poland in the Treaty of Altranstädt and allowed the Swedish Army to winter in Saxony. While Charles XII had been concentrating on Poland, Peter the Great had made incursions into parts of the Baltic controlled by Sweden; namely, Dorpat and Narva – both in 1704. However, such was the military status of Charles, that Peter ceded these conquests in order to make peace. Charles would not accept this and considered Russia a permanent danger to Sweden in the Baltic. He prepared a campaign against Russia – a march on Moscow. 1717 to 1709: The invasion of Russia started in 1707. Charles had planned for a two-pronged attack. Charles XII, himself, invaded Russia via Smolensk while Count Lewenhaupt invaded Russia via Riga. From 1707 through to 1708, Peter the Great withdrew his forces. Peter made his first stand at Holowczyn in July 1708. The Swedes won but it was at a price. As Peter withdrew, he used a scorched earth policy destroying anything that might be of value to an advancing army. Charles did not follow Peter. Instead, the Swedish army wintered in the Ukraine. There was a logic to this as Charles hoped to link up with Mazepa, the Hetman of the Ukraine Cossacks, who was seeking to build an independent Cossack state and, therefore, saw Peter as a potential enemy who needed to be defeated. Charles also hoped to build an anti-Russian alliance with Devlet-Girei III, the Khan of the Crimea. Charles was confident that this group of three – the Swedes, the Cossacks and the Crimeans – would defeat Peter. However, Devlet-Girei III was forced to remain neutral. His master was the Sultan of Turkey and the Sultan did not want to be embroiled in a war that he felt he would only lose out if he joined in or gave his blessing for one of his underlings to get involved. Mazepa of the Cossacks, was simply not in a military position to assist Charles. Therefore, the alliance came to nothing. Charles also had other problems to face. The winter of 1708 to 1709 was one of the worst on records and had a major impact on Sweden’s army that was wintering in the Ukraine. Also, the advance of Lewenhaupt was stopped at the Battle of Lesnaya in 1708 where he lost his entire supply column. Charles XII lead a weakened and under-equipped army into Russia. He also had to lead his army on a stretcher as he had been shot in the foot during a skirmish. In June/July 1709, Sweden suffered a serious military defeat at the Battle of Poltava. Many Swedish soldiers were killed and those who were not surrendered at Perevolochna. The defeat immediately turned around the position Sweden and Russia held in Europe. After this one decisive battle, Sweden was no longer supreme in eastern Europe. The victory put Peter the Great where he wanted to be – dominant in eastern Europe and a power to be reckoned with. Charles had to escape to Turkey. 1709 to 1714: Charles now found that he could not return to Sweden. All the potential routes were fraught with danger. As a result, Charles stayed at Bender, Bessarabia in Turkey. With Charles isolated, the alliance of Denmark, Poland and Russia revived itself. Augustus reclaimed his title in Poland as Stanislas fled. Demark invaded Scania in 1710 but was repelled. Russia continued her conquest of the Baltic states and Finland. Russia defeated the Swedish navy at Hangö in July 1714 and had the potential to invade Sweden itself. In the absence of Charles, Sweden was governed by the Swedish Council. They raised a new army which was sent to North Germany in preparation for an attack on Poland. However, Sweden had come to rely on mercenaries and the attempt to produce an army in a very short space of time failed. The army got to northern Germany but it became stuck there as the navy of Denmark destroyed the transport ships used to supply them. With few supplies and little chance of getting back to Sweden, this army surrendered against a combined Russian/Danish/Saxon force at Tanning, Holstein in May 1713. In Turkey, Charles XII persuaded the Sultan to launch an attack on Russia in the south at the same time as Sweden was launching an attack on Russia in the north. In fact, just one of the major problems Charles faced was lack of communications with Sweden. After Tanning, Sweden simply could not produce an army of any substance. However, the Sultan’s attack was successful in that Russia was defeated at the River Pruth and the Sultan got effective control of the Black Sea and gained Azov. In June 1713, the Sultan signed a settlement with Russia which guaranteed peace between the two for 25 years. 1714 to 1718: Charles was no longer welcome in Turkey and he made his way to Stralsund in Pomerania. Stralsund and Wismar were the only two possessions Sweden had in northern Germany. For the next few years Charles attempted to make alliances with numerous states – including recent enemy states. It is difficult to know what Charles’ plan was but some believe that he had no intention of maintaining peace and only a desire for Sweden to get back her reputation and status in eastern Europe. In this sense, it seems that Charles was willing to negotiate with any state but probably had no desire to keep to the terms of whatever treaty he signed. Some historians believe that Charles was becoming more and more divorced from reality and that he refused to accept that Sweden’s golden days as the dominant state in eastern Europe were over. In 1715, two more state joined the alliance against Sweden – Brandenburg and Hanover. Stralsund fell in 1715 and Wismar in 1716. By 1718, Charles had somehow managed to put together an army of 60,000 men. He invaded Norway but was killed at Fredriksheld in late 1718. 1718 to 1721: The death of Charles XII removed a major stumbling block in the peace process. Charles could not accept that Sweden was a spent force and that the dominant state in eastern Europe was Russia. It is not clear what he intended when he invaded Norway. In the previous 18 years, Norway had not been a problem to Sweden; if Charles had intended to use Norway as a base to attack Denmark, it was a failure. Fear of Russia extended further than the Baltic. Britain and France were both concerned at the potential extent of Russia’s power and as a result of this, pressure was brought to bear for peace treaties to bring stability to the region as it was reckoned that Russia would use war as a lever to expand. She would have found it more difficult to do so if there was peace in the area. Four peace treaties brought apparent stability to the Baltic: Treaty of Stockholm \|November 1719\|\|Signed between Sweden and Hanover. Sweden handed over Bremen and Verden to Holstein in return for financial and naval support. The Elector of Hanover was George I.\| Treaty of Stockholm \|Jan/Feb 1720\|\|Signed between Sweden and Brandenburg. Sweden ceded Stettin, South Pomerania, the islands of Usedom and Wollin in return for money.\| Treaty of Fredriksborg \|July 1720\|\|Signed between Sweden and Denmark. Sweden gave up her exception from paying taxes to use the Sound. She also gave up Holstein-Gottorp.\| Treaty of Nystad \|Aug/Sept 1721\|\|Signed between Sweden and Russia. Sweden ceded Livonia, Estonia and Ingria while Russia returned Finland (except Kexholm and parts of Karelia)\| Sweden and Poland signed a peace treaty in 1731.	<urn:uuid:63e73fd6-9791-4d6e-9659-b924a5f3178b>	CC-MAIN-2020-05	https://www.historylearningsite.co.uk/frederick-william-the-great-elector/frederick-i-of-brandenburg/the-great-northern-war/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591763.20/warc/CC-MAIN-20200118023429-20200118051429-00449.warc.gz	en	0.98422	2,489	4.0625	4	[ -0.043673280626535416, 0.5979903936386108, 0.10255526006221771, 0.07161351293325424, 0.3302919566631317, -0.20467114448547363, -0.37900540232658386, 0.4295058846473694, -0.2885590195655823, -0.171050563454628, 0.015395024791359901, -0.34939077496528625, 0.0801980197429657, 0.54918450117111...	9	The Great Northern War lasted from 1700 to 1721. The Great Northern War was fought between Sweden’s Charles XII and a coalition lead by Peter the Great. By the end of the war, Sweden had lost her supremacy as the leading power in the Baltic region and was replaced by Peter the Great’s Russia. Peter the Great The Great Northern War had a number of distinct phases: 1700 to 1706; 1707 to 1709; 1709 to 1714; 1714 to 1718 and 1718 to 1721. Though the Great Northern War started in 1700, the causes of it had been fermenting throughout the 1690’s. An anti-Swedish coalition was created from 1697 to 1699 and included Russia, Denmark and Saxony-Poland. All three states believed that a fifteen years old king – Charles XII – would be an soft target. They also had a shared belief that Sweden by the 1690’s was a spent force and that her territory was waiting to be cut up by a superior force. Charles V of Denmark wanted to regain Scania and other territories on the Swedish mainland lost by Denmark to Sweden during the Seventeenth Century. Denmark also wanted to remove Swedish troops from the Duchy of Holstein-Gottorp – a Swedish satellite state. Augustus II of Saxony-Poland was known as Augustus the Strong. He was also the Elector Frederick Augustus of Saxony and in 1697 he was elected king of Poland – hence his combined title of Saxony-Poland. Augustus wanted to conquer Livonia to put an end once and for all to Swedish economic predominance in the Baltic. He wanted to develop Poland’s industrial base by using Poland’s raw materials and Saxony’s economic know-how. However, he could not do this while Sweden remained a commercial rival in the Baltic. Peter the Great simply wanted a foothold in the Baltic as a move towards greatness in the region. Russia could never be great in the Baltic while Sweden was pre-eminent especially as Sweden possessed Karelia, Ingria and Estonia – thus blocking Russia’s advance west. This anti-Swedish alliance was knitted together by J R von Patkul and other anti-Swedish noblemen living in Livonia. The was started badly for the alliance. 1700 to 1706: In March 1700, the Danes invaded Holstein-Gottorp. The Swedes, aided by an Anglo-Dutch fleet as well as their own navy, invaded Zeeland and threatened to overrun Copenhagen. In August 1700, Denmark withdrew from the war via the Treaty of Traventhal. While Sweden was fighting Denmark, Augustus invaded Livonia but quickly withdrew when Charles XII transferred his army to Livonia from Denmark. Charles was now free to attack Russia who were besieging Narvia and Ingria. 8,000 Swedes destroyed a Russian army of 23,000 in November 1700 – this was to give Charles XII legendary military status and it also confirmed to western nations that Russia under Peter the Great was backward. From 1700 to 1706, Charles spent time in Poland building up a firm military base there before his planned invasion of Russia. Charles courted anti-Saxon and anti-Russian Polish nobles for their support. Charles’ campaign in Poland lead to him conquering Warsaw in May 1702, and he defeated a Polish-Saxon army at Kliszow in June 1703. Thorn was also captured in 1703. After such military success, Charles organised the election of a puppet leader – Stanislas Leszczynski. He became king of Poland in July 1704. Charles signed the Treaty of Warsaw with Poland in February 1705 which was for peace and commerce and defeated and he defeated the Saxons at the Battle of Fraustadt in February 1706. By Spring 1706, Charles was in control of Poland having forced out both the Russians and the Saxons. The final blow came in September 1706 when Augustus II recognised Stanislas as the king of Poland in the Treaty of Altranstädt and allowed the Swedish Army to winter in Saxony. While Charles XII had been concentrating on Poland, Peter the Great had made incursions into parts of the Baltic controlled by Sweden; namely, Dorpat and Narva – both in 1704. However, such was the military status of Charles, that Peter ceded these conquests in order to make peace. Charles would not accept this and considered Russia a permanent danger to Sweden in the Baltic. He prepared a campaign against Russia – a march on Moscow. 1717 to 1709: The invasion of Russia started in 1707. Charles had planned for a two-pronged attack. Charles XII, himself, invaded Russia via Smolensk while Count Lewenhaupt invaded Russia via Riga. From 1707 through to 1708, Peter the Great withdrew his forces. Peter made his first stand at Holowczyn in July 1708. The Swedes won but it was at a price. As Peter withdrew, he used a scorched earth policy destroying anything that might be of value to an advancing army. Charles did not follow Peter. Instead, the Swedish army wintered in the Ukraine. There was a logic to this as Charles hoped to link up with Mazepa, the Hetman of the Ukraine Cossacks, who was seeking to build an independent Cossack state and, therefore, saw Peter as a potential enemy who needed to be defeated. Charles also hoped to build an anti-Russian alliance with Devlet-Girei III, the Khan of the Crimea. Charles was confident that this group of three – the Swedes, the Cossacks and the Crimeans – would defeat Peter. However, Devlet-Girei III was forced to remain neutral. His master was the Sultan of Turkey and the Sultan did not want to be embroiled in a war that he felt he would only lose out if he joined in or gave his blessing for one of his underlings to get involved. Mazepa of the Cossacks, was simply not in a military position to assist Charles. Therefore, the alliance came to nothing. Charles also had other problems to face. The winter of 1708 to 1709 was one of the worst on records and had a major impact on Sweden’s army that was wintering in the Ukraine. Also, the advance of Lewenhaupt was stopped at the Battle of Lesnaya in 1708 where he lost his entire supply column. Charles XII lead a weakened and under-equipped army into Russia. He also had to lead his army on a stretcher as he had been shot in the foot during a skirmish. In June/July 1709, Sweden suffered a serious military defeat at the Battle of Poltava. Many Swedish soldiers were killed and those who were not surrendered at Perevolochna. The defeat immediately turned around the position Sweden and Russia held in Europe. After this one decisive battle, Sweden was no longer supreme in eastern Europe. The victory put Peter the Great where he wanted to be – dominant in eastern Europe and a power to be reckoned with. Charles had to escape to Turkey. 1709 to 1714: Charles now found that he could not return to Sweden. All the potential routes were fraught with danger. As a result, Charles stayed at Bender, Bessarabia in Turkey. With Charles isolated, the alliance of Denmark, Poland and Russia revived itself. Augustus reclaimed his title in Poland as Stanislas fled. Demark invaded Scania in 1710 but was repelled. Russia continued her conquest of the Baltic states and Finland. Russia defeated the Swedish navy at Hangö in July 1714 and had the potential to invade Sweden itself. In the absence of Charles, Sweden was governed by the Swedish Council. They raised a new army which was sent to North Germany in preparation for an attack on Poland. However, Sweden had come to rely on mercenaries and the attempt to produce an army in a very short space of time failed. The army got to northern Germany but it became stuck there as the navy of Denmark destroyed the transport ships used to supply them. With few supplies and little chance of getting back to Sweden, this army surrendered against a combined Russian/Danish/Saxon force at Tanning, Holstein in May 1713. In Turkey, Charles XII persuaded the Sultan to launch an attack on Russia in the south at the same time as Sweden was launching an attack on Russia in the north. In fact, just one of the major problems Charles faced was lack of communications with Sweden. After Tanning, Sweden simply could not produce an army of any substance. However, the Sultan’s attack was successful in that Russia was defeated at the River Pruth and the Sultan got effective control of the Black Sea and gained Azov. In June 1713, the Sultan signed a settlement with Russia which guaranteed peace between the two for 25 years. 1714 to 1718: Charles was no longer welcome in Turkey and he made his way to Stralsund in Pomerania. Stralsund and Wismar were the only two possessions Sweden had in northern Germany. For the next few years Charles attempted to make alliances with numerous states – including recent enemy states. It is difficult to know what Charles’ plan was but some believe that he had no intention of maintaining peace and only a desire for Sweden to get back her reputation and status in eastern Europe. In this sense, it seems that Charles was willing to negotiate with any state but probably had no desire to keep to the terms of whatever treaty he signed. Some historians believe that Charles was becoming more and more divorced from reality and that he refused to accept that Sweden’s golden days as the dominant state in eastern Europe were over. In 1715, two more state joined the alliance against Sweden – Brandenburg and Hanover. Stralsund fell in 1715 and Wismar in 1716. By 1718, Charles had somehow managed to put together an army of 60,000 men. He invaded Norway but was killed at Fredriksheld in late 1718. 1718 to 1721: The death of Charles XII removed a major stumbling block in the peace process. Charles could not accept that Sweden was a spent force and that the dominant state in eastern Europe was Russia. It is not clear what he intended when he invaded Norway. In the previous 18 years, Norway had not been a problem to Sweden; if Charles had intended to use Norway as a base to attack Denmark, it was a failure. Fear of Russia extended further than the Baltic. Britain and France were both concerned at the potential extent of Russia’s power and as a result of this, pressure was brought to bear for peace treaties to bring stability to the region as it was reckoned that Russia would use war as a lever to expand. She would have found it more difficult to do so if there was peace in the area. Four peace treaties brought apparent stability to the Baltic: Treaty of Stockholm \|November 1719\|\|Signed between Sweden and Hanover. Sweden handed over Bremen and Verden to Holstein in return for financial and naval support. The Elector of Hanover was George I.\| Treaty of Stockholm \|Jan/Feb 1720\|\|Signed between Sweden and Brandenburg. Sweden ceded Stettin, South Pomerania, the islands of Usedom and Wollin in return for money.\| Treaty of Fredriksborg \|July 1720\|\|Signed between Sweden and Denmark. Sweden gave up her exception from paying taxes to use the Sound. She also gave up Holstein-Gottorp.\| Treaty of Nystad \|Aug/Sept 1721\|\|Signed between Sweden and Russia. Sweden ceded Livonia, Estonia and Ingria while Russia returned Finland (except Kexholm and parts of Karelia)\| Sweden and Poland signed a peace treaty in 1731.	2,610	ENGLISH	1
A comparative study of the use of the baroque and modern flutes in composition, with specific reference to - Sonata IV for flute and continuo by J.S Bach, and Sonata for flute by Hindemith The baroque, or transverse flute is of great interest to me, mainly because of my own flute playing experience. I have always considered the baroque flute a much softer and more beautiful instrument, and it is because of this interest that I have decided to carry out my investigation upon the differences between the two flutes, particularly in composition. The first part of this will be a look into the development of the baroque flute, as it is my main focus, and what its capabilities were for composition. Then I will compare the flutes, following that, looking at the pieces chosen, one written for a baroque flute, and one for a modern flute. From these, I should be able to obtain some conclusions about the differences in composition for both flutes. The earliest record of a flute is in a ninth century BCE Chinese poem Shih Ching, but the first pictorial evidence of a transverse flute comes from the second century BCE, found on an urn in Italy. The transverse flute developed from the recorder, and during the baroque period, there were four main flutes in use - treble, alto, tenor and bass. Each of them were pitched a perfect fifth apart (apart from the alto and tenor, which were very similar), and they had a range of around two octaves. Because the bass flute had such a weak sound and small range, it was usually replaced by a sackbutt. The tenor flute - the predecessor of the baroque flute has the most surviving copies. It was first noticed to have the range of the female voice by Michael Praetorius in 1619, " Certain instrumentalists are of the opinion that the pitch of the transverse flute (and the recorder) is that of a true tenor. Yet if one plays this note against an organ pipe, then it is in fact a true treble." (De Organographia, p21) Flutes in the... Please join StudyMode to read the full document	<urn:uuid:a38b73d4-4282-4a7a-b65c-957a357e3471>	CC-MAIN-2020-05	https://www.studymode.com/essays/Comparison-Of-Baroque-Flute-And-Modern-63598789.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594705.17/warc/CC-MAIN-20200119180644-20200119204644-00377.warc.gz	en	0.981173	476	3.421875	3	[ 0.04072527587413788, -0.13316594064235687, 0.5228235125541687, -0.37171000242233276, -0.48180460929870605, 0.1724250316619873, 0.25026506185531616, 0.0892149806022644, 0.2127547711133957, -0.5840374231338501, -0.08389275521039963, -0.17473407089710236, 0.24586205184459686, 0.44945651292800...	2	A comparative study of the use of the baroque and modern flutes in composition, with specific reference to - Sonata IV for flute and continuo by J.S Bach, and Sonata for flute by Hindemith The baroque, or transverse flute is of great interest to me, mainly because of my own flute playing experience. I have always considered the baroque flute a much softer and more beautiful instrument, and it is because of this interest that I have decided to carry out my investigation upon the differences between the two flutes, particularly in composition. The first part of this will be a look into the development of the baroque flute, as it is my main focus, and what its capabilities were for composition. Then I will compare the flutes, following that, looking at the pieces chosen, one written for a baroque flute, and one for a modern flute. From these, I should be able to obtain some conclusions about the differences in composition for both flutes. The earliest record of a flute is in a ninth century BCE Chinese poem Shih Ching, but the first pictorial evidence of a transverse flute comes from the second century BCE, found on an urn in Italy. The transverse flute developed from the recorder, and during the baroque period, there were four main flutes in use - treble, alto, tenor and bass. Each of them were pitched a perfect fifth apart (apart from the alto and tenor, which were very similar), and they had a range of around two octaves. Because the bass flute had such a weak sound and small range, it was usually replaced by a sackbutt. The tenor flute - the predecessor of the baroque flute has the most surviving copies. It was first noticed to have the range of the female voice by Michael Praetorius in 1619, " Certain instrumentalists are of the opinion that the pitch of the transverse flute (and the recorder) is that of a true tenor. Yet if one plays this note against an organ pipe, then it is in fact a true treble." (De Organographia, p21) Flutes in the... Please join StudyMode to read the full document	451	ENGLISH	1
Hecatæus of Miletus Hecatæus of Miletus (c. 550-476 BC) was one of the earliest Greek geographers. His view of the ‘world’ was that the then current concept of a landmass with the Mediterranean at its centre, encompassed by Europe and parts of Africa and Asia, all of which are surrounded by the Great Ocean or Okeanos. What is interesting about this model is that it does not show any island opposite the Strait of Gibraltar or even a hint of a ‘continent’ opposite as described by Plato. It should be noted that Hecatæus lived after Solon and also visited the priests of Egypt. As he did not make provision on his map for Atlantis it would suggest that he was not given the story or if he was, he was too sceptical to record it. In fact Hecatæus was inclined to dismiss much of Greek mythology as ‘ridiculous’. Robin Lane Fox, the English classicist, wrote that the Hecateus located the Pillars of Heracles at Gibraltar[1403.208]. It is of interest that during his visit to Egypt, Hecateus was shown 345 statues by the priests at Thebes that represented as many generations of high priests. It is thought that he was not impressed by this claim. However, this reference has been employed as evidence for the great antiquity of the Egyptians and as firm support for Plato’s date of 9600 BC for the war with Atlantis. Also worth noting is the fact that many decades later when Herodotus was shown the same collection of statues along with a similar claim of antiquity, the number recorded had dropped to 341! Peter James has pointed out [047.75] that in the ancient world it was commonplace for nations to claim the greatest antiquity for their homeland, with Egypt, Phrygia and Babylonia being prominent contenders.	<urn:uuid:fa786365-5af4-425d-a8fb-ae7498fa424c>	CC-MAIN-2020-05	http://atlantipedia.ie/samples/hecat%C3%A6us-of-miletus/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251799918.97/warc/CC-MAIN-20200129133601-20200129163601-00111.warc.gz	en	0.988188	401	3.265625	3	[ 0.20767217874526978, 0.1837083101272583, 0.49623769521713257, 0.1236317902803421, -0.18412500619888306, -0.5785562992095947, 0.04210164025425911, 0.5722060799598694, -0.2993355393409729, 0.03971434012055397, -0.06976937502622604, -0.8363087177276611, -0.27722471952438354, 0.645818114280700...	15	Hecatæus of Miletus Hecatæus of Miletus (c. 550-476 BC) was one of the earliest Greek geographers. His view of the ‘world’ was that the then current concept of a landmass with the Mediterranean at its centre, encompassed by Europe and parts of Africa and Asia, all of which are surrounded by the Great Ocean or Okeanos. What is interesting about this model is that it does not show any island opposite the Strait of Gibraltar or even a hint of a ‘continent’ opposite as described by Plato. It should be noted that Hecatæus lived after Solon and also visited the priests of Egypt. As he did not make provision on his map for Atlantis it would suggest that he was not given the story or if he was, he was too sceptical to record it. In fact Hecatæus was inclined to dismiss much of Greek mythology as ‘ridiculous’. Robin Lane Fox, the English classicist, wrote that the Hecateus located the Pillars of Heracles at Gibraltar[1403.208]. It is of interest that during his visit to Egypt, Hecateus was shown 345 statues by the priests at Thebes that represented as many generations of high priests. It is thought that he was not impressed by this claim. However, this reference has been employed as evidence for the great antiquity of the Egyptians and as firm support for Plato’s date of 9600 BC for the war with Atlantis. Also worth noting is the fact that many decades later when Herodotus was shown the same collection of statues along with a similar claim of antiquity, the number recorded had dropped to 341! Peter James has pointed out [047.75] that in the ancient world it was commonplace for nations to claim the greatest antiquity for their homeland, with Egypt, Phrygia and Babylonia being prominent contenders.	414	ENGLISH	1
Edgar Allan Poe Biography Edgar Allan Poe’s universe, there is nothing better than to dig deep into the events and things that caused Edgar to be one the greatest dreamers and visionaries of the world. One could spend months or even years discussing and trying to decode Poe’s mind, but in the end, his words on paper talk louder and clearer than any study or papers written by Professors of renowned institutions, of course, their studies over Edgar’s work are well appreciated, but no one will ever truly understand him. Such different emotions, such pain, such suffering which somehow, mixed together created the perfect recipe for marvelous tragedies. Just as Poe wrote in his poem “The Raven” : “Deep into that darkness peering, long I stood there, wondering, fearing , doubting, dreaming dreams no mortal ever dared to dream before. ” He dreamed things that his contemporaries could not, in their wildest dreams, imagine. Imagination, a delightful extravaganza that Poe did not denied himself to, which he paid a price for. Edgar Allan Poe was born at the great city of Boston, on January 19, 1809. His mother, Elizabeth Arnold, an imigrant from England married his father, David, in 1805. They had three children together, Henry, Edgar and Rosalie All was well, until that fatidic year when Elizabeth died of tuberculosis, leaving Edgar who was only two years old at the time and his siblings, behind. No father to take care of these toddlers, for Elizabeth had gotten a divorce and had taken the kids with her, they were set apart from each other and adopted by different families. Edgar was adopted by the wealthy family of the Allan’s, what gave Edgar great opportunities. At age of six, he attended school in England for five years, where he learned French, Latin, Math and History. Passed the time, he returned home and continued his studies at the University of Virginia in 1826, he was 17. Although John Allan could had paid for his studies, he did not. What left Edgar with a great debt, adding to the beginning of his drinking problems, he could not continue paying tuition, so he dropped out a year later. In 1827, Poe found himself with no money, no job skills, and apparently no father as well, is believed that John Allan had shunned him around that time, little is known about the reason why. So at 18, he took the route of many others, and joined the U. S Army. For his father surprise, Poe achieved the rank of sergeant major. But it did not take a long time till tragedy knock on his door again, in 1829, Mrs. Allan passed away, what seemed to have softened Mr. Allan’s heart towards Edgar, he even signed his recommendation letter and application to West Point. During this period of waiting, Edgar went to live with his real Grandmother, place where he meet his cousin Virginia, little did he know that the future love of his life was sleeping under the same roof as he was. He did not wait long though, as he was accepted into West Point in 1830, unfortunately, he could not stay for a long time, because of John Allan, again. Apparently Poe broke the rules on purpose to be kicked out. Whatever happened between him and John Allan, caused permanent damage to their relationship this time. Later on, after Poe moved to New York and started publishing some of his works, he asks Allan for help, but it’s ignored. John Allan dies in 1834 and no mention of Edgar is made on his will. Finally after hard years of unemployment, Edgar obtained a job as editor, after winning a writing contest with “The Manuscript Found in a Bottle”. In 1836 he brings his cousin Virginia, and her mom to live with him in Richmond, in the same year, he marries Virginia. He is 27 and she is 13. Driven by a poor salary, Poe leaves his job as an editor and moves back to New York where he wrote “The Narrative of Arthur Gordon Pym”, but with no financial success he moves again, this time to Philadelphia, where he writes some of his most memorable works, for an example “Ligeia” and the “The Haunted Palace”. Still no financial gratification for his works. He finds another job as an editor, in 1840, for Graham’s magazine, during this period he wrote “The Murders on Morgue Street”. He left the magazine in 1842, with ambitions of starting his own Magazine, which failed miserably. He had some gigs by publishing some of his short stories, but never real money came from it. Poe barely had money to maintain his family. Everything collapsed on him when Virginia gets sick. Three things that every historian agrees with, is that “Edgar Allan Poe had only three true loves in his life: Virginia, alcohol and his writings” (Aldrich). Virginia, always being the first of all of his passions. By all accounts Edgar and Virginia were deeply in love with one another and played together almost as children. It is believed they did not have marital relations until she turned 16. Edgar directed her education, tutoring her in the classics and mathematics. In addition, she took singing and piano lessons, developing a beautiful voice. On January 20, 1842, while living in Philadelphia, Virginia began playing the piano and singing to her husband. Suddenly, she began to cough and blood gushed from her mouth. The dreadful disease who had already taken so many of Edgar Loved ones was now attacking his sweetheart. Tuberculosis, that vicious disease had now claimed Virginia. Her failing health drove Edgar into deep depression. In spite of his ongoing poverty, Edgar did all he could to ease the pains of his dying wife. This is believed to be the darkest time of Edgar Allan Poe’s short stories. His depression and pain could not stay away from his hand and paper, they reflected in the poem “Annabel Lee” . Soon after Virginia’s death, Edgar moved back to Richmond to try to marry a childhood friend. Just before the wedding, he took a trip to meet his friends in New York. This trip would be his final one. After disappearing for five days, his whereabouts during that time remains a mystery till this day. He was found in a haze of delirium . Immediately he was taken to a hospital where he would die on October 7. By some accounts, his last words were “Lord help my poor soul”, what makes sense, since he was worried that he would be denied entrance in heaven due his dark writings. Poe’s last word has also been recorded as “Nevermore” in answer to a deathbed question, “Would you like to see your friends? “.	<urn:uuid:dd601fc3-af91-440a-a35b-8c850c736ad3>	CC-MAIN-2020-05	https://newyorkessays.com/essay-edgar-allan-poe-biography/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778272.69/warc/CC-MAIN-20200128122813-20200128152813-00045.warc.gz	en	0.991051	1,432	3.296875	3	[ -0.28793588280677795, 0.16221711039543152, 0.21539297699928284, 0.4609335660934448, -0.32635921239852905, 0.014944618567824364, 0.4909912347793579, -0.267669677734375, -0.07026930153369904, -0.22973093390464783, 0.25349223613739014, 0.06449469923973083, -0.08615032583475113, -0.04827272891...	2	Edgar Allan Poe Biography Edgar Allan Poe’s universe, there is nothing better than to dig deep into the events and things that caused Edgar to be one the greatest dreamers and visionaries of the world. One could spend months or even years discussing and trying to decode Poe’s mind, but in the end, his words on paper talk louder and clearer than any study or papers written by Professors of renowned institutions, of course, their studies over Edgar’s work are well appreciated, but no one will ever truly understand him. Such different emotions, such pain, such suffering which somehow, mixed together created the perfect recipe for marvelous tragedies. Just as Poe wrote in his poem “The Raven” : “Deep into that darkness peering, long I stood there, wondering, fearing , doubting, dreaming dreams no mortal ever dared to dream before. ” He dreamed things that his contemporaries could not, in their wildest dreams, imagine. Imagination, a delightful extravaganza that Poe did not denied himself to, which he paid a price for. Edgar Allan Poe was born at the great city of Boston, on January 19, 1809. His mother, Elizabeth Arnold, an imigrant from England married his father, David, in 1805. They had three children together, Henry, Edgar and Rosalie All was well, until that fatidic year when Elizabeth died of tuberculosis, leaving Edgar who was only two years old at the time and his siblings, behind. No father to take care of these toddlers, for Elizabeth had gotten a divorce and had taken the kids with her, they were set apart from each other and adopted by different families. Edgar was adopted by the wealthy family of the Allan’s, what gave Edgar great opportunities. At age of six, he attended school in England for five years, where he learned French, Latin, Math and History. Passed the time, he returned home and continued his studies at the University of Virginia in 1826, he was 17. Although John Allan could had paid for his studies, he did not. What left Edgar with a great debt, adding to the beginning of his drinking problems, he could not continue paying tuition, so he dropped out a year later. In 1827, Poe found himself with no money, no job skills, and apparently no father as well, is believed that John Allan had shunned him around that time, little is known about the reason why. So at 18, he took the route of many others, and joined the U. S Army. For his father surprise, Poe achieved the rank of sergeant major. But it did not take a long time till tragedy knock on his door again, in 1829, Mrs. Allan passed away, what seemed to have softened Mr. Allan’s heart towards Edgar, he even signed his recommendation letter and application to West Point. During this period of waiting, Edgar went to live with his real Grandmother, place where he meet his cousin Virginia, little did he know that the future love of his life was sleeping under the same roof as he was. He did not wait long though, as he was accepted into West Point in 1830, unfortunately, he could not stay for a long time, because of John Allan, again. Apparently Poe broke the rules on purpose to be kicked out. Whatever happened between him and John Allan, caused permanent damage to their relationship this time. Later on, after Poe moved to New York and started publishing some of his works, he asks Allan for help, but it’s ignored. John Allan dies in 1834 and no mention of Edgar is made on his will. Finally after hard years of unemployment, Edgar obtained a job as editor, after winning a writing contest with “The Manuscript Found in a Bottle”. In 1836 he brings his cousin Virginia, and her mom to live with him in Richmond, in the same year, he marries Virginia. He is 27 and she is 13. Driven by a poor salary, Poe leaves his job as an editor and moves back to New York where he wrote “The Narrative of Arthur Gordon Pym”, but with no financial success he moves again, this time to Philadelphia, where he writes some of his most memorable works, for an example “Ligeia” and the “The Haunted Palace”. Still no financial gratification for his works. He finds another job as an editor, in 1840, for Graham’s magazine, during this period he wrote “The Murders on Morgue Street”. He left the magazine in 1842, with ambitions of starting his own Magazine, which failed miserably. He had some gigs by publishing some of his short stories, but never real money came from it. Poe barely had money to maintain his family. Everything collapsed on him when Virginia gets sick. Three things that every historian agrees with, is that “Edgar Allan Poe had only three true loves in his life: Virginia, alcohol and his writings” (Aldrich). Virginia, always being the first of all of his passions. By all accounts Edgar and Virginia were deeply in love with one another and played together almost as children. It is believed they did not have marital relations until she turned 16. Edgar directed her education, tutoring her in the classics and mathematics. In addition, she took singing and piano lessons, developing a beautiful voice. On January 20, 1842, while living in Philadelphia, Virginia began playing the piano and singing to her husband. Suddenly, she began to cough and blood gushed from her mouth. The dreadful disease who had already taken so many of Edgar Loved ones was now attacking his sweetheart. Tuberculosis, that vicious disease had now claimed Virginia. Her failing health drove Edgar into deep depression. In spite of his ongoing poverty, Edgar did all he could to ease the pains of his dying wife. This is believed to be the darkest time of Edgar Allan Poe’s short stories. His depression and pain could not stay away from his hand and paper, they reflected in the poem “Annabel Lee” . Soon after Virginia’s death, Edgar moved back to Richmond to try to marry a childhood friend. Just before the wedding, he took a trip to meet his friends in New York. This trip would be his final one. After disappearing for five days, his whereabouts during that time remains a mystery till this day. He was found in a haze of delirium . Immediately he was taken to a hospital where he would die on October 7. By some accounts, his last words were “Lord help my poor soul”, what makes sense, since he was worried that he would be denied entrance in heaven due his dark writings. Poe’s last word has also been recorded as “Nevermore” in answer to a deathbed question, “Would you like to see your friends? “.	1,420	ENGLISH	1
Their study and findings suggest that by studying the bacteria that are always present in our body might provide important hints to diseases, nutrition, and obesity and as to how certain drugs could work on certain individuals. The team explained in Friday's issue of the journal Science that bacteria are very important in marinating key functions in our body such as digestion, regulation of the immune system. They explained that as humans we might not be independent but truly symbiotic organisms, relying on other life forms for our existences. Steven Gill, a molecular biologist formerly at TIGR and now at the State University of New York in Buffalo, explained that as humans we are a mix of bacteria and human cells, they felt we were somehow a fusion of human cells and bacteria. He also said that here are reports that 90% of the cells of our body were actually bacteria's. He went on to explain that humans were entirely dependent on the population of these microbial organisms for their existence. He went on to explain that a shift within this population, like an absence or presence of beneficial microbes, could produce defects in metabolism and development of diseases such as inflammatory bowel disease. It is a well accepted by scientist's world over that at least 50% of human faeces, and sometimes more, are made up of bacteria from the gut. Bacteria start to inhabit the intestines and colon shortly after birth, and generally adults carry up to 100 trillion microbes, with a representation of more than 1 000 different species. It was explained that these bacteria's are not just scrounging, in our body but are actually helping humans in digesting the food eaten, which could include vitamins, sugars, and fibres, and even help in synthesising vitamins that people cannot do so themselves. Gill said that not only have humans evolved for millions of years but that they also provide them with essential functions. Gill and his team sequenced the DNA in faeces that were donated by three adults and found that a surprising amount of it came from bacteria's. They compared these gene sequences to known bacteria's and to the human genome and they found that almost the entire amount of genetic material from the microbes in the lower gut had more than 60.000 different species. And that, it was explained was twice as many as those found in human genome. Gill further stated that among all he DNA sequences found in the material only 1-5% was not bacterial. The scientists were also surprised that there were an astonishing amount of certain one-celled organisms that were genetically distinct from bacteria's called Archaea, or archaebacteria also found. These were often found in extreme environments such as hot springs. It was also explained that all the donors were healthy individuals ho had not taken any antibiotics for over a year, as the drugs could disturb the bacteria in the body. Gill stated that he and his team hope now to make a comparison of the gut bacteria from different people. He explained that ideal study would be to compare 20-30 people from different ethnic backgrounds, having different diet, drink and smoking habits. That he felt would give them distinct differences. He further stated that the Bacteria's would definitely help in breaking down drugs that people take and thereby studying the effects of different populations of the microbes might provide clues on how to treat different people with various medications. While also stating that the next study will focus on bacteria in the mouth, Gill said that there are at least 800 or more species in the mouth.	<urn:uuid:ded957db-5981-41eb-8916-885b2fe6b745>	CC-MAIN-2020-05	https://www.medindia.net/news/view_news_main.asp?x=10968	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700988.64/warc/CC-MAIN-20200127143516-20200127173516-00417.warc.gz	en	0.987222	704	3.71875	4	[ -0.14775846898555756, 0.2307160645723343, 0.18334215879440308, -0.06399262696504593, 0.2211107462644577, -0.17982351779937744, 0.4163654148578644, 0.43389683961868286, 0.01852373406291008, 0.11145414412021637, 0.16421815752983093, -0.6993970274925232, 0.5670642852783203, -0.126438900828361...	1	Their study and findings suggest that by studying the bacteria that are always present in our body might provide important hints to diseases, nutrition, and obesity and as to how certain drugs could work on certain individuals. The team explained in Friday's issue of the journal Science that bacteria are very important in marinating key functions in our body such as digestion, regulation of the immune system. They explained that as humans we might not be independent but truly symbiotic organisms, relying on other life forms for our existences. Steven Gill, a molecular biologist formerly at TIGR and now at the State University of New York in Buffalo, explained that as humans we are a mix of bacteria and human cells, they felt we were somehow a fusion of human cells and bacteria. He also said that here are reports that 90% of the cells of our body were actually bacteria's. He went on to explain that humans were entirely dependent on the population of these microbial organisms for their existence. He went on to explain that a shift within this population, like an absence or presence of beneficial microbes, could produce defects in metabolism and development of diseases such as inflammatory bowel disease. It is a well accepted by scientist's world over that at least 50% of human faeces, and sometimes more, are made up of bacteria from the gut. Bacteria start to inhabit the intestines and colon shortly after birth, and generally adults carry up to 100 trillion microbes, with a representation of more than 1 000 different species. It was explained that these bacteria's are not just scrounging, in our body but are actually helping humans in digesting the food eaten, which could include vitamins, sugars, and fibres, and even help in synthesising vitamins that people cannot do so themselves. Gill said that not only have humans evolved for millions of years but that they also provide them with essential functions. Gill and his team sequenced the DNA in faeces that were donated by three adults and found that a surprising amount of it came from bacteria's. They compared these gene sequences to known bacteria's and to the human genome and they found that almost the entire amount of genetic material from the microbes in the lower gut had more than 60.000 different species. And that, it was explained was twice as many as those found in human genome. Gill further stated that among all he DNA sequences found in the material only 1-5% was not bacterial. The scientists were also surprised that there were an astonishing amount of certain one-celled organisms that were genetically distinct from bacteria's called Archaea, or archaebacteria also found. These were often found in extreme environments such as hot springs. It was also explained that all the donors were healthy individuals ho had not taken any antibiotics for over a year, as the drugs could disturb the bacteria in the body. Gill stated that he and his team hope now to make a comparison of the gut bacteria from different people. He explained that ideal study would be to compare 20-30 people from different ethnic backgrounds, having different diet, drink and smoking habits. That he felt would give them distinct differences. He further stated that the Bacteria's would definitely help in breaking down drugs that people take and thereby studying the effects of different populations of the microbes might provide clues on how to treat different people with various medications. While also stating that the next study will focus on bacteria in the mouth, Gill said that there are at least 800 or more species in the mouth.	720	ENGLISH	1
Our editors will review what you’ve submitted and determine whether to revise the article.Join Britannica's Publishing Partner Program and our community of experts to gain a global audience for your work! African Meeting House African Meeting House, meetinghouse, built in 1806 and located at 46 Joy Street in Boston, Massachusetts, U.S., that is the oldest standing church for African Americans in the United States. It was one of four separate churches—two of which (including the African Meeting House) were Baptist and two were African Methodist—established in Boston between 1805 and 1848. Those churches were instituted because African Americans attending Euro-American churches were generally not allowed to sit in the nave with white congregants or to vote in those churches. About the turn of the 19th century, a black preacher from New Hampshire named Thomas Paul founded and led a congregation of the African Baptist Church. Its first meetings were held at Faneuil Hall—Boston’s public meeting hall where patriots of the American Revolution had held their meetings. There is a surviving account of a baptism of “nine Negroes” on May 26, 1805, during which Paul and his brother Benjamin led congregants to the waterside, leading a sermon, saying prayers, and singing as large numbers of people watched. In 1805 Paul’s congregation purchased land in the West End of Boston, where most of the city’s blacks lived (a neighbourhood now called the North Slope of Beacon Hill). A new brick building costing $77,000 was built with funds raised from blacks and whites, with the construction done almost entirely by blacks. The building had three stories, measured 40 × 48 feet (about 12 × 15 metres), and contained 72 pews. The church was dedicated on December 6, 1806, and Paul was installed as its minister. He remained in that office until 1829. Because two requests—one (1787) to the Massachusetts legislature and the other (1798) to the city of Boston—for separate schools for blacks had been denied (they had received “no benefit from the free schools”), the new church (which became known as the African Meeting House) also served for a time as a school for Boston’s African American children. The schoolroom was set up in the basement vestry of the church. The school that met there was the privately funded African School. It originally had been organized in a home on the corner of George and May streets in the black community, but it was not very successful until it moved to the African Meeting House. The school remained at the meetinghouse until 1835, when it moved to a new building and became the Smith Primary and Grammar School. Owned by the city, the school had an endowment from Abiel Smith, a wealthy Boston businessman who was an early supporter of the education of black youth. The Black Faneuil Hall The African Meeting House served as more than a place of worship and a school. The abolitionist editor William Lloyd Garrison founded the New England Anti-Slavery Society at the Meeting House on January 6, 1832. Just as Faneuil Hall had been called “the cradle of liberty” because of the meetings held there to protest British tyranny before the Revolution, the African Meeting House was called the Black Faneuil Hall because of the meetings held there to protest slavery. The 54th Regiment of the Massachusetts Volunteer Infantry, the first black regiment of the American Civil War, also was recruited there in 1863 by African American abolitionist Frederick Douglass. The African Meeting House also served as a focal point in the black community of Boston. As historian George Levesque noted, “Ceremonial and recreational activities of all sorts were held in this the largest and most centrally located structure in the Negro community. Much of the history of black Bostonians in the middle years [of the 19th century] was planned and plotted, debated and discussed in this very house.” Late 19th century to the present By the late 19th century, Boston’s African American community had moved from the West End to the South End and Roxbury, and the African Meeting House was sold to a Jewish congregation, which used it as a synagogue. In 1905, the 100th anniversary of Garrison’s birth, a memorial service was held for him in the building. The original church records for the African Meeting House were destroyed by fire in the early 20th century. Nevertheless, the Museum of African American History acquired the building in 1972 and subsequently restored its interior to its appearance in 1855. Today the African Meeting House is a stop on the museum’s Black Heritage Trail, a walking tour of Boston that highlights the history of the city’s African American community. Together with the Abiel Smith School, the African Meeting House was declared a National Historic Site in 1974. Learn More in these related Britannica articles: Boston, city, capital of the commonwealth of Massachusetts, and seat of Suffolk county, in the northeastern United States. It lies on Massachusetts Bay, an arm of the Atlantic Ocean. The city proper has an unusually small area for a major city, and more than one-fourth of the total—including part of… African Americans, one of the largest of the many ethnic groups in the United States. African Americans are mainly of African ancestry, but many have nonblack ancestors as well.… Baptist, member of a group of Protestant Christians who share the basic beliefs of most Protestants but who insist that only believers should be baptized and that it should be done by immersion rather than by the sprinkling or pouring of water. (This view, however, is shared by others who…	<urn:uuid:bcbff499-4787-46c3-9a5c-e6a71492b88f>	CC-MAIN-2020-05	https://www.britannica.com/topic/African-Meeting-House	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251773463.72/warc/CC-MAIN-20200128030221-20200128060221-00305.warc.gz	en	0.980488	1,182	3.796875	4	[ 0.16711565852165222, 0.09550994634628296, -0.06510062515735626, 0.11453260481357574, -0.4106561839580536, 0.04305265098810196, -0.5470696687698364, -0.45385316014289856, -0.3203713595867157, 0.32580113410949707, 0.261991024017334, -0.023348284885287285, -0.10988979041576385, 0.012461613863...	1	Our editors will review what you’ve submitted and determine whether to revise the article.Join Britannica's Publishing Partner Program and our community of experts to gain a global audience for your work! African Meeting House African Meeting House, meetinghouse, built in 1806 and located at 46 Joy Street in Boston, Massachusetts, U.S., that is the oldest standing church for African Americans in the United States. It was one of four separate churches—two of which (including the African Meeting House) were Baptist and two were African Methodist—established in Boston between 1805 and 1848. Those churches were instituted because African Americans attending Euro-American churches were generally not allowed to sit in the nave with white congregants or to vote in those churches. About the turn of the 19th century, a black preacher from New Hampshire named Thomas Paul founded and led a congregation of the African Baptist Church. Its first meetings were held at Faneuil Hall—Boston’s public meeting hall where patriots of the American Revolution had held their meetings. There is a surviving account of a baptism of “nine Negroes” on May 26, 1805, during which Paul and his brother Benjamin led congregants to the waterside, leading a sermon, saying prayers, and singing as large numbers of people watched. In 1805 Paul’s congregation purchased land in the West End of Boston, where most of the city’s blacks lived (a neighbourhood now called the North Slope of Beacon Hill). A new brick building costing $77,000 was built with funds raised from blacks and whites, with the construction done almost entirely by blacks. The building had three stories, measured 40 × 48 feet (about 12 × 15 metres), and contained 72 pews. The church was dedicated on December 6, 1806, and Paul was installed as its minister. He remained in that office until 1829. Because two requests—one (1787) to the Massachusetts legislature and the other (1798) to the city of Boston—for separate schools for blacks had been denied (they had received “no benefit from the free schools”), the new church (which became known as the African Meeting House) also served for a time as a school for Boston’s African American children. The schoolroom was set up in the basement vestry of the church. The school that met there was the privately funded African School. It originally had been organized in a home on the corner of George and May streets in the black community, but it was not very successful until it moved to the African Meeting House. The school remained at the meetinghouse until 1835, when it moved to a new building and became the Smith Primary and Grammar School. Owned by the city, the school had an endowment from Abiel Smith, a wealthy Boston businessman who was an early supporter of the education of black youth. The Black Faneuil Hall The African Meeting House served as more than a place of worship and a school. The abolitionist editor William Lloyd Garrison founded the New England Anti-Slavery Society at the Meeting House on January 6, 1832. Just as Faneuil Hall had been called “the cradle of liberty” because of the meetings held there to protest British tyranny before the Revolution, the African Meeting House was called the Black Faneuil Hall because of the meetings held there to protest slavery. The 54th Regiment of the Massachusetts Volunteer Infantry, the first black regiment of the American Civil War, also was recruited there in 1863 by African American abolitionist Frederick Douglass. The African Meeting House also served as a focal point in the black community of Boston. As historian George Levesque noted, “Ceremonial and recreational activities of all sorts were held in this the largest and most centrally located structure in the Negro community. Much of the history of black Bostonians in the middle years [of the 19th century] was planned and plotted, debated and discussed in this very house.” Late 19th century to the present By the late 19th century, Boston’s African American community had moved from the West End to the South End and Roxbury, and the African Meeting House was sold to a Jewish congregation, which used it as a synagogue. In 1905, the 100th anniversary of Garrison’s birth, a memorial service was held for him in the building. The original church records for the African Meeting House were destroyed by fire in the early 20th century. Nevertheless, the Museum of African American History acquired the building in 1972 and subsequently restored its interior to its appearance in 1855. Today the African Meeting House is a stop on the museum’s Black Heritage Trail, a walking tour of Boston that highlights the history of the city’s African American community. Together with the Abiel Smith School, the African Meeting House was declared a National Historic Site in 1974. Learn More in these related Britannica articles: Boston, city, capital of the commonwealth of Massachusetts, and seat of Suffolk county, in the northeastern United States. It lies on Massachusetts Bay, an arm of the Atlantic Ocean. The city proper has an unusually small area for a major city, and more than one-fourth of the total—including part of… African Americans, one of the largest of the many ethnic groups in the United States. African Americans are mainly of African ancestry, but many have nonblack ancestors as well.… Baptist, member of a group of Protestant Christians who share the basic beliefs of most Protestants but who insist that only believers should be baptized and that it should be done by immersion rather than by the sprinkling or pouring of water. (This view, however, is shared by others who…	1,216	ENGLISH	1
A young lad becomes emperor and is intent on remaining so for a long time – Franz Joseph’s extensive reign has caused posterity to regard him as the very epitome of the Habsburg Monarchy. However, this period was far from being a pure idyll. On 2 December 1848, at a mere eighteen years of age, Franz Joseph became Emperor of Austria, succeeding his uncle Ferdinand after his father Franz Karl had renounced his claim to the throne. Having – like other monarchs – been subjected to a strict education calculated to prepare him for his potential future role as ruler, Franz Joseph was greatly influenced by his powerful mother Sophie. He was not the only one who received a successful education to monarchhood: his brother Ferdinand Maximilian also became an emperor, albeit under quite different auspices and on another continent, in Central America. It is difficult to assess Franz Joseph’s political attitudes, as only a few written records of his personal statements have been preserved. However, it is clear that he was an adamant opponent of constitutionalism: for example, he expressed great resistance to the so-called December Constitution of 1867. He felt closely attached to the absolutist-feudal form of state, and on account of his pedantic civil servant-like commitment to official paperwork he has been characterized by some historians as the ‘supreme bureaucrat’. Famously, his motto as emperor was ‘Viribus unitis’ – ‘With united strength’ – which illustrates the image still commonly held of Franz Joseph holding the Monarchy together during the last decades of its existence. At the same time, however, what it fails to reflect are the numerous contradictions and problems inherent in his period of rule. Lasting sixty-eight years through to his death in 1916, Franz Joseph’s reign was exceptionally long and also marked by numerous internal and external upheavals. As a neo-absolutist ruler, his principal mainstays were the Army, the Civil Service and the Church. In 1853, the Emperor survived an attack on his life by the Hungarian journeyman tailor János Libényi, an event that was commemorated with the building of the Votivkirche.	<urn:uuid:d97f462c-3b85-40d0-9bae-58781e57e928>	CC-MAIN-2020-05	https://www.habsburger.net/en/chapter/franz-joseph-supreme-bureaucrat	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694176.67/warc/CC-MAIN-20200127020458-20200127050458-00340.warc.gz	en	0.988373	464	3.5625	4	[ -0.20255529880523682, 0.5784667730331421, 0.36314043402671814, -0.29805493354797363, -0.2432122826576233, -0.01425615418702364, 0.1810246855020523, 0.291277676820755, 0.06394238770008087, -0.20108576118946075, 0.02851296402513981, -0.35936734080314636, 0.1376793086528778, 0.371992170810699...	1	A young lad becomes emperor and is intent on remaining so for a long time – Franz Joseph’s extensive reign has caused posterity to regard him as the very epitome of the Habsburg Monarchy. However, this period was far from being a pure idyll. On 2 December 1848, at a mere eighteen years of age, Franz Joseph became Emperor of Austria, succeeding his uncle Ferdinand after his father Franz Karl had renounced his claim to the throne. Having – like other monarchs – been subjected to a strict education calculated to prepare him for his potential future role as ruler, Franz Joseph was greatly influenced by his powerful mother Sophie. He was not the only one who received a successful education to monarchhood: his brother Ferdinand Maximilian also became an emperor, albeit under quite different auspices and on another continent, in Central America. It is difficult to assess Franz Joseph’s political attitudes, as only a few written records of his personal statements have been preserved. However, it is clear that he was an adamant opponent of constitutionalism: for example, he expressed great resistance to the so-called December Constitution of 1867. He felt closely attached to the absolutist-feudal form of state, and on account of his pedantic civil servant-like commitment to official paperwork he has been characterized by some historians as the ‘supreme bureaucrat’. Famously, his motto as emperor was ‘Viribus unitis’ – ‘With united strength’ – which illustrates the image still commonly held of Franz Joseph holding the Monarchy together during the last decades of its existence. At the same time, however, what it fails to reflect are the numerous contradictions and problems inherent in his period of rule. Lasting sixty-eight years through to his death in 1916, Franz Joseph’s reign was exceptionally long and also marked by numerous internal and external upheavals. As a neo-absolutist ruler, his principal mainstays were the Army, the Civil Service and the Church. In 1853, the Emperor survived an attack on his life by the Hungarian journeyman tailor János Libényi, an event that was commemorated with the building of the Votivkirche.	450	ENGLISH	1
Congregational singing began 1640 — In that we have no leap year in 2014 we are going to use the entry of Feb. 29 on this date because of its importance to our Baptist churches. This was the day that Benjamin Keach was born into the home of John Keach of Buckinghamsire, England. By the age of 15 Benjamin became convinced of believers baptism and submitted himself to the ordinance upon his profession of faith in Christ. By the age of 18, the society of believers that he fellowshipped with saw fit to set him apart for the gospel ministry. At age twenty-eight he became pastor of the Baptist church in Horsleydown, London. In the beginning they met in homes because of the persecution but finally built a meeting house which was enlarged several times up to nearly a thousand. He wrote many treatises and apologies on the issues of his day which found him in court on many occasions. He not only differed with the state church officials but with some of his Baptist brethren relating to doctrine and practice. Baptists have always differed on non- cardinal issues. One such controversy involved congregational singing. Because of persecution, it had been necessary to avoid singing in worship until around 1680. The whole issue turned on one point, whether there was precept or example of the converted and unconverted, to join in the singing as a part of divine worship. Also they believed that those whom God gifted could sing as the heart dictated the melody but not by rhyme or written note. First they only sang at the Lord’s Supper and then later after the sermon and prayer. Some of the dissenters would leave the building and stand in the yard. Later they withdrew and started their own non-singing church, but then started singing around 1793. Thanks to Benjamin Keach and others we have congregational singing in our churches today. Dr. Greg J. Dixon, from: This Day in Baptist History Vol. I: Cummins Thompson /, pp. 83. The post 60 – March – 01 – THIS DAY IN BAPTIST HISTORY PAST appeared first on The Trumpet Online. The mode of baptism did count 1525 – Conrad Grebel and his family felt the sting of the edict passed by the city council of Zurich ordering all parents to bring all unbaptized infants to present them for baptism within eight days or face expulsion from the city. Early in 1525 a child had been born to the Grebel’s. Conrad did not baptize his baby because he had become convinced that christening finds no support in the New Testament. Conrad Grebel was from a wealthy and prominent Swiss family, whose father served as a magistrate in Gruningen, just east of Zurich. Conrad also enjoyed many educational advantages. He was saved, and by 1522 was publicly defending the gospel and expressed a desire to become a minister. Falling in with the teachings of Ulrich Zwingli, Grebel also gave himself to the scriptures. Grebel and other young Anabaptists owed much to Zwingli, but they owed more to the Bible. These two loyalties soon came to a head, and it was Grebel who initiated believers baptism on that historic night in January 1525. As such, young Grebel became a champion of the Anabaptist movement. Grebel had only one year and eight months to proclaim the gospel, but in spite of numerous imprisonments and poor health his accomplishments were phenomenal. He preached, visited from door- to-door, baptized those who were saved, and was again arrested and imprisoned in Grunigen Castle. Being brought to trial, Grebel, Blaurock, and Manz were sentenced to an indefinite term of internment in Nov. 1525. They were given a diet of bread and water. Again Grebel was able to escape, but his freedom was short-lived, for he died in the summer of 1526, probably a victim of the plague, but a hero of the faith that lives on even today! Dr. Greg J. Dixon; adapted from: This Day in Baptist History Vol. I: Cummins Thompson /, pp. 22-23 The post 17 – January 17 – THIS DAY IN BAPTIST HISTORY PAST appeared first on The Trumpet Online. A Patient Sowing and Enduring Bringeth Forth Fruit “…not many noble, are called:” But thankfully He does call some. On April 7 1657 – Henry Dunster, President of Cambridge College (now Harvard), was so stirred in his mind that he turned his attention to the subject of infant baptism and soon rejected it altogether. It was upon the persecution of Obadiah Holmes and others who had taken a strong stand for believers’ baptism that the faithfulness of Holmes, the publicity his enemies gave to his convictions, his willingness to suffer for convictions, and the beastliness of a church-state (Congregational), that denied its citizens religious freedom, all magnified the truth he propagated. Dunster’s success in promoting Harvard by furthering its interests, collecting large sums of money in its behalf, and even giving one hundred acres to it, was marvelous and testified to his commitment to the institution. But he had a higher commitment to the truth of God and began to preach against infant baptism in the church at Cambridge in 1653, to the great alarm of the entire community. Armitage quotes Prince in pronouncing Dunster “‘one of the greatest masters of the Oriental languages that hath been known in these ends of the earth’, but he laid aside all his honors and positions in obedience to his convictions.” Dunster was forced to resign his presidency of Harvard College, April 7, 1657, after which he was arraigned before the Middlesex court for refusing to have his child baptized. Dr. Dale R. Hart from: Adapted from: This Day in Baptist History Vol. I: Cummins Thompson /, pp. 141-142. Krishna Pal preached the gospel among his people with great success. December 28, 1800 – Krishna Pal, a Hindu from India, along with Felix, the son of William Carey, the pioneer missionary to that land was immersed and received believer’s baptism in the Ganges River before a great crowd, including the Governor of India. Krishna’s wife and daughter had also made a profession of faith in Christ but had faltered when they saw the large crowds. Dr. Carey had served for six years before he had seen his first convert and now it was Dr. John Thomas, his companion, who had faithfully served for 16 years to finally see some fruit from his labors. Krishna Pal, a carpenter, fell and broke his arm, and Dr. Thomas was called on to set it. After his work was done, he fervently preached the gospel to Krishna and his neighbors and set forth the folly of idolatry and set forth the great truths of Christianity. Krishna was moved to tears and sought further instruction and before long he openly renounced idolatry and the caste, professing faith in Jesus Christ. He in turn reached his wife and daughter and the three of them presented themselves for believer’s immersion. This news stirred up the natives and soon there was a mob of 2,000, who poured out vicious words upon him, and then dragged him to the magistrate, who immediately released him and commended him for the piety of his course, and commanded the mob to dispense. He even placed a guard at his house and offered armed protection during the baptism. For more than twenty years, Krishna Pal preached the gospel among his people with great success. He also composed a beautiful poem: “O Thou my soul, forget no more. The Friend who all thy misery bore; Let every idol be forgot, But, O my soul, forget Him not. Jesus for Thee a body takes; thy guilt assumes, thy fetters breaks, Discharging all thy dreadful debt: And canst thou e’er such love forget.” Dr. Greg J. Dixon from: This Day in Baptist History Vol. I: Cummins Thompson /, pp. 544-45. “They “were sprung from the seed which he (Whitefield) first planted” December 21, 1764 – Rev. James Reed, a clergyman from the Church of England, living in Virginia, reveals how George Whitefield’s preaching helped the Baptists and what his views were about believer’s baptism. Rev. Reed said that Whitefield had affirmed that they “were sprung from the seed which he first planted in New England and the difference of soil may have perhaps have caused such an alteration in the fruit that he may be ashamed of it. He particularly condemned the re-baptizing of adults and the doctrine of the irresistible influence of the Spirit, for both which the late Methodists in these parts had strongly contended, and likewise recommended infant baptism, and declared himself a minister of the Church of England. Whitefield was clearly a pedobaptist and a state-church preacher, even though he insisted on the new-birth. The great revivals that sprang up from the preaching of Whitefield produced the Separate Congregationalists from which God raised up some of our most effective and powerful leaders. Among those were Shubal Stearns and his brother-in-law, Daniel Marshall. They migrated through Virginia and N.C. and along with many other Separates became persuaded of Baptist principles including believers baptism. This was the origin of the name “Separate Baptists” and their zeal and success in evangelizing and their uncompromising stand on believers baptism was to the consternation of the Episcopalians and Methodists. When men receive the “new Light” of the Holy Spirit they are far more likely to receive believers baptism and to gather with the ducks rather than the chickens.” For “birds of a feather flock together.”	<urn:uuid:701c0830-15a8-4211-83de-cd075f9e3f09>	CC-MAIN-2020-05	https://reflectionsongodsword.com/tag/believers-baptism/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251802249.87/warc/CC-MAIN-20200129194333-20200129223333-00096.warc.gz	en	0.985241	2,057	3.4375	3	[ -0.07407286763191223, 0.016696251928806305, 0.08221228420734406, -0.3413301110267639, -0.5545868873596191, 0.059396129101514816, -0.15393833816051483, 0.042144790291786194, 0.1512717306613922, 0.11625152826309204, 0.3248897194862366, -0.07780595868825912, 0.17555347084999084, -0.1362954676...	7	Congregational singing began 1640 — In that we have no leap year in 2014 we are going to use the entry of Feb. 29 on this date because of its importance to our Baptist churches. This was the day that Benjamin Keach was born into the home of John Keach of Buckinghamsire, England. By the age of 15 Benjamin became convinced of believers baptism and submitted himself to the ordinance upon his profession of faith in Christ. By the age of 18, the society of believers that he fellowshipped with saw fit to set him apart for the gospel ministry. At age twenty-eight he became pastor of the Baptist church in Horsleydown, London. In the beginning they met in homes because of the persecution but finally built a meeting house which was enlarged several times up to nearly a thousand. He wrote many treatises and apologies on the issues of his day which found him in court on many occasions. He not only differed with the state church officials but with some of his Baptist brethren relating to doctrine and practice. Baptists have always differed on non- cardinal issues. One such controversy involved congregational singing. Because of persecution, it had been necessary to avoid singing in worship until around 1680. The whole issue turned on one point, whether there was precept or example of the converted and unconverted, to join in the singing as a part of divine worship. Also they believed that those whom God gifted could sing as the heart dictated the melody but not by rhyme or written note. First they only sang at the Lord’s Supper and then later after the sermon and prayer. Some of the dissenters would leave the building and stand in the yard. Later they withdrew and started their own non-singing church, but then started singing around 1793. Thanks to Benjamin Keach and others we have congregational singing in our churches today. Dr. Greg J. Dixon, from: This Day in Baptist History Vol. I: Cummins Thompson /, pp. 83. The post 60 – March – 01 – THIS DAY IN BAPTIST HISTORY PAST appeared first on The Trumpet Online. The mode of baptism did count 1525 – Conrad Grebel and his family felt the sting of the edict passed by the city council of Zurich ordering all parents to bring all unbaptized infants to present them for baptism within eight days or face expulsion from the city. Early in 1525 a child had been born to the Grebel’s. Conrad did not baptize his baby because he had become convinced that christening finds no support in the New Testament. Conrad Grebel was from a wealthy and prominent Swiss family, whose father served as a magistrate in Gruningen, just east of Zurich. Conrad also enjoyed many educational advantages. He was saved, and by 1522 was publicly defending the gospel and expressed a desire to become a minister. Falling in with the teachings of Ulrich Zwingli, Grebel also gave himself to the scriptures. Grebel and other young Anabaptists owed much to Zwingli, but they owed more to the Bible. These two loyalties soon came to a head, and it was Grebel who initiated believers baptism on that historic night in January 1525. As such, young Grebel became a champion of the Anabaptist movement. Grebel had only one year and eight months to proclaim the gospel, but in spite of numerous imprisonments and poor health his accomplishments were phenomenal. He preached, visited from door- to-door, baptized those who were saved, and was again arrested and imprisoned in Grunigen Castle. Being brought to trial, Grebel, Blaurock, and Manz were sentenced to an indefinite term of internment in Nov. 1525. They were given a diet of bread and water. Again Grebel was able to escape, but his freedom was short-lived, for he died in the summer of 1526, probably a victim of the plague, but a hero of the faith that lives on even today! Dr. Greg J. Dixon; adapted from: This Day in Baptist History Vol. I: Cummins Thompson /, pp. 22-23 The post 17 – January 17 – THIS DAY IN BAPTIST HISTORY PAST appeared first on The Trumpet Online. A Patient Sowing and Enduring Bringeth Forth Fruit “…not many noble, are called:” But thankfully He does call some. On April 7 1657 – Henry Dunster, President of Cambridge College (now Harvard), was so stirred in his mind that he turned his attention to the subject of infant baptism and soon rejected it altogether. It was upon the persecution of Obadiah Holmes and others who had taken a strong stand for believers’ baptism that the faithfulness of Holmes, the publicity his enemies gave to his convictions, his willingness to suffer for convictions, and the beastliness of a church-state (Congregational), that denied its citizens religious freedom, all magnified the truth he propagated. Dunster’s success in promoting Harvard by furthering its interests, collecting large sums of money in its behalf, and even giving one hundred acres to it, was marvelous and testified to his commitment to the institution. But he had a higher commitment to the truth of God and began to preach against infant baptism in the church at Cambridge in 1653, to the great alarm of the entire community. Armitage quotes Prince in pronouncing Dunster “‘one of the greatest masters of the Oriental languages that hath been known in these ends of the earth’, but he laid aside all his honors and positions in obedience to his convictions.” Dunster was forced to resign his presidency of Harvard College, April 7, 1657, after which he was arraigned before the Middlesex court for refusing to have his child baptized. Dr. Dale R. Hart from: Adapted from: This Day in Baptist History Vol. I: Cummins Thompson /, pp. 141-142. Krishna Pal preached the gospel among his people with great success. December 28, 1800 – Krishna Pal, a Hindu from India, along with Felix, the son of William Carey, the pioneer missionary to that land was immersed and received believer’s baptism in the Ganges River before a great crowd, including the Governor of India. Krishna’s wife and daughter had also made a profession of faith in Christ but had faltered when they saw the large crowds. Dr. Carey had served for six years before he had seen his first convert and now it was Dr. John Thomas, his companion, who had faithfully served for 16 years to finally see some fruit from his labors. Krishna Pal, a carpenter, fell and broke his arm, and Dr. Thomas was called on to set it. After his work was done, he fervently preached the gospel to Krishna and his neighbors and set forth the folly of idolatry and set forth the great truths of Christianity. Krishna was moved to tears and sought further instruction and before long he openly renounced idolatry and the caste, professing faith in Jesus Christ. He in turn reached his wife and daughter and the three of them presented themselves for believer’s immersion. This news stirred up the natives and soon there was a mob of 2,000, who poured out vicious words upon him, and then dragged him to the magistrate, who immediately released him and commended him for the piety of his course, and commanded the mob to dispense. He even placed a guard at his house and offered armed protection during the baptism. For more than twenty years, Krishna Pal preached the gospel among his people with great success. He also composed a beautiful poem: “O Thou my soul, forget no more. The Friend who all thy misery bore; Let every idol be forgot, But, O my soul, forget Him not. Jesus for Thee a body takes; thy guilt assumes, thy fetters breaks, Discharging all thy dreadful debt: And canst thou e’er such love forget.” Dr. Greg J. Dixon from: This Day in Baptist History Vol. I: Cummins Thompson /, pp. 544-45. “They “were sprung from the seed which he (Whitefield) first planted” December 21, 1764 – Rev. James Reed, a clergyman from the Church of England, living in Virginia, reveals how George Whitefield’s preaching helped the Baptists and what his views were about believer’s baptism. Rev. Reed said that Whitefield had affirmed that they “were sprung from the seed which he first planted in New England and the difference of soil may have perhaps have caused such an alteration in the fruit that he may be ashamed of it. He particularly condemned the re-baptizing of adults and the doctrine of the irresistible influence of the Spirit, for both which the late Methodists in these parts had strongly contended, and likewise recommended infant baptism, and declared himself a minister of the Church of England. Whitefield was clearly a pedobaptist and a state-church preacher, even though he insisted on the new-birth. The great revivals that sprang up from the preaching of Whitefield produced the Separate Congregationalists from which God raised up some of our most effective and powerful leaders. Among those were Shubal Stearns and his brother-in-law, Daniel Marshall. They migrated through Virginia and N.C. and along with many other Separates became persuaded of Baptist principles including believers baptism. This was the origin of the name “Separate Baptists” and their zeal and success in evangelizing and their uncompromising stand on believers baptism was to the consternation of the Episcopalians and Methodists. When men receive the “new Light” of the Holy Spirit they are far more likely to receive believers baptism and to gather with the ducks rather than the chickens.” For “birds of a feather flock together.”	2,078	ENGLISH	1
1) How did African Americans and other minorities experience WWII at home and abroad? 2) What changes were there for women at this time? 3) What occurred in the Japanese Internment and what were its civil liberty concerns? 4) Are there any possible parallels with fascist societies here? Why or why not? 5) Who was against the war? 6) What was their reasoning and how did they display their dissent? 7) What can we learn from these issues about where we are today? 8) What of those historical analogies, past to present? Are they useful or accurate? 9) What of the Obama administration's actions on torture, drone attacks, indefinite detention, and suspension of habeas corpus?© BrainMass Inc. brainmass.com October 10, 2019, 5:01 am ad1c9bdddf I think it's probably best to handle these in order, since not all of them are quite related: 1) African-Americans gained a sense of higher duty, calling and appointment in the military. While in many ways there was still some racial resentment (the full incorporation of African-Americans still had yet to occur, and many were uncomfortable with it), they were some of the most committed and socially bound units in the war. 2) Women were finally being allowed not only to work in factories on the homefront (to make up for male absence), but they were also being allowed to serve in the military (albeit as nurses, communications, and the like, as opposed to fighting or commanding). 3) Japanese Internment was basically holding people of Japanese descent in centralized locations, so as to "contain the threat" of terrorism as best as possible. The living conditions were horrid, however, and the suspicions were circumspect at-best. The methods used for investigation at that point were very crude and paranoia was high due to being attacked?something the country had not actually been used to. The reason this became a point of discussion was that many of these Japanese people were citizens of the country, but it was hard to tell who had greater ties to the U.S., and who did not because of the traditional ... The solution discusses World War II issues.	<urn:uuid:5b6b03e0-2047-48cf-8be9-f15c1455c6fb>	CC-MAIN-2020-05	https://brainmass.com/history/north-american-history-since-1877/world-war-issues-488950	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778168.77/warc/CC-MAIN-20200128091916-20200128121916-00447.warc.gz	en	0.988831	457	3.421875	3	[ -0.1927766501903534, 0.42786967754364014, -0.035561177879571915, 0.13537879288196564, 0.1622038036584854, 0.02497500739991665, 0.2690168023109436, 0.1557256281375885, 0.020006539300084114, 0.15816041827201843, 0.580270528793335, 0.0708087757229805, -0.20581285655498505, 0.5380743145942688,...	1	1) How did African Americans and other minorities experience WWII at home and abroad? 2) What changes were there for women at this time? 3) What occurred in the Japanese Internment and what were its civil liberty concerns? 4) Are there any possible parallels with fascist societies here? Why or why not? 5) Who was against the war? 6) What was their reasoning and how did they display their dissent? 7) What can we learn from these issues about where we are today? 8) What of those historical analogies, past to present? Are they useful or accurate? 9) What of the Obama administration's actions on torture, drone attacks, indefinite detention, and suspension of habeas corpus?© BrainMass Inc. brainmass.com October 10, 2019, 5:01 am ad1c9bdddf I think it's probably best to handle these in order, since not all of them are quite related: 1) African-Americans gained a sense of higher duty, calling and appointment in the military. While in many ways there was still some racial resentment (the full incorporation of African-Americans still had yet to occur, and many were uncomfortable with it), they were some of the most committed and socially bound units in the war. 2) Women were finally being allowed not only to work in factories on the homefront (to make up for male absence), but they were also being allowed to serve in the military (albeit as nurses, communications, and the like, as opposed to fighting or commanding). 3) Japanese Internment was basically holding people of Japanese descent in centralized locations, so as to "contain the threat" of terrorism as best as possible. The living conditions were horrid, however, and the suspicions were circumspect at-best. The methods used for investigation at that point were very crude and paranoia was high due to being attacked?something the country had not actually been used to. The reason this became a point of discussion was that many of these Japanese people were citizens of the country, but it was hard to tell who had greater ties to the U.S., and who did not because of the traditional ... The solution discusses World War II issues.	447	ENGLISH	1
Mercantilism is based on the assumption that power and wealth were dependent on a theory of more exports than imports. This involved a lot of government regulations. Mercantilism was created to get more gold for the country. The more colonies that were created, the greater the amount of exports which, in turn, would create a large gold revenue. However, the government was extremely involved in trade. Adam Smith did not agree with the amount of regulations put on trade. He was in favor of free trade. He suggested that people did not have enough freedom when it came to trade. His theory of the “invisible hand” introduced capitalism. The “invisible hand” suggested that the economy would regulate itself when people were able to act and think on their own. With the government so heavily involved, there was not enough room for the citizens to make their own decisions. Adam Smith was making a way for people to control their own interests and make their own decisions. Smith believed that people would pursue the interests that made them more money. With this money, they would create jobs to pay more workers. When the government intervenes, this theory does not work. Smith argues that the government should have very little economic influence. The fewer regulation, the easier the economy will balance itself.	<urn:uuid:4aa67a36-a8b7-4bf6-9b5e-85bf5b72da43>	CC-MAIN-2020-05	https://webgamesday.com/mercantilism-and-wealth-were-dependent-on-a-theory/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251690095.81/warc/CC-MAIN-20200126165718-20200126195718-00366.warc.gz	en	0.983369	282	3.90625	4	[ -0.29536619782447815, 0.18799877166748047, 0.026288844645023346, 0.10534614324569702, 0.2192182093858719, -0.047713324427604675, 0.21810024976730347, 0.3596642315387726, -0.17324362695217133, 0.287897527217865, 0.25666019320487976, 0.08921675384044647, 0.024265054613351822, 0.0197851862758...	2	Mercantilism is based on the assumption that power and wealth were dependent on a theory of more exports than imports. This involved a lot of government regulations. Mercantilism was created to get more gold for the country. The more colonies that were created, the greater the amount of exports which, in turn, would create a large gold revenue. However, the government was extremely involved in trade. Adam Smith did not agree with the amount of regulations put on trade. He was in favor of free trade. He suggested that people did not have enough freedom when it came to trade. His theory of the “invisible hand” introduced capitalism. The “invisible hand” suggested that the economy would regulate itself when people were able to act and think on their own. With the government so heavily involved, there was not enough room for the citizens to make their own decisions. Adam Smith was making a way for people to control their own interests and make their own decisions. Smith believed that people would pursue the interests that made them more money. With this money, they would create jobs to pay more workers. When the government intervenes, this theory does not work. Smith argues that the government should have very little economic influence. The fewer regulation, the easier the economy will balance itself.	276	ENGLISH	1
Winston Leonard Churchill was a British aristocrat, and member of the ancient Spencer family that had origins in mediaeval England. He was born on 40th November 1874, and educated in three different schools where he proved to be a poor student with a rebellious streak. This was probably due to the relationship with his parents that was distant from an early age. But he also demonstrated considerable literary skills from quite a young boy and this would play an important role in his later life. After leaving school he attended the Royal Military College at Sandhurst and graduated as a cavalry officer in 1894. He saw action is several campaigns in the late 19th Century when he also acted as a newspaper war correspondent, gaining considerable public acclaim in the process. As a civilian he was captured by the Boers in South Africa in 1899 and sent to a prison camp from which he famously escaped and eventually returned to England as a hero. He stood for Parliament soon after and became Member for Oldham in the 1900 by – election. He was found to be an efficient and able politician and was given increasingly important cabinet positions, including President of the Board of Trade, Home Secretary, and then, just before the outbreak of World War One, First Lord of the Admiralty. Role in WW1 - Churchill was First Lord of the Admiralty at the beginning of the war. - He was one of the principal architects of the Gallipoli Campaign that ended disastrously and led his resignation from parliament. - At the age of 41, in an effort to restore his reputation, he rejoined the Army as a front line Battalion Commander and saw action on the Western Front in 1916. - He returned to Parliament in 1917 and finished the war as Minister of Munitions. After the War His career after the war was mainly of a political nature, serving as Chancellor of the Exchequer in the Conservative Party from 1924 to 1929, followed by an extended period during the 1930’s when he was out of office. However he was one of the first to recognize the rising menace of the Nazi Party in Germany during the 1930’s and he agitated strongly for Britain to build into a state of war readiness. He returned to his old job as Lord of the Admiralty in 1939, and was then elected Prime Minister of Britain on 1940, following the resignation of Neville Chamberlain. His period as leader during World War 2 showed inspired leadership, particularly during the extended period that England bore the full brunt of attacks from Nazi Germany. He became a symbol of British resistance, using regular radio broadcasts to spread his messages to the people. He retired from public life in 1955, and was granted a State Funeral on his death in 1965. He remarked some time before: I am ready to meet my maker. Whether my Maker is prepared for the ordeal of meeting me is another matter. Churchill was named the Greatest Briton in History following a television poll conducted by the BBC in 2002. Don’t miss The World Wars, a mini-series event that takes viewers on an epic and ground-breaking ride through the bloodiest century in history. (Photo: Getty Images)	<urn:uuid:fd3dbcb7-9b0a-4740-b195-4fabe3440d86>	CC-MAIN-2020-05	https://www.historychannel.com.au/articles/profile-on-winston-churchill/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601615.66/warc/CC-MAIN-20200121044233-20200121073233-00268.warc.gz	en	0.989001	647	3.515625	4	[ -0.31892699003219604, 0.4318264126777649, 0.27954694628715515, -0.3354155123233795, 0.006638048216700554, -0.017809126526117325, 0.011430407874286175, -0.04051835089921951, -0.2698446810245514, 0.2916189432144165, 0.11155569553375244, -0.298309326171875, 0.4337961673736572, 0.5126046538352...	1	Winston Leonard Churchill was a British aristocrat, and member of the ancient Spencer family that had origins in mediaeval England. He was born on 40th November 1874, and educated in three different schools where he proved to be a poor student with a rebellious streak. This was probably due to the relationship with his parents that was distant from an early age. But he also demonstrated considerable literary skills from quite a young boy and this would play an important role in his later life. After leaving school he attended the Royal Military College at Sandhurst and graduated as a cavalry officer in 1894. He saw action is several campaigns in the late 19th Century when he also acted as a newspaper war correspondent, gaining considerable public acclaim in the process. As a civilian he was captured by the Boers in South Africa in 1899 and sent to a prison camp from which he famously escaped and eventually returned to England as a hero. He stood for Parliament soon after and became Member for Oldham in the 1900 by – election. He was found to be an efficient and able politician and was given increasingly important cabinet positions, including President of the Board of Trade, Home Secretary, and then, just before the outbreak of World War One, First Lord of the Admiralty. Role in WW1 - Churchill was First Lord of the Admiralty at the beginning of the war. - He was one of the principal architects of the Gallipoli Campaign that ended disastrously and led his resignation from parliament. - At the age of 41, in an effort to restore his reputation, he rejoined the Army as a front line Battalion Commander and saw action on the Western Front in 1916. - He returned to Parliament in 1917 and finished the war as Minister of Munitions. After the War His career after the war was mainly of a political nature, serving as Chancellor of the Exchequer in the Conservative Party from 1924 to 1929, followed by an extended period during the 1930’s when he was out of office. However he was one of the first to recognize the rising menace of the Nazi Party in Germany during the 1930’s and he agitated strongly for Britain to build into a state of war readiness. He returned to his old job as Lord of the Admiralty in 1939, and was then elected Prime Minister of Britain on 1940, following the resignation of Neville Chamberlain. His period as leader during World War 2 showed inspired leadership, particularly during the extended period that England bore the full brunt of attacks from Nazi Germany. He became a symbol of British resistance, using regular radio broadcasts to spread his messages to the people. He retired from public life in 1955, and was granted a State Funeral on his death in 1965. He remarked some time before: I am ready to meet my maker. Whether my Maker is prepared for the ordeal of meeting me is another matter. Churchill was named the Greatest Briton in History following a television poll conducted by the BBC in 2002. Don’t miss The World Wars, a mini-series event that takes viewers on an epic and ground-breaking ride through the bloodiest century in history. (Photo: Getty Images)	690	ENGLISH	1
Located in the southeastern part of Michigan, this park spans 40 acres. Though some of it is closed to the public, visitor's are welcome to come to the park and relive a part of US history. It was in this area that the Battle of Frenchtown was fought in during the war of 1812, resulting in the deaths of hundreds of American soldiers. This site is the only National Battlefield Park from the War of 1812. The River Raisin Battlefield Site was listed as a Michigan Historic Site on February 18, 1956. However, it wasn't nationally recognized until it was added to the National Register of Historic Places in December of 1982 and didn't operate as a national park until October 2010. Inside the visitor center, you can find full-sized figures of the British, Native American and American soldiers who fought here. There is also a presentation of the Battles of River Raisin. The park holds a memorial service every January to commemorate all the soldiers that fought in the Battle of Frenchtown during the War of 1812. This battle took place January 18-23, 1913 when American troops forced the British Army and Native Americans to leave the land. The British and Indian forces then came back in a surprise attack against the Americans to fight for their land. Of the 934 Americans that fought here, only 33 avoided death or capture. This site also holds relics from the war that have been uncovered by archaeologists over the years. Certain parts of the park are restricted to public access and much of the area is undeveloped as a park because of its recent opening, but there is still plenty to do as well as learn here. There is free parking on the site and visitors are allowed to view the historical markers throughout the park.	<urn:uuid:f602ae46-f415-47e5-ab2c-3cb63236ac64>	CC-MAIN-2020-05	https://www.theclio.com/entry/10159	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251789055.93/warc/CC-MAIN-20200129071944-20200129101944-00198.warc.gz	en	0.98461	351	3.46875	3	[ -0.3278757631778717, -0.04749467596411705, 0.3044048547744751, -0.10345500707626343, 0.10906200110912323, 0.011038502678275108, 0.011363858357071877, 0.25748148560523987, -0.18220818042755127, -0.08362706750631332, 0.4026501178741455, -0.4017496109008789, -0.06398972868919373, 0.7288640737...	2	Located in the southeastern part of Michigan, this park spans 40 acres. Though some of it is closed to the public, visitor's are welcome to come to the park and relive a part of US history. It was in this area that the Battle of Frenchtown was fought in during the war of 1812, resulting in the deaths of hundreds of American soldiers. This site is the only National Battlefield Park from the War of 1812. The River Raisin Battlefield Site was listed as a Michigan Historic Site on February 18, 1956. However, it wasn't nationally recognized until it was added to the National Register of Historic Places in December of 1982 and didn't operate as a national park until October 2010. Inside the visitor center, you can find full-sized figures of the British, Native American and American soldiers who fought here. There is also a presentation of the Battles of River Raisin. The park holds a memorial service every January to commemorate all the soldiers that fought in the Battle of Frenchtown during the War of 1812. This battle took place January 18-23, 1913 when American troops forced the British Army and Native Americans to leave the land. The British and Indian forces then came back in a surprise attack against the Americans to fight for their land. Of the 934 Americans that fought here, only 33 avoided death or capture. This site also holds relics from the war that have been uncovered by archaeologists over the years. Certain parts of the park are restricted to public access and much of the area is undeveloped as a park because of its recent opening, but there is still plenty to do as well as learn here. There is free parking on the site and visitors are allowed to view the historical markers throughout the park.	386	ENGLISH	1
St. Cuthbert’s Cave is located in the Kyloe Hills in Northumberland. Made of sandstone and equipped with a natural shelter-like overhang that’s supported by a singular rock pillar, the cave is thought to have been where the Lindisfarne monks chose to temporarily place the body of St. Cuthbert during 875 AD after the Vikings raided the Holy Island. Who Was Saint Cuthbert? Saint Cuthbert is recognized for the inspiration he had as a preacher and is credited for spreading the teachings of Christianity throughout the North of England. During Cuthbert’s younger years, he tended sheep and was often in close vicinity to the Melrose Abbey, which is now a part of Scotland. Historical accounts indicate that at the age of sixteen, he had a vision “of the soul of St. Aidan being carried to heaven by angels.” Most likely, this vision along with the influence he received from the monks of Melrose Abbey played an important role in his decision to eventually join the monastery. His dedication to the monastery was highly praised and his strong desire for peace, as well as his unyielding patience, tact, and evangelism allowed his leadership to bring peace between Roman rule and Celtic Christianity. Soon after, Cuthbert was granted leave by the abbot, at his own request, in 676 where he retreated into living as a hermit. However, in 685, he was convinced to return to the church where he became Bishop of Lindisfarne. However, Cuthbert felt death at his door and in 687 he died. His body was laid to rest in a tomb at Lindisfarne Priory, but he would not easily be forgotten. Having been such an influential preacher, many people made pilgrimages to visit his tomb and even claimed that Cuthbert was performing miracles there. These reports became so numerous that he eventually earned the name “Wonder-worker of England.” St. Cuthbert’s Arrival to the Renowned St. Cuthbert’s Cave During 875 AD the Northumbrian coast was invaded by the Vikings, which led to the Lindisfarne monks leaving the monastery. Upon their departure, they rescued St. Cuthbert’s coffin and carried it with them as they trekked the northeastern parts of England for 7 years, until stopping at the sandstone cave where they placed his body. The monks and Cuthbert’s coffin would eventually move to various other locations due to raids by the Danish, an apparent prayer response from Cuthbert to the monks, and a reformation. However, St. Cuthbert’s Cave still stands and can be reached via a long footpath so accurately dubbed St. Cuthbert’s Way. Through the millennia, the cave has exchanged hands. During the 19th Century, the entrance was covered by stone and used as a ‘lambing shed.’ In the 1930s it was owned by a family and consecrated as a burial ground, and still displays memorials for various family members. Today, St. Cuthbert’s Cave is managed and protected by the National Trust and attracts visitors from near and far. Although St. Cuthbert’s remains are no longer there, the place is nevertheless a rich part of history and an homage to Christianity.	<urn:uuid:f6e15bab-4f53-44fa-80f6-88a36721ae11>	CC-MAIN-2020-05	https://inquisitivewonder.com/the-story-behind-st-cuthberts-cave-in-england/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250611127.53/warc/CC-MAIN-20200123160903-20200123185903-00007.warc.gz	en	0.986665	708	3.703125	4	[ -0.2030249387025833, 0.4343148469924927, 0.10716141760349274, 0.21374276280403137, 0.04996373876929283, -0.1097421795129776, 0.05649930238723755, -0.06783507764339447, -0.06922750174999237, 0.24752074480056763, 0.24053430557250977, -0.43477222323417664, 0.39798736572265625, 0.0173664800822...	11	St. Cuthbert’s Cave is located in the Kyloe Hills in Northumberland. Made of sandstone and equipped with a natural shelter-like overhang that’s supported by a singular rock pillar, the cave is thought to have been where the Lindisfarne monks chose to temporarily place the body of St. Cuthbert during 875 AD after the Vikings raided the Holy Island. Who Was Saint Cuthbert? Saint Cuthbert is recognized for the inspiration he had as a preacher and is credited for spreading the teachings of Christianity throughout the North of England. During Cuthbert’s younger years, he tended sheep and was often in close vicinity to the Melrose Abbey, which is now a part of Scotland. Historical accounts indicate that at the age of sixteen, he had a vision “of the soul of St. Aidan being carried to heaven by angels.” Most likely, this vision along with the influence he received from the monks of Melrose Abbey played an important role in his decision to eventually join the monastery. His dedication to the monastery was highly praised and his strong desire for peace, as well as his unyielding patience, tact, and evangelism allowed his leadership to bring peace between Roman rule and Celtic Christianity. Soon after, Cuthbert was granted leave by the abbot, at his own request, in 676 where he retreated into living as a hermit. However, in 685, he was convinced to return to the church where he became Bishop of Lindisfarne. However, Cuthbert felt death at his door and in 687 he died. His body was laid to rest in a tomb at Lindisfarne Priory, but he would not easily be forgotten. Having been such an influential preacher, many people made pilgrimages to visit his tomb and even claimed that Cuthbert was performing miracles there. These reports became so numerous that he eventually earned the name “Wonder-worker of England.” St. Cuthbert’s Arrival to the Renowned St. Cuthbert’s Cave During 875 AD the Northumbrian coast was invaded by the Vikings, which led to the Lindisfarne monks leaving the monastery. Upon their departure, they rescued St. Cuthbert’s coffin and carried it with them as they trekked the northeastern parts of England for 7 years, until stopping at the sandstone cave where they placed his body. The monks and Cuthbert’s coffin would eventually move to various other locations due to raids by the Danish, an apparent prayer response from Cuthbert to the monks, and a reformation. However, St. Cuthbert’s Cave still stands and can be reached via a long footpath so accurately dubbed St. Cuthbert’s Way. Through the millennia, the cave has exchanged hands. During the 19th Century, the entrance was covered by stone and used as a ‘lambing shed.’ In the 1930s it was owned by a family and consecrated as a burial ground, and still displays memorials for various family members. Today, St. Cuthbert’s Cave is managed and protected by the National Trust and attracts visitors from near and far. Although St. Cuthbert’s remains are no longer there, the place is nevertheless a rich part of history and an homage to Christianity.	683	ENGLISH	1
Hydroacoustic surveys are a common tool for measuring the biomass of fish in an area. The sensors used couldn't tell what type of fish that were being detected. Acoustic returns depend on the fish size, therefore it is important to include a sampling effort that can provide the types of fish present and their size distribution. This project supplied the fish samples needed by the disease, energetics, and genetics projects. Within each bay that was surveyed a mid-water trawl was deployed at locations determined during the hydroacoustic survey to collect fish. The catch was sorted by species, the total of each species is weighed, and then up to 200 fish of each species are individually weighed and measured. Fish were also captured using gillnets and cast nets for various projects. The focus of this project was to support other projects by collecting the fish needed for analysis. Fish samples were captured primarily during Herring Program cruises in Prince William Sound, with some collections also occurring in the Cordova Harbor. Additionally, fishermen contracted through Cordova District Fisherman United annually sampled herring in bays throughout Prince William Sound during March (2010 – 2015) using gill nets and cast nets. Gill nets were either hung off boats or anchored and supported with buoys. Cast nets were also deployed from vessels. A midwater trawl was purchased in 2012 to improve capture success as well as to validate acoustic surveys. While mechanical issues prevented its use during the November 2012 juvenile herring surveys, beginning in November 2013, the midwater trawl was the primary gear used to validate juvenile herring acoustics surveys. Target areas for trawl tows were selected based on acoustic surveys. Specifically, tows were conducted in areas with high levels of acoustic backscatter. The fish capture data also provided information about changes in population composition between locations.	<urn:uuid:55f034b1-372b-4e7f-bb53-dba4b03a4efd>	CC-MAIN-2020-05	https://pwssc.org/use-of-concurrent-trawls-to-validate-acoustic-surveys-for-pacific-herring/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607407.48/warc/CC-MAIN-20200122191620-20200122220620-00092.warc.gz	en	0.982924	370	3.375	3	[ -0.18517041206359863, -0.17605172097682953, 0.21095974743366241, -0.38565221428871155, -0.10537463426589966, 0.020511770620942116, 0.1008615717291832, 0.17573563754558563, -0.3453802168369293, -0.04488775506615639, 0.314444363117218, -0.5678367614746094, 0.15383270382881165, 0.098651528358...	14	Hydroacoustic surveys are a common tool for measuring the biomass of fish in an area. The sensors used couldn't tell what type of fish that were being detected. Acoustic returns depend on the fish size, therefore it is important to include a sampling effort that can provide the types of fish present and their size distribution. This project supplied the fish samples needed by the disease, energetics, and genetics projects. Within each bay that was surveyed a mid-water trawl was deployed at locations determined during the hydroacoustic survey to collect fish. The catch was sorted by species, the total of each species is weighed, and then up to 200 fish of each species are individually weighed and measured. Fish were also captured using gillnets and cast nets for various projects. The focus of this project was to support other projects by collecting the fish needed for analysis. Fish samples were captured primarily during Herring Program cruises in Prince William Sound, with some collections also occurring in the Cordova Harbor. Additionally, fishermen contracted through Cordova District Fisherman United annually sampled herring in bays throughout Prince William Sound during March (2010 – 2015) using gill nets and cast nets. Gill nets were either hung off boats or anchored and supported with buoys. Cast nets were also deployed from vessels. A midwater trawl was purchased in 2012 to improve capture success as well as to validate acoustic surveys. While mechanical issues prevented its use during the November 2012 juvenile herring surveys, beginning in November 2013, the midwater trawl was the primary gear used to validate juvenile herring acoustics surveys. Target areas for trawl tows were selected based on acoustic surveys. Specifically, tows were conducted in areas with high levels of acoustic backscatter. The fish capture data also provided information about changes in population composition between locations.	389	ENGLISH	1
Fletching most commonly was made up of feathers. Feathers were attached in three primary ways. First is with a thread, which could be of actual textile, but could also be of sinew in regions where textile wasn’t a thing. Another way was to use glue made from animal fat, which was a messy process and didn’t produce a fletching that was as secure as the tie-down one. Finally, the third type of fletching involved making a slight cut or slit at the tail end of the arrow into which the feathers were inserted. This was the least popular as it ran the risk of damaging the arrow in a way that would make it difficult to release form the bowstring in one piece. Tying the feathers to the arrow was most common. For most applications, the optimal number of feathers (or half-feathers to be precise) was three. As more feathers are added, the increase in stability became more and more incremental, not justifying the extra effort. Once the full benefits of fletching were realised, arrows could travel further and with greater accuracy. However, this yielded two new challenges. First, because fletching was labor intensive, there was great incentive to make them reusable. This means making the shaft from sturdier materials, as well as making the tip last multiple impacts. Second, fletching increased the military utility of arrows, which is great, but unlike wild animals and fish, human warriors wore armour, which those arrows had to successfully and reliably penetrate. This marked the beginning of arrowheads. Initially, arrowheads were made of stone that was easily sharpened. One of those was flint, or obsidian stone. Both are excellent materials for arrowheads as their physical properties lie approximately between that or rock and glass. This resulted in hard, sharp arrowheads that could be produced on a relatively large scale. In areas with a low supply of usable stone, animal bone and horn was used, providing both the density and lightness needed in an arrowhead. When we think of arrowheads we think of a flat, triangular piece of stone or metal. But that was only one of the arrowhead variants. With advances in metalwork, the so-called bodkin arrowheads became increasingly common. They resemble spears most of all, and were cheaper to produce than their wider counterparts. Also, the smaller overall area of the arrowhead reduced aerodynamic drag, enabling the arrow to travel that much farther. Field tips were the simplest of arrowheads, being conical metal tips. They were used for practice, as they didn’t get stuck in targets as easily, as well as hunting where damage to the animal was sought to be minimal. They were used for military purposes only due to the simplicity of mass production. Wide and often toothed arrowheads were preferred, as they were deadlier on the battlefield. Not only did they do more damage upon penetration, but their shape made the arrow impossible to simply pull out without additional damage and considerable pain. The only way to remove an arrowhead like that was to push the arrow through the body, an equally excruciating process. Just another reason why no one refers to medieval times as “the good old days”.	<urn:uuid:434e37d8-fb63-4ad3-af6c-3167738360c4>	CC-MAIN-2020-05	http://velmeadarchers.co.uk/the-brief-history-of-arrows-part-2/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250615407.46/warc/CC-MAIN-20200124040939-20200124065939-00422.warc.gz	en	0.989162	661	4.1875	4	[ -0.04692741855978966, -0.18570461869239807, 0.1854487955570221, 0.31173214316368103, -0.059794336557388306, -0.032446857541799545, 0.12165392190217972, 0.4127383530139923, -0.1684931218624115, -0.17701706290245056, -0.03018815815448761, -0.5480040311813354, 0.07127948850393295, 0.234338104...	8	Fletching most commonly was made up of feathers. Feathers were attached in three primary ways. First is with a thread, which could be of actual textile, but could also be of sinew in regions where textile wasn’t a thing. Another way was to use glue made from animal fat, which was a messy process and didn’t produce a fletching that was as secure as the tie-down one. Finally, the third type of fletching involved making a slight cut or slit at the tail end of the arrow into which the feathers were inserted. This was the least popular as it ran the risk of damaging the arrow in a way that would make it difficult to release form the bowstring in one piece. Tying the feathers to the arrow was most common. For most applications, the optimal number of feathers (or half-feathers to be precise) was three. As more feathers are added, the increase in stability became more and more incremental, not justifying the extra effort. Once the full benefits of fletching were realised, arrows could travel further and with greater accuracy. However, this yielded two new challenges. First, because fletching was labor intensive, there was great incentive to make them reusable. This means making the shaft from sturdier materials, as well as making the tip last multiple impacts. Second, fletching increased the military utility of arrows, which is great, but unlike wild animals and fish, human warriors wore armour, which those arrows had to successfully and reliably penetrate. This marked the beginning of arrowheads. Initially, arrowheads were made of stone that was easily sharpened. One of those was flint, or obsidian stone. Both are excellent materials for arrowheads as their physical properties lie approximately between that or rock and glass. This resulted in hard, sharp arrowheads that could be produced on a relatively large scale. In areas with a low supply of usable stone, animal bone and horn was used, providing both the density and lightness needed in an arrowhead. When we think of arrowheads we think of a flat, triangular piece of stone or metal. But that was only one of the arrowhead variants. With advances in metalwork, the so-called bodkin arrowheads became increasingly common. They resemble spears most of all, and were cheaper to produce than their wider counterparts. Also, the smaller overall area of the arrowhead reduced aerodynamic drag, enabling the arrow to travel that much farther. Field tips were the simplest of arrowheads, being conical metal tips. They were used for practice, as they didn’t get stuck in targets as easily, as well as hunting where damage to the animal was sought to be minimal. They were used for military purposes only due to the simplicity of mass production. Wide and often toothed arrowheads were preferred, as they were deadlier on the battlefield. Not only did they do more damage upon penetration, but their shape made the arrow impossible to simply pull out without additional damage and considerable pain. The only way to remove an arrowhead like that was to push the arrow through the body, an equally excruciating process. Just another reason why no one refers to medieval times as “the good old days”.	649	ENGLISH	1
Today I have chosen two speeches which are critical to the growth and development that our nation has gone through. Two men from different backgrounds and different times with one common goal, equality for all. The Abraham Lincoln’s “Gettysburg Address” and Martin Luther King’s “I Have a Dream” both address the oppression of the African-Americans in their cultures. Though one hundred years and three wars divide the two documents, they draw astonishing parallels in they purposes and their techniques. The battle of Gettysburg was the turning point of the bloody war between the states in favor of the north. The battle over states rights, mainly the right to keep slaves, had finally peaked in July of 1863. Lincoln knew that he had to say something to inspire his troop to go on. He said that eighty-seven years ago, or as Lincoln affectionately refers to it, four score and seven, the four fathers were dedicated to the idea that all men were created equal, not just white, male landowners. He states that the Civil War tested weather a nation with the standards and principals of the United States would make it. He dedicates the ground that the solders died on the great battle which they had just fought and stated that the solders would not be buried, but instead left were they fell in battle. Lincoln then tell the troops not the let the brave men who died’s deaths to have been in vein.Order now He then says that the country shall have a new birth of freedom and that the United States shall not perish. The march on Washington D.C. was a turning point in the passionate battle for civil rights. Years of segregations and mistreatment of the African-Americans had pushed them to the edge. King knew that he had to say something to calm his people and make sure that their demonstration did not turn into a violent one. He said a hundred years ago, or as King affectionately referred to it, five score ago, Lincoln gave the Gettysburg Address in a war to free the African-Americans from the tyranny of slavery. But despite the bloodshed they were still not free. King too touches on the fact that the fore fathers some one hundred and eighty seven years ago said that all men are created equal and entitled to liberty. King went on to say his people would not just go away and were not just blowing off steam. That these changes need to be made to keep hold of all that is America. Beside for the parallel structure exhibited in both of these speeches, the are still fight for the same thing one hundred years apart. Though the African-Americans were free from the bondages of slavery they were not free from the bondages of racism. If it were not for these two speeches, the world would have not seen the importance of the African-Americans plight for equality. .	<urn:uuid:d7c75b13-1ca0-4ce2-857b-a03c6012b1d2>	CC-MAIN-2020-05	https://artscolumbia.org/essays/i-have-a-dream-and-the-gettysburg-address-essay-5-109260/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700988.64/warc/CC-MAIN-20200127143516-20200127173516-00390.warc.gz	en	0.986144	583	3.484375	3	[ -0.5462167263031006, 0.5866527557373047, 0.11242048442363739, 0.10591109842061996, -0.3855821490287781, 0.3579578399658203, 0.24253085255622864, -0.05112332105636597, -0.3042736351490021, 0.06522969901561737, -0.20025217533111572, 0.05084459111094475, 0.16957759857177734, 0.268526166677475...	4	Today I have chosen two speeches which are critical to the growth and development that our nation has gone through. Two men from different backgrounds and different times with one common goal, equality for all. The Abraham Lincoln’s “Gettysburg Address” and Martin Luther King’s “I Have a Dream” both address the oppression of the African-Americans in their cultures. Though one hundred years and three wars divide the two documents, they draw astonishing parallels in they purposes and their techniques. The battle of Gettysburg was the turning point of the bloody war between the states in favor of the north. The battle over states rights, mainly the right to keep slaves, had finally peaked in July of 1863. Lincoln knew that he had to say something to inspire his troop to go on. He said that eighty-seven years ago, or as Lincoln affectionately refers to it, four score and seven, the four fathers were dedicated to the idea that all men were created equal, not just white, male landowners. He states that the Civil War tested weather a nation with the standards and principals of the United States would make it. He dedicates the ground that the solders died on the great battle which they had just fought and stated that the solders would not be buried, but instead left were they fell in battle. Lincoln then tell the troops not the let the brave men who died’s deaths to have been in vein.Order now He then says that the country shall have a new birth of freedom and that the United States shall not perish. The march on Washington D.C. was a turning point in the passionate battle for civil rights. Years of segregations and mistreatment of the African-Americans had pushed them to the edge. King knew that he had to say something to calm his people and make sure that their demonstration did not turn into a violent one. He said a hundred years ago, or as King affectionately referred to it, five score ago, Lincoln gave the Gettysburg Address in a war to free the African-Americans from the tyranny of slavery. But despite the bloodshed they were still not free. King too touches on the fact that the fore fathers some one hundred and eighty seven years ago said that all men are created equal and entitled to liberty. King went on to say his people would not just go away and were not just blowing off steam. That these changes need to be made to keep hold of all that is America. Beside for the parallel structure exhibited in both of these speeches, the are still fight for the same thing one hundred years apart. Though the African-Americans were free from the bondages of slavery they were not free from the bondages of racism. If it were not for these two speeches, the world would have not seen the importance of the African-Americans plight for equality. .	570	ENGLISH	1
Madness in Lady Audley’s Secret The novel Lady Audley’s Secret sheds light on the activities that took place during the Victorian era where women were expected to undertake certain outlined activities as well as their male counterparts. Similarly, people who lived during the time were barred from engaging in certain activities as they were considered to be inconsistent with the expectations of the community as well as the nation at large. As a result, aspects such as divorce and insanity related attributes were unheard of in the communities. Nonetheless, writers such as Mary Elizabeth Braddon composed books to highlight the elements that existed in the communities during the time (Meadows 319). Despite the conserved nature of people during the period, devious activities existed. Lady Audley’s Secret pinpoints at the heinous deeds that existed in the Victorian era. Despite the perception of the women being weak and submissive as far as the societal norms are concerned, the book denotes diverse elements of the then-woman some of which correlate with the modern-day attributes of the feminine gender such as undertaking roles that ensure provision of food for the families (Knowles 34). Although the novel is dynamic given its setting and interesting to read, madness has taken central stage in the novel. As a result, the paper will shed light on the presentation of insanity in the story. It will highlight how madness has been employed in the novel’s plot and characterization. The Victorian period was earmarked with adherence to rules and societal beliefs. As a result, majority of the authors such as Mary Elizabeth Braddon among others sought to highlight aspects that existed in the community that were contrary to the cultural expectations. For instance, the writers embraced aspects such as madness, deceit, murder-related activities and bigamy in their works to ensure their works were sensational. In Mary Elizabeth Braddon’s novel, Lady Audley’s Secret, insanity has served to portray some of the activities that took place in the society during the Victorian era (Richards 23). Braddon has incorporated the aspect of madness in her book by taking into consideration the element of gender with regards to the underscored theme. The subject of insanity is taken into account and made successful to a great extent by the female gender. Braddon in her novel Lady Audley’s Secret has embraced the aspect of secrecy as an underlining subject (Matus 349). Braddon has utilized bigamy as a tool for illustrating the extent of insanity in her works. Having grown up in the Victorian era where divorce was considered a taboo, Braddon engaged in bigamy with John Maxwell who was a publisher at the time. Since Braddon had a husband and Maxwell had a wife at the time of their affair, she could not become his second wife since divorce was viewed as insanity in the Victorian community (Talairach-Vielmas 53). Therefore, her cohabiting act with Maxwell was viewed as immoral. Braddon’s...	<urn:uuid:9164e259-0300-44f4-bca3-f716f028d5f7>	CC-MAIN-2020-05	https://ostatic.com/essays/madness-in-lady-audley-s-secret-gothic-fiction-essay	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694908.82/warc/CC-MAIN-20200127051112-20200127081112-00206.warc.gz	en	0.983786	598	3.4375	3	[ 0.3689088523387909, 0.20898787677288055, 0.28504008054733276, 0.22208625078201294, 0.16857871413230896, 0.523389458656311, -0.09904666244983673, -0.15101152658462524, 0.06664788722991943, -0.02212136797606945, 0.025059770792722702, -0.31104207038879395, -0.1506313979625702, -0.121414221823...	3	Madness in Lady Audley’s Secret The novel Lady Audley’s Secret sheds light on the activities that took place during the Victorian era where women were expected to undertake certain outlined activities as well as their male counterparts. Similarly, people who lived during the time were barred from engaging in certain activities as they were considered to be inconsistent with the expectations of the community as well as the nation at large. As a result, aspects such as divorce and insanity related attributes were unheard of in the communities. Nonetheless, writers such as Mary Elizabeth Braddon composed books to highlight the elements that existed in the communities during the time (Meadows 319). Despite the conserved nature of people during the period, devious activities existed. Lady Audley’s Secret pinpoints at the heinous deeds that existed in the Victorian era. Despite the perception of the women being weak and submissive as far as the societal norms are concerned, the book denotes diverse elements of the then-woman some of which correlate with the modern-day attributes of the feminine gender such as undertaking roles that ensure provision of food for the families (Knowles 34). Although the novel is dynamic given its setting and interesting to read, madness has taken central stage in the novel. As a result, the paper will shed light on the presentation of insanity in the story. It will highlight how madness has been employed in the novel’s plot and characterization. The Victorian period was earmarked with adherence to rules and societal beliefs. As a result, majority of the authors such as Mary Elizabeth Braddon among others sought to highlight aspects that existed in the community that were contrary to the cultural expectations. For instance, the writers embraced aspects such as madness, deceit, murder-related activities and bigamy in their works to ensure their works were sensational. In Mary Elizabeth Braddon’s novel, Lady Audley’s Secret, insanity has served to portray some of the activities that took place in the society during the Victorian era (Richards 23). Braddon has incorporated the aspect of madness in her book by taking into consideration the element of gender with regards to the underscored theme. The subject of insanity is taken into account and made successful to a great extent by the female gender. Braddon in her novel Lady Audley’s Secret has embraced the aspect of secrecy as an underlining subject (Matus 349). Braddon has utilized bigamy as a tool for illustrating the extent of insanity in her works. Having grown up in the Victorian era where divorce was considered a taboo, Braddon engaged in bigamy with John Maxwell who was a publisher at the time. Since Braddon had a husband and Maxwell had a wife at the time of their affair, she could not become his second wife since divorce was viewed as insanity in the Victorian community (Talairach-Vielmas 53). Therefore, her cohabiting act with Maxwell was viewed as immoral. Braddon’s...	590	ENGLISH	1
Why would Elizabethans be interested in "The Tempest"? Well, the short answer is that Elizabethans never saw “The Tempest”. Elizabeth had died long before the play was written, and James I was the king at the time, so the English of the day are now called Jacobeans. “The Tempest” is a fascinating, magical play and there are many reasons why it still appeals to modern audiences as much as it would've appealed to Jacobeans: it's got amazing characters, it's full of magic and strange creatures, it's very funny, it's visually striking and has beautiful language. Jacobeans also enjoyed the stagecraft and special effects possible in the newly developed indoor theater where the play likely premiered: magic tricks, disappearance and other illusions that would have been impossible on the traditional outdoor stage. Royal performances of the time often included a masque, an elaborate fantastical stage show more akin to Cirque du Soleil than a traditional play. They were extremely expensive to put on and they had all of the most wonderful theatrical innovations available at the time. Shakespeare actually includes a masque in “The Tempest” and it would have taken advantage of all the eye-popping effects of the new indoor stage. The play was also very topical. It’s about travelers being shipwrecked on a magical island and at the time England was starting to explore what they called the New World – we know it today as North and South America. There were all sorts of wild stories coming back from people exploring in Bermuda and the Caribbean about the fantastical people and creatures that they found there. They riveted the Jacobean imagination. It's hard for us to imagine today what it would be like to discover a whole continent full of people and creatures that you didn't know was there before; it was almost like discovering a new planet, but one full of life and one you could travel to. The idea that a European nobleman like Prospero could go and become master of this magical realm played into Jacobean hopes about what a valiant English person could do to conquer the New World; it was fascinating and exciting and a big part of the appeal of the play. check Approved by eNotes Editorial	<urn:uuid:37b1f29d-76ac-4341-8b8d-4cc42da9b078>	CC-MAIN-2020-05	https://www.enotes.com/homework-help/why-would-elizebethians-interested-play-tempest-by-598431?en_action=hh-question_click&en_label=topics_related_hh_questions&en_category=internal_campaign	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694908.82/warc/CC-MAIN-20200127051112-20200127081112-00010.warc.gz	en	0.98361	458	3.40625	3	[ -0.4201216697692871, -0.14477498829364777, 0.7163275480270386, 0.22631751000881195, 0.025339126586914062, 0.15174658596515656, 0.03857748210430145, 0.4014672338962555, -0.24305692315101624, -0.37440720200538635, 0.05534203723073006, 0.08764863759279251, -0.05472385510802269, 0.117953114211...	2	Why would Elizabethans be interested in "The Tempest"? Well, the short answer is that Elizabethans never saw “The Tempest”. Elizabeth had died long before the play was written, and James I was the king at the time, so the English of the day are now called Jacobeans. “The Tempest” is a fascinating, magical play and there are many reasons why it still appeals to modern audiences as much as it would've appealed to Jacobeans: it's got amazing characters, it's full of magic and strange creatures, it's very funny, it's visually striking and has beautiful language. Jacobeans also enjoyed the stagecraft and special effects possible in the newly developed indoor theater where the play likely premiered: magic tricks, disappearance and other illusions that would have been impossible on the traditional outdoor stage. Royal performances of the time often included a masque, an elaborate fantastical stage show more akin to Cirque du Soleil than a traditional play. They were extremely expensive to put on and they had all of the most wonderful theatrical innovations available at the time. Shakespeare actually includes a masque in “The Tempest” and it would have taken advantage of all the eye-popping effects of the new indoor stage. The play was also very topical. It’s about travelers being shipwrecked on a magical island and at the time England was starting to explore what they called the New World – we know it today as North and South America. There were all sorts of wild stories coming back from people exploring in Bermuda and the Caribbean about the fantastical people and creatures that they found there. They riveted the Jacobean imagination. It's hard for us to imagine today what it would be like to discover a whole continent full of people and creatures that you didn't know was there before; it was almost like discovering a new planet, but one full of life and one you could travel to. The idea that a European nobleman like Prospero could go and become master of this magical realm played into Jacobean hopes about what a valiant English person could do to conquer the New World; it was fascinating and exciting and a big part of the appeal of the play. check Approved by eNotes Editorial	447	ENGLISH	1
Booker T. Washington Term Paper Taliaferro Washington was a remarkable figure in American history. Usually, this phrase states that he was an icon of the history of Blacks in American, but I firmly deem that we shouldn’t underestimate his role in the national history of the United States. Booker T. Washington began his life as a slave in slavery, in Virginia, on April 5, 1856. After the abolition of slavery, he had to work in salt and coal mines since early teens to earn his living and support his family. He was a promising child of outstanding intellectual abilities. Unfortunately, he encountered many problems while trying to receive school education. It was only when he turned sixteen that he was allowed to leave work to go to school. Booker’s parents could afford education for his son, but the boy became independent and self-sufficient very early. His lust for knowledge was so intense that he walked 200 miles on foot to take classes at the Hampton Institute in Virginia. He had to work as a janitor to pay for his studies and board. So we see that from the beginning of his life he confronted the challenges that all the emancipated blacks had to face: lack of money, the absence of social status, and hindered access to education. In his autobiography (Washington, 1986, p.30) he wrote the following: “To some, it seemed that, now that they were in actual possession of it, freedom was a more serious thing than they had expected to find it.” Freedom meant responsibility, and not everyone amongst yesterday’s slaves was ready to handle it. Luckily, Booker Taliaferro Washington was the kind of person determined to shape his destiny himself. But it wasn’t himself but the good of the broader community he cared about. He understood that education was the prerequisite to lifting Black America out of slavery. Therefore, he decided to become a teacher: “Dedicating himself to the idea that education would raise his people to equality in this country, Washington became a teacher. He first taught in his hometown, then at the Hampton Institute, and then in 1881, he founded the Tuskegee Normal and Industrial Institute in Tuskegee, Alabama. As head of the Institute, he traveled the country unceasingly to raise funds from blacks and whites both; soon he became a well-known speaker.” (The African American Almanac, 1997, p.138) What’s very characteristic of him, he was interested in raising the level of education of white and black citizens alike. Although his childhood memories from the times of slavery were often bitter, he had no hatred in his heart. He sincerely hoped that one-day equality and prosperity would come to every American. However, his views on the ways of achieving this equality and prosperity differed from the views of many his contemporaries. Many blacks criticized the government for lack of affirmative action aimed at integrating them into the society. To the contrary, Washington taught that the one should play all his hopes within the government. Everyone, he thought, was responsible for his/her own life: “In 1895, Washington was asked to speak at the opening of the Cotton States Exposition, an unprecedented honor for an African American. His Atlanta Compromise speech explained his major thesis, that blacks could secure their constitutional rights through their own economic and moral advancement rather than through legal and political changes.” (The African American Almanac, 1997, p.138) Many blacks didn’t support his position, but Washington understood that the government was reluctant to take any further steps to help former slaves. His standpoint was shared by progressive whites who comprehended the notion of equality in precisely the same way as Washington did: “Although his conciliatory stand angered some blacks who feared it would encourage the foes of equal rights, whites approved of his views. Thus his major achievement was to win over diverse elements among southern whites, without whose support the programs he envisioned and brought into being would have been impossible.” (The African American Almanac, 1997, p.138) Washington’s fellow blacks were unhappy with his close ties with the dominant whites. They suspected him of having betrayed their collective interest: “William Du Bois and twenty-two other prominent African Americans signed a statement claiming: ‘We are compelled to point out that Mr. Washington’s large financial responsibilities have made him dependent on the rich charitable public and that, for this reason, he has for years been compelled to tell, not the whole truth, but that part of it which certain powerful interests in America wish to appear as the whole truth.'” (Spartacus Educational, n/d., para.19) Due to the support he received from progressive whites, Washington was able to find many socially essential institutions and organizations, ranging from educational to business: “In addition to Tuskegee Institute, which still educates many today, Washington instituted a variety of programs for rural extension work, and helped to establish the National Negro Business League.” (The African American Almanac, 1997, p.138) As for the business league, he was among the first successful black businessmen. He believed that the values of America, such as responsible citizenship and entrepreneurial spirit, should be shared by all the inhabitants of the country. As for the National Negro Business League, “[t]his organization encouraged blacks to become business owners. The NNBL promoted the achievements of black businessmen and protected them against fraud. Washington was hailed as a genius in the black community after the successfulness of NNBL.” (Think Quest, n/d., para.6) He became such an influential public figure that was offered a responsible post in national politics. “Shortly after the election of President William McKinley in 1896, a movement was set in motion that Washington be named to a cabinet post, but he withdrew his name from consideration, preferring to work outside the political arena.” (The African American Almanac, 1997, p.139) He refused an official post in the government, but his influence was so strong that unofficially he continued to shape national politics: “Washington continued to be consulted by powerful white politicians and had a say in the African American appointments made by Theodore Roosevelt (1901-09) and William H. Taft (1909-13).” (Spartacus Educational, n/d., para.20) Even during the last days of his life, Washington was able to behave himself in a dignified way. Before his death he decided to visit the Tuskegee Institute, which was one of the most important accomplishments of his life. The number of people that attended his funeral is a clear indicator of his historical significance and influence among the countrymen: “Booker Taliaferro Washington was taken ill and entered St. Luke’s Hospital, New York City, on 5th November, 1915… [H]e was warned that he did not have long to live. He decided to travel to Tuskegee where he died on 14th November. Over 8,000 people attended his funeral held in the Tuskegee Institute Chapel.” (Spartacus Educational, n/d., para.21) Therefore, we can see that Booker Taliaferro Washington was a remarkable figure in American history. He is a person worth admiring; his sense of responsibility, equality, and justice should serve as an example for every public character of modern times. 1) Washington, B.T. “Up from Slavery: An Autobiography.” London: Penguin Classics, 1986. 2) The African American Almanac. 7th ed. Detroit: Gale, 1997. 3) Spartacus Educational. “Booker Taliaferro Washington.” N/d. March 24, 2006. www.spartacus.schoolnet.co.uk/USAbooker.htm 4) Think Quest. “Booker Taliaferro Washington: Educator.” N/d. March 24, 2006. http://library.thinkquest.org/10320/Washngtn.htm *** REMEMBER! Free sample term papers and research project examples are 100% plagiarized!!!All free term paper examples and essay samples you can find online are plagiarized. Don't use them as your own academic papers! If you need original term papers, research papers or essays of the highest quality, don't hesitate to contact professional academic writing services like EssayLib. Here you can order your custom paper written according to your specifications. A team of highly qualified writers are available 24/7 for immediate help:	<urn:uuid:e1e2a7da-2605-49ee-8c62-07c6219082bd>	CC-MAIN-2020-05	https://yourtermpapers.com/booker-t-washington-term-paper/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251799918.97/warc/CC-MAIN-20200129133601-20200129163601-00129.warc.gz	en	0.981266	1,806	4.375	4	[ -0.04961942136287689, 0.6071678400039673, 0.20936518907546997, -0.07541795074939728, -0.5704285502433777, 0.03675633668899536, 0.126493901014328, 0.10023011267185211, -0.19949331879615784, 0.21458235383033752, -0.033515848219394684, 0.04213491827249527, -0.24979427456855774, 0.382483422756...	10	Booker T. Washington Term Paper Taliaferro Washington was a remarkable figure in American history. Usually, this phrase states that he was an icon of the history of Blacks in American, but I firmly deem that we shouldn’t underestimate his role in the national history of the United States. Booker T. Washington began his life as a slave in slavery, in Virginia, on April 5, 1856. After the abolition of slavery, he had to work in salt and coal mines since early teens to earn his living and support his family. He was a promising child of outstanding intellectual abilities. Unfortunately, he encountered many problems while trying to receive school education. It was only when he turned sixteen that he was allowed to leave work to go to school. Booker’s parents could afford education for his son, but the boy became independent and self-sufficient very early. His lust for knowledge was so intense that he walked 200 miles on foot to take classes at the Hampton Institute in Virginia. He had to work as a janitor to pay for his studies and board. So we see that from the beginning of his life he confronted the challenges that all the emancipated blacks had to face: lack of money, the absence of social status, and hindered access to education. In his autobiography (Washington, 1986, p.30) he wrote the following: “To some, it seemed that, now that they were in actual possession of it, freedom was a more serious thing than they had expected to find it.” Freedom meant responsibility, and not everyone amongst yesterday’s slaves was ready to handle it. Luckily, Booker Taliaferro Washington was the kind of person determined to shape his destiny himself. But it wasn’t himself but the good of the broader community he cared about. He understood that education was the prerequisite to lifting Black America out of slavery. Therefore, he decided to become a teacher: “Dedicating himself to the idea that education would raise his people to equality in this country, Washington became a teacher. He first taught in his hometown, then at the Hampton Institute, and then in 1881, he founded the Tuskegee Normal and Industrial Institute in Tuskegee, Alabama. As head of the Institute, he traveled the country unceasingly to raise funds from blacks and whites both; soon he became a well-known speaker.” (The African American Almanac, 1997, p.138) What’s very characteristic of him, he was interested in raising the level of education of white and black citizens alike. Although his childhood memories from the times of slavery were often bitter, he had no hatred in his heart. He sincerely hoped that one-day equality and prosperity would come to every American. However, his views on the ways of achieving this equality and prosperity differed from the views of many his contemporaries. Many blacks criticized the government for lack of affirmative action aimed at integrating them into the society. To the contrary, Washington taught that the one should play all his hopes within the government. Everyone, he thought, was responsible for his/her own life: “In 1895, Washington was asked to speak at the opening of the Cotton States Exposition, an unprecedented honor for an African American. His Atlanta Compromise speech explained his major thesis, that blacks could secure their constitutional rights through their own economic and moral advancement rather than through legal and political changes.” (The African American Almanac, 1997, p.138) Many blacks didn’t support his position, but Washington understood that the government was reluctant to take any further steps to help former slaves. His standpoint was shared by progressive whites who comprehended the notion of equality in precisely the same way as Washington did: “Although his conciliatory stand angered some blacks who feared it would encourage the foes of equal rights, whites approved of his views. Thus his major achievement was to win over diverse elements among southern whites, without whose support the programs he envisioned and brought into being would have been impossible.” (The African American Almanac, 1997, p.138) Washington’s fellow blacks were unhappy with his close ties with the dominant whites. They suspected him of having betrayed their collective interest: “William Du Bois and twenty-two other prominent African Americans signed a statement claiming: ‘We are compelled to point out that Mr. Washington’s large financial responsibilities have made him dependent on the rich charitable public and that, for this reason, he has for years been compelled to tell, not the whole truth, but that part of it which certain powerful interests in America wish to appear as the whole truth.'” (Spartacus Educational, n/d., para.19) Due to the support he received from progressive whites, Washington was able to find many socially essential institutions and organizations, ranging from educational to business: “In addition to Tuskegee Institute, which still educates many today, Washington instituted a variety of programs for rural extension work, and helped to establish the National Negro Business League.” (The African American Almanac, 1997, p.138) As for the business league, he was among the first successful black businessmen. He believed that the values of America, such as responsible citizenship and entrepreneurial spirit, should be shared by all the inhabitants of the country. As for the National Negro Business League, “[t]his organization encouraged blacks to become business owners. The NNBL promoted the achievements of black businessmen and protected them against fraud. Washington was hailed as a genius in the black community after the successfulness of NNBL.” (Think Quest, n/d., para.6) He became such an influential public figure that was offered a responsible post in national politics. “Shortly after the election of President William McKinley in 1896, a movement was set in motion that Washington be named to a cabinet post, but he withdrew his name from consideration, preferring to work outside the political arena.” (The African American Almanac, 1997, p.139) He refused an official post in the government, but his influence was so strong that unofficially he continued to shape national politics: “Washington continued to be consulted by powerful white politicians and had a say in the African American appointments made by Theodore Roosevelt (1901-09) and William H. Taft (1909-13).” (Spartacus Educational, n/d., para.20) Even during the last days of his life, Washington was able to behave himself in a dignified way. Before his death he decided to visit the Tuskegee Institute, which was one of the most important accomplishments of his life. The number of people that attended his funeral is a clear indicator of his historical significance and influence among the countrymen: “Booker Taliaferro Washington was taken ill and entered St. Luke’s Hospital, New York City, on 5th November, 1915… [H]e was warned that he did not have long to live. He decided to travel to Tuskegee where he died on 14th November. Over 8,000 people attended his funeral held in the Tuskegee Institute Chapel.” (Spartacus Educational, n/d., para.21) Therefore, we can see that Booker Taliaferro Washington was a remarkable figure in American history. He is a person worth admiring; his sense of responsibility, equality, and justice should serve as an example for every public character of modern times. 1) Washington, B.T. “Up from Slavery: An Autobiography.” London: Penguin Classics, 1986. 2) The African American Almanac. 7th ed. Detroit: Gale, 1997. 3) Spartacus Educational. “Booker Taliaferro Washington.” N/d. March 24, 2006. www.spartacus.schoolnet.co.uk/USAbooker.htm 4) Think Quest. “Booker Taliaferro Washington: Educator.” N/d. March 24, 2006. http://library.thinkquest.org/10320/Washngtn.htm *** REMEMBER! Free sample term papers and research project examples are 100% plagiarized!!!All free term paper examples and essay samples you can find online are plagiarized. Don't use them as your own academic papers! If you need original term papers, research papers or essays of the highest quality, don't hesitate to contact professional academic writing services like EssayLib. Here you can order your custom paper written according to your specifications. A team of highly qualified writers are available 24/7 for immediate help:	1,802	ENGLISH	1
Subject: settler militiaman Culture: Texian / Anglo-Texan Setting: Texas 1824-1845 Context (Event Photos, Period Sources) * O'Neal 2014 p9 "Early Texas was settled by pioneers who came mostly from states of the Old South. These Southerners brought to Texas their music, cooking, home crafts, and the institution of slavery. Southern men also brought a proclivity for violence, form eye-gouging, knife-wielding brawls to blood feuds and formal duels. The rough-and-tumble Texas society embraced knife-fighting and pistol duels and blood feuds. The popularity of Sam Houston among Texans was enhanced by an 1827 duel in which he shot and nearly killed his opponent and by an 1832 brawl in Washington, DC, in which he thrashed a congressman who pulled a pistol on him." * Williams 2013 p57-58 "Stephen F. Austin's colony in central Texas, established in 1822, enjoyed a short period of goodwill from the Indians but ultimately was saved by its militia. When the goodwill from the Indians ran out in 1823, Austin found it necessary to form a militia from his colonists to protect from Indian attacks. This was done with the approval of the Mexican government in Bexar. The Mexican government in for the colony, but this was just after Mexico's long war with independence from Spain, from 1810 to 1821. Mexico was in shambles and had only about 250 troops in all of Texas. So Austin's colony was on its own, and its survival in the first several years was precarious. Austin's colony was saved by its own motivated and its leadership. "[...] The settlers were basically farmers with no military experience, and not everyone owned a gun. They had not come to Texas expecting to have to fight, and they served only reluctantly in the militia and for short campaigns. In this, the early militia acted more like a posse. The men were usually mounted on their farm horses or mules but fought from the ground since they were not horsemen. In the early years of Austin's colony, their numbers were meager, and they avoided confrontation in favor of treaty with the Indians. "[...] By 1826, there were 1,600 people in Austin's colony. Manpower was not the problem -- guns were. The total strength of the militia reached 565 men, but there were only 345 weapons (muskets plus pistols). So the militia lacked 200 weapons for each person to be armed. Still, 1826 was an active year for battles between the militia and the Tonkawa and Karankawa. By the end of the year, the increasing strength of the militia and Austin's successful strategy for dealing with the Indians had overcome the immediate threat of extinction for the colony. The colony's militia was no killing machine, with inexperienced members and insufficient armament, but under Austin's leadership, it made the difference for the survival of the colony." * Doughty 1983 p27 "Noah Smithwick (1808-99), Austin Colony pioneer, remarked that the unlikely assortment of farmers, woodsmen, and others who comprised the Revolutionary Army in October, 1835, wore 'buckskin breeches [which] were the nearest approach to uniform.' Some garments were a soft, new yellow; others were black and hard 'from long familiarity with rain and grease.' One of the finest examples of fashionable buckskin in frontier days was the suit worn by Indian scout Robert Hall, who sported a fringed and beaded suit of trousers, coat, and vest, topped by a coonskin cap. A powder horn, leather canteen, and bowie knife completed his attire so that he cut a dashing figure. His outfit, which reportedly belonged to Lafitte, was presented to Sam Houston, who then gave it to Hall. 'General Sam' was noted for an attachment to buckskin. In a state procession as late as 1841, Houston paraded in buckskin shirt; earlier, Stephen F. Austin had donned buckskin, and Smithwick caught the eye of his future bride when he dressed in 'a brand new buckskin suit, consisting of hunting shirt, pantaloons and moccasins, all elaborately fringed.' "Apparel made up from other pelts was fashionable. Moses Evans, the 'Wild Man of the Woods,' wore a vest made from snakeskin to a wedding at Washington-on-the-Brazos, where he lived in the late 1830s. ... Black bearskins also proved useful ...." * Todish 1998 p158 "Most of the Alamo defenders wore typical civilian clothing of the period. Some who had prior military service may have worn parts of their old uniforms and used pieces of their old equipment. Even volunteers with no prior service may have had military clothing and equipment, because the United States government occasionally sold surplus goods at public auction. Undoubtedly, there was a liberal mixture of civilian clothing and gear. Some Texians may have worn buckskin clothing, as popularized by Hollywood movies, but most would have been dressed in garments of manmade fabrics such as wool, linen, and cotton. The Tejanos, of course, would have worn clothing typical of their Mexican heritage." * Texas Hall of State The Texian Revolutionary Army consisted more of a volunteer militia than a regular organized military. Most men had to supply their own materials and weapons. As such civilian clothing and muskets of all types were quite common." ... * Williams 2013 p66 "The Texians would ... have armed themselves for hand-to-hand fighting with Bowie and other long knives and tomahawks." * O'Neal 2014 p11 "Brothers James and Rezin Bowie developed a large fighting knife, and the combative James was never without his weapon, even when fashionably dressed. The big, heavy blade often had a clip point on top, which held a cutting edge for backstrokes. When David Crockett first saw Bowie's famous weapon, he is said to have remarked that you could tickle a man's ribs a long time before drawing a laugh. In various models, the 'bowie knife' became immediately popular in Texas. Other dangerous Texas knife-fighters include Henry Strickland, 'The Bully of the Tenaha,' who was slain during the Regulator-Moderator War." * Todish 1998 p165 "Bowie knives were made famous by James Bowie long before the Siege of the Alamo. Large and heavy, 'Bowie'-style knives were more suited for fighting than for regular chores. Blacksmith Rezin Bowie, James' brother, made the one that James carried during the Siege of the Alamo. More than likely it was taken as a trophy by a Mexican soldier after the battle, and its current whereabouts is unknown. Several knives that could possibly be Bowie's have surfaced over the years, but none have been positively authenticated." Guns (Rifle, Pistol) * Moore 2009 p125-126 "The Texas frontiersmen of the late 1830s relied heavily upon their Kentucky and Tennessee rifles for distance shooting. Many of the Indians' opponents carried belt pistols -- or horse pistols -- of many calibers, including .54 and .65, although their effective range of perhaps 40 yards made them essentially useless unless fighting was engaged under extremely close quarters. The first of Sam Colt's newly patented revolving five shot belt pistols manufactured in 1836 were models of .28 to .36 caliber, but few of them had made their way into Texas by 1839." * Williams 2013 p65-66 "The arms used by both sides at the siege of the Alamo in 1836 were mostly of British manufacture. Contrary to popular opinion, there were probably only a few Kentucky long rifles in the hands of the Texians. The most common gun arming both the Texians and Mexicans was the British East India pattern musket. Mexico had purchased a great number of these muskets in the 1820s as surplus from England and made them the standard weapon for the Mexican army. These were not rifles but rather smoothbore muskets. The Texians captured a store of five hundred of these muskets at the fall of Bexar in December 1835 when General Cos surrendered. In any case, this British army musket had had been in America since early 1700s. It was the main weapon used by both sides in the American Revolution in 1776, although a small number of Kentucky long rifles were also used in that conflict. But the British musket, nicknamed the 'Brown Bess,' was the weapon used by England in its period of colonial expansion. It was very reliable and easy to load and was used by the British infantry until 1838. Thereafter, the Brown Bess was used around the world into the 1880s. "[...] The Kentucky long rifle was a more accurate but was slower to load, producing only about .36 to .45 caliber, and were all handmade. Since there was no standard bore size, the rifleman had to carry his own lead balls. These characteristics were not a problem in their early use since they were developed for hunting deer in the woods of the Northeast. The long rifle had an effective range out to three hundred years. But with a barrel length of forty-eight inches or more, the long rifle was rather cumbersome for the western frontier. "The long rifle was developed in America in the early 1700s by German immigrants in Pennsylvania and was initially called the Pennsylvania rifle. The German immigrants were familiar with the rifling process used for the German Jaeger rifle, but the long barrel was an American adaptation. Davy Crockett was one of the Alamo defenders who knew how to use the long rifle effectively. They were especially useful at picking off officers, scouts and artillery gun crews at long distances. This would have had a great demoralizing effect on the attackers, but its slower rate of fire would have been a disadvantage against charging attackers." * Moore p156 (describing the aftermath of the Battle of the Neches, 1839) "In its September 1, 1841, issue, the Telegraph and Texas Register reported that 'some rude chaps scalped the poor chief [Bowles] after his death.' Others were seen to cut away pieces of Bowles' body for souvenirs or personal charms." * Moore p160 (describing the aftermath of the Battle of the Neches, 1839) "Walter Lane of Colonel Landrum's regiment noted one 'festive cuss' from the new arrivals who had taken the liberty to cut a strip of skin from the back of Chief Bowles. The man told Lane that he planned to use the dried flesh for a razor strap and a good luck charm."	<urn:uuid:0fdf61c5-63a5-4684-90e3-59c39eca1565>	CC-MAIN-2020-05	http://www.forensicfashion.com/1835TexianSettler.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594101.10/warc/CC-MAIN-20200119010920-20200119034920-00353.warc.gz	en	0.982471	2,224	3.421875	3	[ -0.21139025688171387, 0.17850621044635773, 0.5382000207901001, -0.1087910532951355, 0.07671365886926651, -0.3218304216861725, 0.134869784116745, -0.2060510218143463, -0.3413897752761841, -0.24388602375984192, 0.14892376959323883, -0.13135050237178802, 0.30314621329307556, -0.03781583905220...	1	Subject: settler militiaman Culture: Texian / Anglo-Texan Setting: Texas 1824-1845 Context (Event Photos, Period Sources) * O'Neal 2014 p9 "Early Texas was settled by pioneers who came mostly from states of the Old South. These Southerners brought to Texas their music, cooking, home crafts, and the institution of slavery. Southern men also brought a proclivity for violence, form eye-gouging, knife-wielding brawls to blood feuds and formal duels. The rough-and-tumble Texas society embraced knife-fighting and pistol duels and blood feuds. The popularity of Sam Houston among Texans was enhanced by an 1827 duel in which he shot and nearly killed his opponent and by an 1832 brawl in Washington, DC, in which he thrashed a congressman who pulled a pistol on him." * Williams 2013 p57-58 "Stephen F. Austin's colony in central Texas, established in 1822, enjoyed a short period of goodwill from the Indians but ultimately was saved by its militia. When the goodwill from the Indians ran out in 1823, Austin found it necessary to form a militia from his colonists to protect from Indian attacks. This was done with the approval of the Mexican government in Bexar. The Mexican government in for the colony, but this was just after Mexico's long war with independence from Spain, from 1810 to 1821. Mexico was in shambles and had only about 250 troops in all of Texas. So Austin's colony was on its own, and its survival in the first several years was precarious. Austin's colony was saved by its own motivated and its leadership. "[...] The settlers were basically farmers with no military experience, and not everyone owned a gun. They had not come to Texas expecting to have to fight, and they served only reluctantly in the militia and for short campaigns. In this, the early militia acted more like a posse. The men were usually mounted on their farm horses or mules but fought from the ground since they were not horsemen. In the early years of Austin's colony, their numbers were meager, and they avoided confrontation in favor of treaty with the Indians. "[...] By 1826, there were 1,600 people in Austin's colony. Manpower was not the problem -- guns were. The total strength of the militia reached 565 men, but there were only 345 weapons (muskets plus pistols). So the militia lacked 200 weapons for each person to be armed. Still, 1826 was an active year for battles between the militia and the Tonkawa and Karankawa. By the end of the year, the increasing strength of the militia and Austin's successful strategy for dealing with the Indians had overcome the immediate threat of extinction for the colony. The colony's militia was no killing machine, with inexperienced members and insufficient armament, but under Austin's leadership, it made the difference for the survival of the colony." * Doughty 1983 p27 "Noah Smithwick (1808-99), Austin Colony pioneer, remarked that the unlikely assortment of farmers, woodsmen, and others who comprised the Revolutionary Army in October, 1835, wore 'buckskin breeches [which] were the nearest approach to uniform.' Some garments were a soft, new yellow; others were black and hard 'from long familiarity with rain and grease.' One of the finest examples of fashionable buckskin in frontier days was the suit worn by Indian scout Robert Hall, who sported a fringed and beaded suit of trousers, coat, and vest, topped by a coonskin cap. A powder horn, leather canteen, and bowie knife completed his attire so that he cut a dashing figure. His outfit, which reportedly belonged to Lafitte, was presented to Sam Houston, who then gave it to Hall. 'General Sam' was noted for an attachment to buckskin. In a state procession as late as 1841, Houston paraded in buckskin shirt; earlier, Stephen F. Austin had donned buckskin, and Smithwick caught the eye of his future bride when he dressed in 'a brand new buckskin suit, consisting of hunting shirt, pantaloons and moccasins, all elaborately fringed.' "Apparel made up from other pelts was fashionable. Moses Evans, the 'Wild Man of the Woods,' wore a vest made from snakeskin to a wedding at Washington-on-the-Brazos, where he lived in the late 1830s. ... Black bearskins also proved useful ...." * Todish 1998 p158 "Most of the Alamo defenders wore typical civilian clothing of the period. Some who had prior military service may have worn parts of their old uniforms and used pieces of their old equipment. Even volunteers with no prior service may have had military clothing and equipment, because the United States government occasionally sold surplus goods at public auction. Undoubtedly, there was a liberal mixture of civilian clothing and gear. Some Texians may have worn buckskin clothing, as popularized by Hollywood movies, but most would have been dressed in garments of manmade fabrics such as wool, linen, and cotton. The Tejanos, of course, would have worn clothing typical of their Mexican heritage." * Texas Hall of State The Texian Revolutionary Army consisted more of a volunteer militia than a regular organized military. Most men had to supply their own materials and weapons. As such civilian clothing and muskets of all types were quite common." ... * Williams 2013 p66 "The Texians would ... have armed themselves for hand-to-hand fighting with Bowie and other long knives and tomahawks." * O'Neal 2014 p11 "Brothers James and Rezin Bowie developed a large fighting knife, and the combative James was never without his weapon, even when fashionably dressed. The big, heavy blade often had a clip point on top, which held a cutting edge for backstrokes. When David Crockett first saw Bowie's famous weapon, he is said to have remarked that you could tickle a man's ribs a long time before drawing a laugh. In various models, the 'bowie knife' became immediately popular in Texas. Other dangerous Texas knife-fighters include Henry Strickland, 'The Bully of the Tenaha,' who was slain during the Regulator-Moderator War." * Todish 1998 p165 "Bowie knives were made famous by James Bowie long before the Siege of the Alamo. Large and heavy, 'Bowie'-style knives were more suited for fighting than for regular chores. Blacksmith Rezin Bowie, James' brother, made the one that James carried during the Siege of the Alamo. More than likely it was taken as a trophy by a Mexican soldier after the battle, and its current whereabouts is unknown. Several knives that could possibly be Bowie's have surfaced over the years, but none have been positively authenticated." Guns (Rifle, Pistol) * Moore 2009 p125-126 "The Texas frontiersmen of the late 1830s relied heavily upon their Kentucky and Tennessee rifles for distance shooting. Many of the Indians' opponents carried belt pistols -- or horse pistols -- of many calibers, including .54 and .65, although their effective range of perhaps 40 yards made them essentially useless unless fighting was engaged under extremely close quarters. The first of Sam Colt's newly patented revolving five shot belt pistols manufactured in 1836 were models of .28 to .36 caliber, but few of them had made their way into Texas by 1839." * Williams 2013 p65-66 "The arms used by both sides at the siege of the Alamo in 1836 were mostly of British manufacture. Contrary to popular opinion, there were probably only a few Kentucky long rifles in the hands of the Texians. The most common gun arming both the Texians and Mexicans was the British East India pattern musket. Mexico had purchased a great number of these muskets in the 1820s as surplus from England and made them the standard weapon for the Mexican army. These were not rifles but rather smoothbore muskets. The Texians captured a store of five hundred of these muskets at the fall of Bexar in December 1835 when General Cos surrendered. In any case, this British army musket had had been in America since early 1700s. It was the main weapon used by both sides in the American Revolution in 1776, although a small number of Kentucky long rifles were also used in that conflict. But the British musket, nicknamed the 'Brown Bess,' was the weapon used by England in its period of colonial expansion. It was very reliable and easy to load and was used by the British infantry until 1838. Thereafter, the Brown Bess was used around the world into the 1880s. "[...] The Kentucky long rifle was a more accurate but was slower to load, producing only about .36 to .45 caliber, and were all handmade. Since there was no standard bore size, the rifleman had to carry his own lead balls. These characteristics were not a problem in their early use since they were developed for hunting deer in the woods of the Northeast. The long rifle had an effective range out to three hundred years. But with a barrel length of forty-eight inches or more, the long rifle was rather cumbersome for the western frontier. "The long rifle was developed in America in the early 1700s by German immigrants in Pennsylvania and was initially called the Pennsylvania rifle. The German immigrants were familiar with the rifling process used for the German Jaeger rifle, but the long barrel was an American adaptation. Davy Crockett was one of the Alamo defenders who knew how to use the long rifle effectively. They were especially useful at picking off officers, scouts and artillery gun crews at long distances. This would have had a great demoralizing effect on the attackers, but its slower rate of fire would have been a disadvantage against charging attackers." * Moore p156 (describing the aftermath of the Battle of the Neches, 1839) "In its September 1, 1841, issue, the Telegraph and Texas Register reported that 'some rude chaps scalped the poor chief [Bowles] after his death.' Others were seen to cut away pieces of Bowles' body for souvenirs or personal charms." * Moore p160 (describing the aftermath of the Battle of the Neches, 1839) "Walter Lane of Colonel Landrum's regiment noted one 'festive cuss' from the new arrivals who had taken the liberty to cut a strip of skin from the back of Chief Bowles. The man told Lane that he planned to use the dried flesh for a razor strap and a good luck charm."	2,358	ENGLISH	1
Military Academy at West Point. There he met and befriended several future military leaders who he would fight alongside — and against — during the Civil War. Sherman graduated inranked sixth in his class. This first introduction to life in the South left a lasting favorable impression. He led Union forces in crushing campaigns through the South, marching through Georgia and the Carolinas — Early life and career Named Tecumseh in honour of the renowned Shawnee chieftainSherman was one of eight children of Judge Charles R. Sherman, who died when the boy was only nine. Thomas Ewinga family friend and a Whig political force in Ohio, adopted the boy, and his foster mother added William to his name. When Sherman was 16, Ewing obtained an appointment to West Point for him. Sherman graduated near the head of his class in The Mexican-American Warin which so many future generals of the Civil War received their experience, passed Sherman by; he was stranded in California as an administrative officer. In he married Ellen Ewing, daughter of his adoptive father, who was then serving as secretary of the interior in Washington. They settled in St. The lure of gold in California led Sherman to resign from the U. Army in and join a St. Louis banking firm at its branch in San Francisco. The Panic of interrupted his promising career in business, however, and after several more disappointments, his old friends, the Southerners Braxton Bragg and P. Beauregardfound him employment January as superintendent of a newly established military academy in Louisiana. His devotion to the Union was strong, but he was greatly distressed at what he considered an unnecessary conflict between the states. He used the influence of his younger brother, Senator John Shermanto obtain an appointment in the U. Army as a colonel in May Though afterward promoted to brigadier generalhe was convinced by his experience at Bull Run that he was unfit for such responsibility, and he begged President Abraham Lincoln not to trust him in an independent command. In October Sherman succeeded to the command in Kentucky, but he was nervous and unsure of himself, and his hallucinations concerning opposing Confederate forces led him to request so many reinforcements from his superiors that some newspapers described him as insane. He lost his Kentucky command, but, with the support of General Henry Halleckhe then served as a divisional commander under General Ulysses S. Sherman distinguished himself at the Battle of Shiloh April 6—7, and won promotion to the rank of major general. Grant had a calming influence upon Sherman. Together they fought brilliantly to capture VicksburgMississippi —63shattering the Confederate defenses and opening the Mississippi River to Northern commerce once more. Though Sherman began his part in the campaign with a defeat at Chickasaw Bluffs, his capture of Fort Hindman, Arkansas, served to restore his reputation. When Grant was placed in supreme command in the west, Sherman succeeded to the command of the Army of the Tennessee and in that capacity took part with Grant in the Chattanooga campaign in November In Marchwhen Grant became general-in-chief of the Union armies, Sherman was made commander of the military division of the Mississippi, with three armies under his overall command. Assembling abouttroops near Chattanooga, Tennessee, in Mayhe began his invasion of Georgia. The opposing Confederate forces led by General Joseph E. Sherman and his staffGeneral William Tecumseh Sherman and staff from left to right: Slocum, and Joseph Mower.William Sherman How would you feel if your brother came into your room and transformed it into a junkyard? You would probably have the same feelings of the civilians in Georgia when William Sherman came across their land. William Tecumseh Sherman was a U.S. Civil War Union Army leader known for "Sherman's March," in which he and his troops laid waste to the srmvision.com: Feb 08, Finally, McDonough does an able job of covering Sherman’s long life, before, during, and after the war—although the war dominates the biography, as it should, considering Sherman’s. Unlike most editing & proofreading services, we edit for everything: grammar, spelling, punctuation, idea flow, sentence structure, & more. Get started now! This is a nice brief introduction to William Tecumseh Sherman, one of the most important Union generals in the Civil War. This is a part of a series on military leaders that seems to have a similar mission as the American Presidents series. In short, a brief introduction to a major figure/5. Introduction to Catholic Sacramental Theology moves clearly from (1) a sketch of the historical development of the sacramental concept, to (2) the basic elements in a general theory of the sacraments, to (3) discussion of the individual srmvision.coms: 1.	<urn:uuid:0d14baf3-a179-4f05-9595-13ca3d0841da>	CC-MAIN-2020-05	https://tugahigakykyr.srmvision.com/an-introduction-to-the-life-of-william-sherman-23584kw.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607118.51/warc/CC-MAIN-20200122131612-20200122160612-00072.warc.gz	en	0.980665	1,012	3.3125	3	[ -0.23296132683753967, 0.7793445587158203, 0.36100488901138306, -0.4811818599700928, -0.3736366033554077, -0.10796934366226196, 0.1294250339269638, 0.033251963555812836, -0.08810694515705109, -0.21849900484085083, 0.17109660804271698, -0.05952161177992821, 0.24698026478290558, 0.23717743158...	1	Military Academy at West Point. There he met and befriended several future military leaders who he would fight alongside — and against — during the Civil War. Sherman graduated inranked sixth in his class. This first introduction to life in the South left a lasting favorable impression. He led Union forces in crushing campaigns through the South, marching through Georgia and the Carolinas — Early life and career Named Tecumseh in honour of the renowned Shawnee chieftainSherman was one of eight children of Judge Charles R. Sherman, who died when the boy was only nine. Thomas Ewinga family friend and a Whig political force in Ohio, adopted the boy, and his foster mother added William to his name. When Sherman was 16, Ewing obtained an appointment to West Point for him. Sherman graduated near the head of his class in The Mexican-American Warin which so many future generals of the Civil War received their experience, passed Sherman by; he was stranded in California as an administrative officer. In he married Ellen Ewing, daughter of his adoptive father, who was then serving as secretary of the interior in Washington. They settled in St. The lure of gold in California led Sherman to resign from the U. Army in and join a St. Louis banking firm at its branch in San Francisco. The Panic of interrupted his promising career in business, however, and after several more disappointments, his old friends, the Southerners Braxton Bragg and P. Beauregardfound him employment January as superintendent of a newly established military academy in Louisiana. His devotion to the Union was strong, but he was greatly distressed at what he considered an unnecessary conflict between the states. He used the influence of his younger brother, Senator John Shermanto obtain an appointment in the U. Army as a colonel in May Though afterward promoted to brigadier generalhe was convinced by his experience at Bull Run that he was unfit for such responsibility, and he begged President Abraham Lincoln not to trust him in an independent command. In October Sherman succeeded to the command in Kentucky, but he was nervous and unsure of himself, and his hallucinations concerning opposing Confederate forces led him to request so many reinforcements from his superiors that some newspapers described him as insane. He lost his Kentucky command, but, with the support of General Henry Halleckhe then served as a divisional commander under General Ulysses S. Sherman distinguished himself at the Battle of Shiloh April 6—7, and won promotion to the rank of major general. Grant had a calming influence upon Sherman. Together they fought brilliantly to capture VicksburgMississippi —63shattering the Confederate defenses and opening the Mississippi River to Northern commerce once more. Though Sherman began his part in the campaign with a defeat at Chickasaw Bluffs, his capture of Fort Hindman, Arkansas, served to restore his reputation. When Grant was placed in supreme command in the west, Sherman succeeded to the command of the Army of the Tennessee and in that capacity took part with Grant in the Chattanooga campaign in November In Marchwhen Grant became general-in-chief of the Union armies, Sherman was made commander of the military division of the Mississippi, with three armies under his overall command. Assembling abouttroops near Chattanooga, Tennessee, in Mayhe began his invasion of Georgia. The opposing Confederate forces led by General Joseph E. Sherman and his staffGeneral William Tecumseh Sherman and staff from left to right: Slocum, and Joseph Mower.William Sherman How would you feel if your brother came into your room and transformed it into a junkyard? You would probably have the same feelings of the civilians in Georgia when William Sherman came across their land. William Tecumseh Sherman was a U.S. Civil War Union Army leader known for "Sherman's March," in which he and his troops laid waste to the srmvision.com: Feb 08, Finally, McDonough does an able job of covering Sherman’s long life, before, during, and after the war—although the war dominates the biography, as it should, considering Sherman’s. Unlike most editing & proofreading services, we edit for everything: grammar, spelling, punctuation, idea flow, sentence structure, & more. Get started now! This is a nice brief introduction to William Tecumseh Sherman, one of the most important Union generals in the Civil War. This is a part of a series on military leaders that seems to have a similar mission as the American Presidents series. In short, a brief introduction to a major figure/5. Introduction to Catholic Sacramental Theology moves clearly from (1) a sketch of the historical development of the sacramental concept, to (2) the basic elements in a general theory of the sacraments, to (3) discussion of the individual srmvision.coms: 1.	992	ENGLISH	1
An introduction to various resources outlining the historical background to the slave trade. over weeks and months, for captured people provided by African traders. trade though the abolitionists also used propaganda to further their cause. Britain, slavery and the trade in enslaved Africans, an article on the history of to obey the Queen's proclamation, as she had to issue it a number of times. (4). Africa is again the world's epicenter of modern-day slavery were forced to work in the nation's first modern mine are also currently suing the. The continent of Africa is one of the regions most rife with contemporary slavery. Slavery in There are other, non-traditional forms of slavery in Africa today, mostly involving human trafficking and the enslavement of child soldiers and child. Causes and results of slavery. A main cause of the trade was the colonies that European countries were starting to develop. In America, for. Learn about Britain's role in the Atlantic slave trade of the 18th century for Higher history. Africans were enslaved to work in the sugar cane trade. Proponents of the slave trade, such as Archibald Dalzel, argued that African societies were robust and not. The Arab slave trade, established in the eighth up to 17 million Africans slaves were transported by. Slavery existed in Africa, but it was not the same type of slavery that the Europeans introduced. Others were sent to work in the gold mines of West Africa. Africans to work on the land they owned on the Caribbean islands and in America. Slavery has historically been widespread in Africa, and still continues today in some countries. Many communities had hierarchies between different types of slaves: for . Henry Louis Gates, the Harvard Chair of African and African American . A distinction was made between two different types of slaves in this region;. Off the coast of Africa, European migrants, in which slaves would be captured to be later sold in the Mediterranean. before African naval forces were alerted to the. Most of the Africans who were enslaved were captured in battles or were kidnapped, though some were sold into slavery for debt or as punishment. The captives.	<urn:uuid:5bc33c9b-a544-4a1e-b338-a858de4c0619>	CC-MAIN-2020-05	https://sakphuduen.com/good-topics-to-write-an-essay-on-the/an-introduction-to-the-issue-of-slave-trade-in-africa-398gr.php	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778168.77/warc/CC-MAIN-20200128091916-20200128121916-00485.warc.gz	en	0.982066	431	4.03125	4	[ -0.2935839295387268, 0.48014286160469055, 0.3157428503036499, 0.02955939806997776, 0.006805863697081804, -0.3617602288722992, 0.11768735200166702, -0.4611835479736328, -0.28019097447395325, 0.1938861906528473, 0.5012714266777039, -0.2758011817932129, -0.492775559425354, 0.25059252977371216...	3	An introduction to various resources outlining the historical background to the slave trade. over weeks and months, for captured people provided by African traders. trade though the abolitionists also used propaganda to further their cause. Britain, slavery and the trade in enslaved Africans, an article on the history of to obey the Queen's proclamation, as she had to issue it a number of times. (4). Africa is again the world's epicenter of modern-day slavery were forced to work in the nation's first modern mine are also currently suing the. The continent of Africa is one of the regions most rife with contemporary slavery. Slavery in There are other, non-traditional forms of slavery in Africa today, mostly involving human trafficking and the enslavement of child soldiers and child. Causes and results of slavery. A main cause of the trade was the colonies that European countries were starting to develop. In America, for. Learn about Britain's role in the Atlantic slave trade of the 18th century for Higher history. Africans were enslaved to work in the sugar cane trade. Proponents of the slave trade, such as Archibald Dalzel, argued that African societies were robust and not. The Arab slave trade, established in the eighth up to 17 million Africans slaves were transported by. Slavery existed in Africa, but it was not the same type of slavery that the Europeans introduced. Others were sent to work in the gold mines of West Africa. Africans to work on the land they owned on the Caribbean islands and in America. Slavery has historically been widespread in Africa, and still continues today in some countries. Many communities had hierarchies between different types of slaves: for . Henry Louis Gates, the Harvard Chair of African and African American . A distinction was made between two different types of slaves in this region;. Off the coast of Africa, European migrants, in which slaves would be captured to be later sold in the Mediterranean. before African naval forces were alerted to the. Most of the Africans who were enslaved were captured in battles or were kidnapped, though some were sold into slavery for debt or as punishment. The captives.	432	ENGLISH	1
George Polgreen Bridgetower: An African Prodigy in England 1789-1860. An outstanding violinist. Best known for his association with Ludwig van Beethoven, who wrote the piece Kreutzer Sonata just for him to play in 1803 (the full title was Sonata composed for the Mulatto). The composer praised him as “a very capable virtuoso who has a complete command of his instrument”. He was born in Poland to a West Indian father and German mother. He moved to London at an early age and was performing in theaters by the age of ten. The scope of Bridgetower's career in Europe becomes apparent when one sees what was written about him in late eighteenth-century English, French, and Austro-German newspapers, memoirs, and journals. By the age of twelve he was recognised by London's musical intelligentsia as a respected member of its artistic community. By 1799, he performed in approximately fifty publicised concerts as a soloist or a principal musician. How did Bridgetower overcome some of the obvious racial barriers of his day? (1) He had an entreprenurial father who brought his son to the attention of the English aristocracy; (2) He was so skilful that he gained the unwavering financial support of that aristocracy; (3) For his day he had an above average education - a factor that often facilitated the rise up the social ladder in Georgian England; and (4) He won the support and friendship of George, Prince of Wales, later George IV of England. Bridgetower eventually fell out with Beethoven over the snub of a mutual female friend, he obviously deserves much more attention for the contributions he made to Classical music performance.	<urn:uuid:c51784e5-2cec-496a-baf6-56ec3f80d012>	CC-MAIN-2020-05	https://www.blackmusichistory.com/single-post/2019/01/27/Beethovens-first-call-violinist	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606269.37/warc/CC-MAIN-20200122012204-20200122041204-00125.warc.gz	en	0.987097	368	3.40625	3	[ 0.2060268074274063, 0.226546511054039, 0.44056302309036255, -0.348616361618042, -0.5974921584129333, 0.0011981979478150606, -0.13574625551700592, -0.1056608185172081, -0.43703678250312805, 0.02815914899110794, 0.19458378851413727, -0.008023290894925594, 0.0163523331284523, 0.38292863965034...	2	George Polgreen Bridgetower: An African Prodigy in England 1789-1860. An outstanding violinist. Best known for his association with Ludwig van Beethoven, who wrote the piece Kreutzer Sonata just for him to play in 1803 (the full title was Sonata composed for the Mulatto). The composer praised him as “a very capable virtuoso who has a complete command of his instrument”. He was born in Poland to a West Indian father and German mother. He moved to London at an early age and was performing in theaters by the age of ten. The scope of Bridgetower's career in Europe becomes apparent when one sees what was written about him in late eighteenth-century English, French, and Austro-German newspapers, memoirs, and journals. By the age of twelve he was recognised by London's musical intelligentsia as a respected member of its artistic community. By 1799, he performed in approximately fifty publicised concerts as a soloist or a principal musician. How did Bridgetower overcome some of the obvious racial barriers of his day? (1) He had an entreprenurial father who brought his son to the attention of the English aristocracy; (2) He was so skilful that he gained the unwavering financial support of that aristocracy; (3) For his day he had an above average education - a factor that often facilitated the rise up the social ladder in Georgian England; and (4) He won the support and friendship of George, Prince of Wales, later George IV of England. Bridgetower eventually fell out with Beethoven over the snub of a mutual female friend, he obviously deserves much more attention for the contributions he made to Classical music performance.	368	ENGLISH	1
It is possible, reading standard histories, to forget half the population of the country. The explorers were men, the landholders and merchants men, the political leaders men, the military figures men. The very invisibility of women, the overlooking of women, is a sign of their submerged status. In this invisibility they were something like black slaves (and thus slave women faced a double oppression). The biological uniqueness of women, like skin color and facial characteristics for Negroes, became a basis for treating them as inferiors. True, with women, there was something more practically important in their biology than skin color-their position as childbearers-but this was not enough to account for the general push backward for all of them in society, even those who did not bear children, or those too young or too old for that. It seems that their physical characteristics became a convenience for men, who could use, exploit, and cherish someone who was at the same time servant, sex mate, companion, and bearer-teacher-warden of his children. Societies based on private property and competition, in which monogamous families became practical units for work and socialization, found it especially useful to establish this special status of women, something akin to a house slave in the matter of intimacy and oppression, and yet requiring, because of that intimacy, and long-term connection with children, a special patronization, which on occasion, especially in the face of a show of strength, could slip over into treatment as an equal. An oppression so private would turn out hard to uproot. Earlier societies-in America and elsewhere-in which property was held in common and families were extensive and complicated, with aunts and uncles and grandmothers and grandfathers all living together, seemed to treat women more as equals than did the white societies that	<urn:uuid:3b492652-df20-4fee-973c-e0b892bbed8f>	CC-MAIN-2020-05	https://www.antiessays.com/free-essays/Sdfdfaf-646132.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251678287.60/warc/CC-MAIN-20200125161753-20200125190753-00363.warc.gz	en	0.982113	373	3.703125	4	[ -0.05533574894070625, 0.3983144462108612, 0.16564592719078064, 0.12514416873455048, -0.09296254813671112, 0.17210759222507477, 0.31499773263931274, -0.1630501002073288, -0.17544718086719513, -0.0799962505698204, 0.36943119764328003, -0.2251315861940384, -0.033585790544748306, 0.17336596548...	2	It is possible, reading standard histories, to forget half the population of the country. The explorers were men, the landholders and merchants men, the political leaders men, the military figures men. The very invisibility of women, the overlooking of women, is a sign of their submerged status. In this invisibility they were something like black slaves (and thus slave women faced a double oppression). The biological uniqueness of women, like skin color and facial characteristics for Negroes, became a basis for treating them as inferiors. True, with women, there was something more practically important in their biology than skin color-their position as childbearers-but this was not enough to account for the general push backward for all of them in society, even those who did not bear children, or those too young or too old for that. It seems that their physical characteristics became a convenience for men, who could use, exploit, and cherish someone who was at the same time servant, sex mate, companion, and bearer-teacher-warden of his children. Societies based on private property and competition, in which monogamous families became practical units for work and socialization, found it especially useful to establish this special status of women, something akin to a house slave in the matter of intimacy and oppression, and yet requiring, because of that intimacy, and long-term connection with children, a special patronization, which on occasion, especially in the face of a show of strength, could slip over into treatment as an equal. An oppression so private would turn out hard to uproot. Earlier societies-in America and elsewhere-in which property was held in common and families were extensive and complicated, with aunts and uncles and grandmothers and grandfathers all living together, seemed to treat women more as equals than did the white societies that	370	ENGLISH	1
Elizabeth Van Lew was born in Richmond in 1818. Her family owned a large farm and several businesses. Their wealth made them part of Richmond's upper class. Like many wealthy Southern families of this time period, Van Lew's family owned slaves. The slaves performed household tasks like cooking and cleaning and also worked on the farm. As a young woman, Van Lew went to the North to complete her "She risked everything that is dear to man— friends, fortune, comfort, health, life itself, all for the one absorbing desire of her heart—that slavery might be abolished and the Union preserved." From Elizabeth Van Lew's gravestone Elizabeth Van Lew. (Reproduced with permission of the Granger Collection, New York.) education. During this time, she came into contact with abolitionists (people who worked to end slavery). The basic belief behind slavery was that black people were inferior to whites. Under slavery, white slaveholders treated black people as property, forced them to perform hard labor, and controlled every aspect of their lives. Thanks to the efforts of the abolitionists, growing numbers of Northerners believed that slavery was wrong. They outlawed slavery in the Northern states and tried to prevent it from spreading beyond the Southern states where it was already allowed. But slavery played a big role in the Southern economy and culture. As a result, many Southerners felt threatened by Northern efforts to contain slavery. They believed that each state should decide for itself whether to allow slavery. By the time Van Lew returned to the South, she believed that slavery was wrong and felt that black Americans should have the same rights and opportunities as whites. She convinced her family to free all of their slaves and to help them obtain an education in the North. As a result, the freed slaves remained loyal to the family. Most of them stayed with Van Lew throughout the Civil War. In fact, several of her former slaves played important roles in her spy operation. Was this article helpful?	<urn:uuid:bf9442e1-bcf2-4ab7-96e5-c3c87e1a478d>	CC-MAIN-2020-05	https://www.minecreek.info/southern-states/supports-the-abolition-of-slavery.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700675.78/warc/CC-MAIN-20200127112805-20200127142805-00503.warc.gz	en	0.980872	402	4.125	4	[ -0.16852347552776337, 0.45602065324783325, 0.3794279992580414, -0.1163010522723198, 0.13568639755249023, 0.10960008949041367, 0.08358041197061539, -0.30848079919815063, -0.31560495495796204, 0.10119175910949707, 0.03395319730043411, -0.10780341923236847, -0.17011044919490814, -0.0132046798...	1	Elizabeth Van Lew was born in Richmond in 1818. Her family owned a large farm and several businesses. Their wealth made them part of Richmond's upper class. Like many wealthy Southern families of this time period, Van Lew's family owned slaves. The slaves performed household tasks like cooking and cleaning and also worked on the farm. As a young woman, Van Lew went to the North to complete her "She risked everything that is dear to man— friends, fortune, comfort, health, life itself, all for the one absorbing desire of her heart—that slavery might be abolished and the Union preserved." From Elizabeth Van Lew's gravestone Elizabeth Van Lew. (Reproduced with permission of the Granger Collection, New York.) education. During this time, she came into contact with abolitionists (people who worked to end slavery). The basic belief behind slavery was that black people were inferior to whites. Under slavery, white slaveholders treated black people as property, forced them to perform hard labor, and controlled every aspect of their lives. Thanks to the efforts of the abolitionists, growing numbers of Northerners believed that slavery was wrong. They outlawed slavery in the Northern states and tried to prevent it from spreading beyond the Southern states where it was already allowed. But slavery played a big role in the Southern economy and culture. As a result, many Southerners felt threatened by Northern efforts to contain slavery. They believed that each state should decide for itself whether to allow slavery. By the time Van Lew returned to the South, she believed that slavery was wrong and felt that black Americans should have the same rights and opportunities as whites. She convinced her family to free all of their slaves and to help them obtain an education in the North. As a result, the freed slaves remained loyal to the family. Most of them stayed with Van Lew throughout the Civil War. In fact, several of her former slaves played important roles in her spy operation. Was this article helpful?	400	ENGLISH	1
Another installment in our Did You Know? series. Today's topic is milk glass. Milk glass originated back in 16th century in Venice, Italy. However, the name milk glass was not really put into effect until more recently. It was more commonly known as opaque glass. It came in many colors other than white, including pink, blue, brown, black, and yellow. These colors have a "milky" appearance, and the tone is thick and coated. This was considered a high class, luxury item and was very popular at the end of the 19th century. The 20th century had what's called the American Gilded Age. During this time, some of the best pieces were made. They had a delicate elegance to them, and were viewed as a symbol of wealth in America. Moving to the 1930's however, milk glass became mass produced and lost its high value. It became commonplace. The glass made during this time is considered to be less delicate and not as finely made. Today's Fun Fact: The four faces on the information booth clock in Grand Central Terminal in NYC are made of milk glass. To find out about different types of milk glass, how to identify them, additional information on the history and origin and more, check out these sites: http://milkglass.org/ https://en.wikipedia.org/wiki/Milk_glass	<urn:uuid:cd1cf8d8-dea4-4cbe-a396-90d1cb365664>	CC-MAIN-2020-05	https://www.vaultofupland.com/single-post/2016/07/21/Did-You-Know-Milk-Glass	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251796127.92/warc/CC-MAIN-20200129102701-20200129132701-00522.warc.gz	en	0.98931	283	3.296875	3	[ 0.09672229737043381, -0.2013075202703476, 0.32754266262054443, 0.08460492640733719, -0.06756896525621414, 0.010048186406493187, 0.34773996472358704, 0.4907037317752838, -0.09818471968173981, -0.16591988503932953, -0.437985360622406, -0.28747114539146423, 0.03769054636359215, 0.225391447544...	5	Another installment in our Did You Know? series. Today's topic is milk glass. Milk glass originated back in 16th century in Venice, Italy. However, the name milk glass was not really put into effect until more recently. It was more commonly known as opaque glass. It came in many colors other than white, including pink, blue, brown, black, and yellow. These colors have a "milky" appearance, and the tone is thick and coated. This was considered a high class, luxury item and was very popular at the end of the 19th century. The 20th century had what's called the American Gilded Age. During this time, some of the best pieces were made. They had a delicate elegance to them, and were viewed as a symbol of wealth in America. Moving to the 1930's however, milk glass became mass produced and lost its high value. It became commonplace. The glass made during this time is considered to be less delicate and not as finely made. Today's Fun Fact: The four faces on the information booth clock in Grand Central Terminal in NYC are made of milk glass. To find out about different types of milk glass, how to identify them, additional information on the history and origin and more, check out these sites: http://milkglass.org/ https://en.wikipedia.org/wiki/Milk_glass	284	ENGLISH	1
The Role of Children in Colonial New England A revolution has taken place in family life since colonial times. In recent years, families have gone through many disconcerting and disruptive changes. But if family life today seems unsettled, so, too, was family life in the past. The family’s roles and functions, size and composition, and emotional and power dynamics have all changed dramatically over time. Perhaps the biggest difference between families then and now is that colonial society placed relatively little importance on familial privacy. In colonial America, the family was, first and foremost, a unit of production. It also performed a variety of educational, religious and welfare functions that were later expected by other private and public institutions. The family educated children in basic literacy and the basics of religion; it transmitted work-related skills; and it cared for the elderly and sick. Children were taught things that children today are not taught so strictly. They had a somewhat good idea when they would send their children to another house to learn. People tend to have more respect for others then for those in their own household. Most families today don’t have much control over their children as they did back then. Parents still teach their children some of the things they did back then but it has completely changed. The basics are still around. Since women are now considered equal to men and don’t have to only care for their families has made a big difference. It has affected both the mothers and the children too. Women now seek careers equal to men. You now see young women learning trades that only men would learn. Daughters are encouraged to strive for a higher education and at the same time to learn the basics of running a house. Sons are also encouraged to strive for a higher learning and to be a responsible head of the household. Although it is a great thing that women are able to work equally as men do it has had its negative side also. Having both parents working leaves less time spent with the children. Although it worked well back then it doesn’t always now. Before the children were sent off to be a apprentices. Now, some children are left with babysitters or nannies if lucky. For those who aren’t as lucky, usually the oldest child is forced to grow up to quickly and care for the younger siblings. An only child might have to grow up quickly and care for themselves. This has led to some children being much more responsible than others later in life. Over the years not only did the parenting change but also the way children behaved and respected their parents. In colonial English times children honored their parents and were very humble in their presence. They feared disappointing them more than most children today. Some families are still like that but not because the children are sent away but because the parents are very strict and don’t easily give in to the children. In the other hand there are children that have no respect for their parents. This may be because the parents are always working or done things that lead to losing others respect. Children feared and respected their parents more than they do now. In conclusion, it is clear how over the years family structures have evolved in the way they teach and discipline their children. Many things have led to all these changes. The things that remain the same might have been influenced a lot by things of the past. Everything around us can be learned from. It all just depends if you use it in a positive or negative way. Everything changes in time whether it is in a big way or not so noticeable.	<urn:uuid:146a64a3-ba3e-4582-b323-bba742d770e8>	CC-MAIN-2020-05	https://farmersfeastmanitoba.com/the-role-of-children-in-colonial-new-england/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592565.2/warc/CC-MAIN-20200118110141-20200118134141-00374.warc.gz	en	0.985432	720	3.65625	4	[ 0.2782817482948303, 0.10217037796974182, 0.7062094807624817, -0.5577918291091919, -0.14888721704483032, 0.575143575668335, -0.06569626182317734, 0.05969402939081192, -0.32449787855148315, -0.025751963257789612, 0.29419782757759094, 0.13643509149551392, 0.068348728120327, 0.4996026754379272...	1	The Role of Children in Colonial New England A revolution has taken place in family life since colonial times. In recent years, families have gone through many disconcerting and disruptive changes. But if family life today seems unsettled, so, too, was family life in the past. The family’s roles and functions, size and composition, and emotional and power dynamics have all changed dramatically over time. Perhaps the biggest difference between families then and now is that colonial society placed relatively little importance on familial privacy. In colonial America, the family was, first and foremost, a unit of production. It also performed a variety of educational, religious and welfare functions that were later expected by other private and public institutions. The family educated children in basic literacy and the basics of religion; it transmitted work-related skills; and it cared for the elderly and sick. Children were taught things that children today are not taught so strictly. They had a somewhat good idea when they would send their children to another house to learn. People tend to have more respect for others then for those in their own household. Most families today don’t have much control over their children as they did back then. Parents still teach their children some of the things they did back then but it has completely changed. The basics are still around. Since women are now considered equal to men and don’t have to only care for their families has made a big difference. It has affected both the mothers and the children too. Women now seek careers equal to men. You now see young women learning trades that only men would learn. Daughters are encouraged to strive for a higher education and at the same time to learn the basics of running a house. Sons are also encouraged to strive for a higher learning and to be a responsible head of the household. Although it is a great thing that women are able to work equally as men do it has had its negative side also. Having both parents working leaves less time spent with the children. Although it worked well back then it doesn’t always now. Before the children were sent off to be a apprentices. Now, some children are left with babysitters or nannies if lucky. For those who aren’t as lucky, usually the oldest child is forced to grow up to quickly and care for the younger siblings. An only child might have to grow up quickly and care for themselves. This has led to some children being much more responsible than others later in life. Over the years not only did the parenting change but also the way children behaved and respected their parents. In colonial English times children honored their parents and were very humble in their presence. They feared disappointing them more than most children today. Some families are still like that but not because the children are sent away but because the parents are very strict and don’t easily give in to the children. In the other hand there are children that have no respect for their parents. This may be because the parents are always working or done things that lead to losing others respect. Children feared and respected their parents more than they do now. In conclusion, it is clear how over the years family structures have evolved in the way they teach and discipline their children. Many things have led to all these changes. The things that remain the same might have been influenced a lot by things of the past. Everything around us can be learned from. It all just depends if you use it in a positive or negative way. Everything changes in time whether it is in a big way or not so noticeable.	701	ENGLISH	1
Why did Hitler invading Poland start WWII? and all the other actions before that didn't? - 2 months ago Basically, you have to draw a line somewhere - 2 months ago The German people after WW1 had land annexed by the Versailles Treaty where Germany was labeled the instigator for the war. - Michele KLv 42 months ago Because he needed the Polish plateau for his tanks in order to attack the USSR. The Carpathian to the south would have been much more difficult. He needed the gap for his tanks. - Anonymous2 months ago Britain and France had an agreement with Poland stating they would come to Poland's aid if Poland was attacked by Germany. - How do you think about the answers? You can sign in to vote the answer. - ◄♦►Lv 52 months ago Germany was provoked into it. It was Britain that wanted war with Germany - Hitler tried many times to prevent war and to end the war once it started. Every plea he made to Britain was spat on. One point that should be made that most people don't know is that when Britain made its pact with Poland to provide military support if Germany attacked, they didn't have the military strength to follow through on their word. They gave Poland false assurances of aid to get them to stop negotiating with Hitler over the Polish Corridor and access he needed to support and defend ethnic Germans from mistreatments in Danzig and East Prussia. Britain knew that Hitler would have no choice but to attack, and thus they were able to declare war on Germany while making it look like Germany's fault. (Roosevelt did the same to Japan. He couldn't persuade Congress to give him the green light to go to Europe, so he provoked the Japanese to attack Hawaii (American Territory. This back-door tactic forced Congress's hand and FDR got his way.) Evidence of Britain's lack of military strength to honor their pact with Poland lies in the fact that after declaring war on Germany on September 3rd, 1939, it took them 8 months before they were able to build their strength enough to launch a formidable attack on May 10, 1940. - Anonymous2 months ago The Western powers had been burned by Hitler before. Beginning in 1936, the Nazis engaged in a program to expand Germany's territory. But initially this just involved things like Reoccupying the Rhineland, which had been demilitarized after WWI, or the Saarland voting to return to Germany. In March of 1938, there was the Anschluss, the absorption of Austria into Germany. This provoked concern, but the Anschluss was also broadly popular in Austria (which is linguistically and culturally German) so it didn't provoke any real conflict. Later that year came the Sudeten crisis. The Sudetenland was a region in Czechoslovakia which was populated mainly by ethnic Germans. Hitler, and many of the Sudeten Germans (including Oskar Schindler of Schindler's List fame) wanted to see the Sudetenland annexed to Germany as one of the Nazis aims was to unite all Germans in one country. Czechoslovakia, of course, didn't want to lose their territory. This provoked a crisis. The Western powers didn't want to see Germany gobbling up its neighbors, but they were also very reluctant to go to war, having seen how horrible WWI had been. Britain and France met with Germany at a conference in Munich where, lead by UK Prime Minister Neville Chamberlain, they came to an agreement which would ensure "Peace in Our Time". The Western powers agreed not to object to German occupation of the Sudetenland, but Hitler also promised to respect the independence of the rest of Czechoslovakia. This agreement sold out the Czechs, but it, for the moment, prevented a war. On October 1st 1938, the Nazis occupied the Sudetenland. Several months later, in March of 1939, the Nazis occupied the rest of Czechoslovakia, in direct violation of the Munich agreement. The Western powers realized they had been duped. Hitler's territorial ambitions weren't reasonable and bounded, and he couldn't be trusted to keep his word. When it became clear that Hitler was looking at Poland as well, the Western powers warned him that a move against Poland would lead to war. The western powers kept to this promise because they weren't willing to let Hitler gobble up Europe. - curtisports2Lv 72 months ago Because Britain and France had threatened to declare war on Germany for some of those other actions and never followed through on them. This time, they did. - pit bulls biteLv 72 months ago Britain and France, standing by their guarantee of Poland's border, had declared war on Germany on September 3, 1939. - megalomaniacLv 72 months ago It started the war in Europe. The war in Asia, more specifically Japan invading China, had already started. The Nazis were aggressive and broke "the rules" of civilized conduct again and again, but nobody actually stood up and fought them. It was the invasion of Poland that was "the last straw" and brought Britain and France into the war to declare that they would fight the Nazis. Before that time there weren't any large military actions or anybody opposing the Nazis. And in fact even after they declared war there still weren't any large military actions for quite some time (i.e. "The Phony War"). - oldprofLv 72 months ago The "other actions," like subjugating Austria and like ignoring the Versailles Treaty that would reduce Germany's military to mere police force, were more or less internal actions. Most everyone recognized that Austria was really just a German state in demographics if not as a nation. And when Hitler began to ramp up Germany's military-industrial complex, many sloughed that off as a natural reaction to Germany wanting to secure its own borders from the French and other European nations. As long as their forces stayed within the German borders, no harm done. But the invasion of Poland was a horse of a different color. In fact Hitler's famous "liebensraum" speech woke up everyone in Europe. In it he declared Germany's right, manifest destiny so to speak, to seek and take "living room" for Germans. In other words, Germany's actions were no longer internal, they were international with the Polish invasion. And that could not be ignored.	<urn:uuid:a38c0d83-7f86-4ca7-acec-645f07a5aead>	CC-MAIN-2020-05	https://answers.yahoo.com/question/index?qid=20191112161427AA7SsE2	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591431.4/warc/CC-MAIN-20200117234621-20200118022621-00238.warc.gz	en	0.982539	1,329	3.390625	3	[ -0.6178160905838013, 0.39866602420806885, 0.08472925424575806, 0.002070855349302292, -0.0541982538998127, -0.012289635837078094, 0.17309564352035522, 0.21749159693717957, -0.13534294068813324, -0.27927684783935547, 0.4126431941986084, -0.13724318146705627, -0.12954172492027283, 0.509796380...	1	Why did Hitler invading Poland start WWII? and all the other actions before that didn't? - 2 months ago Basically, you have to draw a line somewhere - 2 months ago The German people after WW1 had land annexed by the Versailles Treaty where Germany was labeled the instigator for the war. - Michele KLv 42 months ago Because he needed the Polish plateau for his tanks in order to attack the USSR. The Carpathian to the south would have been much more difficult. He needed the gap for his tanks. - Anonymous2 months ago Britain and France had an agreement with Poland stating they would come to Poland's aid if Poland was attacked by Germany. - How do you think about the answers? You can sign in to vote the answer. - ◄♦►Lv 52 months ago Germany was provoked into it. It was Britain that wanted war with Germany - Hitler tried many times to prevent war and to end the war once it started. Every plea he made to Britain was spat on. One point that should be made that most people don't know is that when Britain made its pact with Poland to provide military support if Germany attacked, they didn't have the military strength to follow through on their word. They gave Poland false assurances of aid to get them to stop negotiating with Hitler over the Polish Corridor and access he needed to support and defend ethnic Germans from mistreatments in Danzig and East Prussia. Britain knew that Hitler would have no choice but to attack, and thus they were able to declare war on Germany while making it look like Germany's fault. (Roosevelt did the same to Japan. He couldn't persuade Congress to give him the green light to go to Europe, so he provoked the Japanese to attack Hawaii (American Territory. This back-door tactic forced Congress's hand and FDR got his way.) Evidence of Britain's lack of military strength to honor their pact with Poland lies in the fact that after declaring war on Germany on September 3rd, 1939, it took them 8 months before they were able to build their strength enough to launch a formidable attack on May 10, 1940. - Anonymous2 months ago The Western powers had been burned by Hitler before. Beginning in 1936, the Nazis engaged in a program to expand Germany's territory. But initially this just involved things like Reoccupying the Rhineland, which had been demilitarized after WWI, or the Saarland voting to return to Germany. In March of 1938, there was the Anschluss, the absorption of Austria into Germany. This provoked concern, but the Anschluss was also broadly popular in Austria (which is linguistically and culturally German) so it didn't provoke any real conflict. Later that year came the Sudeten crisis. The Sudetenland was a region in Czechoslovakia which was populated mainly by ethnic Germans. Hitler, and many of the Sudeten Germans (including Oskar Schindler of Schindler's List fame) wanted to see the Sudetenland annexed to Germany as one of the Nazis aims was to unite all Germans in one country. Czechoslovakia, of course, didn't want to lose their territory. This provoked a crisis. The Western powers didn't want to see Germany gobbling up its neighbors, but they were also very reluctant to go to war, having seen how horrible WWI had been. Britain and France met with Germany at a conference in Munich where, lead by UK Prime Minister Neville Chamberlain, they came to an agreement which would ensure "Peace in Our Time". The Western powers agreed not to object to German occupation of the Sudetenland, but Hitler also promised to respect the independence of the rest of Czechoslovakia. This agreement sold out the Czechs, but it, for the moment, prevented a war. On October 1st 1938, the Nazis occupied the Sudetenland. Several months later, in March of 1939, the Nazis occupied the rest of Czechoslovakia, in direct violation of the Munich agreement. The Western powers realized they had been duped. Hitler's territorial ambitions weren't reasonable and bounded, and he couldn't be trusted to keep his word. When it became clear that Hitler was looking at Poland as well, the Western powers warned him that a move against Poland would lead to war. The western powers kept to this promise because they weren't willing to let Hitler gobble up Europe. - curtisports2Lv 72 months ago Because Britain and France had threatened to declare war on Germany for some of those other actions and never followed through on them. This time, they did. - pit bulls biteLv 72 months ago Britain and France, standing by their guarantee of Poland's border, had declared war on Germany on September 3, 1939. - megalomaniacLv 72 months ago It started the war in Europe. The war in Asia, more specifically Japan invading China, had already started. The Nazis were aggressive and broke "the rules" of civilized conduct again and again, but nobody actually stood up and fought them. It was the invasion of Poland that was "the last straw" and brought Britain and France into the war to declare that they would fight the Nazis. Before that time there weren't any large military actions or anybody opposing the Nazis. And in fact even after they declared war there still weren't any large military actions for quite some time (i.e. "The Phony War"). - oldprofLv 72 months ago The "other actions," like subjugating Austria and like ignoring the Versailles Treaty that would reduce Germany's military to mere police force, were more or less internal actions. Most everyone recognized that Austria was really just a German state in demographics if not as a nation. And when Hitler began to ramp up Germany's military-industrial complex, many sloughed that off as a natural reaction to Germany wanting to secure its own borders from the French and other European nations. As long as their forces stayed within the German borders, no harm done. But the invasion of Poland was a horse of a different color. In fact Hitler's famous "liebensraum" speech woke up everyone in Europe. In it he declared Germany's right, manifest destiny so to speak, to seek and take "living room" for Germans. In other words, Germany's actions were no longer internal, they were international with the Polish invasion. And that could not be ignored.	1,356	ENGLISH	1
Foxtails are dangerous for your dog at certain times of the year. Dogs typically affected by these are those with long coats and drooping ears such as Cocker Spaniels and Springer Spaniels. What are foxtails ? They are the seed-bearing spikelets of some types of grasses resembling oats and barley, which flower between April and September. When the seeds are ripe they are a real danger for some domestic animals, dogs in particular. They get lodged in the coat, ears, nose or paws and work their way into the body, but cannot be pulled out as their barbs prevent a backwards movement. The symptoms of an embedded foxtail depend on where it is (often in the ears, between the toes, less often in the nostrils). If it is lodged in an ear, the dog will shake his head violently, tilt his head to one side, and scratch his ear trying in vain to get rid of it. This often occurs during a walk. If it is lodged between his toes, the dog may limp and will lick his foot ; there may also be a painful abcess between his toes. The only treatment is to remove the foxtail, often using tranquilisers or even under general anaesthetic. Additional treatment such as local antibiotics, general antibiotics or pain killers may also be necessary. Olivier ARVAY, Veterinary Surgeon	<urn:uuid:a3a031b1-6d88-45ad-8c7b-8bd5cf3dbe19>	CC-MAIN-2020-05	http://www.dogwalking.fr/foxtails-are-a-real-danger/?lang=en	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672537.90/warc/CC-MAIN-20200125131641-20200125160641-00490.warc.gz	en	0.981332	281	3.265625	3	[ 0.26006880402565, -0.5518496632575989, 0.24247115850448608, 0.1986188441514969, 0.20007409155368805, -0.21047599613666534, 0.4062586724758148, 0.31986507773399353, -0.18148112297058105, 0.1385200023651123, -0.021475860849022865, -0.4059971868991852, 0.18811602890491486, 0.2940021753311157,...	5	Foxtails are dangerous for your dog at certain times of the year. Dogs typically affected by these are those with long coats and drooping ears such as Cocker Spaniels and Springer Spaniels. What are foxtails ? They are the seed-bearing spikelets of some types of grasses resembling oats and barley, which flower between April and September. When the seeds are ripe they are a real danger for some domestic animals, dogs in particular. They get lodged in the coat, ears, nose or paws and work their way into the body, but cannot be pulled out as their barbs prevent a backwards movement. The symptoms of an embedded foxtail depend on where it is (often in the ears, between the toes, less often in the nostrils). If it is lodged in an ear, the dog will shake his head violently, tilt his head to one side, and scratch his ear trying in vain to get rid of it. This often occurs during a walk. If it is lodged between his toes, the dog may limp and will lick his foot ; there may also be a painful abcess between his toes. The only treatment is to remove the foxtail, often using tranquilisers or even under general anaesthetic. Additional treatment such as local antibiotics, general antibiotics or pain killers may also be necessary. Olivier ARVAY, Veterinary Surgeon	279	ENGLISH	1
The Maid Of Orleans http://www.xue90.cn来自《幽默学英语》网 About six hundred years ago there broke out great war between France and England. The English army invaded France and won a great many battles, and the French army was driven back again and again. The French soldiers were so discouraged that they were almost ready to give up. At that time there lived a poor peasant girl named Joan of Arc. One day while she was in the field watching her sheep, she heard voices speaking to her. They told her that she must go to the French army and lead it against the English. She believed that the voices came from Heaven and she fell on her knees and prayed. The next day she left her home and went to the Commander of the French army and told him the story of the voices. The Commander listened to her and believed her. He gave her a beautiful white horse and suit of white armor. When the soldiers saw her and heard her story, they followed her gladly to relieve the city of Orleans, which had been besieged by the English for some months and was on the point of surrender. But the French army fought so bravely that the English were beaten back. Since that time Joan was called the Maid of Orleans. Not long afterward Joan was taken prisoner by the English and burned at Rouen. She lived and died bravely, and all the world honors her.	<urn:uuid:9a183047-9787-4545-872d-17be55b2c364>	CC-MAIN-2020-05	http://humor.linkstom.cn/humor/new.asp?newid=5528	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694176.67/warc/CC-MAIN-20200127020458-20200127050458-00046.warc.gz	en	0.991591	307	3.8125	4	[ -0.7828608155250549, 0.2734348177909851, 0.46359267830848694, -0.24447008967399597, -0.01902342587709427, -0.04621799662709236, -0.11815749108791351, 0.03748328238725662, 0.09464752674102783, 0.01784832775592804, 0.17264783382415771, -0.36235132813453674, 0.15741492807865143, 0.08870439976...	2	The Maid Of Orleans http://www.xue90.cn来自《幽默学英语》网 About six hundred years ago there broke out great war between France and England. The English army invaded France and won a great many battles, and the French army was driven back again and again. The French soldiers were so discouraged that they were almost ready to give up. At that time there lived a poor peasant girl named Joan of Arc. One day while she was in the field watching her sheep, she heard voices speaking to her. They told her that she must go to the French army and lead it against the English. She believed that the voices came from Heaven and she fell on her knees and prayed. The next day she left her home and went to the Commander of the French army and told him the story of the voices. The Commander listened to her and believed her. He gave her a beautiful white horse and suit of white armor. When the soldiers saw her and heard her story, they followed her gladly to relieve the city of Orleans, which had been besieged by the English for some months and was on the point of surrender. But the French army fought so bravely that the English were beaten back. Since that time Joan was called the Maid of Orleans. Not long afterward Joan was taken prisoner by the English and burned at Rouen. She lived and died bravely, and all the world honors her.	284	ENGLISH	1
Industrial Revolution And Its Impact On Families Essay Industrial Revolution and its impact on families Industrial Revolution is most recognized as the catapult into a modern society. Manufacturing of goods boosted the economy, and factories and urban society drew families off the farm in search of better economic opportunities. Not much thought went into what this would do to family structure and how it would change roles within the family. Most families at this time were farm community based, and isolated where the family, children included worked the farm. The family was a unit that depended on each other, and the social and emotional needs were met by each member of the family based on time spent together (Lynch, 2014). When families gave up farm living to converge on urban areas, the family dynamics changed and the traditional dad as the bread winner/ mom the homemaker model was adopted. Fathers went off to work in the factories, often working long hours away from the family, and mothers were left home with the majority of child rearing duties. However, that would not be the norm for long, because there was a shortage of factory workers. Prior to the Industrial Revolution women’s roles were primarily motherhood and helping around the family farm, but that changed when women took jobs in factories to increase the work force that was needed to keep up with the industrial boom. Not enough workers The boom of manufacturing resulted in a shortage of workers, so women were given an opportunity to choose…	<urn:uuid:5e987e0d-b87e-4d08-87c5-a04c00084ef3>	CC-MAIN-2020-05	https://www.cram.com/essay/Industrial-Revolution-And-Its-Impact-On-Families/F3LYZG79C5XW	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251684146.65/warc/CC-MAIN-20200126013015-20200126043015-00345.warc.gz	en	0.987008	295	3.5	4	[ -0.15319228172302246, 0.23752860724925995, 0.16968940198421478, 0.03166421875357628, 0.09603860229253769, 0.492477148771286, 0.021822012960910797, 0.3339122533798218, -0.43909627199172974, -0.49778875708580017, 0.12311229109764099, 0.2355184108018875, -0.11040518432855606, -0.0214098896831...	1	Industrial Revolution And Its Impact On Families Essay Industrial Revolution and its impact on families Industrial Revolution is most recognized as the catapult into a modern society. Manufacturing of goods boosted the economy, and factories and urban society drew families off the farm in search of better economic opportunities. Not much thought went into what this would do to family structure and how it would change roles within the family. Most families at this time were farm community based, and isolated where the family, children included worked the farm. The family was a unit that depended on each other, and the social and emotional needs were met by each member of the family based on time spent together (Lynch, 2014). When families gave up farm living to converge on urban areas, the family dynamics changed and the traditional dad as the bread winner/ mom the homemaker model was adopted. Fathers went off to work in the factories, often working long hours away from the family, and mothers were left home with the majority of child rearing duties. However, that would not be the norm for long, because there was a shortage of factory workers. Prior to the Industrial Revolution women’s roles were primarily motherhood and helping around the family farm, but that changed when women took jobs in factories to increase the work force that was needed to keep up with the industrial boom. Not enough workers The boom of manufacturing resulted in a shortage of workers, so women were given an opportunity to choose…	291	ENGLISH	1
Atticus Finch is a lawyer and the father of Scout and Jem. He is a single father, his wife having died when Scout and Jem were young. He takes his responsibilities as a parent extremely seriously and encourages both Scout and Jem to be tolerant and fair minded and to always see things from the point of view of other people. Atticus can also be seen as Harper Lee’s mouthpiece as the views he expresses about the unfairness of racism and the negativity surrounding intolerance are the same as she herself held. He is almost 50 years old when the novel begins and Scout and Jem are rather embarrassed that their father is older than many other parents they know. To them he appears to be feeble as he does not play football or have a job involving physical, manual work. However, by the end of the novel both Scout and Jem have realised that their father’s bravery comes from being able to stand up for what he believes in, even when the majority of the people around him disagree with him. Atticus behaves the same at home as he does in the town of Maycomb or when he is at work. He remains courteous throughout the novel, even when faced with negative behaviour and treats everyone politely. This is different to many Maycomb residents who treat black people with rudeness and contempt. Atticus makes sure he defends Tom Robinson with compassion and integrity. He speaks courageously on his behalf, making sure everyone at the trial is aware that Tom is innocent, even if this means he is putting himself in a difficult position among his neighbours, some of whom might turn against him due to his unprejudiced beliefs. “And so a quiet, respectable, humble Negro who had theunmitigated temerityto ‘feel sorry’ for a white woman has had to put his word against two white people’s.” Even using the word ‘respectable’ to describe a black man would have shocked many white people in court. Atticus is being brave in making it obvious that he not only believes in Tom’s innocence but that he also respects him as a man. He is also pointing out that it is wrong for people to now feel more anger towards Tom simply because he admitted to feeling sorry for a white woman; something many people living in Maycomb cannot tolerate. They feel black people are so uncivilized that they are in no position to feel sorry for anyone who is white. Atticus is tolerant of people and he always tries to understand why people behave in the way they do. He is not judgmental and understands there are many reasons why people might say or do something, even if he does not agree with it. First of all,” he said, “if you can learn a simple trick, Scout, you’ll get along better with all kinds of folks. You never really understand a person until you consider things from his point of view... –Until you climb into his skin and walk around in it. Atticus is explaining to Scout that in order to truly understand a person’s behaviour and point of view, you need to empathise with them. In other words, you need to walk around in their skin, pretend to be them and try to live life as they do in order to understand how they feel. Atticus believes that all men have been created equal. He sees no difference between black and white people and does not judge people on the colour of their skin. Instead, he treats each person as an individual and does not judge them based on colour or class. Our courts have their faults, as does any human institution, but in this country our courts are great levellers, and in our courts all men are created equal. In his final speech during the trial of Tom Robinson, Atticus speaks passionately about the equality of all people. Here he is reminding members of the jury that their duty is to put aside any prejudices they may have and to judge Tom as a man and not as a black man which might lead them to automatically assume he is guilty. I looked around. They were standing. All around us and in the balcony on the opposite wall, the Negroes were getting to their feet. Reverend Sykes’s voice was as distant as Judge Taylor’s: Miss Jean Louise, stand up. Your father’s passin’. How does Harper Lee demonstrate the respect which members of the black community have for Atticus? This passage reveals that even though Tom Robinson was found guilty, Reverend Sykes (a black minister who preaches at Calpurnia’s church) and other members of the black community still have the utmost respect for Atticus. This is because they know he believed Tom was innocent and did not assume he was guilty simply because he was black, as other lawyers might have done. They also know he did all he could to prove to the jury that Tom was innocent, no matter if this meant he ostracised himself from the other residents of Maycomb. The fact that the black people in court stand when Atticus leaves court is their way of showing their respect for him and all he has done for Tom Robinson and his family.	<urn:uuid:3374a655-8a30-4935-9186-1492ae8590bb>	CC-MAIN-2020-05	https://www.bbc.co.uk/bitesize/guides/zpbpmsg/revision/4	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251687725.76/warc/CC-MAIN-20200126043644-20200126073644-00157.warc.gz	en	0.99057	1,065	3.3125	3	[ 0.10793324559926987, 0.510845422744751, -0.04605074226856232, -0.16767758131027222, 0.17835499346256256, 0.0018385271541774273, 0.659704864025116, -0.20462220907211304, -0.018993007019162178, -0.32913610339164734, 0.0557980090379715, -0.34580984711647034, -0.4839112162590027, 0.21359497308...	1	Atticus Finch is a lawyer and the father of Scout and Jem. He is a single father, his wife having died when Scout and Jem were young. He takes his responsibilities as a parent extremely seriously and encourages both Scout and Jem to be tolerant and fair minded and to always see things from the point of view of other people. Atticus can also be seen as Harper Lee’s mouthpiece as the views he expresses about the unfairness of racism and the negativity surrounding intolerance are the same as she herself held. He is almost 50 years old when the novel begins and Scout and Jem are rather embarrassed that their father is older than many other parents they know. To them he appears to be feeble as he does not play football or have a job involving physical, manual work. However, by the end of the novel both Scout and Jem have realised that their father’s bravery comes from being able to stand up for what he believes in, even when the majority of the people around him disagree with him. Atticus behaves the same at home as he does in the town of Maycomb or when he is at work. He remains courteous throughout the novel, even when faced with negative behaviour and treats everyone politely. This is different to many Maycomb residents who treat black people with rudeness and contempt. Atticus makes sure he defends Tom Robinson with compassion and integrity. He speaks courageously on his behalf, making sure everyone at the trial is aware that Tom is innocent, even if this means he is putting himself in a difficult position among his neighbours, some of whom might turn against him due to his unprejudiced beliefs. “And so a quiet, respectable, humble Negro who had theunmitigated temerityto ‘feel sorry’ for a white woman has had to put his word against two white people’s.” Even using the word ‘respectable’ to describe a black man would have shocked many white people in court. Atticus is being brave in making it obvious that he not only believes in Tom’s innocence but that he also respects him as a man. He is also pointing out that it is wrong for people to now feel more anger towards Tom simply because he admitted to feeling sorry for a white woman; something many people living in Maycomb cannot tolerate. They feel black people are so uncivilized that they are in no position to feel sorry for anyone who is white. Atticus is tolerant of people and he always tries to understand why people behave in the way they do. He is not judgmental and understands there are many reasons why people might say or do something, even if he does not agree with it. First of all,” he said, “if you can learn a simple trick, Scout, you’ll get along better with all kinds of folks. You never really understand a person until you consider things from his point of view... –Until you climb into his skin and walk around in it. Atticus is explaining to Scout that in order to truly understand a person’s behaviour and point of view, you need to empathise with them. In other words, you need to walk around in their skin, pretend to be them and try to live life as they do in order to understand how they feel. Atticus believes that all men have been created equal. He sees no difference between black and white people and does not judge people on the colour of their skin. Instead, he treats each person as an individual and does not judge them based on colour or class. Our courts have their faults, as does any human institution, but in this country our courts are great levellers, and in our courts all men are created equal. In his final speech during the trial of Tom Robinson, Atticus speaks passionately about the equality of all people. Here he is reminding members of the jury that their duty is to put aside any prejudices they may have and to judge Tom as a man and not as a black man which might lead them to automatically assume he is guilty. I looked around. They were standing. All around us and in the balcony on the opposite wall, the Negroes were getting to their feet. Reverend Sykes’s voice was as distant as Judge Taylor’s: Miss Jean Louise, stand up. Your father’s passin’. How does Harper Lee demonstrate the respect which members of the black community have for Atticus? This passage reveals that even though Tom Robinson was found guilty, Reverend Sykes (a black minister who preaches at Calpurnia’s church) and other members of the black community still have the utmost respect for Atticus. This is because they know he believed Tom was innocent and did not assume he was guilty simply because he was black, as other lawyers might have done. They also know he did all he could to prove to the jury that Tom was innocent, no matter if this meant he ostracised himself from the other residents of Maycomb. The fact that the black people in court stand when Atticus leaves court is their way of showing their respect for him and all he has done for Tom Robinson and his family.	1,028	ENGLISH	1
In 2018, parts of the former railway station grounds were handed over to the Treblinka Museum. This provides the opportunity to create a place of commemoration. A place where those people are remembered who stood crowded in wagons, forced to wait for the trains to continue to Treblinka death camp. A site of remembrance for those people who tried to escape from the wagons and were killed right here, at Treblinka railway station. From July 1942 to August 1943, hundreds of so-called resettlement trains reached Treblinka station on their way to the German death camp. Here, wagons were uncoupled from the trains and moved to the side track. From there, they were driven into the direction of a gravel pit and pushed further into the camp on a newly created track. The "ramp" inside the camp, where people were driven out of the wagons, could accommodate a maximum of 20 wagons. The official name for the German death camp was: "SS-Sonderkommando Treblinka, District Warsaw". The first train reached Treblinka on 23 July 1942, overcrowded with former inhabitants of the Warsaw Ghetto. The last trains arrived on 18 and 19 August 1943 with 8,000 Jews from Białystok. The mass murder itself took place on a small area of 400 x 600 meters. On a square, the arriving Jews had to undress and were then driven through a narrow passage into the gas chambers. It took approximately 1,5 hours until people were murdered after their arrival in Treblinka. Only a small number of 600 to 1,000 Jewish inmates were kept alive by the perpetrators for a short time. They had to keep the camp running, remove the bodies from the gas chambers, bury and later burn them. It is impossible to reconstruct how many Jews passed through Treblinka railway station before they were murdered. The number of victims of Treblinka death camp is estimated at 700,000 to 900,000. After the war, the railway station was reconstructed. Freight and passenger trains stopped in Treblinka and continued their journey from here on. The terrible scenes which took place here between July 1942 and August 1943 left no traces. It seemed as if more than 700,000 Jews, who were forced to wait at Treblinka railway station for their wagons to be pushed into the death camp, had not existed. In 1993, public transport at Treblinka railway station ceased. The station was still used for freight traffic until 1998, when it was finally shut down. Starting in 2004 the Treblinka station and the railway tracks were dismantled and finally the construction of a new road was started. Since 2015, a road has been running through the former Treblinka railway station. This important scene of the Holocaust was irretrievably destroyed.	<urn:uuid:d5ad9110-cb4d-442d-9c96-b6a0337234b9>	CC-MAIN-2020-05	https://www.betterplace.org/en/projects/69955-a-memorial-site-station-treblinka	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250625097.75/warc/CC-MAIN-20200124191133-20200124220133-00051.warc.gz	en	0.986241	579	3.390625	3	[ 0.14576008915901184, 0.32157838344573975, 0.44914618134498596, 0.3177950978279114, 0.1314806044101715, 0.31266582012176514, -0.26339584589004517, 0.06399518251419067, -0.13569827377796173, -0.21884243190288544, 0.40968024730682373, -0.2931913733482361, -0.1539888083934784, 0.50851172208786...	2	In 2018, parts of the former railway station grounds were handed over to the Treblinka Museum. This provides the opportunity to create a place of commemoration. A place where those people are remembered who stood crowded in wagons, forced to wait for the trains to continue to Treblinka death camp. A site of remembrance for those people who tried to escape from the wagons and were killed right here, at Treblinka railway station. From July 1942 to August 1943, hundreds of so-called resettlement trains reached Treblinka station on their way to the German death camp. Here, wagons were uncoupled from the trains and moved to the side track. From there, they were driven into the direction of a gravel pit and pushed further into the camp on a newly created track. The "ramp" inside the camp, where people were driven out of the wagons, could accommodate a maximum of 20 wagons. The official name for the German death camp was: "SS-Sonderkommando Treblinka, District Warsaw". The first train reached Treblinka on 23 July 1942, overcrowded with former inhabitants of the Warsaw Ghetto. The last trains arrived on 18 and 19 August 1943 with 8,000 Jews from Białystok. The mass murder itself took place on a small area of 400 x 600 meters. On a square, the arriving Jews had to undress and were then driven through a narrow passage into the gas chambers. It took approximately 1,5 hours until people were murdered after their arrival in Treblinka. Only a small number of 600 to 1,000 Jewish inmates were kept alive by the perpetrators for a short time. They had to keep the camp running, remove the bodies from the gas chambers, bury and later burn them. It is impossible to reconstruct how many Jews passed through Treblinka railway station before they were murdered. The number of victims of Treblinka death camp is estimated at 700,000 to 900,000. After the war, the railway station was reconstructed. Freight and passenger trains stopped in Treblinka and continued their journey from here on. The terrible scenes which took place here between July 1942 and August 1943 left no traces. It seemed as if more than 700,000 Jews, who were forced to wait at Treblinka railway station for their wagons to be pushed into the death camp, had not existed. In 1993, public transport at Treblinka railway station ceased. The station was still used for freight traffic until 1998, when it was finally shut down. Starting in 2004 the Treblinka station and the railway tracks were dismantled and finally the construction of a new road was started. Since 2015, a road has been running through the former Treblinka railway station. This important scene of the Holocaust was irretrievably destroyed.	651	ENGLISH	1
For over two thousand years Buddhist monks have occupied the thirteen caves of Aluvihare. The old, sacred footprint marks on the rock boulders which represent Buddha stand as a testament to age of the site. The Aluvihare Rock Temple is revered for being the place in which Buddha’s teachings were first committed to writing, being scribed onto palm leaves during the 1st century. The spur for this historic event was a devastating famine which struck the area and killed many people. Before this time all the teachings of Buddha were passed along orally but it was feared that the famine could wipe out the entire monk population and therefore end the sacred teachings. It was therefore decided to put down the doctrine as a written recording using the palm leaves that grow on the nearby trees, ensuring the teachings would continue. These historic teachings miraculously survived until the 19th century but were then sadly lost during a rebellion in which the library was destroyed. The thirteen caves contain many ancient relics and depictions of Buddha. The main cave houses a giant, richly coloured reclining statue of Buddha. Another caves includes paintings that depict hell and grisly looking punishments for those doomed to rest there. If you’re interested in learning about Sri Lankan and Buddhist history then a trip to the Aluvihare is well worth it. We have taken many travellers here during their tailor-made Sri Lankan tour, so please do get in touchif you’re interested in visiting the temple.	<urn:uuid:32af2739-f150-4d5e-8e6d-5863c3edc81d>	CC-MAIN-2020-05	https://www.theuniquetravel.co.uk/sri-lanka-cultural-sites/aluvihare-rock-temple/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594391.21/warc/CC-MAIN-20200119093733-20200119121733-00155.warc.gz	en	0.981782	302	3.515625	4	[ -0.03508426994085312, -0.00829301681369543, -0.08729603886604309, -0.02196032926440239, -0.25055572390556335, 0.3416016101837158, -0.18117503821849823, -0.26932600140571594, -0.17965944111347198, 0.31371796131134033, -0.10571750998497009, -0.43657350540161133, 0.3926132321357727, 0.7112713...	1	For over two thousand years Buddhist monks have occupied the thirteen caves of Aluvihare. The old, sacred footprint marks on the rock boulders which represent Buddha stand as a testament to age of the site. The Aluvihare Rock Temple is revered for being the place in which Buddha’s teachings were first committed to writing, being scribed onto palm leaves during the 1st century. The spur for this historic event was a devastating famine which struck the area and killed many people. Before this time all the teachings of Buddha were passed along orally but it was feared that the famine could wipe out the entire monk population and therefore end the sacred teachings. It was therefore decided to put down the doctrine as a written recording using the palm leaves that grow on the nearby trees, ensuring the teachings would continue. These historic teachings miraculously survived until the 19th century but were then sadly lost during a rebellion in which the library was destroyed. The thirteen caves contain many ancient relics and depictions of Buddha. The main cave houses a giant, richly coloured reclining statue of Buddha. Another caves includes paintings that depict hell and grisly looking punishments for those doomed to rest there. If you’re interested in learning about Sri Lankan and Buddhist history then a trip to the Aluvihare is well worth it. We have taken many travellers here during their tailor-made Sri Lankan tour, so please do get in touchif you’re interested in visiting the temple.	295	ENGLISH	1
On July 17, 1862, President Abraham Lincoln authorized the use of African Americans in federal service by issuing the Second Confiscation and Militia Act. It was not until the Emancipation Proclamation was issued on January 1, 1863, however, that black men could serve in combat. "[L]et the black man [...] get an eagle on his button, and a musket on his shoulder [...], and there is no power on earth which can deny that he has earned the right to citizenship[...]." Frederick Douglass The United States War Department issued General Order Number 143 on May 22, 1863. This order established the Bureau of Colored Troops and it recruited many African American men into the Union army. The regiments of the Union army that were composed of African American men were called the United States Colored Troops (U.S.C.T.). Soon there were 200,000 black soldiers serving in the Union army and navy. These men were paid less than white officers, were given old and worn uniforms and poor equipment, and could not become officers. Despite the unfair treatment, black men volunteered to take part in combat. The U.S.C.T. suffered from racial discrimination despite serving the Union war effort. Seldom seeing active battle, many troops were assigned as laborers, construction workers, and guards on fortifications throughout the Union, including the Defenses of Washington. The 28th Regiment of U.S. Colored Troops was one of the units attached to the Defenses of Washington. This regiment of infantry was established on November 30, 1863 by Indiana Governor Oliver P. Morton. Reverend Willis Revels of the African American Episcopal Church was the chief recruiting officer. The recruits trained for three months and on April 25 1863, six companies of the 28th U.S.C.T. left Indianapolis for Washington, D.C. where they were attached to the capital's defenses. Another regiment designated to the defenses was Company E, 4th U.S Colored Infantry, recorded by photographers at both Fort Lincoln and Fort Slocum. Last updated: August 14, 2017	<urn:uuid:12f8dbb5-32cb-4140-a9bf-db3cdac01e09>	CC-MAIN-2020-05	https://www.nps.gov/articles/the-united-states-colored-troops-and-the-defenses-of-washington.htm	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591763.20/warc/CC-MAIN-20200118023429-20200118051429-00248.warc.gz	en	0.984868	435	4.03125	4	[ -0.2845008671283722, 0.4064912796020508, 0.008182356134057045, 0.08091461658477783, -0.2527087926864624, 0.10887458175420761, 0.2069309800863266, -0.22165179252624512, -0.2632841169834137, 0.12597103416919708, 0.30456358194351196, -0.039649076759815216, -0.4600263237953186, 0.2594419121742...	7	On July 17, 1862, President Abraham Lincoln authorized the use of African Americans in federal service by issuing the Second Confiscation and Militia Act. It was not until the Emancipation Proclamation was issued on January 1, 1863, however, that black men could serve in combat. "[L]et the black man [...] get an eagle on his button, and a musket on his shoulder [...], and there is no power on earth which can deny that he has earned the right to citizenship[...]." Frederick Douglass The United States War Department issued General Order Number 143 on May 22, 1863. This order established the Bureau of Colored Troops and it recruited many African American men into the Union army. The regiments of the Union army that were composed of African American men were called the United States Colored Troops (U.S.C.T.). Soon there were 200,000 black soldiers serving in the Union army and navy. These men were paid less than white officers, were given old and worn uniforms and poor equipment, and could not become officers. Despite the unfair treatment, black men volunteered to take part in combat. The U.S.C.T. suffered from racial discrimination despite serving the Union war effort. Seldom seeing active battle, many troops were assigned as laborers, construction workers, and guards on fortifications throughout the Union, including the Defenses of Washington. The 28th Regiment of U.S. Colored Troops was one of the units attached to the Defenses of Washington. This regiment of infantry was established on November 30, 1863 by Indiana Governor Oliver P. Morton. Reverend Willis Revels of the African American Episcopal Church was the chief recruiting officer. The recruits trained for three months and on April 25 1863, six companies of the 28th U.S.C.T. left Indianapolis for Washington, D.C. where they were attached to the capital's defenses. Another regiment designated to the defenses was Company E, 4th U.S Colored Infantry, recorded by photographers at both Fort Lincoln and Fort Slocum. Last updated: August 14, 2017	468	ENGLISH	1
\|"Theoretical speculation is futile unless it is supported by quantitative evidence."\| The Behemoth is a giant land monster in Jewish literature, and also is mentioned in the Bible. It is often depicted with the Leviathan and some say it resembles a large hippo, elephant or other land beast. Some theorists claim that it could have even been a dinosaur such as a sauropod. The behemoth is mentioned in the Book of Job in the Old Testament. ''Behold now Behemoth, which I made with thee; he eateth grass as an ox. Lo now, his strength is in his loins, and his force is in the navel of his belly. He moveth his tail like a cedar: the sinews of his stones are wrapped together. His bones are as strong pieces of brass; his bones are like bars of iron. He is the chief of the ways of God: he that made him can make his sword to approach unto him. Surely the mountains bring him forth food, where all the beasts of the field play. He lieth under the shady trees, in the covert of the reed, and fens. The shady trees cover him with their shadow; the willows of the brook compass him about. Behold, he drinketh up a river, and hasteth not: he trusteth that he can draw up Jordan into his mouth. He taketh it with his eyes: his nose pierceth through snares.'' - Job 40 15-24 (KJV) Some people argue that the Behemoth was a hippo, rhino or elephant, but other disagree, pointing out that hippos, rhinos and elephants do not "moveth his tail like a cedar" as described, having relatively small tails. Some creationists and theorists believe this could be describing a type of sauropod dinosaur, thought to have been extinct. Others suggest that this interpretation of the line, and that it has been taken to literally. The creatures featured in the gallery to the right are all considered to be possible explanations for the Behemoth. In Popular Media - In Godzilla: King of the Monsters, a Titan was named after Behemoth. It was a mammoth-like sloth.	<urn:uuid:8f0efe4c-d6bd-43d7-996e-ebb2f23e5dd3>	CC-MAIN-2020-05	https://cryptidz.fandom.com/wiki/Behemoth	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700988.64/warc/CC-MAIN-20200127143516-20200127173516-00453.warc.gz	en	0.982937	460	3.453125	3	[ -0.3969035744667053, 0.3163968622684479, -0.10590343922376633, 0.23286540806293488, -0.0904071107506752, -0.31171712279319763, 0.278383731842041, 0.27950578927993774, -0.1375000774860382, 0.3334707021713257, -0.03612219914793968, -0.5438534021377563, 0.272304505109787, 0.4324496388435364, ...	1	\|"Theoretical speculation is futile unless it is supported by quantitative evidence."\| The Behemoth is a giant land monster in Jewish literature, and also is mentioned in the Bible. It is often depicted with the Leviathan and some say it resembles a large hippo, elephant or other land beast. Some theorists claim that it could have even been a dinosaur such as a sauropod. The behemoth is mentioned in the Book of Job in the Old Testament. ''Behold now Behemoth, which I made with thee; he eateth grass as an ox. Lo now, his strength is in his loins, and his force is in the navel of his belly. He moveth his tail like a cedar: the sinews of his stones are wrapped together. His bones are as strong pieces of brass; his bones are like bars of iron. He is the chief of the ways of God: he that made him can make his sword to approach unto him. Surely the mountains bring him forth food, where all the beasts of the field play. He lieth under the shady trees, in the covert of the reed, and fens. The shady trees cover him with their shadow; the willows of the brook compass him about. Behold, he drinketh up a river, and hasteth not: he trusteth that he can draw up Jordan into his mouth. He taketh it with his eyes: his nose pierceth through snares.'' - Job 40 15-24 (KJV) Some people argue that the Behemoth was a hippo, rhino or elephant, but other disagree, pointing out that hippos, rhinos and elephants do not "moveth his tail like a cedar" as described, having relatively small tails. Some creationists and theorists believe this could be describing a type of sauropod dinosaur, thought to have been extinct. Others suggest that this interpretation of the line, and that it has been taken to literally. The creatures featured in the gallery to the right are all considered to be possible explanations for the Behemoth. In Popular Media - In Godzilla: King of the Monsters, a Titan was named after Behemoth. It was a mammoth-like sloth.	456	ENGLISH	1
Thornton and Lucie Blackburn were Kentucky slaves who attempted to escape slavery, but were arrested in Detroit in 1831. An uprising in Detroit by black supporters helped the Blackburns flee to Canada. They settled in Toronto where Thornton took a job as a waiter and started planning to open his own business. Thornton took a Montréal cab pattern to a mechanic who then built a horse drawn taxi cab for the Blackburns. The yellow and red vehicle with door at the back and provision for a driver in the front, was built by Paul Bishop in his shop at the south-east corner of Sherbourne and Duke Streets. The cab, a four-passenger, one-horse carriage built in 1837 and named “The City,” helped Thornton and Lucie Blackburn become owners of the city’s first cab company. They provided cab services that took steamboat passengers and former slaves to various destinations in the city. At that time, recently enacted city traffic laws meant no-one could “gallop or ride a horse at an unreasonable rate of speed,” and cab drivers were forbidden to “wantonly snap or flourish” their whips, and to use “abusive, obscene or violent language.” The horse-run taxicabs could accommodate four passengers, with space on the roof of the carriage for luggage. Following the success of their cab business, the Blackburns started purchasing investment properties. They owned six houses that were rented to former slaves who needed a place to live. Thornton and Lucie Blackburn were slaves who became entrepreneurs and who found ways to make a good living while helping other members of the community. Thornton Blackburn died on February 26, 1890.	<urn:uuid:37feea48-ac61-460d-8174-af561a9ebcb1>	CC-MAIN-2020-05	https://www.mountpleasantgroup.com/en-CA/General-Information/Our%20Monthly%20Story/story-archives/toronto-necropolis/thornton-blackburn.aspx	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251689924.62/warc/CC-MAIN-20200126135207-20200126165207-00005.warc.gz	en	0.986769	344	3.375	3	[ 0.041486456990242004, -0.17448265850543976, 0.4241858124732971, 0.15635555982589722, -0.331891268491745, -0.08794407546520233, 0.2435111701488495, 0.0004000964399892837, -0.2091253399848938, 0.02119486592710018, 0.3744036555290222, -0.10714022815227509, -0.15009257197380066, -0.14256247878...	2	Thornton and Lucie Blackburn were Kentucky slaves who attempted to escape slavery, but were arrested in Detroit in 1831. An uprising in Detroit by black supporters helped the Blackburns flee to Canada. They settled in Toronto where Thornton took a job as a waiter and started planning to open his own business. Thornton took a Montréal cab pattern to a mechanic who then built a horse drawn taxi cab for the Blackburns. The yellow and red vehicle with door at the back and provision for a driver in the front, was built by Paul Bishop in his shop at the south-east corner of Sherbourne and Duke Streets. The cab, a four-passenger, one-horse carriage built in 1837 and named “The City,” helped Thornton and Lucie Blackburn become owners of the city’s first cab company. They provided cab services that took steamboat passengers and former slaves to various destinations in the city. At that time, recently enacted city traffic laws meant no-one could “gallop or ride a horse at an unreasonable rate of speed,” and cab drivers were forbidden to “wantonly snap or flourish” their whips, and to use “abusive, obscene or violent language.” The horse-run taxicabs could accommodate four passengers, with space on the roof of the carriage for luggage. Following the success of their cab business, the Blackburns started purchasing investment properties. They owned six houses that were rented to former slaves who needed a place to live. Thornton and Lucie Blackburn were slaves who became entrepreneurs and who found ways to make a good living while helping other members of the community. Thornton Blackburn died on February 26, 1890.	338	ENGLISH	1
Black Caesar was a chieftain in West Africa until he was tricked and lured onto a slave ship. By chance, the slave ship was struck by a hurricane, and Black Caesar was among the only ones to escape alive. Stranded at sea, he began his career in piracy, eventually rising to notoriety. While black pirates were not unusual, many of their names have been lost to history. One of those still remembered today is Black Caesar. Widely known for his “huge size, immense strength and keen intelligence,” he evaded capture from many different slave traders. Caesar was finally captured when he and twenty of his warriors were lured onto a ship by a slave trader. Showing him a watch, the trader promised to show him and his warriors more objects, which were “too heavy and too numerous to bring on shore” if they came aboard his ship. The slave trader succeeded in luring Black Caesar and his men onto his slave ship. Once on board, the soon-to-be slaves were given food, while being enticed with silks, jewels, and music. While they were distracted, the ship began to set sail and by the time Black Caesar realized it, it was already too late. Although the Africans fought back they were were driven back by the well-armed sailors using swords and pistols. Thus, began Black Caesar’s forced voyage across the Atlantic to the New World. During the journey, Black Caesar refused to eat or drink. He would have died had it not been for a kind sailor who fed him his meals and the two became friends. The ship ran into a hurricane while off the coast of Florida, and the ship sank, killing almost everyone on board. The only two survivors were Black Caesar and the sailor, who got into a life boat filled with ammunitions and supplies and escaped. They soon began using the lifeboat to lure passing ships which stopped to give assistance. While posing as shipwrecked sailors, they would sail out to the vessel offering to take them aboard. Once they were close to the vessel, they brought out their guns and demanded supplies and ammunition, threatening to sink the ship if they were refused. He and the sailor continued this ploy for a number of years and amassed a sizable amount of treasure which was buried on Elliott Key. However, Black Caesar had a falling out with his partner, resulting in the death of the latter. The conflict was caused by a woman they had seized from a ship. Both men wanted the woman for himself and a duel ensued, during which Black Caesar killed his friend. Black Caesar continued his piratical activities and before long he began taking on more pirates over time and soon was able to attack ships on the open sea. He and his crew were often able to avoid capture by running into Caesar Creek and other inlets between Elliot and Old Rhodes Key and onto the mangrove islands. During the early 18th century, Black Caesar eventually joined the crew of another infamous pirate, Blackbeard and was made lieutenant of Blackbeard’s flagship, Queen Anne’s Revenge, together they raided American ships in the Mid-Atlantic. In 1718, after Blackbeard’s death battling with Lieutenant Robert Maynard at Ocracoke Island. Black Caesar was one of the few pirates who survived that battle. He was captured and brought to trial in Williamsburg, Virginia where he was found guilty of piracy and hanged. Join the conversation.. Follow us on Facebook or Twitter So you don't miss out on our posts. You can also Subscribe to receive daily updates.	<urn:uuid:84b61877-ecc4-4860-91d8-1d24495c0537>	CC-MAIN-2020-05	https://listwand.com/black-caesar-african-chief-who-escaped-slave-ship-became-pirate/?utm_source=rss&utm_medium=rss&utm_campaign=black-caesar-african-chief-who-escaped-slave-ship-became-pirate	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694176.67/warc/CC-MAIN-20200127020458-20200127050458-00408.warc.gz	en	0.992193	733	3.703125	4	[ -0.18525609374046326, 0.6298772096633911, -0.13162465393543243, 0.33171793818473816, -0.2245592474937439, -0.2868273854255676, 0.3697497844696045, 0.006247299257665873, 0.17537668347358704, -0.021775349974632263, 0.3497655391693115, -0.38896751403808594, -0.5090590119361877, 0.397481381893...	1	Black Caesar was a chieftain in West Africa until he was tricked and lured onto a slave ship. By chance, the slave ship was struck by a hurricane, and Black Caesar was among the only ones to escape alive. Stranded at sea, he began his career in piracy, eventually rising to notoriety. While black pirates were not unusual, many of their names have been lost to history. One of those still remembered today is Black Caesar. Widely known for his “huge size, immense strength and keen intelligence,” he evaded capture from many different slave traders. Caesar was finally captured when he and twenty of his warriors were lured onto a ship by a slave trader. Showing him a watch, the trader promised to show him and his warriors more objects, which were “too heavy and too numerous to bring on shore” if they came aboard his ship. The slave trader succeeded in luring Black Caesar and his men onto his slave ship. Once on board, the soon-to-be slaves were given food, while being enticed with silks, jewels, and music. While they were distracted, the ship began to set sail and by the time Black Caesar realized it, it was already too late. Although the Africans fought back they were were driven back by the well-armed sailors using swords and pistols. Thus, began Black Caesar’s forced voyage across the Atlantic to the New World. During the journey, Black Caesar refused to eat or drink. He would have died had it not been for a kind sailor who fed him his meals and the two became friends. The ship ran into a hurricane while off the coast of Florida, and the ship sank, killing almost everyone on board. The only two survivors were Black Caesar and the sailor, who got into a life boat filled with ammunitions and supplies and escaped. They soon began using the lifeboat to lure passing ships which stopped to give assistance. While posing as shipwrecked sailors, they would sail out to the vessel offering to take them aboard. Once they were close to the vessel, they brought out their guns and demanded supplies and ammunition, threatening to sink the ship if they were refused. He and the sailor continued this ploy for a number of years and amassed a sizable amount of treasure which was buried on Elliott Key. However, Black Caesar had a falling out with his partner, resulting in the death of the latter. The conflict was caused by a woman they had seized from a ship. Both men wanted the woman for himself and a duel ensued, during which Black Caesar killed his friend. Black Caesar continued his piratical activities and before long he began taking on more pirates over time and soon was able to attack ships on the open sea. He and his crew were often able to avoid capture by running into Caesar Creek and other inlets between Elliot and Old Rhodes Key and onto the mangrove islands. During the early 18th century, Black Caesar eventually joined the crew of another infamous pirate, Blackbeard and was made lieutenant of Blackbeard’s flagship, Queen Anne’s Revenge, together they raided American ships in the Mid-Atlantic. In 1718, after Blackbeard’s death battling with Lieutenant Robert Maynard at Ocracoke Island. Black Caesar was one of the few pirates who survived that battle. He was captured and brought to trial in Williamsburg, Virginia where he was found guilty of piracy and hanged. Join the conversation.. Follow us on Facebook or Twitter So you don't miss out on our posts. You can also Subscribe to receive daily updates.	723	ENGLISH	1
Lion and Slave Short Story Sample for 1st Year Students – FSC Notes This post contains The Slave and the Lion Story Sample with Moral in English Writing for the students of Class 11. So, the Students of 1st Year of FSC can prepare this story as the practice of their English Paper. I have shared Very Short Moral Stories for junior students as well. You can write the same story under the titles, Kindness never goes unrewarded story or One good turn deserves another story. This is also a very good bedtime story with moral for kids. For more moral stories you can visit This Link. The Slave and the Lion Story with Moral in English for Class 11 A Greek king had many slaves to serve him. He treated them harshly. Thus, one slave ran away. He took refuge in a cave. Soon a lion appeared they crying with acute pain. The lion had a thorn in his right foot. The slave pulled out the thorn very boldly and the lion felt relieved of the pain. But after some time, the slave was again captured. It was ordered to throw him before a hungry lion. This was the punishment to the slave for feeling away. A public show was arranged in the arena, which was encircled with a fence. At the proper time, the door of the cage was opened. The lion rushed out. He roared but licked the hand of the slave in sheer gratitude. The king was at a loss to know the reason for the lion’s strange behaviour toward the slave. The slave narrated the story. He told him how he had helped the lion and lived with it in the cave before he was captured and ordered to be feasted on by a hungry lion. The King, on hearing this story, was very much moved and set the slave and the lion free. The Lion and the Slave Story Moral: - Kindness never goes unrewarded. - One good turn deserves another. You should also visit:	<urn:uuid:5f53298f-556a-4004-8c2c-f2e585739c31>	CC-MAIN-2020-05	https://ilmihub.com/the-slave-and-the-lion-story-with-moral-in-english-for-1st-year.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597230.18/warc/CC-MAIN-20200120023523-20200120051523-00338.warc.gz	en	0.985309	404	3.546875	4	[ -0.24341602623462677, 0.4572433829307556, 0.4125424027442932, -0.08452994376420975, -0.3989832103252411, 0.022272296249866486, -0.4145435392856598, 0.4961196780204773, 0.2789841890335083, 0.0643301010131836, 0.2877829670906067, -0.1702415496110916, -0.2511797249317169, 0.24116991460323334,...	11	Lion and Slave Short Story Sample for 1st Year Students – FSC Notes This post contains The Slave and the Lion Story Sample with Moral in English Writing for the students of Class 11. So, the Students of 1st Year of FSC can prepare this story as the practice of their English Paper. I have shared Very Short Moral Stories for junior students as well. You can write the same story under the titles, Kindness never goes unrewarded story or One good turn deserves another story. This is also a very good bedtime story with moral for kids. For more moral stories you can visit This Link. The Slave and the Lion Story with Moral in English for Class 11 A Greek king had many slaves to serve him. He treated them harshly. Thus, one slave ran away. He took refuge in a cave. Soon a lion appeared they crying with acute pain. The lion had a thorn in his right foot. The slave pulled out the thorn very boldly and the lion felt relieved of the pain. But after some time, the slave was again captured. It was ordered to throw him before a hungry lion. This was the punishment to the slave for feeling away. A public show was arranged in the arena, which was encircled with a fence. At the proper time, the door of the cage was opened. The lion rushed out. He roared but licked the hand of the slave in sheer gratitude. The king was at a loss to know the reason for the lion’s strange behaviour toward the slave. The slave narrated the story. He told him how he had helped the lion and lived with it in the cave before he was captured and ordered to be feasted on by a hungry lion. The King, on hearing this story, was very much moved and set the slave and the lion free. The Lion and the Slave Story Moral: - Kindness never goes unrewarded. - One good turn deserves another. You should also visit:	405	ENGLISH	1
December 3, 2019 by directorfsm George Smith engraved bank notes by day. At night he studied newly discovered cuneiform tablets–clay writings dug up in the Middle East. After publishing several keen observations, George was appointed as an assistant at the British Museum. That is how he stumbled across a fascinating find from the past. In a paper read before the Society of Biblical Archaeology in London on this day, December 3, 1872, George Smith announced the discovery of a flood story similar to, but differing in details from the Noah story of the Bible. This account was part of an early piece of poetry known as the Gilgamesh Epic. London society was electrified! But Gilgamesh broke off at the crucial point. How did it end? The Times offered a large reward for anyone who could produce the missing tablets. George Smith jumped at the chance. He thought he knew approximately where in Nineveh the original pieces had been found. That is where he started to dig. Incredibly, among the thousands of tablets strewn in the ruins, he found the missing pieces within a short time! He also found a long list of ancient kings. The flood story was only one piece of the Gilgamesh Epic. Gilgamesh was a tough Middle Eastern king. To bring him into line, his dissatisfied subjects sicced a strong man on him. Gilgamesh and his enemy fought to a draw, after which they became close friends. But when the friend died of a horrible disease, Gilgamesh set out to look for the secret of immortality. In his journey, he met Utnapishtim–the Noah of the Gilgamesh Epic. The elderly Utnapishtim told Gilgamesh the story of the flood. Warned by a god, Utnapishtim had made an ark and sealed it with pitch. Then he made his family go in and he shut the door. Right there we meet a difference from the Biblical account, for in the book of Genesis God shut the ark’s door. Utnapishtim’s story says it rained six days; the Bible, forty. In the Bible account, the water covered the high mountains. In Utnapishtim’s account, it rose only to the roofs of the houses. After the waters receded, the Utnapishtim story described him releasing a dove, a sparrow and a crow. The Bible has Noah release a dove and a raven. Immediately the opponents of the Bible jumped on the story as proof the Bible was wrong. Their reasoning had serious flaws in it. Far from disproving the flood, here was independent confirmation. (Today over 200 flood accounts are known from around the world.) The evidence suggests that Moses wrote the Genesis flood account based on an ancient event; Gilgamesh, however, seems to be a fictionalized version of the same historical event. We know this because several Gilgamesh versions have since been found, differing considerably from each another. In tone, the two accounts could hardly be more different. Gilgamesh is the story of a boastful man who exalted himself, battling even with the gods after a goddess falls in love with him; Genesis, by contrast, tells the story of men favored by God because they accepted his premises and promises and obeyed him. George Smith died of hunger and disease just four years after making his exciting discovery. He was only thirty-six.	<urn:uuid:59a550a0-0cce-4f2a-8011-8ab839ff4606>	CC-MAIN-2020-05	https://fsmandfsmwo.blog/2019/12/03/today-in-church-history-72/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250604849.31/warc/CC-MAIN-20200121162615-20200121191615-00426.warc.gz	en	0.983018	713	3.515625	4	[ 0.09705863893032074, 0.5989500284194946, 0.428080677986145, 0.29951220750808716, -0.405636727809906, -0.4673936069011688, 0.1595083624124527, 0.01501742284744978, -0.165470153093338, 0.13739408552646637, 0.09831192344427109, -0.11627247929573059, 0.4353839159011841, -0.06925591081380844, ...	2	December 3, 2019 by directorfsm George Smith engraved bank notes by day. At night he studied newly discovered cuneiform tablets–clay writings dug up in the Middle East. After publishing several keen observations, George was appointed as an assistant at the British Museum. That is how he stumbled across a fascinating find from the past. In a paper read before the Society of Biblical Archaeology in London on this day, December 3, 1872, George Smith announced the discovery of a flood story similar to, but differing in details from the Noah story of the Bible. This account was part of an early piece of poetry known as the Gilgamesh Epic. London society was electrified! But Gilgamesh broke off at the crucial point. How did it end? The Times offered a large reward for anyone who could produce the missing tablets. George Smith jumped at the chance. He thought he knew approximately where in Nineveh the original pieces had been found. That is where he started to dig. Incredibly, among the thousands of tablets strewn in the ruins, he found the missing pieces within a short time! He also found a long list of ancient kings. The flood story was only one piece of the Gilgamesh Epic. Gilgamesh was a tough Middle Eastern king. To bring him into line, his dissatisfied subjects sicced a strong man on him. Gilgamesh and his enemy fought to a draw, after which they became close friends. But when the friend died of a horrible disease, Gilgamesh set out to look for the secret of immortality. In his journey, he met Utnapishtim–the Noah of the Gilgamesh Epic. The elderly Utnapishtim told Gilgamesh the story of the flood. Warned by a god, Utnapishtim had made an ark and sealed it with pitch. Then he made his family go in and he shut the door. Right there we meet a difference from the Biblical account, for in the book of Genesis God shut the ark’s door. Utnapishtim’s story says it rained six days; the Bible, forty. In the Bible account, the water covered the high mountains. In Utnapishtim’s account, it rose only to the roofs of the houses. After the waters receded, the Utnapishtim story described him releasing a dove, a sparrow and a crow. The Bible has Noah release a dove and a raven. Immediately the opponents of the Bible jumped on the story as proof the Bible was wrong. Their reasoning had serious flaws in it. Far from disproving the flood, here was independent confirmation. (Today over 200 flood accounts are known from around the world.) The evidence suggests that Moses wrote the Genesis flood account based on an ancient event; Gilgamesh, however, seems to be a fictionalized version of the same historical event. We know this because several Gilgamesh versions have since been found, differing considerably from each another. In tone, the two accounts could hardly be more different. Gilgamesh is the story of a boastful man who exalted himself, battling even with the gods after a goddess falls in love with him; Genesis, by contrast, tells the story of men favored by God because they accepted his premises and promises and obeyed him. George Smith died of hunger and disease just four years after making his exciting discovery. He was only thirty-six.	710	ENGLISH	1
The Irish were the First Slaves in the U.K. – U.S. Slave Triangle* If you can do it to your own you can do it to others that’s the intrinsic nature of our elected and unelected governors again, and again,… By Royce Christyn Did you know that more Irish slaves were sold in the 17th century than black slaves? With a staggering death rate between 37% to 50%, this is the story the history books will not tell you. White and Black Slaves in the Sugar Plantations of Barbados. None of the Irish victims ever made it back to their homeland to describe their ordeal. These are the lost slaves; the ones that time and biased history books conveniently forgot. The first slaves imported into the American colonies were 100 White children. They arrived during Easter, 1619, four months before the arrival of a the first shipment of Black slaves. Mainstream histories refer to these labourers as indentured servants, not slaves, because many agreed to work for a set period of time in exchange for land and rights. Yet in reality, indenture was enslavement, since slavery applies to any person who is bought and sold, chained and abused, whether for a decade or a lifetime. Many white people died long before their indenture ended or found that no court would back them when their owners failed to deliver on promises. Tens of thousands of convicts, beggars, homeless children and other undesirable English, Scottish, and Irish lower class were transported to America against their will to the Americas on slave ships. YES SLAVE SHIPS. Many of the white slaves were brought from Ireland, where the law held that it was “no more sin to kill an Irishman than a dog or any other brute”. The European rich class caused a lot of suffering to these people , even if they were white like them. In 1676, there was a huge slave rebellion in Virginia. Black and white slaves burned Jamestown to the ground. Hundreds died. The planters feared a reoccurrence. Their solution was to divide the races against each other. They instilled a sense of superiority in the white slaves and degraded the black slaves. White slaves were given new rights; their masters could not whip them naked without a court order, etc. White slaves whose daily condition was no different from that of Blacks, were taught that they belonged to a superior people. The races were given different clothing. Living quarters were segregated for the first time. But the whites were still slaves. In the 17th Century, from 1600 until 1699, there were many more Irish sold as slaves than Africans. There are records of Irish slaves well into the 18th Century. Many never made it off the ships. According to written record, in at least one incident 132 slaves, men, women, and children, were dumped overboard to drown because ships’ supplies were running low. They were drowned because the insurance would pay for an “accident,” but not if the slaves were allowed to starve. Typical death rates on the ships were from 37% to 50%. In the West Indies, the African and Irish slaves were housed together, but because the African slaves were much more costly, they were treated much better than the Irish slaves. Also, the Irish were Catholic, and Papists were hated among the Protestant planters. An Irish slave would endure such treatment as having his hands and feet set on fire or being strung up and beaten for even a small infraction. Richard Ligon, who witnessed these things first-hand and recorded them in a history of Barbados he published in 1657, stated: ”Truly, I have seen cruelty there done to servants as I did not think one Christian could have done to another.”According to Sean O’Callahan, in To Hell or Barbados, Irish men and women were inspected like cattle there, just as the Africans were. In addition, Irish slaves, who were harder to distinguish from their owners since they shared the same skin colour, were branded with the owner’s initials, the women on the forearm and the men on the buttocks. O’Callahan goes on to say that the women were not only sold to the planters as sexual slaves but were often sold to local brothels as well. He states that the black or mulatto overseers also often forced the women to strip while working in the fields and often used them sexually as well. The one advantage the Irish slaves had over the African slaves was that since they were literate and they did not survive well in the fields, they were generally used as house servants, accountants, and teachers. But the gentility of the service did not correlate to the punishment for infractions. Flogging was common, and most slave owners did not really care if they killed an easily replaceable, cheap Irish slave. While most of these slaves who survived were eventually freed after their time of service was completed, many leaving the islands for the American colonies, many were not, and the planters found another way to insure a free supply of valuable slaves. They were quick to “find solace” and start breeding with the Irish slave women. Many of them were very pretty, but more than that, while most of the Irish were sold for only a period of service, usually about 10 years assuming they survived, their children were born slaves for life. The planters knew that most of the mothers would remain in servitude to remain with their children even after their service was technically up. The planters also began to breed the Irish women with the African male slaves to make lighter skinned slaves, because the lighter skinned slaves were more desirable and could be sold for more money. A law was passed against this practice in 1681, not for moral reasons but because the practice was causing the Royal African Company to lose money. According to James F. Cavanaugh, this company, sent 249 shiploads of slaves to the West Indies in the 1680’s, a total of 60,000 African and Irish, 14,000 of whom died in passage.(7)While the trade in Irish slaves tapered off after the defeat of King James in 1691, England once again shipped out thousands of Irish prisoners who were taken after the Irish Rebellion of 1798. These prisoners were shipped to America and to Australia, specifically to be sold as slaves. No Irish slave shipped to the West Indies or America has ever been known to have returned to Ireland. Many died, either in passage or from abuse or overwork. Others won their freedom and emigrated to the American colonies. Still others remained in the West Indies, which still contain an population of “Black Irish,” many the descendents of the children of black slaves and Irish slaves. In 1688, the first woman killed in Cotton Mather’s witch trials in Massachusetts was an old Irish woman named Anne Glover, who had been captured and sold as a slave in 1650. She spoke no English. She could recite The Lord’s Prayer in Gaelic and Latin, but without English, Mather decided her Gaelic was discourse with the devil, and hung her. It was not until 1839 that a law was passed in England ending the slave trade, and thus the trade in Irish slaves. It is unfortunate that, while the descendents of black slaves have kept their history alive and not allowed their atrocity to be forgotten, the Irish heritage of slavery in America and the West Indies has been largely ignored or forgotten.	<urn:uuid:59357c6a-bed7-4f4a-b234-c340abb58081>	CC-MAIN-2020-05	https://hwaairfan.wordpress.com/2016/04/04/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606975.49/warc/CC-MAIN-20200122101729-20200122130729-00070.warc.gz	en	0.98977	1,556	3.671875	4	[ -0.15091614425182343, 0.18315833806991577, 0.1564130336046219, -0.09997228533029556, -0.21705444157123566, -0.024852562695741653, -0.026407398283481598, -0.4621279835700989, 0.22814202308654785, -0.03972478583455086, 0.05422867089509964, -0.05576428025960922, -0.35073480010032654, 0.349811...	2	The Irish were the First Slaves in the U.K. – U.S. Slave Triangle* If you can do it to your own you can do it to others that’s the intrinsic nature of our elected and unelected governors again, and again,… By Royce Christyn Did you know that more Irish slaves were sold in the 17th century than black slaves? With a staggering death rate between 37% to 50%, this is the story the history books will not tell you. White and Black Slaves in the Sugar Plantations of Barbados. None of the Irish victims ever made it back to their homeland to describe their ordeal. These are the lost slaves; the ones that time and biased history books conveniently forgot. The first slaves imported into the American colonies were 100 White children. They arrived during Easter, 1619, four months before the arrival of a the first shipment of Black slaves. Mainstream histories refer to these labourers as indentured servants, not slaves, because many agreed to work for a set period of time in exchange for land and rights. Yet in reality, indenture was enslavement, since slavery applies to any person who is bought and sold, chained and abused, whether for a decade or a lifetime. Many white people died long before their indenture ended or found that no court would back them when their owners failed to deliver on promises. Tens of thousands of convicts, beggars, homeless children and other undesirable English, Scottish, and Irish lower class were transported to America against their will to the Americas on slave ships. YES SLAVE SHIPS. Many of the white slaves were brought from Ireland, where the law held that it was “no more sin to kill an Irishman than a dog or any other brute”. The European rich class caused a lot of suffering to these people , even if they were white like them. In 1676, there was a huge slave rebellion in Virginia. Black and white slaves burned Jamestown to the ground. Hundreds died. The planters feared a reoccurrence. Their solution was to divide the races against each other. They instilled a sense of superiority in the white slaves and degraded the black slaves. White slaves were given new rights; their masters could not whip them naked without a court order, etc. White slaves whose daily condition was no different from that of Blacks, were taught that they belonged to a superior people. The races were given different clothing. Living quarters were segregated for the first time. But the whites were still slaves. In the 17th Century, from 1600 until 1699, there were many more Irish sold as slaves than Africans. There are records of Irish slaves well into the 18th Century. Many never made it off the ships. According to written record, in at least one incident 132 slaves, men, women, and children, were dumped overboard to drown because ships’ supplies were running low. They were drowned because the insurance would pay for an “accident,” but not if the slaves were allowed to starve. Typical death rates on the ships were from 37% to 50%. In the West Indies, the African and Irish slaves were housed together, but because the African slaves were much more costly, they were treated much better than the Irish slaves. Also, the Irish were Catholic, and Papists were hated among the Protestant planters. An Irish slave would endure such treatment as having his hands and feet set on fire or being strung up and beaten for even a small infraction. Richard Ligon, who witnessed these things first-hand and recorded them in a history of Barbados he published in 1657, stated: ”Truly, I have seen cruelty there done to servants as I did not think one Christian could have done to another.”According to Sean O’Callahan, in To Hell or Barbados, Irish men and women were inspected like cattle there, just as the Africans were. In addition, Irish slaves, who were harder to distinguish from their owners since they shared the same skin colour, were branded with the owner’s initials, the women on the forearm and the men on the buttocks. O’Callahan goes on to say that the women were not only sold to the planters as sexual slaves but were often sold to local brothels as well. He states that the black or mulatto overseers also often forced the women to strip while working in the fields and often used them sexually as well. The one advantage the Irish slaves had over the African slaves was that since they were literate and they did not survive well in the fields, they were generally used as house servants, accountants, and teachers. But the gentility of the service did not correlate to the punishment for infractions. Flogging was common, and most slave owners did not really care if they killed an easily replaceable, cheap Irish slave. While most of these slaves who survived were eventually freed after their time of service was completed, many leaving the islands for the American colonies, many were not, and the planters found another way to insure a free supply of valuable slaves. They were quick to “find solace” and start breeding with the Irish slave women. Many of them were very pretty, but more than that, while most of the Irish were sold for only a period of service, usually about 10 years assuming they survived, their children were born slaves for life. The planters knew that most of the mothers would remain in servitude to remain with their children even after their service was technically up. The planters also began to breed the Irish women with the African male slaves to make lighter skinned slaves, because the lighter skinned slaves were more desirable and could be sold for more money. A law was passed against this practice in 1681, not for moral reasons but because the practice was causing the Royal African Company to lose money. According to James F. Cavanaugh, this company, sent 249 shiploads of slaves to the West Indies in the 1680’s, a total of 60,000 African and Irish, 14,000 of whom died in passage.(7)While the trade in Irish slaves tapered off after the defeat of King James in 1691, England once again shipped out thousands of Irish prisoners who were taken after the Irish Rebellion of 1798. These prisoners were shipped to America and to Australia, specifically to be sold as slaves. No Irish slave shipped to the West Indies or America has ever been known to have returned to Ireland. Many died, either in passage or from abuse or overwork. Others won their freedom and emigrated to the American colonies. Still others remained in the West Indies, which still contain an population of “Black Irish,” many the descendents of the children of black slaves and Irish slaves. In 1688, the first woman killed in Cotton Mather’s witch trials in Massachusetts was an old Irish woman named Anne Glover, who had been captured and sold as a slave in 1650. She spoke no English. She could recite The Lord’s Prayer in Gaelic and Latin, but without English, Mather decided her Gaelic was discourse with the devil, and hung her. It was not until 1839 that a law was passed in England ending the slave trade, and thus the trade in Irish slaves. It is unfortunate that, while the descendents of black slaves have kept their history alive and not allowed their atrocity to be forgotten, the Irish heritage of slavery in America and the West Indies has been largely ignored or forgotten.	1,581	ENGLISH	1
By W3p3No3lLed. Printable Actvities For Kids. At Thursday, November 07th 2019, 01:07:28 AM. 1st grade math worksheets and my Mom has math teaching style. Math will not be as terrible as it seems if parents take interest in preparing their little ones for math before school age. I grew up not understanding how it is that people talk about math as difficult as they do, it was my best subject at school. It was easy because of my upbringing that ensured that math and I got acquainted long before school. My mother who was a primary grade teacher told me how she began teaching me math in different guises at home before I got to school age. I remember that with my Mom everything was somehow connected to math. She made me count the buttons in my shirt as she dressed me up, asked questions that demanded answers that are related to sums, like how many pair of shoes do you have? How many buttons are there on your Daddy has shirt? Count all the furniture in the living room and several math games. Patterns and sequencing and basic addition and subtraction should follow on from counting and number recognition. By the time your child is starting kindergarten or school, they should be able to count to 20 with ease, write numbers, do simple addition sums, and have some understanding of patterns and sequences. Even if they are attending preschool, extra practice at home will help them improve their math. There is one learning style that is absolutely essential if young children are to learn effectively. Children demonstrate their love of this approach on a daily basis often to the accompaniment of hair being torn out by frustrated parents. Young children are hands on learners. Nothing is usually too hot or too heavy. This tactile approach to life in general is their way of discovering and processing information about the world around them. "Children are born true scientists. They spontaneously experiment and experience and re-experience again. They select, combine, and test, seeking to find order in their experiences - "which is the moistest? which is the least-est? They smell, taste, bite, and touch-test for hardness, softness, springiness, roughness, smoothness, coldness, warmness: they heft, shake, punch, squeeze, push, crush, rub, and try to pull things apart."	<urn:uuid:c2ba5aae-2d61-4ee9-9bcb-7a56192b4078>	CC-MAIN-2020-05	http://wpnulledstar.com/48y99yh3d/hO39986vV/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593295.11/warc/CC-MAIN-20200118164132-20200118192132-00425.warc.gz	en	0.980186	482	3.265625	3	[ -0.2630590796470642, -0.5045911073684692, 0.21452631056308746, -0.5480955243110657, -0.6641229391098022, 0.27712371945381165, -0.08190775662660599, -0.002978459233418107, -0.11046713590621948, -0.16171179711818695, 0.15823081135749817, -0.0758185163140297, 0.18011745810508728, 0.2686778903...	1	By W3p3No3lLed. Printable Actvities For Kids. At Thursday, November 07th 2019, 01:07:28 AM. 1st grade math worksheets and my Mom has math teaching style. Math will not be as terrible as it seems if parents take interest in preparing their little ones for math before school age. I grew up not understanding how it is that people talk about math as difficult as they do, it was my best subject at school. It was easy because of my upbringing that ensured that math and I got acquainted long before school. My mother who was a primary grade teacher told me how she began teaching me math in different guises at home before I got to school age. I remember that with my Mom everything was somehow connected to math. She made me count the buttons in my shirt as she dressed me up, asked questions that demanded answers that are related to sums, like how many pair of shoes do you have? How many buttons are there on your Daddy has shirt? Count all the furniture in the living room and several math games. Patterns and sequencing and basic addition and subtraction should follow on from counting and number recognition. By the time your child is starting kindergarten or school, they should be able to count to 20 with ease, write numbers, do simple addition sums, and have some understanding of patterns and sequences. Even if they are attending preschool, extra practice at home will help them improve their math. There is one learning style that is absolutely essential if young children are to learn effectively. Children demonstrate their love of this approach on a daily basis often to the accompaniment of hair being torn out by frustrated parents. Young children are hands on learners. Nothing is usually too hot or too heavy. This tactile approach to life in general is their way of discovering and processing information about the world around them. "Children are born true scientists. They spontaneously experiment and experience and re-experience again. They select, combine, and test, seeking to find order in their experiences - "which is the moistest? which is the least-est? They smell, taste, bite, and touch-test for hardness, softness, springiness, roughness, smoothness, coldness, warmness: they heft, shake, punch, squeeze, push, crush, rub, and try to pull things apart."	485	ENGLISH	1
by Keith Oddo Keith Oddo is a junior from Roanoke, Virginia, double majoring in Rhetoric and Communication Studies and History. He believes this project provided him with great research experience that will be valuable in his future academic work. This post was written as a part of Digital Memory & the Archive, a course offered in Fall 2017. On February 11, 1966, Robert Edge wrote a personal letter in the University of Richmond’s campus newspaper The Collegian titled “RC Student Asks Classmates to Join Fight for Equality.” In his short letter, which made page two of the campus newspaper, Edge discussed the Richmond Human Relations Council Tutoring Program. In the mid 1960s, the United States was in the heart of the fight for racial equality, as black people were fighting relentlessly to have the same opportunities and fair treatment as white people across the country country. The struggle came with civil unrest. The Watts riots had just taken place in California where over 30,000 people were recorded participating in the riots and fighting with police, which left thirty-four people dead, 1,000 injured and 4,000 arrested. In the summer of 1966, which was only a few months after this article was published, the Hough riots (Cleveland), Hunter’s Point riot (San Francisco), and Division street riots (Chicago) all gained national attention (Mass). The University of Richmond program dealt directly with the race issue, specifically in the city of Richmond, and attempted to make positive strides to finding a solution to this abysmal problem. Edge asked his peers to come help tutor students in the “slums of this city, of our city” that desperately needed help due to the lack of quality education and poverty. Considering most college students have their fair share of free time, especially on the weekends where they sleep in until noon and then party at nights, the least they could do was take a few hours and help out those that are not as fortunate as them. Not only would this have been a great opportunity to help out in the community, but this was a chance to pull two dividing races together. This was an opportunity to lend a hand and show that the color of an individual’s skin did not matter. This was an opportunity to change the culture of a city that had been defined and restrained by its segregated past for decades. There may have been some legitimate excuses or reasons for why students had not been attending at high rates, but Edge did his best to eliminate as many of those obstacles as he could. He offered transportation to any student that was willing to sacrifice his or her time to help the struggling students in the city of Richmond. “There is no excuse for the good people on this campus not to come out and help us.” Robert Edge needed help, but the students at the University of Richmond were stuck in their bubble and unable to break through a divided time with a simple action. This article is fascinating because it deals with an uncomfortable topic for many people during this time period, and the brave actions of one individual to try and make a difference. Robert Edge probably faced backlash from many people around campus who were “stuck in the past.” However, this did not stop him from standing up for an issue that he believed could define our country, his generation, and the city of Richmond for years to come. It was disappointing to hear about the lack of support for his program, but it is not surprising at all, given the University of Richmond’s controversial race related past. It seems like the majority of pieces that have been discussed in class show that the University is stuck in the past and continuously fails to modernize its procedures and actions (Ex. HEW piece). There are not many positive stories of students getting out of their comfort zone and standing up for equality. However, the story of Robert Edge is different and should never fade away or get lost in the records of this campus. It should be praised for generations to come for the courage and fight that he displayed, even though he was outnumbered.	<urn:uuid:5ed0b28b-b78f-4ac3-8626-29c2e273badc>	CC-MAIN-2020-05	https://blog.richmond.edu/memory/2018/03/07/robert-edges-plea/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601628.36/warc/CC-MAIN-20200121074002-20200121103002-00068.warc.gz	en	0.985523	832	3.265625	3	[ -0.33180421590805054, 0.33636733889579773, 0.30721551179885864, -0.062425658106803894, 0.1644396185874939, 0.33209511637687683, -0.11027976125478745, 0.1239728033542633, -0.20100535452365875, 0.1512170433998108, 0.09228889644145966, -0.07314172387123108, -0.2754509747028351, -0.16475744545...	3	by Keith Oddo Keith Oddo is a junior from Roanoke, Virginia, double majoring in Rhetoric and Communication Studies and History. He believes this project provided him with great research experience that will be valuable in his future academic work. This post was written as a part of Digital Memory & the Archive, a course offered in Fall 2017. On February 11, 1966, Robert Edge wrote a personal letter in the University of Richmond’s campus newspaper The Collegian titled “RC Student Asks Classmates to Join Fight for Equality.” In his short letter, which made page two of the campus newspaper, Edge discussed the Richmond Human Relations Council Tutoring Program. In the mid 1960s, the United States was in the heart of the fight for racial equality, as black people were fighting relentlessly to have the same opportunities and fair treatment as white people across the country country. The struggle came with civil unrest. The Watts riots had just taken place in California where over 30,000 people were recorded participating in the riots and fighting with police, which left thirty-four people dead, 1,000 injured and 4,000 arrested. In the summer of 1966, which was only a few months after this article was published, the Hough riots (Cleveland), Hunter’s Point riot (San Francisco), and Division street riots (Chicago) all gained national attention (Mass). The University of Richmond program dealt directly with the race issue, specifically in the city of Richmond, and attempted to make positive strides to finding a solution to this abysmal problem. Edge asked his peers to come help tutor students in the “slums of this city, of our city” that desperately needed help due to the lack of quality education and poverty. Considering most college students have their fair share of free time, especially on the weekends where they sleep in until noon and then party at nights, the least they could do was take a few hours and help out those that are not as fortunate as them. Not only would this have been a great opportunity to help out in the community, but this was a chance to pull two dividing races together. This was an opportunity to lend a hand and show that the color of an individual’s skin did not matter. This was an opportunity to change the culture of a city that had been defined and restrained by its segregated past for decades. There may have been some legitimate excuses or reasons for why students had not been attending at high rates, but Edge did his best to eliminate as many of those obstacles as he could. He offered transportation to any student that was willing to sacrifice his or her time to help the struggling students in the city of Richmond. “There is no excuse for the good people on this campus not to come out and help us.” Robert Edge needed help, but the students at the University of Richmond were stuck in their bubble and unable to break through a divided time with a simple action. This article is fascinating because it deals with an uncomfortable topic for many people during this time period, and the brave actions of one individual to try and make a difference. Robert Edge probably faced backlash from many people around campus who were “stuck in the past.” However, this did not stop him from standing up for an issue that he believed could define our country, his generation, and the city of Richmond for years to come. It was disappointing to hear about the lack of support for his program, but it is not surprising at all, given the University of Richmond’s controversial race related past. It seems like the majority of pieces that have been discussed in class show that the University is stuck in the past and continuously fails to modernize its procedures and actions (Ex. HEW piece). There are not many positive stories of students getting out of their comfort zone and standing up for equality. However, the story of Robert Edge is different and should never fade away or get lost in the records of this campus. It should be praised for generations to come for the courage and fight that he displayed, even though he was outnumbered.	837	ENGLISH	1
The First Five Year Plan seemed to represent a time of increased repression as the Soviet leaders attempted to force through their transformation from capitalism to socialism, whilst desperately trying to modernise and catch up with the advanced Western world. The collectivisation process was an attempt to socialise agriculture in USSR as well as modernise and improve the efficiency of the farming. The people were to work on shared land, the poor peasants mostly gained from it and the rich peasants, the kulaks, mostly lost out. In theory, the people were becoming more equal, by force. Politically this made sense to the ethos of the Bolshevik party but it was arguably done at this time to help the industrialisation drive, to improve the economic position of the nation. There was noticeable move away in the Five Year Plan from the market based economy before, the NEP. The agricultural part of the USSR needed to be able to support the efforts the proletariats were making in the cities, especially in the heavy industries. The social dynamic of the USSR in the 1930s was transforming. This was a stage of much repression, the changing of classes, and the elimination of kulaks. Class divides in the peasantry were in parts intensified, the rich peasants were angered by the removal of their prosperity to support poor peasants who arguably had not worked hard, or earned, their improved status. The idea behind the collectivisation drive in social terms was that the kulaks were acting as a counter power to the Soviets in the rural areas of the USSR and the collective farms would win over the support of the middle peasants. The appeal to this class was through mechanical equipment as well as coercive measures. Those who weren’t particularly won over by these Soviet appeals were defined as kulaks, without having the credentials to really warrant the name. As with the industrialisation plan, the collectivisation also received intensified demands as it progressed. The original plan was to collective 20% of the arable land. The ‘Smite the Kulak’ poster from 1930 shows how the Russian people, in particular the peasants, were being encouraged to oppose the kulaks and welcome collectivisation. The written message within the poster says ‘We will smite the kulak who agitates for reducing cultivated acreage.’ This suggests the Bolsheviks will enforce their will upon the kulaks to stop them from restricting the USSR’s agricultural capabilities. It claims the kulaks are the ones holding the nation back in this respect and must be stopped by the patriarchal Soviet powers. The kulaks certainly were the thorn in Stalin’s side during the collectivisation process, due to their unwillingness to lose their earned prosperity and status. He managed to deal with the problem, they were eliminated as a class and by 1933, 850000 to 900000 were imprisoned and sent to labour camps. Freeze, Gregory L., Russia A History (Oxford University Press: Oxford 2009)	<urn:uuid:b8d0b206-3ff0-477e-858b-73899e957f2c>	CC-MAIN-2020-05	https://blogs.lt.vt.edu/wilkins/2013/10/07/12/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250625097.75/warc/CC-MAIN-20200124191133-20200124220133-00393.warc.gz	en	0.983467	604	3.453125	3	[ -0.6305739283561707, 0.03445402532815933, 0.10061004757881165, 0.040858861058950424, 0.2129773497581482, 0.007909814827144146, -0.4958072304725647, 0.16847878694534302, -0.1413438320159912, 0.04104527086019516, 0.13841357827186584, 0.10343459993600845, 0.31968504190444946, 0.07480005919933...	4	The First Five Year Plan seemed to represent a time of increased repression as the Soviet leaders attempted to force through their transformation from capitalism to socialism, whilst desperately trying to modernise and catch up with the advanced Western world. The collectivisation process was an attempt to socialise agriculture in USSR as well as modernise and improve the efficiency of the farming. The people were to work on shared land, the poor peasants mostly gained from it and the rich peasants, the kulaks, mostly lost out. In theory, the people were becoming more equal, by force. Politically this made sense to the ethos of the Bolshevik party but it was arguably done at this time to help the industrialisation drive, to improve the economic position of the nation. There was noticeable move away in the Five Year Plan from the market based economy before, the NEP. The agricultural part of the USSR needed to be able to support the efforts the proletariats were making in the cities, especially in the heavy industries. The social dynamic of the USSR in the 1930s was transforming. This was a stage of much repression, the changing of classes, and the elimination of kulaks. Class divides in the peasantry were in parts intensified, the rich peasants were angered by the removal of their prosperity to support poor peasants who arguably had not worked hard, or earned, their improved status. The idea behind the collectivisation drive in social terms was that the kulaks were acting as a counter power to the Soviets in the rural areas of the USSR and the collective farms would win over the support of the middle peasants. The appeal to this class was through mechanical equipment as well as coercive measures. Those who weren’t particularly won over by these Soviet appeals were defined as kulaks, without having the credentials to really warrant the name. As with the industrialisation plan, the collectivisation also received intensified demands as it progressed. The original plan was to collective 20% of the arable land. The ‘Smite the Kulak’ poster from 1930 shows how the Russian people, in particular the peasants, were being encouraged to oppose the kulaks and welcome collectivisation. The written message within the poster says ‘We will smite the kulak who agitates for reducing cultivated acreage.’ This suggests the Bolsheviks will enforce their will upon the kulaks to stop them from restricting the USSR’s agricultural capabilities. It claims the kulaks are the ones holding the nation back in this respect and must be stopped by the patriarchal Soviet powers. The kulaks certainly were the thorn in Stalin’s side during the collectivisation process, due to their unwillingness to lose their earned prosperity and status. He managed to deal with the problem, they were eliminated as a class and by 1933, 850000 to 900000 were imprisoned and sent to labour camps. Freeze, Gregory L., Russia A History (Oxford University Press: Oxford 2009)	613	ENGLISH	1
Johnson was chosen to get Southern support. He felt African Americans were not able to manage their own lives. White League & KKK The Black Codes limited the freedom of African Americans. It kept the Freedmen from having right. Two main points were Republicans wanted the South to be punished and the concern for the freedmen. Compromise of 1877 the white league and the KKK are turn to take the slaves right because the African American were get there right as the white people and ever was born in the U.S. the were citizen. and the were mad so the crate the KKK to the African American from get there right. yes we cannot lat them get there right to vote we cannot lat them get there right Describe the Freedmen's Bureau and the effect it had on the former slaves. The Freedmen's Bureau and the effect it had on the former slaves was that Describe the Compromise of 1877 and how it affected the United States after Reconstruction was over.The Compromise of 1877 was and it affected the United States after Reconstruction was over because	<urn:uuid:4c18b407-85c7-4c22-909c-b3be795ece06>	CC-MAIN-2020-05	https://www.storyboardthat.com/storyboards/f7add876/unknown-story2	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251776516.99/warc/CC-MAIN-20200128060946-20200128090946-00222.warc.gz	en	0.988163	225	3.625	4	[ -0.39890509843826294, 0.3640180826187134, -0.01035848818719387, 0.025475220754742622, 0.06373148411512375, 0.3542878031730652, 0.00007995824125828221, -0.1636572927236557, -0.4432235360145569, 0.31907182931900024, 0.23417489230632782, 0.3885765075683594, -0.24968476593494415, 0.03946689516...	1	Johnson was chosen to get Southern support. He felt African Americans were not able to manage their own lives. White League & KKK The Black Codes limited the freedom of African Americans. It kept the Freedmen from having right. Two main points were Republicans wanted the South to be punished and the concern for the freedmen. Compromise of 1877 the white league and the KKK are turn to take the slaves right because the African American were get there right as the white people and ever was born in the U.S. the were citizen. and the were mad so the crate the KKK to the African American from get there right. yes we cannot lat them get there right to vote we cannot lat them get there right Describe the Freedmen's Bureau and the effect it had on the former slaves. The Freedmen's Bureau and the effect it had on the former slaves was that Describe the Compromise of 1877 and how it affected the United States after Reconstruction was over.The Compromise of 1877 was and it affected the United States after Reconstruction was over because	226	ENGLISH	1
Not to be confused with the Siege of Corinth, which took place a few months earlier between April 29 to May 30, 1862, the Battle of Corinth (also known as the Second Battle of Corinth) occurred here on October 3-4. In the Spring battle, Union forces besieged the city and were ultimately victorious. In the Autumn battle, the Confederate attempted to regain control of the city and its key railroad crossings. The Confederates made initial gains but Union forces were able to eventually push the Confederates back, winning the battle and preserving control of the city. The battle and the skirmishes that occurred around it were among some of the most ferocious and bloodiest battles in the state. Union forces suffered over 2,500 casualties and the Confederates over 4,200 (these numbers include those wounded or captured). Many of those Union soldiers who died are buried in the Corinth National Cemetery, which was established in 1866 following the Civil War. Three Confederate soldiers—two known and one unknown—are also buried here. The cemetery is listed on the National Register of Historic Places, and is part of the Siege and Battle of Corinth Sites National Historic Landmark District, which comprises of several sites in the area. As stated briefly above, Corinth was a strategically important railroad hub. Two major Confederate railroads passed through the city: the Memphis and Charleston, which was the only railroad in the South that ran from the Mississippi River (beginning at Memphis) to Richmond, Atlanta and other major cities; the other railroad was the Mobile and Ohio, which ran north to south from Mobile to Columbus, Kentucky. Controlling Corinth meant of course controlling these railroads, which were invaluable for troop and supply movement, as well as for regular economic activity. As such, the city was major focal point during the war. The Union was able to reach it as a result of their decisive victory at Battle of Shiloh on April 6-7, 1862, which took place about 15 miles to the northeast. The victory forced the Confederates to regroup and move to the south to Corinth. The Battle of Corinth enabled the Union to make further incursions southward, including to the city of Vicksburg, and to begin efforts to gain control of the Mississippi River.	<urn:uuid:a49d027b-8b7b-48a4-a20e-a025c440e494>	CC-MAIN-2020-05	https://www.theclio.com/entry/45033	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251779833.86/warc/CC-MAIN-20200128153713-20200128183713-00527.warc.gz	en	0.985038	453	3.875	4	[ -0.49579042196273804, -0.016641240566968918, 0.12177158892154694, 0.4969552755355835, -0.22071795165538788, -0.07330252975225449, 0.1027177944779396, -0.27478504180908203, -0.18633176386356354, -0.4769124686717987, -0.07591472566127777, -0.06472748517990112, 0.05151805654168129, 0.35247671...	1	Not to be confused with the Siege of Corinth, which took place a few months earlier between April 29 to May 30, 1862, the Battle of Corinth (also known as the Second Battle of Corinth) occurred here on October 3-4. In the Spring battle, Union forces besieged the city and were ultimately victorious. In the Autumn battle, the Confederate attempted to regain control of the city and its key railroad crossings. The Confederates made initial gains but Union forces were able to eventually push the Confederates back, winning the battle and preserving control of the city. The battle and the skirmishes that occurred around it were among some of the most ferocious and bloodiest battles in the state. Union forces suffered over 2,500 casualties and the Confederates over 4,200 (these numbers include those wounded or captured). Many of those Union soldiers who died are buried in the Corinth National Cemetery, which was established in 1866 following the Civil War. Three Confederate soldiers—two known and one unknown—are also buried here. The cemetery is listed on the National Register of Historic Places, and is part of the Siege and Battle of Corinth Sites National Historic Landmark District, which comprises of several sites in the area. As stated briefly above, Corinth was a strategically important railroad hub. Two major Confederate railroads passed through the city: the Memphis and Charleston, which was the only railroad in the South that ran from the Mississippi River (beginning at Memphis) to Richmond, Atlanta and other major cities; the other railroad was the Mobile and Ohio, which ran north to south from Mobile to Columbus, Kentucky. Controlling Corinth meant of course controlling these railroads, which were invaluable for troop and supply movement, as well as for regular economic activity. As such, the city was major focal point during the war. The Union was able to reach it as a result of their decisive victory at Battle of Shiloh on April 6-7, 1862, which took place about 15 miles to the northeast. The victory forced the Confederates to regroup and move to the south to Corinth. The Battle of Corinth enabled the Union to make further incursions southward, including to the city of Vicksburg, and to begin efforts to gain control of the Mississippi River.	477	ENGLISH	1
Bergen-Belsen Concentration Camp It is hard to imagine people could be shipped to concentration camps on the basis of what they look like and what they believe. However, less than 80 years ago, one country was determined to imprison and exterminate certain people. In World War II, the Nazis created concentration, labor, and death camps where they imprisoned Jewish people and other people they thought were undesirable. More than 3 million people died in concentration camps in World War II. In Bergen-Belsen, approximately 50,000 people were imprisoned and later died. When the Allies liberated these camps at the end of World War II, the prisoners in these camps were either deceased or close to death. Bergen-Belsen was a horrific prisoner of war and concentration camp established by the Nazis in Germany in 1940. The Origins of Bergen-Belsen The Nazis established Bergen-Belsen in 1940, near the town of Celle, Germany. Bergen Belsen was part of Hitler’s plan called the “Final Solution,” which was a plan to exterminate all Jewish people and “undesirable” people. Until 1943, Bergen-Belsen was exclusively a prisoner of war camp. In 1943, the Nazis converted part of Bergen-Belsen into a concentration camp. Nearly all the prisoners at Bergen-Belsen came from other camps, such as Auschwitz. Bergen-Belsen was made up of three smaller camps. The “prisoners’ camp” was one of these three camps. The “prisoners’ camp” was divided into the “star camp,” which held mostly Dutch Jews, the “Hungary Camp,” which held mostly Hungarian Jews, the “special camp,” which consisted of Polish Jews, and the “neutral camp,” made up of Jews from other countries. Life At Bergen-Belsen Bergen-Belsen’s living conditions were initially better than those in other concentration camps. The prisoners were allowed to bring personal belongings to Bergen-Belsen and they could wear civilian clothing as opposed to prison garb. Even though they had these freedoms, life was still very difficult. One hundred eighty people shared one toilet, lice and rodents were everywhere, and a person would have to make one loaf of bread last a week. These horrible conditions made diseases very common. As a rule, entire family members were brought to the camp. Between 1943 and 1944, the Nazis sent at least 14,600 people to Bergen-Belsen, including 2,750 children. Liberation of Bergen-Belsen The British Army, augmented by Canadian troops, liberated Bergen-Belsen in April of 1945. The servicemen were not prepared for the horror they found upon arrival. They found men and women that were so malnourished, they were the weight of a seven-year old child. For thousands of men and women who were sent to Bergen-Belsen, the rescue came too late. Unfortunately, as many as 14,000 liberated from Bergen-Belsen died shortly thereafter due to complications from their malnourishment and treatment at the camp. In total, an estimated 50,000 people died at Bergen-Belsen, including Anne Frank and her sister, Margot. Bergen-Belsen was a concentration camp operated by the Nazis from 1940 to its liberation in 1945. It was an awful place where 50,000 Jews and “undesirables” lost their lives at the hands of the Nazis, all because of their religion, race, or disabilities. Concentration camps like Bergen-Belsen stand as a reminder for the world that just because someone is different, they should not be discriminated against. Word Count: 546	<urn:uuid:312bc6bd-7e1e-4531-984d-8e54d598d289>	CC-MAIN-2020-05	https://www.youngwriterssociety.com/work.php?id=146253	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250616186.38/warc/CC-MAIN-20200124070934-20200124095934-00478.warc.gz	en	0.98201	787	3.953125	4	[ 0.06318563222885132, 0.7444655895233154, -0.03784516826272011, -0.06496688723564148, -0.030709194019436836, 0.3151540160179138, 0.26674884557724, -0.018765196204185486, -0.3527534306049347, -0.5537424087524414, 0.2276214361190796, -0.16259999573230743, 0.187953919172287, 0.6981650590896606...	5	Bergen-Belsen Concentration Camp It is hard to imagine people could be shipped to concentration camps on the basis of what they look like and what they believe. However, less than 80 years ago, one country was determined to imprison and exterminate certain people. In World War II, the Nazis created concentration, labor, and death camps where they imprisoned Jewish people and other people they thought were undesirable. More than 3 million people died in concentration camps in World War II. In Bergen-Belsen, approximately 50,000 people were imprisoned and later died. When the Allies liberated these camps at the end of World War II, the prisoners in these camps were either deceased or close to death. Bergen-Belsen was a horrific prisoner of war and concentration camp established by the Nazis in Germany in 1940. The Origins of Bergen-Belsen The Nazis established Bergen-Belsen in 1940, near the town of Celle, Germany. Bergen Belsen was part of Hitler’s plan called the “Final Solution,” which was a plan to exterminate all Jewish people and “undesirable” people. Until 1943, Bergen-Belsen was exclusively a prisoner of war camp. In 1943, the Nazis converted part of Bergen-Belsen into a concentration camp. Nearly all the prisoners at Bergen-Belsen came from other camps, such as Auschwitz. Bergen-Belsen was made up of three smaller camps. The “prisoners’ camp” was one of these three camps. The “prisoners’ camp” was divided into the “star camp,” which held mostly Dutch Jews, the “Hungary Camp,” which held mostly Hungarian Jews, the “special camp,” which consisted of Polish Jews, and the “neutral camp,” made up of Jews from other countries. Life At Bergen-Belsen Bergen-Belsen’s living conditions were initially better than those in other concentration camps. The prisoners were allowed to bring personal belongings to Bergen-Belsen and they could wear civilian clothing as opposed to prison garb. Even though they had these freedoms, life was still very difficult. One hundred eighty people shared one toilet, lice and rodents were everywhere, and a person would have to make one loaf of bread last a week. These horrible conditions made diseases very common. As a rule, entire family members were brought to the camp. Between 1943 and 1944, the Nazis sent at least 14,600 people to Bergen-Belsen, including 2,750 children. Liberation of Bergen-Belsen The British Army, augmented by Canadian troops, liberated Bergen-Belsen in April of 1945. The servicemen were not prepared for the horror they found upon arrival. They found men and women that were so malnourished, they were the weight of a seven-year old child. For thousands of men and women who were sent to Bergen-Belsen, the rescue came too late. Unfortunately, as many as 14,000 liberated from Bergen-Belsen died shortly thereafter due to complications from their malnourishment and treatment at the camp. In total, an estimated 50,000 people died at Bergen-Belsen, including Anne Frank and her sister, Margot. Bergen-Belsen was a concentration camp operated by the Nazis from 1940 to its liberation in 1945. It was an awful place where 50,000 Jews and “undesirables” lost their lives at the hands of the Nazis, all because of their religion, race, or disabilities. Concentration camps like Bergen-Belsen stand as a reminder for the world that just because someone is different, they should not be discriminated against. Word Count: 546	785	ENGLISH	1
With Women’s History Month upon us, we at proF are looking back. While part of our mission is to highlight the women currently doing exciting and challenging things in the world of higher ed., we also intend to spotlight those that came before – the many women pioneers in the field of higher education. "Democracy is for me, and for 12 million black Americans, a goal towards which our nation is marching. It is a dream and an ideal in whose ultimate realization we have a deep and abiding faith. […] Here my race has been afforded [the] opportunity to advance from a people 80 percent illiterate to a people 80 percent literate; from abject poverty to the ownership and operation of a million farms and 750,000 homes; from total disfranchisement to participation in government; from the status of chattels to recognized contributors to the American culture.” – Mary McLeod Bethune on NBC radio, 1939 Historically black colleges and universities (HBCUs) were in the news recently, as President Trump met with HBCU leaders for a “listening session” and pledged support to the schools, many of which are struggling with low enrollments and budget shortfalls. While no specifics have been proposed by the Trump administration, many HBCU presidents saw this as a positive first step to acknowledging the importance of these institutions. One pioneer in the area of black higher education was Mary McLeod Bethune, founder and president of the Bethune-Cookman University, one of the few institutions of its time to admit black students. But she was more than just a college president and educator – Bethune was a tireless activist for civil rights who founded the National Council of Negro Women in 1935 and also served for seven years as an advisor on Minority Affairs under President Franklin D. Roosevelt – part of FDR’s unofficial “black cabinet,” the first of its kind assembled by any president. Bethune, who became a friend of fellow feminist Eleanor Roosevelt, was the only woman in the cabinet. Due to the recent discussion surrounding HBCUs and, of course, the fact that it’s Women’s History Month, it seems an appropriate time to shed light on Bethune’s exceptional story. Mary McLeod Bethune’s early life was one of struggle that, due to her preternatural leadership ability and her passion for serving others, she was uniquely equipped to overcome. Born in 1875 as the free child of former slaves, Bethune (born Mary McLeod) spent her childhood picking cotton in the fields of Maysville, South Carolina alongside her parents and her 16 brothers and sisters. She was a curious and driven child who wanted nothing more than the opportunity to learn. Bethune spoke of this experience in a 1940 interview (part of the Florida State archives) with Sociologist Dr. Charles Spurgeon Johnson, the first black president of Fisk University. She recalls, I could see little white boys and girls going to school every day, learning to read and write; living in comfortable homes with all types of opportunities for growth and service and to be surrounded as I was with no opportunity for school life, no chance to grow – I found myself very often yearning all along for the things that were being provided for the white children with whom I had to chop cotton every day, or pick corn, or whatever my task happened to be. I think that actually, the first hurt that came to me in my childhood was the contrast of what was being done for the white children and the lack of what we got. But when Bethune was nine years old, a local missionary came to the community, looking for children to enroll in a school she was starting. Bethune’s parents only had enough money to send one child, and they chose their bright and curious daughter Mary, whose experience in that tiny school would spark a lifelong love affair with learning. According to her PBS Biography, Bethune “walked the five miles to and from the Maysville school and did her homework by candlelight. She took all the classes she possibly could and would teach her parents and siblings what she had learned during any free time.” Though the family’s poverty meant many setbacks, Bethune was awarded a scholarship to attend high school at the Scotia Seminary for Girls in Concord, North Carolina. It was at Scotia where Bethune’s decision to be an educator was cemented. In the previously cited 1940 interview, she speaks effusively about the teachers there, both black and white, who extended great kindness and knowledge to her as a young, inexperienced student. “They were so interesting and there were so many interesting things at school,” she recalled. “I don’t know why, but I entered in the school life there just as I did in the little mission, finding things to do and people to serve. I was called peace maker there.” After Scotia, Bethune received another scholarship, this time for college halfway across the country, at Chicago’s Moody Bible Institute. When she graduated in 1895, she moved to Georgia, where she became a teacher at a small mission school, married and had a son. For a black woman in America at the time, Bethune’s story was already extraordinary – a child of slaves who had managed to graduate from both high school and college and embark upon a career. But it was just the beginning. In 1904, young black men and women began flocking to Daytona Beach, Florida, where construction of a railroad meant good jobs. Here, Bethune saw opportunity. She longed to build her own school and instill in other young black girls the thirst for learning she had felt as a child. So with little money and a husband and son in tow, she bought a cottage in Daytona Beach and got to work recruiting students. “I got a little rented house…I couldn’t pay the rent,” she said in 1940. “The house belonged to a Negro man named John Williams, he rented the house to me for eleven dollars a month. I told him I had no money – but he said he would trust me.” Called the Daytona Normal and Industrial Institute for Girls, the school had only five students to start, but grew quickly. Bethune demonstrated a knack for rallying and organizing volunteers, as well as fundraising, and was able to turn the Institute into a thriving accredited high school specializing in vocational training. After merging with the nearby Cookman Institute for Men in 1923 and, in 1931, acquiring the support of the United Methodist Church, it would go on to become Bethune-Cookman University, one of the first colleges open to black students and one still active in Daytona Beach today as a private, historically black university with around 3,500 students. While building and expanding her school, Bethune was making a name for herself as an activist for civil and women’s rights. In 1924, she was elected president of the National Association of Colored Women, which worked for the welfare of African-American women through education, economics, and host of other issues. Through this organization, Bethune eventually made the acquaintance of First Lady Eleanor Roosevelt. In the mid-1930s came what is arguably the most important moment in Mary McLeod Bethune’s legacy, pertaining to both African-American and women’s history: her role in Franklin D. Roosevelt’s unofficial “black cabinet,” a group of black leaders who advised the president on issues relating to blacks in America. Though it included such luminaries as literacy advocate Ambrose Caliver, attorney William Henry Hastie, and economist Robert C. Weaver, Bethune, the cabinet’s only woman, was arguably one its most influential members. Her official title from 1936-1944 was “Special Counsel on Minority Affairs,” and Roosevelt also selected her to head the Division of Negro Affairs of the National Youth Administration, making her the first black woman to lead a federal agency. At this time, she also organized the National Council of Negro Women to protect civil and women’s rights. Bethune became a frequent guest at the White House, and Eleanor Roosevelt entrusted her with strategic missions to ease racial tensions in the country during WWII. Bethune’s outspoken nature and prominent efforts to improve race relations during this era earned her the nickname “The First Lady of the Struggle.” In 1942, she retired as president of Bethune-Cookman, but continued, until the end of her life, to work as an education and civil rights activist through public speaking engagements and other advocacy. Bethune’s philosophy of education was not without controversy, even within the African-American community. She was focused on vocational education first and foremost, putting her at odds with civil rights leaders like W.E.B. DuBois and Ida Wells, who believed that access to higher intellectual pursuits was crucial for blacks. But there was no doubt that she was an extraordinary advocate and a strong voice for black women at a time when their concerns were rarely being heard. Mary McLeod Bethune died on May 18, 1955 at the age of 79. At the time of her death, she was still close with Eleanor Roosevelt, who wrote a tribute in her syndicated newspaper column “My Day.” The First Lady wrote of Bethune, “She fought for the rights of her people but never with resentment or bitterness, and she taught both her own people and her white fellow Americans many a valuable lesson.” Perhaps what was most impressive about Bethune – an example we should all want to follow – was her self-assured attitude about her role as a leader. Even today, men are more likely to lead than women, and many women are conditioned to downplay their strengths and defer to the loudest voice in the room. But at a time when a woman of color could legally be denied basic human rights, Bethune stood strong, confident in the pure necessity of her mission. “I never had difficulty getting people to follow me,” she said in 1940. “Never, from the start. They seemed to realize the seriousness and unselfishness of my motives.” Is there a historical figure you would like to see proFiled? Email email@example.com. Bethune, Mary McLeod. “Interview with Mary McLeod Bethune, ca. 1940.” By Charles Spurgeon Johnson. Transcript. Florida Memory: State Library and Archives of Florida. Digital. Accessed March 6, 2017. Bethune, Mary McLeod. “What Does Democracy Mean to Me?” America’s Town Meeting of the Air, NBC Radio. November 23, 1939. Archived by American RadioWorks. Accessed March 6, 2017. Fleming, Thomas C. "The Black Cabinet." Reflections on Black History: Part 83, Columbus Free Press. September 8, 1999. PBS. “Biography: Mary McLeod Bethune.” American Experience. Accessed March 6, 2017. Roosevelt, Eleanor. “My Day, May 20, 1955.” The Eleanor Roosevelt Papers Digital Edition. 2008. Accessed March 6, 2017. Williamson, Alicia. “Mary McLeod Bethune.” Quotabelle. June 2014. Accessed March 6, 2017. Photo credits: Photo 1: Public Domain; Photo 2: Bethune and her students outside of Daytona Institute in 1905. Photo Credit: Florida State Archives Photographic Collection, Public Domain; Photo 3: Bethune with Eleanor Roosevelt in 1943. Photo Credit: U.S. National Archives, Public Domain	<urn:uuid:c819f209-2ed7-42cc-ba4c-334d36747fd2>	CC-MAIN-2020-05	https://www.profmagazine.com/single-post/2017/03/10/proFile-Mary-McLeod-Bethune	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251678287.60/warc/CC-MAIN-20200125161753-20200125190753-00205.warc.gz	en	0.980344	2,423	3.3125	3	[ -0.2685944437980652, 0.6317552328109741, 0.2305779755115509, 0.14674769341945648, 0.009477866813540459, 0.45660853385925293, -0.2228396236896515, 0.22414231300354004, 0.03519321233034134, 0.25936180353164673, 0.06275852769613266, -0.04162541404366493, -0.11018020659685135, 0.10492060333490...	2	With Women’s History Month upon us, we at proF are looking back. While part of our mission is to highlight the women currently doing exciting and challenging things in the world of higher ed., we also intend to spotlight those that came before – the many women pioneers in the field of higher education. "Democracy is for me, and for 12 million black Americans, a goal towards which our nation is marching. It is a dream and an ideal in whose ultimate realization we have a deep and abiding faith. […] Here my race has been afforded [the] opportunity to advance from a people 80 percent illiterate to a people 80 percent literate; from abject poverty to the ownership and operation of a million farms and 750,000 homes; from total disfranchisement to participation in government; from the status of chattels to recognized contributors to the American culture.” – Mary McLeod Bethune on NBC radio, 1939 Historically black colleges and universities (HBCUs) were in the news recently, as President Trump met with HBCU leaders for a “listening session” and pledged support to the schools, many of which are struggling with low enrollments and budget shortfalls. While no specifics have been proposed by the Trump administration, many HBCU presidents saw this as a positive first step to acknowledging the importance of these institutions. One pioneer in the area of black higher education was Mary McLeod Bethune, founder and president of the Bethune-Cookman University, one of the few institutions of its time to admit black students. But she was more than just a college president and educator – Bethune was a tireless activist for civil rights who founded the National Council of Negro Women in 1935 and also served for seven years as an advisor on Minority Affairs under President Franklin D. Roosevelt – part of FDR’s unofficial “black cabinet,” the first of its kind assembled by any president. Bethune, who became a friend of fellow feminist Eleanor Roosevelt, was the only woman in the cabinet. Due to the recent discussion surrounding HBCUs and, of course, the fact that it’s Women’s History Month, it seems an appropriate time to shed light on Bethune’s exceptional story. Mary McLeod Bethune’s early life was one of struggle that, due to her preternatural leadership ability and her passion for serving others, she was uniquely equipped to overcome. Born in 1875 as the free child of former slaves, Bethune (born Mary McLeod) spent her childhood picking cotton in the fields of Maysville, South Carolina alongside her parents and her 16 brothers and sisters. She was a curious and driven child who wanted nothing more than the opportunity to learn. Bethune spoke of this experience in a 1940 interview (part of the Florida State archives) with Sociologist Dr. Charles Spurgeon Johnson, the first black president of Fisk University. She recalls, I could see little white boys and girls going to school every day, learning to read and write; living in comfortable homes with all types of opportunities for growth and service and to be surrounded as I was with no opportunity for school life, no chance to grow – I found myself very often yearning all along for the things that were being provided for the white children with whom I had to chop cotton every day, or pick corn, or whatever my task happened to be. I think that actually, the first hurt that came to me in my childhood was the contrast of what was being done for the white children and the lack of what we got. But when Bethune was nine years old, a local missionary came to the community, looking for children to enroll in a school she was starting. Bethune’s parents only had enough money to send one child, and they chose their bright and curious daughter Mary, whose experience in that tiny school would spark a lifelong love affair with learning. According to her PBS Biography, Bethune “walked the five miles to and from the Maysville school and did her homework by candlelight. She took all the classes she possibly could and would teach her parents and siblings what she had learned during any free time.” Though the family’s poverty meant many setbacks, Bethune was awarded a scholarship to attend high school at the Scotia Seminary for Girls in Concord, North Carolina. It was at Scotia where Bethune’s decision to be an educator was cemented. In the previously cited 1940 interview, she speaks effusively about the teachers there, both black and white, who extended great kindness and knowledge to her as a young, inexperienced student. “They were so interesting and there were so many interesting things at school,” she recalled. “I don’t know why, but I entered in the school life there just as I did in the little mission, finding things to do and people to serve. I was called peace maker there.” After Scotia, Bethune received another scholarship, this time for college halfway across the country, at Chicago’s Moody Bible Institute. When she graduated in 1895, she moved to Georgia, where she became a teacher at a small mission school, married and had a son. For a black woman in America at the time, Bethune’s story was already extraordinary – a child of slaves who had managed to graduate from both high school and college and embark upon a career. But it was just the beginning. In 1904, young black men and women began flocking to Daytona Beach, Florida, where construction of a railroad meant good jobs. Here, Bethune saw opportunity. She longed to build her own school and instill in other young black girls the thirst for learning she had felt as a child. So with little money and a husband and son in tow, she bought a cottage in Daytona Beach and got to work recruiting students. “I got a little rented house…I couldn’t pay the rent,” she said in 1940. “The house belonged to a Negro man named John Williams, he rented the house to me for eleven dollars a month. I told him I had no money – but he said he would trust me.” Called the Daytona Normal and Industrial Institute for Girls, the school had only five students to start, but grew quickly. Bethune demonstrated a knack for rallying and organizing volunteers, as well as fundraising, and was able to turn the Institute into a thriving accredited high school specializing in vocational training. After merging with the nearby Cookman Institute for Men in 1923 and, in 1931, acquiring the support of the United Methodist Church, it would go on to become Bethune-Cookman University, one of the first colleges open to black students and one still active in Daytona Beach today as a private, historically black university with around 3,500 students. While building and expanding her school, Bethune was making a name for herself as an activist for civil and women’s rights. In 1924, she was elected president of the National Association of Colored Women, which worked for the welfare of African-American women through education, economics, and host of other issues. Through this organization, Bethune eventually made the acquaintance of First Lady Eleanor Roosevelt. In the mid-1930s came what is arguably the most important moment in Mary McLeod Bethune’s legacy, pertaining to both African-American and women’s history: her role in Franklin D. Roosevelt’s unofficial “black cabinet,” a group of black leaders who advised the president on issues relating to blacks in America. Though it included such luminaries as literacy advocate Ambrose Caliver, attorney William Henry Hastie, and economist Robert C. Weaver, Bethune, the cabinet’s only woman, was arguably one its most influential members. Her official title from 1936-1944 was “Special Counsel on Minority Affairs,” and Roosevelt also selected her to head the Division of Negro Affairs of the National Youth Administration, making her the first black woman to lead a federal agency. At this time, she also organized the National Council of Negro Women to protect civil and women’s rights. Bethune became a frequent guest at the White House, and Eleanor Roosevelt entrusted her with strategic missions to ease racial tensions in the country during WWII. Bethune’s outspoken nature and prominent efforts to improve race relations during this era earned her the nickname “The First Lady of the Struggle.” In 1942, she retired as president of Bethune-Cookman, but continued, until the end of her life, to work as an education and civil rights activist through public speaking engagements and other advocacy. Bethune’s philosophy of education was not without controversy, even within the African-American community. She was focused on vocational education first and foremost, putting her at odds with civil rights leaders like W.E.B. DuBois and Ida Wells, who believed that access to higher intellectual pursuits was crucial for blacks. But there was no doubt that she was an extraordinary advocate and a strong voice for black women at a time when their concerns were rarely being heard. Mary McLeod Bethune died on May 18, 1955 at the age of 79. At the time of her death, she was still close with Eleanor Roosevelt, who wrote a tribute in her syndicated newspaper column “My Day.” The First Lady wrote of Bethune, “She fought for the rights of her people but never with resentment or bitterness, and she taught both her own people and her white fellow Americans many a valuable lesson.” Perhaps what was most impressive about Bethune – an example we should all want to follow – was her self-assured attitude about her role as a leader. Even today, men are more likely to lead than women, and many women are conditioned to downplay their strengths and defer to the loudest voice in the room. But at a time when a woman of color could legally be denied basic human rights, Bethune stood strong, confident in the pure necessity of her mission. “I never had difficulty getting people to follow me,” she said in 1940. “Never, from the start. They seemed to realize the seriousness and unselfishness of my motives.” Is there a historical figure you would like to see proFiled? Email email@example.com. Bethune, Mary McLeod. “Interview with Mary McLeod Bethune, ca. 1940.” By Charles Spurgeon Johnson. Transcript. Florida Memory: State Library and Archives of Florida. Digital. Accessed March 6, 2017. Bethune, Mary McLeod. “What Does Democracy Mean to Me?” America’s Town Meeting of the Air, NBC Radio. November 23, 1939. Archived by American RadioWorks. Accessed March 6, 2017. Fleming, Thomas C. "The Black Cabinet." Reflections on Black History: Part 83, Columbus Free Press. September 8, 1999. PBS. “Biography: Mary McLeod Bethune.” American Experience. Accessed March 6, 2017. Roosevelt, Eleanor. “My Day, May 20, 1955.” The Eleanor Roosevelt Papers Digital Edition. 2008. Accessed March 6, 2017. Williamson, Alicia. “Mary McLeod Bethune.” Quotabelle. June 2014. Accessed March 6, 2017. Photo credits: Photo 1: Public Domain; Photo 2: Bethune and her students outside of Daytona Institute in 1905. Photo Credit: Florida State Archives Photographic Collection, Public Domain; Photo 3: Bethune with Eleanor Roosevelt in 1943. Photo Credit: U.S. National Archives, Public Domain	2,429	ENGLISH	1
'Marshmallow test' redux: Children show better self-control when they depend on each other Children are more likely to control their immediate impulses when they and a peer rely on each other to get a reward than when they're left to their own willpower, new research indicates. The findings appear in Psychological Science, a journal of the Association for Psychological Science. The researchers say their experiments are the first to show that children are more willing to delay gratification for cooperative reasons than for individual goals. For their study, researchers Rebecca Koomen, Sebastian Grueneisen, and Esther Herrmann, all affiliated with the Max Planck Institute for Evolutionary Anthropology, used a modified version of the "marshmallow test," a classic psychological experiment designed to examine young children's ability to delay gratification. In the classic experiment, preschool children were led into a room where a marshmallow or other treat was placed on a table. The children were told they could either eat the treat right away, or they could wait until the experimenter, who had to step out of the room, returned, in which case they'd receive a second treat. About a third of the children were able to wait for the second treat for up to 15 minutes. In their new research, the researchers paired up more than 200 5- and 6-year-olds and had them play a brief balloon toss game to get comfortable in the testing environment. They then put the partners in separate rooms and placed a cookie in front of each of them. Some partners were assigned to a solo condition and only had to rely on their own self-control to earn a second cookie, much like the traditional experiment. Others were placed in a cooperative condition in which they received a second treat only if both they and their partner waited until the experimenter returned. Waiting in this condition was therefore risky and indeed less likely to result in a second cookie because children had to rely both on themselves and their partner to refrain from eating. The authors called this the interdependence condition. To identify any cultural differences in the responses, the researchers tested children at a laboratory in Germany and went to schools in Kenya to test children of the Kikuyu tribe. Across both conditions, Kikuyu children were more likely to delay gratification compared to their German counterparts. But across the two cultures, significantly more children held off on eating the first cookie in the interdependence condition compared with the solo condition. "The fact that we obtained these findings even though children could not see or communicate with each other attests to the strong motivational consequences that simply being in a cooperative context has for children from early on in development," Grueneisen said. The research team suggest that children from a young age develop a sense of obligation towards their social partners. "In this study, children may have been motivated to delay gratification because they felt they shouldn't let their partner down," Koomen said, "and that if they did, their partner would have had the right to hold them accountable."	<urn:uuid:e0ab07d5-1a87-4404-92b6-2cb3ca0881f8>	CC-MAIN-2020-05	https://medicalxpress.com/news/2020-01-marshmallow-redux-children-self-control.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251796127.92/warc/CC-MAIN-20200129102701-20200129132701-00333.warc.gz	en	0.980087	610	3.546875	4	[ 0.01310907956212759, 0.23140288889408112, -0.06249038875102997, 0.11364804208278656, -0.2548445463180542, 0.5222928524017334, 0.1754729300737381, -0.0674128532409668, -0.024750683456659317, -0.39676040410995483, 0.195134699344635, -0.2346104085445404, 0.3849145770072937, 0.1966384500265121...	2	'Marshmallow test' redux: Children show better self-control when they depend on each other Children are more likely to control their immediate impulses when they and a peer rely on each other to get a reward than when they're left to their own willpower, new research indicates. The findings appear in Psychological Science, a journal of the Association for Psychological Science. The researchers say their experiments are the first to show that children are more willing to delay gratification for cooperative reasons than for individual goals. For their study, researchers Rebecca Koomen, Sebastian Grueneisen, and Esther Herrmann, all affiliated with the Max Planck Institute for Evolutionary Anthropology, used a modified version of the "marshmallow test," a classic psychological experiment designed to examine young children's ability to delay gratification. In the classic experiment, preschool children were led into a room where a marshmallow or other treat was placed on a table. The children were told they could either eat the treat right away, or they could wait until the experimenter, who had to step out of the room, returned, in which case they'd receive a second treat. About a third of the children were able to wait for the second treat for up to 15 minutes. In their new research, the researchers paired up more than 200 5- and 6-year-olds and had them play a brief balloon toss game to get comfortable in the testing environment. They then put the partners in separate rooms and placed a cookie in front of each of them. Some partners were assigned to a solo condition and only had to rely on their own self-control to earn a second cookie, much like the traditional experiment. Others were placed in a cooperative condition in which they received a second treat only if both they and their partner waited until the experimenter returned. Waiting in this condition was therefore risky and indeed less likely to result in a second cookie because children had to rely both on themselves and their partner to refrain from eating. The authors called this the interdependence condition. To identify any cultural differences in the responses, the researchers tested children at a laboratory in Germany and went to schools in Kenya to test children of the Kikuyu tribe. Across both conditions, Kikuyu children were more likely to delay gratification compared to their German counterparts. But across the two cultures, significantly more children held off on eating the first cookie in the interdependence condition compared with the solo condition. "The fact that we obtained these findings even though children could not see or communicate with each other attests to the strong motivational consequences that simply being in a cooperative context has for children from early on in development," Grueneisen said. The research team suggest that children from a young age develop a sense of obligation towards their social partners. "In this study, children may have been motivated to delay gratification because they felt they shouldn't let their partner down," Koomen said, "and that if they did, their partner would have had the right to hold them accountable."	612	ENGLISH	1
Is Benjamin Franklin a Quintessential American? Being a quintessential person in the American setting requires several elements that are identified and attached by other people as a true characteristic of patriotism.The picture drawn for quintessence is one where the person serves as the ideal model for the American people and the steps taken by the person are to be remembered as these are the ideals that put forward progress within the nation once adopted in good terms. Despite the lack of spontaneous and complete information written by Benjamin Franklin regarding some events in his life, he has shown to be a quintessential American from his early years up to the last pages of his autobiography.First, he has the brevity and courage that pushed him never to give up and try all the resources at his reach. When he was working for his brother, differences are highlighted among them and he decided to leave him (Franklin, 1996). He proceeded to move to other areas where he could get employment as his brother prevented him from getting employed in their town (Franklin, 1996). Employment is an important part of the economy and more and more people are competing for the different jobs available. For some, it becomes very difficult that lead them to give up. However, Benjamin Franklin tried all the means at his disposal and never gave up. Eventually, at the later part of the book, it proves to be the most important characteristic that gave him success in life as he proves to be a real-life example of the American Dream, which at that time is an element attached to the American country. The perseverance, courage, and brevity in the challenges faced in life are important because these are needed in coping through difficult times. Moreover, these positive attitude and approaches serve as factors towards success in overcoming problems. Second, the courage to make a difference and help others can be seen as a small, yet significant, act that contributes to progress. In the early part of his autobiography, Benjamin Franklin helped a man from drowning as they met a storm during his trip away from his brother (Franklin, 1996). Acts of kindness and generosity when adopted as a way of everyday living could make a change in the way people treat one another. It serves as a means through which cooperation could be enhanced and the trust of people with one another rebuilt. With what Benjamin Franklin did, he showed that it is possible to help other people and make a difference in their lives. Third, Benjamin Franklin portrays an image of a person who is always thirsty for knowledge and never ceases to hone and earn these in every single way he can. Education is an important investment for people as this is seen to be a tool which one can rely on in pursuit of progress. It serves as the vehicle for development in one country where investing in the education of the people is a step taken towards the betterment in the society and uplifting the conditions of living. The very reason as to why the government steers and places education among its priorities is because it wants its citizens to be literate. Likewise, every individual aims for it because of the advantage it gives in terms of employment and career growth. Unfortunately, only a few of the people nowadays are given access to formal institutions of education and receive a diploma. This leaves potential skills and talents unharnessed and serve as a wasted resource for the country when not put into use. Fourth, he has proven himself as a genius because of the discoveries he made in relation to science, such as that of the stove. Aside from being a hardworking business man, he managed to become affiliated with science as he made his studies with his goals aligned with that of science. This goal is to provide easier and more efficient means in terms of carrying out tasks and other activities. He has given his time and effort in order to provide scientific advancements, which may not be as significant as the others but still remain to be an applauded achievement. His dedication to make his own contributions gave him the chance to give discover for the use of the people. Fifth, he constantly made himself aware of the political issues that abound the nation and made the move to help such as his act of writing proposals to gather funds to support colonial defense during the war between England and France (Franklin, 1996). While he may not have a personal interest in terms of the war, he still had the initiative to provide for support and make his cause ripple through his solicitations. His support for the political causes reflects a support for the country and the initiative to help in times where there is a great need. This is important because having people who are aware of the situation is sometimes not enough. There is a greater need for people who wish to take action during times where an active approach is needed. Every little act of support counts when it makes a difference and contributes to the purpose of the country. Lastly, he has served for volunteer works for the country and the citizens. Volunteerism is a spirit that gives people a chance to know that they can do something to help solve problems. Even if it is seen as a tiny dot compared to the larger cause that is found in the society, volunteering for different causes is still counted as an important part of giving and serving the country. With the different initiatives and achievements Benjamin Franklin narrated in his book, he is really seen as a quintessential American. This is especially true in fulfilling the expectations attached to the American Dream. Beyond this, he has selflessly dedicated himself to the service of his nation and in making his own personal contributions in making a difference for the society. Reference Franklin, B. (1996). The Autobiography of Benjamin Franklin, Dover Thrift Edition. New York: Dover Publications.	<urn:uuid:14da7a0d-795d-4470-bf5c-868461ce4b26>	CC-MAIN-2020-05	https://phdessay.com/is-benjamin-franklin-a-quintessential-american/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601241.42/warc/CC-MAIN-20200121014531-20200121043531-00250.warc.gz	en	0.984864	1,148	3.671875	4	[ -0.07825998216867447, 0.42006024718284607, -0.15980571508407593, -0.086249440908432, -0.1183808371424675, 0.39595693349838257, 0.6775810718536377, 0.3363502323627472, -0.057576049119234085, -0.29757454991340637, 0.41093721985816956, 0.0930694192647934, -0.17491278052330017, 0.1284659206867...	1	Is Benjamin Franklin a Quintessential American? Being a quintessential person in the American setting requires several elements that are identified and attached by other people as a true characteristic of patriotism.The picture drawn for quintessence is one where the person serves as the ideal model for the American people and the steps taken by the person are to be remembered as these are the ideals that put forward progress within the nation once adopted in good terms. Despite the lack of spontaneous and complete information written by Benjamin Franklin regarding some events in his life, he has shown to be a quintessential American from his early years up to the last pages of his autobiography.First, he has the brevity and courage that pushed him never to give up and try all the resources at his reach. When he was working for his brother, differences are highlighted among them and he decided to leave him (Franklin, 1996). He proceeded to move to other areas where he could get employment as his brother prevented him from getting employed in their town (Franklin, 1996). Employment is an important part of the economy and more and more people are competing for the different jobs available. For some, it becomes very difficult that lead them to give up. However, Benjamin Franklin tried all the means at his disposal and never gave up. Eventually, at the later part of the book, it proves to be the most important characteristic that gave him success in life as he proves to be a real-life example of the American Dream, which at that time is an element attached to the American country. The perseverance, courage, and brevity in the challenges faced in life are important because these are needed in coping through difficult times. Moreover, these positive attitude and approaches serve as factors towards success in overcoming problems. Second, the courage to make a difference and help others can be seen as a small, yet significant, act that contributes to progress. In the early part of his autobiography, Benjamin Franklin helped a man from drowning as they met a storm during his trip away from his brother (Franklin, 1996). Acts of kindness and generosity when adopted as a way of everyday living could make a change in the way people treat one another. It serves as a means through which cooperation could be enhanced and the trust of people with one another rebuilt. With what Benjamin Franklin did, he showed that it is possible to help other people and make a difference in their lives. Third, Benjamin Franklin portrays an image of a person who is always thirsty for knowledge and never ceases to hone and earn these in every single way he can. Education is an important investment for people as this is seen to be a tool which one can rely on in pursuit of progress. It serves as the vehicle for development in one country where investing in the education of the people is a step taken towards the betterment in the society and uplifting the conditions of living. The very reason as to why the government steers and places education among its priorities is because it wants its citizens to be literate. Likewise, every individual aims for it because of the advantage it gives in terms of employment and career growth. Unfortunately, only a few of the people nowadays are given access to formal institutions of education and receive a diploma. This leaves potential skills and talents unharnessed and serve as a wasted resource for the country when not put into use. Fourth, he has proven himself as a genius because of the discoveries he made in relation to science, such as that of the stove. Aside from being a hardworking business man, he managed to become affiliated with science as he made his studies with his goals aligned with that of science. This goal is to provide easier and more efficient means in terms of carrying out tasks and other activities. He has given his time and effort in order to provide scientific advancements, which may not be as significant as the others but still remain to be an applauded achievement. His dedication to make his own contributions gave him the chance to give discover for the use of the people. Fifth, he constantly made himself aware of the political issues that abound the nation and made the move to help such as his act of writing proposals to gather funds to support colonial defense during the war between England and France (Franklin, 1996). While he may not have a personal interest in terms of the war, he still had the initiative to provide for support and make his cause ripple through his solicitations. His support for the political causes reflects a support for the country and the initiative to help in times where there is a great need. This is important because having people who are aware of the situation is sometimes not enough. There is a greater need for people who wish to take action during times where an active approach is needed. Every little act of support counts when it makes a difference and contributes to the purpose of the country. Lastly, he has served for volunteer works for the country and the citizens. Volunteerism is a spirit that gives people a chance to know that they can do something to help solve problems. Even if it is seen as a tiny dot compared to the larger cause that is found in the society, volunteering for different causes is still counted as an important part of giving and serving the country. With the different initiatives and achievements Benjamin Franklin narrated in his book, he is really seen as a quintessential American. This is especially true in fulfilling the expectations attached to the American Dream. Beyond this, he has selflessly dedicated himself to the service of his nation and in making his own personal contributions in making a difference for the society. Reference Franklin, B. (1996). The Autobiography of Benjamin Franklin, Dover Thrift Edition. New York: Dover Publications.	1,152	ENGLISH	1
Mary Jane Seacole Biography Mary Seacole was a controversial figure during the Crimean War and continues to be controversial today, more than 100 years after her death. Scholars may not agree with her unconventional life and methods of nursing, but all would agree that she was a dedicated nurse who alleviated the suffering of many. Biography of Mary Seacole - Early Life Mary Seacole was born as Mary Jane Grant in 1805 in Jamaica. Her father was a Scottish officer in the British Army, and her mother was a free Jamaican Creole who was a healer. She ran a boarding house that housed many disabled soldiers and sailors and others who suffered from yellow fever. Seacole was an eager student of the healing arts and learned much from her mother, including the use of herbal remedies. Seacole’s formal education was provided at the home of a patroness with whom she lived for a number of years. Between 1821 and 1825, Mary visited London several times until she returned to Jamaica to nurse her patroness through her final illness. After this, she returned home to work with her mother and occasionally helped care for patients at the British Army Hospital as well. She always had a love of traveling and during this time, she traveled to various places in the Caribbean, including the Bahamas, Cuba and Haiti. In 1836, Mary married Edwin Seacole in her home town of Kingston, Jamaica. He was a merchant and they opened a supply store, but it did not do well, and they returned to her mother’s boarding house in the early 1840s. Several personal tragedies followed in 1843 and 1844, leaving Mary alone and grieving. In 1843, the boarding house was destroyed by fire, and then her husband and mother both died in 1844. Bravely, Mary began to manage her mother’s rebuilt hotel, the New Blundell Hall, and later treated patients in the cholera outbreak of 1850. Mary Seacole's Nursing Career In 1852, while Seacole was visiting her brother in Cruces, Panama, there was an outbreak of cholera. Since there was no doctor there, Seacole took the responsibility for treating patients and saved many lives although, at first, many did not want to accept her treatment because she was a black woman. Contrary to the belief of the time, she thought the disease was contagious and worked to improve sanitary conditions. Later, she went to Cuba and treated cholera victims there. Seacole returned home to Jamaica in late 1852, but felt she was a victim of racial discrimination when she tried to book passage on an American ship. She had to wait for a later British ship. Once back in Jamaica, Seacole was asked by Jamaican officials to care for those suffering from a severe outbreak of yellow fever. She organized a nursing service at Up-Park Camp Hospital and found fellow African-Caribbeans to care for the patients. In early 1854, Seacole returned to Panama to take care of business affairs, and it was there that she became aware of the escalating Crimean War. She heard of the unsanitary conditions and the cholera outbreaks and decided to volunteer as a nurse. Meanwhile, the British Secretary of State for War contacted Florence Nightingale and asked her to organize nurses who would go to the overcrowded hospitals. Seacole traveled to England with letters of recommendation from doctors, but her applications to join the nursing staff were refused by everyone in authority, including an assistant of Nightingale. When she applied to the Crimean Fund for money to travel to Crimea, she was refused as well. Seacole could not help but think that this was racial discrimination since other black women also were not accepted. Her determination to help the soldiers was so great that Seacole, at the age of 50, paid her own way to Crimea taking supplies and medicines. Since her help was refused at the Nightingale hospital, Seacole found a site just a mile from the British headquarters and built a structure that she called the British Hotel. The first floor was a restaurant, and the second floor served as a treatment area and was similar to a hospital. She financed her endeavor by selling supplies and serving meals and alcohol, using this money for the care of the ill and injured. She would treat those with medical conditions each morning and then travel to battle lines to treat casualties. Her efforts were noted and praised by the local officials and military officers. She continued to do this for the remainder of the war that ended in March 1856. After the soldiers left, she was left with many bills and unsold provisions and was one of the last to leave Crimea in July 1856. After the Crimean War Mary returned to England in ill health and bankruptcy. Because of her war service, the British press advertised her plight, and many people donated to a fund for her. Even though Florence Nightingale was somewhat critical of Seacole’s work, it was said that she was a secret contributor to the fund. Further fundraisers were held, including the Seacole Fund Grand Military Festival that was a huge event but raised very little money for her. Seacole wrote an autobiography in 1857, the first ever written by a black woman in Britain. However, it was criticized by some as an embellished account of her life and not really written by her. Whatever the truth is, it is an interesting look at conditions during the time of the Crimean War. War correspondent, William Howard Russell, wrote the preface to the book in which he praised her dedication and courage in caring for the sick and wounded. By 1860, Seacole returned to Jamaica and was again short of money. More contributions were made to the Seacole fund, and she was able to buy land and build a house. She was interested in providing medical care during the Franco-Prussian War in 1870 but was unable to do so. She died in London in 1881. The Nursing Legacy of Mary Jane Seacole It is impossible to think of Mary Seacole without comparing her to Florence Nightingale. They were contemporaries who both made great contributions to nursing but in entirely different ways. Nightingale’s strength was in the organization of nursing while Seacole’s was a practical, hands-on approach. Nightingale’s name has gone down in history, but Seacole’s was forgotten for many years and is just being rediscovered. Mary Jane Seacole had to work to overcome prejudice, but by using her talents, skills and energy, she finally earned her place as one of the famous nurses in history. Her methods may have been unorthodox, but she reached her goal as a healer. She stands as an inspiration to all nurses today. Nursing Resources and More Information About Mary Seacole - Wonderful Adventures of Mrs. Seacole in Many Lands - Mary Seacole: The Most Famous Black Woman of the Victorian Age - Gardner, Jule. Who’s Who in British History - Black Nightingale: Mary Seacole, hero of the Crimean War - Mary Seacole: Jamaican national heroine and ‘doctress’ in the Crimean War - Short History of Mary Seacole	<urn:uuid:4ad81215-9c87-4d32-9468-6eb3306d14e6>	CC-MAIN-2020-05	https://nursing-theory.org/famous-nurses/Mary-Jane-Seacole.php	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251728207.68/warc/CC-MAIN-20200127205148-20200127235148-00345.warc.gz	en	0.98896	1,510	3.296875	3	[ -0.35307955741882324, 0.13975457847118378, 0.8705421686172485, -0.428925096988678, 0.10351577401161194, 0.11864113062620163, -0.040192849934101105, 0.0022616733331233263, -0.2001969963312149, 0.13247817754745483, -0.20160898566246033, -0.40337714552879333, -0.5506367683410645, 0.2484142780...	15	Mary Jane Seacole Biography Mary Seacole was a controversial figure during the Crimean War and continues to be controversial today, more than 100 years after her death. Scholars may not agree with her unconventional life and methods of nursing, but all would agree that she was a dedicated nurse who alleviated the suffering of many. Biography of Mary Seacole - Early Life Mary Seacole was born as Mary Jane Grant in 1805 in Jamaica. Her father was a Scottish officer in the British Army, and her mother was a free Jamaican Creole who was a healer. She ran a boarding house that housed many disabled soldiers and sailors and others who suffered from yellow fever. Seacole was an eager student of the healing arts and learned much from her mother, including the use of herbal remedies. Seacole’s formal education was provided at the home of a patroness with whom she lived for a number of years. Between 1821 and 1825, Mary visited London several times until she returned to Jamaica to nurse her patroness through her final illness. After this, she returned home to work with her mother and occasionally helped care for patients at the British Army Hospital as well. She always had a love of traveling and during this time, she traveled to various places in the Caribbean, including the Bahamas, Cuba and Haiti. In 1836, Mary married Edwin Seacole in her home town of Kingston, Jamaica. He was a merchant and they opened a supply store, but it did not do well, and they returned to her mother’s boarding house in the early 1840s. Several personal tragedies followed in 1843 and 1844, leaving Mary alone and grieving. In 1843, the boarding house was destroyed by fire, and then her husband and mother both died in 1844. Bravely, Mary began to manage her mother’s rebuilt hotel, the New Blundell Hall, and later treated patients in the cholera outbreak of 1850. Mary Seacole's Nursing Career In 1852, while Seacole was visiting her brother in Cruces, Panama, there was an outbreak of cholera. Since there was no doctor there, Seacole took the responsibility for treating patients and saved many lives although, at first, many did not want to accept her treatment because she was a black woman. Contrary to the belief of the time, she thought the disease was contagious and worked to improve sanitary conditions. Later, she went to Cuba and treated cholera victims there. Seacole returned home to Jamaica in late 1852, but felt she was a victim of racial discrimination when she tried to book passage on an American ship. She had to wait for a later British ship. Once back in Jamaica, Seacole was asked by Jamaican officials to care for those suffering from a severe outbreak of yellow fever. She organized a nursing service at Up-Park Camp Hospital and found fellow African-Caribbeans to care for the patients. In early 1854, Seacole returned to Panama to take care of business affairs, and it was there that she became aware of the escalating Crimean War. She heard of the unsanitary conditions and the cholera outbreaks and decided to volunteer as a nurse. Meanwhile, the British Secretary of State for War contacted Florence Nightingale and asked her to organize nurses who would go to the overcrowded hospitals. Seacole traveled to England with letters of recommendation from doctors, but her applications to join the nursing staff were refused by everyone in authority, including an assistant of Nightingale. When she applied to the Crimean Fund for money to travel to Crimea, she was refused as well. Seacole could not help but think that this was racial discrimination since other black women also were not accepted. Her determination to help the soldiers was so great that Seacole, at the age of 50, paid her own way to Crimea taking supplies and medicines. Since her help was refused at the Nightingale hospital, Seacole found a site just a mile from the British headquarters and built a structure that she called the British Hotel. The first floor was a restaurant, and the second floor served as a treatment area and was similar to a hospital. She financed her endeavor by selling supplies and serving meals and alcohol, using this money for the care of the ill and injured. She would treat those with medical conditions each morning and then travel to battle lines to treat casualties. Her efforts were noted and praised by the local officials and military officers. She continued to do this for the remainder of the war that ended in March 1856. After the soldiers left, she was left with many bills and unsold provisions and was one of the last to leave Crimea in July 1856. After the Crimean War Mary returned to England in ill health and bankruptcy. Because of her war service, the British press advertised her plight, and many people donated to a fund for her. Even though Florence Nightingale was somewhat critical of Seacole’s work, it was said that she was a secret contributor to the fund. Further fundraisers were held, including the Seacole Fund Grand Military Festival that was a huge event but raised very little money for her. Seacole wrote an autobiography in 1857, the first ever written by a black woman in Britain. However, it was criticized by some as an embellished account of her life and not really written by her. Whatever the truth is, it is an interesting look at conditions during the time of the Crimean War. War correspondent, William Howard Russell, wrote the preface to the book in which he praised her dedication and courage in caring for the sick and wounded. By 1860, Seacole returned to Jamaica and was again short of money. More contributions were made to the Seacole fund, and she was able to buy land and build a house. She was interested in providing medical care during the Franco-Prussian War in 1870 but was unable to do so. She died in London in 1881. The Nursing Legacy of Mary Jane Seacole It is impossible to think of Mary Seacole without comparing her to Florence Nightingale. They were contemporaries who both made great contributions to nursing but in entirely different ways. Nightingale’s strength was in the organization of nursing while Seacole’s was a practical, hands-on approach. Nightingale’s name has gone down in history, but Seacole’s was forgotten for many years and is just being rediscovered. Mary Jane Seacole had to work to overcome prejudice, but by using her talents, skills and energy, she finally earned her place as one of the famous nurses in history. Her methods may have been unorthodox, but she reached her goal as a healer. She stands as an inspiration to all nurses today. Nursing Resources and More Information About Mary Seacole - Wonderful Adventures of Mrs. Seacole in Many Lands - Mary Seacole: The Most Famous Black Woman of the Victorian Age - Gardner, Jule. Who’s Who in British History - Black Nightingale: Mary Seacole, hero of the Crimean War - Mary Seacole: Jamaican national heroine and ‘doctress’ in the Crimean War - Short History of Mary Seacole	1,547	ENGLISH	1
Today we started talking about our emotions . Children sometimes aren’t even aware of ” how” they are feeling. They just seemed overwhelmed. As we talk about and discuss and label their emotions they become more aware of what they are ” feeling.” They also can become more aware of what others might be feelings — and empathy hopefully…. will start to grow. 🙂 We played a BINGO game with feelings faces. There was also game those was more gross motor. The children would throw a bean bag into the red bucket. The buckets were labelled with emotions . Whichever bucket the bag landed in the child would name the emotion and tell a time they might feel that way. We talked about what makes us happy and charted it . WHAT ?? No one said BREAD ?? We read a story about Tom the Turkey who could not control his temper and kept turning colors. This was an emotions story but also a great review for colors ! It was a busy but fun day. Our conscious discipline tool we are adding to our belt are the terms ” helpful or hurtful .” We need to help children understand the difference between hurtful and helpful behavior. All behavior comes back to the basics of helpful or hurtful. This reinforces the concept of “What you focus on, you get more of.” We need to focus on what we want the children to do rather than focusing on negative behaviors. Hurtful behaviors should be seen as a call for help or a call for love. Helpful behaviors are a display of love. It would be helpful at home to use the term” helpful ” as often as you can. If they clean their room – that was helpful. If they give up a toy to a sibling – that was helpful. If they listen when you ask them to do something – that was helpful.	<urn:uuid:927fe859-d24a-4071-8ac7-0b93f32ed08a>	CC-MAIN-2020-05	http://siloampreschool.com/2016/09/feelings-we-all-have-them/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251681625.83/warc/CC-MAIN-20200125222506-20200126012506-00424.warc.gz	en	0.984558	380	3.734375	4	[ 0.03159717470407486, -0.19874349236488342, 0.47375011444091797, -0.07389221340417862, -0.37720412015914917, 0.37509220838546753, 0.6584428548812866, -0.009095157496631145, -0.15053272247314453, -0.262617290019989, 0.5137568712234497, -0.21392592787742615, 0.12077262252569199, 0.19191667437...	11	Today we started talking about our emotions . Children sometimes aren’t even aware of ” how” they are feeling. They just seemed overwhelmed. As we talk about and discuss and label their emotions they become more aware of what they are ” feeling.” They also can become more aware of what others might be feelings — and empathy hopefully…. will start to grow. 🙂 We played a BINGO game with feelings faces. There was also game those was more gross motor. The children would throw a bean bag into the red bucket. The buckets were labelled with emotions . Whichever bucket the bag landed in the child would name the emotion and tell a time they might feel that way. We talked about what makes us happy and charted it . WHAT ?? No one said BREAD ?? We read a story about Tom the Turkey who could not control his temper and kept turning colors. This was an emotions story but also a great review for colors ! It was a busy but fun day. Our conscious discipline tool we are adding to our belt are the terms ” helpful or hurtful .” We need to help children understand the difference between hurtful and helpful behavior. All behavior comes back to the basics of helpful or hurtful. This reinforces the concept of “What you focus on, you get more of.” We need to focus on what we want the children to do rather than focusing on negative behaviors. Hurtful behaviors should be seen as a call for help or a call for love. Helpful behaviors are a display of love. It would be helpful at home to use the term” helpful ” as often as you can. If they clean their room – that was helpful. If they give up a toy to a sibling – that was helpful. If they listen when you ask them to do something – that was helpful.	362	ENGLISH	1
As photographic technology advanced—cameras became more portable and film more sensitive to light, requiring shorter exposure times—people were no longer required to pose for pictures. In an effort to capture candid images of people in public places, Walker Evans affixed a right angle viewfinder to his camera to make it look as if he was pointing it off to the side rather than directly at his subjects. For his Subway Portraits, he went even further and concealed his camera by painting its shiny chrome parts black and hiding it under his topcoat, with only its lens peeking out between two buttons. He rigged its shutter to a cable release, whose chord snaked down his sleeve and into the palm of his hand, which he kept buried in his pocket. As a result, these portraits show people in unguarded moments. Additional text from Seeing Through Photographs online course, Coursera, 2016	<urn:uuid:2eba28b3-eaa4-4a94-94df-b9e3eabf84aa>	CC-MAIN-2020-05	https://www.moma.org/collection/works/53690?artist_id=1777&locale=en&page=2&sov_referrer=artist	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250624328.55/warc/CC-MAIN-20200124161014-20200124190014-00044.warc.gz	en	0.988318	181	3.59375	4	[ -0.20460259914398193, 0.21223771572113037, 0.13693203032016754, -0.14508593082427979, 0.2876327931880951, 0.25782862305641174, 0.4686543047428131, -0.1309932917356491, -0.5306872725486755, 0.12026212364435196, 0.29645124077796936, 0.07702904939651489, 0.20582304894924164, 0.471490025520324...	5	As photographic technology advanced—cameras became more portable and film more sensitive to light, requiring shorter exposure times—people were no longer required to pose for pictures. In an effort to capture candid images of people in public places, Walker Evans affixed a right angle viewfinder to his camera to make it look as if he was pointing it off to the side rather than directly at his subjects. For his Subway Portraits, he went even further and concealed his camera by painting its shiny chrome parts black and hiding it under his topcoat, with only its lens peeking out between two buttons. He rigged its shutter to a cable release, whose chord snaked down his sleeve and into the palm of his hand, which he kept buried in his pocket. As a result, these portraits show people in unguarded moments. Additional text from Seeing Through Photographs online course, Coursera, 2016	182	ENGLISH	1
Jeff Bassett/For the Globe and Mail Unearthing B.C.'s mysterious Spanish roots Spain has no record of any lost expeditions in Canada, but an old sword and shipwrecks suggest an early presence in the Okanagan, writes Mark Hume Long before Captain James Cook sailed along the West Coast in 1778, laying the foundation for England's claim to what is now British Columbia, Spanish explorers were attacked and killed by natives in the Okanagan Valley. That is the legend, at least. The story has circulated like an urban myth in British Columbia's interior for over a century, making its way into local tourism brochures and regional history books despite a lack of scientific proof. A growing body of evidence, however, including a Spanish sword that has been dated to the 16th century, now suggests that it is more than just a folk tale. If true, it would re-write the history of North America, placing Spanish explorers thousands of kilometres farther north than they are currently known to have penetrated in inland expeditions. "Oh yeah … it's entirely plausible," says Dr. Stan Copp, chair of the department of sociology and anthropology at Langara College. Dr. Copp has had a lifelong interest in the legend. He became fascinated with archeology when, as a boy, he first saw ancient rock paintings in the Okanagan, including one that appears to show a line of slaves, tied together at the neck, guarded by dogs and mounted men, which was the Spanish method. The story in the Okanagan is that an armed Spanish expedition captured slaves in the Okanagan Valley after trekking into British Columbia by following the Columbia River from the Oregon coast. The legend is that warriors attacked and killed the Spaniards in retribution, as the group headed south after wintering near what is now Kelowna. The dead soldiers are supposed to be buried in a long-lost burial mound somewhere in the Okanagan. The historical record shows Spanish explorers sailed along the west coast of North America, reaching as far north as Alaska in the 1700s. Overland expeditions crisscrossed what is now the southern United States in a quest for gold that took conquistadors from Florida to California. But, on land, they never penetrated the interior north of Colorado and Arkansas. Spanish records of exploration, kept in detail to underpin claims of sovereignty, make no mention of a lost patrol in Canada. Royal BC Museum Dr. Copp, however, says the pictograph suggests slaves were taken. But by whom? "When I first saw it, I was told by an elder, this is evidence of the Spanish. These are the first people enslaved and those are the vicious Spanish dogs," he said. "Which all makes sense, except I don't see any evidence of Spanish armour [in the painting]." Intrigued, Dr. Copp did an archeological dig near the pictograph, a sacred site that has been in use for at least 4,000 years, but didn't find any evidence of Spanish contact. Then he stumbled on an old weapon while digging in the archives of the Penticton Museum and Archives. "I was down in their vaults and I saw this damn sword. I thought, what the heck is this thing? They had it listed as the Sword of the Turtle People. It was supposed to be Spanish," he said. "The problem was, the curator at the time didn't really know where the sword had come from. The only record was that it had 'probably' been turned in by a First Nations person with a story that it had originated locally." ("Turtle People" is said to be a native name used because of the armour early conquistadors wore, but Dr. Copp said by the time the Spanish were exploring North America they'd largely given up the cumbersome armour. He thinks the name is a New Age invention.) In a recent paper, Dr. Copp says the sword has been identified as a kastane, a Sinhalese sword made in Sri Lanka possibly as early as the 16th century. At least three other ancient "edged weapons" have been found in the Okanagan, including a sword dug up on a homestead in 1939, which is now held by the Vernon Museum and Archives. Dr. Copp said more research is needed before any conclusions are made about the swords, but it appears they date to the 18th, 19th and possibly the 16th century. In addition, Karen Aird, a First Nations researcher, has brought to his attention the head of a half-pike, a type of weapon used in the mid-17th century. The weapon is in the Kamloops Museum and Archives and Ms. Aird said it reportedly was unearthed on native land by a rancher in the 1950s. Jeff Bassett/for The Globe and Mail Dennis Oomen, curator at the Penticton Museum and past curator at the Kamloops Museum, said that based on photos he sent to the Canadian War Museum, it was determined the Kamloops blade is of Spanish origin. "In their opinion, it is a spontoon, not made in the big Spanish armament works in Toledo, but probably in a Spanish colony," Mr. Oomen said. One serious problem the researchers face is that when the weapons were brought to the museums years ago, few records were kept and it isn't known exactly where the items were found. Both Dr. Copp and Mr. Ooman say the weapons could have been brought into the area by early fur traders, who first arrived in 1811, or even before that, by native traders. There is also the problem, said Mr. Ooman, that the Spanish historical record contains no reference to a lost patrol in the Pacific Northwest. Early Spanish explorers kept detailed records of where they went as a base for claims of sovereignty. But it is also known that, driven by a desire to find gold or capture slaves, Spanish conquistadors did range widely across the U.S. southwest. Dr. Copp says it is possible that a group travelled into southern British Columbia from Spain's early colonies in California. There is also a possibility that they came ashore near the mouth of the Columbia River. As early as 1542, Spanish ships had sailed as far north as San Diego Bay and by the 1700s they had reached Alaska. Coastal features in British Columbia – Juan de Fuca Strait, Cortes Island – reflect an early Spanish presence. Scott Williams, who is leading a team looking for an old Spanish shipwreck just south of the Columbia River, said galleons were often blown off course as they crossed the Pacific from Asia, headed for the coast of California. "There are two pretty well-supported native accounts of two different wrecks," he said. One ship was lost in 1694 and another in 1725. There are also several Spanish ships that vanished while on exploratory trips up the West Coast. "The wreck [of 1725] is known about because the son of one of the survivors was still living when the fur traders got there. He told the traders he was the son of a Spanish sailor who was wrecked at the mouth of the Columbia River and his father and three others had survived and lived with the Indians for a while … and then had decided to try their chances following the Columbia River. And they were never seen again," he said. The earlier wreck is known about because parts of its cargo, huge blocks of beeswax destined to be turned into candles for Spanish mission churches, have been dug out of the sand near where the wreck is thought to lie. "There are oral histories of anywhere from nobody to 30 survivors [from that wreck]," Mr. Williams says. According to native oral history, the Spaniards who survived that wreck were later killed in a battle on the coast. Dr. Copp and Mr. Williams weren't aware of each other's research until recently. Now they are in contact and wondering if there might be a connection between the old Spanish weapons in the Okanagan, and the shipwrecks on the coast. Dr. Copp is also talking with Ms. Aird about collaborative research involving First Nations oral history and he has identified an unusual mound in the Okanagan that might be an ancient burial site. A Spanish mystery 1. Between 1694 and 1725, two Spanish galleons are wrecked on the Oregon Coast, near the mouth of the Columbia River; a third ship is lost on the coast, location unknown. 2. Native reports along the Columbia River say survivors of at least one of those wrecks travelled inland. 3. An old Spanish sword, said to have been found locally, is held by the Penticton Museum. A spearhead, tentatively identified as a 17th- or 18th-century Spanish spontoon, unearthed on native land by a farmer, is held in the Kamloops Museum. 4. Legend in B.C.'s south Okanagan Valley tells of a fight between Spanish soldiers and natives in the Similkameen Valley. A column of Spaniards is said to have been attacked as they headed south, after wintering in the Okanagan Valley, perhaps as far north as Kelowna	<urn:uuid:5c9b6b79-e9ef-45e7-90ff-ae455868aa2e>	CC-MAIN-2020-05	https://www.theglobeandmail.com/news/british-columbia/bc-artifacts-could-rewrite-history-of-spanish-presence-in-northamerica/article28622994/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589861.0/warc/CC-MAIN-20200117152059-20200117180059-00060.warc.gz	en	0.984386	1,929	3.3125	3	[ -0.09730555862188339, 0.27609744668006897, 0.5281963348388672, 0.03412821143865585, -0.029757149517536163, -0.15139202773571014, -0.1414376050233841, 0.23559138178825378, -0.010959062725305557, 0.27724167704582214, 0.21009939908981323, -0.22564736008644104, -0.1794985979795456, 0.166774213...	2	Jeff Bassett/For the Globe and Mail Unearthing B.C.'s mysterious Spanish roots Spain has no record of any lost expeditions in Canada, but an old sword and shipwrecks suggest an early presence in the Okanagan, writes Mark Hume Long before Captain James Cook sailed along the West Coast in 1778, laying the foundation for England's claim to what is now British Columbia, Spanish explorers were attacked and killed by natives in the Okanagan Valley. That is the legend, at least. The story has circulated like an urban myth in British Columbia's interior for over a century, making its way into local tourism brochures and regional history books despite a lack of scientific proof. A growing body of evidence, however, including a Spanish sword that has been dated to the 16th century, now suggests that it is more than just a folk tale. If true, it would re-write the history of North America, placing Spanish explorers thousands of kilometres farther north than they are currently known to have penetrated in inland expeditions. "Oh yeah … it's entirely plausible," says Dr. Stan Copp, chair of the department of sociology and anthropology at Langara College. Dr. Copp has had a lifelong interest in the legend. He became fascinated with archeology when, as a boy, he first saw ancient rock paintings in the Okanagan, including one that appears to show a line of slaves, tied together at the neck, guarded by dogs and mounted men, which was the Spanish method. The story in the Okanagan is that an armed Spanish expedition captured slaves in the Okanagan Valley after trekking into British Columbia by following the Columbia River from the Oregon coast. The legend is that warriors attacked and killed the Spaniards in retribution, as the group headed south after wintering near what is now Kelowna. The dead soldiers are supposed to be buried in a long-lost burial mound somewhere in the Okanagan. The historical record shows Spanish explorers sailed along the west coast of North America, reaching as far north as Alaska in the 1700s. Overland expeditions crisscrossed what is now the southern United States in a quest for gold that took conquistadors from Florida to California. But, on land, they never penetrated the interior north of Colorado and Arkansas. Spanish records of exploration, kept in detail to underpin claims of sovereignty, make no mention of a lost patrol in Canada. Royal BC Museum Dr. Copp, however, says the pictograph suggests slaves were taken. But by whom? "When I first saw it, I was told by an elder, this is evidence of the Spanish. These are the first people enslaved and those are the vicious Spanish dogs," he said. "Which all makes sense, except I don't see any evidence of Spanish armour [in the painting]." Intrigued, Dr. Copp did an archeological dig near the pictograph, a sacred site that has been in use for at least 4,000 years, but didn't find any evidence of Spanish contact. Then he stumbled on an old weapon while digging in the archives of the Penticton Museum and Archives. "I was down in their vaults and I saw this damn sword. I thought, what the heck is this thing? They had it listed as the Sword of the Turtle People. It was supposed to be Spanish," he said. "The problem was, the curator at the time didn't really know where the sword had come from. The only record was that it had 'probably' been turned in by a First Nations person with a story that it had originated locally." ("Turtle People" is said to be a native name used because of the armour early conquistadors wore, but Dr. Copp said by the time the Spanish were exploring North America they'd largely given up the cumbersome armour. He thinks the name is a New Age invention.) In a recent paper, Dr. Copp says the sword has been identified as a kastane, a Sinhalese sword made in Sri Lanka possibly as early as the 16th century. At least three other ancient "edged weapons" have been found in the Okanagan, including a sword dug up on a homestead in 1939, which is now held by the Vernon Museum and Archives. Dr. Copp said more research is needed before any conclusions are made about the swords, but it appears they date to the 18th, 19th and possibly the 16th century. In addition, Karen Aird, a First Nations researcher, has brought to his attention the head of a half-pike, a type of weapon used in the mid-17th century. The weapon is in the Kamloops Museum and Archives and Ms. Aird said it reportedly was unearthed on native land by a rancher in the 1950s. Jeff Bassett/for The Globe and Mail Dennis Oomen, curator at the Penticton Museum and past curator at the Kamloops Museum, said that based on photos he sent to the Canadian War Museum, it was determined the Kamloops blade is of Spanish origin. "In their opinion, it is a spontoon, not made in the big Spanish armament works in Toledo, but probably in a Spanish colony," Mr. Oomen said. One serious problem the researchers face is that when the weapons were brought to the museums years ago, few records were kept and it isn't known exactly where the items were found. Both Dr. Copp and Mr. Ooman say the weapons could have been brought into the area by early fur traders, who first arrived in 1811, or even before that, by native traders. There is also the problem, said Mr. Ooman, that the Spanish historical record contains no reference to a lost patrol in the Pacific Northwest. Early Spanish explorers kept detailed records of where they went as a base for claims of sovereignty. But it is also known that, driven by a desire to find gold or capture slaves, Spanish conquistadors did range widely across the U.S. southwest. Dr. Copp says it is possible that a group travelled into southern British Columbia from Spain's early colonies in California. There is also a possibility that they came ashore near the mouth of the Columbia River. As early as 1542, Spanish ships had sailed as far north as San Diego Bay and by the 1700s they had reached Alaska. Coastal features in British Columbia – Juan de Fuca Strait, Cortes Island – reflect an early Spanish presence. Scott Williams, who is leading a team looking for an old Spanish shipwreck just south of the Columbia River, said galleons were often blown off course as they crossed the Pacific from Asia, headed for the coast of California. "There are two pretty well-supported native accounts of two different wrecks," he said. One ship was lost in 1694 and another in 1725. There are also several Spanish ships that vanished while on exploratory trips up the West Coast. "The wreck [of 1725] is known about because the son of one of the survivors was still living when the fur traders got there. He told the traders he was the son of a Spanish sailor who was wrecked at the mouth of the Columbia River and his father and three others had survived and lived with the Indians for a while … and then had decided to try their chances following the Columbia River. And they were never seen again," he said. The earlier wreck is known about because parts of its cargo, huge blocks of beeswax destined to be turned into candles for Spanish mission churches, have been dug out of the sand near where the wreck is thought to lie. "There are oral histories of anywhere from nobody to 30 survivors [from that wreck]," Mr. Williams says. According to native oral history, the Spaniards who survived that wreck were later killed in a battle on the coast. Dr. Copp and Mr. Williams weren't aware of each other's research until recently. Now they are in contact and wondering if there might be a connection between the old Spanish weapons in the Okanagan, and the shipwrecks on the coast. Dr. Copp is also talking with Ms. Aird about collaborative research involving First Nations oral history and he has identified an unusual mound in the Okanagan that might be an ancient burial site. A Spanish mystery 1. Between 1694 and 1725, two Spanish galleons are wrecked on the Oregon Coast, near the mouth of the Columbia River; a third ship is lost on the coast, location unknown. 2. Native reports along the Columbia River say survivors of at least one of those wrecks travelled inland. 3. An old Spanish sword, said to have been found locally, is held by the Penticton Museum. A spearhead, tentatively identified as a 17th- or 18th-century Spanish spontoon, unearthed on native land by a farmer, is held in the Kamloops Museum. 4. Legend in B.C.'s south Okanagan Valley tells of a fight between Spanish soldiers and natives in the Similkameen Valley. A column of Spaniards is said to have been attacked as they headed south, after wintering in the Okanagan Valley, perhaps as far north as Kelowna	1,926	ENGLISH	1
Did you know that glass blowing started in the middle east around 2000 years ago? Are you curious about the history of Millefiori? In this article, you'll learn what exactly millefiori is and the history of it. Read on to discover its colorful and long history. What Does Millefiori Mean? Millefiori is a word in Italian that means a thousand flowers. Mosaics are more geometric designs and were made before Millefiori. While the technique was mastered in Italy, it dates back to Egyptian times several centuries ago. The Italians also gave it the name Millefiori. The term was first used in the book called Curiosities of Glass Making which was by Apsley Pellatt. He described mosaic beads in his book. After the book, it appeared in the Oxford English Dictionary. It's thought that the Egyptians were the ones who knew how to mix different colors of glass. This technique was then used in Rome, but it's unknown if they influenced each other. When the term was first used, it described colorful decorations with glass flowers. Presently, artists in Murano are still using this same technique that's centuries-old. You can find souvenirs, chandeliers, and figurines. It's one of the most popular and in-demand techniques of Murano glass making. All Thanks to One Man Before it was introduced to Murano, Venetian glass makers understood that the items were made using glass rods shaped in different patterns and then cut up. After being cut up they were then fused together. It wasn't easy to come up with a precise technique. Then came along a man named Vincenzo Moretti who figured out the process through trial and error. He spent hours on end trying to figure out how to make this gorgeous glass art. He then figured out how to produce Millefiori glass which made his company world-famous. My favorite part of this story is that while they were developing their techniques for their mosaics at night, he along with his brother worked for another glass company near the Chiesa San Donato. Vincenzo and his brother had an agreement that if they could get a contract to sell their mosaics, they would quit their jobs and start their own company. Vincenzo went off to meet the potential client, got the contract and his brother was looking through the window and got the signal as Vincenzo came back from the boat. They both quit their job on the spot. During the late 19th century, mainly due to increased trading with Africa, Millefiori was thrived. Europeans would trade millefiori beads with Africans to impress them. They were also known as trade beads. Much of the trading occurred in West Africa and was traded for gold, ivory, palm oil, and many other goods. In the late 19th and early 20th century, these beads were mostly made in Murano. And in those days there was no telephone, no internet, no cell phone. They would receive a letter which arrived by boat in Murano requesting beads. They would prepare a quote, send if back by letter which would take 2-3 months before they heard back. Transferring funds was also difficult. The money would be sent by wire (another 2 months) and finally, with the money in hand, they would produce the order. The Venetians were known for their trade, and Murano and it's mosaics benefited from the free flow of trade and the numerous ships sailing their waters. West Africans enjoyed these decorative beads and placed a large value on them. Africans at the time didn't have much use for hard currency. In Africa, the beads were shown as status in their community and ceremonial dress. More Recent History In the 1960s and early 1970s, since air travel had improved, many traveled around the world. For example, the hippies went to West Africa and found out about the Millefiori trade beads. They started using them as jewelry and accessories for clothing. After this, the trend caught on and it became very popular to wear it as a piece of jewelry. How Is Millefiori Made? It's a multi-step process to make this incredible glass art. Pots of melted glass in different colors are prepared the night before. They begin with a blob of glass on the end of a punti. The glass blower works this blob into a cylinder, then forces it into a mold, this becomes the center color of the mosaic with the shape of the mold, perhaps a star. He then takes the shape and gathers (that is the term to say you are adding glass) a second color, marvers this and pops it into a mold, perhaps a larger star. Each color you see in the cane represents a repetition of this process. It will be a round ball when they are ready and a second glass blower attaches a punti to the other side of the ball. They then walk away and like taffy, the design remains consistent. The actual size of the canes as pulled will vary, thicker towards each of the glass blowers and smaller in the center. It first begins with a glass rod that's prepared in a special way. The semi-liquid glass paste is used on the rod. Each layer is made to have a certain shape (normally flower-like or star) and color. In this foto, Gianfranco Albertini of LaFenice Furnace in Murano is pulling along with a glassblower Claudio. Note every thing is by hand, there are NO machines that do this work. The multi-layered rod is then must be cooled and cut into small cylindrical pieces. These small cylindrical pieces are called murrine. The chopped murrine is sold to artists to use in their work which may be pendants, picture frames, lampworkers use the murrine for the eyes in their tiny animals, rings, and larger murrine may be made into lighting fixtures. For pendants, the murrine is placed in frames of copper and placed fusing oven which melts the canes and slowly cools them down. The glass used for murrine is called soft glass and has a low melting point, and is easily shaped making it ideal for artists. Our bead makers use the slices to make beads as they work the slices into the beads over the flame. What you achieve from this are gorgeously deep colors and beautiful patterns. Today, you can enjoy this art in everything from lamps and bowls to ashtrays, rings, bracelets, earrings, cufflinks, and pendants. The prices tend to be reasonable too and offer a range. Thanks to the internet, you don't need to travel all the way to Venice or Murano to buy your own glass art. There are of course fake products out there in the world, so always make sure that the products are made right in Murano. There is one The Long History of Millefiori Beads Millefiori beads extend back to ancient Egypt and Rome. They experienced a comeback through the years, and you can appreciate a similar design and beauty the ancient Romans appreciated. Would you like to have a design of beauty and history for yourself? Come check out our authentic Italian Millefiori beads today!	<urn:uuid:567ecdae-185e-4e17-afef-82146f8ad166>	CC-MAIN-2020-05	https://www.venetianbeadshop.com/the-history-of-millefiori.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251681412.74/warc/CC-MAIN-20200125191854-20200125221854-00031.warc.gz	en	0.98137	1,530	3.359375	3	[ -0.2987329065799713, 0.453142374753952, 0.22891253232955933, 0.035985223948955536, -0.5857115983963013, -0.08848657459020615, 0.478786826133728, 0.23266109824180603, -0.3009623885154724, -0.014729846268892288, -0.08566416800022125, -0.1372203230857849, -0.23486456274986267, 0.2760063707828...	3	Did you know that glass blowing started in the middle east around 2000 years ago? Are you curious about the history of Millefiori? In this article, you'll learn what exactly millefiori is and the history of it. Read on to discover its colorful and long history. What Does Millefiori Mean? Millefiori is a word in Italian that means a thousand flowers. Mosaics are more geometric designs and were made before Millefiori. While the technique was mastered in Italy, it dates back to Egyptian times several centuries ago. The Italians also gave it the name Millefiori. The term was first used in the book called Curiosities of Glass Making which was by Apsley Pellatt. He described mosaic beads in his book. After the book, it appeared in the Oxford English Dictionary. It's thought that the Egyptians were the ones who knew how to mix different colors of glass. This technique was then used in Rome, but it's unknown if they influenced each other. When the term was first used, it described colorful decorations with glass flowers. Presently, artists in Murano are still using this same technique that's centuries-old. You can find souvenirs, chandeliers, and figurines. It's one of the most popular and in-demand techniques of Murano glass making. All Thanks to One Man Before it was introduced to Murano, Venetian glass makers understood that the items were made using glass rods shaped in different patterns and then cut up. After being cut up they were then fused together. It wasn't easy to come up with a precise technique. Then came along a man named Vincenzo Moretti who figured out the process through trial and error. He spent hours on end trying to figure out how to make this gorgeous glass art. He then figured out how to produce Millefiori glass which made his company world-famous. My favorite part of this story is that while they were developing their techniques for their mosaics at night, he along with his brother worked for another glass company near the Chiesa San Donato. Vincenzo and his brother had an agreement that if they could get a contract to sell their mosaics, they would quit their jobs and start their own company. Vincenzo went off to meet the potential client, got the contract and his brother was looking through the window and got the signal as Vincenzo came back from the boat. They both quit their job on the spot. During the late 19th century, mainly due to increased trading with Africa, Millefiori was thrived. Europeans would trade millefiori beads with Africans to impress them. They were also known as trade beads. Much of the trading occurred in West Africa and was traded for gold, ivory, palm oil, and many other goods. In the late 19th and early 20th century, these beads were mostly made in Murano. And in those days there was no telephone, no internet, no cell phone. They would receive a letter which arrived by boat in Murano requesting beads. They would prepare a quote, send if back by letter which would take 2-3 months before they heard back. Transferring funds was also difficult. The money would be sent by wire (another 2 months) and finally, with the money in hand, they would produce the order. The Venetians were known for their trade, and Murano and it's mosaics benefited from the free flow of trade and the numerous ships sailing their waters. West Africans enjoyed these decorative beads and placed a large value on them. Africans at the time didn't have much use for hard currency. In Africa, the beads were shown as status in their community and ceremonial dress. More Recent History In the 1960s and early 1970s, since air travel had improved, many traveled around the world. For example, the hippies went to West Africa and found out about the Millefiori trade beads. They started using them as jewelry and accessories for clothing. After this, the trend caught on and it became very popular to wear it as a piece of jewelry. How Is Millefiori Made? It's a multi-step process to make this incredible glass art. Pots of melted glass in different colors are prepared the night before. They begin with a blob of glass on the end of a punti. The glass blower works this blob into a cylinder, then forces it into a mold, this becomes the center color of the mosaic with the shape of the mold, perhaps a star. He then takes the shape and gathers (that is the term to say you are adding glass) a second color, marvers this and pops it into a mold, perhaps a larger star. Each color you see in the cane represents a repetition of this process. It will be a round ball when they are ready and a second glass blower attaches a punti to the other side of the ball. They then walk away and like taffy, the design remains consistent. The actual size of the canes as pulled will vary, thicker towards each of the glass blowers and smaller in the center. It first begins with a glass rod that's prepared in a special way. The semi-liquid glass paste is used on the rod. Each layer is made to have a certain shape (normally flower-like or star) and color. In this foto, Gianfranco Albertini of LaFenice Furnace in Murano is pulling along with a glassblower Claudio. Note every thing is by hand, there are NO machines that do this work. The multi-layered rod is then must be cooled and cut into small cylindrical pieces. These small cylindrical pieces are called murrine. The chopped murrine is sold to artists to use in their work which may be pendants, picture frames, lampworkers use the murrine for the eyes in their tiny animals, rings, and larger murrine may be made into lighting fixtures. For pendants, the murrine is placed in frames of copper and placed fusing oven which melts the canes and slowly cools them down. The glass used for murrine is called soft glass and has a low melting point, and is easily shaped making it ideal for artists. Our bead makers use the slices to make beads as they work the slices into the beads over the flame. What you achieve from this are gorgeously deep colors and beautiful patterns. Today, you can enjoy this art in everything from lamps and bowls to ashtrays, rings, bracelets, earrings, cufflinks, and pendants. The prices tend to be reasonable too and offer a range. Thanks to the internet, you don't need to travel all the way to Venice or Murano to buy your own glass art. There are of course fake products out there in the world, so always make sure that the products are made right in Murano. There is one The Long History of Millefiori Beads Millefiori beads extend back to ancient Egypt and Rome. They experienced a comeback through the years, and you can appreciate a similar design and beauty the ancient Romans appreciated. Would you like to have a design of beauty and history for yourself? Come check out our authentic Italian Millefiori beads today!	1,527	ENGLISH	1
John Hancock was raised by his uncle in Boston, Massachusetts. His uncle sent him to Harvard University and made him a partner in his shipping company. When his uncle died in 1764, John became one of Boston’s wealthiest citizens. Smuggling to Support Independence In 1765, John was elected to the office of Boston Selectmen. He quickly joined Samuel Adams and the Sons of Liberty and became a strong opponent of the Stamp Act, a tax levied against the colonists by Great Britain. In 1768, John was appointed as a representative of the Massachusetts Legislature. He soon gained the reputation as a strong advocate of American independence. In fact, it was John’s shipping company that enabled the financing and smuggling of goods that supported the region’s resistance to the British. On the British "Most Wanted" List In 1774, one year after Great Britain levied the Intolerable (Coercive) Acts against the colonists, John was elected president of the Massachusetts Provincial Congress, a new Massachusetts legislature which had the authority to call for troops in the wake of a British threat. The British subsequently charged Hancock with treason. In 1775, British troops would march to Lexington with the orders to capture John Hancock. It was during this march that the first shots of the American Revolution were fired. John, along with Samuel Adams, ultimately escaped. Portrait of John Hancock Published in England President of the Second Continental Congress; Iconic Signature Later in 1775, John was appointed president of the Second Continental Congress. It was John Hancock who commissioned George Washington as commander in chief of the Continental Army. On July 4, 1776, John Hancock became the first American to sign the Declaration of Independence. His large, flamboyant signature was by far the most visible of all signatures. According to legend, Hancock signed the document in such a way so that King George II of England could see the signature without his eyeglasses. A Fervent Patriot Forever Throughout the Revolution, the Americans relied on John’s ability to raise funds and supplies for the Continental Army. In 1780, he was elected governor of Massachusetts, a post he held for nine terms. John died in 1793. Today, counties in ten different states are named in his honor. In addition, the tallest building in Boston is named the John Hancock Building.	<urn:uuid:63e26f6a-8af3-4d6a-a964-702ad800abf5>	CC-MAIN-2020-05	https://mrnussbaum.com/john-hancock-biography	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700988.64/warc/CC-MAIN-20200127143516-20200127173516-00470.warc.gz	en	0.980237	480	3.984375	4	[ -0.3539545238018036, 0.42775988578796387, 0.40642374753952026, -0.3279338777065277, -0.6228249073028564, 0.20684348046779633, 0.4272376596927643, -0.01571088656783104, -0.23682230710983276, -0.05658498778939247, -0.1813349425792694, 0.06507451832294464, 0.26702776551246643, -0.213804468512...	1	John Hancock was raised by his uncle in Boston, Massachusetts. His uncle sent him to Harvard University and made him a partner in his shipping company. When his uncle died in 1764, John became one of Boston’s wealthiest citizens. Smuggling to Support Independence In 1765, John was elected to the office of Boston Selectmen. He quickly joined Samuel Adams and the Sons of Liberty and became a strong opponent of the Stamp Act, a tax levied against the colonists by Great Britain. In 1768, John was appointed as a representative of the Massachusetts Legislature. He soon gained the reputation as a strong advocate of American independence. In fact, it was John’s shipping company that enabled the financing and smuggling of goods that supported the region’s resistance to the British. On the British "Most Wanted" List In 1774, one year after Great Britain levied the Intolerable (Coercive) Acts against the colonists, John was elected president of the Massachusetts Provincial Congress, a new Massachusetts legislature which had the authority to call for troops in the wake of a British threat. The British subsequently charged Hancock with treason. In 1775, British troops would march to Lexington with the orders to capture John Hancock. It was during this march that the first shots of the American Revolution were fired. John, along with Samuel Adams, ultimately escaped. Portrait of John Hancock Published in England President of the Second Continental Congress; Iconic Signature Later in 1775, John was appointed president of the Second Continental Congress. It was John Hancock who commissioned George Washington as commander in chief of the Continental Army. On July 4, 1776, John Hancock became the first American to sign the Declaration of Independence. His large, flamboyant signature was by far the most visible of all signatures. According to legend, Hancock signed the document in such a way so that King George II of England could see the signature without his eyeglasses. A Fervent Patriot Forever Throughout the Revolution, the Americans relied on John’s ability to raise funds and supplies for the Continental Army. In 1780, he was elected governor of Massachusetts, a post he held for nine terms. John died in 1793. Today, counties in ten different states are named in his honor. In addition, the tallest building in Boston is named the John Hancock Building.	497	ENGLISH	1
In spite of what Adams said, the American Dream still depends a great deal on birth or position. As Reifenberg and LeBlanc note, it all depends on one’s opportunity: a “general lack of opportunity affects the ability of the less welloff to live up to their full potential. Often disadvantaged for reasons beyond their control, they are forced to live life dreaming of what might have been had the circumstance of their birth been different” (445). In other words, unless one is born into the right circumstances, the right family, or the right environment, the so-called American Dream is unlikely to become a reality. Someone born in the urban part of America, in a poor family or in a poor community, is not going to have the same opportunity to achieve the American Dream as someone who is born the son of a wealthy businessman or a senator or a well-connected individual: that person will have many more opportunities. This paper will show why the American Dream is just that a dream and not really a reality for many. The American Dream was more possible 200 years ago because there was more possibility for work but not so today. Ben Franklin wrote his Autobiography and helped to lay the foundation for the American Dream by describing how he made the most of every opportunity given him. But he was also someone who was able to use his talents and skill and training and education to use those opportunities. A slave in America would not have had such opportunity and would not have had the training or skill to make anything of those opportunities were they given. The American Dream depends upon an individual having some education and some ability. As Atwan notes, the American Dream was promoted by Franklin, “who believed that anyone from any background who worked hard and lived responsibly could succeed” (436). Yet it was a different time in the Revolutionary days when Franklin arrived in colonial America. Things were still in flux. The nation’s future had not yet been determined. The structure of the government had not even been put in place. Today, America is more than 200 years old. The ways things are are now set almost in stone. Stuck Writing Your "The American Dream Today" Essay? Few people are able to arrive today from other countries and achieve the kind of status that is equated with the American Dream. At every turn there are obstacles, due to race or gender or class or wealth. Today, the American Dream is blocked by many obstacles. Barack Obama hinted at these obstacles as being political when he stated that “it’s not surprising that the American people’s frustrations with Washington are at an all-time high” (Obama 436). People are frustrated with the government because… […… parts of this paper are missing, click here to view the entire document ] …the Puritan America that was made the foundation of the country. Stascavage points out that the current social and political unrest in America is evidence of this lack of opportunity for equality and for the American Dream among people, especially those of color, noting that “there is clearly something wrong” (271). The fact is that minorities have always had in hard in America, and achieving the American Dream has always been more of a miracle if it happens for them than it has been an actual reality. Minorities have it so hard that it is more likely for them to end up in jail than it is for them to end up achieving the American Dream. In conclusion, opportunity plays a big role in whether or not one can achieve the American Dream. People think that just because they are in America, everything will be handed to them, but this is not the case. The American Dream is only possible if one has access to certain ways that permit one to climb up. But if one is born into a poor family or comes from a poor neighborhood, that person is likely to attend a poor school and not gain the skills and training needed to succeed. That person is unlikely to have the opportunity to even chase the American Dream. The person is more likely to end up in jail especially if that….....	<urn:uuid:0bedd8a1-415b-482a-8d34-df1cd6bc72c4>	CC-MAIN-2020-05	https://www.aceyourpaper.com/essays/american-dream-today-essay	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607596.34/warc/CC-MAIN-20200122221541-20200123010541-00148.warc.gz	en	0.983969	838	3.359375	3	[ -0.03928537666797638, 0.3273753821849823, -0.12393897026777267, 0.05230233073234558, -0.19237986207008362, 0.7559115886688232, -0.22495049238204956, -0.15395978093147278, -0.17701011896133423, -0.002095569856464863, 0.25326183438301086, 0.2383066564798355, -0.013573003932833672, 0.07051485...	2	In spite of what Adams said, the American Dream still depends a great deal on birth or position. As Reifenberg and LeBlanc note, it all depends on one’s opportunity: a “general lack of opportunity affects the ability of the less welloff to live up to their full potential. Often disadvantaged for reasons beyond their control, they are forced to live life dreaming of what might have been had the circumstance of their birth been different” (445). In other words, unless one is born into the right circumstances, the right family, or the right environment, the so-called American Dream is unlikely to become a reality. Someone born in the urban part of America, in a poor family or in a poor community, is not going to have the same opportunity to achieve the American Dream as someone who is born the son of a wealthy businessman or a senator or a well-connected individual: that person will have many more opportunities. This paper will show why the American Dream is just that a dream and not really a reality for many. The American Dream was more possible 200 years ago because there was more possibility for work but not so today. Ben Franklin wrote his Autobiography and helped to lay the foundation for the American Dream by describing how he made the most of every opportunity given him. But he was also someone who was able to use his talents and skill and training and education to use those opportunities. A slave in America would not have had such opportunity and would not have had the training or skill to make anything of those opportunities were they given. The American Dream depends upon an individual having some education and some ability. As Atwan notes, the American Dream was promoted by Franklin, “who believed that anyone from any background who worked hard and lived responsibly could succeed” (436). Yet it was a different time in the Revolutionary days when Franklin arrived in colonial America. Things were still in flux. The nation’s future had not yet been determined. The structure of the government had not even been put in place. Today, America is more than 200 years old. The ways things are are now set almost in stone. Stuck Writing Your "The American Dream Today" Essay? Few people are able to arrive today from other countries and achieve the kind of status that is equated with the American Dream. At every turn there are obstacles, due to race or gender or class or wealth. Today, the American Dream is blocked by many obstacles. Barack Obama hinted at these obstacles as being political when he stated that “it’s not surprising that the American people’s frustrations with Washington are at an all-time high” (Obama 436). People are frustrated with the government because… […… parts of this paper are missing, click here to view the entire document ] …the Puritan America that was made the foundation of the country. Stascavage points out that the current social and political unrest in America is evidence of this lack of opportunity for equality and for the American Dream among people, especially those of color, noting that “there is clearly something wrong” (271). The fact is that minorities have always had in hard in America, and achieving the American Dream has always been more of a miracle if it happens for them than it has been an actual reality. Minorities have it so hard that it is more likely for them to end up in jail than it is for them to end up achieving the American Dream. In conclusion, opportunity plays a big role in whether or not one can achieve the American Dream. People think that just because they are in America, everything will be handed to them, but this is not the case. The American Dream is only possible if one has access to certain ways that permit one to climb up. But if one is born into a poor family or comes from a poor neighborhood, that person is likely to attend a poor school and not gain the skills and training needed to succeed. That person is unlikely to have the opportunity to even chase the American Dream. The person is more likely to end up in jail especially if that….....	826	ENGLISH	1
About Abraham Lincoln: The Formative Years, 1809-1841 Lincoln was one of those rare children who are able to hang onto their true identity in spite of abuse by their parents. Even a controlling, but not physically abusive parent, slows down their children's maturation. Those children lose their identity and sense of self worth for a time. Later, if they are lucky, they will be able to remove themselves from their parents' influence and strike out on their own. Abraham Lincoln held onto his uniqueness, as best he could, as a child. In spite of his father's bullying, and some say bullying by his birth mother, he worked on his talents--for reading, writing, story telling, lecturing, and teaching, all while still a child. The Formative Years describes his childhood and his successful attempts to be himself. His years as a young adult in New Salem were very happy because he was freer than ever before to read, study, entertain and get to know the people of the county. His clinical depression is described for the lucky majority of people who have never experienced it. It includes a fine piece of writing by Hugh Gregory Gallagher who says the pain of acute polio is nothing compared to the pain of clinical depression. (The pain of acute polio is one of the worst kinds of pain there is.) The book shows how the study of law under John T. Stuart and Stephen T. Logan helped hone his speaking and logic skills. The Formative Years ends with his meeting Mary Todd. Observations by friends and neighbors, corrected for grammar and spelling mistakes, are frequent to give the reader a picture of how Lincoln looked and acted during these years. The next book in this series will cover the years 1840 to 1860. It will include information on the Lincoln marriage, Lincoln's lawsuits, his time in Congress, his retirement from politics and his reentry into politics.	<urn:uuid:749febec-c68c-4192-8939-6d82f318d775>	CC-MAIN-2020-05	https://books.apple.com/us/book/abraham-lincoln-the-formative-years-1809-1841/id1032043736	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250604849.31/warc/CC-MAIN-20200121162615-20200121191615-00083.warc.gz	en	0.984553	390	3.53125	4	[ -0.10515185445547104, 0.3592458963394165, 0.32230493426322937, 0.14988607168197632, -0.571872353553772, 0.19948582351207733, 0.11646280437707901, -0.22754904627799988, -0.3433206379413605, -0.3778977692127228, -0.005089659243822098, 0.22712144255638123, -0.11720848828554153, 0.216909795999...	1	About Abraham Lincoln: The Formative Years, 1809-1841 Lincoln was one of those rare children who are able to hang onto their true identity in spite of abuse by their parents. Even a controlling, but not physically abusive parent, slows down their children's maturation. Those children lose their identity and sense of self worth for a time. Later, if they are lucky, they will be able to remove themselves from their parents' influence and strike out on their own. Abraham Lincoln held onto his uniqueness, as best he could, as a child. In spite of his father's bullying, and some say bullying by his birth mother, he worked on his talents--for reading, writing, story telling, lecturing, and teaching, all while still a child. The Formative Years describes his childhood and his successful attempts to be himself. His years as a young adult in New Salem were very happy because he was freer than ever before to read, study, entertain and get to know the people of the county. His clinical depression is described for the lucky majority of people who have never experienced it. It includes a fine piece of writing by Hugh Gregory Gallagher who says the pain of acute polio is nothing compared to the pain of clinical depression. (The pain of acute polio is one of the worst kinds of pain there is.) The book shows how the study of law under John T. Stuart and Stephen T. Logan helped hone his speaking and logic skills. The Formative Years ends with his meeting Mary Todd. Observations by friends and neighbors, corrected for grammar and spelling mistakes, are frequent to give the reader a picture of how Lincoln looked and acted during these years. The next book in this series will cover the years 1840 to 1860. It will include information on the Lincoln marriage, Lincoln's lawsuits, his time in Congress, his retirement from politics and his reentry into politics.	398	ENGLISH	1
A research team from Imperial College London have been working on an innovative treatment that may be able to cure the common cold, which would be inhaled to stop the virulent illness in its tracks. The common cold is a collective term for hundreds of very similar viruses, which has made it notoriously difficult to truly cure or immunise against, and the main difference with the prospective treatment is that instead of trying to fight the virus, it blocks a protein in human cells called NMT that would typically be used by cold viruses to spread, and if a treatment is applied early enough, any cold virus would be stopped at a very early stage. Lab studies have shown that the treatment was effective within a few minutes of being applied, and it has been suggested that human trials could begin within two years, to ensure that the drug is not toxic in the human body. The treatment would take an inhaled form, which would reduce the risk of side effects and be as quick as possible. Professor Ed Tate, researcher at Imperial College London, suggested that even if a cold has managed to start taking effect, the treatment may help to reduce the symptoms, noting that this would be particularly helpful for people with respiratory conditions such as asthma, where a cold can make a sufferer quite ill. He also noted that because cold viruses have so many variations and evolve at such a quick rate, they are often drug-resistant.	<urn:uuid:3038554e-6dc5-4c4c-9c80-eb34aca678d7>	CC-MAIN-2020-05	http://www.medic8.com/news/drug-may-have-been-found-to-cure-the-common-cold-3420/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250619323.41/warc/CC-MAIN-20200124100832-20200124125832-00533.warc.gz	en	0.986504	284	3.765625	4	[ -0.4483277499675751, -0.016520529985427856, 0.3950445055961609, 0.09622950106859207, 0.4513961672782898, -0.08454865217208862, 0.7441766262054443, 0.02422873117029667, -0.4134553074836731, -0.2524288296699524, 0.03941454738378525, -0.10939961671829224, 0.25423941016197205, 0.32118353247642...	3	A research team from Imperial College London have been working on an innovative treatment that may be able to cure the common cold, which would be inhaled to stop the virulent illness in its tracks. The common cold is a collective term for hundreds of very similar viruses, which has made it notoriously difficult to truly cure or immunise against, and the main difference with the prospective treatment is that instead of trying to fight the virus, it blocks a protein in human cells called NMT that would typically be used by cold viruses to spread, and if a treatment is applied early enough, any cold virus would be stopped at a very early stage. Lab studies have shown that the treatment was effective within a few minutes of being applied, and it has been suggested that human trials could begin within two years, to ensure that the drug is not toxic in the human body. The treatment would take an inhaled form, which would reduce the risk of side effects and be as quick as possible. Professor Ed Tate, researcher at Imperial College London, suggested that even if a cold has managed to start taking effect, the treatment may help to reduce the symptoms, noting that this would be particularly helpful for people with respiratory conditions such as asthma, where a cold can make a sufferer quite ill. He also noted that because cold viruses have so many variations and evolve at such a quick rate, they are often drug-resistant.	279	ENGLISH	1
Monkeys Learn in the Same Way as Humans, Psychologists Report Monkeys seem to learn the same way humans do, a new research study indicates. "Like humans, monkeys benefit enormously from being actively involved in learning instead of having information presented to them passively," said Nate Kornell, a UCLA postdoctoral scholar in psychology and lead author of the study, which appears in the August issue of the journal Psychological Science. "The advantage of active learning appears to be a fundamental property of memory in humans and nonhumans alike." In Kornell's study, conducted when he was a psychology graduate student at Columbia University, two rhesus macaque monkeys learned to place five photographs in a particular order. The photographs were displayed on a touch-screen computer monitor similar to those found on ATMs. When the monkeys pressed a correct photograph, a border appeared around it. When either monkey pressed all five photographs in the correct order, he received a food reward. The chance of guessing all five accurately is less than one percent. In all, each monkey learned to order at least 18 separate series of photographs, which included such items as a fish, a human face, a building, a football field and a flame from a match. They underwent three days of training before being tested. In some of the training trials, the monkeys had to figure out the correct order themselves, while in others, they had the option of getting help by pushing an icon in the corner of the screen that caused the border of the correct photograph to flash. They were rewarded with an M&M candy each time they correctly completed the task without help and with a less desirable food pellet when they completed the task with hints from the help icon. After three days, the monkeys were tested without the benefit of the help icon. "Both monkeys did much better if they had studied without a hint than if they had studied with a hint," Kornell said. "The monkeys did much better on the first three days when they had the help than when they didn't, but on the test day, it completely reversed. When they studied with the hint, there is no evidence they learned anything about the list. They learned the lists when they didn't get the help." The findings are closely related to findings in humans that recalling answers from memory enhances long-term learning. "The findings were somewhat unintuitive, because passively using the hint appeared to enhance performance during the study phase of the experiment but had a deleterious effect on long-term learning," Kornell said. What are the implications for human learning? "Many people incorrectly assume the better you do as you're studying, the more you're learning," said Kornell, who works in the laboratory of Robert A. Bjork, professor and chair of psychology at UCLA. "If students don't test themselves when they read a chapter, they can easily think they know the material when they don't. When you test yourself as you study, you may feel like you're making it harder on yourself, but on the test, you will do much better. Robert Bjork calls this 'desirable difficulty.' If you want to learn something well, when you're reading, stop and think about what you've read, and test yourself; you learn by testing yourself. If you make it more difficult for yourself while you study, you feel like you're doing worse, but you're learning more. "Active learning is important in humans and — this study demonstrates — in monkeys as well," he added. Less effective passive learning includes listening to a presentation and reading without testing yourself or summarizing what you have learned. "When you summarize the material in your own words, that's much more active," Kornell said. "You can't do that if you don't understand it." Cramming right before a test does not work as well as spacing studying out over a longer period of time, Kornell added, citing other research on learning and memory. Kornell's research, supported by the National Institute of Mental Health, was conducted with Herbert Terrace, a professor of psychology at Columbia. The two monkeys, Macduff and Oberon, are housed at the New York State Psychiatric Institute, where Terrace has a joint appointment. Neither animal was harmed in the study, and they were fed daily regardless of how they performed in the trials. "Many people," Kornell noted, "have had the experience of listening to a computer instructor open a menu and go through a series of steps. Then you try to do it, and you don't even know which menu or what the first step is. If you are passively following along, you won't remember it as well as if you're forced to do it yourself. Active learning is much harder, but if you can do it successfully, you will remember it much better in the long run. "If you're learning to serve a tennis ball, you won't get much out of an instructor taking your arm and practicing the swing over and over," he said. "That's not going to help you nearly as much as if you serve the ball yourself." The situation is the same for monkeys, according to Kornell. "The way the monkeys learn to remember the correct answers is through active learning, like humans," he said. "They have to generate the answers themselves from memory. Generating the correct sequence from memory resulted in more long-term learning than the more passive training with hints." Kornell noted that more than a century ago, author William James remarked on the importance of being actively involved in learning. Since then, science has proven him correct. Kornell also noted that his research confirms the teachings of another monkey: Curious George.	<urn:uuid:d5c84743-32de-457e-a703-fecdd71e5879>	CC-MAIN-2020-05	https://medicalxpress.com/news/2007-08-monkeys-humans-psychologists.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594662.6/warc/CC-MAIN-20200119151736-20200119175736-00161.warc.gz	en	0.981231	1,179	3.890625	4	[ -0.12096188962459564, 0.41927570104599, -0.09616836905479431, 0.4146706461906433, 0.17904974520206451, 0.41691356897354126, 0.499316930770874, 0.11391770094633102, 0.10503491014242172, -0.04442375898361206, 0.3906775414943695, -0.20118018984794617, 0.341808944940567, 0.3282788395881653, ...	2	Monkeys Learn in the Same Way as Humans, Psychologists Report Monkeys seem to learn the same way humans do, a new research study indicates. "Like humans, monkeys benefit enormously from being actively involved in learning instead of having information presented to them passively," said Nate Kornell, a UCLA postdoctoral scholar in psychology and lead author of the study, which appears in the August issue of the journal Psychological Science. "The advantage of active learning appears to be a fundamental property of memory in humans and nonhumans alike." In Kornell's study, conducted when he was a psychology graduate student at Columbia University, two rhesus macaque monkeys learned to place five photographs in a particular order. The photographs were displayed on a touch-screen computer monitor similar to those found on ATMs. When the monkeys pressed a correct photograph, a border appeared around it. When either monkey pressed all five photographs in the correct order, he received a food reward. The chance of guessing all five accurately is less than one percent. In all, each monkey learned to order at least 18 separate series of photographs, which included such items as a fish, a human face, a building, a football field and a flame from a match. They underwent three days of training before being tested. In some of the training trials, the monkeys had to figure out the correct order themselves, while in others, they had the option of getting help by pushing an icon in the corner of the screen that caused the border of the correct photograph to flash. They were rewarded with an M&M candy each time they correctly completed the task without help and with a less desirable food pellet when they completed the task with hints from the help icon. After three days, the monkeys were tested without the benefit of the help icon. "Both monkeys did much better if they had studied without a hint than if they had studied with a hint," Kornell said. "The monkeys did much better on the first three days when they had the help than when they didn't, but on the test day, it completely reversed. When they studied with the hint, there is no evidence they learned anything about the list. They learned the lists when they didn't get the help." The findings are closely related to findings in humans that recalling answers from memory enhances long-term learning. "The findings were somewhat unintuitive, because passively using the hint appeared to enhance performance during the study phase of the experiment but had a deleterious effect on long-term learning," Kornell said. What are the implications for human learning? "Many people incorrectly assume the better you do as you're studying, the more you're learning," said Kornell, who works in the laboratory of Robert A. Bjork, professor and chair of psychology at UCLA. "If students don't test themselves when they read a chapter, they can easily think they know the material when they don't. When you test yourself as you study, you may feel like you're making it harder on yourself, but on the test, you will do much better. Robert Bjork calls this 'desirable difficulty.' If you want to learn something well, when you're reading, stop and think about what you've read, and test yourself; you learn by testing yourself. If you make it more difficult for yourself while you study, you feel like you're doing worse, but you're learning more. "Active learning is important in humans and — this study demonstrates — in monkeys as well," he added. Less effective passive learning includes listening to a presentation and reading without testing yourself or summarizing what you have learned. "When you summarize the material in your own words, that's much more active," Kornell said. "You can't do that if you don't understand it." Cramming right before a test does not work as well as spacing studying out over a longer period of time, Kornell added, citing other research on learning and memory. Kornell's research, supported by the National Institute of Mental Health, was conducted with Herbert Terrace, a professor of psychology at Columbia. The two monkeys, Macduff and Oberon, are housed at the New York State Psychiatric Institute, where Terrace has a joint appointment. Neither animal was harmed in the study, and they were fed daily regardless of how they performed in the trials. "Many people," Kornell noted, "have had the experience of listening to a computer instructor open a menu and go through a series of steps. Then you try to do it, and you don't even know which menu or what the first step is. If you are passively following along, you won't remember it as well as if you're forced to do it yourself. Active learning is much harder, but if you can do it successfully, you will remember it much better in the long run. "If you're learning to serve a tennis ball, you won't get much out of an instructor taking your arm and practicing the swing over and over," he said. "That's not going to help you nearly as much as if you serve the ball yourself." The situation is the same for monkeys, according to Kornell. "The way the monkeys learn to remember the correct answers is through active learning, like humans," he said. "They have to generate the answers themselves from memory. Generating the correct sequence from memory resulted in more long-term learning than the more passive training with hints." Kornell noted that more than a century ago, author William James remarked on the importance of being actively involved in learning. Since then, science has proven him correct. Kornell also noted that his research confirms the teachings of another monkey: Curious George.	1,156	ENGLISH	1
Tuesday 12 November 2019 Today our class had a special visitor from Adrian Hall a Polar Explorer! He came in to tell us what it was like exploring the polar regions. He taught us all about the animals you can see, the things you can do and the thing you need to pack along the way. he taught us key skills for surviving in such a cold climate and he even told us how to ward off a polar bear attack. The children had a great time listening and learning and they think they are now ready to go to the Arctic on a school trip...the teachers less so. Friday 11th October 2019 Today in class we went column addition crazy! We had to use our tens and ones as well as the column way to add numbers. But this was not as easy as it sounded because we had to RENAME! Renaming with adding is where when adding ones we have too many and so we have to rename them for a ten! This is tricky enough just using tens and ones let alone trying to do it with the column method. Here are some photos of us being amazing mathematicians. Thursday 10th October Today our class watched weather reports; we took notes on their performances looking for key vocabulary. We then decided to play our own weather reports - we looked at the weather on that day for the 4 capital cities of the UK. As a group we wrote our scripts and then rehearsed our own weather reports. We had to make sure that we were comprehensive with our reports using technical words like ‘sunny spells’. The following day, with Mrs Singh, we recorded them on the green screen! Tuesday 10th September 2019 Today we were learning about habitats. This is a word we had not heard before and we discussed what it meant. We then looked at pictures of different habitats and played centrepiece truing to list as many animals as we could see. Once we did this we decided that we would go in search of animals living in their habitats so we went to the woodlands. We found many different types of minibeasts, we took photos and even collected some. We then took the minibeasts back to class to observe and draw them accurately see photos and work from our great afternoon of investigating. Monday 9th September 2019 Today we started our ‘We should have checked the weather!’ topic. The children first compared an old weather forecast with a new one. We then discussed the various symbols that were used in each and then went to our tables to match the statements. After that we looked at different weather forecasts across the world and talked about the weather that was occurring. We were amazed to see that it was sunny in London but very wet in Edinburgh – the teachers were less surprised! See some photos of us using our teamwork to match the statements!	<urn:uuid:1f6bdf74-9adc-4323-bccf-1a2f18be3337>	CC-MAIN-2020-05	https://www.chaselane.essex.sch.uk/silver-birch-1/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694908.82/warc/CC-MAIN-20200127051112-20200127081112-00041.warc.gz	en	0.987861	571	3.453125	3	[ -0.3444182276725769, -0.23050570487976074, 0.30372437834739685, -0.21137353777885437, 0.11041776835918427, 0.12129554152488708, 0.10755838453769684, 0.02079833671450615, -0.23511625826358795, 0.16209712624549866, 0.2659527659416199, -0.5576671957969666, 0.27669841051101685, 0.4082646071910...	6	Tuesday 12 November 2019 Today our class had a special visitor from Adrian Hall a Polar Explorer! He came in to tell us what it was like exploring the polar regions. He taught us all about the animals you can see, the things you can do and the thing you need to pack along the way. he taught us key skills for surviving in such a cold climate and he even told us how to ward off a polar bear attack. The children had a great time listening and learning and they think they are now ready to go to the Arctic on a school trip...the teachers less so. Friday 11th October 2019 Today in class we went column addition crazy! We had to use our tens and ones as well as the column way to add numbers. But this was not as easy as it sounded because we had to RENAME! Renaming with adding is where when adding ones we have too many and so we have to rename them for a ten! This is tricky enough just using tens and ones let alone trying to do it with the column method. Here are some photos of us being amazing mathematicians. Thursday 10th October Today our class watched weather reports; we took notes on their performances looking for key vocabulary. We then decided to play our own weather reports - we looked at the weather on that day for the 4 capital cities of the UK. As a group we wrote our scripts and then rehearsed our own weather reports. We had to make sure that we were comprehensive with our reports using technical words like ‘sunny spells’. The following day, with Mrs Singh, we recorded them on the green screen! Tuesday 10th September 2019 Today we were learning about habitats. This is a word we had not heard before and we discussed what it meant. We then looked at pictures of different habitats and played centrepiece truing to list as many animals as we could see. Once we did this we decided that we would go in search of animals living in their habitats so we went to the woodlands. We found many different types of minibeasts, we took photos and even collected some. We then took the minibeasts back to class to observe and draw them accurately see photos and work from our great afternoon of investigating. Monday 9th September 2019 Today we started our ‘We should have checked the weather!’ topic. The children first compared an old weather forecast with a new one. We then discussed the various symbols that were used in each and then went to our tables to match the statements. After that we looked at different weather forecasts across the world and talked about the weather that was occurring. We were amazed to see that it was sunny in London but very wet in Edinburgh – the teachers were less surprised! See some photos of us using our teamwork to match the statements!	587	ENGLISH	1
In 1775 at age 38, John Hancock was one of the most eligible bachelors among the Boston rebels. Made wealthy by his uncle, Hancock was a smuggler and a rising political star in the uncertain Patriot cause. Dorothy Quincy, born May 21, 1747, was 10 years younger than Hancock. She was the youngest of 10 children from a prominent family. Though her family was largely sympathetic to the Patriot movement, not everyone liked the idea of John and Dorothy getting married. One of her brothers-in-law, a staunch Loyalist, likened Hancock to the devil and saw him as a traitor to his class. Nevertheless, Dorothy Quincy and John Hancock married in August of 1775, making them one of Massachusetts’ first political celebrity couples. Here are 10 facts about the lovely Dorothy Quincy: She was adopted by John Hancock’s aunt. When Dorothy’s mother died in 1769, Lydia Hancock – John’s aunt – took a special interest in her. Lydia was the widow of Thomas Hancock, who founded the fortune that John would nurture. Lydia had a special affection for Dorothy Quincy and took her under her wing, serving as chaperone and also urging on her romance with John. She witnessed the Battle of Lexington. When the Battle of Lexington broke out, Dorothy Quincy was staying in Lexington with friends, along with John. When Paul Revere arrived with his news of the British coming, Dorothy was doubtless among those awakened. While John, a wanted man, ran off into hiding, Dorothy witnessed the battle and comforted two wounded soldiers in the aftermath. She told John to get stuffed. In the wake of the Battle of Lexington, Dorothy Quincy intended to return to Boston to be by her father’s side. John told her she could not go, and she gave him an earful: “Recollect, Mr. Hancock, that I am not under your control yet. I shall go to my father tomorrow.” She lost two children. John and Dorothy had two children together, but neither would reach adulthood. Their first daughter, named Lydia for his aunt, died in infancy. Their second, a son named John, died at age 8. He fell through the ice while skating on a pond in Milton, Mass., and drowned. Her feet won John’s heart. Dorothy was, by all accounts, pretty, smart and poised. But Hancock family tradition holds that John’s first romantic thoughts about Dorothy came while attending a particularly tedious church service. John happened to glance at Dorothy’s feet while the service was underway and found them very attractive. She had a crush on Aaron Burr. For much of 1775, Dorothy Quincy and John’s Aunt Lydia stayed in Fairfield, Conn., with family friends. While there, Aaron Burr joined the household for a visit. The young Burr captured Dorothy’s attention. Aunt Lydia, who was planning the wedding of John and Dorothy, watched Dorothy like a hawk and never allowed them to be alone together. Lydia probably brought about an abrupt end to cousin Aaron’s visit. Of Aaron, Dorothy noted: “He was a handsome young man, with a pretty property.” She became the first presidential secretary. Following their marriage, Dorothy and John lived together in Philadelphia. She found that society duties were largely replaced by secretarial ones. So Dorothy installed herself as her husband’s, assistant, trimming the rough edges off bills of credit issued by the Continental Congress, of which he was president, and organizing much of the paperwork that John had to deal with himself since he had no staff. She stole her neighbor’s milk. In 1776, John Hancock invited the officers of the French fleet in Boston to visit his home, expecting a crowd of about 30 men. When the entire crews began arriving – a crowd of more than 100 – Dorothy scrambled to feed them. She used all the household’s bread and dispatched servants to the neighbors with orders to milk every cow they could find. Dorothy told them she would explain later. She gave to the state, and gave, and gave. Following the Revolution, John Hancock governed Massachusetts for 11 years. His health and his fortune suffered greatly as he paid for a never-ending series of dinners, hosted by Dorothy, for both state purposes and charitable purposes. Hancock instructed Dorothy to submit the expenses for his funeral to the state — $1,800 – but the Legislature declined to pay them, so she did. She shocked her relatives with her second marriage. After John Hancock died in 1793, Dorothy relied on one of his old friends, James Scott, to manage her affairs. For three years Scott, a widower, courted her. And for three years she brushed him off. When she finally accepted his proposal, many of her relatives were dismayed, though many in the family came to accept the marriage. Dorothy Quincy Hancock and James Scott were married and lived in Portsmouth, N.H., from 1795 until his death in 1809. She returned to Boston for the remainder of her life, which ended in 1830. This story was updated in 2019	<urn:uuid:51ae0b93-3594-4f56-b186-6fb96cac70a9>	CC-MAIN-2020-05	https://www.newenglandhistoricalsociety.com/ten-facts-dorothy-quincy-john-hancocks-wife/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606975.49/warc/CC-MAIN-20200122101729-20200122130729-00339.warc.gz	en	0.986038	1,056	3.265625	3	[ -0.25887531042099, 0.32949620485305786, 0.3179127275943756, -0.7383590936660767, -0.6333645582199097, 0.4816083312034607, 0.6066396832466125, -0.08129389584064484, -0.3487894535064697, -0.2954874336719513, -0.035303596407175064, 0.2498721033334732, 0.3673420548439026, -0.20455968379974365,...	4	In 1775 at age 38, John Hancock was one of the most eligible bachelors among the Boston rebels. Made wealthy by his uncle, Hancock was a smuggler and a rising political star in the uncertain Patriot cause. Dorothy Quincy, born May 21, 1747, was 10 years younger than Hancock. She was the youngest of 10 children from a prominent family. Though her family was largely sympathetic to the Patriot movement, not everyone liked the idea of John and Dorothy getting married. One of her brothers-in-law, a staunch Loyalist, likened Hancock to the devil and saw him as a traitor to his class. Nevertheless, Dorothy Quincy and John Hancock married in August of 1775, making them one of Massachusetts’ first political celebrity couples. Here are 10 facts about the lovely Dorothy Quincy: She was adopted by John Hancock’s aunt. When Dorothy’s mother died in 1769, Lydia Hancock – John’s aunt – took a special interest in her. Lydia was the widow of Thomas Hancock, who founded the fortune that John would nurture. Lydia had a special affection for Dorothy Quincy and took her under her wing, serving as chaperone and also urging on her romance with John. She witnessed the Battle of Lexington. When the Battle of Lexington broke out, Dorothy Quincy was staying in Lexington with friends, along with John. When Paul Revere arrived with his news of the British coming, Dorothy was doubtless among those awakened. While John, a wanted man, ran off into hiding, Dorothy witnessed the battle and comforted two wounded soldiers in the aftermath. She told John to get stuffed. In the wake of the Battle of Lexington, Dorothy Quincy intended to return to Boston to be by her father’s side. John told her she could not go, and she gave him an earful: “Recollect, Mr. Hancock, that I am not under your control yet. I shall go to my father tomorrow.” She lost two children. John and Dorothy had two children together, but neither would reach adulthood. Their first daughter, named Lydia for his aunt, died in infancy. Their second, a son named John, died at age 8. He fell through the ice while skating on a pond in Milton, Mass., and drowned. Her feet won John’s heart. Dorothy was, by all accounts, pretty, smart and poised. But Hancock family tradition holds that John’s first romantic thoughts about Dorothy came while attending a particularly tedious church service. John happened to glance at Dorothy’s feet while the service was underway and found them very attractive. She had a crush on Aaron Burr. For much of 1775, Dorothy Quincy and John’s Aunt Lydia stayed in Fairfield, Conn., with family friends. While there, Aaron Burr joined the household for a visit. The young Burr captured Dorothy’s attention. Aunt Lydia, who was planning the wedding of John and Dorothy, watched Dorothy like a hawk and never allowed them to be alone together. Lydia probably brought about an abrupt end to cousin Aaron’s visit. Of Aaron, Dorothy noted: “He was a handsome young man, with a pretty property.” She became the first presidential secretary. Following their marriage, Dorothy and John lived together in Philadelphia. She found that society duties were largely replaced by secretarial ones. So Dorothy installed herself as her husband’s, assistant, trimming the rough edges off bills of credit issued by the Continental Congress, of which he was president, and organizing much of the paperwork that John had to deal with himself since he had no staff. She stole her neighbor’s milk. In 1776, John Hancock invited the officers of the French fleet in Boston to visit his home, expecting a crowd of about 30 men. When the entire crews began arriving – a crowd of more than 100 – Dorothy scrambled to feed them. She used all the household’s bread and dispatched servants to the neighbors with orders to milk every cow they could find. Dorothy told them she would explain later. She gave to the state, and gave, and gave. Following the Revolution, John Hancock governed Massachusetts for 11 years. His health and his fortune suffered greatly as he paid for a never-ending series of dinners, hosted by Dorothy, for both state purposes and charitable purposes. Hancock instructed Dorothy to submit the expenses for his funeral to the state — $1,800 – but the Legislature declined to pay them, so she did. She shocked her relatives with her second marriage. After John Hancock died in 1793, Dorothy relied on one of his old friends, James Scott, to manage her affairs. For three years Scott, a widower, courted her. And for three years she brushed him off. When she finally accepted his proposal, many of her relatives were dismayed, though many in the family came to accept the marriage. Dorothy Quincy Hancock and James Scott were married and lived in Portsmouth, N.H., from 1795 until his death in 1809. She returned to Boston for the remainder of her life, which ended in 1830. This story was updated in 2019	1,062	ENGLISH	1
The Vavilov Institute was the brainchild of Nikolay Vavilov. Vavilov was a botanist who had grown up in a poor rural village and seen the devastation that crop failures could cause for Russian farmers. From an early age, Vavilov dreamed of one day eliminating this cycle of poor harvests and famines. As a scientist, he devoted himself to developing new crops that could help farmers become productive enough to feed their families and the entire nation. The culmination of this work was his seed facility in Leningrad, which trained new agricultural scientists who shared Vavilov’s dream. But in true Soviet fashion, Vavilov soon became a target of the state. Josef Stalin had become a staunch believer in the pseudo-scientific ideas of another Soviet botanist named Trofim Lysenko. Lysenko rejected the idea that traits were passed down in plants by Mendelian genetics and favored his own interpretation of inheritance called Lysenkoism. Scientists who refused to adopt Lysenko’s ideas were imprisoned as enemies of the state. Vavilov himself refused to accept Lysenkoism, and in July 1941, just weeks before the Germans surrounded Leningrad, he was sentenced to death. As Vavilov starved in a prison cell, his students were starving in Leningrad in the Institute he had built. Having vowed to protect Vavilov’s legacy and the future of Russia, they now had to make another choice. It was clear that they couldn’t save all of the hundreds of thousands of seeds in the Institute from the German bombs and the hungry citizens of Leningrad. They carefully selected a cross-section of their live plants and moved them along with the most important seeds into a complex of 16 cold storage rooms in the basement. From then on, the rooms were kept under a 24-hour watch. It was necessary because the situation in the city was rapidly becoming desperate. After just a few weeks, the first deaths by starvation were recorded. As winter set in, diseases like tuberculosis began to spread silently through the ruined streets. And by December, the police were investigating reports of cannibalism. For most of the people of Leningrad, the subject was nothing more than a dark rumor. Parents would warn their children not to stray out of sight for fear that desperate people would grab them off the streets and butcher them. Soon, the children transformed these warnings into nursery rhymes. “I’m having human flesh for lunch,” one popular rhyme went, “And for supper, clearly. I’ll need a little baby. I’ll take the neighbour’s. Steal him out of his cradle.” As is often the case with nursery rhymes, it was a reflection of a dark truth. After one year of the siege, the NKVD arrested over 2,000 people on charges of eating human flesh. They were divided into those who had eaten the corpses of the dead and those who had actually killed to satisfy their hunger. The former were given prison sentences, and the latter were shot. It was a sign of the desperation in the city. And in the basement of the Institute, the researchers were growing as desperate as anyone. Whether or not you starved in Leningrad depended largely on who you were. The available food was distributed by a rationing system run by the local communist party authorities. Unsurprisingly, those who were in charge of distributing food generally remained healthy throughout the siege. The local party leaders and their wives or girlfriends also rarely lacked for food. The irony of communist leaders eating so much better than everyone else didn’t escape the notice of the hungry Leningraders. One woman was recorded whispering to another in a breadline, “They’re stuffing their faces while we starve.” As researchers at an institute founded by a man declared an enemy of the state, the men guarding the seed vault hardly got the first choice of rations. Soon, they were starving along with everyone else. A new rule was agreed upon: no one could be alone with the plants. The risk of even the most dedicated scientist’s will breaking in the face of ravenous hunger was too great. They swore a vow to protect the future of Russia from all threats, even themselves. But in the dead of winter, new threats seemed to emerge every day. The first enemy was the cold. Though many of their seeds benefited from freezing, their potatoes began showing signs of damage from the frost. So, braving the German artillery and air barrages that were killing hundreds of people a week, scientists ran through the streets collecting pieces of flammable debris from the ruined houses. By burning them, they were able to keep the potatoes warm enough to survive. It was a clever solution that made the most of their limited resources. But there was still another, more determined enemy to contend with: the rats. The starving city was filled with the vermin, who grew fat off the corpses littering the abandoned allies and basements of the city. And when even this seemingly-inexhaustible supply of food ran low, many found their way into the seed vault. The remaining months of the siege would be a constant battle with the furry invaders as researchers armed with metal spikes took turns hunting vermin through the dark corridors of the basement. It was a task that seemed to never end as the siege went on for months and then years. Finally, as the Soviets shifted back onto the offensive, the army began pushing towards Leningrad in 1943. In January, the Soviets launched Operation Iskra, breaking the German hold on the city and liberating the populace. The siege had lasted more than 900 days and claimed more than a million lives. The brave researchers of the Vavilov Institute had suffered as much as anyone for their principles. At least nine of them starved to death during the siege. Many collapsed from hunger in the vaults, surrounded by enough food to last them for years. Even death wasn’t enough to shake their conviction that the future of Russia was more important than their lives. Where did we find this stuff? Here are our sources: “Siege of Leningrad.” The Editors of Encyclopædia Britannica, Encyclopædia Britannica Inc. July 2016. “Nikolay Ivanovich Vavilov.” The Editors of Encyclopædia Britannica, Encyclopædia Britannica Inc. April 2018. “Scientists Died Guarding Seeds During WWII.” Boyce Rensberger, The Washington Post. May 1992.	<urn:uuid:e3a3b5b1-150c-4716-b6ee-51320844c4f1>	CC-MAIN-2020-05	https://historycollection.co/during-wwii-soviet-scientists-guarding-a-seed-vault-starved-rather-than-risk-the-future-of-russia/2/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250628549.43/warc/CC-MAIN-20200125011232-20200125040232-00122.warc.gz	en	0.983104	1,377	3.46875	3	[ -0.343954861164093, -0.09712034463882446, -0.32341259717941284, 0.44477587938308716, 0.6443189382553101, -0.1896456480026245, -0.12044773995876312, 0.28569093346595764, -0.3063529133796692, 0.31214192509651184, 0.060445453971624374, -0.16153520345687866, 0.7530226707458496, 0.3755678236484...	2	The Vavilov Institute was the brainchild of Nikolay Vavilov. Vavilov was a botanist who had grown up in a poor rural village and seen the devastation that crop failures could cause for Russian farmers. From an early age, Vavilov dreamed of one day eliminating this cycle of poor harvests and famines. As a scientist, he devoted himself to developing new crops that could help farmers become productive enough to feed their families and the entire nation. The culmination of this work was his seed facility in Leningrad, which trained new agricultural scientists who shared Vavilov’s dream. But in true Soviet fashion, Vavilov soon became a target of the state. Josef Stalin had become a staunch believer in the pseudo-scientific ideas of another Soviet botanist named Trofim Lysenko. Lysenko rejected the idea that traits were passed down in plants by Mendelian genetics and favored his own interpretation of inheritance called Lysenkoism. Scientists who refused to adopt Lysenko’s ideas were imprisoned as enemies of the state. Vavilov himself refused to accept Lysenkoism, and in July 1941, just weeks before the Germans surrounded Leningrad, he was sentenced to death. As Vavilov starved in a prison cell, his students were starving in Leningrad in the Institute he had built. Having vowed to protect Vavilov’s legacy and the future of Russia, they now had to make another choice. It was clear that they couldn’t save all of the hundreds of thousands of seeds in the Institute from the German bombs and the hungry citizens of Leningrad. They carefully selected a cross-section of their live plants and moved them along with the most important seeds into a complex of 16 cold storage rooms in the basement. From then on, the rooms were kept under a 24-hour watch. It was necessary because the situation in the city was rapidly becoming desperate. After just a few weeks, the first deaths by starvation were recorded. As winter set in, diseases like tuberculosis began to spread silently through the ruined streets. And by December, the police were investigating reports of cannibalism. For most of the people of Leningrad, the subject was nothing more than a dark rumor. Parents would warn their children not to stray out of sight for fear that desperate people would grab them off the streets and butcher them. Soon, the children transformed these warnings into nursery rhymes. “I’m having human flesh for lunch,” one popular rhyme went, “And for supper, clearly. I’ll need a little baby. I’ll take the neighbour’s. Steal him out of his cradle.” As is often the case with nursery rhymes, it was a reflection of a dark truth. After one year of the siege, the NKVD arrested over 2,000 people on charges of eating human flesh. They were divided into those who had eaten the corpses of the dead and those who had actually killed to satisfy their hunger. The former were given prison sentences, and the latter were shot. It was a sign of the desperation in the city. And in the basement of the Institute, the researchers were growing as desperate as anyone. Whether or not you starved in Leningrad depended largely on who you were. The available food was distributed by a rationing system run by the local communist party authorities. Unsurprisingly, those who were in charge of distributing food generally remained healthy throughout the siege. The local party leaders and their wives or girlfriends also rarely lacked for food. The irony of communist leaders eating so much better than everyone else didn’t escape the notice of the hungry Leningraders. One woman was recorded whispering to another in a breadline, “They’re stuffing their faces while we starve.” As researchers at an institute founded by a man declared an enemy of the state, the men guarding the seed vault hardly got the first choice of rations. Soon, they were starving along with everyone else. A new rule was agreed upon: no one could be alone with the plants. The risk of even the most dedicated scientist’s will breaking in the face of ravenous hunger was too great. They swore a vow to protect the future of Russia from all threats, even themselves. But in the dead of winter, new threats seemed to emerge every day. The first enemy was the cold. Though many of their seeds benefited from freezing, their potatoes began showing signs of damage from the frost. So, braving the German artillery and air barrages that were killing hundreds of people a week, scientists ran through the streets collecting pieces of flammable debris from the ruined houses. By burning them, they were able to keep the potatoes warm enough to survive. It was a clever solution that made the most of their limited resources. But there was still another, more determined enemy to contend with: the rats. The starving city was filled with the vermin, who grew fat off the corpses littering the abandoned allies and basements of the city. And when even this seemingly-inexhaustible supply of food ran low, many found their way into the seed vault. The remaining months of the siege would be a constant battle with the furry invaders as researchers armed with metal spikes took turns hunting vermin through the dark corridors of the basement. It was a task that seemed to never end as the siege went on for months and then years. Finally, as the Soviets shifted back onto the offensive, the army began pushing towards Leningrad in 1943. In January, the Soviets launched Operation Iskra, breaking the German hold on the city and liberating the populace. The siege had lasted more than 900 days and claimed more than a million lives. The brave researchers of the Vavilov Institute had suffered as much as anyone for their principles. At least nine of them starved to death during the siege. Many collapsed from hunger in the vaults, surrounded by enough food to last them for years. Even death wasn’t enough to shake their conviction that the future of Russia was more important than their lives. Where did we find this stuff? Here are our sources: “Siege of Leningrad.” The Editors of Encyclopædia Britannica, Encyclopædia Britannica Inc. July 2016. “Nikolay Ivanovich Vavilov.” The Editors of Encyclopædia Britannica, Encyclopædia Britannica Inc. April 2018. “Scientists Died Guarding Seeds During WWII.” Boyce Rensberger, The Washington Post. May 1992.	1,360	ENGLISH	1
a. Form: S + BE (Is/Are/Am) + Ving - We often use the past continuous in sentences together with the past simple when this happens; the past continuous refers to longer, background activities, while the past simple refers to shorter actions that happened in the middle of the longer ones. Ex: when I went to school, I saw Jim was talking with a beautiful girl. - The past continuous expresses a past activity that has duration. Ex: I met her while I was walking on the street. You were making a lots noise last night. We were playing football yesterday afternoon. - The activity began “before” the action expressed by the past simple. Ex: she was making coffee when we arrived. When I phoned Marry, she was having dinner. - The past continuous expresses an activity in progress before, and probable after, a time in the past. Ex: when I woke up this morning, the sun was shining. What were you doing at 8 o’clock last night? c. Past simple – Past continuous - The past simple expresses past actions as simple facts. Ex: I did my homework last night. What sis you do yesterday evening? “I watched TV”. - The past continuous gives past activities time and duration. The activity can be interrupted. Ex: what were you doing at 7.00? I was watching TV. I was doing homework when Tom arrived. - In stories, the past continuous can describe the scene. The past simple tells the actions. Ex: it was a beautiful day. The sun was shining and the birds were singing, so we decided to go for a picnic. We put everything in the car… The questions below refer to different time periods. The past continuous asks about activities before, and the past simple asks about what happened after. Ex: What were you doing? / What did you do? When it started to rain? We were playing tennis. We went home.	<urn:uuid:1573a539-c1c1-4461-a37c-beefc1cca736>	CC-MAIN-2020-05	https://dichthuattranslation.wordpress.com/2014/08/05/past-continuous-tense/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592636.25/warc/CC-MAIN-20200118135205-20200118163205-00122.warc.gz	en	0.9863	411	4.03125	4	[ -0.289388507604599, -0.005474126897752285, 0.3659113943576813, -0.25023457407951355, -0.13212326169013977, 0.11159825325012207, 0.34534233808517456, -0.1009293645620346, 0.37513241171836853, -0.09445313364267349, 0.26152899861335754, 0.15485242009162903, -0.02755526266992092, 0.06877689808...	1	a. Form: S + BE (Is/Are/Am) + Ving - We often use the past continuous in sentences together with the past simple when this happens; the past continuous refers to longer, background activities, while the past simple refers to shorter actions that happened in the middle of the longer ones. Ex: when I went to school, I saw Jim was talking with a beautiful girl. - The past continuous expresses a past activity that has duration. Ex: I met her while I was walking on the street. You were making a lots noise last night. We were playing football yesterday afternoon. - The activity began “before” the action expressed by the past simple. Ex: she was making coffee when we arrived. When I phoned Marry, she was having dinner. - The past continuous expresses an activity in progress before, and probable after, a time in the past. Ex: when I woke up this morning, the sun was shining. What were you doing at 8 o’clock last night? c. Past simple – Past continuous - The past simple expresses past actions as simple facts. Ex: I did my homework last night. What sis you do yesterday evening? “I watched TV”. - The past continuous gives past activities time and duration. The activity can be interrupted. Ex: what were you doing at 7.00? I was watching TV. I was doing homework when Tom arrived. - In stories, the past continuous can describe the scene. The past simple tells the actions. Ex: it was a beautiful day. The sun was shining and the birds were singing, so we decided to go for a picnic. We put everything in the car… The questions below refer to different time periods. The past continuous asks about activities before, and the past simple asks about what happened after. Ex: What were you doing? / What did you do? When it started to rain? We were playing tennis. We went home.	400	ENGLISH	1
Has the fruit and vegetables we bring to our tables always been as we know them? For example, were bananas the same colour, the same texture, the same taste as today, centuries ago? Apparently not. Fruits and vegetables have changed and often the metamorphosis has depended on crossbreeding and human manipulation. Farmers, as reported by the Genetic Literacy Project, have done so in order to obtain better yields and improve the quality of products, making them more resistant to pests, bigger, tastier. So let’s discover which produce have changed over the centuries. Fruit and Vegetables Then vs. Now In the past the inside of watermelons was completely different than today. The flesh, in fact, was not completely red but mainly white, and was divided into 6 triangular, redder parts, with the large seeds. Over the centuries, however, people started cultivating and crossing watermelons with each other. In this way they became more and more red and juicy. Moreover, it is the reason why we have seedless varieties, too. The ancestors of bananas date back to 10,000-6,500 BC. At that time, however, they had large seeds and were not as sweet and creamy as they are today. The first banana cultivation dates back to 1834. In that year, the plant was moved to the Caribbean, but was soon destroyed by a fungal infection. For this reason, researchers produced a variety that could resist fungi, the giant Cavendish, which is our current banana. The first people to grow peaches were the Chinese in 6,000 BC in Zhejiang. Then these fruits appeared in Japan, about 1,200 years later, with a shape similar to that of today. As for modern peaches, they would have been first grown in Persia and then arrived in Europe. Evolution of Vegetables The eggplants of the past were not round, large and fleshy as they are today and there were several varieties. Apparently the first versions appeared in ancient China and had thorns where the stem of the plant connects to the flowers. What about carrots? Originally they were whitish roots from Central Asia. They were also used in classical Greek and Roman times, and even then they were white. They changed their appearance to the characteristic orange color as people started to grow them over the centuries. Corn originally tasted like a very dry raw potato, it was much smaller than it is now and there were few varieties. Today it is much bigger, and there are corn cultivation in 69 different countries. Ancient tomatoes resembled berries, smaller than those we know today. Some examples remain in Ecuador and Peru, known as Solanum pimpinellifolium. Modern ones are larger in size and there are more varieties, ranging from cherry to plum tomatoes. Compared to their ancestors, these are excellent both raw and cooked.	<urn:uuid:2077a569-2c97-48e6-b596-6085a877e0b1>	CC-MAIN-2020-05	https://www.activism.com/green/2020/01/02/fruit-vegetables-changed-human-intervention/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593937.27/warc/CC-MAIN-20200118193018-20200118221018-00194.warc.gz	en	0.989655	592	3.484375	3	[ -0.21187493205070496, -0.10398580133914948, 0.29681774973869324, -0.18164879083633423, 0.6032682061195374, -0.18134905397891998, -0.18986348807811737, -0.11077697575092316, 0.00004853494465351105, 0.5273998975753784, 0.47638797760009766, -0.5585889220237732, 0.3575797379016876, -0.06825560...	2	Has the fruit and vegetables we bring to our tables always been as we know them? For example, were bananas the same colour, the same texture, the same taste as today, centuries ago? Apparently not. Fruits and vegetables have changed and often the metamorphosis has depended on crossbreeding and human manipulation. Farmers, as reported by the Genetic Literacy Project, have done so in order to obtain better yields and improve the quality of products, making them more resistant to pests, bigger, tastier. So let’s discover which produce have changed over the centuries. Fruit and Vegetables Then vs. Now In the past the inside of watermelons was completely different than today. The flesh, in fact, was not completely red but mainly white, and was divided into 6 triangular, redder parts, with the large seeds. Over the centuries, however, people started cultivating and crossing watermelons with each other. In this way they became more and more red and juicy. Moreover, it is the reason why we have seedless varieties, too. The ancestors of bananas date back to 10,000-6,500 BC. At that time, however, they had large seeds and were not as sweet and creamy as they are today. The first banana cultivation dates back to 1834. In that year, the plant was moved to the Caribbean, but was soon destroyed by a fungal infection. For this reason, researchers produced a variety that could resist fungi, the giant Cavendish, which is our current banana. The first people to grow peaches were the Chinese in 6,000 BC in Zhejiang. Then these fruits appeared in Japan, about 1,200 years later, with a shape similar to that of today. As for modern peaches, they would have been first grown in Persia and then arrived in Europe. Evolution of Vegetables The eggplants of the past were not round, large and fleshy as they are today and there were several varieties. Apparently the first versions appeared in ancient China and had thorns where the stem of the plant connects to the flowers. What about carrots? Originally they were whitish roots from Central Asia. They were also used in classical Greek and Roman times, and even then they were white. They changed their appearance to the characteristic orange color as people started to grow them over the centuries. Corn originally tasted like a very dry raw potato, it was much smaller than it is now and there were few varieties. Today it is much bigger, and there are corn cultivation in 69 different countries. Ancient tomatoes resembled berries, smaller than those we know today. Some examples remain in Ecuador and Peru, known as Solanum pimpinellifolium. Modern ones are larger in size and there are more varieties, ranging from cherry to plum tomatoes. Compared to their ancestors, these are excellent both raw and cooked.	602	ENGLISH	1
Philip II of the kingdom of Macedon was born as the youngest child. His elder brother was supposed to succeed the king or his father, and Philip II became a hostage of the Greeks at Thebes at the age of 15. As his brother died during war, however, he took power around the age of 20. With the throne on his head, the young king embarked on the reform to the Macedon forces. He trained invincible troops that would beat up the whole world for a century. The Macedon forces used spears twice as long as Greek soldiers. It took two hands together to grab spears. They made smaller shields to hang them on the arm. Top agents were designated to get trained hard for a year as longer spears, albeit fatal, require sophisticated control and weigh a lot. Philip II probably realized what qualities make for top agents and strong troops while he trained soldiers dealing with the longer spears. He occupied the mountainous areas of Macedon and conscribed shepherds to form a battalion of soldiers. In a brutally cold and hot weather, they managed to march and slept in poor bedding. In other words, they possessed a strong sense of accomplishment. The Macedon troops defeated Thebes, topping the whole Greek region. In preparation for his march to Persia, unfortunately, Philip II was assassinated. His son Alexander took over control of his father’s forces and successfully conquered Persia. The reform by Philip II was not a result of his invention. Rather than that, he learned a new set of war tactics aggregated by Thebes while in hostage. Some of them were devised by generals of Athens and Sparta. The thing that Philip II came to realize was that Greek people were not aware of newly trained troops and they had no will to nurture them. It is an obvious fact that any genius invention does not appear out of the blue or overnight. An invention always precedes another. Genius inventors or innovators are not a creator who makes something out of nothing but the one with insight who nimbly realizes something.	<urn:uuid:7a3b53bb-da4f-4bbc-9833-bf2174b59909>	CC-MAIN-2020-05	http://www.donga.com/en/article/all/20190702/1777524/1/Philip-II-s-reforms	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589560.16/warc/CC-MAIN-20200117123339-20200117151339-00010.warc.gz	en	0.988393	414	3.421875	3	[ -0.2606334090232849, 0.6198172569274902, 0.14173083007335663, -0.5136556625366211, -0.38611990213394165, -0.6535620093345642, 0.0876949205994606, 0.41198378801345825, -0.23237520456314087, -0.12785391509532928, 0.21390533447265625, -0.27052730321884155, 0.40159183740615845, 0.1707523614168...	2	Philip II of the kingdom of Macedon was born as the youngest child. His elder brother was supposed to succeed the king or his father, and Philip II became a hostage of the Greeks at Thebes at the age of 15. As his brother died during war, however, he took power around the age of 20. With the throne on his head, the young king embarked on the reform to the Macedon forces. He trained invincible troops that would beat up the whole world for a century. The Macedon forces used spears twice as long as Greek soldiers. It took two hands together to grab spears. They made smaller shields to hang them on the arm. Top agents were designated to get trained hard for a year as longer spears, albeit fatal, require sophisticated control and weigh a lot. Philip II probably realized what qualities make for top agents and strong troops while he trained soldiers dealing with the longer spears. He occupied the mountainous areas of Macedon and conscribed shepherds to form a battalion of soldiers. In a brutally cold and hot weather, they managed to march and slept in poor bedding. In other words, they possessed a strong sense of accomplishment. The Macedon troops defeated Thebes, topping the whole Greek region. In preparation for his march to Persia, unfortunately, Philip II was assassinated. His son Alexander took over control of his father’s forces and successfully conquered Persia. The reform by Philip II was not a result of his invention. Rather than that, he learned a new set of war tactics aggregated by Thebes while in hostage. Some of them were devised by generals of Athens and Sparta. The thing that Philip II came to realize was that Greek people were not aware of newly trained troops and they had no will to nurture them. It is an obvious fact that any genius invention does not appear out of the blue or overnight. An invention always precedes another. Genius inventors or innovators are not a creator who makes something out of nothing but the one with insight who nimbly realizes something.	418	ENGLISH	1
claimed two different years of birth throughout her life but research seems to indicate that she was probably born sometime in 1844, some accounts list the date as July 4th, in upstate New York. Her mother was Native American, maybe part part Ojibwa and part Chippewa, and her father was a black gentleman’s servant. Edmonia’s Chippewa name was Wildfire. She was orphaned at a early age and she claimed that she was raised by some of her mother’s relatives. Her older brother, Sunrise, encouraged her to attend college before he departed for the California gold rush. He sent money home to her in order that she could enroll in Oberlin College. She thrived in college and showed great promise as a very talented artist. Her education was cut short after just three and a half years however, when her two best friends, white girls, were poisoned. Edmonia was falsely accused of the murders and captured and beaten by a white mob. She was acquitted after a very tedious and lengthy trial. With the ordeal over, and all charges dropped, she fled to Boston. In Boston, she became friends with the abolitionist William Lloyd Garrison and the sculptor Edward A. Brackett. When she saw the statue of Benjamin Franklin that stood outside Boston City Hall. She declared “I, too, can make a stone man.” It was Bracket who taught Lewis sculpture and helped her establish her own studio. She made clay and plaster medallions of Garrison, John Brown and other abolitionist leaders giving her a small measure of success. One of her very first major works, was of a Civil War colonel, Robert Shaw, leading troops, the all Black 54th Massachusetts Regiment, into battle . It was a huge success, selling 100 copies. This provided her with enough capital to move to Rome where she lived with a number of other expatriate American artists, including several women. Edmonia achieved both professional and social acclaim in Rome. One of her most well known pieces was Forever Free, which depicted two slaves who were overcome with the news of their emancipation. Another piece, The Arrow Maker, drew upon her Native roots and shows a father teaching a young daughter how to make an arrow. She also created busts of some American presidents, including Ulysses S. Grant and Abraham Lincoln. Almost immediately upon arriving in Rome she converted to Catholicism and her proudest moment was when Pope Pius IX visited her studio and blessed her work.	<urn:uuid:ca2498c9-1059-49f4-a409-3a6a97d63752>	CC-MAIN-2020-05	https://www.herstory-online.com/single-post/2018/06/22/Mary-Edmonia-Lewis	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251788528.85/warc/CC-MAIN-20200129041149-20200129071149-00481.warc.gz	en	0.988868	518	3.828125	4	[ -0.22477088868618011, 0.3643408417701721, 0.31906411051750183, 0.4092685282230377, -0.5596972703933716, -0.02440781146287918, -0.032751597464084625, -0.12182876467704773, -0.08849383890628815, 0.04349789395928383, -0.034810733050107956, -0.04525693133473396, -0.33736759424209595, 0.1504112...	1	claimed two different years of birth throughout her life but research seems to indicate that she was probably born sometime in 1844, some accounts list the date as July 4th, in upstate New York. Her mother was Native American, maybe part part Ojibwa and part Chippewa, and her father was a black gentleman’s servant. Edmonia’s Chippewa name was Wildfire. She was orphaned at a early age and she claimed that she was raised by some of her mother’s relatives. Her older brother, Sunrise, encouraged her to attend college before he departed for the California gold rush. He sent money home to her in order that she could enroll in Oberlin College. She thrived in college and showed great promise as a very talented artist. Her education was cut short after just three and a half years however, when her two best friends, white girls, were poisoned. Edmonia was falsely accused of the murders and captured and beaten by a white mob. She was acquitted after a very tedious and lengthy trial. With the ordeal over, and all charges dropped, she fled to Boston. In Boston, she became friends with the abolitionist William Lloyd Garrison and the sculptor Edward A. Brackett. When she saw the statue of Benjamin Franklin that stood outside Boston City Hall. She declared “I, too, can make a stone man.” It was Bracket who taught Lewis sculpture and helped her establish her own studio. She made clay and plaster medallions of Garrison, John Brown and other abolitionist leaders giving her a small measure of success. One of her very first major works, was of a Civil War colonel, Robert Shaw, leading troops, the all Black 54th Massachusetts Regiment, into battle . It was a huge success, selling 100 copies. This provided her with enough capital to move to Rome where she lived with a number of other expatriate American artists, including several women. Edmonia achieved both professional and social acclaim in Rome. One of her most well known pieces was Forever Free, which depicted two slaves who were overcome with the news of their emancipation. Another piece, The Arrow Maker, drew upon her Native roots and shows a father teaching a young daughter how to make an arrow. She also created busts of some American presidents, including Ulysses S. Grant and Abraham Lincoln. Almost immediately upon arriving in Rome she converted to Catholicism and her proudest moment was when Pope Pius IX visited her studio and blessed her work.	517	ENGLISH	1
Political leader, governor of Massachusetts, brewer, publisher S amuel Adams was a leading organizer of the independence movement in Massachusetts and the other American colonies that culminated in the Revolutionary War and the creation of the United States of America. Though he was an outstanding writer, speaker, and planner, he kept himself so far in the background that historians have found it difficult to determine the total scope of his contributions to the birth of the nation. Political leader, governor of Massachusetts, brewer, publisher S amuel Adams was a leading organizer of the independence movement in Massachusetts and the other American colonies that culminated in the Revolutionary War and the creation of the United States of America. Though he was an outstanding writer, speaker, and planner, he kept himself so far in the background that historians have found it difficult to determine the total scope of his contributions to the birth of the nation. Samuel Adams was the son of a generous beer brewer, also named Samuel, and Mary Fifield Adams, his religious wife. Mary Adams passed her Puritan beliefs on to her three children—Samuel, his older sister Mary, and younger brother Joseph. A well-mannered, heavyset boy, Samuel Adams had dark blue-gray eyes, heavy eyebrows, and a large head. At the Boston Latin Schoolhe learned to read, write, and do basic arithmetic. Throughout his life his friends and family called him Samuel; only strangers and people who were making fun of him referred to him as "Sam. The Adams's house was the meeting place of a group called the Caucus Club. The members of the Caucus Club sought more political power for the colonists, and young Adams was encouraged to take part in its discussions. Inwhen Adams was eighteen, British-appointed governor John Belcher declared illegal the land bank founded by the elder Samuel. The Adams family lost all their money, and Adams had to take a job as a waiter to pay his way through college. Adams did not take kindly to this injustice, and this strengthened his belief that the governor held too much power over the colonists. Marries, becomes tax collector Adams earned a Master of Arts degree inat age twenty-one, and went on to an unsuccessful career in the field of accounting. The friend of his father who had employed young Samuel told the older man that his son seemed to take no interest in the business. Then Samuel's father gave him a large sum of money to start a new business. But the young man lent half of it to a friend, never asking to be repaid, and frittered away the rest. Samuel gained a reputation for being unable to make or hold on to money. He preferred to spend his time discussing how America must become independent of England. Accounts of the time describe Adams as about five feet six inches tall, with a large head, dark eyes, and a musical voice. Adams had no interest in fashion and wore shabby clothing and shoes. His real interests lay in politics. In Adams and several friends began the Whipping Post Club, a political organization that published a newspaper, The Public Advertiser, written largely by Adams. Its self-proclaimed purpose was to "defend the rights… of working people. In Adams's father died, and he became responsible for taking care of his mother and the family brewing business. Samuel Adams married his first wife, Elizabeth Checkley, in They had six children, but only young Samuel and Hannah survived to adulthood. Over the years, Adams's neglect of the family's once-successful brewing business led to its decline. The family was happy despite being rather poor. Adams was appointed Boston commissioner of garbage collection inand in was elected one of five tax collectors for the city. Though he did a poor job demanding unpaid taxes, the popular Adams was reelected and held the post of tax collector for the eight years that followed.Samuel and John Adams' names are almost synonymous in all accounts of the Revolution that grew, largely, out of Boston. Though they were cousins and not brothers, they were often referred to as the Adams' brothers, or simply as the Adams'. Samuel Adams was born in . Oct 27, · Watch video · Samuel Adams was born September 27, , the son of Boston merchant and brewer Samuel Adams Sr. and his wife Mary. The Adams family were devout Puritans, and Adams Sr. was a deacon in the. Samuel Adams, –, political leader in the American Revolution, signer of the Declaration of Independence, b. Boston, Mass.; second cousin of John Adams. An unsuccessful businessman, he became interested in politics and was a member (–74) and clerk (–74) of the lower house of the Massachusetts legislature. Born on September 16, , Samuel Adams was born to a family which was well versed in political protest. His father, Deacon Adams, was a brewer, and owned a brewery in Boston. During the ’s, Boston experienced a severe economic recession due to . A biography of Samuel Adams, a signer of the Declaration of Independence from the colony of Massachusetts Samuel Adams. Representing Massachusetts at the Continental Congress. by Ole Erekson, Engraver, c, Library of Congress Boston. Though they were cousins and not brothers, they were often referred to as the Adams. Extended Bibliography. Adams, John. James Otis, Samuel Adams, and John Hancock: John Adams’s Tributes To These As the Three Principal Movers and Agents of the American Revolution.	<urn:uuid:35c12ae8-381b-4259-8ff2-21ef52f55642>	CC-MAIN-2020-05	https://piqyjonifacysij.regardbouddhiste.com/a-biography-of-sam-adams-1722-1803-1261dq.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251737572.61/warc/CC-MAIN-20200127235617-20200128025617-00403.warc.gz	en	0.98558	1,123	3.34375	3	[ -0.06054849177598953, 0.2597578167915344, 0.10053441673517227, -0.46153005957603455, -0.34480413794517517, 0.1699490249156952, -0.14509537816047668, 0.2205590158700943, -0.3345034122467041, 0.11508919298648834, -0.07017208635807037, 0.19411484897136688, 0.12157423049211502, 0.2188116610050...	3	Political leader, governor of Massachusetts, brewer, publisher S amuel Adams was a leading organizer of the independence movement in Massachusetts and the other American colonies that culminated in the Revolutionary War and the creation of the United States of America. Though he was an outstanding writer, speaker, and planner, he kept himself so far in the background that historians have found it difficult to determine the total scope of his contributions to the birth of the nation. Political leader, governor of Massachusetts, brewer, publisher S amuel Adams was a leading organizer of the independence movement in Massachusetts and the other American colonies that culminated in the Revolutionary War and the creation of the United States of America. Though he was an outstanding writer, speaker, and planner, he kept himself so far in the background that historians have found it difficult to determine the total scope of his contributions to the birth of the nation. Samuel Adams was the son of a generous beer brewer, also named Samuel, and Mary Fifield Adams, his religious wife. Mary Adams passed her Puritan beliefs on to her three children—Samuel, his older sister Mary, and younger brother Joseph. A well-mannered, heavyset boy, Samuel Adams had dark blue-gray eyes, heavy eyebrows, and a large head. At the Boston Latin Schoolhe learned to read, write, and do basic arithmetic. Throughout his life his friends and family called him Samuel; only strangers and people who were making fun of him referred to him as "Sam. The Adams's house was the meeting place of a group called the Caucus Club. The members of the Caucus Club sought more political power for the colonists, and young Adams was encouraged to take part in its discussions. Inwhen Adams was eighteen, British-appointed governor John Belcher declared illegal the land bank founded by the elder Samuel. The Adams family lost all their money, and Adams had to take a job as a waiter to pay his way through college. Adams did not take kindly to this injustice, and this strengthened his belief that the governor held too much power over the colonists. Marries, becomes tax collector Adams earned a Master of Arts degree inat age twenty-one, and went on to an unsuccessful career in the field of accounting. The friend of his father who had employed young Samuel told the older man that his son seemed to take no interest in the business. Then Samuel's father gave him a large sum of money to start a new business. But the young man lent half of it to a friend, never asking to be repaid, and frittered away the rest. Samuel gained a reputation for being unable to make or hold on to money. He preferred to spend his time discussing how America must become independent of England. Accounts of the time describe Adams as about five feet six inches tall, with a large head, dark eyes, and a musical voice. Adams had no interest in fashion and wore shabby clothing and shoes. His real interests lay in politics. In Adams and several friends began the Whipping Post Club, a political organization that published a newspaper, The Public Advertiser, written largely by Adams. Its self-proclaimed purpose was to "defend the rights… of working people. In Adams's father died, and he became responsible for taking care of his mother and the family brewing business. Samuel Adams married his first wife, Elizabeth Checkley, in They had six children, but only young Samuel and Hannah survived to adulthood. Over the years, Adams's neglect of the family's once-successful brewing business led to its decline. The family was happy despite being rather poor. Adams was appointed Boston commissioner of garbage collection inand in was elected one of five tax collectors for the city. Though he did a poor job demanding unpaid taxes, the popular Adams was reelected and held the post of tax collector for the eight years that followed.Samuel and John Adams' names are almost synonymous in all accounts of the Revolution that grew, largely, out of Boston. Though they were cousins and not brothers, they were often referred to as the Adams' brothers, or simply as the Adams'. Samuel Adams was born in . Oct 27, · Watch video · Samuel Adams was born September 27, , the son of Boston merchant and brewer Samuel Adams Sr. and his wife Mary. The Adams family were devout Puritans, and Adams Sr. was a deacon in the. Samuel Adams, –, political leader in the American Revolution, signer of the Declaration of Independence, b. Boston, Mass.; second cousin of John Adams. An unsuccessful businessman, he became interested in politics and was a member (–74) and clerk (–74) of the lower house of the Massachusetts legislature. Born on September 16, , Samuel Adams was born to a family which was well versed in political protest. His father, Deacon Adams, was a brewer, and owned a brewery in Boston. During the ’s, Boston experienced a severe economic recession due to . A biography of Samuel Adams, a signer of the Declaration of Independence from the colony of Massachusetts Samuel Adams. Representing Massachusetts at the Continental Congress. by Ole Erekson, Engraver, c, Library of Congress Boston. Though they were cousins and not brothers, they were often referred to as the Adams. Extended Bibliography. Adams, John. James Otis, Samuel Adams, and John Hancock: John Adams’s Tributes To These As the Three Principal Movers and Agents of the American Revolution.	1,113	ENGLISH	1
Who Was Medgar Evers? Civil rights activist Medgar Evers was the first state field secretary of the NAACP in Mississippi. As such, he organized voter-registration efforts and economic boycotts, and investigated crimes perpetrated against blacks. Evers was assassinated outside of his Mississippi home in 1963, and after years of on-again, off-again legal proceedings, his killer was sent to prison in 1994. In 2017, President Barack Obama designated Evers' home a national historic landmark. Early Life and Education Medgar Wiley Evers was born on July 2, 1925, in Decatur, Mississippi. Growing up in a Mississippi farming family, Evers was drafted into the U.S. Army in 1943. He fought in both France and Germany during World War II and received an honorable discharge in 1946. Evers went on to enroll at Alcorn College (now Alcorn State University) in Lorman, Mississippi, in 1948. He married fellow student Myrlie Beasley during his senior year, before graduating in 1952. Early Civil Rights Work After initially finding work as an insurance salesman, Evers soon became involved in the Regional Council of Negro Leadership (RCNL). Proving up to the task in his first experience as a civil rights organizer, he spearheaded the group's boycott against gas stations that refused to let blacks use their restrooms. With his brother Charles, Evers also worked on behalf of the NAACP, organizing local affiliates. Lawsuit Against the University of Mississippi Evers applied to the University of Mississippi Law School in February 1954. After being rejected, he volunteered to help the NAACP try to integrate the university with a lawsuit. Thurgood Marshall served as his attorney for this legal challenge to racial discrimination. While he failed to gain admission to the law school, Evers managed to raise his profile with the NAACP. In May 1954, the U.S. Supreme Court handed down its decision in the famous Brown v. Board of Education case. This decision legally ended segregation of schools, though it took many years for it to be fully implemented. Later in 1954, Evers became the first field secretary for the NAACP in Mississippi and moved his family to Jackson. As state field secretary, Evers traveled around Mississippi extensively, recruiting new members for the NAACP and organizing voter-registration efforts. Evers also led demonstrations and economic boycotts of white-owned companies that practiced discrimination. While a virtual unknown elsewhere, Evers was one of Mississippi's most prominent civil rights activists. He fought racial injustices in many forms, including how the state and local legal systems handled crimes against African Americans. Evers called for a new investigation into the 1955 lynching of Emmett Till, a 14-year-old African American boy who had allegedly been killed for talking to a white woman. He also protested the conviction of his fellow Mississippi civil rights activist Clyde Kennard on theft charges in 1960. Evers's efforts made him a target for those who opposed racial equality and desegregation. He and his family were subjected to numerous threats and violent actions, including a firebombing of his house in May 1963, shortly before his assassination. Assassination and Aftermath The first Mississippi state field secretary for the National Association for the Advancement of Colored People (NAACP), Evers was shot in the back in the driveway of his home in Jackson, Mississippi, shortly after midnight on June 12, 1963. He died less than an hour later at a nearby hospital. Evers was buried with full military honors in Arlington National Cemetery, and the NAACP posthumously awarded him its 1963 Spingarn Medal. The national outrage over Evers' murder increased support for legislation that would become the Civil Rights Act of 1964. Immediately after Evers's death, the NAACP appointed his brother, Charles, to his position. Charles Evers went on to become a major political figure in the state; in 1969, he was elected the mayor of Fayette, Mississippi, becoming the first African-American mayor of a racially mixed Southern town since Reconstruction. Investigation and Trials A police and FBI investigation of the murder quickly unearthed a prime suspect: Byron De La Beckwith, a white segregationist and founding member of Mississippi's White Citizens Council. Despite mounting evidence against him—a rifle found near the crime scene was registered to Beckwith and had his fingerprints on the scope, and several witnesses placed him in the area—Beckwith denied shooting Evers. He maintained that the gun had been stolen, and produced several witnesses to testify that he was elsewhere on the night of the murder. The bitter conflict over segregation surrounded the two trials that followed. Beckwith received the support of some of Mississippi's most prominent citizens, including then-Governor Ross Barnett, who appeared at Beckwith's first trial to shake hands with the defendant in full view of the jury. In 1964, Beckwith was set free after two all-white juries deadlocked. New Evidence and Conviction After Beckwith's second trial, his wife moved their children to California, where she earned a degree from Pomona College and was later named to the Los Angeles Commission of Public Works. Convinced that her husband's killer had not been brought to justice, she continued to search for new evidence in the case. In 1989, the question of Beckwith's guilt was again raised when a Jackson newspaper published accounts of the files of the now-defunct Mississippi Sovereignty Commission, an organization that existed during the 1950s to help raise popular support for the maintenance of segregation. The accounts showed that the commission had helped lawyers for Beckwith screen potential jurors during the first two trials. A review by the Hinds County District Attorney's office found no evidence of such jury tampering, but it did locate a number of new witnesses, including several individuals who would eventually testify that Beckwith had bragged to them about the murder. In December 1990, Beckwith was again indicted for the murder of Evers. After a number of appeals, the Mississippi Supreme Court finally ruled in favor of a third trial in April 1993. Ten months later, testimony began before a racially mixed jury of eight blacks and four whites. In February 1994, nearly 31 years after Evers' death, Beckwith was convicted and sentenced to life in prison. He died in January 2001 at the age of 80. Legacy and Landmark Since his untimely passing, Evers' contributions to the Civil Rights Movement have been honored in many ways. His wife created what is now known as the Medgar and Myrlie Evers Institute in Jackson, Mississippi, to continue the couple's commitment to social change. The City University of New York named one of its campuses after the slain activist, and in 2009, the U.S. Navy also bestowed his name on one of its vessels. In early 2017, President Obama designated Evers' home a national historic landmark. “The National Historic Landmark designation is an important step toward recognizing and preserving significant civil rights sites in Mississippi and around the country,” Mississippi Senator Thad Cochran said in a statement. “The sacrifices made by Medgar and Myrlie Evers deserve this distinction.” We strive for accuracy and fairness. If you see something that doesn't look right, contact us!	<urn:uuid:cbc4b9e6-fb6e-48d7-8dbf-7f6e61eec6af>	CC-MAIN-2020-05	https://www.biography.com/activist/medgar-evers	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250608062.57/warc/CC-MAIN-20200123011418-20200123040418-00040.warc.gz	en	0.981974	1,490	3.5625	4	[ -0.5568164587020874, 0.10992789268493652, -0.28456807136535645, -0.038030169904232025, 0.19918033480644226, 0.15313675999641418, 0.0971326231956482, -0.1813686490058899, -0.053257718682289124, 0.43892014026641846, 0.16511672735214233, 0.30488187074661255, 0.003795249853283167, 0.2393571734...	2	Who Was Medgar Evers? Civil rights activist Medgar Evers was the first state field secretary of the NAACP in Mississippi. As such, he organized voter-registration efforts and economic boycotts, and investigated crimes perpetrated against blacks. Evers was assassinated outside of his Mississippi home in 1963, and after years of on-again, off-again legal proceedings, his killer was sent to prison in 1994. In 2017, President Barack Obama designated Evers' home a national historic landmark. Early Life and Education Medgar Wiley Evers was born on July 2, 1925, in Decatur, Mississippi. Growing up in a Mississippi farming family, Evers was drafted into the U.S. Army in 1943. He fought in both France and Germany during World War II and received an honorable discharge in 1946. Evers went on to enroll at Alcorn College (now Alcorn State University) in Lorman, Mississippi, in 1948. He married fellow student Myrlie Beasley during his senior year, before graduating in 1952. Early Civil Rights Work After initially finding work as an insurance salesman, Evers soon became involved in the Regional Council of Negro Leadership (RCNL). Proving up to the task in his first experience as a civil rights organizer, he spearheaded the group's boycott against gas stations that refused to let blacks use their restrooms. With his brother Charles, Evers also worked on behalf of the NAACP, organizing local affiliates. Lawsuit Against the University of Mississippi Evers applied to the University of Mississippi Law School in February 1954. After being rejected, he volunteered to help the NAACP try to integrate the university with a lawsuit. Thurgood Marshall served as his attorney for this legal challenge to racial discrimination. While he failed to gain admission to the law school, Evers managed to raise his profile with the NAACP. In May 1954, the U.S. Supreme Court handed down its decision in the famous Brown v. Board of Education case. This decision legally ended segregation of schools, though it took many years for it to be fully implemented. Later in 1954, Evers became the first field secretary for the NAACP in Mississippi and moved his family to Jackson. As state field secretary, Evers traveled around Mississippi extensively, recruiting new members for the NAACP and organizing voter-registration efforts. Evers also led demonstrations and economic boycotts of white-owned companies that practiced discrimination. While a virtual unknown elsewhere, Evers was one of Mississippi's most prominent civil rights activists. He fought racial injustices in many forms, including how the state and local legal systems handled crimes against African Americans. Evers called for a new investigation into the 1955 lynching of Emmett Till, a 14-year-old African American boy who had allegedly been killed for talking to a white woman. He also protested the conviction of his fellow Mississippi civil rights activist Clyde Kennard on theft charges in 1960. Evers's efforts made him a target for those who opposed racial equality and desegregation. He and his family were subjected to numerous threats and violent actions, including a firebombing of his house in May 1963, shortly before his assassination. Assassination and Aftermath The first Mississippi state field secretary for the National Association for the Advancement of Colored People (NAACP), Evers was shot in the back in the driveway of his home in Jackson, Mississippi, shortly after midnight on June 12, 1963. He died less than an hour later at a nearby hospital. Evers was buried with full military honors in Arlington National Cemetery, and the NAACP posthumously awarded him its 1963 Spingarn Medal. The national outrage over Evers' murder increased support for legislation that would become the Civil Rights Act of 1964. Immediately after Evers's death, the NAACP appointed his brother, Charles, to his position. Charles Evers went on to become a major political figure in the state; in 1969, he was elected the mayor of Fayette, Mississippi, becoming the first African-American mayor of a racially mixed Southern town since Reconstruction. Investigation and Trials A police and FBI investigation of the murder quickly unearthed a prime suspect: Byron De La Beckwith, a white segregationist and founding member of Mississippi's White Citizens Council. Despite mounting evidence against him—a rifle found near the crime scene was registered to Beckwith and had his fingerprints on the scope, and several witnesses placed him in the area—Beckwith denied shooting Evers. He maintained that the gun had been stolen, and produced several witnesses to testify that he was elsewhere on the night of the murder. The bitter conflict over segregation surrounded the two trials that followed. Beckwith received the support of some of Mississippi's most prominent citizens, including then-Governor Ross Barnett, who appeared at Beckwith's first trial to shake hands with the defendant in full view of the jury. In 1964, Beckwith was set free after two all-white juries deadlocked. New Evidence and Conviction After Beckwith's second trial, his wife moved their children to California, where she earned a degree from Pomona College and was later named to the Los Angeles Commission of Public Works. Convinced that her husband's killer had not been brought to justice, she continued to search for new evidence in the case. In 1989, the question of Beckwith's guilt was again raised when a Jackson newspaper published accounts of the files of the now-defunct Mississippi Sovereignty Commission, an organization that existed during the 1950s to help raise popular support for the maintenance of segregation. The accounts showed that the commission had helped lawyers for Beckwith screen potential jurors during the first two trials. A review by the Hinds County District Attorney's office found no evidence of such jury tampering, but it did locate a number of new witnesses, including several individuals who would eventually testify that Beckwith had bragged to them about the murder. In December 1990, Beckwith was again indicted for the murder of Evers. After a number of appeals, the Mississippi Supreme Court finally ruled in favor of a third trial in April 1993. Ten months later, testimony began before a racially mixed jury of eight blacks and four whites. In February 1994, nearly 31 years after Evers' death, Beckwith was convicted and sentenced to life in prison. He died in January 2001 at the age of 80. Legacy and Landmark Since his untimely passing, Evers' contributions to the Civil Rights Movement have been honored in many ways. His wife created what is now known as the Medgar and Myrlie Evers Institute in Jackson, Mississippi, to continue the couple's commitment to social change. The City University of New York named one of its campuses after the slain activist, and in 2009, the U.S. Navy also bestowed his name on one of its vessels. In early 2017, President Obama designated Evers' home a national historic landmark. “The National Historic Landmark designation is an important step toward recognizing and preserving significant civil rights sites in Mississippi and around the country,” Mississippi Senator Thad Cochran said in a statement. “The sacrifices made by Medgar and Myrlie Evers deserve this distinction.” We strive for accuracy and fairness. If you see something that doesn't look right, contact us!	1,581	ENGLISH	1
How Did The Christmas Tree Tradition Start? In ancient times, trees that stayed green all year had a special meaning for people in the winter. Just as people today decorate their homes during the Holidays with pine, spruce, and fir trees, ancient people hung evergreen boughs over their doors and windows. In many countries, people believed that evergreens would ward off witches, ghosts, evil spirits, and illness. Germany is credited with starting the Christmas tree tradition as we now know it. Beginning in the 16th century, devout Christians brought decorated trees into their homes. It is a widely held belief that Martin Luther, the 16th-century Protestant reformer, first added lighted candles to a tree. Walking toward his home one winter evening, composing a sermon, he was awed by the brilliance of stars twinkling amidst evergreens. To recapture the scene for his family, he erected a tree in the main room and wired its branches with lighted candles. Who Brought Christmas Trees to America? The first record of a Christmas Tree being on display was in the 1830s by the German settlers of Pennsylvania, although trees had been a tradition in many German homes much earlier. The Pennsylvania German settlements had community trees as early as 1747. But, as late as the 1840s Christmas trees were seen as pagan symbols and not accepted by most Americans. In 1846, the popular royals, Queen Victoria and her German Prince, Albert, were sketched in the Illustrated London News standing with their children around a Christmas tree. Unlike the previous royal family, Victoria was very popular with her subjects, and what was done at court immediately became fashionable—not only in Britain, but with fashion-conscious East Coast American Society. The Christmas tree was an immediate sensation! By the 1890s Christmas ornaments were arriving from Germany and Christmas tree popularity was on the rise around the U.S. Europeans still used small trees about four feet in height, while Americans liked their Christmas trees to reach from floor to ceiling. The tradition of floor to ceiling trees continues to this day. The early 20th century saw Americans decorating their trees mainly with homemade ornaments, while many German-Americans continued to use apples, nuts, and marzipan cookies. Popcorn joined in after being dyed bright colors and interlaced with berries and nuts. Electricity brought about Christmas lights, making it possible for Christmas trees to glow for days on end. With this, Christmas trees began to appear in town squares across the country and having a Christmas tree in the home became an American tradition. Today, the Christmas tree is a worldwide tradition, and the tree is seen in many American homes throughout the holiday season. Did you know? The tallest artificial Christmas tree was 170 foot high and was covered in green PVC leaves!. It was called the 'Peace Tree' and was designed by Grupo Sonae Distribuição Brasil and was displayed in Moinhos de Vento Park, Porto Alegre, Brazil from 1st December 2001 until 6th January 2002.	<urn:uuid:6ae236f0-f2e3-4520-ac33-85717353b2d0>	CC-MAIN-2020-05	https://activerain.com/blogsview/5436267/-oh-christmas-tree---the-history-of-the-holiday-tree-	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783000.84/warc/CC-MAIN-20200128184745-20200128214745-00145.warc.gz	en	0.983998	632	3.359375	3	[ 0.27716904878616333, 0.5099166631698608, 0.4261089861392975, -0.39515626430511475, 0.287663996219635, -0.1068001538515091, -0.1761883795261383, -0.09973397850990295, 0.1073121726512909, 0.28508901596069336, 0.21862924098968506, 0.3526909649372101, -0.5062124729156494, 0.15568730235099792, ...	2	How Did The Christmas Tree Tradition Start? In ancient times, trees that stayed green all year had a special meaning for people in the winter. Just as people today decorate their homes during the Holidays with pine, spruce, and fir trees, ancient people hung evergreen boughs over their doors and windows. In many countries, people believed that evergreens would ward off witches, ghosts, evil spirits, and illness. Germany is credited with starting the Christmas tree tradition as we now know it. Beginning in the 16th century, devout Christians brought decorated trees into their homes. It is a widely held belief that Martin Luther, the 16th-century Protestant reformer, first added lighted candles to a tree. Walking toward his home one winter evening, composing a sermon, he was awed by the brilliance of stars twinkling amidst evergreens. To recapture the scene for his family, he erected a tree in the main room and wired its branches with lighted candles. Who Brought Christmas Trees to America? The first record of a Christmas Tree being on display was in the 1830s by the German settlers of Pennsylvania, although trees had been a tradition in many German homes much earlier. The Pennsylvania German settlements had community trees as early as 1747. But, as late as the 1840s Christmas trees were seen as pagan symbols and not accepted by most Americans. In 1846, the popular royals, Queen Victoria and her German Prince, Albert, were sketched in the Illustrated London News standing with their children around a Christmas tree. Unlike the previous royal family, Victoria was very popular with her subjects, and what was done at court immediately became fashionable—not only in Britain, but with fashion-conscious East Coast American Society. The Christmas tree was an immediate sensation! By the 1890s Christmas ornaments were arriving from Germany and Christmas tree popularity was on the rise around the U.S. Europeans still used small trees about four feet in height, while Americans liked their Christmas trees to reach from floor to ceiling. The tradition of floor to ceiling trees continues to this day. The early 20th century saw Americans decorating their trees mainly with homemade ornaments, while many German-Americans continued to use apples, nuts, and marzipan cookies. Popcorn joined in after being dyed bright colors and interlaced with berries and nuts. Electricity brought about Christmas lights, making it possible for Christmas trees to glow for days on end. With this, Christmas trees began to appear in town squares across the country and having a Christmas tree in the home became an American tradition. Today, the Christmas tree is a worldwide tradition, and the tree is seen in many American homes throughout the holiday season. Did you know? The tallest artificial Christmas tree was 170 foot high and was covered in green PVC leaves!. It was called the 'Peace Tree' and was designed by Grupo Sonae Distribuição Brasil and was displayed in Moinhos de Vento Park, Porto Alegre, Brazil from 1st December 2001 until 6th January 2002.	638	ENGLISH	1
Writing homework can be a big struggle for many students. This can also mean big headaches for parents as they try to figure out a way to get through the assignment. I’ve spent a couple weeks trying to figure out where the root of the struggle might be for some kids. They may say they “hate writing” or that they have “nothing to write about.” They may also choose to write about something so simple because they feel it is the easier way to get the assignment done correctly. A student might choose to write about cats because they know how to spell cat. They might fill the page with 3 word sentences that sound like a robot. These are all just excuses and easy ways to get out of the assignment. If the homework stated: Tell an adult about a sea creature. I know without a doubt, students could go on and on about any number of topics. Their talking would be full of details. The expressions on their faces would be engaging. However, when kids look at a blank homework sheet it is a different experience. Why? For this homework help strategy I decided to go with what works….Talk about it! Homework Given: Student must write a response to a prompt. Goal: To get the student to match the level of speaking vocabulary into the writing. Strategy: Talk it out Have a conversation with the student at the start of the assignment. Read the prompt/topic together. Then talk about possible ideas. I like to jot down the topic and ideas on a piece of paper as the student is talking. I draw little pictures about what the child is talking about. It is easy to get more details that might be missing with simple questions like: What does it look like? Where does it live? What does it eat? I also ask more open-ended questions to get more elaborate responses. Why did you choose this animal? Tell me about a time when you saw this creature? This picture shows the responses given by a kindergarten boy about his favorite sea creature. He decided he wanted to tell me about an eel. He told me about how it looks, and how the fin on his back helps him swim. He told me that some eels could sting you. There are also eels that light up in the dark water. He went on to say that he loves to see the eels at the zoo. Within a few minutes he was able to pick a topic and give me over 4 details. For a beginning writer (5 to 6 years old), this is awesome!! At this age I am not as concerned with spelling. My focus is helping the child get his thoughts onto paper. Each picture is basically a detail sentence. As he starts to write, he checks off each picture as he writes about the detail. When he is done, he rereads his paragraph to make sure it makes sense. This also helps me understand what the misspelled words are. His sentences are written with his voice. He used words in his talking paragraph that he doesn’t know how to spell. Instead of picking easier sentences to write, he must use inventive spelling to get his ideas across to the reader. Examples of these words are shape, sting, and light. His paragraph states: I like the eel. It has a shape on his back. It could sting you. They light up. I like to see eels at the zoo. Important Note: There are NO eraser marks on his writing. I did not ask him to change anything! These are his ideas and how he wants to put them on his paper. I am not worried about his spelling. I praise him for getting his thoughts on the paper. I applaud him for the use of capital letters and punctuation where it was appropriate. I am so proud of this young man!! He is growing leaps and bounds in his writing. Help your little talker become a writer. Let thoughts become written sentences. Turn a graphic of spoken ideas into a map for completing a writing assignment. A little confidence can go a long way! This post has been shared at some of these fantastic link parties.	<urn:uuid:debcc11c-ab7f-4852-80e3-a5c97cf5ce95>	CC-MAIN-2020-05	https://www.fantasticfunandlearning.com/writing-homework-help.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606872.19/warc/CC-MAIN-20200122071919-20200122100919-00318.warc.gz	en	0.982676	854	3.296875	3	[ -0.3958173394203186, -0.25326114892959595, 0.04410901665687561, -0.13528697192668915, -0.6446897983551025, -0.13784614205360413, 0.2767711877822876, 0.2525961399078369, -0.28542444109916687, -0.20291775465011597, 0.14801336824893951, 0.005497858859598637, 0.13234099745750427, 0.25739303231...	6	Writing homework can be a big struggle for many students. This can also mean big headaches for parents as they try to figure out a way to get through the assignment. I’ve spent a couple weeks trying to figure out where the root of the struggle might be for some kids. They may say they “hate writing” or that they have “nothing to write about.” They may also choose to write about something so simple because they feel it is the easier way to get the assignment done correctly. A student might choose to write about cats because they know how to spell cat. They might fill the page with 3 word sentences that sound like a robot. These are all just excuses and easy ways to get out of the assignment. If the homework stated: Tell an adult about a sea creature. I know without a doubt, students could go on and on about any number of topics. Their talking would be full of details. The expressions on their faces would be engaging. However, when kids look at a blank homework sheet it is a different experience. Why? For this homework help strategy I decided to go with what works….Talk about it! Homework Given: Student must write a response to a prompt. Goal: To get the student to match the level of speaking vocabulary into the writing. Strategy: Talk it out Have a conversation with the student at the start of the assignment. Read the prompt/topic together. Then talk about possible ideas. I like to jot down the topic and ideas on a piece of paper as the student is talking. I draw little pictures about what the child is talking about. It is easy to get more details that might be missing with simple questions like: What does it look like? Where does it live? What does it eat? I also ask more open-ended questions to get more elaborate responses. Why did you choose this animal? Tell me about a time when you saw this creature? This picture shows the responses given by a kindergarten boy about his favorite sea creature. He decided he wanted to tell me about an eel. He told me about how it looks, and how the fin on his back helps him swim. He told me that some eels could sting you. There are also eels that light up in the dark water. He went on to say that he loves to see the eels at the zoo. Within a few minutes he was able to pick a topic and give me over 4 details. For a beginning writer (5 to 6 years old), this is awesome!! At this age I am not as concerned with spelling. My focus is helping the child get his thoughts onto paper. Each picture is basically a detail sentence. As he starts to write, he checks off each picture as he writes about the detail. When he is done, he rereads his paragraph to make sure it makes sense. This also helps me understand what the misspelled words are. His sentences are written with his voice. He used words in his talking paragraph that he doesn’t know how to spell. Instead of picking easier sentences to write, he must use inventive spelling to get his ideas across to the reader. Examples of these words are shape, sting, and light. His paragraph states: I like the eel. It has a shape on his back. It could sting you. They light up. I like to see eels at the zoo. Important Note: There are NO eraser marks on his writing. I did not ask him to change anything! These are his ideas and how he wants to put them on his paper. I am not worried about his spelling. I praise him for getting his thoughts on the paper. I applaud him for the use of capital letters and punctuation where it was appropriate. I am so proud of this young man!! He is growing leaps and bounds in his writing. Help your little talker become a writer. Let thoughts become written sentences. Turn a graphic of spoken ideas into a map for completing a writing assignment. A little confidence can go a long way! This post has been shared at some of these fantastic link parties.	826	ENGLISH	1
2 The Nature of Athenian Democracy The government was the world’s first democracy, a form of government run by the people.Only free male Athenians over the age of 20 who had completed military training were considered citizens and allowed to vote.Women, children, and immigrants had no role in the government; nor did slaves. 3 Citizens’ Duties Citizens were expected to: Vote in all elections Serve in office if electedServe on juriesServe in the military during war. 4 Athenian Government Athenian democracy consisted of three main bodies. The first was an assembly that included citizens. This assembly approved all of the laws and important decisions for Athens. It met on a particular hill within the city. This type of system, in which all people vote directly on an issue, is called a direct democracy.The second was the Council of 500. The 500 met daily. The main role of the Council, was to write laws. The members were chosen randomly.The third was the courts that heard trials and sentenced criminals. Members of these courts, which could number up to 6,000 people, were chosen from the assembly. 5 Athenian EconomyAthenians got the goods they needed for everyday life by - trading with foreign lands and other city-states. - buying and selling goods in the agora, or marketplace. - using coins, which made trade easier. 6 Education in Athens Athenian boys were taught to be good citizens. went to school between the ages of 6 and 14. They learned reading, writing, arithmetic, literature, sports, and music.began military training at age 18.sometimes continued their education with a private tutor if they were wealthy. 7 Women in AthensWomen in Athens - were not citizens. - could not choose their husbands. - could not own much property. - sometimes were priestesses. - managed their households. - didn’t go out alone. 8 Slaves in AthensSlaves in Athens - were either born slaves or had been captured in war. - performed a variety of jobs, some of them highly skilled. - sometimes worked in silver mines. 9 SpartaSparta was one of the mightiest city-states in Greece, if one of the least typical.Located on the Peloponnesus, the large peninsula of southern Greece, Sparta was at first surrounded by smaller towns.Over time, Sparta seized control of the towns around it. 10 Spartan GovernmentSparta was an oligarchy where - the real power was in the hands of only a few people. - the important decisions were made by the Council of Elders. - council members had to be at least 60 and wealthy. - council members served for life. - the Assembly had little power. - the Assembly did not debate issues. 11 Spartan EconomySpartans got the goods they needed for everyday life by- farming.- carrying on some trade with other city-states.forcing conquered people to become helots, or state slaves who farmed for the Spartans.Sparta discouraged trade (even used heavy iron bars for money) and feared outside ideas could hurt their polis. 12 Education in SpartaThe Spartans demanded strength and toughness from birth.Babies, boys and girls alike, were examined for strength after birth. If a child was found unhealthy, he or she was left in the wild to die.At age seven, all children began training for combat.At the end of their training, groups of boys were sent into the wilderness with no food or tools and were expected to survive.At age 20, boys became hoplites, or foot soldiers.They remained in the army for 10 years, after which time they were allowed to leave and take their place as citizens. 13 Women in SpartaSparta was rather unusual among Greek city-states in that women played an important role in society.Spartan women were trained in gymnastics for physical fitness.The Spartans thought women had to be fit to bear strong children.They had the right to own property, a right forbidden to women in most of Greece. 14 Slaves in SpartaHelots (slaves) were given to Spartan citizens to work on farms so that the citizens did not have to perform manual labor.The helots outnumbered Spartan citizens by about seven to one and were always ready to rebel against their rulers.Consequently, helots- were treated very harshly.- were killed if it was thought they might rebel.However, helots- could marry freely.- could sell any extra crops they had.- could buy their freedom.	<urn:uuid:a200148c-1b6e-4e8f-a717-d737139f1147>	CC-MAIN-2020-05	http://slideplayer.com/slide/6298147/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251802249.87/warc/CC-MAIN-20200129194333-20200129223333-00511.warc.gz	en	0.988711	935	4.125	4	[ -0.24290992319583893, 0.227634459733963, 0.1875506192445755, -0.6211223006248474, -0.6214589476585388, 0.02018831856548786, -0.043137919157743454, 0.3402867317199707, -0.15016885101795197, 0.2813476324081421, -0.31068313121795654, 0.1561180204153061, 0.002640416380017996, 0.280112981796264...	1	2 The Nature of Athenian Democracy The government was the world’s first democracy, a form of government run by the people.Only free male Athenians over the age of 20 who had completed military training were considered citizens and allowed to vote.Women, children, and immigrants had no role in the government; nor did slaves. 3 Citizens’ Duties Citizens were expected to: Vote in all elections Serve in office if electedServe on juriesServe in the military during war. 4 Athenian Government Athenian democracy consisted of three main bodies. The first was an assembly that included citizens. This assembly approved all of the laws and important decisions for Athens. It met on a particular hill within the city. This type of system, in which all people vote directly on an issue, is called a direct democracy.The second was the Council of 500. The 500 met daily. The main role of the Council, was to write laws. The members were chosen randomly.The third was the courts that heard trials and sentenced criminals. Members of these courts, which could number up to 6,000 people, were chosen from the assembly. 5 Athenian EconomyAthenians got the goods they needed for everyday life by - trading with foreign lands and other city-states. - buying and selling goods in the agora, or marketplace. - using coins, which made trade easier. 6 Education in Athens Athenian boys were taught to be good citizens. went to school between the ages of 6 and 14. They learned reading, writing, arithmetic, literature, sports, and music.began military training at age 18.sometimes continued their education with a private tutor if they were wealthy. 7 Women in AthensWomen in Athens - were not citizens. - could not choose their husbands. - could not own much property. - sometimes were priestesses. - managed their households. - didn’t go out alone. 8 Slaves in AthensSlaves in Athens - were either born slaves or had been captured in war. - performed a variety of jobs, some of them highly skilled. - sometimes worked in silver mines. 9 SpartaSparta was one of the mightiest city-states in Greece, if one of the least typical.Located on the Peloponnesus, the large peninsula of southern Greece, Sparta was at first surrounded by smaller towns.Over time, Sparta seized control of the towns around it. 10 Spartan GovernmentSparta was an oligarchy where - the real power was in the hands of only a few people. - the important decisions were made by the Council of Elders. - council members had to be at least 60 and wealthy. - council members served for life. - the Assembly had little power. - the Assembly did not debate issues. 11 Spartan EconomySpartans got the goods they needed for everyday life by- farming.- carrying on some trade with other city-states.forcing conquered people to become helots, or state slaves who farmed for the Spartans.Sparta discouraged trade (even used heavy iron bars for money) and feared outside ideas could hurt their polis. 12 Education in SpartaThe Spartans demanded strength and toughness from birth.Babies, boys and girls alike, were examined for strength after birth. If a child was found unhealthy, he or she was left in the wild to die.At age seven, all children began training for combat.At the end of their training, groups of boys were sent into the wilderness with no food or tools and were expected to survive.At age 20, boys became hoplites, or foot soldiers.They remained in the army for 10 years, after which time they were allowed to leave and take their place as citizens. 13 Women in SpartaSparta was rather unusual among Greek city-states in that women played an important role in society.Spartan women were trained in gymnastics for physical fitness.The Spartans thought women had to be fit to bear strong children.They had the right to own property, a right forbidden to women in most of Greece. 14 Slaves in SpartaHelots (slaves) were given to Spartan citizens to work on farms so that the citizens did not have to perform manual labor.The helots outnumbered Spartan citizens by about seven to one and were always ready to rebel against their rulers.Consequently, helots- were treated very harshly.- were killed if it was thought they might rebel.However, helots- could marry freely.- could sell any extra crops they had.- could buy their freedom.	930	ENGLISH	1
DEUTERO-CANONICAL, BOOKS [ISBE] - du-ter-o-ka-non'-i-kal: A term sometimes used to designate certain books, which by the Council of Trent were included in the Old Testament, but which the Protestant churches designated as apocryphal (see APOCRYPHA), and also certain books of the New Testament which for a long time were not accepted by the whole church as Scripture. Webster says the term pertains to "a second Canon or ecclesiastical writing of inferior authority," and the history of these books shows that they were all at times regarded by a part of the church as being inferior to the others and some of them are so regarded today. This second Canon includes Tobit, Judith, Wisdom, Ecclusiasticus, 2 Esdras, 1 Maccabees and 2 Maccabees of the Old Testament, and Hebrews, James, 2 Peter, 2 John, 3 John, Jude, and Revelation of the New Testament. 1. The Old Testament Books: The Old Testament books under consideration were not in the Hebrew Canon and they were originally designated as apocryphal. The Septuagint contained many of the apocrphyal books, and among these were most of those which we have designated deutero-canonical. The Septuagint was perhaps the Greek Bible of New Testament times and it continued to be the Old Testament of the early church, and hence, these books were widely distributed. It seems, however, that they did not continue to hold their place along with the other books, for Athanasius, bishop of Alexandria, in his Festal Epistle in 367 gave a list of the books of the Bible which were to be read, and at the close of this list he said: "There are also other books besides these, not canonized, yet set by the Fathers to be read to those who have just come up and who wish to be informed as to the word of godliness: Wisdom, Sirach, Esther, Judith, Tobit, the so-called Teaching of the Apes, and the Shepherd of Hermas." Jerome also made a distinction between the apocryphal books and the others. In his Preface, after enumerating the books contained in the Hebrew Canon, he adds: "This prologue I write as a preface to the books to be translated by us from the Hebrew into Latin, that we may know that all the books which are not of this number are apocrphyal; therefore Wisdom, which is commonly ascribed to Solomon as its author, and the book of Jesus the son of Sirach, Judith, Tobit and the Shepher are not in the Canon." Rufinus made the same distinction as did Jerome. He declared that "these books are not canonical, but have been called by our forefathers ecclesiastical." Augustine included these books in his list which he published in 397. He begins the list thus: "The entire canon of Scripture is comprised in these books." Then follows a list of the books which includes Tobit, Judith, 1 Maccabees, 2 Maccabees, 2 Esdras, Wisdom and Ecclesiasticus, and it closes with these words: "In these 44 books is comprised all the authority of the Old Testament." Inasmuch as these books were regarded by the church at large as ecclesiastical and helpful, and Augustine had given them canonical sanction, they rapidly gained in favor and most of them are found in the great manuscripts. See CANON OF THE OLD TESTAMENT. 2. The New Testament Books: It is not probable that there was any general council of the church in those early centuries that set apart the various books of the New Testament and canonized them as Scripture for the whole church. There was no single historical event which brought together the New Testament books which were everywhere to be regarded as Scripture. These books did not make the same progress in the various provinces and churches. A careful study of conditions reveals the fact that there was no uniform New Testament canon in the church during at least the first 3 centuries. The Ethiopic church, for example, had 35 books in its New Testament, while the Syrian church had only 22 books. From an early date the churches were practically agreed on those books which are sometimes designated as the protocanonical, and which Eusebius designated as the homologoumena. They differed, however, in regard to the 7 disputed books which form a part of the so-called deutero-canon, and which Eusebius designated as the antilegomena. They also differed in regard to other ecclesiastical writings, for there was no fixed line between canonical and non-canonical books. While there was perhaps no council of the church that had passed on the books and declared them canonical, it is undoubtedly true that before the close of the 2nd century all the books that are in our New Testament, with the exception of those under consideration, had become recognized as Scripture in all orthodox churches. The history of these seven books reveals the fact that although some of them were early used by the Fathers, they afterward fell into disfavor. That is especially true of Hebrews and Revelation. Generally speaking, it can be said that at the close of the 2nd century the 7 books under consideration had failed to receive any such general recognition as had the rest; however, all, with perhaps the exception of 2 Peter, had been used by some of the Fathers. He was freely attested by Clement of Rome and Justin Martyr; James by Hermas and probably by Clement of Rome; 2 John, 3 John and Jude by the Muratorian Fragment; Revelation by Hermas and Justin Martyr who names John as its author. See CANON OF THE NEW TESTAMENT. Jerome, who prepared the Vulgate (Jerome's Latin Bible, 390-405 A.D.) in the closing years of the 4th century, accepted all 7 of the doubtful books, yet he held that 2 John and 3 John were written by the Presbyter, and he intimated that 2 Peter and Jude were still rejected by some, and he said the Latins did not receive He among the canonical Scriptures, neither did the Greek churches receive Augustine, who was one of the great leaders during the last part of the 4th century and the first part of the 5th, accepted without question the 7 disputed books. These books had gradually gained in favor and the position of Jerome and Augustine practically settled their canonicity for the orthodox churches. The Council of Carthage, held in 397, adopted the catalogue of Augustine. This catalogue contained all the disputed books both of the New Testament and the Old Testament. Since the Reformation. The Canon of Augustine became the Canon of the majority of the churches and the Old Testament books which he accepted were added to the Vulgate, but there were some who still held to the Canon of Jerome. The awakening of the Reformation inevitably led to a reinvestigation of the Canon, since the Bible was made the source of authority, and some of the disputed books of the New Testament were again questioned by the Reformers. The position given the Bible by the Reformers led the Roman church to reaffirm its sanction and definitely to fix the books that should be accepted. Accordingly the Council of Trent, which convened in 1546, made the Canon of Augustine, which included the 7 apocphyal books of the Old Testament, and the 7 disputed books of the New Testament, the Canon of the church, and it pronounced a curse upon those who did not receive these books. The Protestants at first followed the example of Rome and adopted these books which had long had the sanction of usage as their Bible. Gradually, however, the questioned books of the Old Testament were separated from the others. That was true in Coverdale's translation, and in Matthew's Bible they were not only separated from the others but they were prefaced with the words, "the volume of the book called Hagiographa." In Cranmer's Bible, Hagiographa was changed into Apocrypha, and this passed through the succeeding edition into the King James Version. A. W. Fortune	<urn:uuid:99847134-2b5e-457e-8f4e-ccaa21ddc9b5>	CC-MAIN-2020-05	http://classic.net.bible.org/dictionary.php?word=Deutero-Canonical,%20Books	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251802249.87/warc/CC-MAIN-20200129194333-20200129223333-00193.warc.gz	en	0.985293	1,695	3.375	3	[ -0.4347028434276581, 0.16431459784507751, 0.1538940966129303, -0.019056063145399094, -0.1348189264535904, -0.4642442464828491, -0.2630181312561035, 0.0842992439866066, -0.09196923673152924, 0.22740161418914795, -0.322113573551178, -0.17161747813224792, 0.18782320618629456, 0.03517044708132...	2	DEUTERO-CANONICAL, BOOKS [ISBE] - du-ter-o-ka-non'-i-kal: A term sometimes used to designate certain books, which by the Council of Trent were included in the Old Testament, but which the Protestant churches designated as apocryphal (see APOCRYPHA), and also certain books of the New Testament which for a long time were not accepted by the whole church as Scripture. Webster says the term pertains to "a second Canon or ecclesiastical writing of inferior authority," and the history of these books shows that they were all at times regarded by a part of the church as being inferior to the others and some of them are so regarded today. This second Canon includes Tobit, Judith, Wisdom, Ecclusiasticus, 2 Esdras, 1 Maccabees and 2 Maccabees of the Old Testament, and Hebrews, James, 2 Peter, 2 John, 3 John, Jude, and Revelation of the New Testament. 1. The Old Testament Books: The Old Testament books under consideration were not in the Hebrew Canon and they were originally designated as apocryphal. The Septuagint contained many of the apocrphyal books, and among these were most of those which we have designated deutero-canonical. The Septuagint was perhaps the Greek Bible of New Testament times and it continued to be the Old Testament of the early church, and hence, these books were widely distributed. It seems, however, that they did not continue to hold their place along with the other books, for Athanasius, bishop of Alexandria, in his Festal Epistle in 367 gave a list of the books of the Bible which were to be read, and at the close of this list he said: "There are also other books besides these, not canonized, yet set by the Fathers to be read to those who have just come up and who wish to be informed as to the word of godliness: Wisdom, Sirach, Esther, Judith, Tobit, the so-called Teaching of the Apes, and the Shepherd of Hermas." Jerome also made a distinction between the apocryphal books and the others. In his Preface, after enumerating the books contained in the Hebrew Canon, he adds: "This prologue I write as a preface to the books to be translated by us from the Hebrew into Latin, that we may know that all the books which are not of this number are apocrphyal; therefore Wisdom, which is commonly ascribed to Solomon as its author, and the book of Jesus the son of Sirach, Judith, Tobit and the Shepher are not in the Canon." Rufinus made the same distinction as did Jerome. He declared that "these books are not canonical, but have been called by our forefathers ecclesiastical." Augustine included these books in his list which he published in 397. He begins the list thus: "The entire canon of Scripture is comprised in these books." Then follows a list of the books which includes Tobit, Judith, 1 Maccabees, 2 Maccabees, 2 Esdras, Wisdom and Ecclesiasticus, and it closes with these words: "In these 44 books is comprised all the authority of the Old Testament." Inasmuch as these books were regarded by the church at large as ecclesiastical and helpful, and Augustine had given them canonical sanction, they rapidly gained in favor and most of them are found in the great manuscripts. See CANON OF THE OLD TESTAMENT. 2. The New Testament Books: It is not probable that there was any general council of the church in those early centuries that set apart the various books of the New Testament and canonized them as Scripture for the whole church. There was no single historical event which brought together the New Testament books which were everywhere to be regarded as Scripture. These books did not make the same progress in the various provinces and churches. A careful study of conditions reveals the fact that there was no uniform New Testament canon in the church during at least the first 3 centuries. The Ethiopic church, for example, had 35 books in its New Testament, while the Syrian church had only 22 books. From an early date the churches were practically agreed on those books which are sometimes designated as the protocanonical, and which Eusebius designated as the homologoumena. They differed, however, in regard to the 7 disputed books which form a part of the so-called deutero-canon, and which Eusebius designated as the antilegomena. They also differed in regard to other ecclesiastical writings, for there was no fixed line between canonical and non-canonical books. While there was perhaps no council of the church that had passed on the books and declared them canonical, it is undoubtedly true that before the close of the 2nd century all the books that are in our New Testament, with the exception of those under consideration, had become recognized as Scripture in all orthodox churches. The history of these seven books reveals the fact that although some of them were early used by the Fathers, they afterward fell into disfavor. That is especially true of Hebrews and Revelation. Generally speaking, it can be said that at the close of the 2nd century the 7 books under consideration had failed to receive any such general recognition as had the rest; however, all, with perhaps the exception of 2 Peter, had been used by some of the Fathers. He was freely attested by Clement of Rome and Justin Martyr; James by Hermas and probably by Clement of Rome; 2 John, 3 John and Jude by the Muratorian Fragment; Revelation by Hermas and Justin Martyr who names John as its author. See CANON OF THE NEW TESTAMENT. Jerome, who prepared the Vulgate (Jerome's Latin Bible, 390-405 A.D.) in the closing years of the 4th century, accepted all 7 of the doubtful books, yet he held that 2 John and 3 John were written by the Presbyter, and he intimated that 2 Peter and Jude were still rejected by some, and he said the Latins did not receive He among the canonical Scriptures, neither did the Greek churches receive Augustine, who was one of the great leaders during the last part of the 4th century and the first part of the 5th, accepted without question the 7 disputed books. These books had gradually gained in favor and the position of Jerome and Augustine practically settled their canonicity for the orthodox churches. The Council of Carthage, held in 397, adopted the catalogue of Augustine. This catalogue contained all the disputed books both of the New Testament and the Old Testament. Since the Reformation. The Canon of Augustine became the Canon of the majority of the churches and the Old Testament books which he accepted were added to the Vulgate, but there were some who still held to the Canon of Jerome. The awakening of the Reformation inevitably led to a reinvestigation of the Canon, since the Bible was made the source of authority, and some of the disputed books of the New Testament were again questioned by the Reformers. The position given the Bible by the Reformers led the Roman church to reaffirm its sanction and definitely to fix the books that should be accepted. Accordingly the Council of Trent, which convened in 1546, made the Canon of Augustine, which included the 7 apocphyal books of the Old Testament, and the 7 disputed books of the New Testament, the Canon of the church, and it pronounced a curse upon those who did not receive these books. The Protestants at first followed the example of Rome and adopted these books which had long had the sanction of usage as their Bible. Gradually, however, the questioned books of the Old Testament were separated from the others. That was true in Coverdale's translation, and in Matthew's Bible they were not only separated from the others but they were prefaced with the words, "the volume of the book called Hagiographa." In Cranmer's Bible, Hagiographa was changed into Apocrypha, and this passed through the succeeding edition into the King James Version. A. W. Fortune	1,734	ENGLISH	1
(Credit: Culture Club/Getty Images) Archaeologists are to dig up from the scene of the most infamous clan massacre in Scottish history, and have unearthed portions of a “lost” village in the Highland valley of Glencoe. The scheme is recommended for use in the 1692 massacre of the MacDonald clan of Glencoe, so-called because they had failed to swear allegiance to King William III. Derek Alexander, head of archaeology for the National Trust for Scotland (NTS), said that the excavations had uncovered the remains of the buildings of the small town, or in “clachan,” of the Achtriochtan, is one of the three most important of the settlements along the glen, which is now abandoned. Related: 25 Horrifying Archaeological Discoveries Of The three local authorities, each of which is less than a dozen buildings, can be marked on a military map of the valley in the early 1750s. “It is likely that they were in the towns, and, although the world would have been 60 years,” Alexander told Live Science. The inhabitants of the Achtriochtan, were among those put to the sword ‘ in February 1692, when government soldiers from the Campbell clan, who had been housed in the MacDonald-housing in Glencoe for almost two weeks, was given the order to kill all of their hosts. Witnesses said the 38 men from the clan Macdonald were killed and dozens of others, including women and children, have fled to the surrounding mountains and ridges. There are many, many died from exposure to the snow and winter weather. The massacre led to a parliamentary inquiry and the resignation of some of the Scots political leaders, the event is also said to have inspired the blood-drenched Red Wedding” episode of tv’s “Game of Thrones” Smithsonian.com have been reported. Not much blood NTS archaeologists have begun the excavation of the buried cities in the Glencoelast years of age, in the hope of finding specific documents relating to the 1692 massacre, and the subsequent occupation of the Highlands to the valley. Alexander said that the latest excavations have focused on the buried remains of a single house in Achtriochtan, which is about 40 meters long and 20 meters wide (13 x 6 m), and this may be the home for a large family. It is believed that the stones of the walls of the house, which is up to 3 feet (1 m) wide, and are covered with a layer of peat. This could have been done to the insulation of the houses, and they are better able to withstand the weather conditions in the mountains. Related: The 25 Most Mysterious Archaeological Finds on Earth The NTS is holding an appeal to raise money for the building of a replica of the ancient house, at the NTS Glencoe visitor centre. The replica is said to be the use of materials and techniques, from the time of Alexander, has said. However, the research is hampered due to the scarcity of the remains of the house, the stone walls, while the floor will remain, ” he said. The stone of the wall, and it has been taken for the construction of the road through the valley, and, if applicable, of the buildings of a working farm. The floor was covered with earth and not be seen by those who took of the stones of the wall, ” he said. The mystery building The Glencoe massacre of 1692 is famous in Scottish history, but many of the MacDonalds survived, and held in the townships of glen, including Achtriochtan, Alexander said. In particular, a number of the MacDonalds of Glencoe appeared on the muster roll of the rebel army of Charles Edward Stuart, known as Bonnie Prince Charlie, who tried, and failed, to restore his family to the British throne in the Jacobite rising of 1745. In the secondary roles, and in some cases, the soldiers’ profession, and one of the MacDonalds, was listed as the owner of a “change-house” or inn, in Glencoe. The house, which is now being dug up in Achtriochtan, was set up along the way, so that the building could have served as a local change to the house, Alexander said. “Or was that a different one of a home, it’s hard to tell,” he said. “It might just be that you feel you have the horse didn’t like who you are, and had something to eat, or the water, or whiskey, or something like that.” A sample of the pottery is of a type which is well known as a manganese mottled ware, ceramic is used for the making of beer glasses, it had also been found in the ruins of the building. It seems to be hard to believe, but it is more significant the material, the finds will be found in the house. “Many of the buildings in which many of the artefacts are not. They can be cleaned over and over again,” Alexander said. Instead, many of the artifacts were found where they had been dismissed as nonsense the so-called “good hope,” he said. “If we have to do more excavations around the structures, and allows us to do more of the stuff.” - The 25 Cultures That Practiced Human Sacrifice - Biblical Battles: The 12, Old of Wars that grew out of the Bible - Photos: 1500-Year-Old Massacre Site Has Been Excavated Originally published on Live Science.	<urn:uuid:e9276da3-931f-418f-85bd-4f00e5b406b5>	CC-MAIN-2020-05	http://hoholok.com/the-lost-village-can-be-found-on-the-web-site-of-the-most-infamous-clan-massacre-in-scotland/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250628549.43/warc/CC-MAIN-20200125011232-20200125040232-00105.warc.gz	en	0.980465	1,189	3.453125	3	[ -0.1568368822336197, 0.2458021640777588, 0.059973493218421936, 0.2985162138938904, 0.34516721963882446, -0.07833285629749298, -0.07435022294521332, -0.1955196112394333, -0.23982085287570953, 0.11664940416812897, 0.4488269090652466, -0.3471203148365021, 0.10524944216012955, 0.37502723932266...	1	(Credit: Culture Club/Getty Images) Archaeologists are to dig up from the scene of the most infamous clan massacre in Scottish history, and have unearthed portions of a “lost” village in the Highland valley of Glencoe. The scheme is recommended for use in the 1692 massacre of the MacDonald clan of Glencoe, so-called because they had failed to swear allegiance to King William III. Derek Alexander, head of archaeology for the National Trust for Scotland (NTS), said that the excavations had uncovered the remains of the buildings of the small town, or in “clachan,” of the Achtriochtan, is one of the three most important of the settlements along the glen, which is now abandoned. Related: 25 Horrifying Archaeological Discoveries Of The three local authorities, each of which is less than a dozen buildings, can be marked on a military map of the valley in the early 1750s. “It is likely that they were in the towns, and, although the world would have been 60 years,” Alexander told Live Science. The inhabitants of the Achtriochtan, were among those put to the sword ‘ in February 1692, when government soldiers from the Campbell clan, who had been housed in the MacDonald-housing in Glencoe for almost two weeks, was given the order to kill all of their hosts. Witnesses said the 38 men from the clan Macdonald were killed and dozens of others, including women and children, have fled to the surrounding mountains and ridges. There are many, many died from exposure to the snow and winter weather. The massacre led to a parliamentary inquiry and the resignation of some of the Scots political leaders, the event is also said to have inspired the blood-drenched Red Wedding” episode of tv’s “Game of Thrones” Smithsonian.com have been reported. Not much blood NTS archaeologists have begun the excavation of the buried cities in the Glencoelast years of age, in the hope of finding specific documents relating to the 1692 massacre, and the subsequent occupation of the Highlands to the valley. Alexander said that the latest excavations have focused on the buried remains of a single house in Achtriochtan, which is about 40 meters long and 20 meters wide (13 x 6 m), and this may be the home for a large family. It is believed that the stones of the walls of the house, which is up to 3 feet (1 m) wide, and are covered with a layer of peat. This could have been done to the insulation of the houses, and they are better able to withstand the weather conditions in the mountains. Related: The 25 Most Mysterious Archaeological Finds on Earth The NTS is holding an appeal to raise money for the building of a replica of the ancient house, at the NTS Glencoe visitor centre. The replica is said to be the use of materials and techniques, from the time of Alexander, has said. However, the research is hampered due to the scarcity of the remains of the house, the stone walls, while the floor will remain, ” he said. The stone of the wall, and it has been taken for the construction of the road through the valley, and, if applicable, of the buildings of a working farm. The floor was covered with earth and not be seen by those who took of the stones of the wall, ” he said. The mystery building The Glencoe massacre of 1692 is famous in Scottish history, but many of the MacDonalds survived, and held in the townships of glen, including Achtriochtan, Alexander said. In particular, a number of the MacDonalds of Glencoe appeared on the muster roll of the rebel army of Charles Edward Stuart, known as Bonnie Prince Charlie, who tried, and failed, to restore his family to the British throne in the Jacobite rising of 1745. In the secondary roles, and in some cases, the soldiers’ profession, and one of the MacDonalds, was listed as the owner of a “change-house” or inn, in Glencoe. The house, which is now being dug up in Achtriochtan, was set up along the way, so that the building could have served as a local change to the house, Alexander said. “Or was that a different one of a home, it’s hard to tell,” he said. “It might just be that you feel you have the horse didn’t like who you are, and had something to eat, or the water, or whiskey, or something like that.” A sample of the pottery is of a type which is well known as a manganese mottled ware, ceramic is used for the making of beer glasses, it had also been found in the ruins of the building. It seems to be hard to believe, but it is more significant the material, the finds will be found in the house. “Many of the buildings in which many of the artefacts are not. They can be cleaned over and over again,” Alexander said. Instead, many of the artifacts were found where they had been dismissed as nonsense the so-called “good hope,” he said. “If we have to do more excavations around the structures, and allows us to do more of the stuff.” - The 25 Cultures That Practiced Human Sacrifice - Biblical Battles: The 12, Old of Wars that grew out of the Bible - Photos: 1500-Year-Old Massacre Site Has Been Excavated Originally published on Live Science.	1,176	ENGLISH	1
The Seveso disaster was experienced on the afternoon of July 10, 1976, when a white cloud escaped from a small chemical plant located in Meda, Italy. The residents of Seveso and Meda watched as it slowly descended on them not realizing the nightmare that would soon unfold before them. What Caused It? The plant, which was owned by the ICMESA (Industrie Chimiche Meda Società Azionaria) company, was itself a sub-subsidiary of the Roche Group. It was a producer of Trichlorophenol (TCP) which was used in the production of disinfectant soaps by the company. One of the components of the cloud was about one kilogram of 2,3,7,8-tetrachlorodibenzo-p-dioxin (TCDD). The compound is a proven carcinogenic by-product of the TCP production process that was produced when the temperature rose above 200°C. The accident was caused by an uncontrolled rise in temperature and pressure which led to the production of TCDD and its eventual leakage as the safety valves at the top of the reactor blew out. Effects on the Local Population It did not cause any immediate human fatalities; however, a small number of domestic animals in the vicinity died due to exposure, and more than 77,000 animals were slaughtered as a preemptive measure aimed at protecting the food chain. Shortly after the incident, there were many reported cases of Chloracne, a rare skin condition which is caused by exposure to toxic hydrocarbon chemicals. Although only a small part of the population was affected, most of the patients were children. Cases reported were mild, and all were eventually resolved. This was the most evident and immediate effect of the accident. The region was classified into three zones A, B, and R according to the extent of toxicity. Over 700 inhabitants were evacuated with those from the most severely contaminated area having to leave behind all but their bare essentials. Most of the evacuees were eventually able to return to their homes. About 80% of the TCDD settled on the local foliage until it rained after a few weeks whereby it was then washed into the soil. It was argued that if the vegetation had been disposed of, then the soil contamination would not have been as severe. Eventually, the topsoil that had to be removed in zone A along with the rest of the contaminated materials which included the debris from the uninhabitable houses was put in special concrete basins. Aftermath of the Seveso Disaster The local government, in coordinated efforts with ICMESA, embarked on cleaning up the contaminated area. These efforts were a true success, and by April 1984, decontamination of Zone A was complete. Some evacuees were able to return to their homes, and the local government turned the rest of the zone into a public park known as the Seveso Oak Forest Park. The chemical plant was shut down and all of its waste, which was stored in 41 barrels, was earmarked for disposal as nuclear waste. The move resulted in a debacle of international proportions as the company contracted to do so opted to just transport them out of the country and store them in an unused abattoir in a village in Northern France. Eventually, ROCHE Group, the parent company had to undertake to properly, disposed of the barrels and issued an official statement in 1992 declaring that it had incinerated the waste in Switzerland. Several claims disputed this, but the company was eventually cleared in 1994 by an Environmental Commission set up to investigate the claims. Due to the fiasco resulting from the disposal of the Seveso waste, the European Common Market, now known as the European Union, passed the Seveso Directive, and later on the Seveso II Directive. Studies carried out over the years reported a significant increase in male deaths from heart disease, especially from those living in Zone A, and increased incidences of cancer. It was also noted that there was a decrease in male births in the area. Five former employees of the company were initially sentenced to prison, however, after several appeals, only two of them were found guilty of criminal negligence. Their sentences were suspended. To the victims of the Seveso accident, who had had their lives disrupted either through the loss of their homes, their health, and in some cases the loss of their livelihoods as the region's economy eventually died, must have felt like the final insult. There were violent reactions with the most extreme being the assassination of Paolo Paoletti, a Director of Production at ICMESA. One of the few positive outcomes of the incident was the Seveso Directive and laws enacted by the Italian government that ensured better monitoring of chemical plants and the impact they would possibly have on people and the environment. What was the Seveso Disaster? The Seveso disaster took place on July 10, 1976, when a white cloud escaped from a small chemical plant located in Meda, Italy. About the Author Benjamin Elisha Sawe holds a Bachelor of Arts in Economics and Statistics and an MBA in Strategic Management. He is a frequent World Atlas contributor. Your MLA Citation Your APA Citation Your Chicago Citation Your Harvard CitationRemember to italicize the title of this article in your Harvard citation.	<urn:uuid:f9fa4583-ed36-4b5f-be9d-6e2dd670e42a>	CC-MAIN-2020-05	https://www.worldatlas.com/articles/what-happened-during-the-seveso-disaster.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601241.42/warc/CC-MAIN-20200121014531-20200121043531-00135.warc.gz	en	0.987489	1,091	3.609375	4	[ -0.30574700236320496, 0.07860883325338364, 0.24116086959838867, -0.047225166112184525, 0.33655327558517456, -0.12113085389137268, 0.5174694061279297, 0.3433598577976227, -0.437162846326828, 0.08909040689468384, 0.18357300758361816, -0.4583436846733093, 0.15082162618637085, 0.36700540781021...	2	The Seveso disaster was experienced on the afternoon of July 10, 1976, when a white cloud escaped from a small chemical plant located in Meda, Italy. The residents of Seveso and Meda watched as it slowly descended on them not realizing the nightmare that would soon unfold before them. What Caused It? The plant, which was owned by the ICMESA (Industrie Chimiche Meda Società Azionaria) company, was itself a sub-subsidiary of the Roche Group. It was a producer of Trichlorophenol (TCP) which was used in the production of disinfectant soaps by the company. One of the components of the cloud was about one kilogram of 2,3,7,8-tetrachlorodibenzo-p-dioxin (TCDD). The compound is a proven carcinogenic by-product of the TCP production process that was produced when the temperature rose above 200°C. The accident was caused by an uncontrolled rise in temperature and pressure which led to the production of TCDD and its eventual leakage as the safety valves at the top of the reactor blew out. Effects on the Local Population It did not cause any immediate human fatalities; however, a small number of domestic animals in the vicinity died due to exposure, and more than 77,000 animals were slaughtered as a preemptive measure aimed at protecting the food chain. Shortly after the incident, there were many reported cases of Chloracne, a rare skin condition which is caused by exposure to toxic hydrocarbon chemicals. Although only a small part of the population was affected, most of the patients were children. Cases reported were mild, and all were eventually resolved. This was the most evident and immediate effect of the accident. The region was classified into three zones A, B, and R according to the extent of toxicity. Over 700 inhabitants were evacuated with those from the most severely contaminated area having to leave behind all but their bare essentials. Most of the evacuees were eventually able to return to their homes. About 80% of the TCDD settled on the local foliage until it rained after a few weeks whereby it was then washed into the soil. It was argued that if the vegetation had been disposed of, then the soil contamination would not have been as severe. Eventually, the topsoil that had to be removed in zone A along with the rest of the contaminated materials which included the debris from the uninhabitable houses was put in special concrete basins. Aftermath of the Seveso Disaster The local government, in coordinated efforts with ICMESA, embarked on cleaning up the contaminated area. These efforts were a true success, and by April 1984, decontamination of Zone A was complete. Some evacuees were able to return to their homes, and the local government turned the rest of the zone into a public park known as the Seveso Oak Forest Park. The chemical plant was shut down and all of its waste, which was stored in 41 barrels, was earmarked for disposal as nuclear waste. The move resulted in a debacle of international proportions as the company contracted to do so opted to just transport them out of the country and store them in an unused abattoir in a village in Northern France. Eventually, ROCHE Group, the parent company had to undertake to properly, disposed of the barrels and issued an official statement in 1992 declaring that it had incinerated the waste in Switzerland. Several claims disputed this, but the company was eventually cleared in 1994 by an Environmental Commission set up to investigate the claims. Due to the fiasco resulting from the disposal of the Seveso waste, the European Common Market, now known as the European Union, passed the Seveso Directive, and later on the Seveso II Directive. Studies carried out over the years reported a significant increase in male deaths from heart disease, especially from those living in Zone A, and increased incidences of cancer. It was also noted that there was a decrease in male births in the area. Five former employees of the company were initially sentenced to prison, however, after several appeals, only two of them were found guilty of criminal negligence. Their sentences were suspended. To the victims of the Seveso accident, who had had their lives disrupted either through the loss of their homes, their health, and in some cases the loss of their livelihoods as the region's economy eventually died, must have felt like the final insult. There were violent reactions with the most extreme being the assassination of Paolo Paoletti, a Director of Production at ICMESA. One of the few positive outcomes of the incident was the Seveso Directive and laws enacted by the Italian government that ensured better monitoring of chemical plants and the impact they would possibly have on people and the environment. What was the Seveso Disaster? The Seveso disaster took place on July 10, 1976, when a white cloud escaped from a small chemical plant located in Meda, Italy. About the Author Benjamin Elisha Sawe holds a Bachelor of Arts in Economics and Statistics and an MBA in Strategic Management. He is a frequent World Atlas contributor. Your MLA Citation Your APA Citation Your Chicago Citation Your Harvard CitationRemember to italicize the title of this article in your Harvard citation.	1,114	ENGLISH	1
One of the most sensational events during the First World War strangely enough took place off the battlefield but still caused ripples of concern in Britain that continued to spread across the remainder of the 20th Century. From 24th to 29th April 1916 an armed insurrection took place in Ireland, led and organised by Irish republicans and timed to produce a maximum impact in England that was thought to be vulnerable because of the heavy load of the War. Known as the Easter Rising, the action was coordinated by three main groups of Irish nationalists – namely the Irish Volunteers, the Irish Citizen Army and Cumann na mBan (the Irish Republic’s women’s organisation), all operating under the umbrella of the Irish Republican Brotherhood. An interesting background activity was the rebel attempt to secure German support for the uprising, mostly done though Roger Casement, a British diplomat from an Irish background who was also a strong Irish Nationalist. On Easter Monday, 24 April 1916, the Rising was launched. The main actions were in Dublin where several central locations, including the General Post Office and the South Dublin Union Hospital were occupied and the Irish Republic proclaimed. This was formalised by the issue of the “Proclamation of the Republic”, signed by seven of the organisers, including Patrick Pearse, James Connolly and Tom Clarke. Barracks of the Royal Irish Constabulary were also attacked in other parts of the country, including Ashbourne, County Meath and Enniscorthy. The rebel headquarters was established at the Post Office where the flag of the Irish Republic was flown and the Military Council established their command centre. Several acts of violence were committed on the first day – including a clash between a group of Volunteer Training Corps men and a rebel force that saw four of the Training Corps shot dead. April 24 ended with the British military in disarray, and the initiative much in favour of the rebels. However a key issue emerged over the following three days, with the rebels failing to secure Dublin’s two main railway stations and ports, allowing the British to transport weaponry and large numbers of troops into Dublin. The British troop strength eventually built to some 16,000 men, greatly outnumbering the 1250 men of the rebel forces in Dublin. The German assistance for the rebels also failed to materialise. After this is was only a matter of time, and following several frontal attacks from British troops and heavy shelling from their artillery the rebels were forced to surrender on 29 April. Mass arrests followed and those believed to be involved in the uprising were put before British Military Courts. Fifteen of the principals – including all those who signed the Proclamation, were found guilty and executed by firing squad during May. Roger Casement was found guilty of high treason in London and hanged on 3 August. Image: The flag of the Irish Republic, flown over the Post Office on 24 April. Courtesy Wikimedia Commons.	<urn:uuid:bc80cc8f-0e27-4aed-adb8-8b0d9288059e>	CC-MAIN-2020-05	https://www.historychannel.com.au/articles/trouble-in-ireland-the-easter-rising/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694908.82/warc/CC-MAIN-20200127051112-20200127081112-00366.warc.gz	en	0.980346	592	3.53125	4	[ -0.15955288708209991, 0.004397060256451368, 0.11576230823993683, -0.15063180029392242, 0.2388651818037033, 0.1091909185051918, -0.20947383344173431, -0.12371636927127838, 0.0905410498380661, -0.3516678214073181, -0.16934117674827576, -0.22121602296829224, -0.16494691371917725, 0.6651241779...	1	One of the most sensational events during the First World War strangely enough took place off the battlefield but still caused ripples of concern in Britain that continued to spread across the remainder of the 20th Century. From 24th to 29th April 1916 an armed insurrection took place in Ireland, led and organised by Irish republicans and timed to produce a maximum impact in England that was thought to be vulnerable because of the heavy load of the War. Known as the Easter Rising, the action was coordinated by three main groups of Irish nationalists – namely the Irish Volunteers, the Irish Citizen Army and Cumann na mBan (the Irish Republic’s women’s organisation), all operating under the umbrella of the Irish Republican Brotherhood. An interesting background activity was the rebel attempt to secure German support for the uprising, mostly done though Roger Casement, a British diplomat from an Irish background who was also a strong Irish Nationalist. On Easter Monday, 24 April 1916, the Rising was launched. The main actions were in Dublin where several central locations, including the General Post Office and the South Dublin Union Hospital were occupied and the Irish Republic proclaimed. This was formalised by the issue of the “Proclamation of the Republic”, signed by seven of the organisers, including Patrick Pearse, James Connolly and Tom Clarke. Barracks of the Royal Irish Constabulary were also attacked in other parts of the country, including Ashbourne, County Meath and Enniscorthy. The rebel headquarters was established at the Post Office where the flag of the Irish Republic was flown and the Military Council established their command centre. Several acts of violence were committed on the first day – including a clash between a group of Volunteer Training Corps men and a rebel force that saw four of the Training Corps shot dead. April 24 ended with the British military in disarray, and the initiative much in favour of the rebels. However a key issue emerged over the following three days, with the rebels failing to secure Dublin’s two main railway stations and ports, allowing the British to transport weaponry and large numbers of troops into Dublin. The British troop strength eventually built to some 16,000 men, greatly outnumbering the 1250 men of the rebel forces in Dublin. The German assistance for the rebels also failed to materialise. After this is was only a matter of time, and following several frontal attacks from British troops and heavy shelling from their artillery the rebels were forced to surrender on 29 April. Mass arrests followed and those believed to be involved in the uprising were put before British Military Courts. Fifteen of the principals – including all those who signed the Proclamation, were found guilty and executed by firing squad during May. Roger Casement was found guilty of high treason in London and hanged on 3 August. Image: The flag of the Irish Republic, flown over the Post Office on 24 April. Courtesy Wikimedia Commons.	604	ENGLISH	1
In 1933, Nazi students at more than 30 German universities pillaged libraries in search of books they considered to be "un-German." Among the literary and political writings they threw into the flames were the works of Sholem Asch. And there were also lights shining from the windows of the everyday prayer room of the synagogue, opposite Reb Yechezkiel's windows. Six little lights were shining into the night fog from the room where a simple everyday prayer from the heart of an old tailor was repeated, 'May the Lord forgive us our evil deeds, and spare us from destruction.' —A Shtetl (A Village), 1904 All works published before May 1933 Yiddish dramatist and novelist Sholem Asch (1880-1957) was born in Kutno, Poland, to a religiously observant family. His sympathetic depictions of small town Jewish life in Poland, as exemplified by his 1917 novel Motke Ganef (Motke the Thief), contradicted the Nazi stereotype of the "degenerate Jew." Consequently, his fiction was abhorrent to the Nazis. All of his works published before May 1933 were to be burned. Asch also addressed socialist themes in his writing, as in his 1918 work Onkl Mozes (Uncle Moses), where he portrayed labor disputes in an American sweatshop. Asch emigrated to the United States in 1909 and became a citizen in 1920, but returned to Poland that year. His US citizenship enabled him in 1938 to return to the United States, where he later became an active and effective board member of the Fund for Jewish Refugee Writers. Asch spent his last few years in Tel Aviv and died in London in 1957. Critical Thinking Questions - How did the German public react to the book burnings? What were some of the reactions outside of Germany? - Why do oppressive regimes promote or support censorship and book burning? How might this be a warning sign of mass atrocity?	<urn:uuid:1f4a0ed3-b0e2-4435-a9bd-218b208977ad>	CC-MAIN-2020-05	https://encyclopedia.ushmm.org/content/en/article/sholem-asch	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591431.4/warc/CC-MAIN-20200117234621-20200118022621-00462.warc.gz	en	0.983412	404	3.65625	4	[ -0.10942820459604263, 0.8772978782653809, -0.033306751400232315, 0.04910494014620781, 0.05410070717334747, 0.3557523190975189, -0.06959667056798935, 0.10994752496480942, -0.3655340373516083, -0.33965346217155457, 0.19988733530044556, 0.07599198818206787, -0.08418192714452744, 0.25996211171...	4	In 1933, Nazi students at more than 30 German universities pillaged libraries in search of books they considered to be "un-German." Among the literary and political writings they threw into the flames were the works of Sholem Asch. And there were also lights shining from the windows of the everyday prayer room of the synagogue, opposite Reb Yechezkiel's windows. Six little lights were shining into the night fog from the room where a simple everyday prayer from the heart of an old tailor was repeated, 'May the Lord forgive us our evil deeds, and spare us from destruction.' —A Shtetl (A Village), 1904 All works published before May 1933 Yiddish dramatist and novelist Sholem Asch (1880-1957) was born in Kutno, Poland, to a religiously observant family. His sympathetic depictions of small town Jewish life in Poland, as exemplified by his 1917 novel Motke Ganef (Motke the Thief), contradicted the Nazi stereotype of the "degenerate Jew." Consequently, his fiction was abhorrent to the Nazis. All of his works published before May 1933 were to be burned. Asch also addressed socialist themes in his writing, as in his 1918 work Onkl Mozes (Uncle Moses), where he portrayed labor disputes in an American sweatshop. Asch emigrated to the United States in 1909 and became a citizen in 1920, but returned to Poland that year. His US citizenship enabled him in 1938 to return to the United States, where he later became an active and effective board member of the Fund for Jewish Refugee Writers. Asch spent his last few years in Tel Aviv and died in London in 1957. Critical Thinking Questions - How did the German public react to the book burnings? What were some of the reactions outside of Germany? - Why do oppressive regimes promote or support censorship and book burning? How might this be a warning sign of mass atrocity?	444	ENGLISH	1
1 At that time the Roman emperor, Augustus, decreed that a census should be taken throughout the Roman Empire. 2 (This was the first census taken when Quirinius was governor of Syria.) 3 All returned to their own ancestral towns to register for this census. 4 And because Joseph was a descendant of King David, he had to go to Bethlehem in Judea, David’s ancient home. He traveled there from the village of Nazareth in Galilee. 5 He took with him Mary, his fiancée, who was now obviously pregnant. 6 And while they were there, the time came for her baby to be born. 7 She gave birth to her first child, a son. She wrapped him snugly in strips of cloth and laid him in a manger, because there was no lodging available for them.	<urn:uuid:3149f15b-b62e-4a5f-b860-7537794325b9>	CC-MAIN-2020-05	https://ebible.com/nlt/section/1788	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606226.29/warc/CC-MAIN-20200121222429-20200122011429-00438.warc.gz	en	0.992183	168	3.734375	4	[ -0.046923138201236725, 0.20803964138031006, 0.2843494713306427, 0.045597415417432785, -0.34111812710762024, -0.12372282147407532, -0.06309881061315536, 0.5837883949279785, 0.15411178767681122, -0.4696708917617798, -0.0620129257440567, -0.41276815533638, 0.02989180199801922, 0.3785752952098...	2	1 At that time the Roman emperor, Augustus, decreed that a census should be taken throughout the Roman Empire. 2 (This was the first census taken when Quirinius was governor of Syria.) 3 All returned to their own ancestral towns to register for this census. 4 And because Joseph was a descendant of King David, he had to go to Bethlehem in Judea, David’s ancient home. He traveled there from the village of Nazareth in Galilee. 5 He took with him Mary, his fiancée, who was now obviously pregnant. 6 And while they were there, the time came for her baby to be born. 7 She gave birth to her first child, a son. She wrapped him snugly in strips of cloth and laid him in a manger, because there was no lodging available for them.	174	ENGLISH	1
Learning layers of the Earth turns from just a science lesson to a hands-on art project that allowed students at Wake Forest Charter Academy to absorb details. Erika Hathaway, sixth-grade science and social studies teacher at Wake Forest, wanted to give students a hands-on activity that would help them visualize the layers of the Earth, especially the difference in thickness between each layer, and help them review key facts about each layer. “Integrating art into science is easy because science is so beautiful,” said Hathaway. “It's helpful for students because making things visual and kinesthetic is really the best way for them to understand things like layering, movement, and cause-and-effect.” Simple labs like this also help students practice lab procedures and safety rules. Each student has a different job during the labs, so it's helpful to practice when it's something more simplistic. “Hands-on projects are so important in my classroom!” said Hathaway. “We have so many different types of learners and hands-on activities are a way to reach them all.” This project aligned with academic standard 6.E.2.1, which is “Summarize the structure of the earth, including the layers, the mantle and core based on the relative position, composition, and density.” Students said it was helpful to understand the varying thickness of each layer. This activity was also a way to review facts about each layer because as they were taking turns forming each layer, they were describing and creating the label for it. Part two of this lab included a balloon investigation. The point of this lab was to help students understand how geologists can discover what’s below the Earth’s crust without being able to see it. There were five trays that went around room and each tray had two black balloons on them. Students had to try to figure out what was inside the balloons without seeing inside. They could touch, bounce, smell, squish, and look around the room for clues of what they were filled with. Students had to write down their hypothesis of what was inside with at least two supporting pieces of evidence. A was filled with salt, B was filled with sand, C was filled with CO2, D was filled with water, and E was filled with hole punch confetti. “We discussed how geologists are able to use clues, such as seismic waves, aging rock layers, temperature readings, evidence of magnetic poles, etc., as well as their base knowledge of things like density,” said Hathaway. “This helps them figure out what each layer is made of and what state of matter they’re in.” Way to go, Wake Forest!	<urn:uuid:af494b7f-6eca-48a8-ae4c-71ad2c4960dc>	CC-MAIN-2020-05	https://www.nhaschools.com/schools/Wake-Forest-Charter-Academy/en/Blog/Wake-Forest-Charter-Academy-Students-Learn-Layers	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591763.20/warc/CC-MAIN-20200118023429-20200118051429-00166.warc.gz	en	0.984662	573	4.28125	4	[ 0.014235916547477245, 0.11593227088451385, 0.22318103909492493, -0.2062612622976303, -0.06917969882488251, 0.08754108846187592, 0.27362126111984253, 0.2537919878959656, -0.4207412004470825, 0.08605493605136871, -0.06550099700689316, -0.22579778730869293, 0.13415184617042542, 0.342735946178...	9	Learning layers of the Earth turns from just a science lesson to a hands-on art project that allowed students at Wake Forest Charter Academy to absorb details. Erika Hathaway, sixth-grade science and social studies teacher at Wake Forest, wanted to give students a hands-on activity that would help them visualize the layers of the Earth, especially the difference in thickness between each layer, and help them review key facts about each layer. “Integrating art into science is easy because science is so beautiful,” said Hathaway. “It's helpful for students because making things visual and kinesthetic is really the best way for them to understand things like layering, movement, and cause-and-effect.” Simple labs like this also help students practice lab procedures and safety rules. Each student has a different job during the labs, so it's helpful to practice when it's something more simplistic. “Hands-on projects are so important in my classroom!” said Hathaway. “We have so many different types of learners and hands-on activities are a way to reach them all.” This project aligned with academic standard 6.E.2.1, which is “Summarize the structure of the earth, including the layers, the mantle and core based on the relative position, composition, and density.” Students said it was helpful to understand the varying thickness of each layer. This activity was also a way to review facts about each layer because as they were taking turns forming each layer, they were describing and creating the label for it. Part two of this lab included a balloon investigation. The point of this lab was to help students understand how geologists can discover what’s below the Earth’s crust without being able to see it. There were five trays that went around room and each tray had two black balloons on them. Students had to try to figure out what was inside the balloons without seeing inside. They could touch, bounce, smell, squish, and look around the room for clues of what they were filled with. Students had to write down their hypothesis of what was inside with at least two supporting pieces of evidence. A was filled with salt, B was filled with sand, C was filled with CO2, D was filled with water, and E was filled with hole punch confetti. “We discussed how geologists are able to use clues, such as seismic waves, aging rock layers, temperature readings, evidence of magnetic poles, etc., as well as their base knowledge of things like density,” said Hathaway. “This helps them figure out what each layer is made of and what state of matter they’re in.” Way to go, Wake Forest!	526	ENGLISH	1
STEAM education is a method which would indeed be very beneficial for your child once you opt for it. It is not just about science, technology or arts, it would also be incorporating creativity so that your child would be able to take it all in. These courses would benefit your child. It would help them in preparing for their future from an earlier age. And here are some benefits that you get to enjoy steam activities for kindergarten. The A in STEAM stands for Art which encourages students and makes sure that they are able to bring out the creative side. They help students in thinking and intertwining maths with art as well and study everything with a new dimension. This helps the student in understanding that not every subject is different or is separate. This helps them to understand the importance of all and how each is intertwined and would be able to help them in their further education. This course also encourages the child to work with their hands. Rather than just trusting and working with a pencil, they are able to build with their hands and develop and create with their own hands as well. Engineering is always hard. And therefore with steam activities for elementary would be able to with training solve problems that would be having a unique solution. Steam always encourages kids to explore their own minds and their boundaries. Critical thinking always ensures that your child is thinking with every part of their mind and that too with different styles of thinking. You would be helping your child with their thinking skills in the future. Many jobs would come in the future which would require individuals to have their base with this kind of course. Innovation and Awareness: If you want your child to think outside the box, then this would be a great course which most of the institutions are now incorporating in their study schedule. This would encourage your child to think outside the box and create their own solution. There is never the right answer in STEAM and whatever solution is there, it could be reached through multiple ways. This would also help in developing the spatial awareness of your child for future help. Thus, these are some of the benefits that your child would be able to incorporate in their study when they go for STEAM and how it would be beneficial for their future as well.	<urn:uuid:901ab64f-857b-4e4a-85c7-9cb3065ea964>	CC-MAIN-2020-05	http://mandalarcollege.com/benefits-behind-going-for-steam-for-your-childs-future/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594662.6/warc/CC-MAIN-20200119151736-20200119175736-00106.warc.gz	en	0.986768	454	3.296875	3	[ -0.04647095501422882, -0.26898902654647827, 0.6492605209350586, -0.18908779323101044, -0.050589196383953094, 0.11671242117881775, 0.07045549154281616, -0.023914223536849022, -0.4026099145412445, 0.0711284726858139, -0.01023892778903246, 0.03142566978931427, -0.19733504951000214, 0.36027193...	15	STEAM education is a method which would indeed be very beneficial for your child once you opt for it. It is not just about science, technology or arts, it would also be incorporating creativity so that your child would be able to take it all in. These courses would benefit your child. It would help them in preparing for their future from an earlier age. And here are some benefits that you get to enjoy steam activities for kindergarten. The A in STEAM stands for Art which encourages students and makes sure that they are able to bring out the creative side. They help students in thinking and intertwining maths with art as well and study everything with a new dimension. This helps the student in understanding that not every subject is different or is separate. This helps them to understand the importance of all and how each is intertwined and would be able to help them in their further education. This course also encourages the child to work with their hands. Rather than just trusting and working with a pencil, they are able to build with their hands and develop and create with their own hands as well. Engineering is always hard. And therefore with steam activities for elementary would be able to with training solve problems that would be having a unique solution. Steam always encourages kids to explore their own minds and their boundaries. Critical thinking always ensures that your child is thinking with every part of their mind and that too with different styles of thinking. You would be helping your child with their thinking skills in the future. Many jobs would come in the future which would require individuals to have their base with this kind of course. Innovation and Awareness: If you want your child to think outside the box, then this would be a great course which most of the institutions are now incorporating in their study schedule. This would encourage your child to think outside the box and create their own solution. There is never the right answer in STEAM and whatever solution is there, it could be reached through multiple ways. This would also help in developing the spatial awareness of your child for future help. Thus, these are some of the benefits that your child would be able to incorporate in their study when they go for STEAM and how it would be beneficial for their future as well.	444	ENGLISH	1
At the end of the Roman Empire Era, most of the educational institutes of Romans ceased to offer their services. Gradually, Education was not the main concern anymore and fighting skills became more important. Most of the rulers and politicians of this historical time gained power either through wars or inheritance while education played a little or no role in their success. The social and judicial society of medieval period was influenced by ancient Roman and Germanic culture, however, the increasing influence of Church became the guiding force to develop educational system in The Middle Ages. The Church became more and more suspicious of Greek, Roman and Germanic culture and decided to close down all pagan schools under the decree of Justinian by the year 529. Influence of Church gave rise to monasticism. Monks, priests and bishops took the responsibility of teaching and the whole educational pattern became purely religious. Reach of education in The Middle Ages Bishops and monks started to educate pupils of upper class while education for serfs and their kids was a rare chance. This was because of the basic feudalistic structure which required the peasants and serfs to work hard to earn a living and a right to protection under the fiefdom of their Lords. Peasants used to engage their little kids in work as soon as possible. At that time, a child of 10-12 years was already considered an adult. In addition, it was advantageous for the ruler class and the clergy to keep the serfs away from education institutes so that they may successfully rule over them. The fees for education which was required by the Church, monasteries and cathedral schools were often too high for a common serf to pay for. The whole education system was designed to keep serfs and peasants uneducated; indeed, education during that time was very elitist. Study books were very rare and they were highly expensive and hence, the only way to get education was to seek a teacher. Boys of upper class used to learn how to read and write Latin which was the official language of the medieval ages. Schools were run by monks. Bishops were also engaged in education system as they used to run and manage cathedral schools. Some of the cathedrals attained great fame and became centers of higher education and established themselves as universities. Schooling System and Curriculum of education in The Middle Ages The education system of Middle Ages was highly influenced by the Church. Basic course of study used to contain Latin language, grammar, logic, rhetoric, philosophy, astrology, music and mathematics. Scholars, monks and bishops used ancient writings from Roman and Greek resources to teach their students while most of the educational courses were mostly based on superstitions and beliefs. Students often learned more when they directly came in contact with trappers, hunters, poachers and serfs as they could offer practical knowledge. While medieval students often belonged to upper class, they were used to sit together on the floor. They used bones or ivory stylus. They used to scrawl notes on wax coated wooden blocks. By its influence, the Church made it important for knights and members of nobility to learn and those knights who couldn’t read or write were looked down upon. This was very important for them to know how to read because all knights were supposed to understand and follow the code of chivalry as proposed by the clergy and Church. Education in The Middle Ages was a difficult task because of the tumultuous times. Frequent wars and battles often disturbed monasteries and cathedral schools and halted studies. However, most of the times, the monasteries and cathedral schools succeeded in reemerging themselves. Children were taught in schools of monks and at the age of 14-15, they were announced as scholars. Some of them could opt for higher studies in cathedral schools and universities under the management of prestigious bishops. Any student who could prove that he knew arts well was announced as Master of Arts. Students had the choice to learn theology, medicine or philosophy and after mastering any of these subjects they were declared doctors. Before attaining mastership, a student was required to attain baccalaureate which was considered as the first step towards becoming a master of a subject. A student could attain baccalaureate by following the course which was known as quadrivium. It included preliminary understanding of geometry, geography, arithmetic, natural history, astronomy and music. However, very few used to opt for education to get a degree. This was due to the fact that the basic means of living were either fighting or working as a peasant. Members of nobility often preferred to learn fighting skills over arts and mathematics while peasants and serfs had no use of higher education. Those who studied in monasteries often became monks and they worked for preserving Roman and Greek texts and they wrote new books. Mastership was necessary for a person to be able to teach at a university in The Middle Ages. Education in The Middle Ages for women Under the feudal system of The Middle Ages, women had little or no chance of attaining education. Education was rare for serfs and peasants and it was impossible for a girl or woman from a peasant background to learn reading and writing. However, girls of upper class were given benefits of education in a few cases. There were certain obligations for women of nobility which required them to be literate. However, the course of education for women was very limited and it was controlled by the Church. The general feeling was that women were secondary and they needed to serve and remain under protection of men. Whatever education a woman could attain was designed to help her in becoming a good wife and mother in future. Some scholars of medieval world advocated that women "be raised on sacred teachings." In order to become a nun, education was necessary for a girl; however, married life and children were the primary goals of most of the girls during the medieval times.	<urn:uuid:4203a178-67e7-43b4-a59e-6dc8825bee45>	CC-MAIN-2020-05	https://www.thefinertimes.com/Middle-Ages/education-in-the-middle-ages.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250619323.41/warc/CC-MAIN-20200124100832-20200124125832-00357.warc.gz	en	0.990486	1,199	3.578125	4	[ -0.002312940079718828, 0.5490245819091797, 0.40125519037246704, -0.12180840224027634, -0.2068730592727661, -0.16296705603599548, -0.47242408990859985, 0.14557193219661713, 0.18032537400722504, -0.16512373089790344, -0.07013352960348129, 0.05902792885899544, 0.14994442462921143, 0.317827224...	1	At the end of the Roman Empire Era, most of the educational institutes of Romans ceased to offer their services. Gradually, Education was not the main concern anymore and fighting skills became more important. Most of the rulers and politicians of this historical time gained power either through wars or inheritance while education played a little or no role in their success. The social and judicial society of medieval period was influenced by ancient Roman and Germanic culture, however, the increasing influence of Church became the guiding force to develop educational system in The Middle Ages. The Church became more and more suspicious of Greek, Roman and Germanic culture and decided to close down all pagan schools under the decree of Justinian by the year 529. Influence of Church gave rise to monasticism. Monks, priests and bishops took the responsibility of teaching and the whole educational pattern became purely religious. Reach of education in The Middle Ages Bishops and monks started to educate pupils of upper class while education for serfs and their kids was a rare chance. This was because of the basic feudalistic structure which required the peasants and serfs to work hard to earn a living and a right to protection under the fiefdom of their Lords. Peasants used to engage their little kids in work as soon as possible. At that time, a child of 10-12 years was already considered an adult. In addition, it was advantageous for the ruler class and the clergy to keep the serfs away from education institutes so that they may successfully rule over them. The fees for education which was required by the Church, monasteries and cathedral schools were often too high for a common serf to pay for. The whole education system was designed to keep serfs and peasants uneducated; indeed, education during that time was very elitist. Study books were very rare and they were highly expensive and hence, the only way to get education was to seek a teacher. Boys of upper class used to learn how to read and write Latin which was the official language of the medieval ages. Schools were run by monks. Bishops were also engaged in education system as they used to run and manage cathedral schools. Some of the cathedrals attained great fame and became centers of higher education and established themselves as universities. Schooling System and Curriculum of education in The Middle Ages The education system of Middle Ages was highly influenced by the Church. Basic course of study used to contain Latin language, grammar, logic, rhetoric, philosophy, astrology, music and mathematics. Scholars, monks and bishops used ancient writings from Roman and Greek resources to teach their students while most of the educational courses were mostly based on superstitions and beliefs. Students often learned more when they directly came in contact with trappers, hunters, poachers and serfs as they could offer practical knowledge. While medieval students often belonged to upper class, they were used to sit together on the floor. They used bones or ivory stylus. They used to scrawl notes on wax coated wooden blocks. By its influence, the Church made it important for knights and members of nobility to learn and those knights who couldn’t read or write were looked down upon. This was very important for them to know how to read because all knights were supposed to understand and follow the code of chivalry as proposed by the clergy and Church. Education in The Middle Ages was a difficult task because of the tumultuous times. Frequent wars and battles often disturbed monasteries and cathedral schools and halted studies. However, most of the times, the monasteries and cathedral schools succeeded in reemerging themselves. Children were taught in schools of monks and at the age of 14-15, they were announced as scholars. Some of them could opt for higher studies in cathedral schools and universities under the management of prestigious bishops. Any student who could prove that he knew arts well was announced as Master of Arts. Students had the choice to learn theology, medicine or philosophy and after mastering any of these subjects they were declared doctors. Before attaining mastership, a student was required to attain baccalaureate which was considered as the first step towards becoming a master of a subject. A student could attain baccalaureate by following the course which was known as quadrivium. It included preliminary understanding of geometry, geography, arithmetic, natural history, astronomy and music. However, very few used to opt for education to get a degree. This was due to the fact that the basic means of living were either fighting or working as a peasant. Members of nobility often preferred to learn fighting skills over arts and mathematics while peasants and serfs had no use of higher education. Those who studied in monasteries often became monks and they worked for preserving Roman and Greek texts and they wrote new books. Mastership was necessary for a person to be able to teach at a university in The Middle Ages. Education in The Middle Ages for women Under the feudal system of The Middle Ages, women had little or no chance of attaining education. Education was rare for serfs and peasants and it was impossible for a girl or woman from a peasant background to learn reading and writing. However, girls of upper class were given benefits of education in a few cases. There were certain obligations for women of nobility which required them to be literate. However, the course of education for women was very limited and it was controlled by the Church. The general feeling was that women were secondary and they needed to serve and remain under protection of men. Whatever education a woman could attain was designed to help her in becoming a good wife and mother in future. Some scholars of medieval world advocated that women "be raised on sacred teachings." In order to become a nun, education was necessary for a girl; however, married life and children were the primary goals of most of the girls during the medieval times.	1,187	ENGLISH	1
Americans were tired of their rights being overlooked by the end of the 1950’s. The Cold War created paranoia against communist beliefs and the government’s control over morality and “American” values seemed to plant the seed for the young generation to rebel. Protests against the violation of civil rights, racism, and the Vietnam War led to an inhibited society ready for sex, drugs and rock ‘n roll. Music, not only went through one of the biggest transformations in style, but it also created an outlet for people to express their discontent with the government through radio stations, protests and public concerts. Thus the decade of the 1960’s was a time of change from politics to the American culture that impacted the decades to come and still has an impact on the present day. One of the main changes that occurred in the 1960’s was in relation to the civil rights of the American people. The civil rights movement peaked in the United States around the 1960’s causing major protests and riots that continued all throughout the decade and well into the mid 1970’s. The civil rights ranged from LGBT rights, which are still being debated to this day, to women’s rights for gender and sexual equality. In the decade of 1950’s, women were expected to be the perfect wife who attended the house and nurtured the children. Yes, women did start to get education degrees, but most of them attended college for the mere sake of finding the ideal husband to form a family. As idealistic as this sounds, many wives were asking themselves “Is this it?” and many “were desperately anxious and dissatisfied, mostly because of the crushing commitment to home and community (P. 9, Anderson). One of the prominent female musician of the 1960’s, Janis Joplin, in her song “Bye Bye Baby” sings how she’s going to leave her honey for her “living standard” and to “move uptown”. Women then wanted to make a stand and began to form different groups and organizations to deal with their various issues. Due to these organizations, laws were passed such as the Equal Pay Act signed by J. F. Kennedy, which prohibited wage discrimination for “equal work for jobs” (P. 36, Anderson). These acts and laws had many loopholes and they took time for it to make a noticeable impact towards women’s rights. Not only were women seeking equality, but also the gay community. Gay rights came into play towards the end of the 1960’s when at the peak of the time everything was being questioned. Homosexuality, bisexuality and transgender people were completely shunned from society before this time. They were thought to be ill and the medical community “debated how to treat them” and “make them normal heterosexuals” (P. 11, Anderson). As the song “Have I the Right” from the Honeycombs say “have I the right to love you?” questioning the right to love from a man to another man. Showing any sign or public display of homosexuality was prohibited in 49 states, 7 of those the crime was “punishable by castration” (P. 152, Anderson) and was definitely not acceptable in the military service or the government employees. People were starting to realize their sexual freedom and so formed over 50 groups in the late 1960’s, of which held gay pride parades and led marches in New York and in Washington D.C. Aside from the civil rights of women and the gay community that were being fought for, discrimination against African Americans came into play in the 1960’s. Although the end of the Civil War led to slavery being abolished, many rights towards equality, specifically involving race, were not being mandated. Racism, specifically against African Americans, became a very big political issue starting from the 1950’s continuing on to the 1960’s and 1970’s. The Jim Crow segregation law of “separate but equal” sparked up the interest of many, particularly in Southern states where state laws of segregating public spaces were enforced. A national poll in that time…	<urn:uuid:1383f578-0eff-41e0-ae95-f56ee8c60476>	CC-MAIN-2020-05	https://www.majortests.com/essay/The-Sixties-583260.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250599718.13/warc/CC-MAIN-20200120165335-20200120194335-00266.warc.gz	en	0.982038	870	3.703125	4	[ -0.31934839487075806, 0.1544916331768036, 0.1665390431880951, -0.22102397680282593, 0.07588911056518555, 1.1182307004928589, -0.20454415678977966, -0.0508476160466671, -0.15034547448158264, 0.0641467273235321, 0.2060633897781372, 0.6720762252807617, 0.31258881092071533, -0.1659217923879623...	1	Americans were tired of their rights being overlooked by the end of the 1950’s. The Cold War created paranoia against communist beliefs and the government’s control over morality and “American” values seemed to plant the seed for the young generation to rebel. Protests against the violation of civil rights, racism, and the Vietnam War led to an inhibited society ready for sex, drugs and rock ‘n roll. Music, not only went through one of the biggest transformations in style, but it also created an outlet for people to express their discontent with the government through radio stations, protests and public concerts. Thus the decade of the 1960’s was a time of change from politics to the American culture that impacted the decades to come and still has an impact on the present day. One of the main changes that occurred in the 1960’s was in relation to the civil rights of the American people. The civil rights movement peaked in the United States around the 1960’s causing major protests and riots that continued all throughout the decade and well into the mid 1970’s. The civil rights ranged from LGBT rights, which are still being debated to this day, to women’s rights for gender and sexual equality. In the decade of 1950’s, women were expected to be the perfect wife who attended the house and nurtured the children. Yes, women did start to get education degrees, but most of them attended college for the mere sake of finding the ideal husband to form a family. As idealistic as this sounds, many wives were asking themselves “Is this it?” and many “were desperately anxious and dissatisfied, mostly because of the crushing commitment to home and community (P. 9, Anderson). One of the prominent female musician of the 1960’s, Janis Joplin, in her song “Bye Bye Baby” sings how she’s going to leave her honey for her “living standard” and to “move uptown”. Women then wanted to make a stand and began to form different groups and organizations to deal with their various issues. Due to these organizations, laws were passed such as the Equal Pay Act signed by J. F. Kennedy, which prohibited wage discrimination for “equal work for jobs” (P. 36, Anderson). These acts and laws had many loopholes and they took time for it to make a noticeable impact towards women’s rights. Not only were women seeking equality, but also the gay community. Gay rights came into play towards the end of the 1960’s when at the peak of the time everything was being questioned. Homosexuality, bisexuality and transgender people were completely shunned from society before this time. They were thought to be ill and the medical community “debated how to treat them” and “make them normal heterosexuals” (P. 11, Anderson). As the song “Have I the Right” from the Honeycombs say “have I the right to love you?” questioning the right to love from a man to another man. Showing any sign or public display of homosexuality was prohibited in 49 states, 7 of those the crime was “punishable by castration” (P. 152, Anderson) and was definitely not acceptable in the military service or the government employees. People were starting to realize their sexual freedom and so formed over 50 groups in the late 1960’s, of which held gay pride parades and led marches in New York and in Washington D.C. Aside from the civil rights of women and the gay community that were being fought for, discrimination against African Americans came into play in the 1960’s. Although the end of the Civil War led to slavery being abolished, many rights towards equality, specifically involving race, were not being mandated. Racism, specifically against African Americans, became a very big political issue starting from the 1950’s continuing on to the 1960’s and 1970’s. The Jim Crow segregation law of “separate but equal” sparked up the interest of many, particularly in Southern states where state laws of segregating public spaces were enforced. A national poll in that time…	871	ENGLISH	1
The Algonquian, People of the Wooded Country is the third book in the "Native Life" series. It was written for a third grade reading level. Read about Otter, his family and his friends to learn about the way they lived and their culture. Food, hunting customs, clothing, play, religious beliefs and family life are all touched upon. This book is filled with beautiful descriptive drawings illustrating native American customs. Therese O. Deming was an early 1900's American Author who wrote a series of books on Native American life for children. She lived among various Native American tribes and got the content of her books from notes and journals she kept of her experiences with their culture Edward O. Deming, the Illustrator of this book, also lived among various Native American tribes and was adopted into the Blackfoot tribe.	<urn:uuid:daa1ca45-6436-413e-a9dd-5c86dc1c22d2>	CC-MAIN-2020-05	https://books.mondadoristore.it/Algonquin-People-of-the-Therese-O-Deming/eae123000018549/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592261.1/warc/CC-MAIN-20200118052321-20200118080321-00364.warc.gz	en	0.988033	170	3.34375	3	[ 0.09842313826084137, 0.3748239278793335, 0.20581470429897308, -0.08987690508365631, -0.08694162964820862, -0.051254067569971085, -0.11988433450460434, 0.03724903240799904, -0.3920174241065979, 0.3155389130115509, -0.06425939500331879, -0.26454687118530273, 0.00022845996136311442, 0.3505125...	2	The Algonquian, People of the Wooded Country is the third book in the "Native Life" series. It was written for a third grade reading level. Read about Otter, his family and his friends to learn about the way they lived and their culture. Food, hunting customs, clothing, play, religious beliefs and family life are all touched upon. This book is filled with beautiful descriptive drawings illustrating native American customs. Therese O. Deming was an early 1900's American Author who wrote a series of books on Native American life for children. She lived among various Native American tribes and got the content of her books from notes and journals she kept of her experiences with their culture Edward O. Deming, the Illustrator of this book, also lived among various Native American tribes and was adopted into the Blackfoot tribe.	173	ENGLISH	1
History of Indian Key The next time you are heading south on US 1 in the Florida Keys, when you get to mile market 78, look to your left, and you will see a small island sitting about three-quarters of a mile off-shore. Known as Indian Key, the island has played an important role in the history of the Florida Keys. Bahamian fishermen were some of the first people to inhabit the Florida Keys. The waters around the Keys were particularly dangerous to navigate due to the coral reefs and sandbars that surrounded the islands. The numerous hurricanes that threatened the island chain for much of the year also contributed to the number of ships that found themselves wrecked in and around the Keys. It didn’t take long for the fishermen to realize that they could profit from salvaging the ships that ran into problems navigating these waters. Thus, many of the former fishermen, discovered that the wrecking business was more lucrative than fishing, and the “wreckers” made a good living off the wrecks. The United States took over governing of the Keys in the early 1820s as Florida was no longer under Spanish rule. Before long, Americans had taken over the wrecking business, driving the Bahamian wreckers out of the area. John Housman, a businessman from Staten Island, moved to Key West where he became one of the largest wreckers in the city. However, Houseman was well known for being a shady businessman and a cheat; as a result, he was not welcomed in that community, so he started looking for other places to work his trade. In the 1830s, Houseman purchased property on Indian Key. He knew that the small island was surrounded by dangerous waters and was susceptible to hurricanes: these were perfect conditions for his wrecking business to succeed. In short order, he started to develop the key. Houseman constructed a store, a hotel, and several homes on the small island. Since he was the main landlord on the island, Houseman became a leader in the community. He was even successful in convincing the Florida Council to establish Indian Key as the county seat of Dade County. By 1835, the Second Seminole War had begun, posing a new threat to Indian Key. On April 7,1840, Indian Key was attacked by Indians who killed 10-15 citizens and burned all the buildings. Luckily, thanks to a warning from an Indian Scout, most of the 50-60 inhabitants escaped with their lives. Dr. Henry Perrine, a prominent botanist was killed in the attack, but Housman and his family escaped. Shortly after the attack, Housman moved back to Key West where he was killed during a wrecking operation in 1841. Houseman was buried on Indian Key. Although his grave was vandalized, a replica is on the island today. Today, Indian Key is part of the Florida State Park system and can be accessed by boat. In my next post, I will get into more detail about Dr. Perrine, and our family’s visits to Indian Key. Ellie has returned to real estate sales after spending the last 40 years teaching English at Florida SouthWestern State College in Fort Myers She has teamed up with her husband, Bob, who has been a....	<urn:uuid:a7b20aad-d020-42e4-a7b9-6db88774dfcf>	CC-MAIN-2020-05	https://www.c21tripower.com/blog/41/History+Of+Indian+Key	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606872.19/warc/CC-MAIN-20200122071919-20200122100919-00204.warc.gz	en	0.987167	672	3.265625	3	[ -0.05954534560441971, -0.25666823983192444, 0.3556281328201294, -0.37307804822921753, -0.28578418493270874, -0.0876854807138443, 0.8484917879104614, -0.04959423840045929, -0.11535322666168213, -0.23766307532787323, 0.127672016620636, 0.24648842215538025, -0.1716477870941162, 0.515021324157...	1	History of Indian Key The next time you are heading south on US 1 in the Florida Keys, when you get to mile market 78, look to your left, and you will see a small island sitting about three-quarters of a mile off-shore. Known as Indian Key, the island has played an important role in the history of the Florida Keys. Bahamian fishermen were some of the first people to inhabit the Florida Keys. The waters around the Keys were particularly dangerous to navigate due to the coral reefs and sandbars that surrounded the islands. The numerous hurricanes that threatened the island chain for much of the year also contributed to the number of ships that found themselves wrecked in and around the Keys. It didn’t take long for the fishermen to realize that they could profit from salvaging the ships that ran into problems navigating these waters. Thus, many of the former fishermen, discovered that the wrecking business was more lucrative than fishing, and the “wreckers” made a good living off the wrecks. The United States took over governing of the Keys in the early 1820s as Florida was no longer under Spanish rule. Before long, Americans had taken over the wrecking business, driving the Bahamian wreckers out of the area. John Housman, a businessman from Staten Island, moved to Key West where he became one of the largest wreckers in the city. However, Houseman was well known for being a shady businessman and a cheat; as a result, he was not welcomed in that community, so he started looking for other places to work his trade. In the 1830s, Houseman purchased property on Indian Key. He knew that the small island was surrounded by dangerous waters and was susceptible to hurricanes: these were perfect conditions for his wrecking business to succeed. In short order, he started to develop the key. Houseman constructed a store, a hotel, and several homes on the small island. Since he was the main landlord on the island, Houseman became a leader in the community. He was even successful in convincing the Florida Council to establish Indian Key as the county seat of Dade County. By 1835, the Second Seminole War had begun, posing a new threat to Indian Key. On April 7,1840, Indian Key was attacked by Indians who killed 10-15 citizens and burned all the buildings. Luckily, thanks to a warning from an Indian Scout, most of the 50-60 inhabitants escaped with their lives. Dr. Henry Perrine, a prominent botanist was killed in the attack, but Housman and his family escaped. Shortly after the attack, Housman moved back to Key West where he was killed during a wrecking operation in 1841. Houseman was buried on Indian Key. Although his grave was vandalized, a replica is on the island today. Today, Indian Key is part of the Florida State Park system and can be accessed by boat. In my next post, I will get into more detail about Dr. Perrine, and our family’s visits to Indian Key. Ellie has returned to real estate sales after spending the last 40 years teaching English at Florida SouthWestern State College in Fort Myers She has teamed up with her husband, Bob, who has been a....	687	ENGLISH	1
What is good writing and who writes well? In my college essay writing class we have looked at three famous writers from different ages who are considered to be good writers—Seneca the Younger (3-65 A.D.), Plutarch (46-120 A.D.), and Michael de Montaigne (1533-1592 A.D.). Although they are from different times and places, these writers mastered the art of good writing. Albeit they wrote about different things, there are three aspects of their writings that they all have in common–they write about a topic that will catch the interest of the reader, they write clearly, and they are concise. Writing about something that interests your reader is a very important attribute for a writer. In Seneca’s On Noise he wrote about something that everyone can relate to, that is noise. Everyone has dealt with noise that has distracted and annoyed them, so by writing about it Seneca piques the interest of the reader because they want to see how he deals with and what he has to say about the problem. Plutarch’s Consolation to His Wife is of interest to readers because of the intimacy involved between a husband and wife even when dealing with the subject of the death of a child. There is something voyeuristic by nature in human beings, so this story captures one’s interest. Montaigne’s Of a Monstrous Child interests the reader because of the bizarre deformity of the child. Like the interest in what everyone has in common and voyeurism, people are also curious and interested in oddities. To be a well-written piece, a writing must also be clearly and understandably written. Seneca, Plutarch, and Montaigne all write with very good grammar, using common words and thoughts to express themselves. In their works these three writers are able to get their points across in a very easy to read fashion. Anyone who has had to try to stumble through a poorly written piece appreciates a work that is clearly written in an understandable manner. An other “must” for a writer to be considered a good writer is that his or her work be concise. Writings that seem to ramble on endlessly are a bore and torturous to read. Our three writers make good use of the virtue brevity. Seneca wrote what noise he encountered, how he dealt with it, how he thought it should be dealt with, what he was going to do about it, and then ended. Plutarch explained to his wife how to deal with her grief and how much he admired her for acting the way she had, and then ended. Montaigne wrote about the deformed child and his thoughts on deformities and finished in one page. Talk about brief! Readers like to read works that do not ramble. So what makes good writing? As Seneca, Plutarch and Montaigne show in their works, it must be interesting, understandable, and concise. By writing in this manner a work can transcend the ages and be as valuable today as it was when it was written.	<urn:uuid:b3afb967-c9c5-4c2a-8fe3-d46b4728c769>	CC-MAIN-2020-05	http://essay.ua-referat.com/Good_Writing	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250604397.40/warc/CC-MAIN-20200121132900-20200121161900-00530.warc.gz	en	0.982012	635	3.359375	3	[ -0.3798693120479584, -0.11133332550525665, 0.24924099445343018, 0.07477451860904694, -0.2556775212287903, -0.17903763055801392, 0.27725648880004883, 0.3019951581954956, -0.10166963934898376, -0.1811293363571167, -0.14859150350093842, 0.12010719627141953, -0.44219231605529785, -0.1234419569...	2	What is good writing and who writes well? In my college essay writing class we have looked at three famous writers from different ages who are considered to be good writers—Seneca the Younger (3-65 A.D.), Plutarch (46-120 A.D.), and Michael de Montaigne (1533-1592 A.D.). Although they are from different times and places, these writers mastered the art of good writing. Albeit they wrote about different things, there are three aspects of their writings that they all have in common–they write about a topic that will catch the interest of the reader, they write clearly, and they are concise. Writing about something that interests your reader is a very important attribute for a writer. In Seneca’s On Noise he wrote about something that everyone can relate to, that is noise. Everyone has dealt with noise that has distracted and annoyed them, so by writing about it Seneca piques the interest of the reader because they want to see how he deals with and what he has to say about the problem. Plutarch’s Consolation to His Wife is of interest to readers because of the intimacy involved between a husband and wife even when dealing with the subject of the death of a child. There is something voyeuristic by nature in human beings, so this story captures one’s interest. Montaigne’s Of a Monstrous Child interests the reader because of the bizarre deformity of the child. Like the interest in what everyone has in common and voyeurism, people are also curious and interested in oddities. To be a well-written piece, a writing must also be clearly and understandably written. Seneca, Plutarch, and Montaigne all write with very good grammar, using common words and thoughts to express themselves. In their works these three writers are able to get their points across in a very easy to read fashion. Anyone who has had to try to stumble through a poorly written piece appreciates a work that is clearly written in an understandable manner. An other “must” for a writer to be considered a good writer is that his or her work be concise. Writings that seem to ramble on endlessly are a bore and torturous to read. Our three writers make good use of the virtue brevity. Seneca wrote what noise he encountered, how he dealt with it, how he thought it should be dealt with, what he was going to do about it, and then ended. Plutarch explained to his wife how to deal with her grief and how much he admired her for acting the way she had, and then ended. Montaigne wrote about the deformed child and his thoughts on deformities and finished in one page. Talk about brief! Readers like to read works that do not ramble. So what makes good writing? As Seneca, Plutarch and Montaigne show in their works, it must be interesting, understandable, and concise. By writing in this manner a work can transcend the ages and be as valuable today as it was when it was written.	628	ENGLISH	1
The Miami Nation was presented before the “Fort Wayne Quest Club” by William R. Clark on October 29, 1993: Quotes from historians include: “The Miamis were a warrior tribe and during their migrations had frequent conflicts with their allies. However, they actually settled major quarrels in long peaceful councils-at which they excelled.” And “Their self-assurance and dominant position among their neighbors can be traced in part to their stable and provident village life, based more on agriculture than on hunting.” On the whole, it is unlikely that there existed major differences in the behavior, temperament and beliefs of the Miami and other Eastern Woodland tribes. The Miamis however, were special, not only to Fort Wayne but as a presence in the history of our country, and legitimately may be assigned an importance disproportionate to their smaller number. The basis for their importance resulted from a combination of time, circumstance and geography. One circumstance included the fact of the depletion of the fur bearing animals to the east. The most significant geographical factor was the presence of the portage between the headwaters of the Maumee which was formed by the St. Joseph and St. Mary’s rivers (three rivers) and the headwaters of the Little Wabash River, the most direct link between the St. Lawrence and Mississippi River. The Miamis thus found themselves in a strategically located pathway for all east-west and north-south traffic. Their strategically located position also happened to be located in some of the most fertile and productive land in the country. It’s no wonder that during the eighteenth century it was a huge bone of contention between two European Imperial powers and the new American Republic and its Manifest Destiny. Added to this backdrop was the fact that there existed within the Miami Nation powerful war chiefs capable of responding to the call for leadership. In considering the Miami Nation it is useful to divide into segments the nearly one hundred and fifty-year time period starting with the early post-contact years around 1700 to the removal of the tribe to Kansas and then later Oklahoma after the 1840s. American history texts depict this period by focusing upon the growth of America while delegating to Native Americans the role of supporting actors in this tragic drama. Reorienting one’s perspective to that of the Miamis, this was a period of cataclysmic change in what had formerly been a free and democratic culture. It was a sad time during which the Miamis were hoodwinked by land-speculators, lawyers and politicians that caused them to pass from a position of dominance into moral decline and it ultimately cost them their cultural identity. Three features of early Miami culture were common to all Native Americans. They were remarkably adapted to their environment. Their entire culture, their food, clothing, dwellings, and beliefs were defined by the environment. They were now confronting a society of Europeans in which the reverse was the case-the white-man’s culture dominated the environment. Secondly, and related to the first, was the Native American concept of land ownership. They believed the land was a gift from the Great Spirit and could not be owned. The white man’s land in America was gifted to him by European Monarchs who were never legally entitled to it. Like the rain and sun, one could use it, but no one could own it. That concept of land-ownership created a gulf of misunderstanding that transcended all language barriers. Finally was the fact that the Miamis were a warrior nation. That feature of Native culture dictated the timing for the male’s entry into manhood, eligibility for marriage and it defined the division of labor between the sexes. To be continued. > Read More Information About Us > More Articles Written By Our Staff Latest posts by The Waynedale News Staff (see all) - LET’S MAKE 2020 THE YEAR OF COMMUNITY - December 20, 2019 - ALLEN COUNTY SPCA HASRECORD-SETTING #GIVINGTUESDAY - December 20, 2019 - 750 MEMORIAL WREATHS PLACEDBY FT WAYNE CIVIL AIR PATROL - December 20, 2019	<urn:uuid:fead865c-1361-4084-a06e-ca0e10a95603>	CC-MAIN-2020-05	https://waynedalenews.com/2008/10/miami-nation297/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607407.48/warc/CC-MAIN-20200122191620-20200122220620-00486.warc.gz	en	0.980531	865	3.65625	4	[ -0.40842223167419434, 0.2855626344680786, 0.5480751991271973, -0.11284264177083969, 0.2977752089500427, 0.3364385962486267, 0.11731180548667908, -0.11695677042007446, -0.19054806232452393, -0.15018348395824432, -0.09118828922510147, 0.03995119035243988, -0.2686725854873657, 0.4427219927310...	1	The Miami Nation was presented before the “Fort Wayne Quest Club” by William R. Clark on October 29, 1993: Quotes from historians include: “The Miamis were a warrior tribe and during their migrations had frequent conflicts with their allies. However, they actually settled major quarrels in long peaceful councils-at which they excelled.” And “Their self-assurance and dominant position among their neighbors can be traced in part to their stable and provident village life, based more on agriculture than on hunting.” On the whole, it is unlikely that there existed major differences in the behavior, temperament and beliefs of the Miami and other Eastern Woodland tribes. The Miamis however, were special, not only to Fort Wayne but as a presence in the history of our country, and legitimately may be assigned an importance disproportionate to their smaller number. The basis for their importance resulted from a combination of time, circumstance and geography. One circumstance included the fact of the depletion of the fur bearing animals to the east. The most significant geographical factor was the presence of the portage between the headwaters of the Maumee which was formed by the St. Joseph and St. Mary’s rivers (three rivers) and the headwaters of the Little Wabash River, the most direct link between the St. Lawrence and Mississippi River. The Miamis thus found themselves in a strategically located pathway for all east-west and north-south traffic. Their strategically located position also happened to be located in some of the most fertile and productive land in the country. It’s no wonder that during the eighteenth century it was a huge bone of contention between two European Imperial powers and the new American Republic and its Manifest Destiny. Added to this backdrop was the fact that there existed within the Miami Nation powerful war chiefs capable of responding to the call for leadership. In considering the Miami Nation it is useful to divide into segments the nearly one hundred and fifty-year time period starting with the early post-contact years around 1700 to the removal of the tribe to Kansas and then later Oklahoma after the 1840s. American history texts depict this period by focusing upon the growth of America while delegating to Native Americans the role of supporting actors in this tragic drama. Reorienting one’s perspective to that of the Miamis, this was a period of cataclysmic change in what had formerly been a free and democratic culture. It was a sad time during which the Miamis were hoodwinked by land-speculators, lawyers and politicians that caused them to pass from a position of dominance into moral decline and it ultimately cost them their cultural identity. Three features of early Miami culture were common to all Native Americans. They were remarkably adapted to their environment. Their entire culture, their food, clothing, dwellings, and beliefs were defined by the environment. They were now confronting a society of Europeans in which the reverse was the case-the white-man’s culture dominated the environment. Secondly, and related to the first, was the Native American concept of land ownership. They believed the land was a gift from the Great Spirit and could not be owned. The white man’s land in America was gifted to him by European Monarchs who were never legally entitled to it. Like the rain and sun, one could use it, but no one could own it. That concept of land-ownership created a gulf of misunderstanding that transcended all language barriers. Finally was the fact that the Miamis were a warrior nation. That feature of Native culture dictated the timing for the male’s entry into manhood, eligibility for marriage and it defined the division of labor between the sexes. To be continued. > Read More Information About Us > More Articles Written By Our Staff Latest posts by The Waynedale News Staff (see all) - LET’S MAKE 2020 THE YEAR OF COMMUNITY - December 20, 2019 - ALLEN COUNTY SPCA HASRECORD-SETTING #GIVINGTUESDAY - December 20, 2019 - 750 MEMORIAL WREATHS PLACEDBY FT WAYNE CIVIL AIR PATROL - December 20, 2019	865	ENGLISH	1

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