Split (1)

train · 729k rows

text string	id string	dump string	url string	file_path string	language string	language_score float64	token_count int64	score float64	int_score int64	embedding list	count int64	Content string	Tokens int64	Top_Lang string	Top_Conf float64
What's the difference? If you are envious of someone or something, this means that you want something that they have, but this does not mean you feel angry or bitter about it or that you want to be that thing or in its situation. You just wish you could be or have been in that situation: He came back from Australia and told us all how wonderful it was. I was quite envious. Now if you are envious of someone to the point that you feel angry, bitter and resentful towards that person, then you are definitely jealous: I was jealous that she could choose any boy she wanted. His arrogance and his friendship with such a famous person offended colleagues who were perhaps jealous of his natural talents as a performer. The easy answer is that the plural of fish is fish (if you are talking about the meat, then it is only fish), but fishes can be used to talk about many species of fish. So if you see three fishes, you saw three different kinds of fish; if you say three fish, you saw three individual fish (which could be the same or many different kinds, but this is not important). So here is an example in conversation: Greg: I saw three big fish swim towards me! Sid: What fishes were they? Greg: I don’t know. I think one of the fishes may have been a carp. But if we want to say that something belongs to the one fish – its mouth, for example – you would write: The fishes’ mouth opened and closed.	<urn:uuid:9a8ddf35-b9f0-489e-8f4b-ecbdd8f54b28>	CC-MAIN-2020-05	https://www.typicalerrorsinenglish.com/envious-jealous-fish-fishes	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591763.20/warc/CC-MAIN-20200118023429-20200118051429-00244.warc.gz	en	0.988269	316	3.453125	3	[ -0.02602815255522728, -0.019049091264605522, 0.3278096914291382, 0.15460975468158722, -0.3500303030014038, -0.024993710219860077, 1.0724512338638306, -0.15924721956253052, -0.006266233045607805, -0.20514589548110962, 0.42486926913261414, -0.47281038761138916, 0.30315452814102173, 0.0150754...	13	What's the difference? If you are envious of someone or something, this means that you want something that they have, but this does not mean you feel angry or bitter about it or that you want to be that thing or in its situation. You just wish you could be or have been in that situation: He came back from Australia and told us all how wonderful it was. I was quite envious. Now if you are envious of someone to the point that you feel angry, bitter and resentful towards that person, then you are definitely jealous: I was jealous that she could choose any boy she wanted. His arrogance and his friendship with such a famous person offended colleagues who were perhaps jealous of his natural talents as a performer. The easy answer is that the plural of fish is fish (if you are talking about the meat, then it is only fish), but fishes can be used to talk about many species of fish. So if you see three fishes, you saw three different kinds of fish; if you say three fish, you saw three individual fish (which could be the same or many different kinds, but this is not important). So here is an example in conversation: Greg: I saw three big fish swim towards me! Sid: What fishes were they? Greg: I don’t know. I think one of the fishes may have been a carp. But if we want to say that something belongs to the one fish – its mouth, for example – you would write: The fishes’ mouth opened and closed.	308	ENGLISH	1
Learning About John Bramblitt and the Five Senses in Kindergarten John Bramblitt is a blind painter. He began losing his sight in 2001. His paintings are internationally known and displayed. He is a story of perseverance and the perfect subject for our kindergarteners. In Mrs. Turk's science, kindergarten is learning about the five senses. Did you know that when a person loses one sense, their other senses are heightened? When John Bramblitt lost his sense of sight at the age of thirty, he found that he was able to determine the color of paint by how it felt in his hands. By using his hands he could also feel the canvas and painted amazing paintings. His hands and sense of touch were his eyes. As an experiment, our kindergarteners tried painting without sight. After they finished, they were asked what they thought about the experience. Their answers were very insightful... Preschool - 8th Grade Private School Infant and Toddler Program Falls Church, VA	<urn:uuid:ae715659-10b3-4a73-8496-8ef0b21141ad>	CC-MAIN-2020-05	https://blog.congressionalschool.org/blog/painting-without-sight	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594705.17/warc/CC-MAIN-20200119180644-20200119204644-00406.warc.gz	en	0.990562	206	3.5	4	[ 0.13044510781764984, -0.14204619824886322, 0.40293365716934204, 0.09350529313087463, -0.37322041392326355, 0.38369235396385193, 0.5006440877914429, -0.11446662992238998, -0.2241491675376892, -0.22671283781528473, 0.19959551095962524, -0.3758840262889862, 0.2577779293060303, 0.6469156146049...	3	Learning About John Bramblitt and the Five Senses in Kindergarten John Bramblitt is a blind painter. He began losing his sight in 2001. His paintings are internationally known and displayed. He is a story of perseverance and the perfect subject for our kindergarteners. In Mrs. Turk's science, kindergarten is learning about the five senses. Did you know that when a person loses one sense, their other senses are heightened? When John Bramblitt lost his sense of sight at the age of thirty, he found that he was able to determine the color of paint by how it felt in his hands. By using his hands he could also feel the canvas and painted amazing paintings. His hands and sense of touch were his eyes. As an experiment, our kindergarteners tried painting without sight. After they finished, they were asked what they thought about the experience. Their answers were very insightful... Preschool - 8th Grade Private School Infant and Toddler Program Falls Church, VA	210	ENGLISH	1
Shelton in 1086 Domesday Book was commissioned by William the Conqueror (1066-1087) at Christmas 1085. It was designed to show who held every piece of land in the newly conquered Kingdom of England. It was known colloquially as the Domesday Book because it was seen as being as final as the Last Judgement and as difficult to conceal things from. The book does not cover the whole country - Cumberland, Durham, Northumberland, and Westmorland were omitted and London and Winchester likewise, along with some other towns. A separate book, called Little Domesday covered the counties of Essex, Norfolk and Suffolk and, despite its name, it is actually bigger and more detailed than the Great Domesday Book containing the other counties. In 1086 Shelton, comprising five hides, was held by Remigius de Fécamp, Bishop of Lincoln, a follower of William I and supposed to be related to him in some way. His tenant was William, his steward. The manor had fourteen villagers, five smallholders and three slaves – a total of twenty two. These were heads of household so one must multiply this figure by a factor of at least four, suggesting Shelton had at least eighty inhabitants. It also had a mill, which means a watermill, as windmills were unknown in England before the last quarter of the 12th century, and woodland for four pigs. Like the land in neighbouring Dean, Shelton is unusual in that the land was worth more in 1086 (100 shillings) than in 1066 when it was worth £4. It had then belonged to a woman named Wulfeva under a lord named Burgred, who also had land in Dean. She was clearly just a tenant as “she could not grant or sell without his permission”.	<urn:uuid:175ddc72-94d4-421b-a923-af2330907f81>	CC-MAIN-2020-05	http://bedsarchives.bedford.gov.uk/CommunityArchives/Shelton/SheltonIn1086.aspx	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250599789.45/warc/CC-MAIN-20200120195035-20200120224035-00313.warc.gz	en	0.990928	380	3.515625	4	[ 0.13284419476985931, -0.12031596153974533, 0.23626591265201569, -0.04557204246520996, -0.23098224401474, -0.19706417620182037, -0.1488325297832489, -0.27011698484420776, -0.0929528996348381, -0.05008355528116226, -0.1373046338558197, -0.8411768078804016, 0.3633231222629547, 0.0197403524070...	4	Shelton in 1086 Domesday Book was commissioned by William the Conqueror (1066-1087) at Christmas 1085. It was designed to show who held every piece of land in the newly conquered Kingdom of England. It was known colloquially as the Domesday Book because it was seen as being as final as the Last Judgement and as difficult to conceal things from. The book does not cover the whole country - Cumberland, Durham, Northumberland, and Westmorland were omitted and London and Winchester likewise, along with some other towns. A separate book, called Little Domesday covered the counties of Essex, Norfolk and Suffolk and, despite its name, it is actually bigger and more detailed than the Great Domesday Book containing the other counties. In 1086 Shelton, comprising five hides, was held by Remigius de Fécamp, Bishop of Lincoln, a follower of William I and supposed to be related to him in some way. His tenant was William, his steward. The manor had fourteen villagers, five smallholders and three slaves – a total of twenty two. These were heads of household so one must multiply this figure by a factor of at least four, suggesting Shelton had at least eighty inhabitants. It also had a mill, which means a watermill, as windmills were unknown in England before the last quarter of the 12th century, and woodland for four pigs. Like the land in neighbouring Dean, Shelton is unusual in that the land was worth more in 1086 (100 shillings) than in 1066 when it was worth £4. It had then belonged to a woman named Wulfeva under a lord named Burgred, who also had land in Dean. She was clearly just a tenant as “she could not grant or sell without his permission”.	398	ENGLISH	1
“Truth is the highest thing that man may keep.” – Geoffrey Chaucer, Canterbury Tales Geoffrey Chaucer (c. 1343 – October 25, 1400) was an English writer, poet, and philosopher. He is famous for writing Canterbury Tales which were not finished. He is one of the first writers to write in English and is considered the father of English literature Chaucer was born in London. His father, John, and grandfather sold wine in London. His merchant family were relatively wealthy and when he was only 12 years old, his father was kidnapped by an aunt. By 1357 Chaucer was a page to Elizabeth, Countess of Ulster, wife of Lionel, 1st Duke of Clarence. In 1360, he was captured by the French near Reims during a battle in the Hundred Years War. He was then ransomed and released. King Edward III gave £16 towards his release. Chaucer married Phillipa (de) Roet. She was a lady-in-waiting to the queen and had close family connections to John of Gaunt. He had about three or four children. The king’s esquire Chaucer may have studied law in the Inner Temple. He joined the Royal Court and travelled a lot around Europe on business for the king. He became one of the king’s esquires. One of his first known poems was written in 1369. It was called The Book of The Duchess and was written after the death of John of Gaunt’s wife, Blanche. In 1373, Chaucer travelled to Italy where he became acquainted with Italian medieval poetry. He learnt from the forms and compositions of these poems and would later incorporate some of these ideas into his own poetry. In 1374, he became Comptroller (in charge of the money) of the Customs for the Port of London. He did this well-paid job for 12 years and became quite wealthy. When Richard II became king, Chaucer continued to working in Customs. He was also sent to Europe on several more diplomatic jobs for the king. Richard II was to be a good patron to Chaucer whilst the king lived. Chaucer moved to Kent in 1385 where he had a new position as Justice of the Peace. He was also elected as one of two knights of the shire to be a member of parliament. At the end of the year, he lost his customs jobs. His wife, Phillipa, died in 1387. But on 12 July 1389, he was made the Clerk of the Kings Works looking after repairs to the royal palaces. He was given other small positions including looking after the river banks of the Thames, and as a deputy forester in the Royal Forest. Over the next few years, Chaucer became poorer and often was given small payments and pensions from the king. He died at St.Mary’s Chapel at Westminster on October 25, 1400. Chaucer is buried in Westminster Abbey, in what is now called the Poets’ Corner. Chaucer did most of his writing between 1369 and 1393. He is famous for his collection of stories called The Canterbury Tales. Many of the characters featuring in the book were based on Chaucer’s own experiences of many different jobs. These gave Chaucer an insight into the manners and characteristics of a diverse range of people – and enabled him to satirise them in his book. Chaucer helped to standardise modern English. He is considered the first great English writer. Though still the English of Chaucer has drifted, making it difficult for modern readers to understand the original. When William Caxton began the first English printing press, Caxton chose ‘The Canterbury Tales’ to be the finest example of English writing. The Canterbury Tales at Amazon Famous Poets – The great poets, including Shakespeare, William Blake, Emily Dickinson, William Wordsworth and Shelley. Famous English people – Famous English men and women. From Anne Boleyn and Queen Elizabeth I to Henry VIII and Winston Churchill. Includes the great poets – William Shakespeare, William Blake and William Wordsworth. Great Briton list – Top 100 famous Britons as voted by a BBC poll. Including Winston Churchill, William Shakespeare, Thomas Cromwell and Queen Elizabeth I.	<urn:uuid:5623a76c-a652-4929-a432-b474798c5407>	CC-MAIN-2020-05	https://www.biographyonline.net/writers/geoffrey-chaucer.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783342.96/warc/CC-MAIN-20200128215526-20200129005526-00474.warc.gz	en	0.98966	889	3.703125	4	[ -0.1586696356534958, 0.4523129463195801, 0.05517713353037834, 0.14736615121364594, -0.43995586037635803, -0.2878393232822418, 0.4921494722366333, -0.412288635969162, -0.024178270250558853, -0.25614264607429504, -0.602798581123352, -0.036739278584718704, 0.23373116552829742, 0.3284624218940...	12	“Truth is the highest thing that man may keep.” – Geoffrey Chaucer, Canterbury Tales Geoffrey Chaucer (c. 1343 – October 25, 1400) was an English writer, poet, and philosopher. He is famous for writing Canterbury Tales which were not finished. He is one of the first writers to write in English and is considered the father of English literature Chaucer was born in London. His father, John, and grandfather sold wine in London. His merchant family were relatively wealthy and when he was only 12 years old, his father was kidnapped by an aunt. By 1357 Chaucer was a page to Elizabeth, Countess of Ulster, wife of Lionel, 1st Duke of Clarence. In 1360, he was captured by the French near Reims during a battle in the Hundred Years War. He was then ransomed and released. King Edward III gave £16 towards his release. Chaucer married Phillipa (de) Roet. She was a lady-in-waiting to the queen and had close family connections to John of Gaunt. He had about three or four children. The king’s esquire Chaucer may have studied law in the Inner Temple. He joined the Royal Court and travelled a lot around Europe on business for the king. He became one of the king’s esquires. One of his first known poems was written in 1369. It was called The Book of The Duchess and was written after the death of John of Gaunt’s wife, Blanche. In 1373, Chaucer travelled to Italy where he became acquainted with Italian medieval poetry. He learnt from the forms and compositions of these poems and would later incorporate some of these ideas into his own poetry. In 1374, he became Comptroller (in charge of the money) of the Customs for the Port of London. He did this well-paid job for 12 years and became quite wealthy. When Richard II became king, Chaucer continued to working in Customs. He was also sent to Europe on several more diplomatic jobs for the king. Richard II was to be a good patron to Chaucer whilst the king lived. Chaucer moved to Kent in 1385 where he had a new position as Justice of the Peace. He was also elected as one of two knights of the shire to be a member of parliament. At the end of the year, he lost his customs jobs. His wife, Phillipa, died in 1387. But on 12 July 1389, he was made the Clerk of the Kings Works looking after repairs to the royal palaces. He was given other small positions including looking after the river banks of the Thames, and as a deputy forester in the Royal Forest. Over the next few years, Chaucer became poorer and often was given small payments and pensions from the king. He died at St.Mary’s Chapel at Westminster on October 25, 1400. Chaucer is buried in Westminster Abbey, in what is now called the Poets’ Corner. Chaucer did most of his writing between 1369 and 1393. He is famous for his collection of stories called The Canterbury Tales. Many of the characters featuring in the book were based on Chaucer’s own experiences of many different jobs. These gave Chaucer an insight into the manners and characteristics of a diverse range of people – and enabled him to satirise them in his book. Chaucer helped to standardise modern English. He is considered the first great English writer. Though still the English of Chaucer has drifted, making it difficult for modern readers to understand the original. When William Caxton began the first English printing press, Caxton chose ‘The Canterbury Tales’ to be the finest example of English writing. The Canterbury Tales at Amazon Famous Poets – The great poets, including Shakespeare, William Blake, Emily Dickinson, William Wordsworth and Shelley. Famous English people – Famous English men and women. From Anne Boleyn and Queen Elizabeth I to Henry VIII and Winston Churchill. Includes the great poets – William Shakespeare, William Blake and William Wordsworth. Great Briton list – Top 100 famous Britons as voted by a BBC poll. Including Winston Churchill, William Shakespeare, Thomas Cromwell and Queen Elizabeth I.	931	ENGLISH	1
July 18, 1290 Following decades of exploitation and persecution that included heavy taxation and attempts at forced conversion, King Edward I of England issued an expulsion order for the Jews of England. England’s Jews were allowed to take only personal possessions with them; their property was confiscated. Jews had settled in England later than in other parts of Europe, with the first Jewish settlers arriving in the eleventh century. In 1096, as the Crusades ravaged the Jewish communities of Normandy, large numbers of Jews left northern France to settle in England. This pattern continued into the twelfth century when King Henry I issued a charter for the Jews and King Stephen extended protection to Jews. The Jewish population grew with arrivals from Germany, Italy and Spain. Despite these protections, the Jews of England were often subjected to persecution, high taxation and other discriminatory acts during the twelfth century. The low point for Jewish life in Medieval England came during the reign of King Richard I, known as Richard the Lionhearted, who ruled from 1189-1199. Richard led the Third Crusade in England and over an eight-month period in 1189-1190, a wave of massacres swept through the English Jewish community. Although life for England’s Jews eventually stabilized, they were still subjected to attempts at forced conversion and to high taxes. The expulsion decree of July 18 followed a decades-long policy of isolating Jews by restricting where they could live and limiting the occupations in which they were allowed to engage. However, the Jewish community had become so impoverished that their contribution to the royal tax coffers was negligible. Their expulsion thus had only a minor effect on the English economy. Approximately 4,000 Jews were expelled, and most went to France or Germanic lands. Jews were not readmitted to England until 1656. The picture shows King Edward I.	<urn:uuid:254c7b54-8b9f-46f7-b28b-727a318b7ccd>	CC-MAIN-2020-05	https://israeled.org/expulsion-jews-england/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250610004.56/warc/CC-MAIN-20200123101110-20200123130110-00430.warc.gz	en	0.980628	372	4.15625	4	[ -0.26537537574768066, 0.4714524447917938, -0.05071770399808884, -0.03676179423928261, -0.0946766808629036, -0.01952478103339672, -0.13136757910251617, 0.026915017515420914, 0.23832617700099945, 0.2571871280670166, -0.017954962328076363, -0.3202552795410156, -0.02615014649927616, -0.0504841...	5	July 18, 1290 Following decades of exploitation and persecution that included heavy taxation and attempts at forced conversion, King Edward I of England issued an expulsion order for the Jews of England. England’s Jews were allowed to take only personal possessions with them; their property was confiscated. Jews had settled in England later than in other parts of Europe, with the first Jewish settlers arriving in the eleventh century. In 1096, as the Crusades ravaged the Jewish communities of Normandy, large numbers of Jews left northern France to settle in England. This pattern continued into the twelfth century when King Henry I issued a charter for the Jews and King Stephen extended protection to Jews. The Jewish population grew with arrivals from Germany, Italy and Spain. Despite these protections, the Jews of England were often subjected to persecution, high taxation and other discriminatory acts during the twelfth century. The low point for Jewish life in Medieval England came during the reign of King Richard I, known as Richard the Lionhearted, who ruled from 1189-1199. Richard led the Third Crusade in England and over an eight-month period in 1189-1190, a wave of massacres swept through the English Jewish community. Although life for England’s Jews eventually stabilized, they were still subjected to attempts at forced conversion and to high taxes. The expulsion decree of July 18 followed a decades-long policy of isolating Jews by restricting where they could live and limiting the occupations in which they were allowed to engage. However, the Jewish community had become so impoverished that their contribution to the royal tax coffers was negligible. Their expulsion thus had only a minor effect on the English economy. Approximately 4,000 Jews were expelled, and most went to France or Germanic lands. Jews were not readmitted to England until 1656. The picture shows King Edward I.	395	ENGLISH	1
So began an importation into England which in time was to build fortunes and dot the seas with tea ships. Charles II rechartered the English company, granting it powers usually enjoyed only by governments. The company then proceeded to build up an Oriental trade, which soon far outstripped its rivals—the Dutch and the Portuguese. While tea was being carried into Western Europe over water routes, overland caravans by way of the Levant were bringing it to other parts of Europe. The first tea so to arrive was a gift of several chests brought by a Chinese embassy to the Russian court at Moscow in 1618. Eighteen arduous months on the backs of camels were required for the journey, and if the Chinese hoped by this present to create a demand for their product, the shipment was in vain, for the tea failed to win Russian friends at that time.	<urn:uuid:739ad71d-362f-4d57-aa80-85fd1330104c>	CC-MAIN-2020-05	https://www.bostonteapartyship.com/tea-blog/first-tea-imported-london	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694071.63/warc/CC-MAIN-20200126230255-20200127020255-00205.warc.gz	en	0.983704	176	3.34375	3	[ -0.031068949028849602, -0.17901824414730072, 0.3239891529083252, -0.14541611075401306, -0.10934396833181381, -0.31898441910743713, 0.4712132513523102, -0.15771111845970154, -0.06620470434427261, -0.2013370543718338, -0.03893602266907692, -0.4929649531841278, 0.03738318383693695, 0.31413504...	4	So began an importation into England which in time was to build fortunes and dot the seas with tea ships. Charles II rechartered the English company, granting it powers usually enjoyed only by governments. The company then proceeded to build up an Oriental trade, which soon far outstripped its rivals—the Dutch and the Portuguese. While tea was being carried into Western Europe over water routes, overland caravans by way of the Levant were bringing it to other parts of Europe. The first tea so to arrive was a gift of several chests brought by a Chinese embassy to the Russian court at Moscow in 1618. Eighteen arduous months on the backs of camels were required for the journey, and if the Chinese hoped by this present to create a demand for their product, the shipment was in vain, for the tea failed to win Russian friends at that time.	179	ENGLISH	1
The Girl and the Puma ~ Legend Stories for Kids THIS IS A LEGEND told and retold among the people of Argentina about powerful friendship between a girl and the puma. Five hundred years ago when the Spanish entered South America, Native American tribes often fought back against the invaders. One way tribes could put pressure on the Spanish was to surround their settlements. This is what happened in the early 1500's when Maldonado, a Spanish girl, was 15 years old. Hostile Native Americans of the Querandí tribe had encircled the Spanish settlement where Maldonado lived. Before long, their food supplies were depleted. The people faced starvation. They begged their captain to allow them to take their chances and leave the settlement in search of food - but this the captain would not allow. Famished, Maldonado escaped the settlement and fled into the jungle. As night fell, she heard with alarm the calls of wild animals. Where could she safely sleep for the night? But there was one call that drew her closer. It was a cry of pain. She followed the sound to a cave where she found a puma that had just given birth. Maldonado helped the mother puma clean the cubs. Later, she watched the babies while the mother went out to hunt. And so days went by. One day, while Maldonado was gathering food and the mother puma was inside the cave with her cubs, the girl was surprised by Querandí warriors. They captured her and brought her to their village. Fearing the worst, Maldonado braced herself for the death she felt certain was to come. But the Querandís were kind to the girl. They taught her tasks to help in their village, and she gladly took part. One day, a band of Spaniards attacked the Querandí village. Recognizing a Spanish girl, they grabbed Maldonado and forced her to return home. The Spanish captain was furious that she had disobeyed him by escaping to the jungle. To make an example of her, he commanded that she be tied to a tree and left there for wild animals to devour. After several days, the sad villagers ventured where Maldonado had been tied to the tree, fearing the worst. Much to their surprise they found her still tied to the tree and very much alive. Much more surprised were they to learn that it was a mother puma who had fed and protected the girl all that time. Question 1: Tell about a time when you did something nice for someone else, and later they did something nice for you. Question 2: Tell about a time you did something nice for someone and they haven't done anything nice yet in return. Are you sorry (or are you okay with it) that you were nice in the first place? WE WANT TO HEAR FROM YOU! Retold by Elaine L. Lindy. ©2005. All rights reserved. The story is a legend. History tells us that Maldonado's Spanish settlement was abandoned in 1540 and moved to modern-day Paraguay. Forty years later, the site was re-founded 40 years as Buenos Aires. It's also interesting to note there's a city in Uruguay (across the Río de la Plata, or in English, the Plata River) named Maldonado in honor of the heroine of this tale. A puma, also called cougar or mountain lion, compares in size and strength with the jaguar. The puma can grow to over six feet long, not including its long tail. The female bears two or four young in a litter. Pumas hunt elk, deer, and smaller mammals. Because ranchers suspect them of killing cattle, pumas have been exterminated or are endangered in many areas. (Encarta)	<urn:uuid:d1cdbfaf-3ae5-4b48-8bc8-453fe73800dc>	CC-MAIN-2020-05	https://www.storiestogrowby.org/story/girl-the-puma/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250616186.38/warc/CC-MAIN-20200124070934-20200124095934-00507.warc.gz	en	0.983179	799	3.328125	3	[ -0.24810142815113068, 0.1449470818042755, 0.27582839131355286, -0.26099124550819397, -0.0837806910276413, -0.11570779979228973, 0.20402972400188446, -0.04386361688375473, -0.13807252049446106, 0.17219030857086182, 0.1836918294429779, -0.08674262464046478, 0.00313484575599432, 0.17064869403...	2	The Girl and the Puma ~ Legend Stories for Kids THIS IS A LEGEND told and retold among the people of Argentina about powerful friendship between a girl and the puma. Five hundred years ago when the Spanish entered South America, Native American tribes often fought back against the invaders. One way tribes could put pressure on the Spanish was to surround their settlements. This is what happened in the early 1500's when Maldonado, a Spanish girl, was 15 years old. Hostile Native Americans of the Querandí tribe had encircled the Spanish settlement where Maldonado lived. Before long, their food supplies were depleted. The people faced starvation. They begged their captain to allow them to take their chances and leave the settlement in search of food - but this the captain would not allow. Famished, Maldonado escaped the settlement and fled into the jungle. As night fell, she heard with alarm the calls of wild animals. Where could she safely sleep for the night? But there was one call that drew her closer. It was a cry of pain. She followed the sound to a cave where she found a puma that had just given birth. Maldonado helped the mother puma clean the cubs. Later, she watched the babies while the mother went out to hunt. And so days went by. One day, while Maldonado was gathering food and the mother puma was inside the cave with her cubs, the girl was surprised by Querandí warriors. They captured her and brought her to their village. Fearing the worst, Maldonado braced herself for the death she felt certain was to come. But the Querandís were kind to the girl. They taught her tasks to help in their village, and she gladly took part. One day, a band of Spaniards attacked the Querandí village. Recognizing a Spanish girl, they grabbed Maldonado and forced her to return home. The Spanish captain was furious that she had disobeyed him by escaping to the jungle. To make an example of her, he commanded that she be tied to a tree and left there for wild animals to devour. After several days, the sad villagers ventured where Maldonado had been tied to the tree, fearing the worst. Much to their surprise they found her still tied to the tree and very much alive. Much more surprised were they to learn that it was a mother puma who had fed and protected the girl all that time. Question 1: Tell about a time when you did something nice for someone else, and later they did something nice for you. Question 2: Tell about a time you did something nice for someone and they haven't done anything nice yet in return. Are you sorry (or are you okay with it) that you were nice in the first place? WE WANT TO HEAR FROM YOU! Retold by Elaine L. Lindy. ©2005. All rights reserved. The story is a legend. History tells us that Maldonado's Spanish settlement was abandoned in 1540 and moved to modern-day Paraguay. Forty years later, the site was re-founded 40 years as Buenos Aires. It's also interesting to note there's a city in Uruguay (across the Río de la Plata, or in English, the Plata River) named Maldonado in honor of the heroine of this tale. A puma, also called cougar or mountain lion, compares in size and strength with the jaguar. The puma can grow to over six feet long, not including its long tail. The female bears two or four young in a litter. Pumas hunt elk, deer, and smaller mammals. Because ranchers suspect them of killing cattle, pumas have been exterminated or are endangered in many areas. (Encarta)	799	ENGLISH	1
Polish King Abdicated: On September 16, 1668, King John II Casimir of Poland abdicated his throne and resigned his crown. The following year he fled to France, which resolved to put a stop to a rebellion that was on the verge of a bloody civil war, under the command of Hetman Jerzy Sebastian Lubomirski. Apparently, the kings wife was in favor of the Duke of Enghien as successor to the throne. In his speech to the Sejm in 1661, he predicted that Poland would eventually be subjected to dismemberment by the Houses of Moscow, Brandenburg and Habsburg. His prediction came true 100 years after his death. The Battle of Jaworów was fought between the Germans, and Polish troops of the Małopolska Army from September 14 to 16, 1939 near the town of Jaworów. On September 15, Polish forces from the 11th, 24th and 38th Infantry Divisions attacked German positions in the area between Mosciska and Sadowa Wisznia. After battling throughout the night, Polish forces succeeded in breaking through to a large forest complex, which extended to the north and west of the town of Janów, and dominated the road between Przemyśl and Lwów. The Poles destroyed a German battalion, taking them as prisoners, as well as capturing their heavy equipment. The day after the Battle, the Soviets invaded Poland from the east. and the town of Lwow was completely encircled by combined forces of Germany and Soviets. German submarine sank British ship. On September 16, 1939, the Rudyard Kipling, a British trawler was captured by German submarine U-27, 40 miles west of Clare Island. The Germans boarded the ship removing food and equipment, and forced the crew on lifeboats which were cast adrift. The Kipling was then sunk with scuttling charges. Several hours later the British crew were 5 nautical miles (9.3 km) off the coast of Ireland. Eventually they landed their lifeboats at Killybegs.	<urn:uuid:69251c6a-8a64-47cd-9725-25192c5bcbd3>	CC-MAIN-2020-05	https://polishgreatness.blogspot.com/2018/09/september-16-daily-chronicles-of-history.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250608062.57/warc/CC-MAIN-20200123011418-20200123040418-00345.warc.gz	en	0.983584	433	3.640625	4	[ -0.31891322135925293, 0.8732706308364868, 0.2151668667793274, 0.09714142233133316, 0.016059348359704018, -0.4637605547904968, 0.17379304766654968, 0.24177910387516022, -0.5225746631622314, -0.2007528692483902, -0.14081160724163055, -0.4200722575187683, 0.03930718079209328, 0.32776239514350...	3	Polish King Abdicated: On September 16, 1668, King John II Casimir of Poland abdicated his throne and resigned his crown. The following year he fled to France, which resolved to put a stop to a rebellion that was on the verge of a bloody civil war, under the command of Hetman Jerzy Sebastian Lubomirski. Apparently, the kings wife was in favor of the Duke of Enghien as successor to the throne. In his speech to the Sejm in 1661, he predicted that Poland would eventually be subjected to dismemberment by the Houses of Moscow, Brandenburg and Habsburg. His prediction came true 100 years after his death. The Battle of Jaworów was fought between the Germans, and Polish troops of the Małopolska Army from September 14 to 16, 1939 near the town of Jaworów. On September 15, Polish forces from the 11th, 24th and 38th Infantry Divisions attacked German positions in the area between Mosciska and Sadowa Wisznia. After battling throughout the night, Polish forces succeeded in breaking through to a large forest complex, which extended to the north and west of the town of Janów, and dominated the road between Przemyśl and Lwów. The Poles destroyed a German battalion, taking them as prisoners, as well as capturing their heavy equipment. The day after the Battle, the Soviets invaded Poland from the east. and the town of Lwow was completely encircled by combined forces of Germany and Soviets. German submarine sank British ship. On September 16, 1939, the Rudyard Kipling, a British trawler was captured by German submarine U-27, 40 miles west of Clare Island. The Germans boarded the ship removing food and equipment, and forced the crew on lifeboats which were cast adrift. The Kipling was then sunk with scuttling charges. Several hours later the British crew were 5 nautical miles (9.3 km) off the coast of Ireland. Eventually they landed their lifeboats at Killybegs.	462	ENGLISH	1
The most wonderful time of year! we always have so much fun during the holiday season. This month we learned about the holidays, did lots of math games, a few science experiments and had many festive story times! Lots of early learning literacy this month as well! Using the season as our theme, we did a few letter days. S is for snowman, B is for bell, and T is for tree. We had a Grinch day where we worked on a paper that answered the question: What would you do to make the Grinch grin? We also did a scavenger hunt where we hid holiday cut outs around the room. Going square by square on our list, we found the objects in order, which was a fun way to practice following directions, word recognition as well as counting (how many do we have left to find ?). Science is always fun when the weather starts to get colder because we can use that as a backdrop to so many different experiements. One of the class favorites was seeing how long ice takes to form. On one of our extremely cold days, we filled a plastic bowl half way with water. We checked the bowl every hour. We noticed the changes in the water: after the first hour it was cold, the second hour it started to freeze on the top. The next day we used the same ice in the opposite way, we brought our ice inside to see how long it would take to melt in our warm classroom. Looking forward to more winter fun and learning next month !	<urn:uuid:d4c50148-db32-4e97-8a91-1f0bc7ddadae>	CC-MAIN-2020-05	https://www.laureltreeacademy.com/parent-connection/robins/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607118.51/warc/CC-MAIN-20200122131612-20200122160612-00122.warc.gz	en	0.981416	310	3.375	3	[ -0.2868053913116455, 0.2644919157028198, 0.466073215007782, -0.3234530985355377, -0.2590353488922119, -0.22801993787288666, 0.30624330043792725, 0.1896221786737442, -0.007470184471458197, -0.010557682253420353, 0.18998600542545319, 0.1339227557182312, 0.20997010171413422, 0.370036423206329...	3	The most wonderful time of year! we always have so much fun during the holiday season. This month we learned about the holidays, did lots of math games, a few science experiments and had many festive story times! Lots of early learning literacy this month as well! Using the season as our theme, we did a few letter days. S is for snowman, B is for bell, and T is for tree. We had a Grinch day where we worked on a paper that answered the question: What would you do to make the Grinch grin? We also did a scavenger hunt where we hid holiday cut outs around the room. Going square by square on our list, we found the objects in order, which was a fun way to practice following directions, word recognition as well as counting (how many do we have left to find ?). Science is always fun when the weather starts to get colder because we can use that as a backdrop to so many different experiements. One of the class favorites was seeing how long ice takes to form. On one of our extremely cold days, we filled a plastic bowl half way with water. We checked the bowl every hour. We noticed the changes in the water: after the first hour it was cold, the second hour it started to freeze on the top. The next day we used the same ice in the opposite way, we brought our ice inside to see how long it would take to melt in our warm classroom. Looking forward to more winter fun and learning next month !	306	ENGLISH	1
Orphaned children are society’s most vulnerable and susceptible population. Often, these children have lost the most important people in their lives due to disease, violence, or accidents. In other cases, these children have suffered from abuse, neglect, or abandonment. Orphanages were created in order to address the increasing number of children who were left without parental care. Throughout history, children who were abandoned or who lost their parents due to disease or violence, were placed in the care of relatives. However, not all orphaned children had family members who were willing to undertake the responsibility of caring for them. Governments understood that it was essential to develop institutions that would provide these children with basic necessities, education, and protection. In many cases, these Government-funded institutions subjected children to the exact opposite. Oftentimes, orphanages were not provided with sufficient funding, and as a result, orphaned children did not have access to adequate supplies of food or proper clothing. These institutions were often understaffed, and abuse and neglect became widespread throughout orphanages. Some countries, such as the United States, chose to close State-run orphanages in favor of other programs. However, orphanages can still be found in many countries throughout the world. The institutionalization of orphanages has an extremely long and complex history. Since the time of the ancient Athenians, governments have ensured that children who lost their parents due to disease or warfare continued to be provided with protection and the necessities that they need in order to survive. Once Christianity became accepted, Christians around the world began to establish institutions in order to house, clothe, feed, and care for children who lost their parents. As time progressed, these orphanages became important not only for children who lost their parents, but also for children who were born to parents that were not able to care for them. Orphanages quickly became essential institutions throughout much of Europe. These institutions continued to increase in importance in the United States and in various countries throughout the world. The necessity for international orphanages continues to increase. Many countries throughout the world are experiencing extreme poverty and armed conflict. In countries such as Africa, millions of people die every year due to starvation, violence, and disease. Oftentimes, these diseases are treatable with medicine. However, many people throughout these countries do not have access to healthcare. Infectious diseases, such as HIV/AIDS, are rampant through many impoverished countries. As a result, millions of children are orphaned every year. In many cases, the quality of international orphanages are atrocious. They often do not have adequate funding in order to provide children with the food, clothing, and education that they need. Many children die in orphanages around the world because they do not have access to proper healthcare. It is essential to establish more and better quality international orphanages in order to protect and care for the children who have had their parents taken from them. Orphanages became extremely important in the United States during the 19th Century. This era experienced a great deal of financial hardships and violence. The Civil War claimed hundreds of thousands of lives, and diseases many more, orphaning children across the country. In many cases, parents did not posses the financial ability to adequately care for a child. As a result, hundreds of orphanages were established throughout the nation. These orphanages were responsible for providing children with shelter, food, clothing, and education. As time progressed, it became commonly known that children in orphanages were subjected to abuse and neglect. As a result of the terrible conditions that were found in many United States orphanages, most of these institutions were closed down. The United States began to focus on the foster care system in order to protect orphaned children. Today, some improved and modern group homes exist for orphans. However, foster care is considered to be a better option for children. The majority of the orphanages that continue to exist in the United States are associated with a particular religious denominations, which provides the orphanage with financial funding. Hundreds of Christian orphanages have been established throughout the United States. These orphanages seek to provide children not only with basic necessities, but also with love and support. Many of these orphanages were developed as boarding schools, where orphaned children live and receive an education. The majority of Christian orphanages place a strong emphasis on religious education and spend a great deal of time teaching the Bible to orphaned children. An extensive database containing the major Christian orphanages throughout the country can be found online. Christian orphanages are not only important within the United States, but are also extremely crucial in countries throughout the world. Many Christian orphanages have been established in impoverished countries to help protect and provide for desolate children. These institutions rely heavily on public donations in order to continue their mission.	<urn:uuid:11c69399-4d9a-4780-b5cd-701fbf727b49>	CC-MAIN-2020-05	https://children-laws.laws.com/category/Orphanages	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598726.39/warc/CC-MAIN-20200120110422-20200120134422-00225.warc.gz	en	0.982477	983	3.609375	4	[ 0.009273257106542587, 0.014115909114480019, 0.060370370745658875, -0.4293498992919922, 0.31496334075927734, 0.08205155283212662, -0.39255455136299133, 0.09867750853300095, 0.018607517704367638, 0.28087425231933594, 0.36455070972442627, 0.05055595934391022, 0.38242340087890625, 0.1222716048...	13	Orphaned children are society’s most vulnerable and susceptible population. Often, these children have lost the most important people in their lives due to disease, violence, or accidents. In other cases, these children have suffered from abuse, neglect, or abandonment. Orphanages were created in order to address the increasing number of children who were left without parental care. Throughout history, children who were abandoned or who lost their parents due to disease or violence, were placed in the care of relatives. However, not all orphaned children had family members who were willing to undertake the responsibility of caring for them. Governments understood that it was essential to develop institutions that would provide these children with basic necessities, education, and protection. In many cases, these Government-funded institutions subjected children to the exact opposite. Oftentimes, orphanages were not provided with sufficient funding, and as a result, orphaned children did not have access to adequate supplies of food or proper clothing. These institutions were often understaffed, and abuse and neglect became widespread throughout orphanages. Some countries, such as the United States, chose to close State-run orphanages in favor of other programs. However, orphanages can still be found in many countries throughout the world. The institutionalization of orphanages has an extremely long and complex history. Since the time of the ancient Athenians, governments have ensured that children who lost their parents due to disease or warfare continued to be provided with protection and the necessities that they need in order to survive. Once Christianity became accepted, Christians around the world began to establish institutions in order to house, clothe, feed, and care for children who lost their parents. As time progressed, these orphanages became important not only for children who lost their parents, but also for children who were born to parents that were not able to care for them. Orphanages quickly became essential institutions throughout much of Europe. These institutions continued to increase in importance in the United States and in various countries throughout the world. The necessity for international orphanages continues to increase. Many countries throughout the world are experiencing extreme poverty and armed conflict. In countries such as Africa, millions of people die every year due to starvation, violence, and disease. Oftentimes, these diseases are treatable with medicine. However, many people throughout these countries do not have access to healthcare. Infectious diseases, such as HIV/AIDS, are rampant through many impoverished countries. As a result, millions of children are orphaned every year. In many cases, the quality of international orphanages are atrocious. They often do not have adequate funding in order to provide children with the food, clothing, and education that they need. Many children die in orphanages around the world because they do not have access to proper healthcare. It is essential to establish more and better quality international orphanages in order to protect and care for the children who have had their parents taken from them. Orphanages became extremely important in the United States during the 19th Century. This era experienced a great deal of financial hardships and violence. The Civil War claimed hundreds of thousands of lives, and diseases many more, orphaning children across the country. In many cases, parents did not posses the financial ability to adequately care for a child. As a result, hundreds of orphanages were established throughout the nation. These orphanages were responsible for providing children with shelter, food, clothing, and education. As time progressed, it became commonly known that children in orphanages were subjected to abuse and neglect. As a result of the terrible conditions that were found in many United States orphanages, most of these institutions were closed down. The United States began to focus on the foster care system in order to protect orphaned children. Today, some improved and modern group homes exist for orphans. However, foster care is considered to be a better option for children. The majority of the orphanages that continue to exist in the United States are associated with a particular religious denominations, which provides the orphanage with financial funding. Hundreds of Christian orphanages have been established throughout the United States. These orphanages seek to provide children not only with basic necessities, but also with love and support. Many of these orphanages were developed as boarding schools, where orphaned children live and receive an education. The majority of Christian orphanages place a strong emphasis on religious education and spend a great deal of time teaching the Bible to orphaned children. An extensive database containing the major Christian orphanages throughout the country can be found online. Christian orphanages are not only important within the United States, but are also extremely crucial in countries throughout the world. Many Christian orphanages have been established in impoverished countries to help protect and provide for desolate children. These institutions rely heavily on public donations in order to continue their mission.	969	ENGLISH	1
What Was An Agency House? by Fiona Spear, History Research Group William Paxton was a talented entrepreneur. He made his initial fortune running an agency house, Paxton, Cockerell and Trail, in Calcutta. By the late 18th Century, the British Government became increasingly concerned about corruption in The East India Company (EIC). Consequently, after The India Act 1784, EIC servants were no longer permitted to trade privately. To compensate, their salaries were increased substantially. Previously, they had conducted their own business deals and remitted money back to Britain using the Company’s financial channels. It had been a very lucrative side-line. With Company business channels closed to them, EIC servants had to find a new way to invest savings and send money home. This gave the perfect opportunity for free merchants, like William Paxton, to set up a new commercial organisation, the agency house, offering banking facilities and remitting money back Britain. Free merchants were allowed to trade as long as their interests did not interfere with the EIC monopoly, instead they dealt in ‘country trade’, i.e. opium, cotton, indigo, and salt. Agency houses would have a sister house in London, which would sell cargoes imported from India and invest the profits or make payments to investors or investors’ relations in Britain. The investor would be given a bill of exchange which could be cashed in at the sister agency house in Britain. At that time it was extremely difficult to exchange foreign currency. People travelling back to Britain would have had to find other means of carrying convertible currency such as diamonds or gold which could be sold once they reached their destination. These would have been difficult to keep safe on the long journey home. Bills of exchange were easier and safer to carry or send on. The sister agency houses in London were often managed by partners who had retired home from India. The Agency House proprietors became a powerful interest group in the East India Company’s Courts of Proprietors and Directors. By providing financial services to EIC employees, agency house proprietors, like William Paxton, became very important people in the community, indispensable to the wealthiest and most powerful officials. Paxton, Cockerell & Trail financed Governor-General Richard Wellesley, older brother of Arthur, Duke of Wellington, in the war against Tipu Sultan of Mysore in 1798-1799. This conflict dramatically increased the territory of the EIC. Agency houses were owned by European partners, but employed Indian agents, banians, who dealt directly with the Indian businesses, negotiating the price of each commodity. This avoided any problems with language and social barriers. Unfortunately the banians were not seen as equals in the business and did not benefit financially or socially as much as the proprietors. The boom in the agency house business did not last. By the 1830’s they had all ceased trading. The initial proprietors had all retired to Britain. Many newcomers attempted to replicate their success, but only succeeded in flooding the market, making profits difficult to find. Adverse economic conditions in Britain and India rendered the agency house business unviable. William Paxton was an entrepreneur in the right place at the right time. The fortune he made in India helped fund his later projects in Britain, including his country estate Middleton Hall, Carmarthenshire.	<urn:uuid:d137527d-c517-41e9-a342-4189a6fdd7c4>	CC-MAIN-2020-05	https://botanicgarden.wales/paxton-agency-houses/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593994.14/warc/CC-MAIN-20200118221909-20200119005909-00427.warc.gz	en	0.980831	696	3.390625	3	[ 0.07963265478610992, -0.16111597418785095, 0.4927470088005066, -0.20169980823993683, -0.17359668016433716, -0.25693458318710327, 0.237664133310318, -0.37472498416900635, -0.08385588228702545, 0.3109702169895172, 0.01437341421842575, -0.03730257600545883, 0.0663282722234726, 0.1037728115916...	5	What Was An Agency House? by Fiona Spear, History Research Group William Paxton was a talented entrepreneur. He made his initial fortune running an agency house, Paxton, Cockerell and Trail, in Calcutta. By the late 18th Century, the British Government became increasingly concerned about corruption in The East India Company (EIC). Consequently, after The India Act 1784, EIC servants were no longer permitted to trade privately. To compensate, their salaries were increased substantially. Previously, they had conducted their own business deals and remitted money back to Britain using the Company’s financial channels. It had been a very lucrative side-line. With Company business channels closed to them, EIC servants had to find a new way to invest savings and send money home. This gave the perfect opportunity for free merchants, like William Paxton, to set up a new commercial organisation, the agency house, offering banking facilities and remitting money back Britain. Free merchants were allowed to trade as long as their interests did not interfere with the EIC monopoly, instead they dealt in ‘country trade’, i.e. opium, cotton, indigo, and salt. Agency houses would have a sister house in London, which would sell cargoes imported from India and invest the profits or make payments to investors or investors’ relations in Britain. The investor would be given a bill of exchange which could be cashed in at the sister agency house in Britain. At that time it was extremely difficult to exchange foreign currency. People travelling back to Britain would have had to find other means of carrying convertible currency such as diamonds or gold which could be sold once they reached their destination. These would have been difficult to keep safe on the long journey home. Bills of exchange were easier and safer to carry or send on. The sister agency houses in London were often managed by partners who had retired home from India. The Agency House proprietors became a powerful interest group in the East India Company’s Courts of Proprietors and Directors. By providing financial services to EIC employees, agency house proprietors, like William Paxton, became very important people in the community, indispensable to the wealthiest and most powerful officials. Paxton, Cockerell & Trail financed Governor-General Richard Wellesley, older brother of Arthur, Duke of Wellington, in the war against Tipu Sultan of Mysore in 1798-1799. This conflict dramatically increased the territory of the EIC. Agency houses were owned by European partners, but employed Indian agents, banians, who dealt directly with the Indian businesses, negotiating the price of each commodity. This avoided any problems with language and social barriers. Unfortunately the banians were not seen as equals in the business and did not benefit financially or socially as much as the proprietors. The boom in the agency house business did not last. By the 1830’s they had all ceased trading. The initial proprietors had all retired to Britain. Many newcomers attempted to replicate their success, but only succeeded in flooding the market, making profits difficult to find. Adverse economic conditions in Britain and India rendered the agency house business unviable. William Paxton was an entrepreneur in the right place at the right time. The fortune he made in India helped fund his later projects in Britain, including his country estate Middleton Hall, Carmarthenshire.	685	ENGLISH	1
MANSFIELD - There are many ways a farmer might attract customers when local produce is out of season. An ice cream stand in the summer or a corn maze in the fall keeps them coming back. But in a bygone era farmers and fuel dealers had another revenue stream courtesy of Mother Nature: ice harvesting. Ice harvesting was a common practice in colder climates from the 1800s to well into the 20th century. Imagine the days before electric refrigeration. A household had to rely on the ice man to keep meat and dairy products fresh. A chunk of ice delivered regularly kept home ice boxes cool year-round. Ponds froze over reliably a century ago. When they did teams of ice harvesters would venture out onto frozen lakes and ponds. With large saws they would systematically cut the ice into cakes. At first the cutting was done by hand, later by horse-drawn equipment. The ice cakes would be moved by long poles through a channel to the ice house. In later year the ice cakes were brought into the ice house by a chain hoist. The ice was usually packed in sawdust which would prevent melting even in the summer. The harvesting process is far more detailed than described here. We would recommend additional reading and viewing on the Internet. The local ice man now had a supply of ice to peddle around town. He would cut the blocks into smaller chunks and load them onto his wagon. If a customer placed a sign in his window indicating the need for ice that day, the ice man delivered a fresh piece to the kitchen ice box. The chunk usually lasted a few days. Mansfield had many ice dealers over the years. Newspaper accounts consistently relay stories of ice freezing to a depth of 10 to 12 inches. The Consolidated Ice Company of East Mansfield had a crew that was able to harvest 700 tons in one day in February 1913. A local early ice dealer was Warren B. Wilson. A 1906 advertisement from Wilson and his partner F.A. Bushnell informed customers there would be a new price structure “on account of the shortage in the ice crop.” A 20-pound chunk of ice would now cost 10 cents. While providing the latest in refrigeration and convenience, not everyone looked forward to the ice harvest. Consider this tidbit from The Mansfield News, February 1889: “between two and three hundred ladies and gentlemen were skating on Fulton’s Pond Saturday afternoon and evening. The young men played polo and displayed a good deal of skill in the game. The young people are dreading the ice-cutting which will interfere with their skating decidedly.” A later ice dealer that long-time residents might still remember was Pop Kirley. Pop ran a fuel and ice business on Shawmut Avenue. He also harvested ice at Whiteville Pond in East Mansfield until the early 1940s. He had an advanced operation, featuring a chain hoist to deliver the 200 pound ice cakes into the ice house. They were packed carefully in a layer of pine sawdust for insulation. A few of Pop Kirley’s ice houses in Whiteville were three stories high. By the 1940s the ice business was coming to an end. The long familiar sign in a customer’s window would soon disappear. The kitchen ice box was gradually replaced by a new electric refrigerator. And the annual ice harvest became a memory. Kevin McNatt and Andrew Todesco are members of the Mansfield Historical Society. They can be reached at email@example.com. Follow the society on Facebook, Instagram and Twitter.	<urn:uuid:5b54ee05-712b-44f8-9d17-d1584d911c65>	CC-MAIN-2020-05	https://mansfield.wickedlocal.com/news/20200107/mansfield-memories-ice-harvesting-was-thriving-business	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251671078.88/warc/CC-MAIN-20200125071430-20200125100430-00076.warc.gz	en	0.980893	735	3.34375	3	[ -0.20512446761131287, -0.1728549301624298, 0.06677721440792084, 0.11609736829996109, 0.6114377379417419, -0.07570537179708481, 0.45013460516929626, -0.02104613557457924, -0.49770021438598633, -0.10523028671741486, 0.0073259128257632256, -0.14661219716072083, 0.378726601600647, 0.0500942766...	2	MANSFIELD - There are many ways a farmer might attract customers when local produce is out of season. An ice cream stand in the summer or a corn maze in the fall keeps them coming back. But in a bygone era farmers and fuel dealers had another revenue stream courtesy of Mother Nature: ice harvesting. Ice harvesting was a common practice in colder climates from the 1800s to well into the 20th century. Imagine the days before electric refrigeration. A household had to rely on the ice man to keep meat and dairy products fresh. A chunk of ice delivered regularly kept home ice boxes cool year-round. Ponds froze over reliably a century ago. When they did teams of ice harvesters would venture out onto frozen lakes and ponds. With large saws they would systematically cut the ice into cakes. At first the cutting was done by hand, later by horse-drawn equipment. The ice cakes would be moved by long poles through a channel to the ice house. In later year the ice cakes were brought into the ice house by a chain hoist. The ice was usually packed in sawdust which would prevent melting even in the summer. The harvesting process is far more detailed than described here. We would recommend additional reading and viewing on the Internet. The local ice man now had a supply of ice to peddle around town. He would cut the blocks into smaller chunks and load them onto his wagon. If a customer placed a sign in his window indicating the need for ice that day, the ice man delivered a fresh piece to the kitchen ice box. The chunk usually lasted a few days. Mansfield had many ice dealers over the years. Newspaper accounts consistently relay stories of ice freezing to a depth of 10 to 12 inches. The Consolidated Ice Company of East Mansfield had a crew that was able to harvest 700 tons in one day in February 1913. A local early ice dealer was Warren B. Wilson. A 1906 advertisement from Wilson and his partner F.A. Bushnell informed customers there would be a new price structure “on account of the shortage in the ice crop.” A 20-pound chunk of ice would now cost 10 cents. While providing the latest in refrigeration and convenience, not everyone looked forward to the ice harvest. Consider this tidbit from The Mansfield News, February 1889: “between two and three hundred ladies and gentlemen were skating on Fulton’s Pond Saturday afternoon and evening. The young men played polo and displayed a good deal of skill in the game. The young people are dreading the ice-cutting which will interfere with their skating decidedly.” A later ice dealer that long-time residents might still remember was Pop Kirley. Pop ran a fuel and ice business on Shawmut Avenue. He also harvested ice at Whiteville Pond in East Mansfield until the early 1940s. He had an advanced operation, featuring a chain hoist to deliver the 200 pound ice cakes into the ice house. They were packed carefully in a layer of pine sawdust for insulation. A few of Pop Kirley’s ice houses in Whiteville were three stories high. By the 1940s the ice business was coming to an end. The long familiar sign in a customer’s window would soon disappear. The kitchen ice box was gradually replaced by a new electric refrigerator. And the annual ice harvest became a memory. Kevin McNatt and Andrew Todesco are members of the Mansfield Historical Society. They can be reached at email@example.com. Follow the society on Facebook, Instagram and Twitter.	742	ENGLISH	1
In May of 1881, a transformational opportunity was presented to Washington. One night after Hampton’s chapel, General Armstrong approached Washington about a letter that he had received from Alabama asking for recommendations for a principal to lead a new “colored” school in the town of Tuskegee. Although the men expected Armstrong to recommend a white man, he approached Washington about the position. Washington gladly accepted and waited to see if the men would accept a black man for the job. Washington explicitly mentions that the people in Tuskegee were looking for a white man, thus highlighting his belief that his merit erased whatever racial prejudices the search committee had in their qualifications for a new teacher. After waiting several days, Armstrong received a telegram accepting Washington as the new principal. Washington and the faculty, students, and staff of Hampton were elated, and he immediately began to prepare to move to Tuskegee. He spent a small amount of time in his home town of Malden, and then made the journey down to Alabama. Another recurring event in Washington’s narrative is the community celebration of individual success. Washington always includes the celebration of his accomplishments by his community, to show that the community valued his hard work and recognized the uplifting power of his merit. Washington found Tuskegee to be a small town of about 2,000 people, of which about one half were black. In the county around Tuskegee, black people outnumbered white people by three to one. Washington mentions that Tuskegee is in the “Black Belt,” which he defines as the geographical region distinguished by both the color of the soil and the large black population brought there by slavery. “Black Belt” is a relatively contested term in geographical and sociological circles. Some people argue that the term only refers to the color of the fertile soil of the area. However, because of the region’s agricultural fertility, many slaves were sold to this area of the country to work the land. Thus others feel that “Black Belt” is a racially charged term to describe this region. As a result, the term has adopted a sort of a double meaning. Washington felt that Tuskegee was an ideal place for the school. It had a large black population that was “ignorant,” but had not fallen to the vices of people in the lower classes of large cities. The white people of the town were also more cultured than most Southern whites, because the town was once a center for white education. Because of this, Washington found race relations to be relatively peaceful in the town. Tuskegee’s largest business, the hardware store, was even jointly owned by a black man and a white man. Washington deeply admires the white Southerners in and around Tuskegee, and he highlights their “cultured” nature to show that not all Southern white people are racist and vicious. Of course, he also sets a rather low moral bar for white Southerners in this case, but that’s because racism in the South at the time is so prevalent that it’s usually assumed. Washington learned that the people of Tuskegee had asked the state legislature for some money to educate themselves, and the legislature had granted $2,000 as a yearly educational supplement. However, the money could only be used to pay teacher salaries, so it could not be applied to school materials, land, or buildings. Although Washington felt that the task of actually starting a school seemed impossible, the black people in the town were very encouraging and supportive. Monetary issues re-enter Washington’s narrative here, and they will continue to plague Tuskegee until after Washington’s Atlanta Exposition Address many years later. Washington is also highlighting that black Americans deeply value education and are supportive of his endeavor. Washington’s first priority was to find land on which to open the school. He found a small shack near the black Methodist church in town, and he immediately began teaching there. The building was in such poor shape that if it rained during the school day, an older student would have to put down his lessons in order to hold an umbrella over Washington so that he could continue teaching. Washington includes the details about the dilapidated nature of the building in order to highlight how exponential Tuskegee’s growth was. Washington wants to show that labor can create an entire institution from a broken down shanty. The people of the town of Tuskegee were deeply interested in political matters, and they wanted to ensure that Washington was one of them politically. One man who was put in charge of this task asked Washington to vote how they voted, which was always the opposite of the white men in the town. However, Washington felt that this type of practice was misguided, and he is happy to report that the practice is diminishing in the area as he is writing. He believes that voting from “principle” is the only way to vote. The first month that Washington spent at Tuskegee, in June of 1881, was spent traveling through Alabama to observe the actual life of black Americans in the state as well as to advertise his school. Washington relished this opportunity to engage with the real and everyday life of the people. Wherever Washington travels, he attempts to see the “actual” life of the people. Since his educational philosophy highlights meeting needs as they occur in the community, he feels that it is very important to engage with that community before developing a curriculum. In the plantation districts, Washington found that most families slept in one room, and that there was no place to bathe in most of the houses. Most families also survived off of fat pork and corn bread, and despite the rich soil around them that could have supported many crops, Washington observed that they only planted cotton, sometimes so much cotton that it went right up to the door steps. The cabins also usually had one expensive item, often a sewing machine or a clock, that the inhabitants would buy on credit and pay back in monthly installments despite the family’s meager income. One family even had purchased an organ, but only had one fork, which the entire family had to pass around and share. Like in his discussion of the homespun cap that his mother made him in his childhood, Washington feels that material items are of no use if people lack morals and merit. Washington was shocked by what he saw as the backward priorities of some of these families. He thought that many of their practices were wasteful and thriftless, which in his eyes contributed to their poverty. This is a very limited view (as it ignores the fact that labor doesn’t make everyone happy, and sometimes these “extravagances” do), but it fits with Washington’s general ideology. Although Washington was regularly treated with the hospitality of a sit down dinner, this was not regular protocol for the families in the plantation district. Often at the homes he visited the wife would get up and cook breakfast in a skillet, and the husband would pick up his breakfast and walk to the fields while the children would eat directly out of the skillet or eat while running around in the yard. After this, the whole family would proceed to the cotton field, and the later meals were taken in the same way. Washington felt very strongly that black families should emulate the practices of upper class white families. He wanted black families to sit down to dinner together at the same time each day with a properly set table, to foster organization in the household. This type of schedule was repeated daily, except for on Saturday and Sunday. Saturday the family would go to town to “shop,” and although they had little to no money, they would spend the entire day in town, sitting around or talking with the other families. Sunday was spent in church. Like other family practices that Washington observed, he felt that these weekend practices were wasteful and contributed to poverty. As for the rural schools, Washington found that they were all in disrepair. The black communities were largely in debt and the state provided no money for education, so the schoolhouses were in shambles. Most did not even have means by which to heat the school in the winter. Many of the teachers were also ill prepared. Because of these abysmal conditions, the schools were only open for 3-5 months per year. Washington also states that the churches and ministers were in a much similar condition to the schools and teachers. The lack of state subsidized education in the South was a big issue for many black Americans in the South after the Civil War. Without access to free public schools, black Americans had little chance to educate themselves and achieve economic independence. Washington recognized this and knew that education needed funding to succeed. While Washington feels that the conditions of rural Alabama were abysmal, he both recognizes the cause of these conditions and states that some people in this region provided “encouraging exceptions.” He tells the story of one man who was sold to Alabama from Virginia during slavery. When asked how many were sold with him, the man replied “myself and brother and three mules.” Washington claims that his purpose in describing the struggling families of rural Alabama is to show the depths from which the region rose with the help of the Tuskegee Institute. This story by Washington demonstrates the mental effects that slavery had on many newly freed black Americans. Since they were considered chattel, or property, during slavery, many people internalized such views and struggled to uplift themselves socially or economically.	<urn:uuid:c43c60c7-e895-469b-b3da-8c15afc932a3>	CC-MAIN-2020-05	https://www.litcharts.com/lit/up-from-slavery/chapter-7-early-days-at-tuskegee	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251789055.93/warc/CC-MAIN-20200129071944-20200129101944-00528.warc.gz	en	0.986507	1,970	4.21875	4	[ -0.3430071473121643, 0.24551734328269958, 0.04648672044277191, -0.13763701915740967, -0.48672035336494446, 0.18516607582569122, 0.1964641809463501, -0.09990844130516052, -0.31398266553878784, 0.12545070052146912, 0.31534409523010254, -0.0709640383720398, -0.19804425537586212, 0.27009105682...	5	In May of 1881, a transformational opportunity was presented to Washington. One night after Hampton’s chapel, General Armstrong approached Washington about a letter that he had received from Alabama asking for recommendations for a principal to lead a new “colored” school in the town of Tuskegee. Although the men expected Armstrong to recommend a white man, he approached Washington about the position. Washington gladly accepted and waited to see if the men would accept a black man for the job. Washington explicitly mentions that the people in Tuskegee were looking for a white man, thus highlighting his belief that his merit erased whatever racial prejudices the search committee had in their qualifications for a new teacher. After waiting several days, Armstrong received a telegram accepting Washington as the new principal. Washington and the faculty, students, and staff of Hampton were elated, and he immediately began to prepare to move to Tuskegee. He spent a small amount of time in his home town of Malden, and then made the journey down to Alabama. Another recurring event in Washington’s narrative is the community celebration of individual success. Washington always includes the celebration of his accomplishments by his community, to show that the community valued his hard work and recognized the uplifting power of his merit. Washington found Tuskegee to be a small town of about 2,000 people, of which about one half were black. In the county around Tuskegee, black people outnumbered white people by three to one. Washington mentions that Tuskegee is in the “Black Belt,” which he defines as the geographical region distinguished by both the color of the soil and the large black population brought there by slavery. “Black Belt” is a relatively contested term in geographical and sociological circles. Some people argue that the term only refers to the color of the fertile soil of the area. However, because of the region’s agricultural fertility, many slaves were sold to this area of the country to work the land. Thus others feel that “Black Belt” is a racially charged term to describe this region. As a result, the term has adopted a sort of a double meaning. Washington felt that Tuskegee was an ideal place for the school. It had a large black population that was “ignorant,” but had not fallen to the vices of people in the lower classes of large cities. The white people of the town were also more cultured than most Southern whites, because the town was once a center for white education. Because of this, Washington found race relations to be relatively peaceful in the town. Tuskegee’s largest business, the hardware store, was even jointly owned by a black man and a white man. Washington deeply admires the white Southerners in and around Tuskegee, and he highlights their “cultured” nature to show that not all Southern white people are racist and vicious. Of course, he also sets a rather low moral bar for white Southerners in this case, but that’s because racism in the South at the time is so prevalent that it’s usually assumed. Washington learned that the people of Tuskegee had asked the state legislature for some money to educate themselves, and the legislature had granted $2,000 as a yearly educational supplement. However, the money could only be used to pay teacher salaries, so it could not be applied to school materials, land, or buildings. Although Washington felt that the task of actually starting a school seemed impossible, the black people in the town were very encouraging and supportive. Monetary issues re-enter Washington’s narrative here, and they will continue to plague Tuskegee until after Washington’s Atlanta Exposition Address many years later. Washington is also highlighting that black Americans deeply value education and are supportive of his endeavor. Washington’s first priority was to find land on which to open the school. He found a small shack near the black Methodist church in town, and he immediately began teaching there. The building was in such poor shape that if it rained during the school day, an older student would have to put down his lessons in order to hold an umbrella over Washington so that he could continue teaching. Washington includes the details about the dilapidated nature of the building in order to highlight how exponential Tuskegee’s growth was. Washington wants to show that labor can create an entire institution from a broken down shanty. The people of the town of Tuskegee were deeply interested in political matters, and they wanted to ensure that Washington was one of them politically. One man who was put in charge of this task asked Washington to vote how they voted, which was always the opposite of the white men in the town. However, Washington felt that this type of practice was misguided, and he is happy to report that the practice is diminishing in the area as he is writing. He believes that voting from “principle” is the only way to vote. The first month that Washington spent at Tuskegee, in June of 1881, was spent traveling through Alabama to observe the actual life of black Americans in the state as well as to advertise his school. Washington relished this opportunity to engage with the real and everyday life of the people. Wherever Washington travels, he attempts to see the “actual” life of the people. Since his educational philosophy highlights meeting needs as they occur in the community, he feels that it is very important to engage with that community before developing a curriculum. In the plantation districts, Washington found that most families slept in one room, and that there was no place to bathe in most of the houses. Most families also survived off of fat pork and corn bread, and despite the rich soil around them that could have supported many crops, Washington observed that they only planted cotton, sometimes so much cotton that it went right up to the door steps. The cabins also usually had one expensive item, often a sewing machine or a clock, that the inhabitants would buy on credit and pay back in monthly installments despite the family’s meager income. One family even had purchased an organ, but only had one fork, which the entire family had to pass around and share. Like in his discussion of the homespun cap that his mother made him in his childhood, Washington feels that material items are of no use if people lack morals and merit. Washington was shocked by what he saw as the backward priorities of some of these families. He thought that many of their practices were wasteful and thriftless, which in his eyes contributed to their poverty. This is a very limited view (as it ignores the fact that labor doesn’t make everyone happy, and sometimes these “extravagances” do), but it fits with Washington’s general ideology. Although Washington was regularly treated with the hospitality of a sit down dinner, this was not regular protocol for the families in the plantation district. Often at the homes he visited the wife would get up and cook breakfast in a skillet, and the husband would pick up his breakfast and walk to the fields while the children would eat directly out of the skillet or eat while running around in the yard. After this, the whole family would proceed to the cotton field, and the later meals were taken in the same way. Washington felt very strongly that black families should emulate the practices of upper class white families. He wanted black families to sit down to dinner together at the same time each day with a properly set table, to foster organization in the household. This type of schedule was repeated daily, except for on Saturday and Sunday. Saturday the family would go to town to “shop,” and although they had little to no money, they would spend the entire day in town, sitting around or talking with the other families. Sunday was spent in church. Like other family practices that Washington observed, he felt that these weekend practices were wasteful and contributed to poverty. As for the rural schools, Washington found that they were all in disrepair. The black communities were largely in debt and the state provided no money for education, so the schoolhouses were in shambles. Most did not even have means by which to heat the school in the winter. Many of the teachers were also ill prepared. Because of these abysmal conditions, the schools were only open for 3-5 months per year. Washington also states that the churches and ministers were in a much similar condition to the schools and teachers. The lack of state subsidized education in the South was a big issue for many black Americans in the South after the Civil War. Without access to free public schools, black Americans had little chance to educate themselves and achieve economic independence. Washington recognized this and knew that education needed funding to succeed. While Washington feels that the conditions of rural Alabama were abysmal, he both recognizes the cause of these conditions and states that some people in this region provided “encouraging exceptions.” He tells the story of one man who was sold to Alabama from Virginia during slavery. When asked how many were sold with him, the man replied “myself and brother and three mules.” Washington claims that his purpose in describing the struggling families of rural Alabama is to show the depths from which the region rose with the help of the Tuskegee Institute. This story by Washington demonstrates the mental effects that slavery had on many newly freed black Americans. Since they were considered chattel, or property, during slavery, many people internalized such views and struggled to uplift themselves socially or economically.	1,903	ENGLISH	1
The pre-K students in the Cats and Rabbits classes experienced what it’s like to be authors and illustrators. During meeting, we used The Very Hungry Caterpillar by Eric Carle to teach us the sequencing of a story. Our students knew this book very well and remembered many details from it. As they shared what happened in the story, we thought about when that part of the story took place. For example, a question we asked to further their thinking was, “When did the caterpillar become a butterfly?” As the children volunteered details of the story we categorized them into three sections: beginning, middle and end. We also asked children, “What are ways stories start and finish?” And they replied “once upon a time” and “the end.” We also identified the character of the story, the caterpillar, and noticed that Eric Carle wrote about the caterpillar throughout the whole story. Then we discussed the illustrator’s role in matching the words with the pictures. We used the first page of the story as a reference and noticed that Eric Carle’s words matched the picture. Our meeting was the foundation to teaching sequence and giving the Cats and Rabbits tools to write their own stories in partners or groups of three. The prompt was to write a story about their class animal (cat or rabbit). During work centers, each group was invited for a turn as an author and illustrator. We first discussed who would write the beginning, middle and end of the story. This experience allowed the students to listen to each other’s ideas and come to an agreement about what their story would be about and who was responsible for each part of it. Once a teacher wrote down their words, we emphasized the students’ role as illustrators to match the picture to the words and their part of the story. The stories varied from cats being in a forest finding their way home to rabbits going to have lunch at a diner. The Cats and Rabbits loved this book-making experience! They saw a physical copy of last year’s publication and were excited to see their own stories printed. After our book-making experience, we read a picture book about books! How This Book was Made by Mac Barnett provided insight to the author’s writing process. It gave each child a friendly glimpse into what it’s like being a writer and coming up with ideas. It took us on a journey of how the book was made by following the book from its early drafts to it being sent to the editor, then to the illustrator, then being printed, waiting on a bookshelf and then being picked up by a reader! This story also taught us how much books need readers and let us see how our stories would be turned into a physical book, which will include a collection of pre-K student’s stories and illustrations. The Avenues Parents Association helps gather all stories in order for them to be published. The Cats and Rabbits will be thrilled to see the printed version of their stories so that they can share them with more readers! Our writing experience lays the foundation for pre-reading and pre-writing skills. The most important aspect of this process is finding meaning and joy in literacy. Each child had a role in creating a story and learned that they have a story to tell that can be transferred to paper. Witnessing their stories come together and having their words read back to them will hopefully inspire them to continue telling their stories orally, through pictures or in written form.	<urn:uuid:f3f938f0-f3e3-4473-a1e1-2437d1fdd6af>	CC-MAIN-2020-05	https://open.avenues.org/new-york/ny-single-blog-detail/~board/open-new-york-learning/post/literacy-short-stories-by-pre-k-students	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250595282.35/warc/CC-MAIN-20200119205448-20200119233448-00423.warc.gz	en	0.980239	728	3.265625	3	[ 0.06652083992958069, -0.2820601463317871, 0.39300864934921265, 0.3087529242038727, -0.5269055366516113, 0.06174056604504585, -0.002049042144790292, 0.5256284475326538, -0.11719164997339249, 0.2782879173755646, -0.08596722781658173, 0.09105703234672546, 0.007801542524248362, 0.0753998085856...	1	The pre-K students in the Cats and Rabbits classes experienced what it’s like to be authors and illustrators. During meeting, we used The Very Hungry Caterpillar by Eric Carle to teach us the sequencing of a story. Our students knew this book very well and remembered many details from it. As they shared what happened in the story, we thought about when that part of the story took place. For example, a question we asked to further their thinking was, “When did the caterpillar become a butterfly?” As the children volunteered details of the story we categorized them into three sections: beginning, middle and end. We also asked children, “What are ways stories start and finish?” And they replied “once upon a time” and “the end.” We also identified the character of the story, the caterpillar, and noticed that Eric Carle wrote about the caterpillar throughout the whole story. Then we discussed the illustrator’s role in matching the words with the pictures. We used the first page of the story as a reference and noticed that Eric Carle’s words matched the picture. Our meeting was the foundation to teaching sequence and giving the Cats and Rabbits tools to write their own stories in partners or groups of three. The prompt was to write a story about their class animal (cat or rabbit). During work centers, each group was invited for a turn as an author and illustrator. We first discussed who would write the beginning, middle and end of the story. This experience allowed the students to listen to each other’s ideas and come to an agreement about what their story would be about and who was responsible for each part of it. Once a teacher wrote down their words, we emphasized the students’ role as illustrators to match the picture to the words and their part of the story. The stories varied from cats being in a forest finding their way home to rabbits going to have lunch at a diner. The Cats and Rabbits loved this book-making experience! They saw a physical copy of last year’s publication and were excited to see their own stories printed. After our book-making experience, we read a picture book about books! How This Book was Made by Mac Barnett provided insight to the author’s writing process. It gave each child a friendly glimpse into what it’s like being a writer and coming up with ideas. It took us on a journey of how the book was made by following the book from its early drafts to it being sent to the editor, then to the illustrator, then being printed, waiting on a bookshelf and then being picked up by a reader! This story also taught us how much books need readers and let us see how our stories would be turned into a physical book, which will include a collection of pre-K student’s stories and illustrations. The Avenues Parents Association helps gather all stories in order for them to be published. The Cats and Rabbits will be thrilled to see the printed version of their stories so that they can share them with more readers! Our writing experience lays the foundation for pre-reading and pre-writing skills. The most important aspect of this process is finding meaning and joy in literacy. Each child had a role in creating a story and learned that they have a story to tell that can be transferred to paper. Witnessing their stories come together and having their words read back to them will hopefully inspire them to continue telling their stories orally, through pictures or in written form.	689	ENGLISH	1
John George Lambton, Lord Durham, was born April 12, 1792, in London. In September 1813, he was elected to the House of Commons, like his father before him, as the member for Durham. He had already made a name for himself as a reformer and was deemed to be a moderate radical within the Whig party. The aristocratic Whigs found him worrisome, yet indispensable. When the Whigs came to power in 1830, he was appointed president of a committee mandated to draft a bill on parliamentary reform. In 1835, he was appointed ambassador to Russia. He returned to England two years later and was offered another mission abroad. This time it was Canada where, according to most observers, an insoluble crisis was festering. Durham declined the offer. After the first rebellion, which arose in both Upper and Lower Canada, he was again approached and was promised almost dictatorial powers as Governor General and High Commissioner of British North America. His duties would include preparing a report on the situation. This time he accepted. Durham landed at Québec on May 27, 1838. From the outset he established a strategy for dealing with political prisoners from Lower Canada without worsening the situation. Instead of executing convicted prisoners, he had them sign a statement of guilt and deported them to Bermuda. He also prohibited 16 eminent members of the Patriot Party who had sought refuge in the United States, including Louis-Joseph Papineau, from returning to the country under penalty of death. The majority of others who were detained were set free. Because of these measures, the Crown disowned Durham. Having been on the job for barely six months, he resigned and returned to England. He had, however, had the time to set up various commissions of inquiry and already had a clear idea of the content of his report, which he submitted in London on February 11, 1839. His report contained three main recommendations: that responsible government be granted to the British North American colonies; that Upper and Lower Canada be amalgamated to form a united Province of Canada; and that French Canadians be assimilated. He also openly criticized the political cliques that controlled government power in both colonies. In it he explained that he expected to find a conflict between a government and a people, but instead found two nations at war within the same state. It was a war based on race, not on principles. In his opinion, Canada was a land of two hostile groups: the French and the English.	<urn:uuid:e8a1d5f0-1a8b-45e7-a122-638fc647ff36>	CC-MAIN-2020-05	http://www.bac-lac.gc.ca/eng/discover/politics-government/canadian-confederation/Pages/john-george-lambton.aspx	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594101.10/warc/CC-MAIN-20200119010920-20200119034920-00195.warc.gz	en	0.989133	506	4	4	[ -0.3840053677558899, 0.6302975416183472, 0.43668100237846375, -0.3209252953529358, -0.3943997621536255, 0.04834527522325516, -0.09213318675756454, 0.17155510187149048, 0.01661970280110836, 0.5725412368774414, 0.2173207551240921, -0.07174570113420486, 0.16313159465789795, 0.0691825002431869...	2	John George Lambton, Lord Durham, was born April 12, 1792, in London. In September 1813, he was elected to the House of Commons, like his father before him, as the member for Durham. He had already made a name for himself as a reformer and was deemed to be a moderate radical within the Whig party. The aristocratic Whigs found him worrisome, yet indispensable. When the Whigs came to power in 1830, he was appointed president of a committee mandated to draft a bill on parliamentary reform. In 1835, he was appointed ambassador to Russia. He returned to England two years later and was offered another mission abroad. This time it was Canada where, according to most observers, an insoluble crisis was festering. Durham declined the offer. After the first rebellion, which arose in both Upper and Lower Canada, he was again approached and was promised almost dictatorial powers as Governor General and High Commissioner of British North America. His duties would include preparing a report on the situation. This time he accepted. Durham landed at Québec on May 27, 1838. From the outset he established a strategy for dealing with political prisoners from Lower Canada without worsening the situation. Instead of executing convicted prisoners, he had them sign a statement of guilt and deported them to Bermuda. He also prohibited 16 eminent members of the Patriot Party who had sought refuge in the United States, including Louis-Joseph Papineau, from returning to the country under penalty of death. The majority of others who were detained were set free. Because of these measures, the Crown disowned Durham. Having been on the job for barely six months, he resigned and returned to England. He had, however, had the time to set up various commissions of inquiry and already had a clear idea of the content of his report, which he submitted in London on February 11, 1839. His report contained three main recommendations: that responsible government be granted to the British North American colonies; that Upper and Lower Canada be amalgamated to form a united Province of Canada; and that French Canadians be assimilated. He also openly criticized the political cliques that controlled government power in both colonies. In it he explained that he expected to find a conflict between a government and a people, but instead found two nations at war within the same state. It was a war based on race, not on principles. In his opinion, Canada was a land of two hostile groups: the French and the English.	530	ENGLISH	1
Charles Robert Darwin was born in Shrewsbury, England on February 12th, His father, Robert, was a doctor, and his mother Susannah. Charles Darwin, English naturalist and geologist, was born today in history: 12 February, Darwin, aged 45 in , by then working. Charles Darwin did not invent anything but he discovered a lot as a scientist and theories that would make Darwin famous, his main discoveries and ideas did. Charles Robert Darwin, FRS FRGS FLS FZS was an English naturalist, geologist and biologist, Darwin's scientific discovery is the unifying theory of the life sciences, explaining the diversity of life. Darwin's early interest in nature led him to. Charles Robert Darwin, FRS FRGS FLS FZS was an English naturalist, geologist and biologist, Charles Robert Darwin was born in Shrewsbury, Shropshire, on 12 February , at his family's home, The Mount. He was In his final examination in January Darwin did well, coming tenth out of candidates for the. Charles Darwin was born on February 12, , in the tiny merchant town of Shrewsbury, England. A child of wealth and privilege who loved to. As evolution became widely accepted in the s, caricatures of Charles Darwin with the body of an ape or monkey. Charles Darwin's theory of evolution and natural selection isn't an idea with holes . It's one of the most solid theories in science. But what exactly is it?. Charles Robert Darwin was a British naturalist and biologist known for his theory of evolution and his understanding of the process of natural. 5 days ago Charles Darwin, in full Charles Robert Darwin, (born February 12, , Shrewsbury, Shropshire, England—died April 19, , Downe, Kent), English naturalist whose scientific theory of evolution by natural selection became the foundation of modern evolutionary studies. In honor of Darwin Day, learn 10 surprising facts about the famed evolutionary biologist Charles Darwin. Interesting facts about Charles Darwin Charles Darwin Facts. Charles Darwin was an English naturalist who changed the way humans viewed themselves and .	<urn:uuid:46684393-da81-4094-b418-41c89830522a>	CC-MAIN-2020-05	https://centrebadalona.com/writing-a-website-report/a-biography-of-charles-darwin-the-english-naturalist-and-geologist-134qm.php	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594603.8/warc/CC-MAIN-20200119122744-20200119150744-00035.warc.gz	en	0.98029	439	3.328125	3	[ -0.03402973338961601, 0.508662760257721, 0.2658206820487976, 0.08575164526700974, 0.1352185606956482, -0.2991493046283722, 0.634616494178772, 0.0005108242621645331, -0.11821076273918152, -0.0749635323882103, 0.057539232075214386, -0.5146019458770752, 0.5131722092628479, 0.19866059720516205...	2	Charles Robert Darwin was born in Shrewsbury, England on February 12th, His father, Robert, was a doctor, and his mother Susannah. Charles Darwin, English naturalist and geologist, was born today in history: 12 February, Darwin, aged 45 in , by then working. Charles Darwin did not invent anything but he discovered a lot as a scientist and theories that would make Darwin famous, his main discoveries and ideas did. Charles Robert Darwin, FRS FRGS FLS FZS was an English naturalist, geologist and biologist, Darwin's scientific discovery is the unifying theory of the life sciences, explaining the diversity of life. Darwin's early interest in nature led him to. Charles Robert Darwin, FRS FRGS FLS FZS was an English naturalist, geologist and biologist, Charles Robert Darwin was born in Shrewsbury, Shropshire, on 12 February , at his family's home, The Mount. He was In his final examination in January Darwin did well, coming tenth out of candidates for the. Charles Darwin was born on February 12, , in the tiny merchant town of Shrewsbury, England. A child of wealth and privilege who loved to. As evolution became widely accepted in the s, caricatures of Charles Darwin with the body of an ape or monkey. Charles Darwin's theory of evolution and natural selection isn't an idea with holes . It's one of the most solid theories in science. But what exactly is it?. Charles Robert Darwin was a British naturalist and biologist known for his theory of evolution and his understanding of the process of natural. 5 days ago Charles Darwin, in full Charles Robert Darwin, (born February 12, , Shrewsbury, Shropshire, England—died April 19, , Downe, Kent), English naturalist whose scientific theory of evolution by natural selection became the foundation of modern evolutionary studies. In honor of Darwin Day, learn 10 surprising facts about the famed evolutionary biologist Charles Darwin. Interesting facts about Charles Darwin Charles Darwin Facts. Charles Darwin was an English naturalist who changed the way humans viewed themselves and .	449	ENGLISH	1
In the modern day, one of the most important careers is programming. For all computers and other software to operate without hassle, programming is needed. Programming is what makes all the great software and the great miracles done by the computers and other apps possible. Programming is one of the most important fields and there is a misconception that only experts in the field should learn it. However, this is not right. Even kids can learn programming. If you want to bring a lot of benefits to your kid’s life and to make them skilled adults, one of the smartest things that you can do is to enroll them in classes for computer programming for kids. Here are the surprising benefits that you and gain from motivating your kids to learn programming: They will learn to think different Studies have shown that kids who learn programming learn to think differently when they get into learning programming from a younger age when compared to other subjects. When programming is taught, the kids are taught to break down a problem into smaller parts and learn language that is only understood by computers. With these skills, they will certainly learn how to think differently and by that, they will learn how to create programs for computers. With this, the kids will be creating a mind set and thinking patters that will help them process large amount of information easily within a small amount of time. Moreover, they will learn things more easily as well. Helps them build up a career When the kids are given a chance to know what programming is and learn it from a young age, if they are passionate about it, they will certainly find it out. This will make it a lot easier for the kids to know what field is right for them. Moreover, since they have had the needed experience and the knowledge from a younger day, by the time they have to pursue a career, it will certainly make them exerts in programming. As a parent, it will certainly make you feel great about giving your child the foundation that is needed for them to build up a career from it. When your kids grow up to pursue a career in programming, they will also gain the great benefits of the field and the jobs as well. Helps in creativity When a child takes a programming course, they will not only learn programming but with it, they will also learn to think out of the box and they will certainly be creative thinkers as well.	<urn:uuid:3bd866eb-53db-4ee7-a3f4-e0e36cf0278a>	CC-MAIN-2020-05	https://www.lolriotpointsgratuit.com/the-surprising-benefits-of-learning-programming-for-kids/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606696.26/warc/CC-MAIN-20200122042145-20200122071145-00352.warc.gz	en	0.980366	482	3.484375	3	[ -0.008562407456338406, -0.08023782819509506, 0.07993613928556442, -0.5571304559707642, -0.08144254982471466, 0.3002205491065979, 0.021687043830752373, 0.030757851898670197, -0.3536289930343628, -0.07562730461359024, 0.05849682167172432, 0.48572248220443726, 0.4185142517089844, 0.1977747082...	9	In the modern day, one of the most important careers is programming. For all computers and other software to operate without hassle, programming is needed. Programming is what makes all the great software and the great miracles done by the computers and other apps possible. Programming is one of the most important fields and there is a misconception that only experts in the field should learn it. However, this is not right. Even kids can learn programming. If you want to bring a lot of benefits to your kid’s life and to make them skilled adults, one of the smartest things that you can do is to enroll them in classes for computer programming for kids. Here are the surprising benefits that you and gain from motivating your kids to learn programming: They will learn to think different Studies have shown that kids who learn programming learn to think differently when they get into learning programming from a younger age when compared to other subjects. When programming is taught, the kids are taught to break down a problem into smaller parts and learn language that is only understood by computers. With these skills, they will certainly learn how to think differently and by that, they will learn how to create programs for computers. With this, the kids will be creating a mind set and thinking patters that will help them process large amount of information easily within a small amount of time. Moreover, they will learn things more easily as well. Helps them build up a career When the kids are given a chance to know what programming is and learn it from a young age, if they are passionate about it, they will certainly find it out. This will make it a lot easier for the kids to know what field is right for them. Moreover, since they have had the needed experience and the knowledge from a younger day, by the time they have to pursue a career, it will certainly make them exerts in programming. As a parent, it will certainly make you feel great about giving your child the foundation that is needed for them to build up a career from it. When your kids grow up to pursue a career in programming, they will also gain the great benefits of the field and the jobs as well. Helps in creativity When a child takes a programming course, they will not only learn programming but with it, they will also learn to think out of the box and they will certainly be creative thinkers as well.	476	ENGLISH	1
Shabbat Shalom, today we celebrate the holiday of Shavuot. Shavuot is a biblical Jewish holiday that doesn’t get as much attention in modern times as other days like Yom Kippur or Passover, but it is very important. Shavuot was a holiday that was required to be attended when the Temple still stood. Shavuot means the “Feast of Weeks,” and is celebrated seven weeks after Passover. We count fifty days from the first night of Passover and because of this in the Greek it is called Pentacost which means Fiftieth. In the Torah, Shavuot is a festival where we bring a grain offering to the Temple. But it is also celebrated as the day God gave the Ten Commandments to our people. Today I would like to share with you the history of this first Shavuot, share with you why I believe Yeshua, Jesus, is the messiah, and encourage you to consider these teachings for yourself. The giving of the Ten Commandments is recorded in Exodus 19 and 20 in the Torah, but to know the full story we must continue past these chapters as well. In Exodus 19 the Lord lead our people to Mount Sinai and called Moses to go up the mountain to speak with Him. After climbing the mountain, the Lord tells Moses to go back to our people and ask them to make a covenant, a contract, with Him. We read in Exodus 19:4-6 “This is what you are to say to the descendants of Jacob and what you are to tell the people of Israel: ‘You yourselves have seen what I did to Egypt, and how I carried you on eagles’ wings and brought you to myself. Now if you obey me fully and keep my covenant, then out of all nations you will be my treasured possession. Although the whole earth is mine, you will be for me a kingdom of priests and a holy nation.’ These are the words you are to speak to the people of Israel.” Moses descended the mountain and we responded that we would do everything the Lord said. Today we have many forms of Judaism, and the saying has never been truer, “Two Jews, three opinions”. We have forms of Judaism today that deny the Lord is real or that He has any commands for us. But it is on this day of Shavuot, at Mount Sinai, that the meaning of being Jewish is given to us. To be a Jew, according to God’s Word, is to follow what the Lord has asked of us, to fully keep our agreement with Him, and receive the blessings that come from it. We are to be a kingdom of Priests and holy, a light to the rest of the world showing them who the Great Creator is. This is a Judaism that goes beyond the teachings of Rabbis or our personal philosophies and what makes us comfortable. The covenant we agreed to on Mount Sinai declares that we would follow the Lord fully, that it was His standard we would strive to meet and not our own. At Mount Sinai we were presented with only two choices, to follow the Lord, or to follow what we wanted. On that day we chose to follow the Lord. In this moment the mixed group of gentiles and Jews who had left Egypt became part of a new covenant with the Lord. After we agreed to follow the Lord we were told that three days later Adonai would appear to us on Mount Sinai. Anyone that approached the mountain before the Shofar was sounded was to be stoned or shot with arrows, whether they were human or animal. This was because Mount Sinai was holy with the presence of God on it. Three days later there was intense thunder and lightning, shaking the land and lighting up the sky. Imagine the most intense thunderstorm you have ever experienced, and you begin to understand what it was like that day. A thick cloud came over the mountain and a loud blast of a shofar was heard from heaven. Everyone, including Moses, trembled at this sight. Moses then lead our people to meet God at the base of the mountain. Mount Sinai was covered with smoke, the Lord had appeared as a consuming fire. The entire mountain trembled as a huge plume of smoke rose from the mountain. The lightning flashed, the ground shook, and the fire burned. The sound of God’s shofar rang out again and again as this awesome and terrifying sight gripped us all. Out of the fire and smoke the voice of the Lord was heard. He began to speak the Ten Commandments, that we should have no other God besides Him or worship any sort of idol like other nations did. But hearing the voice of God was the breaking point for our people. They stayed back from the mountain and begged Moses to be the one to share God’s commandments. They wanted him to go between them and Adonai and bring back what the Lord had to say, because they were convinced if this continued they would die. Moses tried to reassure our people but eventually went into the thick cloud that was God’s presence to receive His Commandments. After receiving many teachings from the Lord, Moses returned and shared everything the Lord commanded of us. We all responded once again that everything the Lord had said we would do. The covenant was confirmed, and the Lord called Moses back to the mountain to receive the commandments on stone. Moses had his aide Joshua wait at the base of the mountain and went up for 40 days and nights. While Moses received the tablets written by God and more commandments, everyone else began to get scared. Moses had been gone for weeks and everyone was convinced He would never return. They then came to Aaron and told him that since “this Moses”, was gone they wanted new gods to go before them like the Lord had. Aaron, whether out of fear of the people or sharing their fear of Moses never returning, instructed them to bring him gold, and from it he created a golden calf or bull. This idol was given the Lord’s special name and Aaron declared that the next day they would offer it sacrifices and party. The next day they did as Aaron had said and had a great time feasting and drinking. This incident of idolatry was one of the lowest spiritual points in our people’s history. Everyone, including Aaron, turned from the Lord. We created a false god, gave it the Lord’s name and said it was this idol that lead us from Egypt. Weeks after hearing the voice of God tell us to make no idols we did just that. It is hard to picture a greater blasphemy. Back on the mountain the Lord informed Moses of what our people had done. Adonai offered to destroy us and make a new people from Moses. Moses pleaded before the Lord and in His mercy, He relented. Moses went down Mount Sinai with the tablets of the law the Lord had created in hand and met Joshua who had been waiting for him. On seeing the idolatry at the camp Moses smashed the tablets showing how thoroughly the covenant with the Lord had been broken. He then took the golden calf and ground it down into a fine powder and forced our people to drink our idol. He then asked Aaron what on Earth had happened in the camp. Aaron immediately tried to blame Moses, and then our people for what had happened. He also tried to convince Moses that he had thrown the gold into the fire and out popped this idol. Aaron claimed it had been supernatural instead of made by him. These excuses of course did nothing to calm Moses down. Seeing how our people were running wild thanks to Aaron, becoming so wild that even our enemies laughed at us, he stood at the gate of the camp and asked for all who were for the Lord to come to him. Only the tribe of Levi answered his call, everyone else refused to follow their covenant with the Lord. Moses instructed the Levites to kill many of the people for their sins, including people they knew, it is recorded that 3,000 died that day. After this was done the tribe of Levi was ordained into service for the Lord. This is the story immortalized forever in the Torah of how we began our covenant with the Lord and then broke it weeks later. Literally broken with the smashing of the tablets. Despite the fact we broke our word and began to do things how we wanted, the Lord did not abandon us. Moses went back up the mountain, brought down a second set of tablets, and this time He found us waiting without any idols. Throughout the rest of the Old Testament, the Tanakh, we see this cycle repeated constantly. We begin to follow the commands of the Lord, then most people begin to do what they want, then judgment comes in some form. During the suffering we turn back to God and the suffering ends, but soon the cycle starts again. For the sin of the Golden Calf and others, almost the entire generation that left Egypt would die in the wilderness, never reaching the promised land of Israel. We see this cycle happen during the life of Moses, the time of Joshua, and the time of the Judges where we read that every person did what was right in their own eyes. The kings of Israel, including David, suffer this way as well. Most people it seems in every generation turn from God, while only a minority continue to follow Him. Eventually we are exiled for 70 years from the Promised Land and then brought back. But the story of the Jewish people in the Tanakh is the story of humanity. We don’t like being told what to do. We want to do things our own way and would rather God just pat us on the back and let us do everything on our terms. We want to be validated, to have what we feel be told as true, and to only change if we agree to it. We live in an age of unprecedented choice and freedom. There are untold numbers of philosophies and religions to pick from. A buffet of systems to justify and affirm however you want to live your life. This is true of Christianity and Judaism as well, you can find a denomination of either that will basically fit your life independent of what the Bible has to say. Despite all this freedom, despite being more connected to one another than we ever have been, numerous studies show that we are more depressed than ever. Major depression, anxiety, and hopelessness are on the rise. You may have experienced it in your own life, the lives of people you care about, your job, or just going through the world around you. We assume that we can fix ourselves, that we can do things on our own terms and everything will just work out. We distract ourselves with everything around us and pretend everything is fine. But then we find ourselves in moments without distraction, in moments where we can’t just tell ourselves everything we do is fine, and in those moments, we just desperately look for something to block those thoughts and feelings out. But we are not alone, the same God who created everything, who moves through the stories of Scripture is still here today. He is the same yesterday, today, and forever. In God we find peace from the suffering in this life, an answer for the hopelessness that surrounds us. The Lord knew our people would break the covenant through Moses. That we would fail time and time again. That all of humanity would be lost in darkness, each of us going our own way. Woven through the story of our people, threaded through the story of humanity, is the promise of an Anointed King, a Mashiach, a Messiah. He is promised to bring our people, and all humanity, back to Him. Before Moses died He prophesied that one day the Lord would send someone even greater than himself. In the time of king David, it is promised that it will be one of his descendants and that the throne of David will last forever. Today most Jews don’t believe in a Messiah. In Reform Judaism the idea is that human beings will bring about a Messianic Age. But this is a teaching not found in the Tanakh, it is a change like many others made to Judaism after the destruction of the Second Temple. Changes made by people, but not by the Lord. The fact is that today the Temple has not stood for almost 2,000 years. Without a Temple we cannot keep the law of God. The Rabbi’s understood this and so Judaism was transformed in the wake of its destruction and our exile from Israel again. In today’s Judaism each of us basically follows our own way of thinking, mostly trying to keep the faith going either without a belief in the God of the Bible, or without the ability to follow the commands of the Mosaic Covenant. If God is real, if anything in the history of Scripture is real, then why would God allow the Temple to be destroyed for so long and not be rebuilt unless something had changed? Unless the sacrifices had been fulfilled in the Messiah and the promised New Covenant foretold in the prophets had come to pass? Now I believe that Jesus, Yeshua is the promised Jewish Messiah. There are many things I could say, about how Yeshua and His teaching is different from anyone else who has ever lived. I could talk about how this young upstart Rabbi challenged an entire generations idea of what it meant to be a Jew. Challenging them to abandon petty desires for the Lord’s desire. I could talk about how He was seen and followed by large crowds, performing miracles that have not seen before or since. Or I could talk about how there is no more influential person in human history. That in western civilization we divide time from before and after His birth. That no one else has had such a large impact as He has had, with His followers moving from the underground to the center stage of human history. Yeshua was born as God’s prophets declared, lived as God said He would, died as Scripture said, and was resurrected just as God’s Word said He would. Now I will confess I was not there to see this, but we have more records about the life of Yeshua than anyone in the ancient world. If you can believe Julius Caesar was real, that he lived his life and died as history says, then you can do the same for Yeshua. Because we have much later and many less copies of the life of Caesar. It is the same for everyone in the ancient world. With the New Covenant, New Testament, Scriptures we have thousands and thousands of copies from dates much closer to when events occurred. But what truly makes Yeshua different from all the other supposed messiahs, is that besides the miracles He performed in front of many people, was His teaching telling everyone to abandon their own way and go back to God’s. He called us to repent, to turn back to the Lord, and stop trying to do things based on our own way and desires. Like the other prophets before Him, He was eventually put to death, but unlike everyone else who had ever lived, He fully kept the covenant of Moses. If you’ve only ever heard about Jesus second-hand from someone, I would highly encourage you to consider Him and His teachings for yourself. For me, one of the strongest facts that Yeshua is the Messiah, is how His followers after His death went into hiding from persecution, but then after His resurrection boldly came out of hiding. They saw the resurrected Yeshua and became bold proclaimers that He was the promised Messiah. What turned these men hiding away, into men willing to die horrible deaths for proclaiming the truth? Every one of His disciples died horrible deaths, and for centuries His followers were persecuted by Roman and Jewish leadership. If it was a lie, they would have died out like every other messiah’s followers, but instead they boldly flourished. It is in Acts 2 of the New Testament that we see this bold flourishing begin. On another Shavuot centuries after Moses there is smoke and fire again. The disciples were waiting for the promised gift of the Holy Spirit just as the resurrected Yeshua had promised. They were waiting for the same spirit that moved Moses, Joshua, King David, and others, but in a much more powerful way. We read in Acts 2, “When the day of Pentecost came, they were all together in one place.2 Suddenly a sound like the blowing of a violent wind came from heaven and filled the whole house where they were sitting. 3 They saw what seemed to be tongues of fire that separated and came to rest on each of them. 4 All of them were filled with the Holy Spirit and began to speak in other tongue as the Spirit enabled them.5 Now there were staying in Jerusalem God-fearing Jews from every nation under heaven. 6 When they heard this sound, a crowd came together in bewilderment, because each one heard their own language being spoken. 7 Utterly amazed, they asked: “Aren’t all these who are speaking Galileans? 8 Then how is it that each of us hears them in our native language? We have listed for us all the languages spoken that day and the text continues in verse 12.	<urn:uuid:4559edda-7819-4eb6-9f38-abfe14779600>	CC-MAIN-2020-05	https://www.shema.com/shavuot-2019-what-will-you-choose-15883/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598800.30/warc/CC-MAIN-20200120135447-20200120164447-00075.warc.gz	en	0.983607	3,566	3.296875	3	[ -0.2127491533756256, 0.5404590368270874, -0.08575224876403809, -0.26864126324653625, -0.5751461386680603, 0.211654931306839, 0.633198082447052, 0.12000064551830292, 0.008260823786258698, 0.309026837348938, 0.08273817598819733, -0.3712362051010132, -0.04254285991191864, 0.056956883519887924...	1	Shabbat Shalom, today we celebrate the holiday of Shavuot. Shavuot is a biblical Jewish holiday that doesn’t get as much attention in modern times as other days like Yom Kippur or Passover, but it is very important. Shavuot was a holiday that was required to be attended when the Temple still stood. Shavuot means the “Feast of Weeks,” and is celebrated seven weeks after Passover. We count fifty days from the first night of Passover and because of this in the Greek it is called Pentacost which means Fiftieth. In the Torah, Shavuot is a festival where we bring a grain offering to the Temple. But it is also celebrated as the day God gave the Ten Commandments to our people. Today I would like to share with you the history of this first Shavuot, share with you why I believe Yeshua, Jesus, is the messiah, and encourage you to consider these teachings for yourself. The giving of the Ten Commandments is recorded in Exodus 19 and 20 in the Torah, but to know the full story we must continue past these chapters as well. In Exodus 19 the Lord lead our people to Mount Sinai and called Moses to go up the mountain to speak with Him. After climbing the mountain, the Lord tells Moses to go back to our people and ask them to make a covenant, a contract, with Him. We read in Exodus 19:4-6 “This is what you are to say to the descendants of Jacob and what you are to tell the people of Israel: ‘You yourselves have seen what I did to Egypt, and how I carried you on eagles’ wings and brought you to myself. Now if you obey me fully and keep my covenant, then out of all nations you will be my treasured possession. Although the whole earth is mine, you will be for me a kingdom of priests and a holy nation.’ These are the words you are to speak to the people of Israel.” Moses descended the mountain and we responded that we would do everything the Lord said. Today we have many forms of Judaism, and the saying has never been truer, “Two Jews, three opinions”. We have forms of Judaism today that deny the Lord is real or that He has any commands for us. But it is on this day of Shavuot, at Mount Sinai, that the meaning of being Jewish is given to us. To be a Jew, according to God’s Word, is to follow what the Lord has asked of us, to fully keep our agreement with Him, and receive the blessings that come from it. We are to be a kingdom of Priests and holy, a light to the rest of the world showing them who the Great Creator is. This is a Judaism that goes beyond the teachings of Rabbis or our personal philosophies and what makes us comfortable. The covenant we agreed to on Mount Sinai declares that we would follow the Lord fully, that it was His standard we would strive to meet and not our own. At Mount Sinai we were presented with only two choices, to follow the Lord, or to follow what we wanted. On that day we chose to follow the Lord. In this moment the mixed group of gentiles and Jews who had left Egypt became part of a new covenant with the Lord. After we agreed to follow the Lord we were told that three days later Adonai would appear to us on Mount Sinai. Anyone that approached the mountain before the Shofar was sounded was to be stoned or shot with arrows, whether they were human or animal. This was because Mount Sinai was holy with the presence of God on it. Three days later there was intense thunder and lightning, shaking the land and lighting up the sky. Imagine the most intense thunderstorm you have ever experienced, and you begin to understand what it was like that day. A thick cloud came over the mountain and a loud blast of a shofar was heard from heaven. Everyone, including Moses, trembled at this sight. Moses then lead our people to meet God at the base of the mountain. Mount Sinai was covered with smoke, the Lord had appeared as a consuming fire. The entire mountain trembled as a huge plume of smoke rose from the mountain. The lightning flashed, the ground shook, and the fire burned. The sound of God’s shofar rang out again and again as this awesome and terrifying sight gripped us all. Out of the fire and smoke the voice of the Lord was heard. He began to speak the Ten Commandments, that we should have no other God besides Him or worship any sort of idol like other nations did. But hearing the voice of God was the breaking point for our people. They stayed back from the mountain and begged Moses to be the one to share God’s commandments. They wanted him to go between them and Adonai and bring back what the Lord had to say, because they were convinced if this continued they would die. Moses tried to reassure our people but eventually went into the thick cloud that was God’s presence to receive His Commandments. After receiving many teachings from the Lord, Moses returned and shared everything the Lord commanded of us. We all responded once again that everything the Lord had said we would do. The covenant was confirmed, and the Lord called Moses back to the mountain to receive the commandments on stone. Moses had his aide Joshua wait at the base of the mountain and went up for 40 days and nights. While Moses received the tablets written by God and more commandments, everyone else began to get scared. Moses had been gone for weeks and everyone was convinced He would never return. They then came to Aaron and told him that since “this Moses”, was gone they wanted new gods to go before them like the Lord had. Aaron, whether out of fear of the people or sharing their fear of Moses never returning, instructed them to bring him gold, and from it he created a golden calf or bull. This idol was given the Lord’s special name and Aaron declared that the next day they would offer it sacrifices and party. The next day they did as Aaron had said and had a great time feasting and drinking. This incident of idolatry was one of the lowest spiritual points in our people’s history. Everyone, including Aaron, turned from the Lord. We created a false god, gave it the Lord’s name and said it was this idol that lead us from Egypt. Weeks after hearing the voice of God tell us to make no idols we did just that. It is hard to picture a greater blasphemy. Back on the mountain the Lord informed Moses of what our people had done. Adonai offered to destroy us and make a new people from Moses. Moses pleaded before the Lord and in His mercy, He relented. Moses went down Mount Sinai with the tablets of the law the Lord had created in hand and met Joshua who had been waiting for him. On seeing the idolatry at the camp Moses smashed the tablets showing how thoroughly the covenant with the Lord had been broken. He then took the golden calf and ground it down into a fine powder and forced our people to drink our idol. He then asked Aaron what on Earth had happened in the camp. Aaron immediately tried to blame Moses, and then our people for what had happened. He also tried to convince Moses that he had thrown the gold into the fire and out popped this idol. Aaron claimed it had been supernatural instead of made by him. These excuses of course did nothing to calm Moses down. Seeing how our people were running wild thanks to Aaron, becoming so wild that even our enemies laughed at us, he stood at the gate of the camp and asked for all who were for the Lord to come to him. Only the tribe of Levi answered his call, everyone else refused to follow their covenant with the Lord. Moses instructed the Levites to kill many of the people for their sins, including people they knew, it is recorded that 3,000 died that day. After this was done the tribe of Levi was ordained into service for the Lord. This is the story immortalized forever in the Torah of how we began our covenant with the Lord and then broke it weeks later. Literally broken with the smashing of the tablets. Despite the fact we broke our word and began to do things how we wanted, the Lord did not abandon us. Moses went back up the mountain, brought down a second set of tablets, and this time He found us waiting without any idols. Throughout the rest of the Old Testament, the Tanakh, we see this cycle repeated constantly. We begin to follow the commands of the Lord, then most people begin to do what they want, then judgment comes in some form. During the suffering we turn back to God and the suffering ends, but soon the cycle starts again. For the sin of the Golden Calf and others, almost the entire generation that left Egypt would die in the wilderness, never reaching the promised land of Israel. We see this cycle happen during the life of Moses, the time of Joshua, and the time of the Judges where we read that every person did what was right in their own eyes. The kings of Israel, including David, suffer this way as well. Most people it seems in every generation turn from God, while only a minority continue to follow Him. Eventually we are exiled for 70 years from the Promised Land and then brought back. But the story of the Jewish people in the Tanakh is the story of humanity. We don’t like being told what to do. We want to do things our own way and would rather God just pat us on the back and let us do everything on our terms. We want to be validated, to have what we feel be told as true, and to only change if we agree to it. We live in an age of unprecedented choice and freedom. There are untold numbers of philosophies and religions to pick from. A buffet of systems to justify and affirm however you want to live your life. This is true of Christianity and Judaism as well, you can find a denomination of either that will basically fit your life independent of what the Bible has to say. Despite all this freedom, despite being more connected to one another than we ever have been, numerous studies show that we are more depressed than ever. Major depression, anxiety, and hopelessness are on the rise. You may have experienced it in your own life, the lives of people you care about, your job, or just going through the world around you. We assume that we can fix ourselves, that we can do things on our own terms and everything will just work out. We distract ourselves with everything around us and pretend everything is fine. But then we find ourselves in moments without distraction, in moments where we can’t just tell ourselves everything we do is fine, and in those moments, we just desperately look for something to block those thoughts and feelings out. But we are not alone, the same God who created everything, who moves through the stories of Scripture is still here today. He is the same yesterday, today, and forever. In God we find peace from the suffering in this life, an answer for the hopelessness that surrounds us. The Lord knew our people would break the covenant through Moses. That we would fail time and time again. That all of humanity would be lost in darkness, each of us going our own way. Woven through the story of our people, threaded through the story of humanity, is the promise of an Anointed King, a Mashiach, a Messiah. He is promised to bring our people, and all humanity, back to Him. Before Moses died He prophesied that one day the Lord would send someone even greater than himself. In the time of king David, it is promised that it will be one of his descendants and that the throne of David will last forever. Today most Jews don’t believe in a Messiah. In Reform Judaism the idea is that human beings will bring about a Messianic Age. But this is a teaching not found in the Tanakh, it is a change like many others made to Judaism after the destruction of the Second Temple. Changes made by people, but not by the Lord. The fact is that today the Temple has not stood for almost 2,000 years. Without a Temple we cannot keep the law of God. The Rabbi’s understood this and so Judaism was transformed in the wake of its destruction and our exile from Israel again. In today’s Judaism each of us basically follows our own way of thinking, mostly trying to keep the faith going either without a belief in the God of the Bible, or without the ability to follow the commands of the Mosaic Covenant. If God is real, if anything in the history of Scripture is real, then why would God allow the Temple to be destroyed for so long and not be rebuilt unless something had changed? Unless the sacrifices had been fulfilled in the Messiah and the promised New Covenant foretold in the prophets had come to pass? Now I believe that Jesus, Yeshua is the promised Jewish Messiah. There are many things I could say, about how Yeshua and His teaching is different from anyone else who has ever lived. I could talk about how this young upstart Rabbi challenged an entire generations idea of what it meant to be a Jew. Challenging them to abandon petty desires for the Lord’s desire. I could talk about how He was seen and followed by large crowds, performing miracles that have not seen before or since. Or I could talk about how there is no more influential person in human history. That in western civilization we divide time from before and after His birth. That no one else has had such a large impact as He has had, with His followers moving from the underground to the center stage of human history. Yeshua was born as God’s prophets declared, lived as God said He would, died as Scripture said, and was resurrected just as God’s Word said He would. Now I will confess I was not there to see this, but we have more records about the life of Yeshua than anyone in the ancient world. If you can believe Julius Caesar was real, that he lived his life and died as history says, then you can do the same for Yeshua. Because we have much later and many less copies of the life of Caesar. It is the same for everyone in the ancient world. With the New Covenant, New Testament, Scriptures we have thousands and thousands of copies from dates much closer to when events occurred. But what truly makes Yeshua different from all the other supposed messiahs, is that besides the miracles He performed in front of many people, was His teaching telling everyone to abandon their own way and go back to God’s. He called us to repent, to turn back to the Lord, and stop trying to do things based on our own way and desires. Like the other prophets before Him, He was eventually put to death, but unlike everyone else who had ever lived, He fully kept the covenant of Moses. If you’ve only ever heard about Jesus second-hand from someone, I would highly encourage you to consider Him and His teachings for yourself. For me, one of the strongest facts that Yeshua is the Messiah, is how His followers after His death went into hiding from persecution, but then after His resurrection boldly came out of hiding. They saw the resurrected Yeshua and became bold proclaimers that He was the promised Messiah. What turned these men hiding away, into men willing to die horrible deaths for proclaiming the truth? Every one of His disciples died horrible deaths, and for centuries His followers were persecuted by Roman and Jewish leadership. If it was a lie, they would have died out like every other messiah’s followers, but instead they boldly flourished. It is in Acts 2 of the New Testament that we see this bold flourishing begin. On another Shavuot centuries after Moses there is smoke and fire again. The disciples were waiting for the promised gift of the Holy Spirit just as the resurrected Yeshua had promised. They were waiting for the same spirit that moved Moses, Joshua, King David, and others, but in a much more powerful way. We read in Acts 2, “When the day of Pentecost came, they were all together in one place.2 Suddenly a sound like the blowing of a violent wind came from heaven and filled the whole house where they were sitting. 3 They saw what seemed to be tongues of fire that separated and came to rest on each of them. 4 All of them were filled with the Holy Spirit and began to speak in other tongue as the Spirit enabled them.5 Now there were staying in Jerusalem God-fearing Jews from every nation under heaven. 6 When they heard this sound, a crowd came together in bewilderment, because each one heard their own language being spoken. 7 Utterly amazed, they asked: “Aren’t all these who are speaking Galileans? 8 Then how is it that each of us hears them in our native language? We have listed for us all the languages spoken that day and the text continues in verse 12.	3,525	ENGLISH	1
A HISTORY OF THE TUDOR WARSHIP MARY ROSE By Tim Lambert The Mary Rose The Mary Rose was a great Tudor warship. However, it is a myth that the Mary Rose sank on its maiden voyage! It was launched in 1511 and it did not sink until 1545! The Mary Rose was a new kind of warship. In the Middle Ages, battles at sea were like battles on land. On both ends of the ship were raised decks called castles from which archers could rain down arrows on enemy sailors. Ships would then grapple and sailors fought hand to hand. In the 15th century, guns were mounted on the top deck. At the beginning of the 16th century, the design of ships changed. Before then English ships were usually clinker-built i.e. they were built with overlapping planks. Then ships began to be carvel-built i.e. they were built with planks laid side by side. That allowed shipwrights to cut hatches called ports in the sides of the ship through which guns could be fired. The Mary Rose was one of the new ships. She was built in Portsmouth between 1509 and 1511 and she was made almost completely of oak, although the keel was made of elm. About 600 trees were cut down to build her! Mary Rose had a total length of 45 metres. She had 4 masts and carried 91 guns. Mary Rose was refitted in 1536. It used to be thought that Mary Rose was named after Henry VIII's sister Mary and the Tudor Rose. However, it has been suggested that she was actually named after the Virgin Mary. The Mary Rose normally had a crew of 415, 200 sailors, 185 archers and soldiers and 30 gunners. (On the day she sank the Mary Rose had extra men on board. One account said there were 700 men but that is now believed to be an exaggeration. There may have been about 600 men onboard). Weapons on Mary Rose On board Mary Rose there were bronze and iron guns. Bronze guns were muzzle (front) loaders and most iron guns were breech (back) loaders. As well as the large guns on the main deck the Mary Rose carried swivel guns. They were smaller guns mounted on forks on the gunwale (the top edge of the side of the ship). The ship carried iron, lead and stone shot and canister shot (wooden tubes filled with pieces of sharp stone). Guns were lit with a linstock (a stick with a string wound around it. The string was soaked in saltpetre so when it was lit it burned very slowly). Muskets on board were matchlocks (when you pulled the trigger a smouldering string touched gunpowder and fired the gun). However the main anti-personnel weapon was the longbow. Mary Rose normally carried 185 archers and soldiers. Each archer could shoot an arrow about 250 metres. An archer could shoot an arrow every 5 or 6 seconds. The Mary Rose also carried staff weapons like halberds, bills and pikes. A halberd was a long pole with a spear point on its end and an axe below it. A bill was a chopping blade with a hook on the end of a pole. A pike was a staff with a sharp spike on the end. Remember if possible you did not want to sink the enemy ship. It possible you wanted to board it and capture it. A history of weapons Navigating the Mary Rose To navigate Tudor sailors had a compass and they had books called rutters, which contained details of the shoreline, currents, make-up of the seabed etc. To measure depth they used a lead weight on a rope with knots tied at intervals. At the bottom of the weight was a recess filled with tallow. It was used to bring up a sample of the seabed. To measure speed a log reel was used. A rope with knots tied at intervals was wound around a reel. One end was tied to a wooden board that was thrown into the sea. The rope was gradually unreeled and using a sand timer the sailors measured how many knots went out in an hour. Life on Board Mary Rose Sailors on board Mary Rose ate well. At that time the English navy did not sail far. Since they had short voyages food was usually fresh. Sailors ate beef (although pork bones were also found on board), cod, cheese, butter, peas and bread. As well as their rations they could buy their own food and bring it on board. Plum stones were found on the Mary Rose. So were peppercorns. They must have belonged to an officer, as pepper was very expensive. Although pepper was also used as a medicine and the barber-surgeon may well have had some pepper in his cabin. Sailors were allowed 8 pints of beer a day. (In those days it was not safe to drink water as it was too dirty so everyone drank beer). At the bottom of the ship, in the hold were two big ovens. Cauldrons were made of copper with lead rims. They sat on top of brick boxes and log fires were lit underneath them. Food could be placed in linen bags and boiled in the cauldron. Also meat could be hung over the fireplace and roasted. Officers ate from pewter dishes and bowls. Ordinary sailors used wooden bowls and tankards. Everybody carried a knife but there were no forks. You used your fingers. Sailors on board Mary Rose were volunteers they were not press-ganged and life on board was not at all bad compared to life on land. However only officers had cabins. Ordinary sailors slept on the deck. (If they were lucky they might sleep on a mat). Sailors stood on average between 5 feet 7 inches and 5 feet 8 inches tall. (It is a myth that people were much smaller than we are today). Most sailors had very few possessions although some had rosaries. Officers had books and inkwells and a bone manicure set was found. In their spare time sailors played games like backgammon and nine men's morris. Music was popular with all classes in the 16th century. On board Mary Rose tabor pipes and a drum were found. So were fiddles and a shawm (the ancestor of the oboe). The Barber-Surgeon on board the Mary Rose On board Mary Rose was a barber-surgeon, with his own cabin. He pulled teeth and performed simple operations such as amputations and setting broken bones. In Tudor times medicine was dominated by the theory of the four humours. People believed that the body was made up of four humours or liquids. They were phlegm, blood, yellow bile and black bile. If a person had too much of one humour they fell ill. For instance if a person had a fever he must have too much blood. The treatment was to cut the patient and let him bleed. In Tudor times a common way to diagnose illness was to examine the look, smell and even taste of the patient's urine! The barber-surgeon also had many ointments and herbal medicines. He used a syringe to clean wounds with wine or sea water. Sinking and recovery of the Mary Rose Mary Rose sank on 19 July 1545. We are not sure why. Although it was in a battle there is no evidence that French fire sank the Mary Rose. According to one account the Mary Rose was turning and a sudden gust of wind tipped her over and water poured in through her gun ports. There may also have been discipline problems on board. Henry VIII was watching from the shore when the Mary Rose sank. The Mary Rose was very quickly covered in silt and her exact location was forgotten. However, she was rediscovered in 1971 and excavation began. The Mary Rose was raised from the seabed on 11 October 1982 and she is now open to the public. In my opinion, the Mary Rose Museum is one of the best museums in Britain and it is well worth a visit. A Timeline of Events During the Time of The Mary Rose	<urn:uuid:f2d7c6e4-b3e0-443d-bfdb-4131c22c2b43>	CC-MAIN-2020-05	http://localhistories.org/maryrose.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607407.48/warc/CC-MAIN-20200122191620-20200122220620-00014.warc.gz	en	0.99198	1,698	3.75	4	[ -0.005149282980710268, -0.0054746465757489204, 0.5302068591117859, -0.19517996907234192, -0.13825714588165283, -0.5573087930679321, -0.15292486548423767, 0.15582002699375153, -0.05346577614545822, -0.14855210483074188, -0.17897479236125946, -0.4983476400375366, -0.2610693573951721, 0.33487...	1	A HISTORY OF THE TUDOR WARSHIP MARY ROSE By Tim Lambert The Mary Rose The Mary Rose was a great Tudor warship. However, it is a myth that the Mary Rose sank on its maiden voyage! It was launched in 1511 and it did not sink until 1545! The Mary Rose was a new kind of warship. In the Middle Ages, battles at sea were like battles on land. On both ends of the ship were raised decks called castles from which archers could rain down arrows on enemy sailors. Ships would then grapple and sailors fought hand to hand. In the 15th century, guns were mounted on the top deck. At the beginning of the 16th century, the design of ships changed. Before then English ships were usually clinker-built i.e. they were built with overlapping planks. Then ships began to be carvel-built i.e. they were built with planks laid side by side. That allowed shipwrights to cut hatches called ports in the sides of the ship through which guns could be fired. The Mary Rose was one of the new ships. She was built in Portsmouth between 1509 and 1511 and she was made almost completely of oak, although the keel was made of elm. About 600 trees were cut down to build her! Mary Rose had a total length of 45 metres. She had 4 masts and carried 91 guns. Mary Rose was refitted in 1536. It used to be thought that Mary Rose was named after Henry VIII's sister Mary and the Tudor Rose. However, it has been suggested that she was actually named after the Virgin Mary. The Mary Rose normally had a crew of 415, 200 sailors, 185 archers and soldiers and 30 gunners. (On the day she sank the Mary Rose had extra men on board. One account said there were 700 men but that is now believed to be an exaggeration. There may have been about 600 men onboard). Weapons on Mary Rose On board Mary Rose there were bronze and iron guns. Bronze guns were muzzle (front) loaders and most iron guns were breech (back) loaders. As well as the large guns on the main deck the Mary Rose carried swivel guns. They were smaller guns mounted on forks on the gunwale (the top edge of the side of the ship). The ship carried iron, lead and stone shot and canister shot (wooden tubes filled with pieces of sharp stone). Guns were lit with a linstock (a stick with a string wound around it. The string was soaked in saltpetre so when it was lit it burned very slowly). Muskets on board were matchlocks (when you pulled the trigger a smouldering string touched gunpowder and fired the gun). However the main anti-personnel weapon was the longbow. Mary Rose normally carried 185 archers and soldiers. Each archer could shoot an arrow about 250 metres. An archer could shoot an arrow every 5 or 6 seconds. The Mary Rose also carried staff weapons like halberds, bills and pikes. A halberd was a long pole with a spear point on its end and an axe below it. A bill was a chopping blade with a hook on the end of a pole. A pike was a staff with a sharp spike on the end. Remember if possible you did not want to sink the enemy ship. It possible you wanted to board it and capture it. A history of weapons Navigating the Mary Rose To navigate Tudor sailors had a compass and they had books called rutters, which contained details of the shoreline, currents, make-up of the seabed etc. To measure depth they used a lead weight on a rope with knots tied at intervals. At the bottom of the weight was a recess filled with tallow. It was used to bring up a sample of the seabed. To measure speed a log reel was used. A rope with knots tied at intervals was wound around a reel. One end was tied to a wooden board that was thrown into the sea. The rope was gradually unreeled and using a sand timer the sailors measured how many knots went out in an hour. Life on Board Mary Rose Sailors on board Mary Rose ate well. At that time the English navy did not sail far. Since they had short voyages food was usually fresh. Sailors ate beef (although pork bones were also found on board), cod, cheese, butter, peas and bread. As well as their rations they could buy their own food and bring it on board. Plum stones were found on the Mary Rose. So were peppercorns. They must have belonged to an officer, as pepper was very expensive. Although pepper was also used as a medicine and the barber-surgeon may well have had some pepper in his cabin. Sailors were allowed 8 pints of beer a day. (In those days it was not safe to drink water as it was too dirty so everyone drank beer). At the bottom of the ship, in the hold were two big ovens. Cauldrons were made of copper with lead rims. They sat on top of brick boxes and log fires were lit underneath them. Food could be placed in linen bags and boiled in the cauldron. Also meat could be hung over the fireplace and roasted. Officers ate from pewter dishes and bowls. Ordinary sailors used wooden bowls and tankards. Everybody carried a knife but there were no forks. You used your fingers. Sailors on board Mary Rose were volunteers they were not press-ganged and life on board was not at all bad compared to life on land. However only officers had cabins. Ordinary sailors slept on the deck. (If they were lucky they might sleep on a mat). Sailors stood on average between 5 feet 7 inches and 5 feet 8 inches tall. (It is a myth that people were much smaller than we are today). Most sailors had very few possessions although some had rosaries. Officers had books and inkwells and a bone manicure set was found. In their spare time sailors played games like backgammon and nine men's morris. Music was popular with all classes in the 16th century. On board Mary Rose tabor pipes and a drum were found. So were fiddles and a shawm (the ancestor of the oboe). The Barber-Surgeon on board the Mary Rose On board Mary Rose was a barber-surgeon, with his own cabin. He pulled teeth and performed simple operations such as amputations and setting broken bones. In Tudor times medicine was dominated by the theory of the four humours. People believed that the body was made up of four humours or liquids. They were phlegm, blood, yellow bile and black bile. If a person had too much of one humour they fell ill. For instance if a person had a fever he must have too much blood. The treatment was to cut the patient and let him bleed. In Tudor times a common way to diagnose illness was to examine the look, smell and even taste of the patient's urine! The barber-surgeon also had many ointments and herbal medicines. He used a syringe to clean wounds with wine or sea water. Sinking and recovery of the Mary Rose Mary Rose sank on 19 July 1545. We are not sure why. Although it was in a battle there is no evidence that French fire sank the Mary Rose. According to one account the Mary Rose was turning and a sudden gust of wind tipped her over and water poured in through her gun ports. There may also have been discipline problems on board. Henry VIII was watching from the shore when the Mary Rose sank. The Mary Rose was very quickly covered in silt and her exact location was forgotten. However, she was rediscovered in 1971 and excavation began. The Mary Rose was raised from the seabed on 11 October 1982 and she is now open to the public. In my opinion, the Mary Rose Museum is one of the best museums in Britain and it is well worth a visit. A Timeline of Events During the Time of The Mary Rose	1,728	ENGLISH	1
The Puritans were a group of English Reformed Protestants in the 16th and 17th centuries who sought to purify the Church of England from all Roman Catholic practices, maintaining that the Church of England was only partially reformed. Puritanism in this sense was founded by some of the returning clergy exiled under Mary I shortly after the accession of Elizabeth I of England in 1558, as an activist movement within the Church of England.Historically, the word 'Puritan' was used pejoratively to characterize the Protestant group as extremists, similar to the Cathars of France and, according to Thomas Fuller in his Church History, dated back to 1564. Archbishop Matthew Parker of that time used it and 'precisian' with the sense of the modern 'stickler'. In modern times, the word 'puritan' is often used to mean 'against pleasure'.Puritans were blocked from changing the established church from within and were severely restricted in England by laws controlling the practice of religion. Their beliefs, however, were transported by the emigration of congregations to the Netherlands (and later to New England) and by evangelical clergy to Ireland (and later to Wales), and were spread into lay society and parts of the educational system, particularly certain colleges of the University of Cambridge. They took on distinctive beliefs about clerical dress and in opposition to the episcopal system, particularly after the 1619 conclusions of the Synod of Dort they were resisted by the English bishops. They largely adopted Sabbatarianism in the 17th century, and were influenced by millennialism.In alliance with the growing commercial world, the parliamentary opposition to the royal prerogative, and in the late 1630s with the Scottish Presbyterians with whom they had much in common, the Puritans became a major political force in England and came to power as a result of the First English Civil War (1642–46). After the Restoration of 1660 and the 1662 Uniformity Act, almost all Puritan clergy left the Church of England, some becoming nonconformist ministers. The nature of the movement in England changed radically, although it retained its character for a much longer period in New England.Puritans, by definition, were dissatisfied with the limited extent of the English Reformation, and the Church of England's tolerance of practices which they associated with the Catholic Church. They formed, and identified with, various religious groups advocating greater purity of worship and doctrine, as well as personal and group piety. Puritans adopted a Reformed theology and, in that sense, were Calvinists (as were many of their earlier opponents), but they also took note of radical criticisms of Zwingli in Zurich and Calvin in Geneva. In church polity, some advocated for separation from all other Christians, in favor of autonomous gathered churches. These separatist and independent strands of Puritanism became prominent in the 1640s, when the supporters of a Presbyterian polity in the Westminster Assembly were unable to forge a new English national church.The term Puritan, never a formally defined sect or religious division within Protestantism, was used rarely to describe people after the turn of the 18th century. Puritan ideals either became incorporated into the Church of England, such as the formal rejection of Roman Catholicism; fell out of favor, such as the beliefs in demonic possession; or were absorbed into the many Protestant sects that emerged in the late 17th and early 18th centuries in the Americas and Britain. The Congregationalist tradition is one such Protestant denomination that claims descent from the Puritan tradition.	<urn:uuid:cd1fb6aa-f282-460f-9551-ded373b7b19b>	CC-MAIN-2020-05	https://studyres.com/concepts/12349/puritans	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598800.30/warc/CC-MAIN-20200120135447-20200120164447-00453.warc.gz	en	0.981014	721	4.21875	4	[ -0.08145112544298172, -0.13092979788780212, 0.0758117139339447, -0.44258949160575867, -0.06243301182985306, 0.05923400819301605, -0.3177049160003662, -0.20774322748184204, 0.18131506443023682, 0.4658818542957306, -0.3603540062904358, -0.345880389213562, 0.2468690276145935, -0.0520874969661...	3	The Puritans were a group of English Reformed Protestants in the 16th and 17th centuries who sought to purify the Church of England from all Roman Catholic practices, maintaining that the Church of England was only partially reformed. Puritanism in this sense was founded by some of the returning clergy exiled under Mary I shortly after the accession of Elizabeth I of England in 1558, as an activist movement within the Church of England.Historically, the word 'Puritan' was used pejoratively to characterize the Protestant group as extremists, similar to the Cathars of France and, according to Thomas Fuller in his Church History, dated back to 1564. Archbishop Matthew Parker of that time used it and 'precisian' with the sense of the modern 'stickler'. In modern times, the word 'puritan' is often used to mean 'against pleasure'.Puritans were blocked from changing the established church from within and were severely restricted in England by laws controlling the practice of religion. Their beliefs, however, were transported by the emigration of congregations to the Netherlands (and later to New England) and by evangelical clergy to Ireland (and later to Wales), and were spread into lay society and parts of the educational system, particularly certain colleges of the University of Cambridge. They took on distinctive beliefs about clerical dress and in opposition to the episcopal system, particularly after the 1619 conclusions of the Synod of Dort they were resisted by the English bishops. They largely adopted Sabbatarianism in the 17th century, and were influenced by millennialism.In alliance with the growing commercial world, the parliamentary opposition to the royal prerogative, and in the late 1630s with the Scottish Presbyterians with whom they had much in common, the Puritans became a major political force in England and came to power as a result of the First English Civil War (1642–46). After the Restoration of 1660 and the 1662 Uniformity Act, almost all Puritan clergy left the Church of England, some becoming nonconformist ministers. The nature of the movement in England changed radically, although it retained its character for a much longer period in New England.Puritans, by definition, were dissatisfied with the limited extent of the English Reformation, and the Church of England's tolerance of practices which they associated with the Catholic Church. They formed, and identified with, various religious groups advocating greater purity of worship and doctrine, as well as personal and group piety. Puritans adopted a Reformed theology and, in that sense, were Calvinists (as were many of their earlier opponents), but they also took note of radical criticisms of Zwingli in Zurich and Calvin in Geneva. In church polity, some advocated for separation from all other Christians, in favor of autonomous gathered churches. These separatist and independent strands of Puritanism became prominent in the 1640s, when the supporters of a Presbyterian polity in the Westminster Assembly were unable to forge a new English national church.The term Puritan, never a formally defined sect or religious division within Protestantism, was used rarely to describe people after the turn of the 18th century. Puritan ideals either became incorporated into the Church of England, such as the formal rejection of Roman Catholicism; fell out of favor, such as the beliefs in demonic possession; or were absorbed into the many Protestant sects that emerged in the late 17th and early 18th centuries in the Americas and Britain. The Congregationalist tradition is one such Protestant denomination that claims descent from the Puritan tradition.	769	ENGLISH	1
September 15, 2019 Week 2 Lecture Notes Once word had spread of the Prophet’s (saw) death, Muslims were shocked and worried about the future of the ummah without a leader. With his teachings and the Qur’an, it was their obligation to carry on his legacy. The Meeting at Banu Sa’idah: Some of the Ansar, the original inhabitants of Madinah got together at the council hall of Banu Sa’idah, one of the original tribes of Madinah, to discuss the succession to Rasulullah (saw). Abu Bakr (ra) and Umar (ra) went to the meeting fearing a decision would be made that would divide the ummah. Leaders of the Muhajirun and Quraish also arrived at the meeting. Some of the Ansar argued that a successor should come from them as they helped shelter the Prophet (saw) in Madinah. Some of the Makkans argued that the successor should be one of them for they sacrificed the most for Islam. Abu Bakr (ra) advised that while the Ansar were well deserving, Arabs would only recognize a leader from the Quraish. He then offered Umar (ra) and Abu ‘Ubaidah (ra) as options which no one accepted. Abu Bakr Becomes the Khalifah: Umar (ra) spoke up and said that no one could lead the Muslims as long as Abu Bakr (ra) was alive because he was the most prominent Muhajirun and the closest companion of the Prophet (saw). He then gave the bai’ah by taking his hand and pledging his loyalty. Others saw wisdom in Umar’s (ra) words. The next day in the masjid all those present gave their loyalty to Abu Bakr (ra) and he reminded them of their rights upon him and their duty to correct him when he was wrong or did something against the teachings of the Qur’an or the Sunnah of the Prophet (saw). The Early Life of Abu Bakr: Abu Bakr belonged to the Banu Taim clan of the powerful Quraish tribe in Makkah. He was born in 573 C.E. nearly three years after the Prophet (saw). Abu Bakr is said to have always been good to others and his mother used to call him Atiq which means good, noble, and beautiful. Abu Bakr was a businessman and a fabric merchant who frequently traveled outside of Arabia to Yemen and Syria for his work. It was on these many caravan journeys that Abu Bakr accompanied Rasulullah (saw) and developed a close friendship. When prophethood descended upon Muhammad (saw), Abu Bakr (ra) accepted the new faith at once. He heard that Muhammad (saw) was calling people to the new faith and decided to visit him. After the two met and talked, Abu Bakr (ra) left his friend’s home as a Muslim. It’s a tradition to accept Abu Bakr as the second convert to Islam after Khadija, the Prophet Muhammad’s (saw) beloved wife. Abu Bakr placed unwavering trust in Muhammad (saw). When Rasulullah (saw) described his journey of Isra’ and Mi’raj, many of the people of Makkah were in disbelief and his enemies declared him insane. But Abu Bakr said, “If Muhammad says so, I believe it.” It is because of this unwavering loyalty he was given the title, As-Siddiq, the truthful one. Wealth in the Way of Islam: Abu Bakr (ra) possessed a great deal of wealth from his business ventures as a merchant and was one of the wealthiest men in Makkah when he converted to Islam. Abu Bakr (ra) used his wealth as a service to the spreading of Islam and also fellow Muslims. During the early days of Islam, when the persecution of the minority Muslim population was common, Abu Bakr (ra) often used his own money to free Muslim slaves from their abusive masters. One such person is Bilal (ra) whom is considered the first muezzin. Abu Bakr (ra) also gave money to the poor and provided the muhajirun with weapons for war. Abu Bakr’s (ra) generosity is noted when he donated everything, he possessed to help Muslims prepare for the battle of Tabuk against the Byzantine empire. Abu Bakr (ra) also paid for the land on which the Masjid un-Nabi was built. Rasulullah’s (saw) Burial: Abu Bakr (ra) was appointed as the new caliph before the Prophet’s (saw) body was buried, such was the importance of having a Muslim leader. As the new leader, Abu Bakr’s (ra) first duty was to oversee the Prophet’s (saw) funeral. The body was prepared for burial by Ali (ra) and other family members and the community gathered to pray Salatul Janazah. The Prophet was buried in Aisha’s home (ra) where he passed away. Campaign Against Syria: The next task on Abu Bakr’s (ra) list was a conflict in Syria over the murder of a Muslim ambassador. Rasulullah (saw) had sent Muslim forces to capture and punish those responsible for the breach of diplomacy. The first army led by Zaid ibn Harithah (ra) was sent but Zaid was defeated in battle and killed. Rasulullah (saw) had decided to send another army led by Zaid’s (ra) son Usamah however he had passed before being able to do so. Abu Bakr (ra) ordered the departure of the army but instead of accompanying them as originally planned, as the new caliph he was forced to remain in Madinah. Usamah (ra) was very young but Rasulullah (saw) had placed trust in his abilities to lead the Muslim army, which Abu Bakr (ra) honored. Abu Bakr (ra) famously advised Usama about warfare and the conduct of the Muslim army in which no civilians or plants should be harmed, nor peaceful Christians. Animals were also not to be slaughtered unless they were to be eaten. These rules of warfare are still applicable to Muslims today. Usama (ra) was successful in ending the dispute and avoiding bloodshed by capturing those responsible for his father’s death and gaining the allegiance of the local tribes.	<urn:uuid:836da3f3-9009-4963-9fcf-d6dbbca8c3a8>	CC-MAIN-2020-05	https://amcoislamicstudies.wordpress.com/2019/09/22/week-2-lecture-notes/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597230.18/warc/CC-MAIN-20200120023523-20200120051523-00553.warc.gz	en	0.982942	1,354	3.9375	4	[ -0.6219906806945801, 0.40856045484542847, -0.5813108086585999, -0.08772917091846466, -0.3231540322303772, -0.3061964213848114, 0.1295100748538971, -0.17057809233665466, -0.21778175234794617, -0.25161004066467285, -0.28468137979507446, -0.37953895330429077, 0.30664634704589844, 0.1396372616...	2	September 15, 2019 Week 2 Lecture Notes Once word had spread of the Prophet’s (saw) death, Muslims were shocked and worried about the future of the ummah without a leader. With his teachings and the Qur’an, it was their obligation to carry on his legacy. The Meeting at Banu Sa’idah: Some of the Ansar, the original inhabitants of Madinah got together at the council hall of Banu Sa’idah, one of the original tribes of Madinah, to discuss the succession to Rasulullah (saw). Abu Bakr (ra) and Umar (ra) went to the meeting fearing a decision would be made that would divide the ummah. Leaders of the Muhajirun and Quraish also arrived at the meeting. Some of the Ansar argued that a successor should come from them as they helped shelter the Prophet (saw) in Madinah. Some of the Makkans argued that the successor should be one of them for they sacrificed the most for Islam. Abu Bakr (ra) advised that while the Ansar were well deserving, Arabs would only recognize a leader from the Quraish. He then offered Umar (ra) and Abu ‘Ubaidah (ra) as options which no one accepted. Abu Bakr Becomes the Khalifah: Umar (ra) spoke up and said that no one could lead the Muslims as long as Abu Bakr (ra) was alive because he was the most prominent Muhajirun and the closest companion of the Prophet (saw). He then gave the bai’ah by taking his hand and pledging his loyalty. Others saw wisdom in Umar’s (ra) words. The next day in the masjid all those present gave their loyalty to Abu Bakr (ra) and he reminded them of their rights upon him and their duty to correct him when he was wrong or did something against the teachings of the Qur’an or the Sunnah of the Prophet (saw). The Early Life of Abu Bakr: Abu Bakr belonged to the Banu Taim clan of the powerful Quraish tribe in Makkah. He was born in 573 C.E. nearly three years after the Prophet (saw). Abu Bakr is said to have always been good to others and his mother used to call him Atiq which means good, noble, and beautiful. Abu Bakr was a businessman and a fabric merchant who frequently traveled outside of Arabia to Yemen and Syria for his work. It was on these many caravan journeys that Abu Bakr accompanied Rasulullah (saw) and developed a close friendship. When prophethood descended upon Muhammad (saw), Abu Bakr (ra) accepted the new faith at once. He heard that Muhammad (saw) was calling people to the new faith and decided to visit him. After the two met and talked, Abu Bakr (ra) left his friend’s home as a Muslim. It’s a tradition to accept Abu Bakr as the second convert to Islam after Khadija, the Prophet Muhammad’s (saw) beloved wife. Abu Bakr placed unwavering trust in Muhammad (saw). When Rasulullah (saw) described his journey of Isra’ and Mi’raj, many of the people of Makkah were in disbelief and his enemies declared him insane. But Abu Bakr said, “If Muhammad says so, I believe it.” It is because of this unwavering loyalty he was given the title, As-Siddiq, the truthful one. Wealth in the Way of Islam: Abu Bakr (ra) possessed a great deal of wealth from his business ventures as a merchant and was one of the wealthiest men in Makkah when he converted to Islam. Abu Bakr (ra) used his wealth as a service to the spreading of Islam and also fellow Muslims. During the early days of Islam, when the persecution of the minority Muslim population was common, Abu Bakr (ra) often used his own money to free Muslim slaves from their abusive masters. One such person is Bilal (ra) whom is considered the first muezzin. Abu Bakr (ra) also gave money to the poor and provided the muhajirun with weapons for war. Abu Bakr’s (ra) generosity is noted when he donated everything, he possessed to help Muslims prepare for the battle of Tabuk against the Byzantine empire. Abu Bakr (ra) also paid for the land on which the Masjid un-Nabi was built. Rasulullah’s (saw) Burial: Abu Bakr (ra) was appointed as the new caliph before the Prophet’s (saw) body was buried, such was the importance of having a Muslim leader. As the new leader, Abu Bakr’s (ra) first duty was to oversee the Prophet’s (saw) funeral. The body was prepared for burial by Ali (ra) and other family members and the community gathered to pray Salatul Janazah. The Prophet was buried in Aisha’s home (ra) where he passed away. Campaign Against Syria: The next task on Abu Bakr’s (ra) list was a conflict in Syria over the murder of a Muslim ambassador. Rasulullah (saw) had sent Muslim forces to capture and punish those responsible for the breach of diplomacy. The first army led by Zaid ibn Harithah (ra) was sent but Zaid was defeated in battle and killed. Rasulullah (saw) had decided to send another army led by Zaid’s (ra) son Usamah however he had passed before being able to do so. Abu Bakr (ra) ordered the departure of the army but instead of accompanying them as originally planned, as the new caliph he was forced to remain in Madinah. Usamah (ra) was very young but Rasulullah (saw) had placed trust in his abilities to lead the Muslim army, which Abu Bakr (ra) honored. Abu Bakr (ra) famously advised Usama about warfare and the conduct of the Muslim army in which no civilians or plants should be harmed, nor peaceful Christians. Animals were also not to be slaughtered unless they were to be eaten. These rules of warfare are still applicable to Muslims today. Usama (ra) was successful in ending the dispute and avoiding bloodshed by capturing those responsible for his father’s death and gaining the allegiance of the local tribes.	1,349	ENGLISH	1
You are on an island in the middle of a lake. The lake is in a remote part of the country and there has never been a bridge connecting the island to the mainland. Every day a tractor and wagon gives hay rides around the island. Puzzled as to how the tractor had gotten onto the island, you ask around and find out that the tractor was not transported to the island by boat or by air. Nor was it built on the island. Explain how the tractor got there? It was driven over in winter, when the lake was frozen. Sally has four classes, Science, Math, English Language Arts, and History. She had a test in every class, and wanted to have some fun, so she did all of her tests in French. When she received her tests back, only one teacher could understand her work. If none of Sally's teachers spoke French, which teacher was able to understand the test and how did they understand it? The Math teacher, because numbers are the same in French as they are in English. Trains travel from one town to another town all day, always on the same track, always going nonstop and at the same speed. The noon train took 80 minutes to complete the trip, but the 4 PM train took an hour and 20 minutes. Why? A man went on a trip with a fox, a goose and a sack of corn. He came upon a stream which he had to cross and found a tiny boat to use to cross the stream. He could only take himself and one other - the fox, the goose, or the corn - at a time. He could not leave the fox alone with the goose or the goose alone with the corn. How does he get all safely over the stream? Take the goose over first and come back. Then take the fox over and bring the goose back. Now take the corn over and come back alone to get the goose. Take the goose over and the job is done!	<urn:uuid:e39bbe0e-9e98-4427-8998-2a01ef63acfd>	CC-MAIN-2020-05	https://www.riddles.com/brain-teasers?page=7	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594209.12/warc/CC-MAIN-20200119035851-20200119063851-00060.warc.gz	en	0.986588	404	3.6875	4	[ -0.08620300889015198, -0.19052444398403168, -0.04318675771355629, -0.1388665735721588, 0.09686830639839172, -0.18480728566646576, 0.6828696727752686, 0.1262172907590866, -0.26643237471580505, -0.029157865792512894, 0.030531831085681915, -0.2098836749792099, -0.0176826361566782, 0.601382374...	1	You are on an island in the middle of a lake. The lake is in a remote part of the country and there has never been a bridge connecting the island to the mainland. Every day a tractor and wagon gives hay rides around the island. Puzzled as to how the tractor had gotten onto the island, you ask around and find out that the tractor was not transported to the island by boat or by air. Nor was it built on the island. Explain how the tractor got there? It was driven over in winter, when the lake was frozen. Sally has four classes, Science, Math, English Language Arts, and History. She had a test in every class, and wanted to have some fun, so she did all of her tests in French. When she received her tests back, only one teacher could understand her work. If none of Sally's teachers spoke French, which teacher was able to understand the test and how did they understand it? The Math teacher, because numbers are the same in French as they are in English. Trains travel from one town to another town all day, always on the same track, always going nonstop and at the same speed. The noon train took 80 minutes to complete the trip, but the 4 PM train took an hour and 20 minutes. Why? A man went on a trip with a fox, a goose and a sack of corn. He came upon a stream which he had to cross and found a tiny boat to use to cross the stream. He could only take himself and one other - the fox, the goose, or the corn - at a time. He could not leave the fox alone with the goose or the goose alone with the corn. How does he get all safely over the stream? Take the goose over first and come back. Then take the fox over and bring the goose back. Now take the corn over and come back alone to get the goose. Take the goose over and the job is done!	403	ENGLISH	1
Comparison of the Two Speeches in Julius Caesar In William Shakespeare's play The Tragedy of Julius Caesar, two speeches are given to the people of Rome about Caesar's death. In Act 3, Scene 2 of this play Brutus and Antony both try to sway the minds of the Romans toward their views. Brutus tried to make the people believe he killed Caesar for a noble cause. Antony tried to persuade the people that the conspirators committed an act of brutality toward Caesar and were traitors. The effectiveness and ineffectiveness of both Antony's and Brutus's speech to the people are conveyed through tone and rhetorical devices. Brutus made his speech effective in persuading the people by using tone and rhetorical devices. Brutus was compassionate when referring to how he loved Caesar as much as Caesar`s friends of his speech. Brutus was showing compassion on lines18 - 20 when he said, "If there be any in this assembly, any dear friend of Caesar's, to him I say that Brutus's love to Caesar was no less than his." Brutus said this to help the people understand the sorrow he felt for the loss of Caesar, but he felt he killed Caesar for the good of Rome. Brutus anticipated an objection by the people when he said he loved Caesar , so he went on to say on lines 20 - 23, "If then that friend demand why Brutus rose against Caesar, this is my answer: Not that I love Caesar less, but Rome more."Brutus manipulated the people with rhetorical questions. He asks them on lines 29 - 33, " who is so base, that they would be a bondman, who is so rude, that they would not be a Roman, and who is so vile, that will not love his country," the people do not want to be against their country nor do they want to be so base to be a slave. Knowing this, Brutus asks the people if there were any like that to speak ,for him he had offended, and no one would speak out. Brutus tells them people then he had done no more to Caesar than they will do to him. Brutus's speech was ineffective in giving them reasons for Caesar's ambition. This gave Antony a large gap to turn the people against Brutus. Brutus told the people to believe him for his honor , and to respect him for his honor, so that they may believe. He is telling them to believe him for his honor and not for the reasons he gives. Brutus repeated many times that Caesar was ambitious but never once said how or why. This left the people with a question in their mind. Antony used the explicit gap in Brutus's speech to turn the people quickly against Brutus. Antony began his speech with a detached...	<urn:uuid:3fa2609c-79e9-4775-a061-91d5f636a37f>	CC-MAIN-2020-05	https://brightkite.com/essay-on/comparison-associated-with-two-speeches-in-julius-caesar	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251737572.61/warc/CC-MAIN-20200127235617-20200128025617-00257.warc.gz	en	0.986839	573	3.765625	4	[ -0.2958630919456482, 0.10578940808773041, 0.20198282599449158, 0.06713968515396118, -0.3704202175140381, 0.11690108478069305, 0.5086532831192017, 0.43886563181877136, 0.17158040404319763, -0.32043221592903137, -0.1856849491596222, -0.24502027034759521, -0.030689213424921036, 0.228564441204...	1	Comparison of the Two Speeches in Julius Caesar In William Shakespeare's play The Tragedy of Julius Caesar, two speeches are given to the people of Rome about Caesar's death. In Act 3, Scene 2 of this play Brutus and Antony both try to sway the minds of the Romans toward their views. Brutus tried to make the people believe he killed Caesar for a noble cause. Antony tried to persuade the people that the conspirators committed an act of brutality toward Caesar and were traitors. The effectiveness and ineffectiveness of both Antony's and Brutus's speech to the people are conveyed through tone and rhetorical devices. Brutus made his speech effective in persuading the people by using tone and rhetorical devices. Brutus was compassionate when referring to how he loved Caesar as much as Caesar`s friends of his speech. Brutus was showing compassion on lines18 - 20 when he said, "If there be any in this assembly, any dear friend of Caesar's, to him I say that Brutus's love to Caesar was no less than his." Brutus said this to help the people understand the sorrow he felt for the loss of Caesar, but he felt he killed Caesar for the good of Rome. Brutus anticipated an objection by the people when he said he loved Caesar , so he went on to say on lines 20 - 23, "If then that friend demand why Brutus rose against Caesar, this is my answer: Not that I love Caesar less, but Rome more."Brutus manipulated the people with rhetorical questions. He asks them on lines 29 - 33, " who is so base, that they would be a bondman, who is so rude, that they would not be a Roman, and who is so vile, that will not love his country," the people do not want to be against their country nor do they want to be so base to be a slave. Knowing this, Brutus asks the people if there were any like that to speak ,for him he had offended, and no one would speak out. Brutus tells them people then he had done no more to Caesar than they will do to him. Brutus's speech was ineffective in giving them reasons for Caesar's ambition. This gave Antony a large gap to turn the people against Brutus. Brutus told the people to believe him for his honor , and to respect him for his honor, so that they may believe. He is telling them to believe him for his honor and not for the reasons he gives. Brutus repeated many times that Caesar was ambitious but never once said how or why. This left the people with a question in their mind. Antony used the explicit gap in Brutus's speech to turn the people quickly against Brutus. Antony began his speech with a detached...	576	ENGLISH	1
The guitar may not hold the same prestige as say, a violin, it may not be held in as high a regard as the piano, it may not have the complexity of a harp but it’s hard to imagine any form of popular music without one. It’s a simple instrument that makes a wonderful sound which means anyone can pick one up, learn to play and put something together. But what came before the guitar? We’re going to take a look at the instruments of old that led to this amazing stringed instrument. The Tanbur is an ancient instrument and likely the first precursor to our friend the guitar. It is so old in fact that it predates recorded history, the first recorded evidence of the instrument was made in ancient Babylon. Later we see statues depicting an instrument that looks very much like a tanbur from ancient Egypt which date back around the year 600 BCE and also in Greece, though here it was called a pandoura. Originally the Tanbur only had 2 strings, though later a third string was added, this begun the evolution of the instrument in build, technique and form. The oud, first created in Arabia more than 3500 years ago, it is quite similar to the tanbur however here we have an instrument with a much shorter neck, a rounder body, three separate sound holes and between ten and twelve strings. This too is thought to be one of the oldest instruments in the world and was supposedly one of the most prominent instruments in the Middle East back in its day. This instrument was brought to Europe when the North African Moors invaded Spain during the 9th century CE where it would eventually transform into the Lute. Before we jump to the lute let us travel to East Asia to China. Created around the year 200 BCE, the Qin-Pipa was a sort of early guitar that looks something like a banjo. It is played on its side and produces a sound reminiscent of the area. Here’s a fun fact about the Qin-pipa, supposedly the workers that were forced to build the Great Wall of China played this instrument and used it to play songs that expressed their resentment for having to do so. The lute is perhaps the most obvious and best-known predecessor to the guitar, like the oud, the lute has a round body though in this case it has anywhere between 15 and 24 strings. Like the oud, it was played using a feathered quill and was a very popular instrument in its time. Interestingly as its popularity grew in Europe, makers began to change the fretting to adhere better to scales popular in western music, this was a key difference between the lute and the oud. The lute was a mainstay instrument in European music until advancements lead to a new stringed instrument, our old (or in this case new) friend, the guitar.	<urn:uuid:c6f8d98f-2e38-42c0-a871-6de4bc361280>	CC-MAIN-2020-05	http://pickupschmiede.com/the-instruments-that-came-before-the-guitar/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607596.34/warc/CC-MAIN-20200122221541-20200123010541-00022.warc.gz	en	0.980162	590	3.359375	3	[ -0.258340448141098, 0.1150670200586319, 0.48855167627334595, -0.3907586336135864, -0.23401761054992676, -0.1432112753391266, -0.2243308126926422, 0.02270444482564926, 0.2654723525047302, -0.04814714193344116, 0.2431604117155075, -0.15874257683753967, 0.13164982199668884, 0.2144057750701904...	7	The guitar may not hold the same prestige as say, a violin, it may not be held in as high a regard as the piano, it may not have the complexity of a harp but it’s hard to imagine any form of popular music without one. It’s a simple instrument that makes a wonderful sound which means anyone can pick one up, learn to play and put something together. But what came before the guitar? We’re going to take a look at the instruments of old that led to this amazing stringed instrument. The Tanbur is an ancient instrument and likely the first precursor to our friend the guitar. It is so old in fact that it predates recorded history, the first recorded evidence of the instrument was made in ancient Babylon. Later we see statues depicting an instrument that looks very much like a tanbur from ancient Egypt which date back around the year 600 BCE and also in Greece, though here it was called a pandoura. Originally the Tanbur only had 2 strings, though later a third string was added, this begun the evolution of the instrument in build, technique and form. The oud, first created in Arabia more than 3500 years ago, it is quite similar to the tanbur however here we have an instrument with a much shorter neck, a rounder body, three separate sound holes and between ten and twelve strings. This too is thought to be one of the oldest instruments in the world and was supposedly one of the most prominent instruments in the Middle East back in its day. This instrument was brought to Europe when the North African Moors invaded Spain during the 9th century CE where it would eventually transform into the Lute. Before we jump to the lute let us travel to East Asia to China. Created around the year 200 BCE, the Qin-Pipa was a sort of early guitar that looks something like a banjo. It is played on its side and produces a sound reminiscent of the area. Here’s a fun fact about the Qin-pipa, supposedly the workers that were forced to build the Great Wall of China played this instrument and used it to play songs that expressed their resentment for having to do so. The lute is perhaps the most obvious and best-known predecessor to the guitar, like the oud, the lute has a round body though in this case it has anywhere between 15 and 24 strings. Like the oud, it was played using a feathered quill and was a very popular instrument in its time. Interestingly as its popularity grew in Europe, makers began to change the fretting to adhere better to scales popular in western music, this was a key difference between the lute and the oud. The lute was a mainstay instrument in European music until advancements lead to a new stringed instrument, our old (or in this case new) friend, the guitar.	584	ENGLISH	1
Our new writing unit focuses on non-fiction, "How to" Writing. Students are learning to: Thank you for help supporting your children and for your efforts at home to help them become the best writers they can be. Our next writing unit continues with narrative writing. Students will learn to: At home, continue to discuss with your child things that they've done or things that have happened to them that they would be able to write about in class. Encourage your child to write at home in a journal, notebook, or diary. If your child loves to draw pictures, encourage them to label their picture by sound out the words they need. We've taught students to be "brave spellers" by listening to the sounds and writing them down one by one.	<urn:uuid:5a3a72ce-1110-4206-9d3b-8f9427b81b0c>	CC-MAIN-2020-05	https://npeskinders18.weebly.com/writing/archives/11-2019	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251681412.74/warc/CC-MAIN-20200125191854-20200125221854-00103.warc.gz	en	0.980287	158	3.734375	4	[ -0.35657286643981934, -0.08066724985837936, 0.22867518663406372, -0.18031160533428192, -0.04873862862586975, 0.044168613851070404, -0.29122188687324524, 0.24428990483283997, -0.17836229503154755, -0.07967875152826309, 0.3179681897163391, 0.09433500468730927, -0.23091988265514374, 0.1558171...	2	Our new writing unit focuses on non-fiction, "How to" Writing. Students are learning to: Thank you for help supporting your children and for your efforts at home to help them become the best writers they can be. Our next writing unit continues with narrative writing. Students will learn to: At home, continue to discuss with your child things that they've done or things that have happened to them that they would be able to write about in class. Encourage your child to write at home in a journal, notebook, or diary. If your child loves to draw pictures, encourage them to label their picture by sound out the words they need. We've taught students to be "brave spellers" by listening to the sounds and writing them down one by one.	154	ENGLISH	1
Maundy Thursday History Maundy Thursday commemorates the Last Supper of Jesus Christ with his disciples. On this day, Jesus began the tradition of Communion and humility and service as her washed his disciples’ feet. These services are still performed and received in churches today. During Mass, Catholics believe that bread is the body of Christ and wine the blood since Jesus’ himself broke bread and filled a cup of wine while uttering those words. Maundy Thursday is celebrated on the Thursday before Easter, which always falls between 19 March and 22 April. Along with Good Friday and Easter, it is one of several days held over Holy Week. Top Tweets for Maundy Thursday - Maundy Thursday Facts & Quotes Maundy Thursday Top Events and Things to Do	<urn:uuid:69b31c76-5111-4010-8157-3abcfdc7da84>	CC-MAIN-2020-05	https://www.wincalendar.com/Maundy-Thursday	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601241.42/warc/CC-MAIN-20200121014531-20200121043531-00156.warc.gz	en	0.982444	164	3.53125	4	[ -0.16225440800189972, 0.10894276946783066, 0.28678739070892334, -0.110062375664711, -0.21570859849452972, -0.02759353630244732, 0.034701913595199585, 0.42786353826522827, -0.09761946648359299, -0.08045836538076401, 0.17727522552013397, -0.4276249408721924, -0.3804018199443817, 0.0988450273...	1	Maundy Thursday History Maundy Thursday commemorates the Last Supper of Jesus Christ with his disciples. On this day, Jesus began the tradition of Communion and humility and service as her washed his disciples’ feet. These services are still performed and received in churches today. During Mass, Catholics believe that bread is the body of Christ and wine the blood since Jesus’ himself broke bread and filled a cup of wine while uttering those words. Maundy Thursday is celebrated on the Thursday before Easter, which always falls between 19 March and 22 April. Along with Good Friday and Easter, it is one of several days held over Holy Week. Top Tweets for Maundy Thursday - Maundy Thursday Facts & Quotes Maundy Thursday Top Events and Things to Do	155	ENGLISH	1
Conservatives ought to read the biographies of Frederick Douglass. He wrote three, all of them masterful and articulate, in which he explains the true nature and meaning of freedom. Exemplary is his explanation of the importance of individual self-reliance and self-development, as opposed to the collectivist tendency to rely on others for one’s sustenance. The slaves, reliant upon their masters for their very sustenance, and were taught that everything they were, had and did, belonged to those masters in the chains of a system that denied them the fundamental right to own their bodies and minds. The slaves, of course, were brought here and kept enslaved by force. But they were also kept in ignorance. Douglass realized that this ignorance was as great a prison as the force of chains, and he describes eloquently this enlightenment on the path to freedom. It begins with a deep belief in his right of self-ownership, and is realized when he struggles to teach himself to read. It is the skill that opened the door to a better life, because, as he says, “Once you learn to read, you will be forever free.” However, reading as a simple skill is never enough. One must learn to think, as well. A keen observer of reality and a keener abstractor of the truth, Douglass analyzed the tactics slave owners used to keep their slaves in check. One method, he observed, was to give slaves a holiday each year from Christmas to New Year’s Day, encouraging them to remain drunk the whole time by supplying them with booze. Thus, through their limited pleasure, the slaves were disaffected with the notion of real freedom, which would mean paying for their pleasure instead of receiving it as a gift from their slave owners. The slaves failed to realize that they were already paying for their holiday’s pleasure by slaving for the rest of the year. The psychology behind this inducement is undeniable. The more dependent one becomes on a thing, the less he is willing to break away from it, even if it provides only short-term gains, and costs much more in the long term. On the surface, the holiday granted by slave owners might seem like a kind and positive benefit. But, as Douglass makes clear, the so-called generosity of slave owners was false and deceptive. In reality, their supposed generosity was a tactic to distract slaves away from any notions of freedom and thus to keep them from desiring their freedom so much that they might rebel. They failed to realize that, even though rebellion would have cost them much in the short term, it would have yielded much greater benefits. But struggle is difficult and sometimes what is perceived as the path of least resistance, in the case of the slaves, a literal one, is inviting because it seems easier at the time. On this, Douglass says, “If there is no struggle, there is no progress. Those who profess to favor freedom, and yet depreciate agitation, are men who want crops without plowing up the ground. They want rain without thunder and lightning. They want the ocean without the awful roar of its many waters. This struggle may be a moral one; or it may be a physical one; or it may be both moral and physical; but it must be a struggle.” The intentions of the welfare state can be accurately compared with the intentions of the slave owners of Frederick Douglass’s day. They pose as generous benefactors by offering what seem like benefits in the short term, but the costs are heavy in the long term. Politicians who espouse and promote the welfare state offer so-called benefits as generously in exchange for support of their programs, hence for their continued power in office. They buy votes with false promises and unsustainable entitlements. It is a truth about human psychology that the more dependent one becomes on a thing, the less likely he is to exert the effort needed to break away from it, even if it provides only short-term gains, and costs much more in the long term. The slaves’ Christmas holiday was brief, only a week. As Douglass complains, they bought the short term benefit and paid the long price. But their ignorance was the key to their acceptance. As he says, “I have found that, to make a contented slave, it is necessary to make a thoughtless one. It is necessary to darken his moral and mental vision, and, as far as possible, to annihilate the power of reason.” Slaves were mostly illiterate, and were certainly inexperienced with true freedom. Consequently, their willingness to trade a week’s drunken holiday for a year, in deed a lifetime, of slavery, was somewhat more understandable for the time in which it took place. However, modern Americans are not slaves and are hardly kept in ignorance, notwithstanding the current efforts afoot to destroy American education. American citizens should not be so quick to trade their long term freedoms, freedoms they have experienced for most of their lives, for short term gains they think they are getting from government. Just like the slaves with their short-sightedness, many Americans nowadays seem willing to trade their most valuable asset, their freedom, in exchange for government-conferred benefits. The politicians know they cannot steal freedom all at once, but must convince the people that what is happening to them is worthwhile. They cannot do this all at once, but must do it gradually, bit by bit, changing law after law, until they have what they want. Instead of rebelling against these encroachments, it seems that the more people are given, the more benefits they seem to demand, and, like the fisherman gaffing his hook in a big fish, they accede to these demand. Once in a while, a few people see a flickering vision of their eroding freedoms and begin to demand them back. But politicians of the welfare state cleverly overcome these pesky demands by extending the “slaves'” holiday a bit more, promising emptily their magnanimity will continue unendingly, thus the ever more ignorant population are provided an enduring motive to support the politicians in power. If enough people believe the false promises and continue to vote the benevolent politicians back into office, the downward spiral continues. The short-sightedness of too many Americans resembles that of the slaves, content with their drunken holiday. They do not take account of the reality that these promised benefits must be paid for out of the pockets of people who mostly do not receive them. And eventually, when the producers of wealth tire of it being stolen from them, they will cease to produce it out of a loss of initiative. This is as true of socialism and communism as it was of slavery. Welfare State politicians would not like anyone to realize this. Their desire is to keep citizens in ignorance, just as did the slave owners of Frederick Douglass’s time, in the drunken bliss of their short-lived welfare holiday. Indeed, Douglass’s words may be easily applied to the level of awareness held by many an American citizen today. “He must be able to detect no inconsistencies in slavery; he must be made to feel that slavery is right; and he can be brought to that only when he ceases to be a man.” One could easily replace the word “slavery” with the word “welfare” and Douglass’s statement becomes as timely today as it was in the nineteenth century when he made it. The government hopes to keep its citizens from realizing this, because, as Frederick Douglass said, “Knowledge makes a man unfit to be a slave.” Truth, once realized, can and almost always will, set people free. Reality is always grimmer than the promises and when one is finally forced to confront it, the taste can be bitter. In this regard, a couple of sayings come to mind. One, a Marxist maxim, says “from each man according to his ability, to each man according to his need.” Should the productive continue to support the unproductive? The answer is that it can’t. Eventually, the resources run out. Then, another reality must be confronted, encompassed by another, curiously contradictory Marxist maxim that says, “He who does not work, shall not eat.” That one is never spoken openly at first, because it discourages those who want to be idle and receive, rather than contribute, the benefits of the welfare state. But its reality comes out harshly after the money runs out. And the money WILL run out. The saying that comes to mind thereafter is, “There is no such thing as a free lunch” and that one is true, because the free lunch will last only as long as productive people who provide the wealth that is so wantonly seized by the state are willing to produce that wealth. The Soviet Union is a good example of this eventuality. The benevolence of communism was proved when long lines of people waiting to receive a small, measured allotment of eggs, bread or meat, was the norm. It may have been free, but it there was very little of it, because poverty is always the state of collectivist societies. It should be noted that bureaucrats and politicians in the Soviet Union had special stores in which to obtain these and more luxurious goodies without having to wait in line. Politicians never deny themselves what they want, even while its policies impose hardships and want on their citizens. Slaves appreciated the free drunken holiday while disappreciating the requisite labor of the rest of their year, even though an equal effort to seizing their freedom, while appearing to be more costly in the short term, would have yielded REAL benefits that would have existed in perpetuity. The truth is that freedom tends to be self-perpetuating because it produces far greater gains than a welfare check could possibly ever provide. This brings up perhaps the most appropriate of Douglass’s quotations for the purpose of expressing the importance of regaining the freedoms Americans once readily and easily enjoyed, but which are now endangered by the encroachments of government. “I have observed this in my experience of slavery, that whenever my condition was improved, instead of its increasing my contentment, it only increased my desire to be free, and set me to thinking of plans to gain my freedom.” Please, my fellow citizens, let us make plans.Don't forget to Like Freedom Outpost on Facebook and Twitter, and follow our friends at RepublicanLegion.com. Become an insider! Sign up for the free Freedom Outpost email newsletter, and we'll make sure to keep you in the loop.	<urn:uuid:8cb820e9-e2c1-417f-8c8a-2f309acad8fd>	CC-MAIN-2020-05	https://freedomoutpost.com/frederick-douglass-slavery-welfare-state/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251678287.60/warc/CC-MAIN-20200125161753-20200125190753-00545.warc.gz	en	0.982302	2,202	3.3125	3	[ -0.08493922650814056, 0.5794878005981445, 0.3672597110271454, 0.03453833982348442, -0.06366792321205139, 0.031120039522647858, 0.5884284973144531, 0.0028809700161218643, 0.02039172686636448, 0.22415605187416077, 0.2475968599319458, 0.21764753758907318, -0.2698347866535187, 0.25718092918395...	4	Conservatives ought to read the biographies of Frederick Douglass. He wrote three, all of them masterful and articulate, in which he explains the true nature and meaning of freedom. Exemplary is his explanation of the importance of individual self-reliance and self-development, as opposed to the collectivist tendency to rely on others for one’s sustenance. The slaves, reliant upon their masters for their very sustenance, and were taught that everything they were, had and did, belonged to those masters in the chains of a system that denied them the fundamental right to own their bodies and minds. The slaves, of course, were brought here and kept enslaved by force. But they were also kept in ignorance. Douglass realized that this ignorance was as great a prison as the force of chains, and he describes eloquently this enlightenment on the path to freedom. It begins with a deep belief in his right of self-ownership, and is realized when he struggles to teach himself to read. It is the skill that opened the door to a better life, because, as he says, “Once you learn to read, you will be forever free.” However, reading as a simple skill is never enough. One must learn to think, as well. A keen observer of reality and a keener abstractor of the truth, Douglass analyzed the tactics slave owners used to keep their slaves in check. One method, he observed, was to give slaves a holiday each year from Christmas to New Year’s Day, encouraging them to remain drunk the whole time by supplying them with booze. Thus, through their limited pleasure, the slaves were disaffected with the notion of real freedom, which would mean paying for their pleasure instead of receiving it as a gift from their slave owners. The slaves failed to realize that they were already paying for their holiday’s pleasure by slaving for the rest of the year. The psychology behind this inducement is undeniable. The more dependent one becomes on a thing, the less he is willing to break away from it, even if it provides only short-term gains, and costs much more in the long term. On the surface, the holiday granted by slave owners might seem like a kind and positive benefit. But, as Douglass makes clear, the so-called generosity of slave owners was false and deceptive. In reality, their supposed generosity was a tactic to distract slaves away from any notions of freedom and thus to keep them from desiring their freedom so much that they might rebel. They failed to realize that, even though rebellion would have cost them much in the short term, it would have yielded much greater benefits. But struggle is difficult and sometimes what is perceived as the path of least resistance, in the case of the slaves, a literal one, is inviting because it seems easier at the time. On this, Douglass says, “If there is no struggle, there is no progress. Those who profess to favor freedom, and yet depreciate agitation, are men who want crops without plowing up the ground. They want rain without thunder and lightning. They want the ocean without the awful roar of its many waters. This struggle may be a moral one; or it may be a physical one; or it may be both moral and physical; but it must be a struggle.” The intentions of the welfare state can be accurately compared with the intentions of the slave owners of Frederick Douglass’s day. They pose as generous benefactors by offering what seem like benefits in the short term, but the costs are heavy in the long term. Politicians who espouse and promote the welfare state offer so-called benefits as generously in exchange for support of their programs, hence for their continued power in office. They buy votes with false promises and unsustainable entitlements. It is a truth about human psychology that the more dependent one becomes on a thing, the less likely he is to exert the effort needed to break away from it, even if it provides only short-term gains, and costs much more in the long term. The slaves’ Christmas holiday was brief, only a week. As Douglass complains, they bought the short term benefit and paid the long price. But their ignorance was the key to their acceptance. As he says, “I have found that, to make a contented slave, it is necessary to make a thoughtless one. It is necessary to darken his moral and mental vision, and, as far as possible, to annihilate the power of reason.” Slaves were mostly illiterate, and were certainly inexperienced with true freedom. Consequently, their willingness to trade a week’s drunken holiday for a year, in deed a lifetime, of slavery, was somewhat more understandable for the time in which it took place. However, modern Americans are not slaves and are hardly kept in ignorance, notwithstanding the current efforts afoot to destroy American education. American citizens should not be so quick to trade their long term freedoms, freedoms they have experienced for most of their lives, for short term gains they think they are getting from government. Just like the slaves with their short-sightedness, many Americans nowadays seem willing to trade their most valuable asset, their freedom, in exchange for government-conferred benefits. The politicians know they cannot steal freedom all at once, but must convince the people that what is happening to them is worthwhile. They cannot do this all at once, but must do it gradually, bit by bit, changing law after law, until they have what they want. Instead of rebelling against these encroachments, it seems that the more people are given, the more benefits they seem to demand, and, like the fisherman gaffing his hook in a big fish, they accede to these demand. Once in a while, a few people see a flickering vision of their eroding freedoms and begin to demand them back. But politicians of the welfare state cleverly overcome these pesky demands by extending the “slaves'” holiday a bit more, promising emptily their magnanimity will continue unendingly, thus the ever more ignorant population are provided an enduring motive to support the politicians in power. If enough people believe the false promises and continue to vote the benevolent politicians back into office, the downward spiral continues. The short-sightedness of too many Americans resembles that of the slaves, content with their drunken holiday. They do not take account of the reality that these promised benefits must be paid for out of the pockets of people who mostly do not receive them. And eventually, when the producers of wealth tire of it being stolen from them, they will cease to produce it out of a loss of initiative. This is as true of socialism and communism as it was of slavery. Welfare State politicians would not like anyone to realize this. Their desire is to keep citizens in ignorance, just as did the slave owners of Frederick Douglass’s time, in the drunken bliss of their short-lived welfare holiday. Indeed, Douglass’s words may be easily applied to the level of awareness held by many an American citizen today. “He must be able to detect no inconsistencies in slavery; he must be made to feel that slavery is right; and he can be brought to that only when he ceases to be a man.” One could easily replace the word “slavery” with the word “welfare” and Douglass’s statement becomes as timely today as it was in the nineteenth century when he made it. The government hopes to keep its citizens from realizing this, because, as Frederick Douglass said, “Knowledge makes a man unfit to be a slave.” Truth, once realized, can and almost always will, set people free. Reality is always grimmer than the promises and when one is finally forced to confront it, the taste can be bitter. In this regard, a couple of sayings come to mind. One, a Marxist maxim, says “from each man according to his ability, to each man according to his need.” Should the productive continue to support the unproductive? The answer is that it can’t. Eventually, the resources run out. Then, another reality must be confronted, encompassed by another, curiously contradictory Marxist maxim that says, “He who does not work, shall not eat.” That one is never spoken openly at first, because it discourages those who want to be idle and receive, rather than contribute, the benefits of the welfare state. But its reality comes out harshly after the money runs out. And the money WILL run out. The saying that comes to mind thereafter is, “There is no such thing as a free lunch” and that one is true, because the free lunch will last only as long as productive people who provide the wealth that is so wantonly seized by the state are willing to produce that wealth. The Soviet Union is a good example of this eventuality. The benevolence of communism was proved when long lines of people waiting to receive a small, measured allotment of eggs, bread or meat, was the norm. It may have been free, but it there was very little of it, because poverty is always the state of collectivist societies. It should be noted that bureaucrats and politicians in the Soviet Union had special stores in which to obtain these and more luxurious goodies without having to wait in line. Politicians never deny themselves what they want, even while its policies impose hardships and want on their citizens. Slaves appreciated the free drunken holiday while disappreciating the requisite labor of the rest of their year, even though an equal effort to seizing their freedom, while appearing to be more costly in the short term, would have yielded REAL benefits that would have existed in perpetuity. The truth is that freedom tends to be self-perpetuating because it produces far greater gains than a welfare check could possibly ever provide. This brings up perhaps the most appropriate of Douglass’s quotations for the purpose of expressing the importance of regaining the freedoms Americans once readily and easily enjoyed, but which are now endangered by the encroachments of government. “I have observed this in my experience of slavery, that whenever my condition was improved, instead of its increasing my contentment, it only increased my desire to be free, and set me to thinking of plans to gain my freedom.” Please, my fellow citizens, let us make plans.Don't forget to Like Freedom Outpost on Facebook and Twitter, and follow our friends at RepublicanLegion.com. Become an insider! Sign up for the free Freedom Outpost email newsletter, and we'll make sure to keep you in the loop.	2,130	ENGLISH	1
LEGALBefore 1830, the borders of these self-ruling tribal countries, which involved huge regions of the United States, were liable, partially because of risk from squatters and the risk of military power. The areas and land controlled by the Indian countries living in what were then known as the “Indian Territories”, which were located west of the Mississippi River which would soon become the state of Oklahoma, were settled and ruled over by national bargains with the United States central government. While holding their tribal meetings and voting conferences, which incorporated a constitution or authority gathering in tribes, for example, the Iroquois and Cherokee, many small gatherings of the southeastern Indian groups had moved toward becoming in part or totally engulfed into the monetary communes of the area ruled by the U.S. This incorporated the estate economy in states, for example, Georgia, and the ownership of slaves. These slaves were additionally persuasively migrated amid the procedure of removal. Under the U.S. bargain law, the regional limits guaranteed by governmentally perceived tribes got a similar status under which the Southeastern tribal cases were perceived; until the accompanying foundation of reservations of land, dictated by the government, which were surrendered to the rest of the tribes by law arrangement, in a procedure that frequently involved constrained migration. The foundation of the Indian Territory and the extinguishment of Indian land asserts east of the Mississippi foreseen the foundation of the U.S. Indian reservation framework. It was forced on staying Indian grounds later in the nineteenth century. The fight for Indian rights and power continued on until intervention from the Supreme Court of the United States gained leverage in the case Cherokee Nation v. Georgia (1831), where the Cherokee were not classified as sovereign and free country, and along these lines not qualified for a hearing under the steady gaze of the court. Whilst allot of the Cherokee struggle was taken on during Jackson administration, the activities of the Jackson organization were not dismissed on the grounds that state and government authorities had abused and wrongly set up arrangements without result. Jackson’s contribution in what ended up to be known as the Trail of Tears can’t be disregarded. Jackson played a major factor in the trail of tears, and stood by idly as native americans were tortured, murdered, executed,raped, and pillaged, and eventually removed from their homes to be relocated.	<urn:uuid:2193a405-270e-415e-98b7-6872d10b2e98>	CC-MAIN-2020-05	https://caveconspringfield.com/legalbefore-involved-constrained-migration-the-foundation-of-the/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597458.22/warc/CC-MAIN-20200120052454-20200120080454-00009.warc.gz	en	0.98211	477	3.96875	4	[ -0.4105375409126282, 0.09772501140832901, 0.4479515254497528, -0.04582719877362251, -0.051096267998218536, -0.3178088366985321, -0.027741344645619392, -0.39208415150642395, -0.10431743413209915, -0.09724210202693939, 0.06303758919239044, 0.007374041713774204, -0.014502231031656265, -0.0248...	2	LEGALBefore 1830, the borders of these self-ruling tribal countries, which involved huge regions of the United States, were liable, partially because of risk from squatters and the risk of military power. The areas and land controlled by the Indian countries living in what were then known as the “Indian Territories”, which were located west of the Mississippi River which would soon become the state of Oklahoma, were settled and ruled over by national bargains with the United States central government. While holding their tribal meetings and voting conferences, which incorporated a constitution or authority gathering in tribes, for example, the Iroquois and Cherokee, many small gatherings of the southeastern Indian groups had moved toward becoming in part or totally engulfed into the monetary communes of the area ruled by the U.S. This incorporated the estate economy in states, for example, Georgia, and the ownership of slaves. These slaves were additionally persuasively migrated amid the procedure of removal. Under the U.S. bargain law, the regional limits guaranteed by governmentally perceived tribes got a similar status under which the Southeastern tribal cases were perceived; until the accompanying foundation of reservations of land, dictated by the government, which were surrendered to the rest of the tribes by law arrangement, in a procedure that frequently involved constrained migration. The foundation of the Indian Territory and the extinguishment of Indian land asserts east of the Mississippi foreseen the foundation of the U.S. Indian reservation framework. It was forced on staying Indian grounds later in the nineteenth century. The fight for Indian rights and power continued on until intervention from the Supreme Court of the United States gained leverage in the case Cherokee Nation v. Georgia (1831), where the Cherokee were not classified as sovereign and free country, and along these lines not qualified for a hearing under the steady gaze of the court. Whilst allot of the Cherokee struggle was taken on during Jackson administration, the activities of the Jackson organization were not dismissed on the grounds that state and government authorities had abused and wrongly set up arrangements without result. Jackson’s contribution in what ended up to be known as the Trail of Tears can’t be disregarded. Jackson played a major factor in the trail of tears, and stood by idly as native americans were tortured, murdered, executed,raped, and pillaged, and eventually removed from their homes to be relocated.	473	ENGLISH	1
Custom North and South America Essay Paper Sample United States was originally an agricultural state all the way to the outbreak of civil war, which was brought about by the different paths to economic development. Approximately three-quarters of the population had their source of livelihood in rural areas, and their main occupational activities were farming whose products were sold in small towns. However, the industrial revolution in England set the foundation for many changes that was to come. During the national period, each state was fighting for independence and economic growth. Factories were built in both north and South America but major manufacturing industries were built in the North. With this major development in the North, more population move there, this was made up of people from diverse societies ranging from Indians, Britons, and African Americans. This diversity contributed to different cultural practices and religions. In the South, the population growth rate remained considerably slow for quite some time. The slaves were oppressed and had no freedom of worship, speech, movement, or expression thus the cultural practices in this region was mainly Anglicans. Buy North and South America essay paper online * Final order price might be slightly different depending on the current exchange rate of chosen payment system. The work force in the North and South were significantly varied. The Northern labor force comprised mainly of highly skilled personnel who were expensive to hire for they were mobile and very active. However, their influences were checked by the invasion of the immigrants from Europe and Asia who offered alternative labor force. Whereas, the southern economy was largely built by the African American slaves, who were unskilled and due to this were mistreated to offer cheap labor, the Southern natives' minority owned slaves and were regarded as farmers instead of planters. The Southern slaves comprised of a total population of about 4 million and out of these around 1 million labored in industries, constructions, transportation, homes, and lumbering while the rest worked in cotton fields. The other notable feature that distinguishes North from South is the tariffs. Since the South major relied on the agricultural products, any increase of tariffs would affect the trade with the importers. They therefore maintain low tariff rates to suit their interests but in the Northern States that was not an issue since the manufactures wanted to market their products locally, hence would raise taxes on imported goods to discourage the competitors from venturing into their markets. Before the onset of the civil war, the Northern states were highly developed with many industries across the country but the Southern States were still struggling with their agricultural activities, which gave them low returns hence had little funds to finance the war. Related comparison-essay essays - Bernice Bobs Her Hair and the Roman Fever - Divorce on Families - Aristotles and Marxs Theories of Tyranny - Government versus Private Options for Quality - Polygamist vs. Traditional Marriage - The Kahun and Deir el-Medina Communities - Comparison of Holocaust Experiences - Marxism and New Criticism - Southern Women versus Northern Women - PepsiCo and Coca-Cola Most popular orders	<urn:uuid:31df6888-579f-4da3-8f4a-60f60f274297>	CC-MAIN-2020-05	https://primewritings.com/essays/comparison-essay/north-and-south-america.php	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250610004.56/warc/CC-MAIN-20200123101110-20200123130110-00311.warc.gz	en	0.982261	618	3.546875	4	[ -0.30569159984588623, 0.013384539633989334, 0.06692352890968323, -0.09561429917812347, 0.41423630714416504, 0.2728760540485382, -0.38874247670173645, 0.24105246365070343, -0.37900182604789734, 0.061893805861473083, 0.0992787778377533, 0.3944814205169678, 0.04818917065858841, 0.146057501435...	1	Custom North and South America Essay Paper Sample United States was originally an agricultural state all the way to the outbreak of civil war, which was brought about by the different paths to economic development. Approximately three-quarters of the population had their source of livelihood in rural areas, and their main occupational activities were farming whose products were sold in small towns. However, the industrial revolution in England set the foundation for many changes that was to come. During the national period, each state was fighting for independence and economic growth. Factories were built in both north and South America but major manufacturing industries were built in the North. With this major development in the North, more population move there, this was made up of people from diverse societies ranging from Indians, Britons, and African Americans. This diversity contributed to different cultural practices and religions. In the South, the population growth rate remained considerably slow for quite some time. The slaves were oppressed and had no freedom of worship, speech, movement, or expression thus the cultural practices in this region was mainly Anglicans. Buy North and South America essay paper online * Final order price might be slightly different depending on the current exchange rate of chosen payment system. The work force in the North and South were significantly varied. The Northern labor force comprised mainly of highly skilled personnel who were expensive to hire for they were mobile and very active. However, their influences were checked by the invasion of the immigrants from Europe and Asia who offered alternative labor force. Whereas, the southern economy was largely built by the African American slaves, who were unskilled and due to this were mistreated to offer cheap labor, the Southern natives' minority owned slaves and were regarded as farmers instead of planters. The Southern slaves comprised of a total population of about 4 million and out of these around 1 million labored in industries, constructions, transportation, homes, and lumbering while the rest worked in cotton fields. The other notable feature that distinguishes North from South is the tariffs. Since the South major relied on the agricultural products, any increase of tariffs would affect the trade with the importers. They therefore maintain low tariff rates to suit their interests but in the Northern States that was not an issue since the manufactures wanted to market their products locally, hence would raise taxes on imported goods to discourage the competitors from venturing into their markets. Before the onset of the civil war, the Northern states were highly developed with many industries across the country but the Southern States were still struggling with their agricultural activities, which gave them low returns hence had little funds to finance the war. Related comparison-essay essays - Bernice Bobs Her Hair and the Roman Fever - Divorce on Families - Aristotles and Marxs Theories of Tyranny - Government versus Private Options for Quality - Polygamist vs. Traditional Marriage - The Kahun and Deir el-Medina Communities - Comparison of Holocaust Experiences - Marxism and New Criticism - Southern Women versus Northern Women - PepsiCo and Coca-Cola Most popular orders	614	ENGLISH	1
While studying Christmas throughout American history in “Christmas School” this year, I learned quite a few things myself. The lavish Christmas festivities that are the norm today, (lots of decorations, big meals, and an abundance of gifts), have not existed through most of our country’s history. The only time we really seem a similar, (and often more lavish), celebration is around the turn of the century, when a Victorian Christmas was popular in America. During the rest of our country’s history, the celebrations were much smaller, (if they existed at all), either due to choice, or, more often, necessity. The Christmases of our country’s past were also much more religious for Americans as a whole, although the extent that some groups, such as the Puritans, went to to try to keep joy and celebrations out of this holy day were not necessarily any better than today’s secular atmosphere for many Christmas celebrations. Here’s a summary of Christmas during some of the major time periods in our nation’s history: - Colonial (From European Settlement to 1776)–Christmas was not a big deal yet, (even though the “season” lasted for about three weeks), partly due to Puritan influence, and partly because big celebrations had just not caught on. It was really more of a holiday for adults than for children, and there were often dances and parties for adults held during the Christmas season. If gifts were given, they were usually distributed not on Christmas Day, but in the days following, particularly New Year’s. Church was the main focus of Christmas Day, followed by a nice dinner. Also, the holiday was often greeted by…gunfire. - The Era of Good Feelings (1817-1825)–This was when America first saw a glimpse of what Christmas would become in the future. Washington Irving, and his writings, first introduced Americans to Christmas festivities in England, particularly large meals with special Christmas dishes. Clement C. Moore first gave vision to the American idea of St. Nick and his flying reindeer. These kinds of stories and images encouraged people to start having grander celebrations. Different cultural celebrations also began to be seen at this time, as America began to see immigrants from places other than England, and these new Americans brought their old customs and traditions with them. - Pioneer/Frontier (Anywhere from about the 1830s to the late 1800s)–While people enjoyed celebrating the holiday more by this point, because so many settlers lived far away from towns with stores, their celebrations were still simple. Stockings were hung and gifts were given, but the gifts were often either practical, (such as a tin cup), or small, (a stick of candy or a penny). Work still had to be done on farms, even on Christmas Day, and many families lived so far from town that they couldn’t attend a church service, but rather had a quiet time of worship and Bible reading at home. The frontier Santa was even a humbly dressed, skinny fellow, often accompanied by a horse or donkey instead of flying reindeer. For people living in more civilized areas in the mid-1800s, however, Christmas was growing in lavishness. - Civil War (1860s)–There is a great deal of overlap between this time period and the frontier period. The celebrations reflecting the Civil War period, however, were often in more settled areas of the country. They were still often small celebrations, because families supporting the war effort didn’t have much, and since most families were missing loved ones due to the fighting, they didn’t feel like having big celebrations. Northern families would have seen bigger celebrations than Southern families, because times were not as hard in the North, but the season was still somber. Thomas Nast is famous for his patriotic portrayal of a “Civil War Santa” during this time. - Turn of the Century (Early 1900s)–This was the grandest time period for Christmas in our history, aside from the present day. Wealthy families, in particular, spared no expense in decorating their homes, giving gifts, and hosting elaborate dinner parties. The wealthiest of people traveled to Europe on the now-popular steamships to celebrate Christmas, and brought back more European Christmas traditions, such as the sending of Christmas cards. They did share their wealth with the less fortunate, however, by taking food and gifts to places like orphanages during the Christmas season. It was during this time that the fat, jolly, fur-trimmed, modern version of Santa really came into being, in part due to Norman Rockwell, and his artwork which was showcased in the Saturday Evening Post. - Great Depression (1930s)–This was a particularly desperate time in American history. People could barely afford to survive, much less celebrate Christmas. If a family was lucky enough to have a tree, (artificial trees were already popular at this time, so they might have had one from a previous Christmas), they probably couldn’t afford the electricity to light it. Families were again facing separation, due to the fact that many men were forced to leave their homes to look for temporary work in other parts of the country. Gifts were usually handmade, and like the celebrations of the turn of the century, charities depended on the donations of wealthy people to help provide for those less fortunate. - World War II (1940s)–Because of rationing during the War, American families had to be very creative with their celebrations. Again, this was a time when most families were missing a family member, making the season a bit more somber. There was no rubber available to make toys, so children again had to be satisfied with practical gifts. Sugar was also in short supply, and so families had to be creative with their Christmas baking. Even travel was limited at Christmastime, because of gas rationing, (only three gallons per week!), and “victory speed limits” which were instituted around the country, which made any kind of travel too lengthy to be practical. Despite all of this, it was still a festive time, with families enjoying the warmth of their homes and children dreaming of things they had seen in the Sears Roebuck catalog, often while spending time together around the radio, listening to what became Christmas radio classics. - Post World War II–For the most part, in the time following World War II to the present day, Christmas has remained the same. The prosperity following the War allowed people to return to lavish celebrations. Movies and TV replaced radio as a conduit for yearly Christmas entertainment, especially in the way of the Rankin/Bass Christmas specials that most people are familiar with. During this time, Christmas has become more of a secular holiday than a religious one for many people, with members of faiths other than Christianity, and even atheists, celebrating in some way, whether by having a tree in their home, playing Santa Claus, or hosting/attending Christmas parties. Still, Christmas church services remain important, as does the gathering of family and friends to celebrate the season.	<urn:uuid:9a46a1db-1672-4ebf-9c65-f6e98692ff1e>	CC-MAIN-2020-05	https://amandamarkel.com/tag/christmas-in-america/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606226.29/warc/CC-MAIN-20200121222429-20200122011429-00295.warc.gz	en	0.987147	1,469	3.53125	4	[ 0.13984499871730804, 0.4125834107398987, 0.5260158181190491, -0.3033585548400879, 0.16232971847057343, -0.03740251809358597, -0.11964725703001022, 0.17379286885261536, 0.05936688184738159, 0.17165525257587433, 0.25259771943092346, 0.5773167610168457, -0.10259124636650085, 0.048758029937744...	6	While studying Christmas throughout American history in “Christmas School” this year, I learned quite a few things myself. The lavish Christmas festivities that are the norm today, (lots of decorations, big meals, and an abundance of gifts), have not existed through most of our country’s history. The only time we really seem a similar, (and often more lavish), celebration is around the turn of the century, when a Victorian Christmas was popular in America. During the rest of our country’s history, the celebrations were much smaller, (if they existed at all), either due to choice, or, more often, necessity. The Christmases of our country’s past were also much more religious for Americans as a whole, although the extent that some groups, such as the Puritans, went to to try to keep joy and celebrations out of this holy day were not necessarily any better than today’s secular atmosphere for many Christmas celebrations. Here’s a summary of Christmas during some of the major time periods in our nation’s history: - Colonial (From European Settlement to 1776)–Christmas was not a big deal yet, (even though the “season” lasted for about three weeks), partly due to Puritan influence, and partly because big celebrations had just not caught on. It was really more of a holiday for adults than for children, and there were often dances and parties for adults held during the Christmas season. If gifts were given, they were usually distributed not on Christmas Day, but in the days following, particularly New Year’s. Church was the main focus of Christmas Day, followed by a nice dinner. Also, the holiday was often greeted by…gunfire. - The Era of Good Feelings (1817-1825)–This was when America first saw a glimpse of what Christmas would become in the future. Washington Irving, and his writings, first introduced Americans to Christmas festivities in England, particularly large meals with special Christmas dishes. Clement C. Moore first gave vision to the American idea of St. Nick and his flying reindeer. These kinds of stories and images encouraged people to start having grander celebrations. Different cultural celebrations also began to be seen at this time, as America began to see immigrants from places other than England, and these new Americans brought their old customs and traditions with them. - Pioneer/Frontier (Anywhere from about the 1830s to the late 1800s)–While people enjoyed celebrating the holiday more by this point, because so many settlers lived far away from towns with stores, their celebrations were still simple. Stockings were hung and gifts were given, but the gifts were often either practical, (such as a tin cup), or small, (a stick of candy or a penny). Work still had to be done on farms, even on Christmas Day, and many families lived so far from town that they couldn’t attend a church service, but rather had a quiet time of worship and Bible reading at home. The frontier Santa was even a humbly dressed, skinny fellow, often accompanied by a horse or donkey instead of flying reindeer. For people living in more civilized areas in the mid-1800s, however, Christmas was growing in lavishness. - Civil War (1860s)–There is a great deal of overlap between this time period and the frontier period. The celebrations reflecting the Civil War period, however, were often in more settled areas of the country. They were still often small celebrations, because families supporting the war effort didn’t have much, and since most families were missing loved ones due to the fighting, they didn’t feel like having big celebrations. Northern families would have seen bigger celebrations than Southern families, because times were not as hard in the North, but the season was still somber. Thomas Nast is famous for his patriotic portrayal of a “Civil War Santa” during this time. - Turn of the Century (Early 1900s)–This was the grandest time period for Christmas in our history, aside from the present day. Wealthy families, in particular, spared no expense in decorating their homes, giving gifts, and hosting elaborate dinner parties. The wealthiest of people traveled to Europe on the now-popular steamships to celebrate Christmas, and brought back more European Christmas traditions, such as the sending of Christmas cards. They did share their wealth with the less fortunate, however, by taking food and gifts to places like orphanages during the Christmas season. It was during this time that the fat, jolly, fur-trimmed, modern version of Santa really came into being, in part due to Norman Rockwell, and his artwork which was showcased in the Saturday Evening Post. - Great Depression (1930s)–This was a particularly desperate time in American history. People could barely afford to survive, much less celebrate Christmas. If a family was lucky enough to have a tree, (artificial trees were already popular at this time, so they might have had one from a previous Christmas), they probably couldn’t afford the electricity to light it. Families were again facing separation, due to the fact that many men were forced to leave their homes to look for temporary work in other parts of the country. Gifts were usually handmade, and like the celebrations of the turn of the century, charities depended on the donations of wealthy people to help provide for those less fortunate. - World War II (1940s)–Because of rationing during the War, American families had to be very creative with their celebrations. Again, this was a time when most families were missing a family member, making the season a bit more somber. There was no rubber available to make toys, so children again had to be satisfied with practical gifts. Sugar was also in short supply, and so families had to be creative with their Christmas baking. Even travel was limited at Christmastime, because of gas rationing, (only three gallons per week!), and “victory speed limits” which were instituted around the country, which made any kind of travel too lengthy to be practical. Despite all of this, it was still a festive time, with families enjoying the warmth of their homes and children dreaming of things they had seen in the Sears Roebuck catalog, often while spending time together around the radio, listening to what became Christmas radio classics. - Post World War II–For the most part, in the time following World War II to the present day, Christmas has remained the same. The prosperity following the War allowed people to return to lavish celebrations. Movies and TV replaced radio as a conduit for yearly Christmas entertainment, especially in the way of the Rankin/Bass Christmas specials that most people are familiar with. During this time, Christmas has become more of a secular holiday than a religious one for many people, with members of faiths other than Christianity, and even atheists, celebrating in some way, whether by having a tree in their home, playing Santa Claus, or hosting/attending Christmas parties. Still, Christmas church services remain important, as does the gathering of family and friends to celebrate the season.	1,453	ENGLISH	1
Though the Holocaust ranks high among the great human tragedies, most people never consider the most important question: How did Adolf Hitler and the Nazis gain the power that they needed to commit such horror? Focusing solely on the evil of the Holocaust won't get us very far toward the goal of the Jewish slogan "Never Again." When Hitler came to power, he inherited decades of political consolidation by Otto von Bismarck and later the Weimar Republic that had weakened the political power of local jurisdictions. Through the Enabling Act (1933), whose formal name was "A Law to Remedy the Distress of People and Reich," Hitler gained the power to enact laws with neither the involvement nor the approval of the Reichstag, Germany's parliament. The Enabling Act destroyed any remaining local autonomy. The bottom line is that it was decent Germans who made Hitler's terror possible — Germans who would have never supported his territorial designs and atrocities. The 20th century turned out to be mankind's most barbaric. Roughly 50 million to 60 million people died in international and civil wars. As tragic as that number is, it pales in comparison with the number of people who were killed at the hands of their own government. Recently deceased Rudolph J. Rummel, professor of political science at the University of Hawaii and author of "Death by Government," estimated that since the beginning of the 20th century, governments have killed 170 million of their own citizens. Top government killers were the Soviet Union, which, between 1917 and 1987, killed 62 million of its own citizens, and the People's Republic of China, which, between 1949 and 1987, was responsible for the deaths of 35 million to 40 million of its citizens. In a distant third place were the Nazis, who murdered about 16 million Jews, Slavs, Serbs, Czechs, Poles, Ukrainians and others deemed misfits, such as homosexuals and the mentally ill. We might ask why the 20th century was so barbaric. Surely, there were barbarians during earlier ages. Part of the answer is that during earlier times, there wasn't the kind of concentration of power that emerged during the 20th century. Had Josef Stalin, Mao Zedong and Hitler been around in earlier times, they could not have engineered the slaughter of tens of millions of people. They wouldn't have had the authority. There was considerable dispersion of jealously guarded political power in the forms of heads of provincial governments and principalities and nobility and church leaders whose political power within their spheres was often just as strong as the monarch's. Professor Rummel explained in the very first sentence of "Death by Government" that "Power kills; absolute Power kills absolutely. ... The more power a government has, the more it can act arbitrarily according to the whims and desires of the elite, and the more it will make war on others and murder its foreign and domestic subjects." That's the long, tragic, ugly story of government: the elite's use of government to dupe and forcibly impose its will on the masses. The masses are always duped by well-intentioned phrases. After all, what German could have been against "A Law to Remedy the Distress of People and Reich"? It's not just Germans who have fallen prey to well-intentioned phrases. After all, who can be against the "Patient Protection and Affordable Care Act"? We Americans ought to keep in mind the fact that Hitler, Stalin and Mao would have had more success in their reign of terror if they had the kind of control and information about their citizens that agencies such as the NSA, the IRS and the ATF have about us. You might ask, "What are you saying, Williams?" Just put it this way: No German who died before 1930 would have believed the Holocaust possible.	<urn:uuid:f72cbf76-332e-4485-9b08-a8592dddd2d7>	CC-MAIN-2020-05	https://cnsnews.com/commentary/walter-e-williams/how-assist-evil	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250625097.75/warc/CC-MAIN-20200124191133-20200124220133-00205.warc.gz	en	0.981879	774	3.59375	4	[ -0.3374672532081604, 0.6009880304336548, -0.11305976659059525, -0.11912592500448227, 0.059541039168834686, 0.3986247479915619, 0.28939905762672424, 0.2336219847202301, 0.08988725394010544, -0.10157757252454758, 0.43607497215270996, 0.06706063449382782, 0.013959059491753578, 0.3521280884742...	1	Though the Holocaust ranks high among the great human tragedies, most people never consider the most important question: How did Adolf Hitler and the Nazis gain the power that they needed to commit such horror? Focusing solely on the evil of the Holocaust won't get us very far toward the goal of the Jewish slogan "Never Again." When Hitler came to power, he inherited decades of political consolidation by Otto von Bismarck and later the Weimar Republic that had weakened the political power of local jurisdictions. Through the Enabling Act (1933), whose formal name was "A Law to Remedy the Distress of People and Reich," Hitler gained the power to enact laws with neither the involvement nor the approval of the Reichstag, Germany's parliament. The Enabling Act destroyed any remaining local autonomy. The bottom line is that it was decent Germans who made Hitler's terror possible — Germans who would have never supported his territorial designs and atrocities. The 20th century turned out to be mankind's most barbaric. Roughly 50 million to 60 million people died in international and civil wars. As tragic as that number is, it pales in comparison with the number of people who were killed at the hands of their own government. Recently deceased Rudolph J. Rummel, professor of political science at the University of Hawaii and author of "Death by Government," estimated that since the beginning of the 20th century, governments have killed 170 million of their own citizens. Top government killers were the Soviet Union, which, between 1917 and 1987, killed 62 million of its own citizens, and the People's Republic of China, which, between 1949 and 1987, was responsible for the deaths of 35 million to 40 million of its citizens. In a distant third place were the Nazis, who murdered about 16 million Jews, Slavs, Serbs, Czechs, Poles, Ukrainians and others deemed misfits, such as homosexuals and the mentally ill. We might ask why the 20th century was so barbaric. Surely, there were barbarians during earlier ages. Part of the answer is that during earlier times, there wasn't the kind of concentration of power that emerged during the 20th century. Had Josef Stalin, Mao Zedong and Hitler been around in earlier times, they could not have engineered the slaughter of tens of millions of people. They wouldn't have had the authority. There was considerable dispersion of jealously guarded political power in the forms of heads of provincial governments and principalities and nobility and church leaders whose political power within their spheres was often just as strong as the monarch's. Professor Rummel explained in the very first sentence of "Death by Government" that "Power kills; absolute Power kills absolutely. ... The more power a government has, the more it can act arbitrarily according to the whims and desires of the elite, and the more it will make war on others and murder its foreign and domestic subjects." That's the long, tragic, ugly story of government: the elite's use of government to dupe and forcibly impose its will on the masses. The masses are always duped by well-intentioned phrases. After all, what German could have been against "A Law to Remedy the Distress of People and Reich"? It's not just Germans who have fallen prey to well-intentioned phrases. After all, who can be against the "Patient Protection and Affordable Care Act"? We Americans ought to keep in mind the fact that Hitler, Stalin and Mao would have had more success in their reign of terror if they had the kind of control and information about their citizens that agencies such as the NSA, the IRS and the ATF have about us. You might ask, "What are you saying, Williams?" Just put it this way: No German who died before 1930 would have believed the Holocaust possible.	816	ENGLISH	1
Henry Louis Gates Jr.’s book Colored People is an extra ordinary book that captures moments in history for the African American community and all the communities which existed during the transition period in America in the second half of the twentieth century. The author portrays this unique period in the American cultural life history by focusing on one small town in West Virginia as a microcosm for what was happening in the fifties and sixties across the American racial landscape. Piedmont was Gates home as a child and the color lines between the communities living there were almost deteriorating. Gates mother and father played a very important role in Gate’s growing up. There was a very complex relationship that existed between Gates and his father. Gates discusses the importance of skin color and hair texture in the African American part of Piedmont. He says the people are evaluated depending on the color of their hair and skins. The colored section of Piedmont portrayed a very close kind of relationship. Most of the inhabitants of Piedmont equated success with property and ownership and this can be seen from Gates mother’s ambition to own a home. Gates accounts that he was motivated by the integration of schools when he realized that there was a greater world that existed beyond the “kitchen.” Gates aspirations were from books. He managed to beat all the odds in his community and ventured into books which made him become a great achiever in life. 1. Compare and contrast the experiences of Gates and Coleman extended families to illustrate the saying, “It’s no disgrace to be colored but it is awfully inconvenient.” It’s no disgrace to be colored but it is awfully inconvenient. Colored people were often looked down upon. Most of them suffered in the hands of the whites that made them become very bitter with the whites. It is not only a disgrace to be a black but it is also very inconvenient. This is because the blacks were the slavery victims. Most blacks were not morally upright. This can be seen from the way sexual promiscuity was rampant amongst the black families. The Coleman extended family was a black family. Information about this family can be found in chapter 5 “Up the Hill” and Chapter 6 “Down to Cumberland. Sexual promiscuity was very rampant in the black community and this had an effect on Gate’s family. The family matriarch on his mother’s side was believed to have been with two men. When the woman got pregnant, she decided to marry the man who was in real sense not the father of her child. This later led to an uprising case of tension and violence within the family. Big Mom’s husband on the other side reacted violently when he realized that one of the children in his house was not his. This kind of behavior continued with other members of the Coleman. The medieval society accepted a double standard of sexual behavior for men and women in Piedmont. The information about the Coleman’s extended family can be found in chapter five. We are able to see how several women came to the big mom with children that they claimed were her grand children. In chapter 6, Gates recalls his father’s side of the family. The Gates father lived in Cumberland and left less an impression on him than his mother’s family. The story starts with the beginning of the Gates line with Jane Gates who was a former slave. Jane Gates had several children with her master. Gates also recounts his grandmother who insisted that only the girls were to be educated. This was a sore point with Gates father and his grandfather who owned several businesses. Gates’ father disliked Gates’ grand mother so much because of her advocating for girl’s education and ignoring the boys. In Gate’s extended family, there was also a case of sexual immorality between Jane Gate’s and her master. However, such cases are not as rampant as they are in the Coleman’s family. The case of Jane Gates can be thought of to have been caused by forced sexual relationships as she was a slave. However compared to the cases in the black families whereby most of the sexual actions seemed voluntarily. Gates recounts that the medieval society accepted a double standard of sexual behavior for men and women in Piedmont. Gates did not have much encounter with his father’s family but his relationship with the father was very complex as far as the book is concerned. 2. Compare Louis Gates’ experiences growing up in the “colored” sub-society of Piedmont, West Virginia (during 1950s and 1960s) with: (a) Your own childhood and youth During my childhood I lived in a single color community. There were no cases of colored people or white people. Everybody was the same and cases of hatred were never seen. My family was from one single color-line. There was no any form of mixed origin and things were always done in harmony. (b) With the conditions and experiences of contemporary African American youths, especially young men and women living in impoverished inner-city neighborhoods. Gates grew up in Piedmont a town that was made up of mostly Italians, Irish, African Americans and some few White Anglo-Saxon Protestants. The town was a company town which was centered on Westvaco Paper mill and nearly all the African American population in this town worked for the paper mill. The black community looked down upon their white counterparts. Gates feel that he learned to see the white people as individuals through watching shows in the televisions and saw African Americans as professional in positions of authority. Television was also used here as the medium for civil rights. The black people hated the whites very much. Gates’ mother for instance hated the whites so much. Gates was able to watch television a gadget that was very rare with the young men and women who lived in impoverished inner city neighborhoods. 3. Describe Dr. Gates’ marginal status as a colored “overachiever” and its apparent affects on his personality. Speculate on how these characteristics may have shaped his subsequent aspirations, experiences, and view of the world as an adult. Dr. Gates grew up in a marginalized community, a place whereby people could not easily prosper due to the warring groups between the communities. Life in this place was awful as the blacks hated the whites and whites also on the other hand hated the black. Dr. Gate came from a mixed family whereby the father was a white while the mother was a black. Despite the hatred that existed between the two separate groups (blacks and whites), Gates managed to beat all the odds and emerged an overachiever. Dr. Gates having come from a marginalized community, worked hard in school as he always remembered his background while pursuing his studies. He wanted to disapprove all the odds so that he could emerge victorious and show the world that someone’s background did not matter at all and a person should not be held hostage by his/her background. He managed to beat all those who came from well off backgrounds and emerged victorious. Today Dr. Gates is one of the most respected scholars in the United States of America. He has received about 51 honorary awards and several other rewards in different fields. Gates humble background helped him work in different places with different personalities and different work conditions. Gates has been able to combine literary techniques of deconstruction with the ancient African literary works. Gates origin (being a black American) helped him stress the need for more recognition of black literature and black culture. He also works for a better recognition of black works and their integration into a larger pluralistic canon. Gates has served as a mediator between those who advocate separatism and those who advocate for a fixed western canon. He intends to build academic institutions where people can study black culture. Gates has also worked tirelessly to bring about social, educational and intellectual equality for black Americans. Gates had worked in Tanzania, Zimbabwe and Zambia and this helped him in the production of the BBC program great Railway Journey. His marginal color made him produce the program African American Lives and African American 2 whereby he traced the lineage of several notable African Americans using genealogical and historic resources. This helped him realize that he had more than 50% European ancestry and that he was descended from the mulatto John Redman. Gates also managed to discuss his findings with guest’s about their complex ancestries. From his studies, gates discovered that he descended from a 4th century Irish King. His studies also revealed that one of his ancestors were the Yoruba people of Nigeria. 4. In terms of at least one of the theories discussed in “Selected Theories of Racial and Ethnic Relations,” (found in “Selected Essays,” 2010-2011) relate Gates’ book Colored People to some of the key concepts and issues regarding the complex nature racial and ethnic relations in the United States. They are concerned with the majority-minority relations. This is because of their potential for serious disruptions in the society. It is not practical for a society to become severely divided along lines of race, ethnicity or religion. If there is ethnic inequality in a society, there must be at least one of two conditions which are present. It is either the inequality which is meeting some kind of social need in the society or the inequality is present as a result of some kind of social condition which is useful to the society in some ways. Possible functions create some form of motivations. There is no solid explanation on the reason why stratification should occur on the basis of race or ethnicity. It sees ethnic stratification as a product of ethnocentrism which is useful as the society needs shared identity. Most functionalists agree that ethnic stratification is a problem and therefore needs to be minimized. This aspect cannot be completely removed from the society sue to diversity. Ethnocentrism will therefore always tend to occur. Ethnocentrism can be minimized through: - Reducing cultural differences between the dominant groups and minorities groups. - Eliminating legal barriers and other forms of barriers which are set up by the dominant groups to exclude minorities. Develop or encourage the development of any skill that might be lacking in the minority groups to enable them participate in other activities in the society. - The burden of change is on the minority groups - The minority groups will experience some form of hostility from the dominant group Henry Louis Gates Jr. Colored People: A Memoir Vintage Publishers; Vintage Books edition 1995	<urn:uuid:416cdd69-462e-4fcf-bfa2-fb96e28b053a>	CC-MAIN-2020-05	https://www.wowessays.com/free-samples/henry-louis-gates-jrs-book-colored-people-book-review/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594603.8/warc/CC-MAIN-20200119122744-20200119150744-00488.warc.gz	en	0.982711	2,155	3.734375	4	[ -0.10936190187931061, 0.3697897791862488, 0.16336482763290405, 0.3981837034225464, -0.5756767988204956, -0.0103498175740242, 0.2675939202308655, -0.3616276979446411, -0.30549144744873047, 0.10091956704854965, 0.20195940136909485, 0.12357939779758453, -0.3171344995498657, 0.3389623463153839...	1	Henry Louis Gates Jr.’s book Colored People is an extra ordinary book that captures moments in history for the African American community and all the communities which existed during the transition period in America in the second half of the twentieth century. The author portrays this unique period in the American cultural life history by focusing on one small town in West Virginia as a microcosm for what was happening in the fifties and sixties across the American racial landscape. Piedmont was Gates home as a child and the color lines between the communities living there were almost deteriorating. Gates mother and father played a very important role in Gate’s growing up. There was a very complex relationship that existed between Gates and his father. Gates discusses the importance of skin color and hair texture in the African American part of Piedmont. He says the people are evaluated depending on the color of their hair and skins. The colored section of Piedmont portrayed a very close kind of relationship. Most of the inhabitants of Piedmont equated success with property and ownership and this can be seen from Gates mother’s ambition to own a home. Gates accounts that he was motivated by the integration of schools when he realized that there was a greater world that existed beyond the “kitchen.” Gates aspirations were from books. He managed to beat all the odds in his community and ventured into books which made him become a great achiever in life. 1. Compare and contrast the experiences of Gates and Coleman extended families to illustrate the saying, “It’s no disgrace to be colored but it is awfully inconvenient.” It’s no disgrace to be colored but it is awfully inconvenient. Colored people were often looked down upon. Most of them suffered in the hands of the whites that made them become very bitter with the whites. It is not only a disgrace to be a black but it is also very inconvenient. This is because the blacks were the slavery victims. Most blacks were not morally upright. This can be seen from the way sexual promiscuity was rampant amongst the black families. The Coleman extended family was a black family. Information about this family can be found in chapter 5 “Up the Hill” and Chapter 6 “Down to Cumberland. Sexual promiscuity was very rampant in the black community and this had an effect on Gate’s family. The family matriarch on his mother’s side was believed to have been with two men. When the woman got pregnant, she decided to marry the man who was in real sense not the father of her child. This later led to an uprising case of tension and violence within the family. Big Mom’s husband on the other side reacted violently when he realized that one of the children in his house was not his. This kind of behavior continued with other members of the Coleman. The medieval society accepted a double standard of sexual behavior for men and women in Piedmont. The information about the Coleman’s extended family can be found in chapter five. We are able to see how several women came to the big mom with children that they claimed were her grand children. In chapter 6, Gates recalls his father’s side of the family. The Gates father lived in Cumberland and left less an impression on him than his mother’s family. The story starts with the beginning of the Gates line with Jane Gates who was a former slave. Jane Gates had several children with her master. Gates also recounts his grandmother who insisted that only the girls were to be educated. This was a sore point with Gates father and his grandfather who owned several businesses. Gates’ father disliked Gates’ grand mother so much because of her advocating for girl’s education and ignoring the boys. In Gate’s extended family, there was also a case of sexual immorality between Jane Gate’s and her master. However, such cases are not as rampant as they are in the Coleman’s family. The case of Jane Gates can be thought of to have been caused by forced sexual relationships as she was a slave. However compared to the cases in the black families whereby most of the sexual actions seemed voluntarily. Gates recounts that the medieval society accepted a double standard of sexual behavior for men and women in Piedmont. Gates did not have much encounter with his father’s family but his relationship with the father was very complex as far as the book is concerned. 2. Compare Louis Gates’ experiences growing up in the “colored” sub-society of Piedmont, West Virginia (during 1950s and 1960s) with: (a) Your own childhood and youth During my childhood I lived in a single color community. There were no cases of colored people or white people. Everybody was the same and cases of hatred were never seen. My family was from one single color-line. There was no any form of mixed origin and things were always done in harmony. (b) With the conditions and experiences of contemporary African American youths, especially young men and women living in impoverished inner-city neighborhoods. Gates grew up in Piedmont a town that was made up of mostly Italians, Irish, African Americans and some few White Anglo-Saxon Protestants. The town was a company town which was centered on Westvaco Paper mill and nearly all the African American population in this town worked for the paper mill. The black community looked down upon their white counterparts. Gates feel that he learned to see the white people as individuals through watching shows in the televisions and saw African Americans as professional in positions of authority. Television was also used here as the medium for civil rights. The black people hated the whites very much. Gates’ mother for instance hated the whites so much. Gates was able to watch television a gadget that was very rare with the young men and women who lived in impoverished inner city neighborhoods. 3. Describe Dr. Gates’ marginal status as a colored “overachiever” and its apparent affects on his personality. Speculate on how these characteristics may have shaped his subsequent aspirations, experiences, and view of the world as an adult. Dr. Gates grew up in a marginalized community, a place whereby people could not easily prosper due to the warring groups between the communities. Life in this place was awful as the blacks hated the whites and whites also on the other hand hated the black. Dr. Gate came from a mixed family whereby the father was a white while the mother was a black. Despite the hatred that existed between the two separate groups (blacks and whites), Gates managed to beat all the odds and emerged an overachiever. Dr. Gates having come from a marginalized community, worked hard in school as he always remembered his background while pursuing his studies. He wanted to disapprove all the odds so that he could emerge victorious and show the world that someone’s background did not matter at all and a person should not be held hostage by his/her background. He managed to beat all those who came from well off backgrounds and emerged victorious. Today Dr. Gates is one of the most respected scholars in the United States of America. He has received about 51 honorary awards and several other rewards in different fields. Gates humble background helped him work in different places with different personalities and different work conditions. Gates has been able to combine literary techniques of deconstruction with the ancient African literary works. Gates origin (being a black American) helped him stress the need for more recognition of black literature and black culture. He also works for a better recognition of black works and their integration into a larger pluralistic canon. Gates has served as a mediator between those who advocate separatism and those who advocate for a fixed western canon. He intends to build academic institutions where people can study black culture. Gates has also worked tirelessly to bring about social, educational and intellectual equality for black Americans. Gates had worked in Tanzania, Zimbabwe and Zambia and this helped him in the production of the BBC program great Railway Journey. His marginal color made him produce the program African American Lives and African American 2 whereby he traced the lineage of several notable African Americans using genealogical and historic resources. This helped him realize that he had more than 50% European ancestry and that he was descended from the mulatto John Redman. Gates also managed to discuss his findings with guest’s about their complex ancestries. From his studies, gates discovered that he descended from a 4th century Irish King. His studies also revealed that one of his ancestors were the Yoruba people of Nigeria. 4. In terms of at least one of the theories discussed in “Selected Theories of Racial and Ethnic Relations,” (found in “Selected Essays,” 2010-2011) relate Gates’ book Colored People to some of the key concepts and issues regarding the complex nature racial and ethnic relations in the United States. They are concerned with the majority-minority relations. This is because of their potential for serious disruptions in the society. It is not practical for a society to become severely divided along lines of race, ethnicity or religion. If there is ethnic inequality in a society, there must be at least one of two conditions which are present. It is either the inequality which is meeting some kind of social need in the society or the inequality is present as a result of some kind of social condition which is useful to the society in some ways. Possible functions create some form of motivations. There is no solid explanation on the reason why stratification should occur on the basis of race or ethnicity. It sees ethnic stratification as a product of ethnocentrism which is useful as the society needs shared identity. Most functionalists agree that ethnic stratification is a problem and therefore needs to be minimized. This aspect cannot be completely removed from the society sue to diversity. Ethnocentrism will therefore always tend to occur. Ethnocentrism can be minimized through: - Reducing cultural differences between the dominant groups and minorities groups. - Eliminating legal barriers and other forms of barriers which are set up by the dominant groups to exclude minorities. Develop or encourage the development of any skill that might be lacking in the minority groups to enable them participate in other activities in the society. - The burden of change is on the minority groups - The minority groups will experience some form of hostility from the dominant group Henry Louis Gates Jr. Colored People: A Memoir Vintage Publishers; Vintage Books edition 1995	2,082	ENGLISH	1
These features represent the contributions of scholars of many generations and countries, as does the ongoing attempt to correct for corruption. The narration takes place at Phlius, a town of Sicyon. The dialog takes the form of a narrative because Socrates is described acting as well as speaking, and the particulars of the event are interesting to distant friends as well as to the narrator himself. Phaedo is asked if he had been present with Socrates on the day that he drank the poison. He replies that he was present, and he also mentions several of the other persons who were there at the time. These included Simmias, Cebes, Crito, Apollodorus, and several other people. Plato was not present at this meeting, having been kept away because of illness. Inasmuch as all of those present were aware of the fact that Socrates would be put to death that day, they wanted to know what their beloved teacher believed concerning the nature of the soul. There were many questions that they would like to have answered, including: What assurance or proof do we have that souls actually exist? How is the soul related to the body? What happens to the soul at the time of death? Does it disintegrate into nothingness, or does it continue to exist in some form? Are souls immortal in the sense that they have neither a beginning nor an end? Are souls influenced by contact with the body? Are there both good and bad souls, and if so, what constitutes the difference between them? Are souls either punished or rewarded in some future life? These questions, along with others closely related to them, are discussed at some length as Socrates attempts to present his ideas in a manner that is both clear and convincing. The dialog begins with a request that Phaedo report to the group of visitors about the death of Socrates, telling them what he had to say during his last hours. Some of those who were present had heard that Socrates had been condemned to drink poison, but they knew very little about it and were anxious to learn more of the details. Phaedo explained the reason why the execution had been delayed for a month, pending the return of the ship from the island of Delos. He also described something of his own feelings as he witnessed the death of his very dear friend. He did not pity Socrates, for his mien and his language were so noble and fearless in the hour of death that he appeared to be blessed. As the group entered the prison on the morning of Socrates last day, they observed that he had just been released from chains. His wife, Xanthippe, was sitting by him, holding their child in her arms. She was weeping because this was the last time she could converse with her husband. Socrates turned to Crito and asked that he have someone take her home. After this had been done and some remarks had been made concerning the readiness with which a true philosopher would approach death, Cebes asks Socrates why it is that he believes it is wrong for one to commit suicide since death is not something to be feared?Plato: Phaedo The Phaedo is one of the most widely read dialogues written by the ancient Greek philosopher Plato. It claims to recount the events and conversations that occurred on the day that Plato’s teacher, Socrates ( B.C.E.), was put to . Forms of Love in Plato's Symposium - Love, in classical Greek literature, is commonly considered as a prominent theme. Love, in present days, always appears in the categories of books, movies or music, etc. Interpreted differently by different people, Love turns into a multi-faceted being. Plato is one of the world's best known and most widely read and studied philosophers. He was the student of Socrates and the teacher of Aristotle, and he wrote in the middle of the fourth century B.C.E. in ancient Greece. Though influenced primarily by Socrates, to the extent that Socrates is. Dao Le Prof. Mark Cronin HU - HD April 2, The Immortality of the Soul in Plato’s Phaedo Among Plato’s dialogues, which serve to honor the realm of philosophy in general and Socrates’s life in particular, the Phaedo dramatically and poignantly portrays the death scene of Socrates. Plato was a philosopher during the 5th century BCE. He was a student of Socrates and later taught r-bridal.com founded the Academy, an academic program which many consider to be the first Western r-bridal.com wrote many philosophical texts—at least He dedicated his life to learning and teaching and is hailed as one of the founders of Western philosophy. Overall Analysis and Themes. The Phaedo stands alongside the Republic as the most philosophically dense dialogue of Plato's middle period. It contains the first extended discussion of the Theory of Forms, four arguments for the immortality of the soul, and strong arguments in favor of the philosophical life.	<urn:uuid:657baf5e-faa4-4a9b-8dbb-9aa6abb15994>	CC-MAIN-2020-05	https://tekelohosehymiq.r-bridal.com/an-analysis-of-socrates-claim-of-the-immortality-of-the-soul-in-platos-phaedo-8731rj.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250595787.7/warc/CC-MAIN-20200119234426-20200120022426-00293.warc.gz	en	0.986624	1,033	3.296875	3	[ -0.38003212213516235, 0.4991353750228882, 0.24391889572143555, -0.28391575813293457, -0.2687751352787018, -0.411232054233551, 0.6367708444595337, 0.2591021656990051, -0.25329118967056274, -0.3141820430755615, 0.19076332449913025, -0.1448768824338913, 0.05351545661687851, 0.2222473621368408...	1	These features represent the contributions of scholars of many generations and countries, as does the ongoing attempt to correct for corruption. The narration takes place at Phlius, a town of Sicyon. The dialog takes the form of a narrative because Socrates is described acting as well as speaking, and the particulars of the event are interesting to distant friends as well as to the narrator himself. Phaedo is asked if he had been present with Socrates on the day that he drank the poison. He replies that he was present, and he also mentions several of the other persons who were there at the time. These included Simmias, Cebes, Crito, Apollodorus, and several other people. Plato was not present at this meeting, having been kept away because of illness. Inasmuch as all of those present were aware of the fact that Socrates would be put to death that day, they wanted to know what their beloved teacher believed concerning the nature of the soul. There were many questions that they would like to have answered, including: What assurance or proof do we have that souls actually exist? How is the soul related to the body? What happens to the soul at the time of death? Does it disintegrate into nothingness, or does it continue to exist in some form? Are souls immortal in the sense that they have neither a beginning nor an end? Are souls influenced by contact with the body? Are there both good and bad souls, and if so, what constitutes the difference between them? Are souls either punished or rewarded in some future life? These questions, along with others closely related to them, are discussed at some length as Socrates attempts to present his ideas in a manner that is both clear and convincing. The dialog begins with a request that Phaedo report to the group of visitors about the death of Socrates, telling them what he had to say during his last hours. Some of those who were present had heard that Socrates had been condemned to drink poison, but they knew very little about it and were anxious to learn more of the details. Phaedo explained the reason why the execution had been delayed for a month, pending the return of the ship from the island of Delos. He also described something of his own feelings as he witnessed the death of his very dear friend. He did not pity Socrates, for his mien and his language were so noble and fearless in the hour of death that he appeared to be blessed. As the group entered the prison on the morning of Socrates last day, they observed that he had just been released from chains. His wife, Xanthippe, was sitting by him, holding their child in her arms. She was weeping because this was the last time she could converse with her husband. Socrates turned to Crito and asked that he have someone take her home. After this had been done and some remarks had been made concerning the readiness with which a true philosopher would approach death, Cebes asks Socrates why it is that he believes it is wrong for one to commit suicide since death is not something to be feared?Plato: Phaedo The Phaedo is one of the most widely read dialogues written by the ancient Greek philosopher Plato. It claims to recount the events and conversations that occurred on the day that Plato’s teacher, Socrates ( B.C.E.), was put to . Forms of Love in Plato's Symposium - Love, in classical Greek literature, is commonly considered as a prominent theme. Love, in present days, always appears in the categories of books, movies or music, etc. Interpreted differently by different people, Love turns into a multi-faceted being. Plato is one of the world's best known and most widely read and studied philosophers. He was the student of Socrates and the teacher of Aristotle, and he wrote in the middle of the fourth century B.C.E. in ancient Greece. Though influenced primarily by Socrates, to the extent that Socrates is. Dao Le Prof. Mark Cronin HU - HD April 2, The Immortality of the Soul in Plato’s Phaedo Among Plato’s dialogues, which serve to honor the realm of philosophy in general and Socrates’s life in particular, the Phaedo dramatically and poignantly portrays the death scene of Socrates. Plato was a philosopher during the 5th century BCE. He was a student of Socrates and later taught r-bridal.com founded the Academy, an academic program which many consider to be the first Western r-bridal.com wrote many philosophical texts—at least He dedicated his life to learning and teaching and is hailed as one of the founders of Western philosophy. Overall Analysis and Themes. The Phaedo stands alongside the Republic as the most philosophically dense dialogue of Plato's middle period. It contains the first extended discussion of the Theory of Forms, four arguments for the immortality of the soul, and strong arguments in favor of the philosophical life.	1,015	ENGLISH	1
The sinking of the largest ship ever built, the Titanic, may owe as much to a enormous fire onboard as it did to a gigantic iceberg, it has been claimed. The doomed vessel, which measured more than 880ft long and 100ft tall, went down with the loss of more than 1500 lives on April 15, 1912 during her maiden voyage from Southampton to New York. However fresh evidence that the Titanic’s hull may have been crippled by a massive blaze that burned unchecked for almost three weeks immediately behind the spot where it was later pierced. The claim was made by journalist and Titanic expert Senan Malony, who has spent more than 30 years researching the disaster. He used little known photographs taken by the Titanic’s chief electrical engineer before it left Belfast shipyard to identify 30ft-long black marks along the front right-hand side of the hull. Mr Malony said: “We are looking at the exact area where the iceberg stuck, and we appear to have a weakness or damage to the hull in that specific place, before she even left Belfast”. Experts subsequently confirmed these were likely to have been caused by fire damage, as a result of hundred of tonnes of coal catching fire due to “self-heating” in a three-storey-high fuel store behind boiler room six. Twelve men battled to bring the resulting conflagration under control, but it was still raging days later - as temperatures of between 500 and 1000 degrees Celsius. Ship’s officers were reportedly under strict instruction from J Bruce Ismay, president of the company that built the ship, not to mention the desperate situation to any of the Titanic’s 2,500 passengers.	<urn:uuid:411b87cf-aabf-4bdc-aa3b-8a2b4ebda149>	CC-MAIN-2020-05	http://www.oceantreasures.org/blog/do/tag/captain-edward-smith/4/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250628549.43/warc/CC-MAIN-20200125011232-20200125040232-00233.warc.gz	en	0.981779	353	3.453125	3	[ 0.0031662718392908573, 0.4314981997013092, 0.08211405575275421, -0.4235647916793823, 0.43840447068214417, 0.05925070494413376, -0.030821042135357857, 0.0900011882185936, -0.28965070843696594, -0.3756572902202606, 0.11732998490333557, -0.638468861579895, -0.4627860486507416, 0.2210892289876...	7	The sinking of the largest ship ever built, the Titanic, may owe as much to a enormous fire onboard as it did to a gigantic iceberg, it has been claimed. The doomed vessel, which measured more than 880ft long and 100ft tall, went down with the loss of more than 1500 lives on April 15, 1912 during her maiden voyage from Southampton to New York. However fresh evidence that the Titanic’s hull may have been crippled by a massive blaze that burned unchecked for almost three weeks immediately behind the spot where it was later pierced. The claim was made by journalist and Titanic expert Senan Malony, who has spent more than 30 years researching the disaster. He used little known photographs taken by the Titanic’s chief electrical engineer before it left Belfast shipyard to identify 30ft-long black marks along the front right-hand side of the hull. Mr Malony said: “We are looking at the exact area where the iceberg stuck, and we appear to have a weakness or damage to the hull in that specific place, before she even left Belfast”. Experts subsequently confirmed these were likely to have been caused by fire damage, as a result of hundred of tonnes of coal catching fire due to “self-heating” in a three-storey-high fuel store behind boiler room six. Twelve men battled to bring the resulting conflagration under control, but it was still raging days later - as temperatures of between 500 and 1000 degrees Celsius. Ship’s officers were reportedly under strict instruction from J Bruce Ismay, president of the company that built the ship, not to mention the desperate situation to any of the Titanic’s 2,500 passengers.	358	ENGLISH	1
There are many other reasons Michelangelo was a true Renaissance artist. The Statue of David, one of Michelangelo’s sculptures, was said to be the most finest and most popular nude statue anyone has ever seen. This is so because it honored the human form which was banned before, and until, the Renaissance began. When Michelangelo painted, he used soft lines to make his paintings more realistic. In the city of Caprese, Italy, Michelangelo di Lodovico Buonarroti Simoni, the famous architect, artist, and poet was born on the date March 6th, 1475. MIchelangelo’s child... Need Writing Help? Get feedback on grammar, clarity, concision and logic instantly.Check your paper » - Michelangelo di Lodovico Buonarroti Simoni ( March 6, 1475 – February 18, 1564) an Italian Sculptor, painter, architect and a poet was probably the most important artist of the epoch of the Italian Renaissance, a period where arts and science changed from traditional to modern. He was the second of five children, whose parents were Lodovico di Leonardo di Buonarrotti di Simoni and Francesca di Neri del Miniato di Sierra. He was raised in Florence, and after his mother’s death he lived in Settignano.... [tags: Biographical, Renaissance man, biography, art] 1261 words (3.6 pages) - This paper will argue that Michelangelo was a true renaissance artist by sharing information about his life, artwork, and analysis. Michelangelo was born at Rome, in March 6, 1475. He was an Italian sculptor, painter, architect, poet, and engineer of the High Renaissance. He was considered the greatest artist of his time. When he was introduced to art, he basically worked with marble his whole life and worked in other arts during specific time periods. His two best-known works are the Pieta and the David.... [tags: renaissance artist, sculptures] 685 words (2 pages) - ... During the time of the 13th and early 14th century the Medici family held Florence in their hands by having the political and financial power due to their banking and trading system which started off the Renaissance. This not only gave Michelangelo full access to the most powerful and elite crowd in Florence but also out him underneath respected figures of the society and exposed him to poets, scholars, and humanist all around. While being there he also go permission from the Catholic Church to inspect cadavers which also gave him an insight into the medical field, this series of events is what would later influence his style of painting.... [tags: skill, artist, painter] 801 words (2.3 pages) - This paper argues that Donatello is a true renaissance artist by evaluating his art, life, and time that he lived. One reason that Donatello was proven a true renaissance artist was by his life and the way he lived it. Born in Florence, 1386 Donatello was the son of Niccolo di Betto Bardi who was a member of the Florentine Wool Combers Guild. This gave young Donatello status as the son of a craftsman and placed him on a path of working in the trades. Donatello was educated in the house of the Martelli family, one of the wealthiest Florentine families at that time.... [tags: renaissance artist, statues] 695 words (2 pages) - In this paper I will discuss whether or not Sandro Botticelli was a true renaissance artist or not. I will explore his past to learn about his early life up to being the great famous artist he is today. I will journey into his artwork and try to understand the essence of it being and how all of the wonders that he created came to be. Also walk back in time and see just what it was like to live within the renaissance period, to know what struggles and difficulties Sandro Botticelli went through just to become an artist.... [tags: artist, Italy, renaissance] 621 words (1.8 pages) - Michelangelo was born in Caprese, Italy on March 6th 1475. His family was politically prominent as his family had large land property. His father was a banker and was looking to his son to engage in his businesses. As a young boy, he has ambitions of becoming a sculptor, but his father was very discouraging of this. He wanted his son to live up to the family name and take up his father’s businesses. Michelangelo became friends with Francesco Granacci, who introduced him to Domenico Ghirlandio(biography.com).... [tags: Florence, Lorenzo de' Medici, Michelangelo] 788 words (2.3 pages) - Michelangelo was born in 1475 and lived up to 1564. He mainly worked as a painter, sculptor, and architect and he was greatly considered as the greatest artists of Italian Renaissance time and of the entire time. His father did not approve his son’s career in art(Barnes, 2000). He was appreciated as a painter in Domenico Ghirlando, which were known for his large paintings on the walls. He was a genius, to have encompassed all the three human characteristics in a single person. All his entire work showed a blend of distinct physical realism, intensity and psychological insight.He had an extraordinary talent that was contemporaries recognized.... [tags: Sistine Chapel ceiling, Michelangelo, Florence] 839 words (2.4 pages) - This paper argues whether Hieronymus Bosch was a real, true, and complete renaissance artists using stories of his life, examples of his artworks, and analyses of the renaissance period. Hieronymus Bosch, being a great artist had a lot of background and experience in painting and being an artist. Considering his grandfather, his father, and all four of his uncles were all great, well known, and successful artists, meaning you could definitely say art was in his jeans. Hieronymus Bosch, born Jeroen Anthonissen van Aken (c.... [tags: renaissance artist, painting] 725 words (2.1 pages) - Biography of Michelangelo The second of five brothers, Michelangelo was born on March 6, 1475, at Caprese, in Tuscany, to Ludovico di Leonardo di Buonarotto Simoni and Francesca Neri. The same day, his father noted down: "Today March 6, 1475, a child of the male sex has been born to me and I have named him Michelangelo. He was born on Monday between 4 and 5 in the morning, at Caprese, where I am the Podestà." Although born in the small village of Caprese, Michelangelo always considered himself a "son of Florence," as did his father, "a Citizen of Florence." His Childhood and Youth Buonarroti's mother, Francesca Neri, was too sick and frail to nurse Michelangelo, so he was placed with a w... [tags: Michelangelo Artists Painters Essays] 3788 words (10.8 pages) - As a child, Michelangelo was taken to Florence, where he was apprenticed to the painter Ghirlandaio: he seems to have found his master’s somewhat bland style uncongenial, preferring the more dustere and monumental art of Giotto and Masaccio. (Gowing447) Michelangelo ultimately chose to becoma a sculptor, and at the age of sixteen he went to study at a new school sponsored by the most powerful man, in Florence Lorenzo de Medici. (Field298) In 1496, Michelangelo was in Rome, where he was able to study far finer examples of classical art than he could have found in Florence.... [tags: Biography, Michelangelo, Vatican City] 1150 words (3.3 pages)	<urn:uuid:5404385a-e0c0-4c5e-9700-0723228e73af>	CC-MAIN-2020-05	https://www.123helpme.com/is-michelangelo-a-ture-renaissance-artist-preview.asp?id=350467	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591234.15/warc/CC-MAIN-20200117205732-20200117233732-00264.warc.gz	en	0.985746	1,662	3.5625	4	[ -0.2624216079711914, 0.15185344219207764, 0.2507985234260559, 0.2958219051361084, -0.7913825511932373, -0.22500088810920715, 0.5625787377357483, 0.4140816926956177, 0.04489079490303993, 0.04696042090654373, 0.18057842552661896, -0.29488474130630493, 0.35890626907348633, 0.7141824960708618,...	1	There are many other reasons Michelangelo was a true Renaissance artist. The Statue of David, one of Michelangelo’s sculptures, was said to be the most finest and most popular nude statue anyone has ever seen. This is so because it honored the human form which was banned before, and until, the Renaissance began. When Michelangelo painted, he used soft lines to make his paintings more realistic. In the city of Caprese, Italy, Michelangelo di Lodovico Buonarroti Simoni, the famous architect, artist, and poet was born on the date March 6th, 1475. MIchelangelo’s child... Need Writing Help? Get feedback on grammar, clarity, concision and logic instantly.Check your paper » - Michelangelo di Lodovico Buonarroti Simoni ( March 6, 1475 – February 18, 1564) an Italian Sculptor, painter, architect and a poet was probably the most important artist of the epoch of the Italian Renaissance, a period where arts and science changed from traditional to modern. He was the second of five children, whose parents were Lodovico di Leonardo di Buonarrotti di Simoni and Francesca di Neri del Miniato di Sierra. He was raised in Florence, and after his mother’s death he lived in Settignano.... [tags: Biographical, Renaissance man, biography, art] 1261 words (3.6 pages) - This paper will argue that Michelangelo was a true renaissance artist by sharing information about his life, artwork, and analysis. Michelangelo was born at Rome, in March 6, 1475. He was an Italian sculptor, painter, architect, poet, and engineer of the High Renaissance. He was considered the greatest artist of his time. When he was introduced to art, he basically worked with marble his whole life and worked in other arts during specific time periods. His two best-known works are the Pieta and the David.... [tags: renaissance artist, sculptures] 685 words (2 pages) - ... During the time of the 13th and early 14th century the Medici family held Florence in their hands by having the political and financial power due to their banking and trading system which started off the Renaissance. This not only gave Michelangelo full access to the most powerful and elite crowd in Florence but also out him underneath respected figures of the society and exposed him to poets, scholars, and humanist all around. While being there he also go permission from the Catholic Church to inspect cadavers which also gave him an insight into the medical field, this series of events is what would later influence his style of painting.... [tags: skill, artist, painter] 801 words (2.3 pages) - This paper argues that Donatello is a true renaissance artist by evaluating his art, life, and time that he lived. One reason that Donatello was proven a true renaissance artist was by his life and the way he lived it. Born in Florence, 1386 Donatello was the son of Niccolo di Betto Bardi who was a member of the Florentine Wool Combers Guild. This gave young Donatello status as the son of a craftsman and placed him on a path of working in the trades. Donatello was educated in the house of the Martelli family, one of the wealthiest Florentine families at that time.... [tags: renaissance artist, statues] 695 words (2 pages) - In this paper I will discuss whether or not Sandro Botticelli was a true renaissance artist or not. I will explore his past to learn about his early life up to being the great famous artist he is today. I will journey into his artwork and try to understand the essence of it being and how all of the wonders that he created came to be. Also walk back in time and see just what it was like to live within the renaissance period, to know what struggles and difficulties Sandro Botticelli went through just to become an artist.... [tags: artist, Italy, renaissance] 621 words (1.8 pages) - Michelangelo was born in Caprese, Italy on March 6th 1475. His family was politically prominent as his family had large land property. His father was a banker and was looking to his son to engage in his businesses. As a young boy, he has ambitions of becoming a sculptor, but his father was very discouraging of this. He wanted his son to live up to the family name and take up his father’s businesses. Michelangelo became friends with Francesco Granacci, who introduced him to Domenico Ghirlandio(biography.com).... [tags: Florence, Lorenzo de' Medici, Michelangelo] 788 words (2.3 pages) - Michelangelo was born in 1475 and lived up to 1564. He mainly worked as a painter, sculptor, and architect and he was greatly considered as the greatest artists of Italian Renaissance time and of the entire time. His father did not approve his son’s career in art(Barnes, 2000). He was appreciated as a painter in Domenico Ghirlando, which were known for his large paintings on the walls. He was a genius, to have encompassed all the three human characteristics in a single person. All his entire work showed a blend of distinct physical realism, intensity and psychological insight.He had an extraordinary talent that was contemporaries recognized.... [tags: Sistine Chapel ceiling, Michelangelo, Florence] 839 words (2.4 pages) - This paper argues whether Hieronymus Bosch was a real, true, and complete renaissance artists using stories of his life, examples of his artworks, and analyses of the renaissance period. Hieronymus Bosch, being a great artist had a lot of background and experience in painting and being an artist. Considering his grandfather, his father, and all four of his uncles were all great, well known, and successful artists, meaning you could definitely say art was in his jeans. Hieronymus Bosch, born Jeroen Anthonissen van Aken (c.... [tags: renaissance artist, painting] 725 words (2.1 pages) - Biography of Michelangelo The second of five brothers, Michelangelo was born on March 6, 1475, at Caprese, in Tuscany, to Ludovico di Leonardo di Buonarotto Simoni and Francesca Neri. The same day, his father noted down: "Today March 6, 1475, a child of the male sex has been born to me and I have named him Michelangelo. He was born on Monday between 4 and 5 in the morning, at Caprese, where I am the Podestà." Although born in the small village of Caprese, Michelangelo always considered himself a "son of Florence," as did his father, "a Citizen of Florence." His Childhood and Youth Buonarroti's mother, Francesca Neri, was too sick and frail to nurse Michelangelo, so he was placed with a w... [tags: Michelangelo Artists Painters Essays] 3788 words (10.8 pages) - As a child, Michelangelo was taken to Florence, where he was apprenticed to the painter Ghirlandaio: he seems to have found his master’s somewhat bland style uncongenial, preferring the more dustere and monumental art of Giotto and Masaccio. (Gowing447) Michelangelo ultimately chose to becoma a sculptor, and at the age of sixteen he went to study at a new school sponsored by the most powerful man, in Florence Lorenzo de Medici. (Field298) In 1496, Michelangelo was in Rome, where he was able to study far finer examples of classical art than he could have found in Florence.... [tags: Biography, Michelangelo, Vatican City] 1150 words (3.3 pages)	1,695	ENGLISH	1
Hunting with shotguns began in the 17th century with the matchlock shotgun. Later flintlock shotguns and percussion cap guns were used. Shotguns were loaded with black powder and lead shot through the muzzle in the 17th century to the late 19th century. The transition from flint to "detonating" or percussion lock firearms and from muzzle to breech loading guns was largely driven by innovations made by English gun makers such as Joseph Manton, at which time wildfowling was extremely popular in England both as a pastime and as a means of earning a living, as described by Peter Hawker in his diaries. Damascus barrels are safe to shoot (where proofed) only with black powder charges. When smokeless powder was invented in the late 19th century, steel barrels were made. Damascus barrels which were made of a twisted steel could not take the high pressure of smokeless powder. Fred Kimble, Tanner, and Adam, duck hunters from Illinois, invented the shotgun choke in 1886. This is a constriction at the end of the barrel. This allowed for longer range shooting with the shotgun and kept the pattern of shot tighter or looser according to which type of choke is being used. Until 1886, shotguns had cylinder bore barrels which could only shoot up to 25 yards, so duck hunting was done at close range. After 1886, market hunters could shoot at longer ranges up to forty five yards with a full choke barrel and harvest more waterfowl. Shotguns became bigger and more powerful as steel barrels were being used, so the range was extended to sixty yards.	<urn:uuid:e0fc8b7c-9877-4533-b3c2-486a3caca059>	CC-MAIN-2020-05	http://source-planet.info/imalddrm-duck-hunting-clipart.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250609478.50/warc/CC-MAIN-20200123071220-20200123100220-00065.warc.gz	en	0.988936	322	3.390625	3	[ 0.010909841395914555, 0.2153492420911789, 0.07359157502651215, -0.2439778596162796, 0.008138922043144703, -0.22685320675373077, 0.3221276104450226, -0.01736529730260372, -0.32155492901802063, -0.4427671432495117, -0.2604435086250305, -0.37776118516921997, -0.12772150337696075, 0.0416743345...	1	Hunting with shotguns began in the 17th century with the matchlock shotgun. Later flintlock shotguns and percussion cap guns were used. Shotguns were loaded with black powder and lead shot through the muzzle in the 17th century to the late 19th century. The transition from flint to "detonating" or percussion lock firearms and from muzzle to breech loading guns was largely driven by innovations made by English gun makers such as Joseph Manton, at which time wildfowling was extremely popular in England both as a pastime and as a means of earning a living, as described by Peter Hawker in his diaries. Damascus barrels are safe to shoot (where proofed) only with black powder charges. When smokeless powder was invented in the late 19th century, steel barrels were made. Damascus barrels which were made of a twisted steel could not take the high pressure of smokeless powder. Fred Kimble, Tanner, and Adam, duck hunters from Illinois, invented the shotgun choke in 1886. This is a constriction at the end of the barrel. This allowed for longer range shooting with the shotgun and kept the pattern of shot tighter or looser according to which type of choke is being used. Until 1886, shotguns had cylinder bore barrels which could only shoot up to 25 yards, so duck hunting was done at close range. After 1886, market hunters could shoot at longer ranges up to forty five yards with a full choke barrel and harvest more waterfowl. Shotguns became bigger and more powerful as steel barrels were being used, so the range was extended to sixty yards.	347	ENGLISH	1
In 1620, around 100 dissident Christians made an incredibly difficult journey across the Atlantic from England to America. Known as Separatists because they believed it was better to separate from the established Church of England than to follow its decrees, these Christians made a decision to leave their home country and find a place where they could worship God, not according to the dictates of a king or queen, but according to their own understanding of the Bible and God’s will for them. First escaping from England to the Netherlands, the Separatists found more religious freedom, but many other difficulties. Eventually, part of the group decided to take the bold step of sailing to the New World and starting their own colony. They were English subjects still. They came to America with a land patent from the king and with financial backing from English merchants. They did not deny the authority of the king or of Parliament over the civil aspects of their lives. But on the question of their duty to God, they could not accept the authority of their government over the authority of God’s Word. Since the King of England did not agree with them on this point, they chose to separate themselves not only from the Church of England but from their native country as well. These men and women, known to history as the Pilgrims, risked everything and suffered much to find a place where they could plant their own church and live their lives according to the laws of God. William Bradford called his brave group of Separatists “pilgrims” after those dauntless Christians who, for centuries past, had left their homes and traveled to distant lands to visit some holy shrine, or the site of a miraculous happening, or a place where the bones or belongings of saints could be found--a place where they could feel closer to God. The Pilgrims who set sail on the Mayflower also wanted to feel closer to God. They were able to leave behind their houses and land in England because they knew that country was only a temporary home. And they were able to endure the hardships and deprivations of the New World because they knew it, as well, was not their final destination. Instead, they “lifted up their eyes to the heavens, their dearest country, and quieted their spirits.” As Christians, we should live in this world--wherever we live in this world--like the Pilgrims of Plymouth Plantation. We should recognize that our place of residence here is temporary. Our nationality is temporary. Our true citizenship is not in any nation on the earth, but in the Kingdom of God, both now and for eternity. We should not hold too tightly or be too concerned for anything on this earth. For our treasure and our home is in heaven. What is my mission as an author? The goal dearest to my heart is to help Christians think about what they really believe and then to act as if they believe it. It all begins with understanding what it means to be a Christian. Then we have to learn to live like a Christian.	<urn:uuid:42723676-df2c-4a05-8a56-9d78501c001c>	CC-MAIN-2020-05	http://www.janetruth.com/blogger/pilgrims	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251801423.98/warc/CC-MAIN-20200129164403-20200129193403-00069.warc.gz	en	0.980871	627	3.53125	4	[ 0.401254266500473, 0.18354324996471405, 0.2517220973968506, -0.3374958336353302, -0.10363814234733582, -0.1628570258617401, -0.21635761857032776, -0.07140852510929108, 0.31755489110946655, 0.23418882489204407, -0.2981058359146118, -0.13244667649269104, 0.17215394973754883, -0.0471885800361...	3	In 1620, around 100 dissident Christians made an incredibly difficult journey across the Atlantic from England to America. Known as Separatists because they believed it was better to separate from the established Church of England than to follow its decrees, these Christians made a decision to leave their home country and find a place where they could worship God, not according to the dictates of a king or queen, but according to their own understanding of the Bible and God’s will for them. First escaping from England to the Netherlands, the Separatists found more religious freedom, but many other difficulties. Eventually, part of the group decided to take the bold step of sailing to the New World and starting their own colony. They were English subjects still. They came to America with a land patent from the king and with financial backing from English merchants. They did not deny the authority of the king or of Parliament over the civil aspects of their lives. But on the question of their duty to God, they could not accept the authority of their government over the authority of God’s Word. Since the King of England did not agree with them on this point, they chose to separate themselves not only from the Church of England but from their native country as well. These men and women, known to history as the Pilgrims, risked everything and suffered much to find a place where they could plant their own church and live their lives according to the laws of God. William Bradford called his brave group of Separatists “pilgrims” after those dauntless Christians who, for centuries past, had left their homes and traveled to distant lands to visit some holy shrine, or the site of a miraculous happening, or a place where the bones or belongings of saints could be found--a place where they could feel closer to God. The Pilgrims who set sail on the Mayflower also wanted to feel closer to God. They were able to leave behind their houses and land in England because they knew that country was only a temporary home. And they were able to endure the hardships and deprivations of the New World because they knew it, as well, was not their final destination. Instead, they “lifted up their eyes to the heavens, their dearest country, and quieted their spirits.” As Christians, we should live in this world--wherever we live in this world--like the Pilgrims of Plymouth Plantation. We should recognize that our place of residence here is temporary. Our nationality is temporary. Our true citizenship is not in any nation on the earth, but in the Kingdom of God, both now and for eternity. We should not hold too tightly or be too concerned for anything on this earth. For our treasure and our home is in heaven. What is my mission as an author? The goal dearest to my heart is to help Christians think about what they really believe and then to act as if they believe it. It all begins with understanding what it means to be a Christian. Then we have to learn to live like a Christian.	621	ENGLISH	1
Visit Website Like his Whig heroes Henry Clay and Daniel WebsterLincoln opposed the spread of slavery to the territories, and had a grand vision of the expanding United States, with a focus on commerce and cities rather than agriculture. Visit Website Did you know? He came into this world in a humble log cabin, yet rose to the highest office in the nation. His parents were simple people, both born in Virginia. His mother died when he was nine years old. When asked about his family background, he said, "I don't know who my grandfather was; I am much more concerned to know who his grandson will be. Still somehow, I could read, write, and cipher… but that was all. He opened a general store, but it failed. He ran for local office, but he lost. He became a rail-splitter, a river boatman, and a village postmaster, but none of these jobs satisfied him. The job of postmaster did actually become a turning point though. The postmaster delivered newspapers to subscribers along with the mail. This gave Lincoln the opportunity to read through the nation's papers before delivering them, acquainting himself with the national events and political developments of the day. Lincoln was determined to make something of himself. He would often listen intently and quietly. At the time, very few practicing attorneys had attended law school. They became lawyers simply by studying the law, usually under the supervision of a practicing attorney. For three years, Lincoln poured through every law book he could find to receive his license to practice law. His law partner said of him, "His ambition was a little engine that knew no rest. Only one lived to adulthood. In Lincoln ran against Stephen A. He lost the election, but in debating with Douglas he gained a national reputation that won him the Republican nomination for President in Lincoln was President during one of the most tumultuous times in US history, when the country's very future was in serious doubt. The Civil War was unlike anything Americans had ever experienced. Before it was over, more than 2 million men would fight for the North, while close to 1 million would serve in the Confederate forces. More than 3 million would fight and more thanwould die. Tens of thousands of the soldiers and sailors were not men but children, many ten years old and younger. After hearing of the thousands of men who had been killed during one battle, Lincoln clasped his hands behind his back, looked off into space, and cried out, "My God! What will the country say? He believed that "those who deny freedom to others deserve it not for themselves, and under a just God can not long retain it. If I could save the Union without freeing any slave I would do it; and if I could save it by freeing all the slaves I would do it; and if I could save it by freeing some and leaving others alone I would also do that…" After a significant victory of the North over the South, Lincoln saw his opportunity to do what was in his heart. On January 1,he issued the Emancipation Proclamation that declared forever free "all persons held as slaves within any State or designated part of a State. Lincoln never let the world forget that the Civil War involved an even larger issue. He stated this so movingly in dedicating the military cemetery at Gettysburg: He also rallied most of the northern Democrats to the Union cause.Abraham Lincoln was born on February 12, Captain Abraham Lincoln, moved the family from Virginia to Jefferson County, Kentucky, in the s. working at odd jobs in Kentucky and in Tennessee, before settling with members of his family in Hardin County, Kentucky, in the early kaja-net.com President: Hannibal Hamlin, (–), Andrew Johnson, (). Abraham Lincoln was born in Hardin County, Kentucky in a log cabin. He was the second born son of Thomas Lincoln and Nancy Lincoln. He was the second born son of Thomas Lincoln and Nancy Lincoln. Lincoln’s elder sister was called Sarah. Abraham Lincoln was born Feb 12, , in a single-room log cabin, Hardin County, Kentucky. His family upbringing was modest; his parents from Virginia were neither wealthy or well known. At an early age, the young Abraham lost his mother, and his father moved away to Indiana. Mar 21, · Lincoln was born on February 12, , in a one-room log cabin in Hardin County, Kentucky; his family moved to southern Indiana in Lincoln, Abraham (12 February –15 April ), sixteenth president of the United States, was born in Hardin County, Kentucky, the son of Thomas Lincoln and Nancy Hanks, farmers. Abraham Lincoln was born February 12 in Hardin County Kentucky to Thomas and Nancy Lincoln. In his family moved to southern Indiana. Lincoln had little formal education due to the fact that he ahd to work to help support his family. Watch video · When and Where Was Lincoln Born? Abraham Lincoln was born in a log cabin in Hardin County, Kentucky, on February 12,	<urn:uuid:302211fc-adea-49dd-a219-09f5851103f3>	CC-MAIN-2020-05	https://taguqotimonomavav.kaja-net.com/a-biography-of-abraham-lincoln-who-was-born-on-february-in-hardin-county-kentucky-22655tu.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614086.44/warc/CC-MAIN-20200123221108-20200124010108-00227.warc.gz	en	0.990567	1,046	3.5625	4	[ -0.37597784399986267, 0.30070388317108154, 0.182539165019989, 0.17901554703712463, -0.3612605631351471, 0.04490840435028076, 0.5222815275192261, 0.22294282913208008, -0.5408065319061279, -0.05435721203684807, -0.19217577576637268, 0.3111434578895569, 0.07666037976741791, 0.4545790851116180...	1	Visit Website Like his Whig heroes Henry Clay and Daniel WebsterLincoln opposed the spread of slavery to the territories, and had a grand vision of the expanding United States, with a focus on commerce and cities rather than agriculture. Visit Website Did you know? He came into this world in a humble log cabin, yet rose to the highest office in the nation. His parents were simple people, both born in Virginia. His mother died when he was nine years old. When asked about his family background, he said, "I don't know who my grandfather was; I am much more concerned to know who his grandson will be. Still somehow, I could read, write, and cipher… but that was all. He opened a general store, but it failed. He ran for local office, but he lost. He became a rail-splitter, a river boatman, and a village postmaster, but none of these jobs satisfied him. The job of postmaster did actually become a turning point though. The postmaster delivered newspapers to subscribers along with the mail. This gave Lincoln the opportunity to read through the nation's papers before delivering them, acquainting himself with the national events and political developments of the day. Lincoln was determined to make something of himself. He would often listen intently and quietly. At the time, very few practicing attorneys had attended law school. They became lawyers simply by studying the law, usually under the supervision of a practicing attorney. For three years, Lincoln poured through every law book he could find to receive his license to practice law. His law partner said of him, "His ambition was a little engine that knew no rest. Only one lived to adulthood. In Lincoln ran against Stephen A. He lost the election, but in debating with Douglas he gained a national reputation that won him the Republican nomination for President in Lincoln was President during one of the most tumultuous times in US history, when the country's very future was in serious doubt. The Civil War was unlike anything Americans had ever experienced. Before it was over, more than 2 million men would fight for the North, while close to 1 million would serve in the Confederate forces. More than 3 million would fight and more thanwould die. Tens of thousands of the soldiers and sailors were not men but children, many ten years old and younger. After hearing of the thousands of men who had been killed during one battle, Lincoln clasped his hands behind his back, looked off into space, and cried out, "My God! What will the country say? He believed that "those who deny freedom to others deserve it not for themselves, and under a just God can not long retain it. If I could save the Union without freeing any slave I would do it; and if I could save it by freeing all the slaves I would do it; and if I could save it by freeing some and leaving others alone I would also do that…" After a significant victory of the North over the South, Lincoln saw his opportunity to do what was in his heart. On January 1,he issued the Emancipation Proclamation that declared forever free "all persons held as slaves within any State or designated part of a State. Lincoln never let the world forget that the Civil War involved an even larger issue. He stated this so movingly in dedicating the military cemetery at Gettysburg: He also rallied most of the northern Democrats to the Union cause.Abraham Lincoln was born on February 12, Captain Abraham Lincoln, moved the family from Virginia to Jefferson County, Kentucky, in the s. working at odd jobs in Kentucky and in Tennessee, before settling with members of his family in Hardin County, Kentucky, in the early kaja-net.com President: Hannibal Hamlin, (–), Andrew Johnson, (). Abraham Lincoln was born in Hardin County, Kentucky in a log cabin. He was the second born son of Thomas Lincoln and Nancy Lincoln. He was the second born son of Thomas Lincoln and Nancy Lincoln. Lincoln’s elder sister was called Sarah. Abraham Lincoln was born Feb 12, , in a single-room log cabin, Hardin County, Kentucky. His family upbringing was modest; his parents from Virginia were neither wealthy or well known. At an early age, the young Abraham lost his mother, and his father moved away to Indiana. Mar 21, · Lincoln was born on February 12, , in a one-room log cabin in Hardin County, Kentucky; his family moved to southern Indiana in Lincoln, Abraham (12 February –15 April ), sixteenth president of the United States, was born in Hardin County, Kentucky, the son of Thomas Lincoln and Nancy Hanks, farmers. Abraham Lincoln was born February 12 in Hardin County Kentucky to Thomas and Nancy Lincoln. In his family moved to southern Indiana. Lincoln had little formal education due to the fact that he ahd to work to help support his family. Watch video · When and Where Was Lincoln Born? Abraham Lincoln was born in a log cabin in Hardin County, Kentucky, on February 12,	1,042	ENGLISH	1
The political climate was marked by civil discord and rampant political violence. By Jesse Sifuentes Lucius Cornelius Sulla (l. 138 – 78 BCE) enacted his constitutional reforms (81 BCE) as dictator to strengthen the Roman Senate’s power. Sulla was born in a very turbulent era of Rome’s history, which has often been described as the beginning of the fall of the Roman Republic. The political climate was marked by civil discord and rampant political violence where voting in the Assembly was sometimes settled by armed gangs. There were two primary opposing factions in Roman politics: the Optimates who emphasized the leadership and prominent role of the Senate, and the Populares who generally advocated for the rights of the people. During this era, senatorial power was curbed and significant progress was made for the rights of the common folk, particularly the magistracy of tribune of the plebs, which was specifically created to be a guardian of the people. Sulla was an Optimate and after his rise to power, he declared himself dictator and passed several reforms to the constitution to revitalize and restore senatorial power to what it once was. Although his reforms did not last very long, his legacy greatly influenced Roman politics in the final years of the Republic until it fell in 27 BCE. Sulla and the Late Roman Republic Sulla was born into an ancient patrician family and so could trace his ancestry back to the original senators appointed by Romulus, the founder of Rome. Part of the cursus honorum, the unspoken but accepted career ladder of public office, was to first serve as a military officer before being able to run for public office. Sulla, by way of his patrician rank, skipped military service and was elected to the junior magistracy of quaestor in 108 BCE. He quickly made a name for himself as an excellent commander and negotiator serving under consul Gaius Marius (l. 157 – 86 BCE) – a Populare who served an extraordinary five consecutive consulships from 104 – 100 BCE – in the Jugurthine War (112 – 106 BCE). A disagreement between Marius and Sulla over who was truly responsible for Jugurtha’s capture was the first seed of hatred between the two which would lead to Rome’s first major civil war. Sulla was elected praetor urbanus in 97 BCE and was governor of the province of Cilicia in Asia Minor the following year. The Senate ordered Sulla to reinstate King Ariobarzanes – a friend of Rome – back on the Cappadocian throne because he had been ousted by King Mithridates VI of Pontus (r. 120-63 BCE) who wanted to insert his son as the Cappadocian king. Sulla proved successful and was even hailed by his soldiers as imperator, or victorious commander. In the Late Republic, Italians had long desired Roman citizenship and equal say in politics and power. The Romans had a knack for teasing the Italians with citizenship but never going the full distance in actually passing a law granting the Italians what they wanted. This civil discord reached a critical point in 91 BCE, the start of the Social War, between Rome and Italians who were eventually granted citizenship in 89 BCE after massive casualties on both sides. During the Social War, Sulla had independent command over legions in Southern Italy where he laid siege to the Italian city of Pompeii and successfully fended off armies attempting to aid Pompeii. He fought valiantly and his soldiers awarded him with the Grass Crown (corona graminea), the highest military honor. This military success made him immensely popular back in Rome and won him the consulship of 88 BCE. Marius vs. Sulla During his consulship, he was given eastern command of the legions to face King Mithridates VI of Pontus, one of Rome’s most formidable enemies, who was wreaking havoc in the east. Mithridates VI had amassed an empire and surrounded himself with allies, and during Sulla’s consulship, he ordered all cities in his Asian territories to murder all Romans and Italians. Not even women and children were spared. But before Sulla could embark on his trip to the east and defeat Mithridates VI, Marius and his ally, Sulpicius, using armed gangs and 600 equestrians as a bodyguard had ‘convinced’ the Assembly to remove Sulla’s eastern command and had it transferred it to Marius. Marius then deployed two military tribunes to assume command of Sulla’s army. In one of the crucial turning points in Rome’s history, Sulla then gave not a military speech to his soldiers, but a political one, in which he roused his 35,000 legionaries and riled them up about the wrongs done to him and them. The east was known for its endless riches and Marius was now robbing them of the bountiful eastern plunder that would have been theirs. Sulla’s stirring speech was successful, and his legions were now loyal to Sulla alone. When Marius’ tribunes finally arrived, Sulla’s soldiers murdered them. They then commenced their march on Rome to take back what was rightfully theirs. When asked why he would march soldiers against his own country, he replied, “to deliver her from tyrants”. Sulla, the first person to conquer Rome, then overturned Marius and Sulpicius’ actions and reinstated himself as consul. Sulla and his legions had the coveted eastern command once again and Marius was forced to flee Rome. While Sulla was in the East, his strategy was to remove Mithridates VI’s control over Greece so he laid siege to Athens in the winter of 87-86 BCE. It was during this time he heard the news that Marius and his faction had returned and captured Rome, passing a decree which declared Sulla an enemy of the state. Marius then cut off money from Sulla’s campaign, so he was forced to tax the local Greeks to fund his campaign. Suddenly, back in Rome, Marius died from pneumonia in 86 BCE. Sulla continued his business in the east, finally capturing Athens, successfully winning the Battle of Chaeronea (86 BCE) and the Battle of Orchomenus (85 BCE), convincingly ousting Mithridates’ presence, and reinstating Roman authority in Greece. He then spent his time settling and organizing the province of Asia until he finally returned to Italy in 83 BCE to confront Marius’ faction in Rome’s first civil war. Sulla and his veteran legions swept through Italy, persuading enemy legions to defect to his side and defeating in battle those who did not. He demonstrated great clemency in forgiving people and cities who decided to change sides. However, once he arrived victorious in Rome, he shed the merciful persona and proscribed (proscriptio) his enemies. The proscriptions were tablets with the names of people who were to be killed for bounty and their land confiscated. In the end, about a hundred senators and over a thousand equestrians perished. Now that Sulla was wholly unopposed, the remaining Senate annulled the decree which made him an enemy of the state and ordered a statue of Sulla to be put up in front of the Forum Romanum. In order to legitimize his authority, Sulla then suggested that they revive the ancient office of dictator. It had been 120 years since Rome last had a dictator. The Senate, devoid of opposition, was forced to comply with his suggestion, appointing him as dictator to create laws and settle the constitution. Dictators were only appointed in times of great emergency when there was no other option but to entrust all authority and power to one person to save Rome. In the past, a dictator’s term was for six months and their powers were essentially limitless. They had power over life and death and could declare war and peace, appoint and remove senators, as well as the power to found and demolish cities. Sulla, however, had no time limit imposed on his dictatorship and therefore could take as long as he needed to settle the constitution. Reforms to the Constitution Sulla, now dictator, appeared before the Senate with the powers of a king. 24 fasces were held in front of him as dictator, the same amount that was held before the ancient kings. As perhaps Sulla’s most important reform as dictator, he severely diminished the power and prestige of the tribunes of the plebs. Tribunes were originally created to be guardians of the people. Their legal power (potestas) was vast, and because of the progress and precedents made by Populare tribunes, such as Tiberius Gracchus in 131 BCE, when he bypassed the Senate and presented his land reform laws directly to the Assembly, their power grew even stronger. Sulla sought to undo these advancements, so he required that a tribune must seek permission from the Senate before introducing a law. Furthermore, he got rid of the tribune’s all-important veto power. Sulla also stripped the office of its lure and prestige. He decreed that anyone who held the magistracy of tribune should never hold any other magistracy afterward. Understandably, the position was shunned by anyone who wanted to make a name for themselves in politics. The once-great office of tribune with its storied background as protector of the people was now just a shadow of what it once was. Sulla also formalized the cursus honorum. He forbade anyone to hold the magistracy of praetor until after he had first been a quaestor or to be elected consul before he had been a praetor. He also prohibited any man from holding the same magistracy consecutively. Instead, he would have to wait ten years until he could hold the same office again. Furthermore, he decreed that two years must pass in between magistracies. He also expanded the number of quaestors to twenty and praetors to eight. This growing number of magistrates were needed to govern and administrate an ever-expanding empire. Another Sullan reform saw that provincial governors would not overstay their welcome in their provinces, greatly reducing their chance to build a personal army to lead against political rivals or Rome itself, as Sulla had done. Because there were a greater number of magistrates under Sulla’s reforms, this led to governors not needing to stay in their province long because there were now ample magistrates to fill a vacancy in a province after his one-year term ended. Furthermore, if a governor were to abuse or exceed his powers, they would be tried in the Treason Court (maiestas). Because the Senate had been significantly thinned out by war, not to mention by Sulla’s own proscriptions, he doubled the roll of the Senate from 300 to 600. The Senate had whittled down to a couple of hundred members after his proscriptions, so there were 400 empty spots to fill. As dictator, Sulla himself appointed many of the new Senators from a group of equestrians that he deemed worthy to be promoted to the rank of senator. For the remaining spots, he took recommendations from different people and created a large group of grateful senators thankful for their promotion in rank. The Senate was gaining power as well as strength in numbers. In one of his most important reforms, Sulla reinstated senatorial power into the courts. Court juries were wielded as an extremely powerful tool at the time. A Populare wanted the jury to be made up of equestrians and an Optimate wanted a jury of senators. If a jury was filled with senators, then as one could expect, they rarely found their senatorial colleagues guilty, but a jury comprised of equestrians would lose very little sleep over convicting a senator accused of corruption. Populares and Optimates constantly fought each other on this. Sulla’s reform reversed the tribune Gaius Gracchus’ reform to the Extortion Court when he barred senators from being jurors. Sulla then set up seven new permanent courts for murder, counterfeiting and forgery, electoral fraud, embezzlement, treason, personal injury, and provincial extortion. Sulla cast a long shadow over the Republic in these years. The Senate was very much his creation, purged of all his opponents who had failed to defect to him in time, and packed with his partisans. As a body he had strengthened the Senate’s position, restoring the senatorial monopoly over juries in the courts and severely limiting the power of the tribunate. Other legislation, for instance a law restricting the behavior of provincial governors, was intended to prevent any other general from following the dictator’s own example and turning the legions against the State. (Goldsworthy, Caesar, 92) In addition to his reforms, Sulla used his powers as dictator to enact vengeance not just in Rome, but across the Italian regions that opposed him. Among the forms of punishment were massacre, exile, and confiscation for those who obeyed his enemies during the civil war. Their crime could be as little as housing his enemy, lending them money, or doing them any kind of kindness. When charges against individuals were not successful, Sulla took revenge on entire towns. He punished some by destroying their citadels or tearing down their walls, or by imposing fines and suffocating them with heavy taxes and tributes. Sulla set up his troops in colonies in the land and houses of the cities that he took revenge on. Once he settled the constitution, he laid down the dictatorship. The following year in 80 BCE he was elected consul. In 79 BCE he retired from Roman politics altogether and went to live in his country house in Campania where he could try to finish writing his memoirs. According to Plutarch, Sulla foresaw his death in a dream and he stopped writing his memoirs two days before he died in 78 BCE. Although Sulla’s constitution was obediently followed by other Optimates such as Pompey (l. 106 – 48 BCE) and Crassus (l. 115/112 – 53 BCE) – Sulla’s reforms would ultimately not endure. He sought to remedy the problems that plagued the Republic, but his solution to the problem was one-sided and only strengthened senatorial power while severely curbing the power of the tribune of the plebs and non-senatorial ranks. Julius Caesar (l. 100 – 44 BCE) during his time as military tribune spoke out in favor of restoring the powers of tribune which Sulla had thoroughly dismantled. In 75 BCE, Caesar had his uncle, Caius Aurelius Cotta who was consul that year, to pass a bill that allowed former tribunes to seek other magistracies. This was a very important undoing of one of Sulla’s key reforms because now the tribunate was no longer a dead-end magistracy, paving the way for ambitious politicians to seek the office once again. Caesar also reformed and improved another Sullan reform. He had long held interest in the administration of the provinces and his most renowned court appearances were prosecutions of corrupt and oppressive governors. His reforms on the role and behavior of Roman provincial governors would be the standard for centuries to come. Cicero later described Caesar’s reform as an “excellent law”. Lastly, Sulla’s law of permitting only senators on juries was overturned when praetor Lucius Aurelius Cotta allowed juries to be comprised of both senators and equestrians, leveling the power balance. - Appian. The Civil Wars. (Penguin Classics, 1996). - Cicero. The Verrine Orations. (Loeb, 2019). - Cicero;. The Republic and The Laws. (Oxford Paperbacks; Reissue edition (2009-07-15), 2019). - Duncan, M. The Storm Before the Storm. (PublicAffairs, 2018). - Goldsworthy, A. Caesar. (Yale University Press, 2008). - Holmes, T. R. The Roman Republic and the Founder of the Empire. (Palala Press, 2015). - Marcus Tullius Cicero. Murder Trials. (Penguin Classics, 2019). - Morstein-Marx, R. Mass Oratory and Political Power in the Late Roman Republic. (Cambridge University Press, 2004). - Plutarch. Fall of the Roman Republic. (Penguin Classics, 2006). - Tacitus. Annals and Histories. (Everyman’s Library, 1783). - Velleius. Velleius Peterculus. (Loeb, 2019). Originally published by the Ancient History Encyclopedia, 12.06.2019, under a Creative Commons: Attribution-NonCommercial-ShareAlike 3.0 Unported license.	<urn:uuid:182d30c8-0bae-45cd-80fc-50c9f84dac7c>	CC-MAIN-2020-05	https://brewminate.com/sullas-reforms-as-dictator-in-the-ancient-roman-republic/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672537.90/warc/CC-MAIN-20200125131641-20200125160641-00192.warc.gz	en	0.983389	3,564	4.21875	4	[ -0.4497985243797302, 0.348735511302948, 0.38761621713638306, -0.08864859491586685, -0.29562807083129883, 0.2511903643608093, -0.157705157995224, 0.061008453369140625, -0.006854594685137272, 0.09265841543674469, 0.057100649923086166, -0.43688058853149414, 0.24059094488620758, 0.395803391933...	5	The political climate was marked by civil discord and rampant political violence. By Jesse Sifuentes Lucius Cornelius Sulla (l. 138 – 78 BCE) enacted his constitutional reforms (81 BCE) as dictator to strengthen the Roman Senate’s power. Sulla was born in a very turbulent era of Rome’s history, which has often been described as the beginning of the fall of the Roman Republic. The political climate was marked by civil discord and rampant political violence where voting in the Assembly was sometimes settled by armed gangs. There were two primary opposing factions in Roman politics: the Optimates who emphasized the leadership and prominent role of the Senate, and the Populares who generally advocated for the rights of the people. During this era, senatorial power was curbed and significant progress was made for the rights of the common folk, particularly the magistracy of tribune of the plebs, which was specifically created to be a guardian of the people. Sulla was an Optimate and after his rise to power, he declared himself dictator and passed several reforms to the constitution to revitalize and restore senatorial power to what it once was. Although his reforms did not last very long, his legacy greatly influenced Roman politics in the final years of the Republic until it fell in 27 BCE. Sulla and the Late Roman Republic Sulla was born into an ancient patrician family and so could trace his ancestry back to the original senators appointed by Romulus, the founder of Rome. Part of the cursus honorum, the unspoken but accepted career ladder of public office, was to first serve as a military officer before being able to run for public office. Sulla, by way of his patrician rank, skipped military service and was elected to the junior magistracy of quaestor in 108 BCE. He quickly made a name for himself as an excellent commander and negotiator serving under consul Gaius Marius (l. 157 – 86 BCE) – a Populare who served an extraordinary five consecutive consulships from 104 – 100 BCE – in the Jugurthine War (112 – 106 BCE). A disagreement between Marius and Sulla over who was truly responsible for Jugurtha’s capture was the first seed of hatred between the two which would lead to Rome’s first major civil war. Sulla was elected praetor urbanus in 97 BCE and was governor of the province of Cilicia in Asia Minor the following year. The Senate ordered Sulla to reinstate King Ariobarzanes – a friend of Rome – back on the Cappadocian throne because he had been ousted by King Mithridates VI of Pontus (r. 120-63 BCE) who wanted to insert his son as the Cappadocian king. Sulla proved successful and was even hailed by his soldiers as imperator, or victorious commander. In the Late Republic, Italians had long desired Roman citizenship and equal say in politics and power. The Romans had a knack for teasing the Italians with citizenship but never going the full distance in actually passing a law granting the Italians what they wanted. This civil discord reached a critical point in 91 BCE, the start of the Social War, between Rome and Italians who were eventually granted citizenship in 89 BCE after massive casualties on both sides. During the Social War, Sulla had independent command over legions in Southern Italy where he laid siege to the Italian city of Pompeii and successfully fended off armies attempting to aid Pompeii. He fought valiantly and his soldiers awarded him with the Grass Crown (corona graminea), the highest military honor. This military success made him immensely popular back in Rome and won him the consulship of 88 BCE. Marius vs. Sulla During his consulship, he was given eastern command of the legions to face King Mithridates VI of Pontus, one of Rome’s most formidable enemies, who was wreaking havoc in the east. Mithridates VI had amassed an empire and surrounded himself with allies, and during Sulla’s consulship, he ordered all cities in his Asian territories to murder all Romans and Italians. Not even women and children were spared. But before Sulla could embark on his trip to the east and defeat Mithridates VI, Marius and his ally, Sulpicius, using armed gangs and 600 equestrians as a bodyguard had ‘convinced’ the Assembly to remove Sulla’s eastern command and had it transferred it to Marius. Marius then deployed two military tribunes to assume command of Sulla’s army. In one of the crucial turning points in Rome’s history, Sulla then gave not a military speech to his soldiers, but a political one, in which he roused his 35,000 legionaries and riled them up about the wrongs done to him and them. The east was known for its endless riches and Marius was now robbing them of the bountiful eastern plunder that would have been theirs. Sulla’s stirring speech was successful, and his legions were now loyal to Sulla alone. When Marius’ tribunes finally arrived, Sulla’s soldiers murdered them. They then commenced their march on Rome to take back what was rightfully theirs. When asked why he would march soldiers against his own country, he replied, “to deliver her from tyrants”. Sulla, the first person to conquer Rome, then overturned Marius and Sulpicius’ actions and reinstated himself as consul. Sulla and his legions had the coveted eastern command once again and Marius was forced to flee Rome. While Sulla was in the East, his strategy was to remove Mithridates VI’s control over Greece so he laid siege to Athens in the winter of 87-86 BCE. It was during this time he heard the news that Marius and his faction had returned and captured Rome, passing a decree which declared Sulla an enemy of the state. Marius then cut off money from Sulla’s campaign, so he was forced to tax the local Greeks to fund his campaign. Suddenly, back in Rome, Marius died from pneumonia in 86 BCE. Sulla continued his business in the east, finally capturing Athens, successfully winning the Battle of Chaeronea (86 BCE) and the Battle of Orchomenus (85 BCE), convincingly ousting Mithridates’ presence, and reinstating Roman authority in Greece. He then spent his time settling and organizing the province of Asia until he finally returned to Italy in 83 BCE to confront Marius’ faction in Rome’s first civil war. Sulla and his veteran legions swept through Italy, persuading enemy legions to defect to his side and defeating in battle those who did not. He demonstrated great clemency in forgiving people and cities who decided to change sides. However, once he arrived victorious in Rome, he shed the merciful persona and proscribed (proscriptio) his enemies. The proscriptions were tablets with the names of people who were to be killed for bounty and their land confiscated. In the end, about a hundred senators and over a thousand equestrians perished. Now that Sulla was wholly unopposed, the remaining Senate annulled the decree which made him an enemy of the state and ordered a statue of Sulla to be put up in front of the Forum Romanum. In order to legitimize his authority, Sulla then suggested that they revive the ancient office of dictator. It had been 120 years since Rome last had a dictator. The Senate, devoid of opposition, was forced to comply with his suggestion, appointing him as dictator to create laws and settle the constitution. Dictators were only appointed in times of great emergency when there was no other option but to entrust all authority and power to one person to save Rome. In the past, a dictator’s term was for six months and their powers were essentially limitless. They had power over life and death and could declare war and peace, appoint and remove senators, as well as the power to found and demolish cities. Sulla, however, had no time limit imposed on his dictatorship and therefore could take as long as he needed to settle the constitution. Reforms to the Constitution Sulla, now dictator, appeared before the Senate with the powers of a king. 24 fasces were held in front of him as dictator, the same amount that was held before the ancient kings. As perhaps Sulla’s most important reform as dictator, he severely diminished the power and prestige of the tribunes of the plebs. Tribunes were originally created to be guardians of the people. Their legal power (potestas) was vast, and because of the progress and precedents made by Populare tribunes, such as Tiberius Gracchus in 131 BCE, when he bypassed the Senate and presented his land reform laws directly to the Assembly, their power grew even stronger. Sulla sought to undo these advancements, so he required that a tribune must seek permission from the Senate before introducing a law. Furthermore, he got rid of the tribune’s all-important veto power. Sulla also stripped the office of its lure and prestige. He decreed that anyone who held the magistracy of tribune should never hold any other magistracy afterward. Understandably, the position was shunned by anyone who wanted to make a name for themselves in politics. The once-great office of tribune with its storied background as protector of the people was now just a shadow of what it once was. Sulla also formalized the cursus honorum. He forbade anyone to hold the magistracy of praetor until after he had first been a quaestor or to be elected consul before he had been a praetor. He also prohibited any man from holding the same magistracy consecutively. Instead, he would have to wait ten years until he could hold the same office again. Furthermore, he decreed that two years must pass in between magistracies. He also expanded the number of quaestors to twenty and praetors to eight. This growing number of magistrates were needed to govern and administrate an ever-expanding empire. Another Sullan reform saw that provincial governors would not overstay their welcome in their provinces, greatly reducing their chance to build a personal army to lead against political rivals or Rome itself, as Sulla had done. Because there were a greater number of magistrates under Sulla’s reforms, this led to governors not needing to stay in their province long because there were now ample magistrates to fill a vacancy in a province after his one-year term ended. Furthermore, if a governor were to abuse or exceed his powers, they would be tried in the Treason Court (maiestas). Because the Senate had been significantly thinned out by war, not to mention by Sulla’s own proscriptions, he doubled the roll of the Senate from 300 to 600. The Senate had whittled down to a couple of hundred members after his proscriptions, so there were 400 empty spots to fill. As dictator, Sulla himself appointed many of the new Senators from a group of equestrians that he deemed worthy to be promoted to the rank of senator. For the remaining spots, he took recommendations from different people and created a large group of grateful senators thankful for their promotion in rank. The Senate was gaining power as well as strength in numbers. In one of his most important reforms, Sulla reinstated senatorial power into the courts. Court juries were wielded as an extremely powerful tool at the time. A Populare wanted the jury to be made up of equestrians and an Optimate wanted a jury of senators. If a jury was filled with senators, then as one could expect, they rarely found their senatorial colleagues guilty, but a jury comprised of equestrians would lose very little sleep over convicting a senator accused of corruption. Populares and Optimates constantly fought each other on this. Sulla’s reform reversed the tribune Gaius Gracchus’ reform to the Extortion Court when he barred senators from being jurors. Sulla then set up seven new permanent courts for murder, counterfeiting and forgery, electoral fraud, embezzlement, treason, personal injury, and provincial extortion. Sulla cast a long shadow over the Republic in these years. The Senate was very much his creation, purged of all his opponents who had failed to defect to him in time, and packed with his partisans. As a body he had strengthened the Senate’s position, restoring the senatorial monopoly over juries in the courts and severely limiting the power of the tribunate. Other legislation, for instance a law restricting the behavior of provincial governors, was intended to prevent any other general from following the dictator’s own example and turning the legions against the State. (Goldsworthy, Caesar, 92) In addition to his reforms, Sulla used his powers as dictator to enact vengeance not just in Rome, but across the Italian regions that opposed him. Among the forms of punishment were massacre, exile, and confiscation for those who obeyed his enemies during the civil war. Their crime could be as little as housing his enemy, lending them money, or doing them any kind of kindness. When charges against individuals were not successful, Sulla took revenge on entire towns. He punished some by destroying their citadels or tearing down their walls, or by imposing fines and suffocating them with heavy taxes and tributes. Sulla set up his troops in colonies in the land and houses of the cities that he took revenge on. Once he settled the constitution, he laid down the dictatorship. The following year in 80 BCE he was elected consul. In 79 BCE he retired from Roman politics altogether and went to live in his country house in Campania where he could try to finish writing his memoirs. According to Plutarch, Sulla foresaw his death in a dream and he stopped writing his memoirs two days before he died in 78 BCE. Although Sulla’s constitution was obediently followed by other Optimates such as Pompey (l. 106 – 48 BCE) and Crassus (l. 115/112 – 53 BCE) – Sulla’s reforms would ultimately not endure. He sought to remedy the problems that plagued the Republic, but his solution to the problem was one-sided and only strengthened senatorial power while severely curbing the power of the tribune of the plebs and non-senatorial ranks. Julius Caesar (l. 100 – 44 BCE) during his time as military tribune spoke out in favor of restoring the powers of tribune which Sulla had thoroughly dismantled. In 75 BCE, Caesar had his uncle, Caius Aurelius Cotta who was consul that year, to pass a bill that allowed former tribunes to seek other magistracies. This was a very important undoing of one of Sulla’s key reforms because now the tribunate was no longer a dead-end magistracy, paving the way for ambitious politicians to seek the office once again. Caesar also reformed and improved another Sullan reform. He had long held interest in the administration of the provinces and his most renowned court appearances were prosecutions of corrupt and oppressive governors. His reforms on the role and behavior of Roman provincial governors would be the standard for centuries to come. Cicero later described Caesar’s reform as an “excellent law”. Lastly, Sulla’s law of permitting only senators on juries was overturned when praetor Lucius Aurelius Cotta allowed juries to be comprised of both senators and equestrians, leveling the power balance. - Appian. The Civil Wars. (Penguin Classics, 1996). - Cicero. The Verrine Orations. (Loeb, 2019). - Cicero;. The Republic and The Laws. (Oxford Paperbacks; Reissue edition (2009-07-15), 2019). - Duncan, M. The Storm Before the Storm. (PublicAffairs, 2018). - Goldsworthy, A. Caesar. (Yale University Press, 2008). - Holmes, T. R. The Roman Republic and the Founder of the Empire. (Palala Press, 2015). - Marcus Tullius Cicero. Murder Trials. (Penguin Classics, 2019). - Morstein-Marx, R. Mass Oratory and Political Power in the Late Roman Republic. (Cambridge University Press, 2004). - Plutarch. Fall of the Roman Republic. (Penguin Classics, 2006). - Tacitus. Annals and Histories. (Everyman’s Library, 1783). - Velleius. Velleius Peterculus. (Loeb, 2019). Originally published by the Ancient History Encyclopedia, 12.06.2019, under a Creative Commons: Attribution-NonCommercial-ShareAlike 3.0 Unported license.	3,601	ENGLISH	1
Within two weeks of the Soviet occupation of the Baltic states of Estonia, Latvia and Lithuania on August 1, 1940, almost the entire intelligentsia of these countries had been liquidated. The German attack on these provinces forced the withdrawal of the Soviet troops and paved the way for Hitler's Einsatzgruppen to start their roundup of all resident Jews. About 3,000 had already fled with the retreating Red Army but the 57,000 left behind in Vilna, faced a terrifying future. When the Germans ocupied Lithuania they found thousands of Jews were already killed, murdered by their own neighbours, the non-Jews. Einsatzgruppen 'A' operated in the Baltic Provinces under the command of SS Major General Stahlecker who, after five months, reported to Himmler (Document 2273-PS) that 229,052 Jews had been shot. Thousands more were housed in ghettos as they were urgently needed for slave labour. In Duenaburg, on November 9, 1941, a total of 11,034 Jews were executed. At Libau, two weeks later, another 2,350 fell victim to SS bullets. In Lithuania, under the Nazi's, 136,421 Jews were put to death in numerous single actions by Lithuanian mercenaries with the help of the German police squads. In this total were 55,556 women and 34,464 children all shot to death in a deep moat surrounding the 19th century Tsarist Ninth Fort outside Kovno. In the White Russian Settlement Area, around 41,000 executions had taken place. In Vilna, around 32,000 Jews were murdered during the first six months of German occupation. When Vilna was liberated by the Red Army on July 13, 1944, a few hundred Jews who had been hiding in the surrounding forests suddenly appeared in the city square. Altogether, between three and four thousand Jews out of the original 57,000, survived in the concentration camps in Germany. (The Einsatzgruppen, which followed behind the four German armies, consisted of 3,000 men. Their orders were to hunt down and kill Russia's five million Jews. The Wehrmacht could not intervene as these murderers were under the control of Himmler. By the end of the 1941-42 winter the SS had reported that 481,887 Jews had been liquidated in Russia.) Pre-war Vilnius had 105 Synagogues and houses of prayer. Today, only one survives, it was used by the SS as a medical store. Ninety percent of Vilnuis Jews were murdered, only 24,000 survived.	<urn:uuid:44470905-818d-45f7-aa52-c6dc8b895145>	CC-MAIN-2020-05	https://www.backtonormandy.org/the-history/nazi-terror/execution-spots/213626-baltic-executions.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251696046.73/warc/CC-MAIN-20200127081933-20200127111933-00301.warc.gz	en	0.982973	540	3.515625	4	[ -0.19743302464485168, 0.041707757860422134, 0.07864866405725479, -0.08526962995529175, 0.4877832531929016, 0.14449502527713776, -0.11042177677154541, 0.09557537734508514, -0.14852996170520782, 0.023896843194961548, 0.2079615741968155, -0.13503891229629517, -0.12853573262691498, 0.392814248...	1	Within two weeks of the Soviet occupation of the Baltic states of Estonia, Latvia and Lithuania on August 1, 1940, almost the entire intelligentsia of these countries had been liquidated. The German attack on these provinces forced the withdrawal of the Soviet troops and paved the way for Hitler's Einsatzgruppen to start their roundup of all resident Jews. About 3,000 had already fled with the retreating Red Army but the 57,000 left behind in Vilna, faced a terrifying future. When the Germans ocupied Lithuania they found thousands of Jews were already killed, murdered by their own neighbours, the non-Jews. Einsatzgruppen 'A' operated in the Baltic Provinces under the command of SS Major General Stahlecker who, after five months, reported to Himmler (Document 2273-PS) that 229,052 Jews had been shot. Thousands more were housed in ghettos as they were urgently needed for slave labour. In Duenaburg, on November 9, 1941, a total of 11,034 Jews were executed. At Libau, two weeks later, another 2,350 fell victim to SS bullets. In Lithuania, under the Nazi's, 136,421 Jews were put to death in numerous single actions by Lithuanian mercenaries with the help of the German police squads. In this total were 55,556 women and 34,464 children all shot to death in a deep moat surrounding the 19th century Tsarist Ninth Fort outside Kovno. In the White Russian Settlement Area, around 41,000 executions had taken place. In Vilna, around 32,000 Jews were murdered during the first six months of German occupation. When Vilna was liberated by the Red Army on July 13, 1944, a few hundred Jews who had been hiding in the surrounding forests suddenly appeared in the city square. Altogether, between three and four thousand Jews out of the original 57,000, survived in the concentration camps in Germany. (The Einsatzgruppen, which followed behind the four German armies, consisted of 3,000 men. Their orders were to hunt down and kill Russia's five million Jews. The Wehrmacht could not intervene as these murderers were under the control of Himmler. By the end of the 1941-42 winter the SS had reported that 481,887 Jews had been liquidated in Russia.) Pre-war Vilnius had 105 Synagogues and houses of prayer. Today, only one survives, it was used by the SS as a medical store. Ninety percent of Vilnuis Jews were murdered, only 24,000 survived.	610	ENGLISH	1
Palmer Dental Notation –All You Should Know About It Have you ever wondered what your dentist is talking about when they call out comments to their nurse when they are checking your teeth? They are keeping a record of the changes and any possible treatment that may required to a particular tooth. What is the palmer dental notation system? Have you ever wondered what your dentist is talking about when they call out comments to their nurse when they are checking your teeth? They are keeping a record of the changes and any possible treatment that may required to a particular tooth. It is also called the military system and while it is considered by some to be outdated, it is still the most widely used of all of the systems that dentists use in many countries. They seem to think that if something is not broken there is no need to fix it. It helps them identify problems and have a written record of what is wrong and what needs to be done to rectify it. It was once called the Zsigomondy system as it was a Hungarian named Adolf Zsigomondy who first thought to set up the plan in 1861. A cross was used identify the tooth and different symbols to indicate top or bottom teeth. It would be so easy for a dentist to make a mistake regarding treatment that was needed. As dental procedures have improved and there is a lot more that can be done to save teeth, it is vital that the tooth that needs treatment can be treated. Time can be saved as it will be possible for one dentist to pass on details to another much more quickly. It is in some ways the ideal system as it is easy to implement and does what it is supposed to do. How does the tooth naming system work? The teeth are all numbered with the adult ones ranging from 1 -8. Children’s teeth where shown in a quadrant grid an they were labelled using roman numerals. This ranged from 1 through to V. Palmer considered that this could be too complicated so changed it to letters ranging from A – E. It was found that this was easier to understand and there were a lot fewer mistakes made. As this was going to double up, with the numbers and letters running from the middle of the mouth, there had to be a way to identify one number 1 from the other. A symbol was chosen – it looks like an L when written one way and a backward L when referring to teeth going the other way. As the examination takes place, the dentist will call out a reference to each tooth they come to. A comment will be made about each one – sometimes to say that it is fine and at other times to make a note of the work that will have to be carried out. Why do we need a dental naming system? As with most medical practices it helps if there is a system that is universally used as the more systems in place, the more complicated things can become. Dentists and nurses can move between practices and be fully conversant with the system that is being used from the day that they start there. Mistakes are less likely to be made, and it allows dentists to work on other issues rather than having to learn a range of systems that do not really need to exist. Everyone who visits a dentist will be affected by the system and it is to the benefit of all that it works as well as possible. It is important that the right teeth are treated and this way the dentist is making it clear where the problems are. It will allow then to notice a pattern of problems if there is one and also let them pick up anything that seems strange and will let them plan ahead. How is the dental naming system used? As with every other area of work, dentistry is becoming more and more computerized. There are concerns that when using windows based programs, and there needs to be help available to prevent the mistakes from being serious. The good news is that it is easy to put this system into a computer when a word document is used. There are wider ranging uses as well, as it can also be used in software applications that are able to work with multiple fonts being used. In Windows XP, there is no need to use font creation software, as the figures required can be found in what is already available. It is also possible to email the results so that dentists in another part of the world can benefit from the knowledge that a colleague has. There are some who will criticize it as not being perfect, but it is accepted that highly recommended option will be to change things to iron out the problems rather than abandon it altogether and look to set up a totally new way of working. Anything that is computerized will always be at risk from viruses and other issues, but it is the perfect way of keeping records from one visit to the next. Advantages of the system The graphics that can be produced are second to none and many dentists claim that it is as good as being able to view a complete map of the mouth. It is designed in such a way that it will be possible to add to it that would be used to identify treatment that had been carried out in the past. The FDI system does not have the same advantage. It can not only help dentist with regards to work but can help coroner’s when they are struggling to identity a body. If the dentist has given a complete feedback, including the location of bridges, fillings, and gaps in the teeth, then it will help with identification. It will only work when there is an idea of the identification of the body as it will be their dentist who is contacted for information. As yet, there is not a large data base that allows the records of everyone to be accessed, so anyone who does not have a dentist or has not had check ups for a long time will be much harder to identify than a body where there is a full record available for use.	<urn:uuid:72727b7b-6e49-4a98-9feb-8c06f0cca540>	CC-MAIN-2020-05	https://urbndental.com/palmer-dental-notation	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614086.44/warc/CC-MAIN-20200123221108-20200124010108-00480.warc.gz	en	0.980486	1,206	3.265625	3	[ -0.5423729419708252, -0.17950329184532166, 0.3646414875984192, -0.16712504625320435, -0.4417135417461395, -0.03169659897685051, 0.18129566311836243, 0.2872661054134369, 0.0907006561756134, 0.13697212934494019, 0.032440945506095886, -0.24427300691604614, 0.10539688169956207, 0.0014621862210...	5	Palmer Dental Notation –All You Should Know About It Have you ever wondered what your dentist is talking about when they call out comments to their nurse when they are checking your teeth? They are keeping a record of the changes and any possible treatment that may required to a particular tooth. What is the palmer dental notation system? Have you ever wondered what your dentist is talking about when they call out comments to their nurse when they are checking your teeth? They are keeping a record of the changes and any possible treatment that may required to a particular tooth. It is also called the military system and while it is considered by some to be outdated, it is still the most widely used of all of the systems that dentists use in many countries. They seem to think that if something is not broken there is no need to fix it. It helps them identify problems and have a written record of what is wrong and what needs to be done to rectify it. It was once called the Zsigomondy system as it was a Hungarian named Adolf Zsigomondy who first thought to set up the plan in 1861. A cross was used identify the tooth and different symbols to indicate top or bottom teeth. It would be so easy for a dentist to make a mistake regarding treatment that was needed. As dental procedures have improved and there is a lot more that can be done to save teeth, it is vital that the tooth that needs treatment can be treated. Time can be saved as it will be possible for one dentist to pass on details to another much more quickly. It is in some ways the ideal system as it is easy to implement and does what it is supposed to do. How does the tooth naming system work? The teeth are all numbered with the adult ones ranging from 1 -8. Children’s teeth where shown in a quadrant grid an they were labelled using roman numerals. This ranged from 1 through to V. Palmer considered that this could be too complicated so changed it to letters ranging from A – E. It was found that this was easier to understand and there were a lot fewer mistakes made. As this was going to double up, with the numbers and letters running from the middle of the mouth, there had to be a way to identify one number 1 from the other. A symbol was chosen – it looks like an L when written one way and a backward L when referring to teeth going the other way. As the examination takes place, the dentist will call out a reference to each tooth they come to. A comment will be made about each one – sometimes to say that it is fine and at other times to make a note of the work that will have to be carried out. Why do we need a dental naming system? As with most medical practices it helps if there is a system that is universally used as the more systems in place, the more complicated things can become. Dentists and nurses can move between practices and be fully conversant with the system that is being used from the day that they start there. Mistakes are less likely to be made, and it allows dentists to work on other issues rather than having to learn a range of systems that do not really need to exist. Everyone who visits a dentist will be affected by the system and it is to the benefit of all that it works as well as possible. It is important that the right teeth are treated and this way the dentist is making it clear where the problems are. It will allow then to notice a pattern of problems if there is one and also let them pick up anything that seems strange and will let them plan ahead. How is the dental naming system used? As with every other area of work, dentistry is becoming more and more computerized. There are concerns that when using windows based programs, and there needs to be help available to prevent the mistakes from being serious. The good news is that it is easy to put this system into a computer when a word document is used. There are wider ranging uses as well, as it can also be used in software applications that are able to work with multiple fonts being used. In Windows XP, there is no need to use font creation software, as the figures required can be found in what is already available. It is also possible to email the results so that dentists in another part of the world can benefit from the knowledge that a colleague has. There are some who will criticize it as not being perfect, but it is accepted that highly recommended option will be to change things to iron out the problems rather than abandon it altogether and look to set up a totally new way of working. Anything that is computerized will always be at risk from viruses and other issues, but it is the perfect way of keeping records from one visit to the next. Advantages of the system The graphics that can be produced are second to none and many dentists claim that it is as good as being able to view a complete map of the mouth. It is designed in such a way that it will be possible to add to it that would be used to identify treatment that had been carried out in the past. The FDI system does not have the same advantage. It can not only help dentist with regards to work but can help coroner’s when they are struggling to identity a body. If the dentist has given a complete feedback, including the location of bridges, fillings, and gaps in the teeth, then it will help with identification. It will only work when there is an idea of the identification of the body as it will be their dentist who is contacted for information. As yet, there is not a large data base that allows the records of everyone to be accessed, so anyone who does not have a dentist or has not had check ups for a long time will be much harder to identify than a body where there is a full record available for use.	1,190	ENGLISH	1
A city does not die when its last resident moves away. Death happens when municipalities lose the industries and vital populations that made them important cities. The economy has evolved so much since the middle of the 20th Century that many cities that were among the largest and most vibrant in America have collapsed. Some have lost more than half of their residents. Others have lost the businesses that made them important centers of finance, manufacturing, and commerce. Most of America’s Ten Dead Cities were once major manufacturing hubs and others were important ports or financial services centers. The downfall of one city, New Orleans, began in the 1970s, but was accelerated by Hurricane Katrina. Notably, the rise of inexpensive manufacturing in Japan destroyed the ability of the industrial cities on this list to effectively compete in the global marketplace. Foreign business activity and US government policy were two of the three major blows that caused the downfall of these cities. The third was the labor movement and its demands for higher compensation which ballooned the costs of manufacturing in many of these cities as well. 24/7 Wall St. looked at a number of sources in order to select the list. One was the US Census Bureau’s list of largest cities by population by decade from 1950 to 2000 with estimates for 2007. Detroit, for example, had 1.9 million people in 1950 and was the fifth largest city in the nation. By 2000, the figure was 951,000. The city was not even on the top ten list in 2007. The Census data also describes the shift of much of the population to cities which were not considered large at all in 1950. Most of these are in the southern part of the US. Rising populations in these locations has been driven by the growing number of retired people and a relocation of the nation’s workforce. This is how San Diego, Phoenix, and San Antonio have moved onto the list of the ten largest cities in America. Researchers at the Massachusetts Institute of Technology did a study of what they described as America’s 150 forgotten cities. The municipalities on their list were medium-sized and ranked by measurements that included poverty. The reason for their demise largely match the cities on the 24/7 Wall St list. The MIT research work goes beyond a mere list of statistics and points out reasons why some of these cities will never recover. In almost every case, tax bases have disappeared, which has undermined the ability of local governments to spend money on revitalization. Abandoned areas of these cities have high crime rates, which not only keeps people from relocating to these areas but is actually an incentive for them to move away. This in turn, leads to the image of these cities as desolate urbanscapes. In 1900, Buffalo was the eighth largest city in America. It was located on one of the busiest sections of the Erie Canal, the terminus of the canal on the Great Lakes. Thanks to its location, Buffalo had huge grain milling operations and one of the largest steel mills in the country. Buffalo prospered during WWII as did many northern industrial cities. After the WWII, the manufacturing plants returned to the production of cars and industrial goods. The population rose to more than 500,000 in the mid-1950s. It is half that today. Buffalo was wounded irreparably by the de-industrialization of America. Flint was once a major industrial city and the birthplace of GM, then went into receivership — the equivalent of municipal bankruptcy–in 2002. The city had almost 200,000 residents in 1960 and has fewer than 100,000 today. The downfall of Flint can be described in a sentence. In 1960, GM employed 80,000 people in Flint and it employs fewer than 8,000 today. Flint was the headquarters of GM’s Buick division for years, but these operations were moved to Detroit in 1998. The city was once the “insurance capital of the world.” In 1950, the city’s population peaked at more than 177,000 and has dropped to 124,000 recently. Hartford was, beyond being an insurance center, also home to a number of manufacturing and publishing businesses. Hartford lost some of its insurance firms as they moved to new locations, primarily because of consolidation in this sector. Five large financial firms have downsized their workforces. These include Met Life, Cigna, Lincoln Financial, Mass Mutual, and, perhaps most depressing of all, The Hartford. Cleveland became a major port and land transportation hub, due to its central location on Lake Erie. A number of the largest rubber companies in the world and other manufactures for the car and steel industry were also located near or in the city. Cleveland had 914,000 residents in 1950. The figure is below 480,000 today. A number of the large manufacturing operations have left the region or downsized based on the transfer of the steel, rubber, and car industries elsewhere, particularly to Japan. The location of New Orleans at the mouth of the Mississippi made it one of the most important ports in America for more than 200 years. Oddly enough, New Orleans remains a massive port, but a number of the jobs which were once performed by laborers are now automated. A great deal of the commercial traffic which once moved by river is now transported more efficiently by truck, rail, and air. The city had also been a financial capital of the south because of the cotton and river trade. Faster growing southern cities like Atlanta became more important financial centers as their populations grew. One of the industries that began to offset the faltering trade and financial sectors was tourism which rose throughout the second half of the last century. But the city suffered from its location, part of it below sea level, and several hurricanes that hit the city, particularly Hurricane Betsy in 1965. In August 2005, Hurricane Katrina dealt the city a nearly fatal blow. In the year after that, the population dropped to just above 250,000, down from 627,000 in 1960. The BP oil crisis has already begun to damage what might have been a nascent recovery, post Katrina. The Motor City was the fifth largest city in America with a population of almost 1.9 million in 1950. The number of residents increased sharply from the 1920s when Henry Ford created the assembly line and set a wage of $5 a day. Workers streamed in from the deep South and other parts of the Midwest. The huge car companies became defense contractors during WWII. The auto industry grew abundantly after the war as the American middle class was created by an expanding economy built on the US’s ability to take its vast natural resources and turn them into finished products. During the 1960s, American car companies had nearly 90% of the domestic market, and GM had 50% to itself. Detroit’s demise began with the rise of Japanese imports in the 1970s. The Arab oil embargo increased the appetite of US consumers for high-mileage cars. The Big Three (Big Four before American Motors was bought by Chrysler) built products that were acceptable to consumers until they saw higher quality Japanese cars which began to flood the markets in great numbers in the 1980s. Detroit’s car manufacturing base was nearly destroyed, symbolized by the Chapter 11 filings of GM and Chrysler. Albany is still the capital of New York State. It was once one of the largest “inland ports” in the world sitting near the place where the Hudson River meets the Erie Canal. This helped it become a major center for finished lumber and iron works. Perhaps because of the influence of the politicians who worked in the city, several universities and colleges were built there. The city’s manufacturing industry helped the population to rise to 134,000 in 1950. it is now under 95,000. The higher education institutions in the region have begun to help Albany become a regional center for information technology and the biotechnology industries, but these are not large enough to offset declines in the city’s fortunes which began in the 1960s. Now known mostly for its gambling business, Atlantic City was dying before legislation allowed gaming companies to operate there. The city was created as a tourist location in the 1880s and a number of massive hotels were built there. Atlantic City’s hospitality industry also made it a favorite for trade shows and conventions. The Democratic National Convention was held there in 1964. The city’s appeal to tourists was damaged primarily by two things: the first was the availability of inexpensive air travel to southern resorts areas like Florida. Vacationers could fly from New York to Miami, Ft Lauderdale, and Palm Beach in less time than it took to drive to Atlantic City. The second, the rise of Las Vegas as the gaming capital of the world, made it the preferred destination for many conventions. Atlantic City got into the gambling industry in 1978–too late. This Pennsylvania city had two advantages in the middle of the last century. It was well located for railroads that moved freight from the Midwest through Pennsylvania and New Jersey to the Eastern seaboard. Its proximity to iron ore made it a major manufacturing center and refiner much like Bethlehem to its east and Pittsburgh to its west. Like many other Northeastern manufacturing cities, Allentown watched its major product, in this case steel, being produced in greater and greater volumes and at lower prices in Japan. This Texas city was one of the largest ports in the US a hundred years ago. It was also the location of one of the greatest natural disasters in American history. In 1900, a hurricane killed between 6,000 and 8,000 people. In the decades after the hurricane, Galveston became a major tourist center due to its location on the Gulf and proximity to several larger Texas cities. Galveston was also a major military recruitment center during WWII. The cause of Galveston’s demise is unique. It had become something of the Sodom and Gomorrah of the southern US. There was a large gambling industry there, some of it illegal, which was controlled by criminals. In the late 1950s,Texas state authorities successfully attacked local organized crime. The regulated tourist trade could not replace the illegal business. Galveston’s port and hospitality industries had begun to improve, but where trampled by the effects of Hurricane Ike in 2008. The event destroyed a large part of the city’s tax base, and set back the tourism industry once again.	<urn:uuid:1498d232-423f-415a-a106-934278f5da2a>	CC-MAIN-2020-05	https://www.businessinsider.com/10-american-cities-that-are-dead-forever-2010-9?op=1/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594705.17/warc/CC-MAIN-20200119180644-20200119204644-00364.warc.gz	en	0.981209	2,142	3.515625	4	[ -0.09713951498270035, -0.1914728879928589, 0.21488451957702637, -0.22916465997695923, 0.23073458671569824, 0.44561320543289185, -0.21436229348182678, 0.23229096829891205, 0.026556890457868576, 0.1120958924293518, 0.07390214502811432, 0.5485968589782715, 0.1327226758003235, -0.0073549221269...	1	A city does not die when its last resident moves away. Death happens when municipalities lose the industries and vital populations that made them important cities. The economy has evolved so much since the middle of the 20th Century that many cities that were among the largest and most vibrant in America have collapsed. Some have lost more than half of their residents. Others have lost the businesses that made them important centers of finance, manufacturing, and commerce. Most of America’s Ten Dead Cities were once major manufacturing hubs and others were important ports or financial services centers. The downfall of one city, New Orleans, began in the 1970s, but was accelerated by Hurricane Katrina. Notably, the rise of inexpensive manufacturing in Japan destroyed the ability of the industrial cities on this list to effectively compete in the global marketplace. Foreign business activity and US government policy were two of the three major blows that caused the downfall of these cities. The third was the labor movement and its demands for higher compensation which ballooned the costs of manufacturing in many of these cities as well. 24/7 Wall St. looked at a number of sources in order to select the list. One was the US Census Bureau’s list of largest cities by population by decade from 1950 to 2000 with estimates for 2007. Detroit, for example, had 1.9 million people in 1950 and was the fifth largest city in the nation. By 2000, the figure was 951,000. The city was not even on the top ten list in 2007. The Census data also describes the shift of much of the population to cities which were not considered large at all in 1950. Most of these are in the southern part of the US. Rising populations in these locations has been driven by the growing number of retired people and a relocation of the nation’s workforce. This is how San Diego, Phoenix, and San Antonio have moved onto the list of the ten largest cities in America. Researchers at the Massachusetts Institute of Technology did a study of what they described as America’s 150 forgotten cities. The municipalities on their list were medium-sized and ranked by measurements that included poverty. The reason for their demise largely match the cities on the 24/7 Wall St list. The MIT research work goes beyond a mere list of statistics and points out reasons why some of these cities will never recover. In almost every case, tax bases have disappeared, which has undermined the ability of local governments to spend money on revitalization. Abandoned areas of these cities have high crime rates, which not only keeps people from relocating to these areas but is actually an incentive for them to move away. This in turn, leads to the image of these cities as desolate urbanscapes. In 1900, Buffalo was the eighth largest city in America. It was located on one of the busiest sections of the Erie Canal, the terminus of the canal on the Great Lakes. Thanks to its location, Buffalo had huge grain milling operations and one of the largest steel mills in the country. Buffalo prospered during WWII as did many northern industrial cities. After the WWII, the manufacturing plants returned to the production of cars and industrial goods. The population rose to more than 500,000 in the mid-1950s. It is half that today. Buffalo was wounded irreparably by the de-industrialization of America. Flint was once a major industrial city and the birthplace of GM, then went into receivership — the equivalent of municipal bankruptcy–in 2002. The city had almost 200,000 residents in 1960 and has fewer than 100,000 today. The downfall of Flint can be described in a sentence. In 1960, GM employed 80,000 people in Flint and it employs fewer than 8,000 today. Flint was the headquarters of GM’s Buick division for years, but these operations were moved to Detroit in 1998. The city was once the “insurance capital of the world.” In 1950, the city’s population peaked at more than 177,000 and has dropped to 124,000 recently. Hartford was, beyond being an insurance center, also home to a number of manufacturing and publishing businesses. Hartford lost some of its insurance firms as they moved to new locations, primarily because of consolidation in this sector. Five large financial firms have downsized their workforces. These include Met Life, Cigna, Lincoln Financial, Mass Mutual, and, perhaps most depressing of all, The Hartford. Cleveland became a major port and land transportation hub, due to its central location on Lake Erie. A number of the largest rubber companies in the world and other manufactures for the car and steel industry were also located near or in the city. Cleveland had 914,000 residents in 1950. The figure is below 480,000 today. A number of the large manufacturing operations have left the region or downsized based on the transfer of the steel, rubber, and car industries elsewhere, particularly to Japan. The location of New Orleans at the mouth of the Mississippi made it one of the most important ports in America for more than 200 years. Oddly enough, New Orleans remains a massive port, but a number of the jobs which were once performed by laborers are now automated. A great deal of the commercial traffic which once moved by river is now transported more efficiently by truck, rail, and air. The city had also been a financial capital of the south because of the cotton and river trade. Faster growing southern cities like Atlanta became more important financial centers as their populations grew. One of the industries that began to offset the faltering trade and financial sectors was tourism which rose throughout the second half of the last century. But the city suffered from its location, part of it below sea level, and several hurricanes that hit the city, particularly Hurricane Betsy in 1965. In August 2005, Hurricane Katrina dealt the city a nearly fatal blow. In the year after that, the population dropped to just above 250,000, down from 627,000 in 1960. The BP oil crisis has already begun to damage what might have been a nascent recovery, post Katrina. The Motor City was the fifth largest city in America with a population of almost 1.9 million in 1950. The number of residents increased sharply from the 1920s when Henry Ford created the assembly line and set a wage of $5 a day. Workers streamed in from the deep South and other parts of the Midwest. The huge car companies became defense contractors during WWII. The auto industry grew abundantly after the war as the American middle class was created by an expanding economy built on the US’s ability to take its vast natural resources and turn them into finished products. During the 1960s, American car companies had nearly 90% of the domestic market, and GM had 50% to itself. Detroit’s demise began with the rise of Japanese imports in the 1970s. The Arab oil embargo increased the appetite of US consumers for high-mileage cars. The Big Three (Big Four before American Motors was bought by Chrysler) built products that were acceptable to consumers until they saw higher quality Japanese cars which began to flood the markets in great numbers in the 1980s. Detroit’s car manufacturing base was nearly destroyed, symbolized by the Chapter 11 filings of GM and Chrysler. Albany is still the capital of New York State. It was once one of the largest “inland ports” in the world sitting near the place where the Hudson River meets the Erie Canal. This helped it become a major center for finished lumber and iron works. Perhaps because of the influence of the politicians who worked in the city, several universities and colleges were built there. The city’s manufacturing industry helped the population to rise to 134,000 in 1950. it is now under 95,000. The higher education institutions in the region have begun to help Albany become a regional center for information technology and the biotechnology industries, but these are not large enough to offset declines in the city’s fortunes which began in the 1960s. Now known mostly for its gambling business, Atlantic City was dying before legislation allowed gaming companies to operate there. The city was created as a tourist location in the 1880s and a number of massive hotels were built there. Atlantic City’s hospitality industry also made it a favorite for trade shows and conventions. The Democratic National Convention was held there in 1964. The city’s appeal to tourists was damaged primarily by two things: the first was the availability of inexpensive air travel to southern resorts areas like Florida. Vacationers could fly from New York to Miami, Ft Lauderdale, and Palm Beach in less time than it took to drive to Atlantic City. The second, the rise of Las Vegas as the gaming capital of the world, made it the preferred destination for many conventions. Atlantic City got into the gambling industry in 1978–too late. This Pennsylvania city had two advantages in the middle of the last century. It was well located for railroads that moved freight from the Midwest through Pennsylvania and New Jersey to the Eastern seaboard. Its proximity to iron ore made it a major manufacturing center and refiner much like Bethlehem to its east and Pittsburgh to its west. Like many other Northeastern manufacturing cities, Allentown watched its major product, in this case steel, being produced in greater and greater volumes and at lower prices in Japan. This Texas city was one of the largest ports in the US a hundred years ago. It was also the location of one of the greatest natural disasters in American history. In 1900, a hurricane killed between 6,000 and 8,000 people. In the decades after the hurricane, Galveston became a major tourist center due to its location on the Gulf and proximity to several larger Texas cities. Galveston was also a major military recruitment center during WWII. The cause of Galveston’s demise is unique. It had become something of the Sodom and Gomorrah of the southern US. There was a large gambling industry there, some of it illegal, which was controlled by criminals. In the late 1950s,Texas state authorities successfully attacked local organized crime. The regulated tourist trade could not replace the illegal business. Galveston’s port and hospitality industries had begun to improve, but where trampled by the effects of Hurricane Ike in 2008. The event destroyed a large part of the city’s tax base, and set back the tourism industry once again.	2,287	ENGLISH	1
Behind the Christmas Song: As with Gladness Men of Old As with Gladness Men of Old is considered an Epiphany hymn more than a Christmas hymn. William Chatterton Dix wrote the hymn on January 6, 1859 while recovering from an extended illness. He was bed bound at his home in Glasgow, Scotland and unable to attend that morning’s Epiphany service at church. While reading the account of the Epiphany or Wise Men in the Gospel of Matthew, he was inspired by the text. He began to write his thoughts throughout the day. His writings eventually became this hymn. However, he kept it private until the following year. It was then published in Hymns for Public Worship and Private Devotion. The layman and marine insurance agent was delighted to have his son included in the hymnal. In 1861, William Henry Monk adapted the tune from a piece written by Conrad Kocher in 1838. The hymn gained popularity and is often used by the Church of England and in various concerts outside the church. The Episcopal Church of the United States first published the hymn in the U.S. in 1871. As with Gladness Men of Old is the only well-known Epiphany hymn or carol about the Biblical magi that avoids referring to them as either “magi” or “kings” and does not state how many there were. The hymn reminds us not to focus on the value of the gift, but the value of giving and adoration of Jesus Christ.	<urn:uuid:f17a43c9-9f3a-495e-9de6-f30ce7efa9e8>	CC-MAIN-2020-05	http://dianaleaghmatthews.com/as-with-gladness-men-of-old/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250599789.45/warc/CC-MAIN-20200120195035-20200120224035-00457.warc.gz	en	0.98072	329	3.328125	3	[ -0.05973508581519127, 0.33085963129997253, 0.08704157173633575, -0.1995512694120407, -0.023229802027344704, 0.04365224391222, 0.13543500006198883, 0.12353938817977905, 0.08933894336223602, -0.10859953612089157, -0.08941787481307983, 0.2374001294374466, 0.2462526112794876, -0.24195355176925...	10	Behind the Christmas Song: As with Gladness Men of Old As with Gladness Men of Old is considered an Epiphany hymn more than a Christmas hymn. William Chatterton Dix wrote the hymn on January 6, 1859 while recovering from an extended illness. He was bed bound at his home in Glasgow, Scotland and unable to attend that morning’s Epiphany service at church. While reading the account of the Epiphany or Wise Men in the Gospel of Matthew, he was inspired by the text. He began to write his thoughts throughout the day. His writings eventually became this hymn. However, he kept it private until the following year. It was then published in Hymns for Public Worship and Private Devotion. The layman and marine insurance agent was delighted to have his son included in the hymnal. In 1861, William Henry Monk adapted the tune from a piece written by Conrad Kocher in 1838. The hymn gained popularity and is often used by the Church of England and in various concerts outside the church. The Episcopal Church of the United States first published the hymn in the U.S. in 1871. As with Gladness Men of Old is the only well-known Epiphany hymn or carol about the Biblical magi that avoids referring to them as either “magi” or “kings” and does not state how many there were. The hymn reminds us not to focus on the value of the gift, but the value of giving and adoration of Jesus Christ.	326	ENGLISH	1
red with; and upon this condition it was accepted, and since that time have been created out of it the States of Tennessee, Alabama and Mississippi. Thus, it will be seen, that in the first partition of territory, it was freely and generously divided by the slave States with the free, the former giving up their preponderance of territory, and of their own accord putting the latter on an equality with them. Subsequently, large acquisitions of territory were obtained by the purchase of Louisiana and Florida, and by the annexation of Texas. These, also, were slave territories when acquired, but they were divided in the same spirit, and with the utmost liberality to the North. The Louisiana territory contained 1,136,496 square miles; Florida, 59,218 square miles; Texas, 274,356 square miles — making, in all, 1,470,120 square miles. Observe the proportion in which this was divided. Florida and Texas were reserved to the slave States, making, together, 333,624 square miles, and by	<urn:uuid:c6ec164a-8a86-4a6b-9b6b-ccb3789706e5>	CC-MAIN-2020-05	http://www.perseus.tufts.edu/hopper/nebrowser?query=Perseus:text:2006.05.0233:article=1	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250609478.50/warc/CC-MAIN-20200123071220-20200123100220-00127.warc.gz	en	0.981525	217	3.421875	3	[ -0.7721688747406006, -0.07933446764945984, 0.22315485775470734, -0.12769745290279388, -0.1259109526872635, -0.2314053475856781, -0.035159818828105927, -0.27658188343048096, 0.058295346796512604, -0.08057716488838196, 0.49326154589653015, -0.4097254276275635, 0.05435159429907799, 0.27726280...	1	red with; and upon this condition it was accepted, and since that time have been created out of it the States of Tennessee, Alabama and Mississippi. Thus, it will be seen, that in the first partition of territory, it was freely and generously divided by the slave States with the free, the former giving up their preponderance of territory, and of their own accord putting the latter on an equality with them. Subsequently, large acquisitions of territory were obtained by the purchase of Louisiana and Florida, and by the annexation of Texas. These, also, were slave territories when acquired, but they were divided in the same spirit, and with the utmost liberality to the North. The Louisiana territory contained 1,136,496 square miles; Florida, 59,218 square miles; Texas, 274,356 square miles — making, in all, 1,470,120 square miles. Observe the proportion in which this was divided. Florida and Texas were reserved to the slave States, making, together, 333,624 square miles, and by	235	ENGLISH	1
Thesis Statement: Christopher Columbus is historically important because he was the last man to discover the Americas, setting a new precedent for discoverers and starting a new era in a New World. Historians should understand his story in terms of discovery, contact, conquest and exchange, and this essay will explain how to do so with each of said terms. Formulate your case on how historians should talk about early European history in the Americas. Historians should not idolize Columbus for discovering America. Like most men of his day, he was exploring for gold, glory and God. All of these purposes being profoundly selfish. His discovery of land and its’ inhabitants was purely coincidental as was his conquering of such. Evidence shows he was not planning on being at sea for as long as he was, and also shows that his conquest would not have been as easy if it wasn’t for the exchange of diseases him and his fellow Europeans brought across the waters to share with the natives. These were a kind, giving group of people who were taken advantage of. Examples of their kindness can be found in the Morton reading when he states “If any one that shall come into their houses and there fall asleep, when they see him disposed to lie down, they will spread a mat for him of their own accord, and lay a roll of skins…and let him lie. If he sleep until their meat be dished up, they will set a wooden bowl of meat by him that sleepeth, and wake him saying,...if you be hungry, there is meat for you, where if you will eat you may. Such is their humanity…” Identify and briefly describe one piece of evidence that distinguishes the English experience from that of the Spanish. Compare and contrast the two. The Native Americans greeted the European travelers with kindness…	<urn:uuid:4f68b373-bc60-48eb-8ad5-2d3f0fa1a6a5>	CC-MAIN-2020-05	https://www.majortests.com/essay/Colombus-Discussion-532002.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594705.17/warc/CC-MAIN-20200119180644-20200119204644-00050.warc.gz	en	0.985164	374	3.65625	4	[ -0.27288931608200073, 0.42607155442237854, 0.3724539875984192, 0.33848854899406433, -0.2918563485145569, 0.006906862836331129, 0.35156893730163574, 0.07223819941282272, -0.042763207107782364, -0.1399199366569519, 0.12996715307235718, -0.11855658888816833, -0.2471134513616562, 0.52732568979...	1	Thesis Statement: Christopher Columbus is historically important because he was the last man to discover the Americas, setting a new precedent for discoverers and starting a new era in a New World. Historians should understand his story in terms of discovery, contact, conquest and exchange, and this essay will explain how to do so with each of said terms. Formulate your case on how historians should talk about early European history in the Americas. Historians should not idolize Columbus for discovering America. Like most men of his day, he was exploring for gold, glory and God. All of these purposes being profoundly selfish. His discovery of land and its’ inhabitants was purely coincidental as was his conquering of such. Evidence shows he was not planning on being at sea for as long as he was, and also shows that his conquest would not have been as easy if it wasn’t for the exchange of diseases him and his fellow Europeans brought across the waters to share with the natives. These were a kind, giving group of people who were taken advantage of. Examples of their kindness can be found in the Morton reading when he states “If any one that shall come into their houses and there fall asleep, when they see him disposed to lie down, they will spread a mat for him of their own accord, and lay a roll of skins…and let him lie. If he sleep until their meat be dished up, they will set a wooden bowl of meat by him that sleepeth, and wake him saying,...if you be hungry, there is meat for you, where if you will eat you may. Such is their humanity…” Identify and briefly describe one piece of evidence that distinguishes the English experience from that of the Spanish. Compare and contrast the two. The Native Americans greeted the European travelers with kindness…	363	ENGLISH	1
Early modernism is a theoretical concept that is closely related to architectural evolution. This entails the evolution of modern architectural structures through the influence of political and social revolution. Early modernism was also influenced by engineering development and technological enhancements. Industrial revolution made easy to access new materials that could be used for building. Materials like steel, iron, and glass were made available through industrial revolution. This led to building techniques and changing into more modernized techniques. Some of the designs that came as a result of modernism include: the fireproof chiefly made of brick and cast iron, which made mills more stable due to the strength durability of the materials. Skyscraper made from Steel frame was also developed during the same period, around 1890. Historical Background of Frank Lloyd Wright and Le Corbusier Frank Lloyd Wright influenced most of architects in Europe. He also influenced individuals like Ludwig Mies van der Rohe and Walter Gropius. His work was based on organic architecture, which he thought made life natural. He left for the United States since he had conflicting ideas with his fellow architects, and more so, they had stolen some ideas from him. Although they thought Wright’s architectural skills would be wasted in the US, he became immensely successful and helped America as a state in embracing modernism in the 1930s. Some of the buildings he contributed to the architecture include LarkinBuilding and Oak Park. Buy Early Modernism essay paper online Le Corbusier from France also contributed to early modernism. Compared to Wright, he was also an accomplished writer in addition to his virtuoso skills in design and architecture. He designed buildings in America, Europe, and India. His main agenda was to improve the living conditions in cities that were overly crowded. He was the founder of studies on design related to high modernism. Frank Lloyd Wright His theory of architecture involves simplicity of art work that is of exceptional quality. According to his opinion on how the style of the house should be developed, houses should vary in their styles just the same way the individuals have different tastes. Therefore, for his theoretical framework, he believes in a style that is environmentally friendly to the user. The house should also be in harmony with nature through its shape and its site. The color should also be chosen well to be related to earth color like green and gray. He also advocates for the use of beautiful and friendly building materials like brick, plaster, wood or stone in constructing and designing of a house (Langmead 208). This movement was a derivative from Cubanism. The key subjects involved in it included objects that are common, such as studio, café table, machine shops, bottles, guitars, and pipes. These items were represented in a form that was more natural and was expressing the modern machine age; but in purism, the decorative and abstractive approach was never included, which was mainly used by Cubanism. Purism was an evolutionary perfection, which involved items like furniture of thonet bentwood (Langmead 208). Influence on Prairie School Wright was the leader of prairie school. Since it was his idea to start the school, Wright brought together the architects who were based in Chicago metropolitan to contribute to the unique style that Americans would appreciate as being original. His architectural designs dominated buildings that were put up in this school. The school was developed through the idea of modern houses that Wright built based on the prairie style. The prairie style is believed to be complementary to the land found in Chicago. The architectural structures of most of these buildings include sloping roofs that are low and shallow with sky lines that are clean. The chimneys are suppressed, while all the terraces are built using materials that are unfinished. The windows in his style are low and long, which allows an individual to relate nature and the interior of his building style (Wright 56). His architectural works were mainly to bring harmony between nature and the built environment. The buildings, surroundings of the buildings, and even the furnishing are in harmony with the natural environment. The motifs, materials, and principles that govern organic architecture should be in harmony with nature. The designs that are used to build, according to Wright, should be like an organism development. The geometries of his buildings brought out a theme and mood that is more central. All the surroundings of his buildings related to one another, a sign of symbiotic relationship with nature (Wright 56). Influence of Japanese on Frank Lloyds’ Architecture Wright’s architectural style and design was also inspired by the culture and art that the Japanese have. He visited Japan and preserved most of the inspirations he had gotten from the artistic designs he encountered in Japan. He did this by taking photographs of what he regarded visually powerful. This is a sign of his interest in the way the prints composition influenced most of the Japanese buildings. His interest was in the less known temples and buildings, as opposed to the famous ones, which was a sign of his interest in developing the designs. A good example of a temple he built using the same elements after his return from Japan is the Unity temple. He adapted the horizontal layout that the Japanese buildings had, which he thought to be related to his ambitions in architecture, which involved horizontality, monumentality, and simplicity. The photographs inspired architectural structures even after he left Japan (Sigur 63). His main interest was in the invisible involved in architecture. In a major way, his main aim was to improve most of housing for those individuals who were living in poverty. Some of the invisible he involved in his theory in architecture were discipline and control. According to him, any problem that comes up in a house is related to epoch. He believed that values were prominent in any building construction. The modern buildings, therefore, had to be used so that human wants and needs were met. He erected skyscrapers that were made of glass and also erected steel buildings. He also considered the right environment for workers in factories through proper architectures (Mallgrave 267). Universal Exhibition of Decorative Arts in Paris In 1925 Some of his exhibited works, such as Esprit Nouveau, for example, which was a pavilion, made a break through, since they attracted so many attention due to the theme of modernism they had. During this exhibition, he also exhibited Plan Voisin, which is a representative of rectangular apartments that were low and that were to replace some of the key buildings in Paris. The pavilion was successful and was used in Paris (Mallgrave 267). The modular system, according to Le Corbusier, was aimed to reconcile beauty and what human being termed useful. According to the modular system, some of his proposals were based on the idea that the engineers, architects, and designers would find it easy in production of commodious and more delightful forms. He believed that this system would rarely be rejected. This system involves incorporation of mathematics with human structures. The system represents the turning point of most architectural history, while also providing the failures that may result from the system. The system focuses on the human body and improves some basic architectural structures (Ballantyne 224). In his urban planning scheme, he included the idea that most individuals preferred staying in the suburb regions when compared to the city. So his plans for the urban area involved replacing of the dwellings in the city with business centers. According to him, centers are preferable for commercial activities and should have two residential belts. One of the residential regions should be block dwellings, while the other should have an outer garden city. To accomplish this, he believed that the buildings in the entire town had to be brought down (Ballantyne 224). The Five Points of a New Architecture First, he believed that a structure had to be uprooted from the ground; the ground should have concrete steels for reinforcement, a concept he called pilotis. After pilotis, free and non-supporting walls could be put as per the architectures desire. He also advocated for the idea of open floors so that the space during building could easily be divided into rooms. The windows constructed were to give at least a view of the yard. His final idea was the roof garden, which would easily compensate the area that is green and taken by building by using a roof that supported green matter (Mallgrave 267). His Influence on Other Architectural and Design Movements He influenced the way most individuals responded to the housing that could accommodate many individuals during the crisis in urban housing. The lower class and those living in poverty had their lives improved by these architectural forms that were modernized. His Paris pavilion idea was adapted by the city, and most of the structures were put in relation to it. Different paths to be used for human movement and vehicles were also adopted. In Britain, his architectural design of high-rise housing has been adopted. Also, the large shopping centers as well as the hospitals used this style. These structures all adopted his concrete precast material. The Phillips pavilion also influenced many modern architects to incorporate the building structure into their buildings. The towers that have been encased entirely with glass are also a brainchild of Le Corbusier. Liverpool design Academy was built from his modern style of architecture as well (Moos and Heer 337). Early modernism as concept shows the way most of the architectural designs evolved with the effort from many theorists, like Le Corbusier and Frank Wright. It was enhanced by the technological and engineering developments that continuously came up. Industrial revolution made it easy to access the new materials that were considered modern. These, new, modern materials can be evidenced in some of the architectural works; thus, Wright did like concrete housing and used the glass in construction, which was a new concept of framing. The building techniques were, therefore, improved through the use of these new materials. Most popular orders	<urn:uuid:ddddf61d-e1d5-4cd4-9b36-9f55627b1dfe>	CC-MAIN-2020-05	https://exclusivepapers.com/essays/world-literature/early-modernism.php	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593994.14/warc/CC-MAIN-20200118221909-20200119005909-00035.warc.gz	en	0.984835	2,007	3.9375	4	[ -0.30713921785354614, 0.4104156494140625, 0.3876526355743408, 0.06322646886110306, -0.06015438586473465, 0.35966822504997253, -0.4070711135864258, 0.22824834287166595, -0.05136648193001747, -0.07387696951627731, -0.12272681295871735, -0.032308243215084076, -0.1263808161020279, 0.3300293684...	1	Early modernism is a theoretical concept that is closely related to architectural evolution. This entails the evolution of modern architectural structures through the influence of political and social revolution. Early modernism was also influenced by engineering development and technological enhancements. Industrial revolution made easy to access new materials that could be used for building. Materials like steel, iron, and glass were made available through industrial revolution. This led to building techniques and changing into more modernized techniques. Some of the designs that came as a result of modernism include: the fireproof chiefly made of brick and cast iron, which made mills more stable due to the strength durability of the materials. Skyscraper made from Steel frame was also developed during the same period, around 1890. Historical Background of Frank Lloyd Wright and Le Corbusier Frank Lloyd Wright influenced most of architects in Europe. He also influenced individuals like Ludwig Mies van der Rohe and Walter Gropius. His work was based on organic architecture, which he thought made life natural. He left for the United States since he had conflicting ideas with his fellow architects, and more so, they had stolen some ideas from him. Although they thought Wright’s architectural skills would be wasted in the US, he became immensely successful and helped America as a state in embracing modernism in the 1930s. Some of the buildings he contributed to the architecture include LarkinBuilding and Oak Park. Buy Early Modernism essay paper online Le Corbusier from France also contributed to early modernism. Compared to Wright, he was also an accomplished writer in addition to his virtuoso skills in design and architecture. He designed buildings in America, Europe, and India. His main agenda was to improve the living conditions in cities that were overly crowded. He was the founder of studies on design related to high modernism. Frank Lloyd Wright His theory of architecture involves simplicity of art work that is of exceptional quality. According to his opinion on how the style of the house should be developed, houses should vary in their styles just the same way the individuals have different tastes. Therefore, for his theoretical framework, he believes in a style that is environmentally friendly to the user. The house should also be in harmony with nature through its shape and its site. The color should also be chosen well to be related to earth color like green and gray. He also advocates for the use of beautiful and friendly building materials like brick, plaster, wood or stone in constructing and designing of a house (Langmead 208). This movement was a derivative from Cubanism. The key subjects involved in it included objects that are common, such as studio, café table, machine shops, bottles, guitars, and pipes. These items were represented in a form that was more natural and was expressing the modern machine age; but in purism, the decorative and abstractive approach was never included, which was mainly used by Cubanism. Purism was an evolutionary perfection, which involved items like furniture of thonet bentwood (Langmead 208). Influence on Prairie School Wright was the leader of prairie school. Since it was his idea to start the school, Wright brought together the architects who were based in Chicago metropolitan to contribute to the unique style that Americans would appreciate as being original. His architectural designs dominated buildings that were put up in this school. The school was developed through the idea of modern houses that Wright built based on the prairie style. The prairie style is believed to be complementary to the land found in Chicago. The architectural structures of most of these buildings include sloping roofs that are low and shallow with sky lines that are clean. The chimneys are suppressed, while all the terraces are built using materials that are unfinished. The windows in his style are low and long, which allows an individual to relate nature and the interior of his building style (Wright 56). His architectural works were mainly to bring harmony between nature and the built environment. The buildings, surroundings of the buildings, and even the furnishing are in harmony with the natural environment. The motifs, materials, and principles that govern organic architecture should be in harmony with nature. The designs that are used to build, according to Wright, should be like an organism development. The geometries of his buildings brought out a theme and mood that is more central. All the surroundings of his buildings related to one another, a sign of symbiotic relationship with nature (Wright 56). Influence of Japanese on Frank Lloyds’ Architecture Wright’s architectural style and design was also inspired by the culture and art that the Japanese have. He visited Japan and preserved most of the inspirations he had gotten from the artistic designs he encountered in Japan. He did this by taking photographs of what he regarded visually powerful. This is a sign of his interest in the way the prints composition influenced most of the Japanese buildings. His interest was in the less known temples and buildings, as opposed to the famous ones, which was a sign of his interest in developing the designs. A good example of a temple he built using the same elements after his return from Japan is the Unity temple. He adapted the horizontal layout that the Japanese buildings had, which he thought to be related to his ambitions in architecture, which involved horizontality, monumentality, and simplicity. The photographs inspired architectural structures even after he left Japan (Sigur 63). His main interest was in the invisible involved in architecture. In a major way, his main aim was to improve most of housing for those individuals who were living in poverty. Some of the invisible he involved in his theory in architecture were discipline and control. According to him, any problem that comes up in a house is related to epoch. He believed that values were prominent in any building construction. The modern buildings, therefore, had to be used so that human wants and needs were met. He erected skyscrapers that were made of glass and also erected steel buildings. He also considered the right environment for workers in factories through proper architectures (Mallgrave 267). Universal Exhibition of Decorative Arts in Paris In 1925 Some of his exhibited works, such as Esprit Nouveau, for example, which was a pavilion, made a break through, since they attracted so many attention due to the theme of modernism they had. During this exhibition, he also exhibited Plan Voisin, which is a representative of rectangular apartments that were low and that were to replace some of the key buildings in Paris. The pavilion was successful and was used in Paris (Mallgrave 267). The modular system, according to Le Corbusier, was aimed to reconcile beauty and what human being termed useful. According to the modular system, some of his proposals were based on the idea that the engineers, architects, and designers would find it easy in production of commodious and more delightful forms. He believed that this system would rarely be rejected. This system involves incorporation of mathematics with human structures. The system represents the turning point of most architectural history, while also providing the failures that may result from the system. The system focuses on the human body and improves some basic architectural structures (Ballantyne 224). In his urban planning scheme, he included the idea that most individuals preferred staying in the suburb regions when compared to the city. So his plans for the urban area involved replacing of the dwellings in the city with business centers. According to him, centers are preferable for commercial activities and should have two residential belts. One of the residential regions should be block dwellings, while the other should have an outer garden city. To accomplish this, he believed that the buildings in the entire town had to be brought down (Ballantyne 224). The Five Points of a New Architecture First, he believed that a structure had to be uprooted from the ground; the ground should have concrete steels for reinforcement, a concept he called pilotis. After pilotis, free and non-supporting walls could be put as per the architectures desire. He also advocated for the idea of open floors so that the space during building could easily be divided into rooms. The windows constructed were to give at least a view of the yard. His final idea was the roof garden, which would easily compensate the area that is green and taken by building by using a roof that supported green matter (Mallgrave 267). His Influence on Other Architectural and Design Movements He influenced the way most individuals responded to the housing that could accommodate many individuals during the crisis in urban housing. The lower class and those living in poverty had their lives improved by these architectural forms that were modernized. His Paris pavilion idea was adapted by the city, and most of the structures were put in relation to it. Different paths to be used for human movement and vehicles were also adopted. In Britain, his architectural design of high-rise housing has been adopted. Also, the large shopping centers as well as the hospitals used this style. These structures all adopted his concrete precast material. The Phillips pavilion also influenced many modern architects to incorporate the building structure into their buildings. The towers that have been encased entirely with glass are also a brainchild of Le Corbusier. Liverpool design Academy was built from his modern style of architecture as well (Moos and Heer 337). Early modernism as concept shows the way most of the architectural designs evolved with the effort from many theorists, like Le Corbusier and Frank Wright. It was enhanced by the technological and engineering developments that continuously came up. Industrial revolution made it easy to access the new materials that were considered modern. These, new, modern materials can be evidenced in some of the architectural works; thus, Wright did like concrete housing and used the glass in construction, which was a new concept of framing. The building techniques were, therefore, improved through the use of these new materials. Most popular orders	2,025	ENGLISH	1
Blanchet’s mission to the Cascades is perhaps his first visit to this location. His interactions with Tamakoun, also later called Tomaquin, are quite revealing of the tribe and its divisions. The notation about villages on the two banks suggests a different leadership and some division in the tribe. Tamakoun does not suggest that the attentions of the Methodists or the Catholics are in any way undesirable only that there is a difference, yet he had become Catholic by this account. It is in this location that Blanchet’s ethnographic notes really show the tribal culture. His notes about the somewhat slow and gradual movements of the Cascades to the west to eventually inhabit the islands by Vancouver are quite revealing. The tribe’s annual movements away from the cold Columbia Gorge to a much warmer climate during the winter is a planned and gradual activity, where resources are gathered along the way at specific sites. They appear to travel for a day, then stop for several days while fishing or gathering, then in a week they will move further west. This suggests that the Cascades had really two main village sites, one at the Cascades, and one on the islands in the Columbia near Vancouver, or across from the entrance to the Willamette. The model appears to be seasonal main villages along the Columbia River, a truly unique model of seasonal round lifeways. The Clatsops have a similar yet different pattern. During the Lewis and Clark stay at Fort Clatsop, the corps are forced to trade with the Clatsops for food, as they do not know how to acquire food in this foreign land in the middle of the winter. So they have to trade with the Clatsops, who agree to remove from their winter quarters, a winter village inland up a river and away from the Columbia. Their winter village us a river is, therefore, a refuge from the extreme cold and winds of the Columbia River estuary and the Pacific Ocean in the midst of the winter. Then Blanchet notes the use of the bell to attract people to the sermon. He then notes that Tamakoun had been provided with his own bell. This may be the origin of the use of the bell in the tribal Seven Drums ceremonies that are now practiced at Warm Springs, Yakima, Umatilla and other reservations in the region. Some years ago I had visited the Warm Springs and as they always open with a ceremony, a Seven Drums ceremony, I noted the use of a bell, a musical instrument not of native origin in this form. I asked when the bell became part of the ceremony and someone said it had always been there. For the practitioners of the Seven Drums, the bell has likely indeed always been there, but then Seven Drums is assumed in scholarship a recent melding of some elements of Christianity and Native religion, likely more native than not, and the bell is now an integral part of it. The bell was then introduced to the tribes on the Columbia River through the Catholic priests and became endemic in their culture from 1840 and thereafter. Tribes had bell-like gongs they made for ceremonies. The Kalapuyans made a gong from a well-dried, perhaps fire-hardened, slab of cedar, which they hung and would bang as a gong or bell. It is perhaps an instrument like this that the bell replaced due to its clear metallic sound. Finally, Tamakoun himself is a remarkable chief. he is clearly interested in learning from Blanchet and speaks with him for land hours about religion. He had accepted Catholicism and denounced Methodism. But his appearance in 1841 is truly remarkable, as we see him still the main chief of the tribe in other ethnographic texts into the 1850s and is the main figure signing The Willamette Valley treaty for the tribe in 1855. His tenure is quite long which is itself interesting. Chiefs tended to only last in this era for 5-10 years at most. Tamakoun appears to have been the chief here for some 30-35 years. Chiefs Concomley (Clatsop) and Kiesno (Multnomah/Wapato) also had long tenures but they are anomalies. One reason for Takakoun’s ling life may be related to some of the rumors that he was a grandson of a Spaniard shipwrecked on the Washington Coast in the 1800s. This Spaniard Soto sired a son who became a Chief in his own right, who had a village on the Columbia. Tamakuon is said to have come from tribes that were on the coast, which is the same origin as Soto, who had been enslaved, had at least one child and tattooed his name on the son’s arm, to be seen and visited by at least two sets of explorers, James Swan being one. If the story is true, then Tamakoun could have inherited immunity to European diseases and malaria that helped him survive through the malaria epidemic. Regardless the story is compelling. The Mission to the Cascades Having brought a bark canoe, I left on the 14th of September for the Cascades. On the 16th we were assailed by a violent tempest that compelled us to slack up. This mischance annoyed me greatly. However, the vows which I addressed to heaven were heard favorably; having taken another route, we arrived at about two miles of the native camp. In the eagerness that I felt to evangelize those poor infidels, I wanted to set foot immediately; but not knowing the way, the darkness forced me to retrace my steps. The following day, leaving my people to mount the rapids by canoe, I made my way to the camp by a trail outlined on the right bank. I reached the camp of the idolaters about 8 o’clock in the morning, armed with the token of our salvation. The good Tamakoun came before me to clasp my hand; the rest imitated him. After this greeting I had my tent raised, and I set out anew to visit the lodges scattered on the shore. In the evening I began to explain the Catholic ladder, etc., in the presence of forty persons who repaired to me at the sound of the bell. This new village which I wanted to conquer for J[esus] C[hrist] was composed of some thirty families. There were only young people in it, all the elders having been cut down by the fevers. On Sunday high mass was sung in the midst of a large gathering of men, women, and children, who maintained themselves in a respectful silence, I might say religious, although the most were seeing a priest for the first time. Tamakoun told me that those of the left bank that had embraced the Methodist sect had rejected it a year since. They were, without doubt, of a number of 500 converts that Messrs. Lee and Perkins had won in 1840, and whom they had brought to notice in a New York paper; as if to listen to a few of their words and to help a few days at their prayer was a sufficient matter to ensure the conversion of a native. Mr. Ermantinger, arriving from the Snake country, delivered a letter to me from the reverend Mr. De Smet which announced to me the arrival of three Jesuit Fathers among the Flatheads. Happy tidings! On the 20th the natives made preparations for departure; they leave the summer encampments and move to winter on the Vancouver islands. Where the cold is less rigorous and hunting more abundant. I followed these emigrants to the foot of the falls, where they were to spend some days before advancing farther. Every day I had to visit lodges. That talk was imposed on me by the indifference of a large number whom I was obliged to hunt up in order to bring them to the instruction. Fever afflicted the tribe and I lacked remedies. The sick had recourse to an old woman who was reputed to be skillful in healing. The old woman would rub her hands, apply them to the sick, then bring her mouth close to them and utter strange sounds and whistles. The pus issuing from her mouth was expelled with the same ceremony; which was, she claimed, the patient’s malady. She earned her living by this trade which she exercised quietly; but they tell me that these charlatans ordinarily make a frightful uproar for entire days and nights, accompanied by a thousand gestures and contortions which are to serve in the healing of the sick one. It will be difficult to put an end to this disorder; for the natives have faith in the words of the charlatans; but woe to the doctor if the sick one dies, for he is accused of having killed him, and his life is in danger. Tamakoun, whose docility and confidence I wondered at, spent entire evenings talking about religion with me. He told me that he had only been two Sundays to hear Minister Perkins, and that having seen our ladder since 1839, he had constantly refused since then all promises from the Methodist side. The natives being on the point of starting again, I had to terminate my mission; so that in order to make it more fruitful, I was obliged to reiterate my instructions and to prolong them some three hours in a row. After having distributed several chronological ladders, which I had to do during the night as long as I had any candle. I made my usual recommendation for prayers, regretting not having more rosaries to distribute. The chief, who had already for a long time been provided with a bell for the summons, received a ladder of which he was charged to give the explanation. Although little versed in prayers, my catechumens knew at least how to do the sign of the cross in their language and to recite the offering of the heart. They named the sacraments, recited the words of baptism, and had even learned to sing five canticles in the jargon. However feeble these beginnings might be, I had nevertheless to thank heaven for what I had done. I flattered myself that prayer would only cause to be fortified the wall of separation which my mission had raised between these natives and Methodism; and that this moderate but divine sowing which I had cast in passing would later produce a hundredfold. I estimate the number of natives of this mission at 150 to 200. I did not have the time to make a count of them. I left thirty-four children baptized: The adults yet not being sufficiently instructed to receive this favor. Tamakoun merited it; but his wife not being sufficiently instructed, I awaited an opportunity to baptize them both, and then marry them in the course of the winter; which I have not yet been able to carry out. The 27th, which was the tenth day of my mission at the Cascades, was that of my departure. I left all my provisions for the sick; I distributed powder and balls to the more distinguished ones, and set out. Toward the close of the day I arrived at Vancouver where I had the pleasure of meeting Governor McLoughlin, who showed me a letter he had just received from Reverend Father De Smet; and in return politeness, I communicated to him the one I had received from that respectable missionary. this book is on Hathitrust.com Landerholm, Carl , tr., Demers, Modeste Bp. 1809-1871., Blanchet, Francis Norbert 1795-1883. Notices & voyages of the famed Quebec mission to the Pacific Northwest: being the correspondence, notices, etc., of Fathers Blanchet and Demers, together with those of Fathers Bolduc and Langlois. Containing much remarkable information on the areas and inhabitants of the Columbia, Walamette, Cowlitz, and Fraser Rivers, Nesqually Bay, Puget Sound, Whidby, and Vancouver Islands, while on their arduous mission to the engages of the Hudson’s Bay Company and the pagan natives, 1838 to 1847. With accounts of several voyages around Cape Horn to Valparaiso and to the Sandwich Islands, etc., Oregon Historical Society [by the Champoeg Press, Reed College] 1956. (pp 80-120) The letters are directly transcribed by me form the English translation offered by Carl Landerholm. There were a few errors in the printed text, which were corrected in this text. All transcription errors are mine alone.	<urn:uuid:92b1a4b0-4b1d-4586-9abb-3704cd7e826e>	CC-MAIN-2020-05	https://ndnhistoryresearch.com/2019/12/30/blanchets-mission-to-the-cascades-1841/?shared=email&msg=fail	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251796127.92/warc/CC-MAIN-20200129102701-20200129132701-00346.warc.gz	en	0.98256	2,567	3.28125	3	[ -0.060725852847099304, 0.12522126734256744, 0.15195170044898987, -0.217605859041214, -0.2015097737312317, -0.14148153364658356, 0.2732679545879364, 0.12297969311475754, -0.2105378359556198, -0.13336262106895447, 0.34959447383880615, -0.2588005065917969, 0.1370903104543686, 0.10658305883407...	1	Blanchet’s mission to the Cascades is perhaps his first visit to this location. His interactions with Tamakoun, also later called Tomaquin, are quite revealing of the tribe and its divisions. The notation about villages on the two banks suggests a different leadership and some division in the tribe. Tamakoun does not suggest that the attentions of the Methodists or the Catholics are in any way undesirable only that there is a difference, yet he had become Catholic by this account. It is in this location that Blanchet’s ethnographic notes really show the tribal culture. His notes about the somewhat slow and gradual movements of the Cascades to the west to eventually inhabit the islands by Vancouver are quite revealing. The tribe’s annual movements away from the cold Columbia Gorge to a much warmer climate during the winter is a planned and gradual activity, where resources are gathered along the way at specific sites. They appear to travel for a day, then stop for several days while fishing or gathering, then in a week they will move further west. This suggests that the Cascades had really two main village sites, one at the Cascades, and one on the islands in the Columbia near Vancouver, or across from the entrance to the Willamette. The model appears to be seasonal main villages along the Columbia River, a truly unique model of seasonal round lifeways. The Clatsops have a similar yet different pattern. During the Lewis and Clark stay at Fort Clatsop, the corps are forced to trade with the Clatsops for food, as they do not know how to acquire food in this foreign land in the middle of the winter. So they have to trade with the Clatsops, who agree to remove from their winter quarters, a winter village inland up a river and away from the Columbia. Their winter village us a river is, therefore, a refuge from the extreme cold and winds of the Columbia River estuary and the Pacific Ocean in the midst of the winter. Then Blanchet notes the use of the bell to attract people to the sermon. He then notes that Tamakoun had been provided with his own bell. This may be the origin of the use of the bell in the tribal Seven Drums ceremonies that are now practiced at Warm Springs, Yakima, Umatilla and other reservations in the region. Some years ago I had visited the Warm Springs and as they always open with a ceremony, a Seven Drums ceremony, I noted the use of a bell, a musical instrument not of native origin in this form. I asked when the bell became part of the ceremony and someone said it had always been there. For the practitioners of the Seven Drums, the bell has likely indeed always been there, but then Seven Drums is assumed in scholarship a recent melding of some elements of Christianity and Native religion, likely more native than not, and the bell is now an integral part of it. The bell was then introduced to the tribes on the Columbia River through the Catholic priests and became endemic in their culture from 1840 and thereafter. Tribes had bell-like gongs they made for ceremonies. The Kalapuyans made a gong from a well-dried, perhaps fire-hardened, slab of cedar, which they hung and would bang as a gong or bell. It is perhaps an instrument like this that the bell replaced due to its clear metallic sound. Finally, Tamakoun himself is a remarkable chief. he is clearly interested in learning from Blanchet and speaks with him for land hours about religion. He had accepted Catholicism and denounced Methodism. But his appearance in 1841 is truly remarkable, as we see him still the main chief of the tribe in other ethnographic texts into the 1850s and is the main figure signing The Willamette Valley treaty for the tribe in 1855. His tenure is quite long which is itself interesting. Chiefs tended to only last in this era for 5-10 years at most. Tamakoun appears to have been the chief here for some 30-35 years. Chiefs Concomley (Clatsop) and Kiesno (Multnomah/Wapato) also had long tenures but they are anomalies. One reason for Takakoun’s ling life may be related to some of the rumors that he was a grandson of a Spaniard shipwrecked on the Washington Coast in the 1800s. This Spaniard Soto sired a son who became a Chief in his own right, who had a village on the Columbia. Tamakuon is said to have come from tribes that were on the coast, which is the same origin as Soto, who had been enslaved, had at least one child and tattooed his name on the son’s arm, to be seen and visited by at least two sets of explorers, James Swan being one. If the story is true, then Tamakoun could have inherited immunity to European diseases and malaria that helped him survive through the malaria epidemic. Regardless the story is compelling. The Mission to the Cascades Having brought a bark canoe, I left on the 14th of September for the Cascades. On the 16th we were assailed by a violent tempest that compelled us to slack up. This mischance annoyed me greatly. However, the vows which I addressed to heaven were heard favorably; having taken another route, we arrived at about two miles of the native camp. In the eagerness that I felt to evangelize those poor infidels, I wanted to set foot immediately; but not knowing the way, the darkness forced me to retrace my steps. The following day, leaving my people to mount the rapids by canoe, I made my way to the camp by a trail outlined on the right bank. I reached the camp of the idolaters about 8 o’clock in the morning, armed with the token of our salvation. The good Tamakoun came before me to clasp my hand; the rest imitated him. After this greeting I had my tent raised, and I set out anew to visit the lodges scattered on the shore. In the evening I began to explain the Catholic ladder, etc., in the presence of forty persons who repaired to me at the sound of the bell. This new village which I wanted to conquer for J[esus] C[hrist] was composed of some thirty families. There were only young people in it, all the elders having been cut down by the fevers. On Sunday high mass was sung in the midst of a large gathering of men, women, and children, who maintained themselves in a respectful silence, I might say religious, although the most were seeing a priest for the first time. Tamakoun told me that those of the left bank that had embraced the Methodist sect had rejected it a year since. They were, without doubt, of a number of 500 converts that Messrs. Lee and Perkins had won in 1840, and whom they had brought to notice in a New York paper; as if to listen to a few of their words and to help a few days at their prayer was a sufficient matter to ensure the conversion of a native. Mr. Ermantinger, arriving from the Snake country, delivered a letter to me from the reverend Mr. De Smet which announced to me the arrival of three Jesuit Fathers among the Flatheads. Happy tidings! On the 20th the natives made preparations for departure; they leave the summer encampments and move to winter on the Vancouver islands. Where the cold is less rigorous and hunting more abundant. I followed these emigrants to the foot of the falls, where they were to spend some days before advancing farther. Every day I had to visit lodges. That talk was imposed on me by the indifference of a large number whom I was obliged to hunt up in order to bring them to the instruction. Fever afflicted the tribe and I lacked remedies. The sick had recourse to an old woman who was reputed to be skillful in healing. The old woman would rub her hands, apply them to the sick, then bring her mouth close to them and utter strange sounds and whistles. The pus issuing from her mouth was expelled with the same ceremony; which was, she claimed, the patient’s malady. She earned her living by this trade which she exercised quietly; but they tell me that these charlatans ordinarily make a frightful uproar for entire days and nights, accompanied by a thousand gestures and contortions which are to serve in the healing of the sick one. It will be difficult to put an end to this disorder; for the natives have faith in the words of the charlatans; but woe to the doctor if the sick one dies, for he is accused of having killed him, and his life is in danger. Tamakoun, whose docility and confidence I wondered at, spent entire evenings talking about religion with me. He told me that he had only been two Sundays to hear Minister Perkins, and that having seen our ladder since 1839, he had constantly refused since then all promises from the Methodist side. The natives being on the point of starting again, I had to terminate my mission; so that in order to make it more fruitful, I was obliged to reiterate my instructions and to prolong them some three hours in a row. After having distributed several chronological ladders, which I had to do during the night as long as I had any candle. I made my usual recommendation for prayers, regretting not having more rosaries to distribute. The chief, who had already for a long time been provided with a bell for the summons, received a ladder of which he was charged to give the explanation. Although little versed in prayers, my catechumens knew at least how to do the sign of the cross in their language and to recite the offering of the heart. They named the sacraments, recited the words of baptism, and had even learned to sing five canticles in the jargon. However feeble these beginnings might be, I had nevertheless to thank heaven for what I had done. I flattered myself that prayer would only cause to be fortified the wall of separation which my mission had raised between these natives and Methodism; and that this moderate but divine sowing which I had cast in passing would later produce a hundredfold. I estimate the number of natives of this mission at 150 to 200. I did not have the time to make a count of them. I left thirty-four children baptized: The adults yet not being sufficiently instructed to receive this favor. Tamakoun merited it; but his wife not being sufficiently instructed, I awaited an opportunity to baptize them both, and then marry them in the course of the winter; which I have not yet been able to carry out. The 27th, which was the tenth day of my mission at the Cascades, was that of my departure. I left all my provisions for the sick; I distributed powder and balls to the more distinguished ones, and set out. Toward the close of the day I arrived at Vancouver where I had the pleasure of meeting Governor McLoughlin, who showed me a letter he had just received from Reverend Father De Smet; and in return politeness, I communicated to him the one I had received from that respectable missionary. this book is on Hathitrust.com Landerholm, Carl , tr., Demers, Modeste Bp. 1809-1871., Blanchet, Francis Norbert 1795-1883. Notices & voyages of the famed Quebec mission to the Pacific Northwest: being the correspondence, notices, etc., of Fathers Blanchet and Demers, together with those of Fathers Bolduc and Langlois. Containing much remarkable information on the areas and inhabitants of the Columbia, Walamette, Cowlitz, and Fraser Rivers, Nesqually Bay, Puget Sound, Whidby, and Vancouver Islands, while on their arduous mission to the engages of the Hudson’s Bay Company and the pagan natives, 1838 to 1847. With accounts of several voyages around Cape Horn to Valparaiso and to the Sandwich Islands, etc., Oregon Historical Society [by the Champoeg Press, Reed College] 1956. (pp 80-120) The letters are directly transcribed by me form the English translation offered by Carl Landerholm. There were a few errors in the printed text, which were corrected in this text. All transcription errors are mine alone.	2,605	ENGLISH	1
How does Creon change throughout Sophocles's Antigone? Creon seems to undergo an awakening of consciousness during the course of the play. This involves improved understanding of his duty to the gods and his family, with compassion toward his niece Antigone, in particular. Creon initially aims to rule Crete with an iron fist. He brooks no disobedience of his orders. Creon’s ruthlessness toward Antigone is especially heinous, as she is attempting to follow her familial obligation—something on which Creon has turned his back. Not content simply to give Polynices a less-than-glorious burial, he orders his corpse left “for birds and dogs to eat.” Whether Creon would have realized his errors in his own time is open to debate. Instead, the prophet Tiresias makes him see that he has angered the gods. Does Creon act out of fear of their retribution, or does he act out of conscience? Regardless, he changes course and modifies Antigone’s punishment. The entreaties of his son Haemon initially had fallen on deaf ears. Creon’s change of heart may... (The entire section contains 3 answers and 621 words.) check Approved by eNotes Editorial	<urn:uuid:b2dcad2b-b8e2-4027-8b4f-37a38f706283>	CC-MAIN-2020-05	https://www.enotes.com/homework-help/how-creon-change-throughout-sophocless-antigone-290391?en_action=hh-question_click&en_label=hh-sidebar&en_category=internal_campaign	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607596.34/warc/CC-MAIN-20200122221541-20200123010541-00111.warc.gz	en	0.980958	267	3.265625	3	[ 0.02066670171916485, 0.0773136243224144, 0.4005478024482727, -0.19078218936920166, -0.021390678361058235, 0.23274585604667664, 0.811388373374939, 0.19642451405525208, -0.5192810297012329, -0.17084020376205444, 0.12407267093658447, -0.07308974117040634, 0.37768179178237915, -0.0328495614230...	1	How does Creon change throughout Sophocles's Antigone? Creon seems to undergo an awakening of consciousness during the course of the play. This involves improved understanding of his duty to the gods and his family, with compassion toward his niece Antigone, in particular. Creon initially aims to rule Crete with an iron fist. He brooks no disobedience of his orders. Creon’s ruthlessness toward Antigone is especially heinous, as she is attempting to follow her familial obligation—something on which Creon has turned his back. Not content simply to give Polynices a less-than-glorious burial, he orders his corpse left “for birds and dogs to eat.” Whether Creon would have realized his errors in his own time is open to debate. Instead, the prophet Tiresias makes him see that he has angered the gods. Does Creon act out of fear of their retribution, or does he act out of conscience? Regardless, he changes course and modifies Antigone’s punishment. The entreaties of his son Haemon initially had fallen on deaf ears. Creon’s change of heart may... (The entire section contains 3 answers and 621 words.) check Approved by eNotes Editorial	253	ENGLISH	1
Did You Know? The Catholic Church once exhumed the rotting corpse of a deceased Pope and put him on trial. The pope is the Bishop of Rome and the central figure of the Roman Catholic Church. The papacy is one of the oldest institutions in the world, and its influence has been prominent since its emergence. The current pope, Pope Francis, is the 266th pope and sovereign of the Vatican City. Many of the 266 popes will be remembered for doing good things for their flock, but some of them will always be known as rather sinister historical figures that did some cruel and unusual things. Most of these controversial popes appeared in the seventh, eighth, and ninth century, when the Holy Roman Empire was still young and trembling with numerous wars and internal mutinies. At that time, no form of separation of church and state was even remotely active, so the popes were involved in the imperial policies. Sometimes they even appointed bishops as noblemen within the empire. One of the most notorious popes was Pope Stephen VI, whose papacy began in 896 and ended in 897. He is known for the so-called “Cadaver Synod,” one of the weirdest and most cruel events in papal history. Pope Stephen VI hated his predecessor Pope Formosus, and accused him of heresy and collecting the proceedings from Rome’s many brothels. Formosus was dead when the papacy of Pope Stephen VI began, but Pope Stephen wanted to make an example of Formosus and decided to organize a posthumous trial. Formosus’ rotting corpse was exhumed, redressed in his ceremonial robes, and sat upon the papal throne so he could be tried. A deacon was chosen to represent Formosus, since the dead Formosus was unable to defend himself, and the deacon chose to remain silent during the proceedings. As expected, at the end of the trial Formosus was found guilty and his papacy was retroactively declared null. Three fingers were cut off the right hand of the corpse as a punishment; the three fingers of the right hand are used by the pope to give blessings. Furthermore, the corpse was then publicly stripped of his sacred robes and jewelry and dressed in plain cloth. Finally, the corpse was dragged through the streets of Rome and publicly ridiculed and desecrated by spectators. In the end, Formosus’ badly damaged corpse was thrown into the Tiber River where it was almost immediately torn to pieces by the current. Although the Cadaver Synod served as Pope Stephen’s brutal display of authority, the spectacle turned the public against the pope. There were rumors that Formosus’ body washed up on the banks of the Tiber and started performing miracles.	<urn:uuid:fc07268a-edbb-4a4f-8dd6-0ffd69867d26>	CC-MAIN-2020-05	http://didyouknowstuff.com/the-catholic-church-once-exhumed-the-rotting-corpse-of-a-deceased-pope-and-put-him-on-trial	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592394.9/warc/CC-MAIN-20200118081234-20200118105234-00477.warc.gz	en	0.981769	577	3.390625	3	[ -0.4511878490447998, 0.2680206298828125, 0.3207496404647827, 0.08118826150894165, 0.006711127236485481, 0.030916132032871246, 0.21699735522270203, 0.1930854171514511, 0.28177693486213684, -0.14573994278907776, -0.33980029821395874, -0.1297110617160797, -0.24646908044815063, 0.5140624642372...	7	Did You Know? The Catholic Church once exhumed the rotting corpse of a deceased Pope and put him on trial. The pope is the Bishop of Rome and the central figure of the Roman Catholic Church. The papacy is one of the oldest institutions in the world, and its influence has been prominent since its emergence. The current pope, Pope Francis, is the 266th pope and sovereign of the Vatican City. Many of the 266 popes will be remembered for doing good things for their flock, but some of them will always be known as rather sinister historical figures that did some cruel and unusual things. Most of these controversial popes appeared in the seventh, eighth, and ninth century, when the Holy Roman Empire was still young and trembling with numerous wars and internal mutinies. At that time, no form of separation of church and state was even remotely active, so the popes were involved in the imperial policies. Sometimes they even appointed bishops as noblemen within the empire. One of the most notorious popes was Pope Stephen VI, whose papacy began in 896 and ended in 897. He is known for the so-called “Cadaver Synod,” one of the weirdest and most cruel events in papal history. Pope Stephen VI hated his predecessor Pope Formosus, and accused him of heresy and collecting the proceedings from Rome’s many brothels. Formosus was dead when the papacy of Pope Stephen VI began, but Pope Stephen wanted to make an example of Formosus and decided to organize a posthumous trial. Formosus’ rotting corpse was exhumed, redressed in his ceremonial robes, and sat upon the papal throne so he could be tried. A deacon was chosen to represent Formosus, since the dead Formosus was unable to defend himself, and the deacon chose to remain silent during the proceedings. As expected, at the end of the trial Formosus was found guilty and his papacy was retroactively declared null. Three fingers were cut off the right hand of the corpse as a punishment; the three fingers of the right hand are used by the pope to give blessings. Furthermore, the corpse was then publicly stripped of his sacred robes and jewelry and dressed in plain cloth. Finally, the corpse was dragged through the streets of Rome and publicly ridiculed and desecrated by spectators. In the end, Formosus’ badly damaged corpse was thrown into the Tiber River where it was almost immediately torn to pieces by the current. Although the Cadaver Synod served as Pope Stephen’s brutal display of authority, the spectacle turned the public against the pope. There were rumors that Formosus’ body washed up on the banks of the Tiber and started performing miracles.	568	ENGLISH	1
Starry Night by Van Gogh is one famous piece of art. If you ask most people today to identify a famous painter, many of them will give you the name of the Dutch artist Vincent Van Gogh, most famous for his landscape painting Starry Night (1889). While Starry Night is one of the best known and most reproduced pieces of art in the world today, most people can't really tell you why, or explain the meaning behind the painting. What is the meaning of Vincent Van Gogh's masterpiece painting Starry Night? Just as most people can tell you that Vincent Van Gogh was a famous Impressionist artist who painted Starry Night, many people also have heard about how Van Gogh was "crazy" and suffered with mental health issues throughout his life. The story of Van Gogh cutting off his ear after a fight with his friend, the French artist Paul Gauguin, is one of the most popular anecdotes in art history, and supposedly occurred in winter 1888, the year before the painting of Starry Night and not long before Van Gogh's death in 1890. Keeping with his reputation as a crazy artist, Van Gogh was committed to a mental health asylum in Arles after the ear incident with Gauguin. History has it that Van Gogh painted Starry Night while in the mental hospital, and that the landscape in the painting is the view Van Gogh had from his window. Does Van Gogh's mental illness contribute anything else to the meaning of Starry Night? Sadly, it wasn't only those who heard about Van Gogh cutting off his ear who thought the painter was insane. Art critics at the time, those who had a big say in making and breaking the careers of artists, were also convinced that Van Gogh's signature style, characterized by bright and heavy brushstrokes, was sloppy, crude and childish--evidence that the artist was crazy and not as good as the more photographic and realistic paintings done by some of his contemporaries. While other painters working in the mid-nineteenth century were mostly interested in painting landscapes and portraits that looked like photographs, Van Gogh used his exaggerated and expressive brushstrokes to visualize the way he felt inside and reveal his personal impressions of whatever subject he happened to paint. While paintings like Starry Night were obviously far ahead of their time and paved the way for Expressionism, one of the big artistic movements of the early twentieth century, the art of Van Gogh was largely unappreciated during his own life and in his own society. The feelings of isolation Van Gogh must have experienced as a struggling and unappreciated artist before and after he entered the asylum are visible in Starry Night and literally color the overall meaning of the painting. But there is more to the meaning of Vincent Van Gogh's Starry Night than just insanity and isolation. Perhaps the real reason why the Van Gogh painting is so famous and appreciated today is not due to the negative emotions that may have initially inspired the artwork, but the strong feelings of hope Van Gogh conveys through the bright lights of the stars shining down over the dark landscape at night. In 1888, Van Gogh wrote a personal letter in which he described "a great starlit vault of heaven...one can only call God." With a theologian for an uncle, Van Gogh himself was also religious, even serving as a missionary in his younger days. Many art scholars believe there is a hidden religious meaning to Starry Night. In the painting, the moon and stars in the night sky are surrounded by large halos of light while a church steeple stands out above the smaller, less detailed buildings in the town below. In fact, some art critics find a biblical meaning in the number of stars painted in Starry Night that alludes to specific Bible verse in Genesis. Why did Van Gogh paint exactly 11 stars? By painting exactly eleven stars in the Starry Night painting, Vincent Van Gogh might have been directly referencing Genesis 37:9, a key verse in the biblical account of Joseph, a "dreamer" and an outcast in the company of his eleven older brothers. It isn't hard to see why Van Gogh might have identified with Joseph in the Bible. In the Bible, Joseph was thrown into a pit, sold into slavery, and underwent years of imprisonment, much like Van Gogh did the last years of his life in the Arles asylum. No matter what Joseph did he could not receive the acceptance or respect of his 11 older brothers. Likewise, despite his best efforts, as an artist Van Gogh failed to receive the recognition of art critics of his day. If the 11 stars symbolize Van Gogh's critics, where is Vincent Van Gogh in Starry Night? While that is uncertain, it is possible that Van Gogh identifies himself with the looming cypress tree in the foreground of the painting, a plant that, like daffodils, recurs in several of his paintings, including Wheat Field with Cypresses, also painted in 1889. The large cypress in Starry Night is arguably the most eye-catching but at the same time ambiguous "thing" in the painting, mostly because of its size and the way its dark and almost sinister presence contrasts so heavily with the brightly colored stars and luminescent shapes and strokes in the night sky. As Starry Night was painted during a sad period in Van Gogh's life, it would not be surprising that the depressed artist identified with this almost scary and uncanny cypress tree, sometimes mistaken as a castle, ziggurat or building of some kind. Van Gogh's art could be aptly symbolized by the strange and off-putting cypress, especially if those who prefer "beautiful" and realistic art are represented by the bright stars in the sky. Is there any other meaning behind these eleven stars? While it's easy to understand how Van Gogh could relate to the story of an outcast and a dreamer who didn't experience a lot of luck early on in life, there might be more than just religious sentiment in Van Gogh's reference to this Bible verse. In Genesis 37:9, Joseph in a sense tells his brothers/detractors about his dream to let them know that he believed that one day the tables would turn. Van Gogh also might have intended Starry Night to work as a personal statement concerning his own poor critical reception as an artist. Although we cannot know what Van Gogh originally intended, it may be that the artist referenced Genesis 37:9 in hopes that he too would receive recognition and respect for his work later on, just as Joseph did in the Bible after a difficult early life. Although he died before he could see it for himself, Van Gogh would probably be very pleased with the widespread fame and recognition his art now enjoys today. It is fitting that, in a strange sense, Starry Night has more meaning today than it did when it was first painted in 1889. There is an oddly prophetic meaning to Starry Night that Van Gogh could never have known to come true. Beyond just the fact that the artist truly did receive respect later on--in Van Gogh's case, posthumously--Starry Night's connection, intended or otherwise, to the concept of the "dream," particularly through the reference to the Genesis 37:9 verse, also seems to foreshadow the art of Surrealists like Salvador Dali who tried to capture what it's like to be dreaming through their art. While Van Gogh died a poor and disrespected artist, he is now one of the most famous and reproduced painters today, as many people have poster reproductions of his art in their homes. More than just a piece of art, Starry Night has also been honored in the song lyrics to "Vincent (Starry, Starry Night)" by Don McLean. Is it just a coincidence that Van Gogh's Starry Night also influenced the dream sequences in DreamWork's animated adaptation of the Joseph story, King of Dreams? What is the meaning of the famous Surrealist artist Salvador Dali's melting clocks painting "Persistence of Memory"? What is the meaning of the painting American Gothic (1930) by Grant Wood? Interpretation and analysis of this famous example of 20th century American regional art. The futurist movement in particular was dedicated to capturing both time and motion in art, creating paintings of movement. What is the meaning of artist Edward Hopper's diner painting Nighthawks? The scene seems to come straight out of classic Hollywood film noir. What does Siouxsie and the Banshees' post punk music have to do with anti Nazi Berlin Dada art? Everything! What does Starry Night Over the Rhone mean? The meaning of Starry Night is often debated and analyzed, but less attention is given to the meaning behind Starry Night Over the Rhone, one of Van Goghâ€™s first â€œstarry nightâ€ paintings. What is the meaning of The Scream 1893 painting by Edvard Munch? The Scream meaning, art analysis and interpretation. What is the meaning of Guernica, the 1937 mural by Pablo Picasso? Spain and bullfighting influence the meaning of this famous anti war painting.	<urn:uuid:759bd56d-4be8-4f08-84ee-1a3f3c8f1076>	CC-MAIN-2020-05	https://legomenon.com/starry-night-meaning-of-vincent-van-gogh-painting.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606269.37/warc/CC-MAIN-20200122012204-20200122041204-00490.warc.gz	en	0.980672	1,897	3.28125	3	[ 0.09217110276222229, 0.09364302456378937, -0.00012657605111598969, -0.08512555062770844, 0.1260160207748413, 0.09427551925182343, 0.7673605680465698, -0.14538374543190002, 0.3657921850681305, 0.09149087220430374, 0.4202796220779419, 0.19807499647140503, -0.5103098154067993, 0.0032582571730...	1	Starry Night by Van Gogh is one famous piece of art. If you ask most people today to identify a famous painter, many of them will give you the name of the Dutch artist Vincent Van Gogh, most famous for his landscape painting Starry Night (1889). While Starry Night is one of the best known and most reproduced pieces of art in the world today, most people can't really tell you why, or explain the meaning behind the painting. What is the meaning of Vincent Van Gogh's masterpiece painting Starry Night? Just as most people can tell you that Vincent Van Gogh was a famous Impressionist artist who painted Starry Night, many people also have heard about how Van Gogh was "crazy" and suffered with mental health issues throughout his life. The story of Van Gogh cutting off his ear after a fight with his friend, the French artist Paul Gauguin, is one of the most popular anecdotes in art history, and supposedly occurred in winter 1888, the year before the painting of Starry Night and not long before Van Gogh's death in 1890. Keeping with his reputation as a crazy artist, Van Gogh was committed to a mental health asylum in Arles after the ear incident with Gauguin. History has it that Van Gogh painted Starry Night while in the mental hospital, and that the landscape in the painting is the view Van Gogh had from his window. Does Van Gogh's mental illness contribute anything else to the meaning of Starry Night? Sadly, it wasn't only those who heard about Van Gogh cutting off his ear who thought the painter was insane. Art critics at the time, those who had a big say in making and breaking the careers of artists, were also convinced that Van Gogh's signature style, characterized by bright and heavy brushstrokes, was sloppy, crude and childish--evidence that the artist was crazy and not as good as the more photographic and realistic paintings done by some of his contemporaries. While other painters working in the mid-nineteenth century were mostly interested in painting landscapes and portraits that looked like photographs, Van Gogh used his exaggerated and expressive brushstrokes to visualize the way he felt inside and reveal his personal impressions of whatever subject he happened to paint. While paintings like Starry Night were obviously far ahead of their time and paved the way for Expressionism, one of the big artistic movements of the early twentieth century, the art of Van Gogh was largely unappreciated during his own life and in his own society. The feelings of isolation Van Gogh must have experienced as a struggling and unappreciated artist before and after he entered the asylum are visible in Starry Night and literally color the overall meaning of the painting. But there is more to the meaning of Vincent Van Gogh's Starry Night than just insanity and isolation. Perhaps the real reason why the Van Gogh painting is so famous and appreciated today is not due to the negative emotions that may have initially inspired the artwork, but the strong feelings of hope Van Gogh conveys through the bright lights of the stars shining down over the dark landscape at night. In 1888, Van Gogh wrote a personal letter in which he described "a great starlit vault of heaven...one can only call God." With a theologian for an uncle, Van Gogh himself was also religious, even serving as a missionary in his younger days. Many art scholars believe there is a hidden religious meaning to Starry Night. In the painting, the moon and stars in the night sky are surrounded by large halos of light while a church steeple stands out above the smaller, less detailed buildings in the town below. In fact, some art critics find a biblical meaning in the number of stars painted in Starry Night that alludes to specific Bible verse in Genesis. Why did Van Gogh paint exactly 11 stars? By painting exactly eleven stars in the Starry Night painting, Vincent Van Gogh might have been directly referencing Genesis 37:9, a key verse in the biblical account of Joseph, a "dreamer" and an outcast in the company of his eleven older brothers. It isn't hard to see why Van Gogh might have identified with Joseph in the Bible. In the Bible, Joseph was thrown into a pit, sold into slavery, and underwent years of imprisonment, much like Van Gogh did the last years of his life in the Arles asylum. No matter what Joseph did he could not receive the acceptance or respect of his 11 older brothers. Likewise, despite his best efforts, as an artist Van Gogh failed to receive the recognition of art critics of his day. If the 11 stars symbolize Van Gogh's critics, where is Vincent Van Gogh in Starry Night? While that is uncertain, it is possible that Van Gogh identifies himself with the looming cypress tree in the foreground of the painting, a plant that, like daffodils, recurs in several of his paintings, including Wheat Field with Cypresses, also painted in 1889. The large cypress in Starry Night is arguably the most eye-catching but at the same time ambiguous "thing" in the painting, mostly because of its size and the way its dark and almost sinister presence contrasts so heavily with the brightly colored stars and luminescent shapes and strokes in the night sky. As Starry Night was painted during a sad period in Van Gogh's life, it would not be surprising that the depressed artist identified with this almost scary and uncanny cypress tree, sometimes mistaken as a castle, ziggurat or building of some kind. Van Gogh's art could be aptly symbolized by the strange and off-putting cypress, especially if those who prefer "beautiful" and realistic art are represented by the bright stars in the sky. Is there any other meaning behind these eleven stars? While it's easy to understand how Van Gogh could relate to the story of an outcast and a dreamer who didn't experience a lot of luck early on in life, there might be more than just religious sentiment in Van Gogh's reference to this Bible verse. In Genesis 37:9, Joseph in a sense tells his brothers/detractors about his dream to let them know that he believed that one day the tables would turn. Van Gogh also might have intended Starry Night to work as a personal statement concerning his own poor critical reception as an artist. Although we cannot know what Van Gogh originally intended, it may be that the artist referenced Genesis 37:9 in hopes that he too would receive recognition and respect for his work later on, just as Joseph did in the Bible after a difficult early life. Although he died before he could see it for himself, Van Gogh would probably be very pleased with the widespread fame and recognition his art now enjoys today. It is fitting that, in a strange sense, Starry Night has more meaning today than it did when it was first painted in 1889. There is an oddly prophetic meaning to Starry Night that Van Gogh could never have known to come true. Beyond just the fact that the artist truly did receive respect later on--in Van Gogh's case, posthumously--Starry Night's connection, intended or otherwise, to the concept of the "dream," particularly through the reference to the Genesis 37:9 verse, also seems to foreshadow the art of Surrealists like Salvador Dali who tried to capture what it's like to be dreaming through their art. While Van Gogh died a poor and disrespected artist, he is now one of the most famous and reproduced painters today, as many people have poster reproductions of his art in their homes. More than just a piece of art, Starry Night has also been honored in the song lyrics to "Vincent (Starry, Starry Night)" by Don McLean. Is it just a coincidence that Van Gogh's Starry Night also influenced the dream sequences in DreamWork's animated adaptation of the Joseph story, King of Dreams? What is the meaning of the famous Surrealist artist Salvador Dali's melting clocks painting "Persistence of Memory"? What is the meaning of the painting American Gothic (1930) by Grant Wood? Interpretation and analysis of this famous example of 20th century American regional art. The futurist movement in particular was dedicated to capturing both time and motion in art, creating paintings of movement. What is the meaning of artist Edward Hopper's diner painting Nighthawks? The scene seems to come straight out of classic Hollywood film noir. What does Siouxsie and the Banshees' post punk music have to do with anti Nazi Berlin Dada art? Everything! What does Starry Night Over the Rhone mean? The meaning of Starry Night is often debated and analyzed, but less attention is given to the meaning behind Starry Night Over the Rhone, one of Van Goghâ€™s first â€œstarry nightâ€ paintings. What is the meaning of The Scream 1893 painting by Edvard Munch? The Scream meaning, art analysis and interpretation. What is the meaning of Guernica, the 1937 mural by Pablo Picasso? Spain and bullfighting influence the meaning of this famous anti war painting.	1,935	ENGLISH	1
The Genius of Leonardo da Vinci 16th October 2019 To most of us, Leonardo da Vinci is regarded as a renowned painter and sculptor and yet, in reality, his talents and interests went so much further: anatomy, war machinery, architecture, water engineering, aerodynamics and botany. It was interesting that our Study Day was led by a retired surgeon rather than an art specialist. Leonardo da Vinci, an illegitimate child, was born in a small village between Pisa and Florence in 1452 and raised by his grandmother. He had no formal schooling and spent a lot of time in the countryside around his home, studying nature and drawing. He was never without a notebook and drew everything he saw with explicit notes alongside all executed in mirror writing. At the age of 17 he was apprenticed to Verrochio in Florence where it was apparent very early on that he had great talent. He came to the notice of the Medici family and received commissions. At the same time he became interested in the structure of the human body and attended dissections where he made copious anatomical drawings. Whilst there are around 15 – 20 oil paintings currently attributed to da Vinci, there are over 7,000 drawings in existence. In 1480, he moved to Milan to work for the Sforza family promoting himself primarily as a war engineer, designing all manner of war machinery. He did, however, continue painting and it was during this period that he painted ‘The Virgin of the Rocks’ and ‘The Last Supper’. For good measure, he also tried his hand at architectural designs, though none of these were ever constructed. He returned to Florence in 1506 where he was appointed Water Engineer and was charged with making the river Arno navigable from Florence to the sea. Responding to the need to raise and lower boats, he invented the first lock, the design of which has barely altered in the last 500 years. His interests were inexhaustible: he studied flight by watching birds and designed a basic parachute and helicopter; he explored map making and marine architecture, designed machinery and created the first ‘exploding’ drawings for engineers. It was here he painted the ‘Mona Lisa’ and his final painting, ‘Leda and the Swan’. All the time he continued his anatomical drawings and so accurate are they that many of these are used by medical students today. In his later life, he was particularly interested in embryonic development and made many drawings of embryos at different stages of growth. The Church at the time was violently opposed to these drawings and he was reported to the pope where he fell from favour. By this time, he was an old and frail man, and he was invited by the French king, Francois 1er, to come to Amboise in France where he died in May 1519. By the end of the Study Day, we had learnt of the full range and talent of this incredible man: artist, sculptor, engineer and designer. Unquestionably, he certainly was a genius. WILLIAM MORRIS AND BURNE-JONES: DEVOTING THEIR LIVES TO ART 10TH April 2019 In a highly informative day, Dr Suzanne Fagence-Cooper brought a clear perspective to the way in which Morris and Burne-Jones, both in collaboration and separately, brought their approach to art to change the development of the decorative arts in the late nineteenth century. To understand their achievements, it is necessary to consider the key contributors to nineteenth century art history and the atmosphere at the time. Above all was the influence of Ruskin and his views that the ‘teaching of art is the teaching of all things’ and the importance of collaboration: ‘no work of art is by a single man/woman’. The lifelong friendship and collaboration between Morris and Burne-Jones existed despite them coming form very different backgrounds. Morris came from a wealthy family and had a private income, whereas Burne-Jones was more of a realist as a result of a working-class upbringing in Birmingham. When they met at Exeter College Oxford in 1853, they were destined for careers in the church, but they were subjected to many influences which drew them to art and the relationship between man and heaven. Burne-Jones felt that ‘heaven starts 6 inches above our heads’. Angels featured in many of his early works and in later commissions for churches. He considered them to be androgynous and was criticised for depicting them as too manly for a woman and too feminine for a man. Early influences were Oxford and its cloisters and college chapels and Ruskin’s view which sought to establish the relationship between the actual world and the gothic. After a walking tour in northern France, Morris and Burne-Jones decided against the church and in 1855 decided to ‘dedicate ourselves to art’. Morris was able to undertake further education in architectural studies, Burne-Jones, with no formal artistic training attended the Working Men’s College. There he met Ruskin and Dante Gabrielle Rossetti, who were his tutors. This college was unique at the time, delivering lectures to women as well as men. There Burne-Jones learnt the value of looking back at the works of the past and was especially influenced by the asymmetry of the Ducal Palace in Venice and the paintings of Fra Angelico and Jan Van Eyck. The first major collaboration between Burne-Jones and Morris was the debating chamber at the Oxford Union. They painted Arthurian legends, which have deteriorated badly due to their lack of knowledge of mural painting. Their inspiration came from the 13th century Mallory’s Morte D’Arthur. Their other collaborations came from Jane Burden, an embroiderer (who later married Morris in 1859) and became their muse for Guinevere. She inspired Morris to write his poem ‘In Defence of Guinevere’. They had two daughters, one of whom worked with Janey to produce beautiful embroidered designs for Morris’s textiles. Burne-Jones also married and his wife Georgie made her own career in woodcuts. The 1850’s and 1860’s saw an upsurge of industrial design, partly inspired by the Great Exhibition of 1851. Morris perceived it as representing only functional design, but nevertheless it helped encourage wider opportunities for design in the home. The newly married Morris moved out to Bexley Heath to avoid the widespread disease in London and there he and the architect Philip Webb created the Red House, with its asymmetrical design. It created a place for experimentation in home furnishing, including Morris’s designs for fabric, wallpaper and furniture, in which Janey collaborated. They formed Morris and Co and encourage other artists to design beautiful items for domestic use. Their artistic circle continued, with Burne-Jones and Georgie joining Morris and Janey at the Red House and later at Kelmscott Manor. Rossetti also joined them and used Janey as his model for many of his works and they became lovers. Morris meanwhile, was driven by his need to work and accepted the affair, which ended when Rossetti became addicted to opioids. Kelmscott became a place of retreat for artists and Janey remained there all her life, after Morris’s death in 1896. Morris revived the art of stained glass and Burne-Jones turned much of his attention to creating some of the most beautiful and iconic piece of work in churches throughout England. In 1896, after several years work, the Kelmscott Chaucer was published, with illustrations by Burne-Jones, featuring asymmetrical borders. Their collaboration was so intense, that when Morris died in 1896, Burne-Jones said it was ‘like the halving of his life’. He only survived until 1898. Thus Dr Fagence-Cooper ended our study day which had covered one of the most important periods of change for decorative arts, and all who attended gained from the extensive knowledge of such a distinguished art historian. Sir Christopher Wren and the City of London Churches 9th October 2018 Tony Tucker, who led our study day on Sir Christopher Wren, has worked in the City of London for 40 years and is a qualified City Guide and a Trustee of the Friends of the City Churches. Wren was described by his contemporaries as the most accomplished man of his day: ‘…there scarce ever met in one man, in so great a perfection…’ ‘It was doubtful whether he was most to be commended for the divine felicity of his genius or the sweet humanity of his disposition…’ Wren was born into a Royalist family; his father became Dean of Windsor and his uncle, Bishop of Ely. He was educated at Westminster and at Wadham College, Oxford. Unusually for his time, he lived to the age of 90. He married twice but both his wives died young; of his four children, only one survived Wren’s own death. He was knighted in 1673. The first lecture focused on Wren’s life and career as a medic, a scientist and the leading astronomer of his day. After completing his studies at Oxford he was appointed Professor of Astronomy at Gresham College, London in 1657 at the age of 25. He was a founder member of the Royal Society and became its president in 1681. He was surrounded by a circle of gifted contemporaries in the sciences, arts and philosophy. He engaged in numerous scientific works and experiments including the first-recorded consideration of the problem of longitude. We were also introduced to Wren’s architectural style. Wren’s first architectural project was the chapel at Pembroke College, Cambridge which his uncle asked him to design in 1663. The second was the design of the Sheldonian Theatre in Oxford which was completed in 1668. In 1665 Wren made a trip to Paris, his only overseas visit in his lifetime, during which he studied the architecture there. He examined the drawings of Bernini, the Italian sculptor and architect, who was also visiting Paris at the same time. When Wren returned from Paris he made his first design for Old St Paul’s Cathedral, which was in a state of neglect. Shortly after submitting his design in 1666, the Great Fire of London broke out destroyed two thirds of the city including St Paul’s. In 1669, at the age of 37, Wren was appointed Surveyor of the King’s Works giving him responsibility for all public buildings. The rebuilding of St Paul’s took 36 years and it was completed within Wren’s lifetime, including its spectacular dome, in 1711. The dome is based on a triple dome design of three nested domes; a hemispherical outer dome to dominate the skyline, a steeper inner dome more fitting with the internal dimensions of the Cathedral and a hidden middle dome. The middle dome was necessary to provide structural support to the outer dome and lantern. The Warrant Design for St Paul’s which King Charles II signed off included a clause which allowed the architect to make variations. The Cathedral that was eventually built bore little resemblance to the agreed design and was much grander in concept. It remains the building on which Wren reputation as a great architect was founded. During the 1670s onwards, Wren received numerous secular commissions including the Royal Observatory at Greenwich, the Wren Library at Trinity College Cambridge, the royal hospitals in Chelsea and Greenwich, and the royal palaces at Hampton Court, Kensington Palace and elsewhere. This painting by Canaletto shows the riverfront at Greenwich with the Royal Naval Hospital, and the Queen’s House in the centre beyond. The hospital building and the Royal Observatory were both designed by Sir Christopher Wren. The second lecture concentrated on Wren’s city churches. The Great Fire of London destroyed four fifths of the 107 churches in the area known as the square mile. 86 parish churches were either burnt down or irreparably damaged. Wren was responsible for designing and building 51 new churches. His towers, domes and steeples for these churches, every one of them different from all the others, were designed with the deliberate intention of giving London a panoramic skyline of elegant steeples surrounding the great dome of St Paul’s Cathedral. In the 17th century painting by Canaletto of St Paul’s and the London skyline, every one of the steeples in the painting was designed by Wren. These steeples were often added several years after the main body of the churches had been rebuilt, as Wren prioritised the need to provide the communities with a place to worship as quickly as possible. The third lecture focused on the variety of the interiors of Wren’s City churches. Only 23 of Wren’s 51 original redesigned churches remain. His church interiors are often flooded with light as Wren didn’t like stained glass. We were introduced to the work of the many craftsmen who worked with Wren, stonemasons, plasterers and woodcarvers. We examined a number of church interiors; two stood out in particular: St Mary Abchurch which has remained almost entirely unaltered and which includes a large reredos by Grinling Gibbons, a beautiful lime wood carving of fruit and flowers; and, St Stephen Walbrook which Nicholas Pevsner cites as one of the ten most important buildings in England, having a perfectly proportioned interior including with twelve Corinthian columns covered by a huge dome. IRAN: LAND OF GREAT KINGS, SHAHS AND AYATOLLAHS 10th April 2018 The Study Day was held at the Whitworth Centre in Darley Dale. The Centre originally opened in 1890 and was one of the legacies left by Sir Joseph Whitworth of Stancliffe Hall, Darley Dale. This wealthy Victorian industrial magnate bequeathed much of his fortune for the people of Manchester including the Whitworth Art Gallery and Christie Hospital. He is buried at St Helen’s Church, Darley Dale. We gathered on a damp and murky morning and were transported to the hotter and drier climate of Iran in three excellent lectures given by John Osborne who knows Iran well. He worked there for the British Council and in recent years has led tour groups to Iran with his wife. In his first lecture he introduced us to the geographical, political and religious background of this large and complex country. We learned that Iran is a roughly four times the size of France with a population of around 81 million. Persian, known as Farsi, is the official language and spoken by about 53% of the population of this multilingual country. Many other languages are spoken of which the largest groups include Azerbaijani and Kurdish. Iran is a mountainous country whose mountains enclose several broad basins where major agricultural and urban settlements are located. There are no major river systems and historically transportation was by means of caravans following routes through gaps and passes in the mountains. We were introduced to Iran’s recent political history from the exile of the Shah and his family in 1978 to the return from France of Ayatollah Khomeini. John explained how the Shia form of Islam originated and distinguished it from the Sunni, pointing out that Shias are in the majority in Iran but are a minority worldwide. We were impressed by large ancient settlements built from mud bricks. Buildings included large forts and caravanserai along the ancient Silk Route as well as houses and food stores. Made from locally sourced clay and baked in the sun such bricks still provide a sustainable resource for new builds and repairs to old ones. We learned the importance of conserving water and the construction of 60-kilometre underground aqueducts which carry water from the mountains to the plains in order to reduce evaporation as much as possible. We were shown the construction of wind towers that capture the breeze and draw it down to the basement level of homes to cool them. The function of ice houses was mentioned where ice is stored and remains frozen through the hot summer months. We were also shown how homes were traditionally built round courtyards and gardens creating a private place for the families within and reflecting the difference between the public face and the hidden private lives of Iranians. The second lecture focussed on the Persian Empire founded by Cyrus the Great in the 6th century BCE. Cyrus pursued a policy of generosity instead of repression and promised not to force any person to change their religion and faith, guaranteeing freedom for all. We were introduced to the wonderful relief sculptures at Persepolis – the City of the Persians – created by Cyrus but whose terraces and palaces were constructed by Darius his son-in-law. The formality of the sculptures reflected the political life of the time and it was pointed out how they provided an interesting contrast to the freer style of the contemporaneous Classical Greek Elgin Marbles. Persepolis was never completed and parts of it were probably destroyed by Alexander the Great. In this second lecture we also looked at the construction of Persian Gardens under Shah Abbas in the 16th and early 17th centuries, in particular the Garden of Fin and the use of water channels to provide irrigation for the trees and plants that grew there. In the final lecture we were introduced to the development of architecture in the mosques and palaces of Iran with their beautiful tile work. The tiles were individually cut and glazed and then slotted into place like an elaborate jigsaw. John pointed out the different hues of blue that were introduced into the designs. He also showed us the clever and intricate way tile work was used to incorporate the squinches which formed the base of a square construction to receive an octagonal or spherical dome. We looked in detail at Shah Abbas’ early 17th century Isfahan and examined the tile work that had been completed before his death. The tile workers had created square tiles in order to accelerate the decoration of the building but in doing so different colours were baked together resulting in colours not being baked at the right heat to preserve the best colour. This final lecture included much more, covering glass, silver and mirror work, beautiful woven carpets, manuscripts, music and poetry. There were questions from the audience throughout demonstrating the interest in this complex and fascinating country. Our thanks go to John Osborne for three wonderful and entertaining lectures delivered with a lightness of touch which helped us to assimilate so much of the detail. Michèle Bicket and Joan Knox Double Dutch Symbols, Emblems and ‘Double-entendre’ in Dutch Painting 18 October 2017 The 17th century Dutch middle class chose paintings as one of the ways of displaying their new wealth. There was a conflict in their desire to exhibit their success in this world and their Calvinistic principles and beliefs about the next one. Lynne Gibson’s Double Dutch study day guided members through the fascinating maze of double entendre and symbolism constructed by the skilled artists to deal with this problem. Her talk was well evidenced with more than 20 excellent slides of Dutch artistic masterpieces highlighted with close-ups of important elements in them. The secular paintings developed along two main lines described as Vanitas and Genre. Vanitas from the word vanity were represented by still life pictures – fruit, flowers, food, ornaments and Genre more general depictions of people in various household and daily situations. Vanitas demonstrated wealth but included emblems of mortality, like a human skull, or the transient nature of life with pictures of well-thumbed books or lamps which had just been extinguished. Or dice or playing cards suggesting fate can take a hand. Armour and swords suggest masculinity or power; lyres or round bodied pitchers suggested femininity. Other symbols used include globes and maps for worldliness. Something with three elements like the flowers of a pansy represent Trinity. Cut flowers demonstrated wealth and bowls of flowers were a mixture of blooms from different seasons as each flower had its own meaning. The Genre paintings were focused on people rather than inanimate objects and symbolism and double entendre was of a suggestive or sexual nature. This was easily recognised and enabled people to hang innocent looking pictures quite openly while enjoying their hidden implications. Here are some examples. Red cloth was very expensive and worn by wealthy women but prostitutes had their castoffs and so pictures of women in red could be construed as ladies of easy virtue. Women were well covered so one with sleeves rolled up unless it was a servant at her work might have a hidden meaning. Pictures of unmade beds or ruffled sheets speak for themselves. Foot warmers used by women in cold weather hidden under their long dresses gave rise to ribald comment. Cats with chickens, birds in cages or flown from cages were significant pointers and tables laden with fish and meat showed that pleasures of the flesh were enjoyed. The message we took away I am sure is that pictures must be looked at slowly and carefully to ensure that nothing is missed and that all is not what it seems at first sight. The Houses of Parliament Study Day 11 April 2017 The Study Day was held at the Whitworth Institution in Darley Dale and we were treated to three excellent lectures on the Houses of Parliament by Dr Caroline Shenton, the former Director of the Parliamentary Archives in London. The first lecture, based on her book ‘The Day Parliament Burned Down’, reconstructed in fine detail the events that led to the Great Fire on the 16th October 1834 when the 800 year old Parliament and most of its contents were destroyed to the horror of all who witnessed it. Dr Shenton recounted a series of missed opportunities that might have prevented the catastrophe; from the unsupervised workmen instructed to burn two roomfuls of tally sticks (a then obsolete form of receipt) which now needed to be disposed of in order to release the rooms for other uses; to the Housekeeper’s mother-in-law, temporarily standing in, who was showing tourists the huge Armada tapestries in the House of Lords Chamber but who ignored the tell-tale signs of smoke rising up from below. A chimney fire had started because the flues had not been cleaned since Parliament had passed the Chimney Sweepers Act earlier that same year. The fire soon got out of control and in the early evening a huge ball of fire exploded through the roof of the Houses of Parliament creating a blaze so enormous that it could be seen from miles around. Fire-fighters were called but it took time for them to arrive and hard choices had to be made over what could and could not be saved. ‘Damn the House of Commons – but save, oh save the hall,’ went up the cry; the hall being Westminster Hall built by William Rufus between 1097 and 1099, and its roof reconstructed by King Richard II in 1394 into an attractive hammer beam structure with a span of 68 ft making it the largest medieval timber roof in northern Europe. Turner observing the fire from a boat on the Thames captured the scene of terrifying force and drama in two major oil paintings both now in American public collections in Cleveland and Philadelphia. Watching at the same time the brilliant classical architect Charles Barry exclaimed ‘What a chance for an architect,’ as the old Palace of Westminster blazed before his eyes. He went on to win the competition to design the new Houses of Parliament and thought it was the chance of a lifetime. In Dr Shenton’s second lecture, based on her second book, she told the story of the creation of one of the most famous buildings in the world, a masterpiece of Victorian architecture. Her book is aptly titled ‘Mr Barry’s War’ and in her lecture she described the nightmarish building programme involving feats of building technology and civil engineering in the face of practical and political odds. Charles Barry worked with Augustus Pugin, a young fellow architect, designer and artist to submit the winning design. He toured Belgium, Louvain, Ypres, and Brussels to find inspiration for a civic model which would meet the commission’s requirements of a building that was Gothic or Elizabethan in style. Ninety-seven entries were submitted and Barry’s entry was number sixty-four. He adopted the symbol of the portcullis for his identifying mark and it is to be found throughout the Houses of Parliament carved in stone and wood, stamped on leatherwork, in books, in curtains and wallpaper. The original estimates for rebuilding were costed at £750,000 over a period of six years. By the end, the cost rose to £2.4 million and the building was eventually completed thirty years later. Site clearance commenced in 1836. The foundations were built on acres of unstable quicksand and took 18 months to complete; the stone was chosen in 1838 and by 1840 the first stone was laid with every expectation that the building would be completed within the next four years. But difficulties started to emerge. There was a damaging strike and problems were compounded by the appointment of Dr David Boswell Reid, a ventilation expert, who made increasing demands that affected the building’s design leading to delays in construction. In 1844 Barry called again on Pugin and relied entirely on him for the building’s Gothic interiors, wallpaper and furnishings and for the detailed design of the Palace clock tower known as Big Ben. It was to be Pugin’s last design before he descended into madness and died at the age of 40. In her final lecture Caroline Shenton brought us up to date with plans to restore the Houses of Parliament and pointed us to more information about this at www.restorationandrenewal.parliament.uk. During the Second World War further damage was sustained by a series of bombs resulting in a second fire on 10 May 1941. Once again the question of whether to save the House of Commons Chamber or Westminster Hall arose, and, as before, the hall was chosen. The House of Commons Chamber was rebuilt after 1945 by Sir Charles Gilbert Scott at a cost of £2 million. Currently the building needs urgent extensive restoration. There is a Select Committee Report which recommends to MPs three possible courses of action but no decision has been taken so far. Our thanks go to Dr Shenton for a lively and interesting day; and also to our Chairman Peter Stubbs for organising the event. Heraldry Study Day 18th October 2016 We had the benefit of learning from a delightful expert, Chloe Cockerill, who is a leading authority on Heraldry, and who very easily fielded all our questions, no matter how obscure. Our Chairman, Peter Stubbs, summed it up in saying that Heraldry is definitely a science, not an art! Our lips are sealed on any further incorrect use of the word “Family Crest” which is only a part of a “Coat of Arms”. Those of us who had brought along our own family ‘Crests’ were quickly corrected. We covered–raced-through many aspects of heraldry such as those of ‘Corporate bodies’ ( ranging from those of the twelve Livery Companies to modern horrors such as those of Tesco-ugh- and Derbyshire University ) ; ‘Marriages and Marquises’; Church Hatchments; ’Wives and Daughters’; and even ‘Heraldic Beasts’!! Now we should all be able to ’read’ a Coat of Arms more easily and interpret the significance of such items as Chevron, Bend, Bend Sinister ,the Pile. We can now try to interpret the information all hidden on a Sheild’s ‘quarters’ (can be up to 100 on a single shield!). We can read them like a Balance Sheet (here speaks an accountant) and understand family backgrounds, regions, level of nobility, family links. We can read of personal preferences in terms of animals, birds, hobbies, skills etc. If any members wish to create their own Coat of Arms, and have £5,000 to hand, then one of 15 Heralds at the College of Arms will interview them and discuss their background , personal preferences and a host of other aspects of their life, before proceeding. If one wish one’s nearest and dearest to be included and is of a noble line, then she can be included, in perpetuity, as a Heraldic Heiress. If not, then her inclusion disappears when she passes on. So here are a few interesting snippets that we learnt; - The Shakespeare Shield shows an item looking just like a pen and nib. In fact it is a spear– Shake Spear!! - The Grosvenor Shield includes a ‘Bender Grosvenor’ which is linked to a famous horse called Bender which once won the Grand National. - The origin of the word Garter-around which are many myths as to its origin-is still somewhat obscure. It is the highest order that the Queen can bestow. There are 24 Knights of the Garter. But lesser known is that there are ‘Extra Knights’ and ‘Stronger Knights’-of which Prince Edward is one. - The Spencer Churchill shield has a rather interesting motto which reads “Faithful but unfortunate” !! - Hatchments -quite a few can be seen in Gt Longstone Church - Lady Thatcher’s shield has two ‘supporters’ at the side, one being a naval officer (ie Falklands) and the other side the profile of Sir Isaac Newton. You might think that is because she was a Chemist by training. Wrong! He is there because he came from her home town of Grantham! - Some shields show a Wyven-a symbol of power and strength and which is a legendary creature with a dragon’s head and wings, a reptilian body, two legs and a tail!! - Some shields show a Griffin-another legendary creature with the body, tail and back legs of a lion, and the head and wings of an eagle. This is mainly seen on the Coats of Arms of descendants of Welsh settlers from Eire in the 17th Century. - Many shields show an eagle. Very few a cat. Reason; because cats were always associated with witchcraft!! - We learnt of six types of Coronets (on the tops of Shields), and which are used by nobles and by princes and princesses rather than by monarchs. If I really wish to stir up-which I’m about to-then compare the Coats of Arms of Cambridge University and Oxford University: Cambridge shows a closed book at the centre (Chloe went to Cambridge!); Oxford shows an open book ie still got a lot to learn!! One outstanding fact-again quoting Peter- is that in medieval times, they were very good at designing Coats of Arms, whereas many of today’s are anything but inspiring. This Study Day proved just how much one can learn in a single day from a real expert. Our thanks go to Chairman Peter Stubbs for organising the event so expertly.	<urn:uuid:3d4e2fd1-d410-4320-8ba2-ed093cbd1034>	CC-MAIN-2020-05	https://artsocavendish.co.uk/reviews/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250604397.40/warc/CC-MAIN-20200121132900-20200121161900-00525.warc.gz	en	0.981839	6,471	3.453125	3	[ 0.037850409746170044, 0.48062312602996826, 0.13226410746574402, -0.06147842854261398, -0.7194331884384155, 0.13591840863227844, 0.18709644675254822, 0.3437670171260834, 0.35154879093170166, -0.08026520907878876, 0.1333802193403244, -0.6303614974021912, -0.0201677605509758, 0.51454675197601...	12	The Genius of Leonardo da Vinci 16th October 2019 To most of us, Leonardo da Vinci is regarded as a renowned painter and sculptor and yet, in reality, his talents and interests went so much further: anatomy, war machinery, architecture, water engineering, aerodynamics and botany. It was interesting that our Study Day was led by a retired surgeon rather than an art specialist. Leonardo da Vinci, an illegitimate child, was born in a small village between Pisa and Florence in 1452 and raised by his grandmother. He had no formal schooling and spent a lot of time in the countryside around his home, studying nature and drawing. He was never without a notebook and drew everything he saw with explicit notes alongside all executed in mirror writing. At the age of 17 he was apprenticed to Verrochio in Florence where it was apparent very early on that he had great talent. He came to the notice of the Medici family and received commissions. At the same time he became interested in the structure of the human body and attended dissections where he made copious anatomical drawings. Whilst there are around 15 – 20 oil paintings currently attributed to da Vinci, there are over 7,000 drawings in existence. In 1480, he moved to Milan to work for the Sforza family promoting himself primarily as a war engineer, designing all manner of war machinery. He did, however, continue painting and it was during this period that he painted ‘The Virgin of the Rocks’ and ‘The Last Supper’. For good measure, he also tried his hand at architectural designs, though none of these were ever constructed. He returned to Florence in 1506 where he was appointed Water Engineer and was charged with making the river Arno navigable from Florence to the sea. Responding to the need to raise and lower boats, he invented the first lock, the design of which has barely altered in the last 500 years. His interests were inexhaustible: he studied flight by watching birds and designed a basic parachute and helicopter; he explored map making and marine architecture, designed machinery and created the first ‘exploding’ drawings for engineers. It was here he painted the ‘Mona Lisa’ and his final painting, ‘Leda and the Swan’. All the time he continued his anatomical drawings and so accurate are they that many of these are used by medical students today. In his later life, he was particularly interested in embryonic development and made many drawings of embryos at different stages of growth. The Church at the time was violently opposed to these drawings and he was reported to the pope where he fell from favour. By this time, he was an old and frail man, and he was invited by the French king, Francois 1er, to come to Amboise in France where he died in May 1519. By the end of the Study Day, we had learnt of the full range and talent of this incredible man: artist, sculptor, engineer and designer. Unquestionably, he certainly was a genius. WILLIAM MORRIS AND BURNE-JONES: DEVOTING THEIR LIVES TO ART 10TH April 2019 In a highly informative day, Dr Suzanne Fagence-Cooper brought a clear perspective to the way in which Morris and Burne-Jones, both in collaboration and separately, brought their approach to art to change the development of the decorative arts in the late nineteenth century. To understand their achievements, it is necessary to consider the key contributors to nineteenth century art history and the atmosphere at the time. Above all was the influence of Ruskin and his views that the ‘teaching of art is the teaching of all things’ and the importance of collaboration: ‘no work of art is by a single man/woman’. The lifelong friendship and collaboration between Morris and Burne-Jones existed despite them coming form very different backgrounds. Morris came from a wealthy family and had a private income, whereas Burne-Jones was more of a realist as a result of a working-class upbringing in Birmingham. When they met at Exeter College Oxford in 1853, they were destined for careers in the church, but they were subjected to many influences which drew them to art and the relationship between man and heaven. Burne-Jones felt that ‘heaven starts 6 inches above our heads’. Angels featured in many of his early works and in later commissions for churches. He considered them to be androgynous and was criticised for depicting them as too manly for a woman and too feminine for a man. Early influences were Oxford and its cloisters and college chapels and Ruskin’s view which sought to establish the relationship between the actual world and the gothic. After a walking tour in northern France, Morris and Burne-Jones decided against the church and in 1855 decided to ‘dedicate ourselves to art’. Morris was able to undertake further education in architectural studies, Burne-Jones, with no formal artistic training attended the Working Men’s College. There he met Ruskin and Dante Gabrielle Rossetti, who were his tutors. This college was unique at the time, delivering lectures to women as well as men. There Burne-Jones learnt the value of looking back at the works of the past and was especially influenced by the asymmetry of the Ducal Palace in Venice and the paintings of Fra Angelico and Jan Van Eyck. The first major collaboration between Burne-Jones and Morris was the debating chamber at the Oxford Union. They painted Arthurian legends, which have deteriorated badly due to their lack of knowledge of mural painting. Their inspiration came from the 13th century Mallory’s Morte D’Arthur. Their other collaborations came from Jane Burden, an embroiderer (who later married Morris in 1859) and became their muse for Guinevere. She inspired Morris to write his poem ‘In Defence of Guinevere’. They had two daughters, one of whom worked with Janey to produce beautiful embroidered designs for Morris’s textiles. Burne-Jones also married and his wife Georgie made her own career in woodcuts. The 1850’s and 1860’s saw an upsurge of industrial design, partly inspired by the Great Exhibition of 1851. Morris perceived it as representing only functional design, but nevertheless it helped encourage wider opportunities for design in the home. The newly married Morris moved out to Bexley Heath to avoid the widespread disease in London and there he and the architect Philip Webb created the Red House, with its asymmetrical design. It created a place for experimentation in home furnishing, including Morris’s designs for fabric, wallpaper and furniture, in which Janey collaborated. They formed Morris and Co and encourage other artists to design beautiful items for domestic use. Their artistic circle continued, with Burne-Jones and Georgie joining Morris and Janey at the Red House and later at Kelmscott Manor. Rossetti also joined them and used Janey as his model for many of his works and they became lovers. Morris meanwhile, was driven by his need to work and accepted the affair, which ended when Rossetti became addicted to opioids. Kelmscott became a place of retreat for artists and Janey remained there all her life, after Morris’s death in 1896. Morris revived the art of stained glass and Burne-Jones turned much of his attention to creating some of the most beautiful and iconic piece of work in churches throughout England. In 1896, after several years work, the Kelmscott Chaucer was published, with illustrations by Burne-Jones, featuring asymmetrical borders. Their collaboration was so intense, that when Morris died in 1896, Burne-Jones said it was ‘like the halving of his life’. He only survived until 1898. Thus Dr Fagence-Cooper ended our study day which had covered one of the most important periods of change for decorative arts, and all who attended gained from the extensive knowledge of such a distinguished art historian. Sir Christopher Wren and the City of London Churches 9th October 2018 Tony Tucker, who led our study day on Sir Christopher Wren, has worked in the City of London for 40 years and is a qualified City Guide and a Trustee of the Friends of the City Churches. Wren was described by his contemporaries as the most accomplished man of his day: ‘…there scarce ever met in one man, in so great a perfection…’ ‘It was doubtful whether he was most to be commended for the divine felicity of his genius or the sweet humanity of his disposition…’ Wren was born into a Royalist family; his father became Dean of Windsor and his uncle, Bishop of Ely. He was educated at Westminster and at Wadham College, Oxford. Unusually for his time, he lived to the age of 90. He married twice but both his wives died young; of his four children, only one survived Wren’s own death. He was knighted in 1673. The first lecture focused on Wren’s life and career as a medic, a scientist and the leading astronomer of his day. After completing his studies at Oxford he was appointed Professor of Astronomy at Gresham College, London in 1657 at the age of 25. He was a founder member of the Royal Society and became its president in 1681. He was surrounded by a circle of gifted contemporaries in the sciences, arts and philosophy. He engaged in numerous scientific works and experiments including the first-recorded consideration of the problem of longitude. We were also introduced to Wren’s architectural style. Wren’s first architectural project was the chapel at Pembroke College, Cambridge which his uncle asked him to design in 1663. The second was the design of the Sheldonian Theatre in Oxford which was completed in 1668. In 1665 Wren made a trip to Paris, his only overseas visit in his lifetime, during which he studied the architecture there. He examined the drawings of Bernini, the Italian sculptor and architect, who was also visiting Paris at the same time. When Wren returned from Paris he made his first design for Old St Paul’s Cathedral, which was in a state of neglect. Shortly after submitting his design in 1666, the Great Fire of London broke out destroyed two thirds of the city including St Paul’s. In 1669, at the age of 37, Wren was appointed Surveyor of the King’s Works giving him responsibility for all public buildings. The rebuilding of St Paul’s took 36 years and it was completed within Wren’s lifetime, including its spectacular dome, in 1711. The dome is based on a triple dome design of three nested domes; a hemispherical outer dome to dominate the skyline, a steeper inner dome more fitting with the internal dimensions of the Cathedral and a hidden middle dome. The middle dome was necessary to provide structural support to the outer dome and lantern. The Warrant Design for St Paul’s which King Charles II signed off included a clause which allowed the architect to make variations. The Cathedral that was eventually built bore little resemblance to the agreed design and was much grander in concept. It remains the building on which Wren reputation as a great architect was founded. During the 1670s onwards, Wren received numerous secular commissions including the Royal Observatory at Greenwich, the Wren Library at Trinity College Cambridge, the royal hospitals in Chelsea and Greenwich, and the royal palaces at Hampton Court, Kensington Palace and elsewhere. This painting by Canaletto shows the riverfront at Greenwich with the Royal Naval Hospital, and the Queen’s House in the centre beyond. The hospital building and the Royal Observatory were both designed by Sir Christopher Wren. The second lecture concentrated on Wren’s city churches. The Great Fire of London destroyed four fifths of the 107 churches in the area known as the square mile. 86 parish churches were either burnt down or irreparably damaged. Wren was responsible for designing and building 51 new churches. His towers, domes and steeples for these churches, every one of them different from all the others, were designed with the deliberate intention of giving London a panoramic skyline of elegant steeples surrounding the great dome of St Paul’s Cathedral. In the 17th century painting by Canaletto of St Paul’s and the London skyline, every one of the steeples in the painting was designed by Wren. These steeples were often added several years after the main body of the churches had been rebuilt, as Wren prioritised the need to provide the communities with a place to worship as quickly as possible. The third lecture focused on the variety of the interiors of Wren’s City churches. Only 23 of Wren’s 51 original redesigned churches remain. His church interiors are often flooded with light as Wren didn’t like stained glass. We were introduced to the work of the many craftsmen who worked with Wren, stonemasons, plasterers and woodcarvers. We examined a number of church interiors; two stood out in particular: St Mary Abchurch which has remained almost entirely unaltered and which includes a large reredos by Grinling Gibbons, a beautiful lime wood carving of fruit and flowers; and, St Stephen Walbrook which Nicholas Pevsner cites as one of the ten most important buildings in England, having a perfectly proportioned interior including with twelve Corinthian columns covered by a huge dome. IRAN: LAND OF GREAT KINGS, SHAHS AND AYATOLLAHS 10th April 2018 The Study Day was held at the Whitworth Centre in Darley Dale. The Centre originally opened in 1890 and was one of the legacies left by Sir Joseph Whitworth of Stancliffe Hall, Darley Dale. This wealthy Victorian industrial magnate bequeathed much of his fortune for the people of Manchester including the Whitworth Art Gallery and Christie Hospital. He is buried at St Helen’s Church, Darley Dale. We gathered on a damp and murky morning and were transported to the hotter and drier climate of Iran in three excellent lectures given by John Osborne who knows Iran well. He worked there for the British Council and in recent years has led tour groups to Iran with his wife. In his first lecture he introduced us to the geographical, political and religious background of this large and complex country. We learned that Iran is a roughly four times the size of France with a population of around 81 million. Persian, known as Farsi, is the official language and spoken by about 53% of the population of this multilingual country. Many other languages are spoken of which the largest groups include Azerbaijani and Kurdish. Iran is a mountainous country whose mountains enclose several broad basins where major agricultural and urban settlements are located. There are no major river systems and historically transportation was by means of caravans following routes through gaps and passes in the mountains. We were introduced to Iran’s recent political history from the exile of the Shah and his family in 1978 to the return from France of Ayatollah Khomeini. John explained how the Shia form of Islam originated and distinguished it from the Sunni, pointing out that Shias are in the majority in Iran but are a minority worldwide. We were impressed by large ancient settlements built from mud bricks. Buildings included large forts and caravanserai along the ancient Silk Route as well as houses and food stores. Made from locally sourced clay and baked in the sun such bricks still provide a sustainable resource for new builds and repairs to old ones. We learned the importance of conserving water and the construction of 60-kilometre underground aqueducts which carry water from the mountains to the plains in order to reduce evaporation as much as possible. We were shown the construction of wind towers that capture the breeze and draw it down to the basement level of homes to cool them. The function of ice houses was mentioned where ice is stored and remains frozen through the hot summer months. We were also shown how homes were traditionally built round courtyards and gardens creating a private place for the families within and reflecting the difference between the public face and the hidden private lives of Iranians. The second lecture focussed on the Persian Empire founded by Cyrus the Great in the 6th century BCE. Cyrus pursued a policy of generosity instead of repression and promised not to force any person to change their religion and faith, guaranteeing freedom for all. We were introduced to the wonderful relief sculptures at Persepolis – the City of the Persians – created by Cyrus but whose terraces and palaces were constructed by Darius his son-in-law. The formality of the sculptures reflected the political life of the time and it was pointed out how they provided an interesting contrast to the freer style of the contemporaneous Classical Greek Elgin Marbles. Persepolis was never completed and parts of it were probably destroyed by Alexander the Great. In this second lecture we also looked at the construction of Persian Gardens under Shah Abbas in the 16th and early 17th centuries, in particular the Garden of Fin and the use of water channels to provide irrigation for the trees and plants that grew there. In the final lecture we were introduced to the development of architecture in the mosques and palaces of Iran with their beautiful tile work. The tiles were individually cut and glazed and then slotted into place like an elaborate jigsaw. John pointed out the different hues of blue that were introduced into the designs. He also showed us the clever and intricate way tile work was used to incorporate the squinches which formed the base of a square construction to receive an octagonal or spherical dome. We looked in detail at Shah Abbas’ early 17th century Isfahan and examined the tile work that had been completed before his death. The tile workers had created square tiles in order to accelerate the decoration of the building but in doing so different colours were baked together resulting in colours not being baked at the right heat to preserve the best colour. This final lecture included much more, covering glass, silver and mirror work, beautiful woven carpets, manuscripts, music and poetry. There were questions from the audience throughout demonstrating the interest in this complex and fascinating country. Our thanks go to John Osborne for three wonderful and entertaining lectures delivered with a lightness of touch which helped us to assimilate so much of the detail. Michèle Bicket and Joan Knox Double Dutch Symbols, Emblems and ‘Double-entendre’ in Dutch Painting 18 October 2017 The 17th century Dutch middle class chose paintings as one of the ways of displaying their new wealth. There was a conflict in their desire to exhibit their success in this world and their Calvinistic principles and beliefs about the next one. Lynne Gibson’s Double Dutch study day guided members through the fascinating maze of double entendre and symbolism constructed by the skilled artists to deal with this problem. Her talk was well evidenced with more than 20 excellent slides of Dutch artistic masterpieces highlighted with close-ups of important elements in them. The secular paintings developed along two main lines described as Vanitas and Genre. Vanitas from the word vanity were represented by still life pictures – fruit, flowers, food, ornaments and Genre more general depictions of people in various household and daily situations. Vanitas demonstrated wealth but included emblems of mortality, like a human skull, or the transient nature of life with pictures of well-thumbed books or lamps which had just been extinguished. Or dice or playing cards suggesting fate can take a hand. Armour and swords suggest masculinity or power; lyres or round bodied pitchers suggested femininity. Other symbols used include globes and maps for worldliness. Something with three elements like the flowers of a pansy represent Trinity. Cut flowers demonstrated wealth and bowls of flowers were a mixture of blooms from different seasons as each flower had its own meaning. The Genre paintings were focused on people rather than inanimate objects and symbolism and double entendre was of a suggestive or sexual nature. This was easily recognised and enabled people to hang innocent looking pictures quite openly while enjoying their hidden implications. Here are some examples. Red cloth was very expensive and worn by wealthy women but prostitutes had their castoffs and so pictures of women in red could be construed as ladies of easy virtue. Women were well covered so one with sleeves rolled up unless it was a servant at her work might have a hidden meaning. Pictures of unmade beds or ruffled sheets speak for themselves. Foot warmers used by women in cold weather hidden under their long dresses gave rise to ribald comment. Cats with chickens, birds in cages or flown from cages were significant pointers and tables laden with fish and meat showed that pleasures of the flesh were enjoyed. The message we took away I am sure is that pictures must be looked at slowly and carefully to ensure that nothing is missed and that all is not what it seems at first sight. The Houses of Parliament Study Day 11 April 2017 The Study Day was held at the Whitworth Institution in Darley Dale and we were treated to three excellent lectures on the Houses of Parliament by Dr Caroline Shenton, the former Director of the Parliamentary Archives in London. The first lecture, based on her book ‘The Day Parliament Burned Down’, reconstructed in fine detail the events that led to the Great Fire on the 16th October 1834 when the 800 year old Parliament and most of its contents were destroyed to the horror of all who witnessed it. Dr Shenton recounted a series of missed opportunities that might have prevented the catastrophe; from the unsupervised workmen instructed to burn two roomfuls of tally sticks (a then obsolete form of receipt) which now needed to be disposed of in order to release the rooms for other uses; to the Housekeeper’s mother-in-law, temporarily standing in, who was showing tourists the huge Armada tapestries in the House of Lords Chamber but who ignored the tell-tale signs of smoke rising up from below. A chimney fire had started because the flues had not been cleaned since Parliament had passed the Chimney Sweepers Act earlier that same year. The fire soon got out of control and in the early evening a huge ball of fire exploded through the roof of the Houses of Parliament creating a blaze so enormous that it could be seen from miles around. Fire-fighters were called but it took time for them to arrive and hard choices had to be made over what could and could not be saved. ‘Damn the House of Commons – but save, oh save the hall,’ went up the cry; the hall being Westminster Hall built by William Rufus between 1097 and 1099, and its roof reconstructed by King Richard II in 1394 into an attractive hammer beam structure with a span of 68 ft making it the largest medieval timber roof in northern Europe. Turner observing the fire from a boat on the Thames captured the scene of terrifying force and drama in two major oil paintings both now in American public collections in Cleveland and Philadelphia. Watching at the same time the brilliant classical architect Charles Barry exclaimed ‘What a chance for an architect,’ as the old Palace of Westminster blazed before his eyes. He went on to win the competition to design the new Houses of Parliament and thought it was the chance of a lifetime. In Dr Shenton’s second lecture, based on her second book, she told the story of the creation of one of the most famous buildings in the world, a masterpiece of Victorian architecture. Her book is aptly titled ‘Mr Barry’s War’ and in her lecture she described the nightmarish building programme involving feats of building technology and civil engineering in the face of practical and political odds. Charles Barry worked with Augustus Pugin, a young fellow architect, designer and artist to submit the winning design. He toured Belgium, Louvain, Ypres, and Brussels to find inspiration for a civic model which would meet the commission’s requirements of a building that was Gothic or Elizabethan in style. Ninety-seven entries were submitted and Barry’s entry was number sixty-four. He adopted the symbol of the portcullis for his identifying mark and it is to be found throughout the Houses of Parliament carved in stone and wood, stamped on leatherwork, in books, in curtains and wallpaper. The original estimates for rebuilding were costed at £750,000 over a period of six years. By the end, the cost rose to £2.4 million and the building was eventually completed thirty years later. Site clearance commenced in 1836. The foundations were built on acres of unstable quicksand and took 18 months to complete; the stone was chosen in 1838 and by 1840 the first stone was laid with every expectation that the building would be completed within the next four years. But difficulties started to emerge. There was a damaging strike and problems were compounded by the appointment of Dr David Boswell Reid, a ventilation expert, who made increasing demands that affected the building’s design leading to delays in construction. In 1844 Barry called again on Pugin and relied entirely on him for the building’s Gothic interiors, wallpaper and furnishings and for the detailed design of the Palace clock tower known as Big Ben. It was to be Pugin’s last design before he descended into madness and died at the age of 40. In her final lecture Caroline Shenton brought us up to date with plans to restore the Houses of Parliament and pointed us to more information about this at www.restorationandrenewal.parliament.uk. During the Second World War further damage was sustained by a series of bombs resulting in a second fire on 10 May 1941. Once again the question of whether to save the House of Commons Chamber or Westminster Hall arose, and, as before, the hall was chosen. The House of Commons Chamber was rebuilt after 1945 by Sir Charles Gilbert Scott at a cost of £2 million. Currently the building needs urgent extensive restoration. There is a Select Committee Report which recommends to MPs three possible courses of action but no decision has been taken so far. Our thanks go to Dr Shenton for a lively and interesting day; and also to our Chairman Peter Stubbs for organising the event. Heraldry Study Day 18th October 2016 We had the benefit of learning from a delightful expert, Chloe Cockerill, who is a leading authority on Heraldry, and who very easily fielded all our questions, no matter how obscure. Our Chairman, Peter Stubbs, summed it up in saying that Heraldry is definitely a science, not an art! Our lips are sealed on any further incorrect use of the word “Family Crest” which is only a part of a “Coat of Arms”. Those of us who had brought along our own family ‘Crests’ were quickly corrected. We covered–raced-through many aspects of heraldry such as those of ‘Corporate bodies’ ( ranging from those of the twelve Livery Companies to modern horrors such as those of Tesco-ugh- and Derbyshire University ) ; ‘Marriages and Marquises’; Church Hatchments; ’Wives and Daughters’; and even ‘Heraldic Beasts’!! Now we should all be able to ’read’ a Coat of Arms more easily and interpret the significance of such items as Chevron, Bend, Bend Sinister ,the Pile. We can now try to interpret the information all hidden on a Sheild’s ‘quarters’ (can be up to 100 on a single shield!). We can read them like a Balance Sheet (here speaks an accountant) and understand family backgrounds, regions, level of nobility, family links. We can read of personal preferences in terms of animals, birds, hobbies, skills etc. If any members wish to create their own Coat of Arms, and have £5,000 to hand, then one of 15 Heralds at the College of Arms will interview them and discuss their background , personal preferences and a host of other aspects of their life, before proceeding. If one wish one’s nearest and dearest to be included and is of a noble line, then she can be included, in perpetuity, as a Heraldic Heiress. If not, then her inclusion disappears when she passes on. So here are a few interesting snippets that we learnt; - The Shakespeare Shield shows an item looking just like a pen and nib. In fact it is a spear– Shake Spear!! - The Grosvenor Shield includes a ‘Bender Grosvenor’ which is linked to a famous horse called Bender which once won the Grand National. - The origin of the word Garter-around which are many myths as to its origin-is still somewhat obscure. It is the highest order that the Queen can bestow. There are 24 Knights of the Garter. But lesser known is that there are ‘Extra Knights’ and ‘Stronger Knights’-of which Prince Edward is one. - The Spencer Churchill shield has a rather interesting motto which reads “Faithful but unfortunate” !! - Hatchments -quite a few can be seen in Gt Longstone Church - Lady Thatcher’s shield has two ‘supporters’ at the side, one being a naval officer (ie Falklands) and the other side the profile of Sir Isaac Newton. You might think that is because she was a Chemist by training. Wrong! He is there because he came from her home town of Grantham! - Some shields show a Wyven-a symbol of power and strength and which is a legendary creature with a dragon’s head and wings, a reptilian body, two legs and a tail!! - Some shields show a Griffin-another legendary creature with the body, tail and back legs of a lion, and the head and wings of an eagle. This is mainly seen on the Coats of Arms of descendants of Welsh settlers from Eire in the 17th Century. - Many shields show an eagle. Very few a cat. Reason; because cats were always associated with witchcraft!! - We learnt of six types of Coronets (on the tops of Shields), and which are used by nobles and by princes and princesses rather than by monarchs. If I really wish to stir up-which I’m about to-then compare the Coats of Arms of Cambridge University and Oxford University: Cambridge shows a closed book at the centre (Chloe went to Cambridge!); Oxford shows an open book ie still got a lot to learn!! One outstanding fact-again quoting Peter- is that in medieval times, they were very good at designing Coats of Arms, whereas many of today’s are anything but inspiring. This Study Day proved just how much one can learn in a single day from a real expert. Our thanks go to Chairman Peter Stubbs for organising the event so expertly.	6,437	ENGLISH	1
The House of Wang Lung rose in one generation from a family of poor farmers to a wealthy respected house in the novel The Good Earth by Pearl Buck. The dramatic change in social status causes the sons of Wang Lung to have different views and values from their father. His different treatment of each son also shapes each character. Although part of the same family the charachters demonstrate a difference in values. The father values the land, the youngest son values regognition, the middle son values wealth, and the eldest son values respect. As a result of his impoverished upbringing, Wang Lung values the land more than anything else. His obsession with the land causes him to neglect his family. The youngest son receives no attention and Wang Lung’s plan to have him work the land disturbs him and makes him feel like a peasant. He feels that he has to prove that he is as great as his brothers and leaves the family to join the army. The middle son watches as his inheritance passes from his father’s hand into the hand of his eldest son, and complains that his share is always too small. He wants to save the families money. The eldest son receives more attention and is given more than the other two sons and wants to be respected as a great family. The eldest son receives more attention and is given more than the other two sons and wants to be respected as a great family. Wang Lung is proud of his first born son, Nung En, and gives him more than his other two sons. One example is when Wang Lung becomes distressed because he cannot read the contracts he is signing and does not want to sign a bad deal. He hopes that sending the elder son to school to learn how to read will solve this problem. The elder son is no longer needed in the fields, because Wang Lung can now afford men to work the land. However, he ignores sending his other children to school until later. The eldest son’s greatest desire is to have his family viewed as a great house. His wife, the daughter of the grain merchant Lui, grew up in a rich house, she is accustomed to wealth and respect from others, and contributes to her husband’s desire. He takes Wang Lung’s silver bit by bit to mend up the old House of Hwang. He redecorates it to make it a great house again. He continues to spend the money until the middle son puts and end to it, for he was always greedy and wants to save the money. The eldest son is trying to show the wealth and power of their family to the outside world. The eldest son views the family as “the great family Wang,” while Wang Lung still thinks of his family as “country folk. ” This shows the difference of views in the two generations of Wang Lung’s family. Wang Lung never becomes angry with his eldest son, but rather tries to find the root of his problems. The son becomes restless and begins drinking and socializing with women. The father talks to O-lan, Wang Lungs wife, to find out the source of his son’s unhappiness. “When I was a lad I had no such melancholy and no such weepings and tempers, and no slaves, either. ” (221) O-lan explains to him that the eldest son does not have to work the land and has more free time to pursue his ambitions than Wang Lung did when he was a child. This shows a difference between the childhood’s of Wang Lung and his eldest son. The middle son, Nung Wen, is always concerned with his inheritance. He feels that his father gives the eldest son too much and that his share is never enough. When Wang Lung sent the eldest son to school the younger son argues, “it is not fair that my brother can sit at leisure and learn something and I must work like a hind. ” (164) The middle son stops his elder brother’s spending and is stingy with money even though they are a wealthy family. “Now this second son seemed more strange to Wang than any of his sons, for even at the wedding day he was careful of the money spent on meats and on wines. (317) This shows another difference between Wang Lung and his middle son. On the wedding day of Wang Lung, he spent almost all his money, which he had very little, on a barber cut, good meat, incense, and other things that are usually expensive and needless accessories. The money he spent was all his family had. The middle son spent very little money on his wedding day, even though his family had an abundance of it. Wang Lung plans for his youngest son to work the land to keep a connection between the his family and the land after he died, but his youngest son becomes distressed. He feels he is lower than his two older brothers because he works the land and they go to school to become scholars. The family can buy more than enough workers for the land so why should he have to work it. The youngest son is often ignored, “his youngest son had been so quiet a lad that none thought of him except as a slender youth. ” (338) When the soldiers stay at their house, he hears tales of victorious soldiers gaining glory and respect. He decides to become a soldier and gain his fathers respect. Wang Lung forbids this but the youngest son runs away to fight in the revolution. This shows how Wang Lung was never active in any social or political areas, he had kept much to himself and his family, while his son went out to explore the world and become a great general. The difference in social standing of Wang Lung’s early life and that of his sons creates separate values and views for each character. The different treatment of each son by Wang Lung gives each a unique character. Values differ from the land, respect, money, and glory. This proves that a difference in life experiences shapes a person’s values.	<urn:uuid:ad047bb8-d1c9-44fe-8111-6b0ecf0233cc>	CC-MAIN-2020-05	https://gazetteactuartistes.com/a-difference-in-values-essay/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250619323.41/warc/CC-MAIN-20200124100832-20200124125832-00309.warc.gz	en	0.987782	1,231	3.421875	3	[ 0.04103657975792885, 0.5095142722129822, 0.15216782689094543, -0.1620003879070282, 0.3632465600967407, 0.05972857028245926, 0.3539811968803406, -0.24514438211917877, -0.11944372206926346, 0.29366999864578247, 0.18682298064231873, -0.3082994818687439, 0.4273352026939392, 0.4557405114173889,...	2	The House of Wang Lung rose in one generation from a family of poor farmers to a wealthy respected house in the novel The Good Earth by Pearl Buck. The dramatic change in social status causes the sons of Wang Lung to have different views and values from their father. His different treatment of each son also shapes each character. Although part of the same family the charachters demonstrate a difference in values. The father values the land, the youngest son values regognition, the middle son values wealth, and the eldest son values respect. As a result of his impoverished upbringing, Wang Lung values the land more than anything else. His obsession with the land causes him to neglect his family. The youngest son receives no attention and Wang Lung’s plan to have him work the land disturbs him and makes him feel like a peasant. He feels that he has to prove that he is as great as his brothers and leaves the family to join the army. The middle son watches as his inheritance passes from his father’s hand into the hand of his eldest son, and complains that his share is always too small. He wants to save the families money. The eldest son receives more attention and is given more than the other two sons and wants to be respected as a great family. The eldest son receives more attention and is given more than the other two sons and wants to be respected as a great family. Wang Lung is proud of his first born son, Nung En, and gives him more than his other two sons. One example is when Wang Lung becomes distressed because he cannot read the contracts he is signing and does not want to sign a bad deal. He hopes that sending the elder son to school to learn how to read will solve this problem. The elder son is no longer needed in the fields, because Wang Lung can now afford men to work the land. However, he ignores sending his other children to school until later. The eldest son’s greatest desire is to have his family viewed as a great house. His wife, the daughter of the grain merchant Lui, grew up in a rich house, she is accustomed to wealth and respect from others, and contributes to her husband’s desire. He takes Wang Lung’s silver bit by bit to mend up the old House of Hwang. He redecorates it to make it a great house again. He continues to spend the money until the middle son puts and end to it, for he was always greedy and wants to save the money. The eldest son is trying to show the wealth and power of their family to the outside world. The eldest son views the family as “the great family Wang,” while Wang Lung still thinks of his family as “country folk. ” This shows the difference of views in the two generations of Wang Lung’s family. Wang Lung never becomes angry with his eldest son, but rather tries to find the root of his problems. The son becomes restless and begins drinking and socializing with women. The father talks to O-lan, Wang Lungs wife, to find out the source of his son’s unhappiness. “When I was a lad I had no such melancholy and no such weepings and tempers, and no slaves, either. ” (221) O-lan explains to him that the eldest son does not have to work the land and has more free time to pursue his ambitions than Wang Lung did when he was a child. This shows a difference between the childhood’s of Wang Lung and his eldest son. The middle son, Nung Wen, is always concerned with his inheritance. He feels that his father gives the eldest son too much and that his share is never enough. When Wang Lung sent the eldest son to school the younger son argues, “it is not fair that my brother can sit at leisure and learn something and I must work like a hind. ” (164) The middle son stops his elder brother’s spending and is stingy with money even though they are a wealthy family. “Now this second son seemed more strange to Wang than any of his sons, for even at the wedding day he was careful of the money spent on meats and on wines. (317) This shows another difference between Wang Lung and his middle son. On the wedding day of Wang Lung, he spent almost all his money, which he had very little, on a barber cut, good meat, incense, and other things that are usually expensive and needless accessories. The money he spent was all his family had. The middle son spent very little money on his wedding day, even though his family had an abundance of it. Wang Lung plans for his youngest son to work the land to keep a connection between the his family and the land after he died, but his youngest son becomes distressed. He feels he is lower than his two older brothers because he works the land and they go to school to become scholars. The family can buy more than enough workers for the land so why should he have to work it. The youngest son is often ignored, “his youngest son had been so quiet a lad that none thought of him except as a slender youth. ” (338) When the soldiers stay at their house, he hears tales of victorious soldiers gaining glory and respect. He decides to become a soldier and gain his fathers respect. Wang Lung forbids this but the youngest son runs away to fight in the revolution. This shows how Wang Lung was never active in any social or political areas, he had kept much to himself and his family, while his son went out to explore the world and become a great general. The difference in social standing of Wang Lung’s early life and that of his sons creates separate values and views for each character. The different treatment of each son by Wang Lung gives each a unique character. Values differ from the land, respect, money, and glory. This proves that a difference in life experiences shapes a person’s values.	1,196	ENGLISH	1
The Lancashire and Cheshire Miners’ Federation (LCMF) was a trade union founded in the aftermath of a bitter, violent seven-week strike in 1881 The bitter and violent Lancashire miners' strike of 1881 lasted for seven weeks, but ended with no resolution. , which took place on the Lancashire CoalfieldThe Lancashire and Cheshire Coalfield in North West England was one of the most important British coalfields. Its coal seams were formed from the vegetation of tropical swampy forests in the Carboniferous period more than 300 million years ago. in North West England. The union joined with the National Union of Mineworkers in 1945. Trade unionism was slow to take root in Lancashire, the coal owners bitterly opposed it. After a long and sometimes violent strike in 1881 the federation was founded to bring together the many local organisations that had been formed in Lancashire. Colliery owners fended off unions until well into the 19th century and trade unionism was slow to take hold on the Lancashire Coalfield. Wages were poor and employers arbitrarily fined men for minor reasons, disallowed wages on false pretexts and victimised perceived radicals. Some employers used bonds were used to enforce discipline. Miners had protested about poor wages in 1757 when bread prices rose and some marched from Kersal towards Manchester in protest, but were turned back. When trouble flared, the Home Secretary ordered troops to be ready to quell the unrest. Long strikes were unsustainable as the miners had no organisation or finances to back them up. The first miners’ association was the Brotherly Union Society formed in Pemberton, Wigan in 1794. It was described as a friendly society to avoid prosecution under the Combination ActsThe Combination Acts were passed by the Tory government of William Pitt the Younger in response to its fear of unrest or revolution among the working classes. They banned workers from combining to form trade unions and prevented them from striking, calling for shorter hours or increased pay. and in the early 19th century there were 21 such societies in central Lancashire. Strikes in the first quarter of the 19th century generally failed to improve pay and conditions but in 1830 miners formed the Friendly Society of Coal Mining with headquarters in Bolton. The organisation was based on local branches with delegates attending quarterly meetings. The coal owners were not sympathetic and when the men went on strike to assert their right to organise, William HultonWilliam Hulton was the magistrate who ordered the yeomanry to charge into the crowd at the Peterloo Massacre. issued a pamphlet condemning his workforce who he considered had: “wantonly injured me to the full limits of your ability, in my purse, and you have much farther wounded my feelings”. The Miners’ Association of Great Britain and Ireland was established at a meeting in Wakefield in 1842 and lasted for seven years. It supported the commission headed by Lord Anthony Ashley-Cooper, 7th Earl of Shaftesbury and the passing of the Coal Mines Act 1842 which prohibited all females and boys under ten from working underground. The association had 100,000 members and was involved in lobbying parliament and preventing persecution by tyrannical employers. The association was initially strongest in Yorkshire and the North-East and held its first public meeting at Kersal in Salford in 1843 attended by 150 miners. General-secretary, David Swallow, considered the Lancashire miners to be among the worst paid in the country and attempted to address miners in Westhoughton, but the mineowners, including William Hulton, prevented him from holding the meeting. Lord Francis Egerton employed 1,300 workers at his Bridgewater pits, paying them little more than if they were in the workhouse In England and Wales a workhouse, colloquially known as a spike, was a place where those unable to support themselves were offered accommodation and employment. . Opposition from the coal owners did not prevent the association recruiting members and 98 lodges were formed in Lancashire and Cheshire by October 1843. Lancashire miners were poorly paid compared with other coalfields and antagonisms arose between the workers and the union. The federation was founded in 1881 in the aftermath of a bitter seven-week strike that was frequently violent. Thomas Ashton, secretary of the Ashton-under-Lyne area, organised a meeting at the old Manchester Town Hall that led to the merger of several district unions on the Lancashire Coalfield. Not all the districts joined and another meeting was arranged in Wigan. The fledgling union was plagued with rivalries, between areas and the personalities that emerged in its leadership. In the aftermath of the strike, funds were exhausted and the organisation chaotic. Sam Woods who was elected the miners’ agent needed to unite the districts so that the union did not disintegrate. Robert IsherwoodRobert Isherwood (1845–1905) was a miner’s agent, local councillor and the first treasurer of the Lancashire and Cheshire Miners’ Federation. , secretary and agent for the Tyldesley Miners’ Association, was its first treasurer. In 1888, the union called a national conference, which led to the formation of the Miners’ Federation of Great Britain the following year. Sam Woods, was elected as a Lib-Lab MP in the 1892 UK general election. In 1903, the union affiliated to the Labour Representation Committee, by far the most important miners’ union to join at that time. Stephen Walsh was appointed agent of the LCMF in 1901 and, sponsored by the federation, fought and won the Ince seat at the 1906 General Election. Membership rose rapidly, reaching over 70,000 by 1907. In 1913 Thomas Greenall, president and Thomas Ashton, secretary, laid foundation stones in Bridgeman Place, Bolton for its stone and brick headquarters designed by Bolton architects Bradshaw, Gass & Hope. Pit brow women Pit brow women were female surface labourers at British collieries. They worked at the coal screens on the pit brow (pit bank) at the shaft top until the 1960s. Their job was to pick stones and sort the coal after it was hauled to the surface. were admitted as members of the federation after the first World War although work at collieries was considered an unsuitable job for women. The Lancashire miners were not considered as militant as their counterparts on other coalfields but were involved in disputes both locally and nationally. After the formation of the National Union of Mineworkers in 1945, the LCMF became its Lancashire area and subsequently merged with the Cumberland Area to form the North West Area.	<urn:uuid:e4830f90-53ab-4278-84be-327bbef47ba9>	CC-MAIN-2020-05	https://engole.info/lancashire-and-cheshire-miners-federation/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251689924.62/warc/CC-MAIN-20200126135207-20200126165207-00003.warc.gz	en	0.980604	1,380	3.875	4	[ -0.04281318932771683, 0.11507513374090195, -0.06578992307186127, 0.3035847842693329, 0.0396549217402935, 0.045203790068626404, -0.2271343320608139, -0.17105910181999207, -0.15800736844539642, -0.08189744502305984, -0.010805324651300907, -0.5852062702178955, 0.1907573938369751, 0.1647934317...	8	The Lancashire and Cheshire Miners’ Federation (LCMF) was a trade union founded in the aftermath of a bitter, violent seven-week strike in 1881 The bitter and violent Lancashire miners' strike of 1881 lasted for seven weeks, but ended with no resolution. , which took place on the Lancashire CoalfieldThe Lancashire and Cheshire Coalfield in North West England was one of the most important British coalfields. Its coal seams were formed from the vegetation of tropical swampy forests in the Carboniferous period more than 300 million years ago. in North West England. The union joined with the National Union of Mineworkers in 1945. Trade unionism was slow to take root in Lancashire, the coal owners bitterly opposed it. After a long and sometimes violent strike in 1881 the federation was founded to bring together the many local organisations that had been formed in Lancashire. Colliery owners fended off unions until well into the 19th century and trade unionism was slow to take hold on the Lancashire Coalfield. Wages were poor and employers arbitrarily fined men for minor reasons, disallowed wages on false pretexts and victimised perceived radicals. Some employers used bonds were used to enforce discipline. Miners had protested about poor wages in 1757 when bread prices rose and some marched from Kersal towards Manchester in protest, but were turned back. When trouble flared, the Home Secretary ordered troops to be ready to quell the unrest. Long strikes were unsustainable as the miners had no organisation or finances to back them up. The first miners’ association was the Brotherly Union Society formed in Pemberton, Wigan in 1794. It was described as a friendly society to avoid prosecution under the Combination ActsThe Combination Acts were passed by the Tory government of William Pitt the Younger in response to its fear of unrest or revolution among the working classes. They banned workers from combining to form trade unions and prevented them from striking, calling for shorter hours or increased pay. and in the early 19th century there were 21 such societies in central Lancashire. Strikes in the first quarter of the 19th century generally failed to improve pay and conditions but in 1830 miners formed the Friendly Society of Coal Mining with headquarters in Bolton. The organisation was based on local branches with delegates attending quarterly meetings. The coal owners were not sympathetic and when the men went on strike to assert their right to organise, William HultonWilliam Hulton was the magistrate who ordered the yeomanry to charge into the crowd at the Peterloo Massacre. issued a pamphlet condemning his workforce who he considered had: “wantonly injured me to the full limits of your ability, in my purse, and you have much farther wounded my feelings”. The Miners’ Association of Great Britain and Ireland was established at a meeting in Wakefield in 1842 and lasted for seven years. It supported the commission headed by Lord Anthony Ashley-Cooper, 7th Earl of Shaftesbury and the passing of the Coal Mines Act 1842 which prohibited all females and boys under ten from working underground. The association had 100,000 members and was involved in lobbying parliament and preventing persecution by tyrannical employers. The association was initially strongest in Yorkshire and the North-East and held its first public meeting at Kersal in Salford in 1843 attended by 150 miners. General-secretary, David Swallow, considered the Lancashire miners to be among the worst paid in the country and attempted to address miners in Westhoughton, but the mineowners, including William Hulton, prevented him from holding the meeting. Lord Francis Egerton employed 1,300 workers at his Bridgewater pits, paying them little more than if they were in the workhouse In England and Wales a workhouse, colloquially known as a spike, was a place where those unable to support themselves were offered accommodation and employment. . Opposition from the coal owners did not prevent the association recruiting members and 98 lodges were formed in Lancashire and Cheshire by October 1843. Lancashire miners were poorly paid compared with other coalfields and antagonisms arose between the workers and the union. The federation was founded in 1881 in the aftermath of a bitter seven-week strike that was frequently violent. Thomas Ashton, secretary of the Ashton-under-Lyne area, organised a meeting at the old Manchester Town Hall that led to the merger of several district unions on the Lancashire Coalfield. Not all the districts joined and another meeting was arranged in Wigan. The fledgling union was plagued with rivalries, between areas and the personalities that emerged in its leadership. In the aftermath of the strike, funds were exhausted and the organisation chaotic. Sam Woods who was elected the miners’ agent needed to unite the districts so that the union did not disintegrate. Robert IsherwoodRobert Isherwood (1845–1905) was a miner’s agent, local councillor and the first treasurer of the Lancashire and Cheshire Miners’ Federation. , secretary and agent for the Tyldesley Miners’ Association, was its first treasurer. In 1888, the union called a national conference, which led to the formation of the Miners’ Federation of Great Britain the following year. Sam Woods, was elected as a Lib-Lab MP in the 1892 UK general election. In 1903, the union affiliated to the Labour Representation Committee, by far the most important miners’ union to join at that time. Stephen Walsh was appointed agent of the LCMF in 1901 and, sponsored by the federation, fought and won the Ince seat at the 1906 General Election. Membership rose rapidly, reaching over 70,000 by 1907. In 1913 Thomas Greenall, president and Thomas Ashton, secretary, laid foundation stones in Bridgeman Place, Bolton for its stone and brick headquarters designed by Bolton architects Bradshaw, Gass & Hope. Pit brow women Pit brow women were female surface labourers at British collieries. They worked at the coal screens on the pit brow (pit bank) at the shaft top until the 1960s. Their job was to pick stones and sort the coal after it was hauled to the surface. were admitted as members of the federation after the first World War although work at collieries was considered an unsuitable job for women. The Lancashire miners were not considered as militant as their counterparts on other coalfields but were involved in disputes both locally and nationally. After the formation of the National Union of Mineworkers in 1945, the LCMF became its Lancashire area and subsequently merged with the Cumberland Area to form the North West Area.	1,441	ENGLISH	1
SAMUEL ADAMS, the second governor of Massachusetts, was born in Boston, Massachusetts on September 27, 1722. His education was attained at the Boston Latin School, and at Harvard University, where he graduated in 1740. After several unsuccessful business ventures, Adams entered into a political career. He served as the Boston tax collector from 1756 to 1764, was a member of the Massachusetts House of Representatives from 1765 to 1774, served as clerk of the house in 1774, and was a member of the Continental Congress from 1774 to 1782. Adams rapidly emerged as an outspoken and driven advocate of establishing independence from Great Britain, and subsequently, was one of the signers of the Declaration of Independence. He also served as a member of the 1779 and 1788 Massachusetts Constitutional Conventions, was president of the Massachusetts State Senate in 1781, served as a key delegate in Massachusetts’s ratifying of the U.S. Constitution in 1787, and served as the Massachusetts lieutenant governor from 1789 to 1794. On October 8, 1793, Governor John Hancock passed away, and Adams, who was lieutenant governor at the time, assumed the duties of the governorship. He was elected to his own term on April 7, 1794. He won reelection to a second term in 1795, and to a third term in 1796. During his tenure, he worked to establish and form the separate powers between state and federal government. After completing his term, Adams left office on June 2, 1797, and retired from public service. Governor Samuel Adams passed away on October 2, 1803, and was buried in the Granary Burial Ground in Boston, Massachusetts. Sobel, Robert, and John Raimo, eds. Biographical Directory of the Governors of the United States, 1789-1978, Vol. 2, Westport, Conn.; Meckler Books, 1978. 4 vols.	<urn:uuid:dc2ed52b-bced-437f-b7c6-0c34382ab122>	CC-MAIN-2020-05	https://www.nga.org/governor/samuel-adams-2/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614880.58/warc/CC-MAIN-20200124011048-20200124040048-00469.warc.gz	en	0.983589	397	3.640625	4	[ 0.03825630620121956, -0.039229169487953186, 0.2623414993286133, -0.34194043278694153, -0.5501184463500977, 0.29025769233703613, 0.03170790150761604, 0.33676350116729736, -0.21680311858654022, -0.25512200593948364, 0.006209430750459433, -0.14160394668579102, 0.3062744438648224, 0.1119894087...	11	SAMUEL ADAMS, the second governor of Massachusetts, was born in Boston, Massachusetts on September 27, 1722. His education was attained at the Boston Latin School, and at Harvard University, where he graduated in 1740. After several unsuccessful business ventures, Adams entered into a political career. He served as the Boston tax collector from 1756 to 1764, was a member of the Massachusetts House of Representatives from 1765 to 1774, served as clerk of the house in 1774, and was a member of the Continental Congress from 1774 to 1782. Adams rapidly emerged as an outspoken and driven advocate of establishing independence from Great Britain, and subsequently, was one of the signers of the Declaration of Independence. He also served as a member of the 1779 and 1788 Massachusetts Constitutional Conventions, was president of the Massachusetts State Senate in 1781, served as a key delegate in Massachusetts’s ratifying of the U.S. Constitution in 1787, and served as the Massachusetts lieutenant governor from 1789 to 1794. On October 8, 1793, Governor John Hancock passed away, and Adams, who was lieutenant governor at the time, assumed the duties of the governorship. He was elected to his own term on April 7, 1794. He won reelection to a second term in 1795, and to a third term in 1796. During his tenure, he worked to establish and form the separate powers between state and federal government. After completing his term, Adams left office on June 2, 1797, and retired from public service. Governor Samuel Adams passed away on October 2, 1803, and was buried in the Granary Burial Ground in Boston, Massachusetts. Sobel, Robert, and John Raimo, eds. Biographical Directory of the Governors of the United States, 1789-1978, Vol. 2, Westport, Conn.; Meckler Books, 1978. 4 vols.	471	ENGLISH	1
On April 2, 1865, with the Confederate defeat at Petersburg, Virginia imminent, General Robert E. Lee informed President Davis that he could no longer protect Richmond and advised the Confederate government to evacuate its capital. Davis and his cabinet fled to Danville, Virginia, and with Robert E. Lee’s surrender on April 9, deep into the South. Lee’s surrender of his massive Army of Northern Virginia effectively ended the Civil War, and during the next few weeks the remaining Confederate armies surrendered one by one. Davis was devastated by the fall of the Confederacy. Refusing to admit defeat, he hoped to flee to a sympathetic foreign nation such as Britain or France, and was weighing the merits of forming a government in exile when he was arrested by a detachment of the 4th Michigan Cavalry. A certain amount of controversy surrounds his capture, as Davis was wearing his wife’s black shawl when the Union troops cornered him. The Northern press ridiculed him as a coward, alleging that he had disguised himself as a woman in an ill-fated attempt to escape. However, Davis, and especially his wife, Varina, maintained that he was ill and that Varina had lent him her shawl to keep his health up during their difficult journey. Imprisoned for two years at Fort Monroe, Virginia, Davis was indicted for treason, but was never tried–the federal government feared that Davis would be able prove to a jury that the Southern secession of 1860 to 1861 was legal. Varina worked determinedly to secure his freedom, and in May 1867 Jefferson Davis was released on bail, with several wealthy Northerners helping him pay for his freedom. After a number of unsuccessful business ventures, he retired to Beauvoir, his home near Biloxi, Mississippi, and began writing his two-volume memoir The Rise and Fall of the Confederate Government (1881). He died in December 1889.	<urn:uuid:4860d412-21ba-40a1-83ec-8c9bae68ca87>	CC-MAIN-2020-05	https://www.history.com/this-day-in-history/jefferson-davis-captured	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594662.6/warc/CC-MAIN-20200119151736-20200119175736-00445.warc.gz	en	0.992199	392	3.71875	4	[ -0.5672146081924438, 0.41340547800064087, 0.16253775358200073, 0.056684937328100204, 0.229285329580307, 0.008294815197587013, 0.07752173393964767, -0.11406715959310532, -0.09860870987176895, 0.09165836125612259, 0.17858250439167023, 0.132406547665596, 0.42927658557891846, 0.198769599199295...	14	On April 2, 1865, with the Confederate defeat at Petersburg, Virginia imminent, General Robert E. Lee informed President Davis that he could no longer protect Richmond and advised the Confederate government to evacuate its capital. Davis and his cabinet fled to Danville, Virginia, and with Robert E. Lee’s surrender on April 9, deep into the South. Lee’s surrender of his massive Army of Northern Virginia effectively ended the Civil War, and during the next few weeks the remaining Confederate armies surrendered one by one. Davis was devastated by the fall of the Confederacy. Refusing to admit defeat, he hoped to flee to a sympathetic foreign nation such as Britain or France, and was weighing the merits of forming a government in exile when he was arrested by a detachment of the 4th Michigan Cavalry. A certain amount of controversy surrounds his capture, as Davis was wearing his wife’s black shawl when the Union troops cornered him. The Northern press ridiculed him as a coward, alleging that he had disguised himself as a woman in an ill-fated attempt to escape. However, Davis, and especially his wife, Varina, maintained that he was ill and that Varina had lent him her shawl to keep his health up during their difficult journey. Imprisoned for two years at Fort Monroe, Virginia, Davis was indicted for treason, but was never tried–the federal government feared that Davis would be able prove to a jury that the Southern secession of 1860 to 1861 was legal. Varina worked determinedly to secure his freedom, and in May 1867 Jefferson Davis was released on bail, with several wealthy Northerners helping him pay for his freedom. After a number of unsuccessful business ventures, he retired to Beauvoir, his home near Biloxi, Mississippi, and began writing his two-volume memoir The Rise and Fall of the Confederate Government (1881). He died in December 1889.	406	ENGLISH	1
Portents and prodigies For the ancient Greeks, portents and prodigies had a tangible and enduring impact on their attitudes towards activities they were planning or undertaking. Portents were important enough in the practice of divination to encourage an author to describe and interpret them: Pausanias notes that Hesiod wrote a work concerned with the interpretation (exegesis) of portents (terata). Popular meteorology – what the ordinary Greek thought of as omens from heaven – was very different from the 'scientific' meteorology which the sixth- and fifth-century natural philosophers and thinkers had developed in seeking a rational explanation for 'inexplicable' happenings that took place on earth and in the solar system. Terata were events and happenings within specific contexts that forewarned of what was to come. In military contexts, commanders had to be aware of the necessity for counteracting ill-omened terata which were the result of natural causes.	<urn:uuid:d436f985-4dab-45fb-91fa-42a3208e19fa>	CC-MAIN-2020-05	https://www.taylorfrancis.com/books/9781315577791/chapters/10.4324/9781315577791-5	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250611127.53/warc/CC-MAIN-20200123160903-20200123185903-00262.warc.gz	en	0.981095	197	3.703125	4	[ -0.0734950378537178, 0.4122190475463867, 0.22068440914154053, -0.09644851088523865, 0.17439600825309753, -0.13295915722846985, 0.44367462396621704, 0.32305005192756653, -0.09819769114255905, 0.040697578340768814, -0.5135442018508911, -0.5123090744018555, -0.37881559133529663, 0.47340694069...	1	Portents and prodigies For the ancient Greeks, portents and prodigies had a tangible and enduring impact on their attitudes towards activities they were planning or undertaking. Portents were important enough in the practice of divination to encourage an author to describe and interpret them: Pausanias notes that Hesiod wrote a work concerned with the interpretation (exegesis) of portents (terata). Popular meteorology – what the ordinary Greek thought of as omens from heaven – was very different from the 'scientific' meteorology which the sixth- and fifth-century natural philosophers and thinkers had developed in seeking a rational explanation for 'inexplicable' happenings that took place on earth and in the solar system. Terata were events and happenings within specific contexts that forewarned of what was to come. In military contexts, commanders had to be aware of the necessity for counteracting ill-omened terata which were the result of natural causes.	196	ENGLISH	1
The Plantagenet Kings of England had the medieval right to require Maritime towns and counties to furnish them with ships in times of war. This duty was sometimes commuted for money, which became known as ‘ship money’. Ship money was unique as it was one of the few taxes the Monarchy could levy without the approval of Parliament. Ship money was an intermittent tax that was revived by Charles I in 1628 when he raised £173,000 by levying it on every county in England. In 1634 King Charles I issued a writ requiring the justices of London and other seaports to provide a certain number of ships of war of a prescribed tonnage and equipment or their equivalent in money. The tax was super unpopular as contrary to all precedents, it was issued in times of peace. Nevertheless, the sum of £104,000 was collected. In 1635, and subsequent years, ship money was annually levied by Charles I to cover peacetime government expenditures. Dissent with the ship money grew to such an extent, that by 1639, less than 20% of the money demanded was raised. The tax was stopped by the Long Parliament when they voted in the Ship Money Act of 1640.	<urn:uuid:9dd1143e-32da-4548-9ba5-2e107ab0bb11>	CC-MAIN-2020-05	https://taxfitness.com.au/Blog/1628-ship-money	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250613416.54/warc/CC-MAIN-20200123191130-20200123220130-00257.warc.gz	en	0.99154	249	3.984375	4	[ -0.07916203141212463, 0.0957789421081543, 0.3259236812591553, -0.3986552953720093, 0.2805274724960327, -0.21757946908473969, 0.13746151328086853, -0.0722859725356102, -0.13300418853759766, 0.2804426848888397, 0.16197596490383148, -0.0670502707362175, -0.12304800748825073, 0.480473369359970...	2	The Plantagenet Kings of England had the medieval right to require Maritime towns and counties to furnish them with ships in times of war. This duty was sometimes commuted for money, which became known as ‘ship money’. Ship money was unique as it was one of the few taxes the Monarchy could levy without the approval of Parliament. Ship money was an intermittent tax that was revived by Charles I in 1628 when he raised £173,000 by levying it on every county in England. In 1634 King Charles I issued a writ requiring the justices of London and other seaports to provide a certain number of ships of war of a prescribed tonnage and equipment or their equivalent in money. The tax was super unpopular as contrary to all precedents, it was issued in times of peace. Nevertheless, the sum of £104,000 was collected. In 1635, and subsequent years, ship money was annually levied by Charles I to cover peacetime government expenditures. Dissent with the ship money grew to such an extent, that by 1639, less than 20% of the money demanded was raised. The tax was stopped by the Long Parliament when they voted in the Ship Money Act of 1640.	270	ENGLISH	1
Prince Edward restores his father to the throne. The Regaining Of Royal Authority Few monarchs have reigned over England longer than Henry III did (George III, Victoria, and Elizabeth II), and very few kings that ineffective got to die of natural causes while still on the throne. He reigned for 60 years yet his position was threatened by Simon de Montfort. At Evesham Henry III and his son Edward gained revenge over Simon de Montfort for their defeat at Lewes. After that earlier battle both had been held in captivity. De Monfort forced his brother in law to sign the Provisions of Oxford, which meant he had held power. The provisions meant that England was effectively a republic. Had Prince Edward stayed under his uncle's control the history of England could have been completely different. Edward was able to escape and de Monfort did not stop him from joining up with his father. That failure proved very costly in the end. Henry III Restored Through His Son's Ability Whilst Henry III was ineffective, Edward considered himself to be an able commander. De Monfort had alienated too many people after Lewes, and royalists were threatening him from Wales. The most important royalists was Roger Mortimer (grandfather of the most famous one), joined at the end of May 1265 by Edward who had escaped from De Montfort's custody. This battle was the first one in, which Edward got to show off his skills as a military commander. He placed the royal army in the best position and made sure that his enemies were crushed. De Montfort's Last Throw Of The Dice De Montfort decided to move from Hereford to join forces with his son's small force at Kenilworth. He never got there as Edward trapped his bitter enemy at Evesham. Edward planned to free his father and destroy De Montfort. The latter had seen supporters drift away as the royal faction began to gather strength. Edward had chosen the perfect place to trap de Monfort. On the morning of 4 August 1265 the trap was sprung. De Montfort was slain with virtually all of his followers. Royal authority was restored, and Henry lived out his last years unrivaled. Edward went on to be the king that conquerred Wales and very nearly did the same to Scotland. Dodds, G L (1996) Battles in Britain 1066-1746, Arms & Armour Press, London Morris M (2008) A Great And Terrible King - Edward I, Penguin, London This article provides useful information about the battle of the bulge. Hope the information proves to be useful to you.. The german army was defeated at Stalingrad. Read the article in detail to know about the various causes behind their defeat.. The second world war is generally thought to be the demise of the battleship . A battleship is a large warship with a tonnage of over 30,000.	<urn:uuid:be20017c-4e28-45cd-b980-b9c57a452280>	CC-MAIN-2020-05	https://travelandculture.expertscolumn.com/battle-evesham-1265	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250595282.35/warc/CC-MAIN-20200119205448-20200119233448-00163.warc.gz	en	0.985799	602	3.453125	3	[ -0.4749663472175598, 0.2298782765865326, 0.3456351161003113, -0.09073902666568756, -0.2033000886440277, -0.18664631247520447, 0.2789499759674072, 0.0356510728597641, -0.14121094346046448, 0.18571986258029938, -0.06870394945144653, -0.40982532501220703, 0.21024417877197266, -0.1122506409883...	1	Prince Edward restores his father to the throne. The Regaining Of Royal Authority Few monarchs have reigned over England longer than Henry III did (George III, Victoria, and Elizabeth II), and very few kings that ineffective got to die of natural causes while still on the throne. He reigned for 60 years yet his position was threatened by Simon de Montfort. At Evesham Henry III and his son Edward gained revenge over Simon de Montfort for their defeat at Lewes. After that earlier battle both had been held in captivity. De Monfort forced his brother in law to sign the Provisions of Oxford, which meant he had held power. The provisions meant that England was effectively a republic. Had Prince Edward stayed under his uncle's control the history of England could have been completely different. Edward was able to escape and de Monfort did not stop him from joining up with his father. That failure proved very costly in the end. Henry III Restored Through His Son's Ability Whilst Henry III was ineffective, Edward considered himself to be an able commander. De Monfort had alienated too many people after Lewes, and royalists were threatening him from Wales. The most important royalists was Roger Mortimer (grandfather of the most famous one), joined at the end of May 1265 by Edward who had escaped from De Montfort's custody. This battle was the first one in, which Edward got to show off his skills as a military commander. He placed the royal army in the best position and made sure that his enemies were crushed. De Montfort's Last Throw Of The Dice De Montfort decided to move from Hereford to join forces with his son's small force at Kenilworth. He never got there as Edward trapped his bitter enemy at Evesham. Edward planned to free his father and destroy De Montfort. The latter had seen supporters drift away as the royal faction began to gather strength. Edward had chosen the perfect place to trap de Monfort. On the morning of 4 August 1265 the trap was sprung. De Montfort was slain with virtually all of his followers. Royal authority was restored, and Henry lived out his last years unrivaled. Edward went on to be the king that conquerred Wales and very nearly did the same to Scotland. Dodds, G L (1996) Battles in Britain 1066-1746, Arms & Armour Press, London Morris M (2008) A Great And Terrible King - Edward I, Penguin, London This article provides useful information about the battle of the bulge. Hope the information proves to be useful to you.. The german army was defeated at Stalingrad. Read the article in detail to know about the various causes behind their defeat.. The second world war is generally thought to be the demise of the battleship . A battleship is a large warship with a tonnage of over 30,000.	613	ENGLISH	1
StoryMaking…Yes, Stories but so much more! How a Makerspace can inspire different genres of storytelling and writing Sometimes the term StoryMaking can be a little misleading when you just read the word for the first time. Yes, it absolutely involves the child making and providing many opportunities for children to explore their imaginations and wonderings in a wide variety of Makerspaces. And yes, many times children narrate their play or make a story with the inspiring materials to share with others. But it is not just “stories” that are made. Many opportunities exist when we take time to plan the intent of our focus lessons and/or Makerspaces. While children are making, they begin to explain how they are making things, they describe facts about a topic they know a lot about, they tell creative stories with rich characters and events, and they even voice their opinions about what they are making. Many genres are explored and created while children are making. How-to books, informational texts, personal narratives, realistic fiction and even opinion style writing and storytelling are expressed. We always like to innovate and appreciate researchers that came before us and paved the way for us to connect and build upon the work in the field of literacy and the Makers’ Movement. One such researcher and author that we seek guidance on the topic of children creating “stories” is Matt Glover. In his book, Engaging Young Writers, Glover cautions the overuse of the word “story” with children when referring to the books that they are making. If we always write our provocations to ask, “What story can you imagine with these materials?” then we are always implying that we want children to imagine a story to make, tell or write narratives. We appreciate Glover’s perspective and it has caused us to look carefully at our teacher language and the invitations we provide in our makerspaces. Educators have options when connecting to an early writing literacy or oral language standard or goal. We can connect to a specific genre that you are required to teach and ask guiding questions to suggest playing and making a book in a specific genre. For example, if you are investigating writing informational texts you could frame your language, “What could you make with these materials to teach others?” Sample invitation in Sculpture Makerspace to suggest informational writing Of course, if you want to leave your suggestions more open-ended in your Makerspaces or while children play with materials, you could use the word “book” as Glover suggestions. I had the opportunity at a StoryMaking session to explain these options to a group of children. After exploring and wondering about the new materials in the Sculpture Makerspace, I suggested that when they play and make sometimes they can imagine books to make and share. However, these books could be made to teach others something that is important to them or even to entertain. Open-ended invitations to write different genres of books not just “stories” Then the children went off to first explore and make what they had imagined and slowly as they created they began to tell me what they were making. One child made a character and began weaving together events to tell an imaginative story. The other child began to explain all about her favorite singer and facts describing who he was. As I was conferring and listening to these children, books were being written in the air… a fiction story and an informational all-about text. It was meaningful, creative and rooted in the making experience with open-ended materials and intentions. Below are the a few Maker’s Moments we documented so you can view these amazing StoryMakers in action as they play, make and share their BOOKS! Abbey, age 4, and her story Abbey studied the foil sculpture anchor chart and expressed intention that she wanted to make a person. She molded the foil into a human figure and tested out the best way to add the tape. After making the main shape of her “character” she began changing the shape of the materials in the Makerspace to create clothes. She then told me that she was making Tinkerbell. When Abbey was satisfied with what she had made, she told me she had a story to share with me. “Once upon a time, something really, really bad happened. The fire was going out of the building. Tinkerbell had to save the day. She wanted to help her Dada and her sister. The fire went out because of the water. The water from the bank of the pool was rising. Tinkerbell fell into the water. Her magic fell out. Her wings fell down. Tinkerbell found the castle. A wizard lived there. With his magical hands he gave Tinkerbell her magic back. She went back to the water and helped her father and sister. She went home and went to bed and felt sick.” After she shared her story with me, she went back into the Makerspace to m the wizard character and other details of the setting on paper that she had imagined and brought to life through her making and storytelling. Sophia, age 8, and her all-about book Sofia knew exactly what and who she wanted to make right away. She expressed intention that she wanted to make her favorite musician Allen. She began to describe how he always wore black and had red hair. Sophia really displayed a maker’s mindset of persistence when she was trying to make his clothes. She tried different types of fabric and felt, but when she tried to attach them to her sculpture she was never really satisfied. She did not give up and continued to seek out different resources as she made. She finally decided to use markers with fine tips to make the lines and the details of the clothes she imagined. At the maker’s talk, Sofia described all the details of her musician. She first explained what he looked like, then she talked about his music and finally she explained where you could go to listen to his music. After she was done, I pointed out how she just wrote an all-about book in the air with three chapters or pages to teach us all about her topic. She felt proud of her project and was now empowered to write her book. A few weeks later, I set up a Collage Makerspace and invited the children to imagine making with the materials. I didn’t suggest that they could make a book, but placed books from artists that used collage techniques in the Makerspace for inspiration. As the children explored the materials and tinkered with ways to place them together, one of the children began explaining how she was making her creations. Here is her Maker’s Moment and the evolution of her how-to book. Stephanie, age 7, and her how-to book Stephanie had chosen a picture to represent the setting or topic for her collage. She expressed that she like cheetahs and wanted to make one with the yellow materials. I captured her thinking to herself as she tinkered with the materials. “Now I can turn this into a body. I just need to cut this (referring to the yarn). Oh, this isn’t long enough.” Stephanie said as she problem solved what to do next to make the body of her cheetah. She decided to gather pieces of the yarn in longer lengths and try again. As she continued to play and make her cheetah she and asked herself, “Let me see what else can I add?” “So I need this!” she shouted as she found a bunch of pipe cleaners that she was imagining could be the tail of her cheetah. She continued to explore the materials and liked how her tail came out with the pipe cleaner so she decided to choose another piece to make the head. All of a sudden, she began to write a how-to book in the air! “To make a cheetah head all you need to do is grab a long one and bend it. Around and around and around. And you keep going and keep going until you’re done with the string. So this might take awhile!” She continued to demonstrate her twisting move as I carefully watched. Then she added a tip for her readers and viewers. Even added humor, which makes a great book to keep the interest of the readers! “You might want to be careful because if you let go it will spray out and you will have to do it again with a different one. That would be a bummer!” Stephanie continued to describe how she made the tail and how she created water to add to her picture. It was a powerful example of how a child can write in the air and how important it is for the adult to capture these moments so they can be empowered to create any books they imagine. Happy Story(and book) Making!	<urn:uuid:3331aa33-6d7c-43a6-950b-754b52c5f5b2>	CC-MAIN-2020-05	http://storymakers.us/storymakingyes-stories-but-so-much-more/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250611127.53/warc/CC-MAIN-20200123160903-20200123185903-00357.warc.gz	en	0.982755	1,841	3.5625	4	[ 0.22853702306747437, -0.07863132655620575, 0.3676416873931885, 0.10018275678157806, -0.4239674508571625, 0.20683959126472473, -0.3902500569820404, 0.07498309016227722, -0.07303980737924576, -0.029892660677433014, -0.015505146235227585, 0.391019731760025, -0.039599593728780746, 0.3904579579...	2	StoryMaking…Yes, Stories but so much more! How a Makerspace can inspire different genres of storytelling and writing Sometimes the term StoryMaking can be a little misleading when you just read the word for the first time. Yes, it absolutely involves the child making and providing many opportunities for children to explore their imaginations and wonderings in a wide variety of Makerspaces. And yes, many times children narrate their play or make a story with the inspiring materials to share with others. But it is not just “stories” that are made. Many opportunities exist when we take time to plan the intent of our focus lessons and/or Makerspaces. While children are making, they begin to explain how they are making things, they describe facts about a topic they know a lot about, they tell creative stories with rich characters and events, and they even voice their opinions about what they are making. Many genres are explored and created while children are making. How-to books, informational texts, personal narratives, realistic fiction and even opinion style writing and storytelling are expressed. We always like to innovate and appreciate researchers that came before us and paved the way for us to connect and build upon the work in the field of literacy and the Makers’ Movement. One such researcher and author that we seek guidance on the topic of children creating “stories” is Matt Glover. In his book, Engaging Young Writers, Glover cautions the overuse of the word “story” with children when referring to the books that they are making. If we always write our provocations to ask, “What story can you imagine with these materials?” then we are always implying that we want children to imagine a story to make, tell or write narratives. We appreciate Glover’s perspective and it has caused us to look carefully at our teacher language and the invitations we provide in our makerspaces. Educators have options when connecting to an early writing literacy or oral language standard or goal. We can connect to a specific genre that you are required to teach and ask guiding questions to suggest playing and making a book in a specific genre. For example, if you are investigating writing informational texts you could frame your language, “What could you make with these materials to teach others?” Sample invitation in Sculpture Makerspace to suggest informational writing Of course, if you want to leave your suggestions more open-ended in your Makerspaces or while children play with materials, you could use the word “book” as Glover suggestions. I had the opportunity at a StoryMaking session to explain these options to a group of children. After exploring and wondering about the new materials in the Sculpture Makerspace, I suggested that when they play and make sometimes they can imagine books to make and share. However, these books could be made to teach others something that is important to them or even to entertain. Open-ended invitations to write different genres of books not just “stories” Then the children went off to first explore and make what they had imagined and slowly as they created they began to tell me what they were making. One child made a character and began weaving together events to tell an imaginative story. The other child began to explain all about her favorite singer and facts describing who he was. As I was conferring and listening to these children, books were being written in the air… a fiction story and an informational all-about text. It was meaningful, creative and rooted in the making experience with open-ended materials and intentions. Below are the a few Maker’s Moments we documented so you can view these amazing StoryMakers in action as they play, make and share their BOOKS! Abbey, age 4, and her story Abbey studied the foil sculpture anchor chart and expressed intention that she wanted to make a person. She molded the foil into a human figure and tested out the best way to add the tape. After making the main shape of her “character” she began changing the shape of the materials in the Makerspace to create clothes. She then told me that she was making Tinkerbell. When Abbey was satisfied with what she had made, she told me she had a story to share with me. “Once upon a time, something really, really bad happened. The fire was going out of the building. Tinkerbell had to save the day. She wanted to help her Dada and her sister. The fire went out because of the water. The water from the bank of the pool was rising. Tinkerbell fell into the water. Her magic fell out. Her wings fell down. Tinkerbell found the castle. A wizard lived there. With his magical hands he gave Tinkerbell her magic back. She went back to the water and helped her father and sister. She went home and went to bed and felt sick.” After she shared her story with me, she went back into the Makerspace to m the wizard character and other details of the setting on paper that she had imagined and brought to life through her making and storytelling. Sophia, age 8, and her all-about book Sofia knew exactly what and who she wanted to make right away. She expressed intention that she wanted to make her favorite musician Allen. She began to describe how he always wore black and had red hair. Sophia really displayed a maker’s mindset of persistence when she was trying to make his clothes. She tried different types of fabric and felt, but when she tried to attach them to her sculpture she was never really satisfied. She did not give up and continued to seek out different resources as she made. She finally decided to use markers with fine tips to make the lines and the details of the clothes she imagined. At the maker’s talk, Sofia described all the details of her musician. She first explained what he looked like, then she talked about his music and finally she explained where you could go to listen to his music. After she was done, I pointed out how she just wrote an all-about book in the air with three chapters or pages to teach us all about her topic. She felt proud of her project and was now empowered to write her book. A few weeks later, I set up a Collage Makerspace and invited the children to imagine making with the materials. I didn’t suggest that they could make a book, but placed books from artists that used collage techniques in the Makerspace for inspiration. As the children explored the materials and tinkered with ways to place them together, one of the children began explaining how she was making her creations. Here is her Maker’s Moment and the evolution of her how-to book. Stephanie, age 7, and her how-to book Stephanie had chosen a picture to represent the setting or topic for her collage. She expressed that she like cheetahs and wanted to make one with the yellow materials. I captured her thinking to herself as she tinkered with the materials. “Now I can turn this into a body. I just need to cut this (referring to the yarn). Oh, this isn’t long enough.” Stephanie said as she problem solved what to do next to make the body of her cheetah. She decided to gather pieces of the yarn in longer lengths and try again. As she continued to play and make her cheetah she and asked herself, “Let me see what else can I add?” “So I need this!” she shouted as she found a bunch of pipe cleaners that she was imagining could be the tail of her cheetah. She continued to explore the materials and liked how her tail came out with the pipe cleaner so she decided to choose another piece to make the head. All of a sudden, she began to write a how-to book in the air! “To make a cheetah head all you need to do is grab a long one and bend it. Around and around and around. And you keep going and keep going until you’re done with the string. So this might take awhile!” She continued to demonstrate her twisting move as I carefully watched. Then she added a tip for her readers and viewers. Even added humor, which makes a great book to keep the interest of the readers! “You might want to be careful because if you let go it will spray out and you will have to do it again with a different one. That would be a bummer!” Stephanie continued to describe how she made the tail and how she created water to add to her picture. It was a powerful example of how a child can write in the air and how important it is for the adult to capture these moments so they can be empowered to create any books they imagine. Happy Story(and book) Making!	1,760	ENGLISH	1
In the mid-1930s, in the wake of the rapid growth in passenger air travel, the Boeing Aircraft Company, while busy with the design of a modern four-engine bomber, worked simultaneously on the creation of a new four-engine aircraft, purposed for civil aviation. Innovative engineering directly affected the design of the aircraft fuselage - for the first time in a machine of this type, a pressurized cabin was utilized, which enabled a significant increase in altitude in flight, allowing greater safety and a minimization of collision with thunderstorms, which flights were affected by at lower levels. The new aircraft, according to designers, could safely fly at an altitude of more than 7,500 meters, where the more dangerous atmospheric phenomena were absent. The first flight of the aircraft took place on the last day of 1938, but shortly afterwards a catastrophe resulted in the deaths of not only the pilot but also representatives of a potential buyer, KLM, and work on the aircraft's design had to be re-done for safety reasons. The first customer for the new aircraft was the famous Pan American Airways, which received three machines. Six more were ordered by another well-known airline of the time, Transcontinental and Western Air (TWA), but due to financial disagreements, the transfer of already built airframes was the subject of litigation. The famous aviation enthusiast and billionaire Howard Hughes, who became interested in the promising new airplane, devised an original and easy way out of the situation for himself and others - he bought a controlling stake in Boeing. Five units were completed and handed over to the new owner, while another aircraft was privately owned by Hughes, and named The Flying Penthouse. The type was also named Stratoliner for the first time in the history of American civil aviation. The aircraft was comfortable enough and could carry 33 passengers in a seated position, or 16 in folding comfortable berths during long transcontinental night flights. In addition to the forced ventilation system and the maintenance of normal pressure, the Stratoliner had many other interesting innovations. Considerable attention was paid to the issue of flight comfort, so that even a spacious women's lavatory was installed, with a separate toilet located in it. The commercial operation of TWA's Stratoliners began in June 1940 (Pan American had started earlier, operating flights from Florida to the Caribbean as well to Mexico and Brazil) from New York to California. Their commercial use continued until the end of 1941, when after the entry of the United States into World War II, all Stratoliners were requisitioned and transferred to the Air Force, designated the C-75. For military service, the pressurized cabin system was dismantled as unnecessary, and the aircraft no longer had such high altitude capabilities as before. But it allowed for the installation of additional fuel tanks, which increased the flight range by 1,600 km. Its combat service was marked by some interesting episodes - for example, the C-75 carried the surviving Doolittle Raid pilots (including James Doolittle himself) from deep continental China to the United States. After the war, all five machines were demobilized and returned to their original owners, TWA, having previously been upgraded. The upgrade cost TWA a pretty substantial sum of $2 million for the 5 planes, $400,000 for each plane. It is unknown whether TWA would have recovered these funds if it had not been for the unpredictable situation with the newest Lockheed Constellation, the new flagship of TWA, which, after several unfortunate incidents in early 1946, was dropped from flight operations until investigations were completed. At this time, it was the Stratoliners that carried out the major TWA transportation. The advent of the Douglas DC-4 brought an end to the operation of the Stratoliner by TWA; soon, they were all resold to the French carrier Aigle Azur Transports Aeriens and their subsequent airline service continued mainly in the southeastern colonial possessions of France. Individual aircraft flew until the mid-1970s and were then decommissioned solely for safety and age reasons.	<urn:uuid:ddee478a-56d6-48f2-a734-35dee6faa39e>	CC-MAIN-2020-05	http://roden.eu/HTML/339.htm	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250608295.52/warc/CC-MAIN-20200123041345-20200123070345-00392.warc.gz	en	0.981229	831	3.765625	4	[ 0.04723846912384033, 0.2846861779689789, 0.23632687330245972, 0.04171813279390335, -0.16334670782089233, 0.452536940574646, 0.10382818430662155, 0.5093187689781189, -0.0988554060459137, 0.0987246111035347, -0.13706326484680176, 0.4221782684326172, -0.14492328464984894, 0.29243963956832886,...	6	In the mid-1930s, in the wake of the rapid growth in passenger air travel, the Boeing Aircraft Company, while busy with the design of a modern four-engine bomber, worked simultaneously on the creation of a new four-engine aircraft, purposed for civil aviation. Innovative engineering directly affected the design of the aircraft fuselage - for the first time in a machine of this type, a pressurized cabin was utilized, which enabled a significant increase in altitude in flight, allowing greater safety and a minimization of collision with thunderstorms, which flights were affected by at lower levels. The new aircraft, according to designers, could safely fly at an altitude of more than 7,500 meters, where the more dangerous atmospheric phenomena were absent. The first flight of the aircraft took place on the last day of 1938, but shortly afterwards a catastrophe resulted in the deaths of not only the pilot but also representatives of a potential buyer, KLM, and work on the aircraft's design had to be re-done for safety reasons. The first customer for the new aircraft was the famous Pan American Airways, which received three machines. Six more were ordered by another well-known airline of the time, Transcontinental and Western Air (TWA), but due to financial disagreements, the transfer of already built airframes was the subject of litigation. The famous aviation enthusiast and billionaire Howard Hughes, who became interested in the promising new airplane, devised an original and easy way out of the situation for himself and others - he bought a controlling stake in Boeing. Five units were completed and handed over to the new owner, while another aircraft was privately owned by Hughes, and named The Flying Penthouse. The type was also named Stratoliner for the first time in the history of American civil aviation. The aircraft was comfortable enough and could carry 33 passengers in a seated position, or 16 in folding comfortable berths during long transcontinental night flights. In addition to the forced ventilation system and the maintenance of normal pressure, the Stratoliner had many other interesting innovations. Considerable attention was paid to the issue of flight comfort, so that even a spacious women's lavatory was installed, with a separate toilet located in it. The commercial operation of TWA's Stratoliners began in June 1940 (Pan American had started earlier, operating flights from Florida to the Caribbean as well to Mexico and Brazil) from New York to California. Their commercial use continued until the end of 1941, when after the entry of the United States into World War II, all Stratoliners were requisitioned and transferred to the Air Force, designated the C-75. For military service, the pressurized cabin system was dismantled as unnecessary, and the aircraft no longer had such high altitude capabilities as before. But it allowed for the installation of additional fuel tanks, which increased the flight range by 1,600 km. Its combat service was marked by some interesting episodes - for example, the C-75 carried the surviving Doolittle Raid pilots (including James Doolittle himself) from deep continental China to the United States. After the war, all five machines were demobilized and returned to their original owners, TWA, having previously been upgraded. The upgrade cost TWA a pretty substantial sum of $2 million for the 5 planes, $400,000 for each plane. It is unknown whether TWA would have recovered these funds if it had not been for the unpredictable situation with the newest Lockheed Constellation, the new flagship of TWA, which, after several unfortunate incidents in early 1946, was dropped from flight operations until investigations were completed. At this time, it was the Stratoliners that carried out the major TWA transportation. The advent of the Douglas DC-4 brought an end to the operation of the Stratoliner by TWA; soon, they were all resold to the French carrier Aigle Azur Transports Aeriens and their subsequent airline service continued mainly in the southeastern colonial possessions of France. Individual aircraft flew until the mid-1970s and were then decommissioned solely for safety and age reasons.	863	ENGLISH	1
Taissumani, June 21 The deep footprints of tired men In the late autumn of 1923, before the ice formed, the Danish-Greenlandic explorer Knud Rasmussen, on his ethnographic journey, the Fifth Thule Expedition, travelled with white trapper Peter Norberg and an Inuk named Qaqortingneq to Qavdlunaarsiorfik on the east coast of Adelaide Peninsula in the central Canadian Arctic. There, they found exactly what Qaqortingneq had told them to expect: the sun-bleached bones of members of the long-lost Franklin Expedition, as well as some pieces of cloth and leather. Rasmussen claimed that he was the first outsider to visit the spot. He gathered the bones, built a cairn over them and raised two flags at half-mast, the British and the Danish, giving the lost explorers their last honours. Respectfully, he wrote, “The deep footprints of tired men had once ended in the soft snow here by the low, sandy spit, far from home, from countrymen.” Rasmussen collected two brief accounts of meetings seven decades earlier, between Nattilingmiut Inuit and men of the Franklin expedition, some struggling to survive, some already dead. The stories had been told before, and—as stories do—had changed somewhat in detail from earlier versions collected by other explorers. From Iggiaraarjuk, Rasmussen collected this brief story: “My father Mangaq was with Tetgatsaq and Qablut on a seal hunt on the west side of King William’s Land when they heard shouts, and discovered three white men who stood on shore waving to them. This was in spring; there was already open water along the land, and it was not possible to get in to them before low tide. The white men were very thin, hollow-cheeked, and looked ill. They were dressed in white man’s clothes, had no dogs and were travelling with sledges which they drew themselves. They bought seal meat and blubber, and paid with a knife. There was great joy on both sides at this bargain, and the white men cooked the meat at once with the aid of the blubber, and ate it. “Later on, the strangers went along to my father’s tent camp and stayed there the night, before returning to their own little tent, which was not of animal skins but of something that was white like snow. At that time there were already caribou on King William’s Land, but the strangers only seemed to hunt wildfowl; in particular there were many eider ducks and ptarmigan then. The earth was not yet alive and the swans had not come to the country. “Father and his people would willingly have helped the white men, but could not understand them. They tried to explain themselves by signs, and in fact learned to know a lot by this means. They had once been many, they said; now they were only few, and they had left their ship out in the pack-ice. They pointed to the south, and it was understood that they wanted to go home overland. They were not met again, and no one knows where they went to.” And from Qaqortingneq, this one: “Two brothers were once out sealing northwest of Qeqertaq (King William’s Island). It was in spring, at the time when the snow melts away round the breathing holes of the seals. Far out on the ice they saw something black, a large black mass that could be no animal. They looked more closely and found that it was a great ship. They ran home at once and told their fellow villagers of it, and the next day they all went out to it. They saw nobody, the ship was deserted, and so they made up their minds to plunder it of everything they could get hold of. But none of them had ever met white men, and they had no idea what all the things they saw could be used for. “One man, who saw a boat hanging up over the gunwale, shouted: ‘A trough. A gigantic trough! I am going to have that!’ He had never seen a boat and so he thought it was a meat trough. He cut through the lines that held the boat, and it crashed down on to the ice bottom upward and was smashed. “They found guns in the ship too, and as they had no suspicion of what they were, they knocked the steel barrels off and hammered them out for harpoons. In fact, so ignorant were they about guns that they said a quantity of percussion caps they found were ‘little thimbles’, and they really thought that among the white men there lived a dwarf people who could use them. “At first they dared not go down into the ship itself, but soon they became bolder and even ventured into the houses that were under the deck. There they found many dead men lying in their beds. At last they also risked going down into the enormous room in the middle of the ship. It was dark there. But soon they found tools and would make a hole in order to let light in. And the foolish people, not understanding white man’s things, hewed a hole just on the water-line so that the water poured in and the ship sank. And it went to the bottom with all the valuable things, of which they barely rescued any. “The same year, well into spring, three men were on their way from King William’s Land to Adelaide Peninsula to hunt for caribou calves. There they found a boat with the bodies of six men. In the boat were guns, knives, and some provisions, showing that they had perished of sickness. “There are several other places in our country where we still see bones of these white men. “That is all I know about the ‘pelrartut’ as we call the white men who once visited our country and who were lost without our forefathers being able to help them.” Taissumani is an occasional column that recalls events of historical interest. Kenn Harper is a historian and writer who lived in the Arctic for over 50 years. He is the author of “Minik, the New York Eskimo” and “Thou Shalt Do No Murder,” among other books. Feedback? Send your comments and questions to email@example.com.	<urn:uuid:7edac892-23cb-417e-a205-4fc5b3acbe4c>	CC-MAIN-2020-05	https://nunatsiaq.com/stories/article/taissumani-june-21/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251687958.71/warc/CC-MAIN-20200126074227-20200126104227-00425.warc.gz	en	0.988724	1,371	3.53125	4	[ -0.300999253988266, 0.6465633511543274, -0.05909260734915733, 0.3361806273460388, -0.007919199764728546, 0.22349950671195984, 0.12356452643871307, 0.05256909132003784, -0.4656367599964142, -0.3887123465538025, 0.36349326372146606, -0.4141577482223511, 0.5399523973464966, 0.3144973814487457...	4	Taissumani, June 21 The deep footprints of tired men In the late autumn of 1923, before the ice formed, the Danish-Greenlandic explorer Knud Rasmussen, on his ethnographic journey, the Fifth Thule Expedition, travelled with white trapper Peter Norberg and an Inuk named Qaqortingneq to Qavdlunaarsiorfik on the east coast of Adelaide Peninsula in the central Canadian Arctic. There, they found exactly what Qaqortingneq had told them to expect: the sun-bleached bones of members of the long-lost Franklin Expedition, as well as some pieces of cloth and leather. Rasmussen claimed that he was the first outsider to visit the spot. He gathered the bones, built a cairn over them and raised two flags at half-mast, the British and the Danish, giving the lost explorers their last honours. Respectfully, he wrote, “The deep footprints of tired men had once ended in the soft snow here by the low, sandy spit, far from home, from countrymen.” Rasmussen collected two brief accounts of meetings seven decades earlier, between Nattilingmiut Inuit and men of the Franklin expedition, some struggling to survive, some already dead. The stories had been told before, and—as stories do—had changed somewhat in detail from earlier versions collected by other explorers. From Iggiaraarjuk, Rasmussen collected this brief story: “My father Mangaq was with Tetgatsaq and Qablut on a seal hunt on the west side of King William’s Land when they heard shouts, and discovered three white men who stood on shore waving to them. This was in spring; there was already open water along the land, and it was not possible to get in to them before low tide. The white men were very thin, hollow-cheeked, and looked ill. They were dressed in white man’s clothes, had no dogs and were travelling with sledges which they drew themselves. They bought seal meat and blubber, and paid with a knife. There was great joy on both sides at this bargain, and the white men cooked the meat at once with the aid of the blubber, and ate it. “Later on, the strangers went along to my father’s tent camp and stayed there the night, before returning to their own little tent, which was not of animal skins but of something that was white like snow. At that time there were already caribou on King William’s Land, but the strangers only seemed to hunt wildfowl; in particular there were many eider ducks and ptarmigan then. The earth was not yet alive and the swans had not come to the country. “Father and his people would willingly have helped the white men, but could not understand them. They tried to explain themselves by signs, and in fact learned to know a lot by this means. They had once been many, they said; now they were only few, and they had left their ship out in the pack-ice. They pointed to the south, and it was understood that they wanted to go home overland. They were not met again, and no one knows where they went to.” And from Qaqortingneq, this one: “Two brothers were once out sealing northwest of Qeqertaq (King William’s Island). It was in spring, at the time when the snow melts away round the breathing holes of the seals. Far out on the ice they saw something black, a large black mass that could be no animal. They looked more closely and found that it was a great ship. They ran home at once and told their fellow villagers of it, and the next day they all went out to it. They saw nobody, the ship was deserted, and so they made up their minds to plunder it of everything they could get hold of. But none of them had ever met white men, and they had no idea what all the things they saw could be used for. “One man, who saw a boat hanging up over the gunwale, shouted: ‘A trough. A gigantic trough! I am going to have that!’ He had never seen a boat and so he thought it was a meat trough. He cut through the lines that held the boat, and it crashed down on to the ice bottom upward and was smashed. “They found guns in the ship too, and as they had no suspicion of what they were, they knocked the steel barrels off and hammered them out for harpoons. In fact, so ignorant were they about guns that they said a quantity of percussion caps they found were ‘little thimbles’, and they really thought that among the white men there lived a dwarf people who could use them. “At first they dared not go down into the ship itself, but soon they became bolder and even ventured into the houses that were under the deck. There they found many dead men lying in their beds. At last they also risked going down into the enormous room in the middle of the ship. It was dark there. But soon they found tools and would make a hole in order to let light in. And the foolish people, not understanding white man’s things, hewed a hole just on the water-line so that the water poured in and the ship sank. And it went to the bottom with all the valuable things, of which they barely rescued any. “The same year, well into spring, three men were on their way from King William’s Land to Adelaide Peninsula to hunt for caribou calves. There they found a boat with the bodies of six men. In the boat were guns, knives, and some provisions, showing that they had perished of sickness. “There are several other places in our country where we still see bones of these white men. “That is all I know about the ‘pelrartut’ as we call the white men who once visited our country and who were lost without our forefathers being able to help them.” Taissumani is an occasional column that recalls events of historical interest. Kenn Harper is a historian and writer who lived in the Arctic for over 50 years. He is the author of “Minik, the New York Eskimo” and “Thou Shalt Do No Murder,” among other books. Feedback? Send your comments and questions to email@example.com.	1,309	ENGLISH	1
William M. Tweed William M. Tweed was an American politician notorious for his involvement in political corruption. Also referred to as “Boss” Tweed, he was the boss of Tammany Hall, the Democratic Party political machine that played a major role in the politics of 19th century New York City and State. Born as the son of a third-generation Scottish-Irish chair-maker in Manhattan, he dropped out from school at the age of 11 to learn his father’s trade. He then apprenticed with a saddle maker and went on to work as a brush-maker before joining the family business. Tweed also joined a volunteer fire company. At that time, volunteer fire companies were also recruiting grounds for political parties and thus he came in contact with prominent politicians and went on to join politics himself. He won a term in Congress and gradually strengthened his position in Tammany Hall (the executive committee of New York City’s Democratic Party organization). Over the next few years he established himself as a very powerful politician, exercising great control over the politics in New York City. He gained notoriety for his involvement in political corruption and before long became a millionaire and the third largest land owner in Manhattan. Ultimately he was convicted for stealing millions of dollars and imprisoned. He died in the Ludlow Street Jail. - William M. Tweed was born on April 3, 1823, in Manhattan. His father was a third-generation Scottish-Irish chair-maker.He did not receive much formal education and dropped out of school at the age of 11 to learn his father’s trade. A couple of years later he became an apprentice to a saddler.Continue Reading BelowRecommended Lists: Recommended Lists:Later Life - He worked as a brush-maker for a while before joining the family business in 1852. He was also a member of a volunteer fire company which served as a recruiting ground for political parties. He was actively courted by the Democrats and was elected to the United States House of Representatives in 1852.Tweed was by no means a trained lawyer, but his friend Judge George G. Barnard, certified him as an attorney and Tweed soon opened a law office.In the 1860s, he became the chairman of the Democratic General Committee and was then chosen to be the head of Tammany's general committee in January 1863. He wasted no time in tightening his hold on power by using various means and within months began to be referred to as "Boss".He now started increasing his wealth by adopting illegal means. He extorted large sums of money from various corporations for his so-called “legal services”, and bought the New-York Printing Company and the Manufacturing Stationers’ Company. Under his ownership, both the companies started overcharging for their goods and services.In 1868, he became a state senator and also the grand sachem (principal leader) of Tammany Hall. By now he was one of the most powerful Democratic politicians in both the New York City and state. In order to strengthen his stance, he had his candidates elected as mayor of New York City, and governor, and speaker of the state assembly.In April 1870, Tweed secured the passage of a city charter which put control of the city's finances in the hands of a Board of Audit, which consisted of Tweed, who was Commissioner of Public Works, Mayor A. Oakey Hall, and Comptroller Richard "Slippery Dick" Connolly, both Tammany men.The men began stealing money from the New York City government and defrauded the taxpayers of several millions of dollars. New York City’s debts increased from $36 million in 1868 to about $136 million by 1870, with little to show for the debt.By 1871, he had become a member of the board of directors of not only the Erie Railroad and the Brooklyn Bridge Company, but also the Third Avenue Railway Company and the Harlem Gas Light Company. He also amassed a big fortune through real estate dealings.The citizens were growing increasingly frustrated at the rampant political corruption that Tweed and his associates engaged in and people desperately wanted to topple Tweed from power. His exploits were exposed by ‘The New York Times’ and ‘Harper’s Weekly’, and also by the efforts of a reform lawyer, Samuel J. Tilden.William M. Tweed was finally brought to trial on charges of forgery and larceny, and was convicted and imprisoned in 1873. However he was released in 1875 and again arrested on a civil charge. He managed to escape and fled to Cuba and then to Spain.He could not evade arrest for long and was captured again and imprisoned in a jail in New York City for the rest of his life.Major Offences - William M. Tweed was a politician very deeply involved in political corruption. An alderman’s committee in 1877 estimated that he stole between $25 million and $45 million from New York City taxpayers though according to later estimates, he might have stolen as much as $200 million.Personal Life & Legacy - William M. Tweed married Mary Jane C. Skaden on September 29, 1844.He died on April 12, 1878, at the age of 55, in the Ludlow Street Jail. How To CiteArticle Title- William M. Tweed BiographyAuthor- Editors, TheFamousPeople.comWebsite- TheFamousPeople.comURL- https://www.thefamouspeople.com/profiles/william-m-tweed-6658.phpLast Updated- October 03, 2017 People Also Viewed	<urn:uuid:461f257a-2d91-4c16-83bc-ab0518c8b614>	CC-MAIN-2020-05	https://www.thefamouspeople.com/profiles/william-m-tweed-6658.php	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592261.1/warc/CC-MAIN-20200118052321-20200118080321-00208.warc.gz	en	0.988574	1,163	3.3125	3	[ -0.5529118776321411, 0.1918046474456787, 0.4144681394100189, -0.03834035247564316, -0.11602321267127991, -0.1593106985092163, 0.4473930299282074, -0.1922425627708435, -0.3242200016975403, 0.03609951585531235, 0.2673645615577698, 0.3221539258956909, -0.17521411180496216, 0.0482921227812767,...	1	William M. Tweed William M. Tweed was an American politician notorious for his involvement in political corruption. Also referred to as “Boss” Tweed, he was the boss of Tammany Hall, the Democratic Party political machine that played a major role in the politics of 19th century New York City and State. Born as the son of a third-generation Scottish-Irish chair-maker in Manhattan, he dropped out from school at the age of 11 to learn his father’s trade. He then apprenticed with a saddle maker and went on to work as a brush-maker before joining the family business. Tweed also joined a volunteer fire company. At that time, volunteer fire companies were also recruiting grounds for political parties and thus he came in contact with prominent politicians and went on to join politics himself. He won a term in Congress and gradually strengthened his position in Tammany Hall (the executive committee of New York City’s Democratic Party organization). Over the next few years he established himself as a very powerful politician, exercising great control over the politics in New York City. He gained notoriety for his involvement in political corruption and before long became a millionaire and the third largest land owner in Manhattan. Ultimately he was convicted for stealing millions of dollars and imprisoned. He died in the Ludlow Street Jail. - William M. Tweed was born on April 3, 1823, in Manhattan. His father was a third-generation Scottish-Irish chair-maker.He did not receive much formal education and dropped out of school at the age of 11 to learn his father’s trade. A couple of years later he became an apprentice to a saddler.Continue Reading BelowRecommended Lists: Recommended Lists:Later Life - He worked as a brush-maker for a while before joining the family business in 1852. He was also a member of a volunteer fire company which served as a recruiting ground for political parties. He was actively courted by the Democrats and was elected to the United States House of Representatives in 1852.Tweed was by no means a trained lawyer, but his friend Judge George G. Barnard, certified him as an attorney and Tweed soon opened a law office.In the 1860s, he became the chairman of the Democratic General Committee and was then chosen to be the head of Tammany's general committee in January 1863. He wasted no time in tightening his hold on power by using various means and within months began to be referred to as "Boss".He now started increasing his wealth by adopting illegal means. He extorted large sums of money from various corporations for his so-called “legal services”, and bought the New-York Printing Company and the Manufacturing Stationers’ Company. Under his ownership, both the companies started overcharging for their goods and services.In 1868, he became a state senator and also the grand sachem (principal leader) of Tammany Hall. By now he was one of the most powerful Democratic politicians in both the New York City and state. In order to strengthen his stance, he had his candidates elected as mayor of New York City, and governor, and speaker of the state assembly.In April 1870, Tweed secured the passage of a city charter which put control of the city's finances in the hands of a Board of Audit, which consisted of Tweed, who was Commissioner of Public Works, Mayor A. Oakey Hall, and Comptroller Richard "Slippery Dick" Connolly, both Tammany men.The men began stealing money from the New York City government and defrauded the taxpayers of several millions of dollars. New York City’s debts increased from $36 million in 1868 to about $136 million by 1870, with little to show for the debt.By 1871, he had become a member of the board of directors of not only the Erie Railroad and the Brooklyn Bridge Company, but also the Third Avenue Railway Company and the Harlem Gas Light Company. He also amassed a big fortune through real estate dealings.The citizens were growing increasingly frustrated at the rampant political corruption that Tweed and his associates engaged in and people desperately wanted to topple Tweed from power. His exploits were exposed by ‘The New York Times’ and ‘Harper’s Weekly’, and also by the efforts of a reform lawyer, Samuel J. Tilden.William M. Tweed was finally brought to trial on charges of forgery and larceny, and was convicted and imprisoned in 1873. However he was released in 1875 and again arrested on a civil charge. He managed to escape and fled to Cuba and then to Spain.He could not evade arrest for long and was captured again and imprisoned in a jail in New York City for the rest of his life.Major Offences - William M. Tweed was a politician very deeply involved in political corruption. An alderman’s committee in 1877 estimated that he stole between $25 million and $45 million from New York City taxpayers though according to later estimates, he might have stolen as much as $200 million.Personal Life & Legacy - William M. Tweed married Mary Jane C. Skaden on September 29, 1844.He died on April 12, 1878, at the age of 55, in the Ludlow Street Jail. How To CiteArticle Title- William M. Tweed BiographyAuthor- Editors, TheFamousPeople.comWebsite- TheFamousPeople.comURL- https://www.thefamouspeople.com/profiles/william-m-tweed-6658.phpLast Updated- October 03, 2017 People Also Viewed	1,191	ENGLISH	1
Founding Father: James Wilson James Wilson was born in September the 14th, 1742 in Scotland. Here, he went to the Universities of St. Andrews, Glasgow, and Edinburgh. James Wilson never finished his studies or got his degree, since in 1765 he sailed for the New World. With the help of some letters of introduction, James Wilson became a tutor for a short time at the College of Philadelphia. Here, he received an honorary degree soon after thereafter. In November 1767, James Wilson was admitted to the bar, meaning he could practice law. James Wilson set up a practice in Pennsylvania in 1768. His practice was very successful, mostly because he handled almost half of the cases that were charged in the country court. In 1774 James Wilson went to a provincial meeting, as the representative of Carlisle, where he was elected as a member of the Committee of Correspondence. He wrote an article called “Considerations on the Nature & Extent of the Legislative Authority of the British Parliament.” In this pamphlet, he said that the British Parliament had no right to pass laws for the America colonies. The pamphlet was published, and later it found its way all the way to Continental Congress, where it was read widely and commented on. In 1775 James Wilson became a member of the Continental Congress, alongside many radical members who demanded separation from Britain government. James Wilson’s speeches were often commented on favorably by members of Congress. However, he was in a bind. Pennsylvania had mixed feelings regarding this issue of separation from the British government, and James Wilson would not vote against the will of his constituents. Some members thought that it was very hypocritical of James Wilson to argue so strongly for Independence, only just to vote against it. With the support of three members who understood his position, James Wilson managed to delay the vote for three weeks, so that he could talk it over with people back in Philadelphia. When the vote happened, James Wilson was able to affirm his state’s desire for Independence. After the Declaration of Independence, James Wilson attention went back to his state. In Pennsylvania, a new constitution was being proposed. James Wilson was strongly against it. Because of this, he was recalled for two weeks in 1777 from Congress, but no one would replace him, so he was put back until the end of his term. After his term finished, James did not go back home. James Wilson stayed in Annapolis for the winter, and then settled back in Philadelphia. He also resumed some parts of his law practice, except now he only consulted to corporations. James Wilson was a leader in the Democratic-republican party. Unfortunately, he went back to his activities in speculation, which resulted in a large amount of debt. In 1779, he was appointed to serve as its US advocate general to France for maritime and commercial enterprises. Wilson was also elected to Congress in 1782. In 1784, he was appointed to attend the Constitutional Convention. After ratification of the new Constitution, Wilson looked for an appointment to the Federal government, and was made an Associate Justice of the Supreme Court by Washington in 1789. The rest of his life was not very good. Wilson’s wife had passed away in 1786. He had destroyed his finances and spent time in a debtor’s prison. By 1798, James Wilson’s health was getting worse and worse. He often complained of mental fatigue and not being able to work. He died on August 28 of the same year while traveling to North Carolina to visit a friend. Fun Facts About James Wilson • When we went to debtor’s prison, he was still a Justice in the Supreme Court. • James Wilson was attacked by a mob of working class people during the Revolution because he was suspected of hoarding goods, like wheat, to make the prices rise. This event is now called “Fort Wilson Riot.”	<urn:uuid:f6b59d37-a8e4-421c-a067-c1638cbf19f5>	CC-MAIN-2020-05	https://kids.laws.com/james-wilson?utm_source=rss&utm_medium=rss&utm_campaign=james-wilson	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591763.20/warc/CC-MAIN-20200118023429-20200118051429-00051.warc.gz	en	0.990661	805	3.703125	4	[ -0.07134740054607391, -0.20488464832305908, 0.46965163946151733, -0.367133229970932, -0.2657535672187805, 0.10331610590219498, 0.19423100352287292, -0.2714252769947052, -0.08311562985181808, -0.007807216141372919, -0.15700016915798187, 0.29107582569122314, 0.20911607146263123, 0.2772134542...	5	Founding Father: James Wilson James Wilson was born in September the 14th, 1742 in Scotland. Here, he went to the Universities of St. Andrews, Glasgow, and Edinburgh. James Wilson never finished his studies or got his degree, since in 1765 he sailed for the New World. With the help of some letters of introduction, James Wilson became a tutor for a short time at the College of Philadelphia. Here, he received an honorary degree soon after thereafter. In November 1767, James Wilson was admitted to the bar, meaning he could practice law. James Wilson set up a practice in Pennsylvania in 1768. His practice was very successful, mostly because he handled almost half of the cases that were charged in the country court. In 1774 James Wilson went to a provincial meeting, as the representative of Carlisle, where he was elected as a member of the Committee of Correspondence. He wrote an article called “Considerations on the Nature & Extent of the Legislative Authority of the British Parliament.” In this pamphlet, he said that the British Parliament had no right to pass laws for the America colonies. The pamphlet was published, and later it found its way all the way to Continental Congress, where it was read widely and commented on. In 1775 James Wilson became a member of the Continental Congress, alongside many radical members who demanded separation from Britain government. James Wilson’s speeches were often commented on favorably by members of Congress. However, he was in a bind. Pennsylvania had mixed feelings regarding this issue of separation from the British government, and James Wilson would not vote against the will of his constituents. Some members thought that it was very hypocritical of James Wilson to argue so strongly for Independence, only just to vote against it. With the support of three members who understood his position, James Wilson managed to delay the vote for three weeks, so that he could talk it over with people back in Philadelphia. When the vote happened, James Wilson was able to affirm his state’s desire for Independence. After the Declaration of Independence, James Wilson attention went back to his state. In Pennsylvania, a new constitution was being proposed. James Wilson was strongly against it. Because of this, he was recalled for two weeks in 1777 from Congress, but no one would replace him, so he was put back until the end of his term. After his term finished, James did not go back home. James Wilson stayed in Annapolis for the winter, and then settled back in Philadelphia. He also resumed some parts of his law practice, except now he only consulted to corporations. James Wilson was a leader in the Democratic-republican party. Unfortunately, he went back to his activities in speculation, which resulted in a large amount of debt. In 1779, he was appointed to serve as its US advocate general to France for maritime and commercial enterprises. Wilson was also elected to Congress in 1782. In 1784, he was appointed to attend the Constitutional Convention. After ratification of the new Constitution, Wilson looked for an appointment to the Federal government, and was made an Associate Justice of the Supreme Court by Washington in 1789. The rest of his life was not very good. Wilson’s wife had passed away in 1786. He had destroyed his finances and spent time in a debtor’s prison. By 1798, James Wilson’s health was getting worse and worse. He often complained of mental fatigue and not being able to work. He died on August 28 of the same year while traveling to North Carolina to visit a friend. Fun Facts About James Wilson • When we went to debtor’s prison, he was still a Justice in the Supreme Court. • James Wilson was attacked by a mob of working class people during the Revolution because he was suspected of hoarding goods, like wheat, to make the prices rise. This event is now called “Fort Wilson Riot.”	826	ENGLISH	1
The Journey to Limelight of Electrically Powered Vehicles in the US The use of electricity to power vehicles in the world can be dated back to as far as the 19th century. A lot of people made tremendous contributions to the development of this kind of vehicle. Around this time, there were other means of powering vehicles which include the use of steam and fuel (coal, gasoline, etc.) which have gained prominence in the world today. The electric cars at this time were very slow and they could only work for a limited time due to the capacity of the batteries used at that time. Some could only travel a few miles and a few hours. Before its acceptance in the US, it was already widespread in the UK and in France with so much improvement because better durable batteries were made and its speed had improved. It was until about 15 years after that the US accepted it. The first in the US was by William Morrison. It was 6-carriaged, with a speed of about 14 mph in 1890. By 1897, through the “Electric Vehicle Company,” the electric car had started to gain prominence in the US as it was used as cabs in New York, with about 62 electric cabs during that period. Because of some limitations in the batteries used at that time, i.e., early 20th century, the top speed of these early electric vehicles was limited to about 20 mph; but, it still earned the consumers’ preference because of some advantages it had over the other vehicles. It didn’t have vibrations, bad smell and an awful noise as can be attributed to gasoline cars. They were also very easy to operate and they didn’t require much to start up, unlike their competitors – steam vehicles which usually took about 45 minutes to start up on cold mornings; and gasoline cars which featured a hand crank to start the engine. Because of the ease of operation of Electric cars, it was accepted widely by women in the US and was even tagged the women’s car. When power supply became better 1912, there came a surge in the popularity of electric cars so much that it grew to a 38% use among all other types of vehicles. A total of about 34,000 electric cars were registered in the US. In the early 1920’s, the electric cars in the US began to suffer a rapid decline in its use, owing to some factors highlighted below: - Good road infrastructures which now required vehicles that could travel faster and for longer periods. Electric cars couldn’t stand this test as they were slow with their maximum speed of about 20 mph, and they couldn’t travel more than 60 miles or thereabout. - The discovery of large oil reserves in the world made fuel readily available and cheap. It now became a cheaper means to power vehicle using fuels which could even travel faster and longer. - Gasoline cars became even easier to operate. The hand crank which was a difficult way of starting fuelled-vehicles was replaced with an electric starter by Charles Kettering; and the noise from ICE cars became more tolerable as mufflers were used, which Percy Maxim had invented in 1897. - The mass production of fuelled-vehicles by Henry Ford during that period made the price of gasoline cars affordable, up to half the price of electric cars. Consequently, these led to a drop in the demand for electric cars, leading to many of such companies being closed or converted. Only a few electric vehicles such as the milk floats in the US were still functioning. Looking through these facts, it would seem as though electric cars would never gain prominence again in the US and even in the world at large. But, nature has its way of recycling, bringing old methods to limelight. Such is the case of the electric cars in the US today. The recent problem of global warming, a result of greenhouse gases from fuel combustion, has called the attention of the world to save our crashing Earth. One way this would be achieved is by curbing the use of fuelled-vehicles. The US has from the 1990’s, made remarkable advancements in the design and improvement of electric cars. During this period, the California Air Resources Board (CARB), began an advocacy for more fuel-efficient, lower-emissions vehicles, with the ultimate goal being a move to zero-emissions vehicles such as electric vehicles. From December 2016’s analysis, about 2 million electric vehicles are used all around the world, an amount of 0.2% in comparison with non-electric vehicles. America recorded an amount of 570,000 electric cars. It is said that US citizens want zero or low-emission vehicles, and it is only a matter of time for electric cars to gain prominence again, may be permanently this time. Latest posts by Rinkesh (see all) - 13 Incredible Health Benefits of Loquat Fruit For Skin and Health - January 12, 2020 - 15+ Amazing Ways to Reduce Your Water Bill By Making Small Changes in Your Daily Lifestyle - January 11, 2020 - 13 Extraordinary Benefits of Quince Fruit to Have it in Your Fresh Fruit Salad - January 11, 2020	<urn:uuid:de5c51c0-924f-476c-b15a-3c9ce59f08be>	CC-MAIN-2020-05	https://www.conserve-energy-future.com/journey-limelight-electrically-powered-vehicles-us.php	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592565.2/warc/CC-MAIN-20200118110141-20200118134141-00291.warc.gz	en	0.984992	1,064	3.328125	3	[ -0.18317794799804688, 0.31873488426208496, 0.574151873588562, 0.14388839900493622, -0.2708231210708618, 0.45176708698272705, -0.16235004365444183, 0.1250937432050705, 0.153865784406662, -0.059133440256118774, 0.23627054691314697, 0.134720116853714, -0.1659051477909088, -0.00914004817605018...	1	The Journey to Limelight of Electrically Powered Vehicles in the US The use of electricity to power vehicles in the world can be dated back to as far as the 19th century. A lot of people made tremendous contributions to the development of this kind of vehicle. Around this time, there were other means of powering vehicles which include the use of steam and fuel (coal, gasoline, etc.) which have gained prominence in the world today. The electric cars at this time were very slow and they could only work for a limited time due to the capacity of the batteries used at that time. Some could only travel a few miles and a few hours. Before its acceptance in the US, it was already widespread in the UK and in France with so much improvement because better durable batteries were made and its speed had improved. It was until about 15 years after that the US accepted it. The first in the US was by William Morrison. It was 6-carriaged, with a speed of about 14 mph in 1890. By 1897, through the “Electric Vehicle Company,” the electric car had started to gain prominence in the US as it was used as cabs in New York, with about 62 electric cabs during that period. Because of some limitations in the batteries used at that time, i.e., early 20th century, the top speed of these early electric vehicles was limited to about 20 mph; but, it still earned the consumers’ preference because of some advantages it had over the other vehicles. It didn’t have vibrations, bad smell and an awful noise as can be attributed to gasoline cars. They were also very easy to operate and they didn’t require much to start up, unlike their competitors – steam vehicles which usually took about 45 minutes to start up on cold mornings; and gasoline cars which featured a hand crank to start the engine. Because of the ease of operation of Electric cars, it was accepted widely by women in the US and was even tagged the women’s car. When power supply became better 1912, there came a surge in the popularity of electric cars so much that it grew to a 38% use among all other types of vehicles. A total of about 34,000 electric cars were registered in the US. In the early 1920’s, the electric cars in the US began to suffer a rapid decline in its use, owing to some factors highlighted below: - Good road infrastructures which now required vehicles that could travel faster and for longer periods. Electric cars couldn’t stand this test as they were slow with their maximum speed of about 20 mph, and they couldn’t travel more than 60 miles or thereabout. - The discovery of large oil reserves in the world made fuel readily available and cheap. It now became a cheaper means to power vehicle using fuels which could even travel faster and longer. - Gasoline cars became even easier to operate. The hand crank which was a difficult way of starting fuelled-vehicles was replaced with an electric starter by Charles Kettering; and the noise from ICE cars became more tolerable as mufflers were used, which Percy Maxim had invented in 1897. - The mass production of fuelled-vehicles by Henry Ford during that period made the price of gasoline cars affordable, up to half the price of electric cars. Consequently, these led to a drop in the demand for electric cars, leading to many of such companies being closed or converted. Only a few electric vehicles such as the milk floats in the US were still functioning. Looking through these facts, it would seem as though electric cars would never gain prominence again in the US and even in the world at large. But, nature has its way of recycling, bringing old methods to limelight. Such is the case of the electric cars in the US today. The recent problem of global warming, a result of greenhouse gases from fuel combustion, has called the attention of the world to save our crashing Earth. One way this would be achieved is by curbing the use of fuelled-vehicles. The US has from the 1990’s, made remarkable advancements in the design and improvement of electric cars. During this period, the California Air Resources Board (CARB), began an advocacy for more fuel-efficient, lower-emissions vehicles, with the ultimate goal being a move to zero-emissions vehicles such as electric vehicles. From December 2016’s analysis, about 2 million electric vehicles are used all around the world, an amount of 0.2% in comparison with non-electric vehicles. America recorded an amount of 570,000 electric cars. It is said that US citizens want zero or low-emission vehicles, and it is only a matter of time for electric cars to gain prominence again, may be permanently this time. Latest posts by Rinkesh (see all) - 13 Incredible Health Benefits of Loquat Fruit For Skin and Health - January 12, 2020 - 15+ Amazing Ways to Reduce Your Water Bill By Making Small Changes in Your Daily Lifestyle - January 11, 2020 - 13 Extraordinary Benefits of Quince Fruit to Have it in Your Fresh Fruit Salad - January 11, 2020	1,103	ENGLISH	1
In the Treaty of Kiel of 1814, Norway was essentially given from Denmark to Sweden as a "sorry we were on the other side", but Iceland was not a part of this deal at all. This is in spite of the fact that Iceland had been a part of Norway since 1261 AD and then later part of Denmark-Norway in 1380 or so. So why was Iceland (and indeed other Norwegian "colonies", such as Greenland) excluded from the treaty? Norway shares the so-called "Scandinavian" peninsula with Sweden, and the two are contiguous. Therefore, the latter country was eager to make sure that it was in "friendly" hands. Apart from that, Sweden had an "eastern" (e.g. Baltic), facing strategy, unlike Denmark, which was more west-facing. As such, Iceland (and Greenland) to the west were not of particularly great interest to Sweden, but were of interest to Denmark. Norway could form an important part of Sweden's "east-facing" strategy, because the northern part goes to the Barents Sea, and from there, Archangel, Russia. Also to the (formerly) Finnish nickel mines in Petsamo.	<urn:uuid:83735c7a-2011-4857-955f-7a71e6548eb6>	CC-MAIN-2020-05	https://history.stackexchange.com/questions/107/why-was-iceland-not-a-part-of-the-danish-swedish-deal-in-kiel-in-1814	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778272.69/warc/CC-MAIN-20200128122813-20200128152813-00017.warc.gz	en	0.989949	250	3.390625	3	[ -0.01874023862183094, 0.29302993416786194, -0.07226169109344482, -0.1673286110162735, 0.4008510410785675, -0.10603122413158417, -0.1954822838306427, 0.19466131925582886, -0.18354135751724243, -0.046076253056526184, 0.259243905544281, -0.6491820812225342, 0.22790208458900452, 0.252377450466...	5	In the Treaty of Kiel of 1814, Norway was essentially given from Denmark to Sweden as a "sorry we were on the other side", but Iceland was not a part of this deal at all. This is in spite of the fact that Iceland had been a part of Norway since 1261 AD and then later part of Denmark-Norway in 1380 or so. So why was Iceland (and indeed other Norwegian "colonies", such as Greenland) excluded from the treaty? Norway shares the so-called "Scandinavian" peninsula with Sweden, and the two are contiguous. Therefore, the latter country was eager to make sure that it was in "friendly" hands. Apart from that, Sweden had an "eastern" (e.g. Baltic), facing strategy, unlike Denmark, which was more west-facing. As such, Iceland (and Greenland) to the west were not of particularly great interest to Sweden, but were of interest to Denmark. Norway could form an important part of Sweden's "east-facing" strategy, because the northern part goes to the Barents Sea, and from there, Archangel, Russia. Also to the (formerly) Finnish nickel mines in Petsamo.	252	ENGLISH	1
The main commemoration occurs at the Cenotaph in London, England, and is marked by the laying of wreaths of [[poppy\|poppies by the military, political leaders and members of the British Royal Family. Both current and former members of the armed forces, as well as representatives of civil organizations march past the monument to pay their respect. In the two weeks before Rememberance Day, members of the public wear an artificial poppy as a symbol of their respect and gratitude to those who gave their lives for today's freedom. The poppy was selected as a symbol of remembrance after The Great War as the former battlefields of Flanders sprouted became a sea of red owing to the disruption of the topsoil during the fighting. The red flowers were held to be symbolic of the blood spilled by the millions of dead. In the United States, the day is known as Veterans Day.	<urn:uuid:fa3fb410-caae-4ba8-8c45-cf8cfba854c4>	CC-MAIN-2020-05	https://www.conservapedia.com/index.php?title=Remembrance_Day&oldid=332515	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614880.58/warc/CC-MAIN-20200124011048-20200124040048-00023.warc.gz	en	0.988687	184	3.46875	3	[ -0.38525858521461487, 0.6035134196281433, 0.5451713800430298, -0.16846038401126862, 0.044272005558013916, -0.07091087847948074, 0.5474078059196472, 0.10226122289896011, 0.026374801993370056, -0.14883755147457123, -0.05842817947268486, 0.04112621396780014, 0.040186334401369095, 0.3082693219...	1	The main commemoration occurs at the Cenotaph in London, England, and is marked by the laying of wreaths of [[poppy\|poppies by the military, political leaders and members of the British Royal Family. Both current and former members of the armed forces, as well as representatives of civil organizations march past the monument to pay their respect. In the two weeks before Rememberance Day, members of the public wear an artificial poppy as a symbol of their respect and gratitude to those who gave their lives for today's freedom. The poppy was selected as a symbol of remembrance after The Great War as the former battlefields of Flanders sprouted became a sea of red owing to the disruption of the topsoil during the fighting. The red flowers were held to be symbolic of the blood spilled by the millions of dead. In the United States, the day is known as Veterans Day.	184	ENGLISH	1
Was embodied within the Constitution itself and was not even an amendment to the Constiution. However at least the 4th and 5th amendment supports the right of ownership of property and to compensation for the confiscation of such property, along with the 9th and 10th amendments which allowed the individual states themselves to decide the issue within their own borders. abolishionist were in violation of these assurnces under law. Slavery and Control of Government; Slavery I have already commented on. As for control of Governmment how in fact was the southern states going to be able to do that? Even with the 3/5 rule the South simplely did not have the population to offset the population of the northern states for repersentation in the House of Repersentatives. Only in the Senate was there even a close parity with the Northern states. This is demonstrated by the electorial college vote for Abraham Lincoln in which the 3 states of Pennsylvania, Ohio and New York completely neutralized the entire electorial college votes of all the 11 southern state. So how was the south going to be able to take control of the Government? Two regions on seperate paths; Is there anything wrong with that? Do we not have the freedom to pursue a different course in our lives that the next man? Or do we all have to develope the same way? Slavery in the Territories; This is a two edged sword. First in a free country would you not expect to be able to enjoy the use of your property anywhere. This is what the Dred Scott decision ruled that it was a right of a citizen to carry his SUV to California where they have different rules on auto emmissions. But also it was a threat in regards to the Territories not to the southern states, but to the Northern control of congress should the territories in the west become slave holding states. Who was John Brown working for? Yes, the southern people reacted. what would you expect. Can be summed up with following the rule of law. That is all that the southerners ask. A country that does not follow it own laws is not a country and does not deserve the respect of being called a country. Following the law is the only civilizing factor in any society and the only thing which seperate a mob from citizens. Lets say radical abolishionism. There were more abolishionist societies in the south prior to 1850 than there were in the north. Abolishion could have been accomplished without war had the law been followed as it was in Washington D.C. where slavery was outlawed by 1850. The southern state simply asked for the emancipation of their slaves in the same manner as England emancipated their slaves in the 1830's Collapse of the two party system To quote you, "Formed in 1854, as an anti-slavery party, the Republicans offered a progressive vision for the future", isn't a 'Progressive view of the future' what we are experiencing now? Isn't a progressive view thinking you have a better view or that you know better than other people? In other words I am smarter than you. THAT is why Laws are important. Laws are the commonly agreed to limits of man's conduct decided on by everybody, not just one person or a mob. Election of 1860 was the total disenfranchizement of the entire southern states. Abraham Lincoln was not even on the ballot in the 11 states that became the Confederacy and as I said only 3 state in the north had enough electorial votes to counter the entire southern states vote. The question is How did Lincoln win such an overwhelming victory in ALL of the Northern state. Could you say election fraud? That is what the south thought. And what someone thinks is more important than the actual facts. When the ballot does not work, and the rule of law is not being followed, what else is there to do? Secession was the peaceful solution and was granted as a right by Thomas Jefferson under the Declaration of Independence. The Constitution does not superceed our nations "Birth certificate". Finally a truely free people are not bound by the votes of people who would violate the laws of the land and those who wish to oppress them. Had the slaves rose up against the southern slave owners that would have been a different fight in 1861 But they didn't. The fight in 1861 wasn't to abolish slavery it was to "Preserve the Union" That is the oppression of the freedom of the southern states. When Lincoln declare that the war was being fought to free the slaves two years later, in 1864, 8,000 union soldier a month deserted* Grant's Army of the Potomac alone. *Bruce Catton, Stillness at Appomattox	<urn:uuid:120d3325-511b-48c1-a3a1-ce2b41e80e8f>	CC-MAIN-2020-05	http://www.history-sites.com/cgi-bin/bbs62x/nvcwmb/webbbs_config.pl?md=read;id=67627	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250611127.53/warc/CC-MAIN-20200123160903-20200123185903-00533.warc.gz	en	0.980994	975	3.265625	3	[ -0.39937469363212585, -0.21497231721878052, 0.09873006492853165, -0.4699387550354004, -0.12929455935955048, 0.11162565648555756, 0.12357224524021149, -0.23096002638339996, -0.24594616889953613, 0.28609222173690796, 0.196411594748497, 0.18430942296981812, 0.032468464225530624, 0.14171075820...	2	Was embodied within the Constitution itself and was not even an amendment to the Constiution. However at least the 4th and 5th amendment supports the right of ownership of property and to compensation for the confiscation of such property, along with the 9th and 10th amendments which allowed the individual states themselves to decide the issue within their own borders. abolishionist were in violation of these assurnces under law. Slavery and Control of Government; Slavery I have already commented on. As for control of Governmment how in fact was the southern states going to be able to do that? Even with the 3/5 rule the South simplely did not have the population to offset the population of the northern states for repersentation in the House of Repersentatives. Only in the Senate was there even a close parity with the Northern states. This is demonstrated by the electorial college vote for Abraham Lincoln in which the 3 states of Pennsylvania, Ohio and New York completely neutralized the entire electorial college votes of all the 11 southern state. So how was the south going to be able to take control of the Government? Two regions on seperate paths; Is there anything wrong with that? Do we not have the freedom to pursue a different course in our lives that the next man? Or do we all have to develope the same way? Slavery in the Territories; This is a two edged sword. First in a free country would you not expect to be able to enjoy the use of your property anywhere. This is what the Dred Scott decision ruled that it was a right of a citizen to carry his SUV to California where they have different rules on auto emmissions. But also it was a threat in regards to the Territories not to the southern states, but to the Northern control of congress should the territories in the west become slave holding states. Who was John Brown working for? Yes, the southern people reacted. what would you expect. Can be summed up with following the rule of law. That is all that the southerners ask. A country that does not follow it own laws is not a country and does not deserve the respect of being called a country. Following the law is the only civilizing factor in any society and the only thing which seperate a mob from citizens. Lets say radical abolishionism. There were more abolishionist societies in the south prior to 1850 than there were in the north. Abolishion could have been accomplished without war had the law been followed as it was in Washington D.C. where slavery was outlawed by 1850. The southern state simply asked for the emancipation of their slaves in the same manner as England emancipated their slaves in the 1830's Collapse of the two party system To quote you, "Formed in 1854, as an anti-slavery party, the Republicans offered a progressive vision for the future", isn't a 'Progressive view of the future' what we are experiencing now? Isn't a progressive view thinking you have a better view or that you know better than other people? In other words I am smarter than you. THAT is why Laws are important. Laws are the commonly agreed to limits of man's conduct decided on by everybody, not just one person or a mob. Election of 1860 was the total disenfranchizement of the entire southern states. Abraham Lincoln was not even on the ballot in the 11 states that became the Confederacy and as I said only 3 state in the north had enough electorial votes to counter the entire southern states vote. The question is How did Lincoln win such an overwhelming victory in ALL of the Northern state. Could you say election fraud? That is what the south thought. And what someone thinks is more important than the actual facts. When the ballot does not work, and the rule of law is not being followed, what else is there to do? Secession was the peaceful solution and was granted as a right by Thomas Jefferson under the Declaration of Independence. The Constitution does not superceed our nations "Birth certificate". Finally a truely free people are not bound by the votes of people who would violate the laws of the land and those who wish to oppress them. Had the slaves rose up against the southern slave owners that would have been a different fight in 1861 But they didn't. The fight in 1861 wasn't to abolish slavery it was to "Preserve the Union" That is the oppression of the freedom of the southern states. When Lincoln declare that the war was being fought to free the slaves two years later, in 1864, 8,000 union soldier a month deserted* Grant's Army of the Potomac alone. *Bruce Catton, Stillness at Appomattox	1,001	ENGLISH	1
New York Harbor — September 6, 1776, 11 p.m. At the foot of Whitehall Street in New York City, where the Staten Island Ferry departs the city today, two whaleboats slipped silently into the water under a moonless sky. Thus they launched the first military mission ever undertaken by a submarine. One of the most lethal and effective weapons of modern war started out that night as a wooden keg that looked like two huge turtle shells strapped together. And that’s what people called it: the American Turtle. The 1st Submarine Mission With only a few hours of experience navigating the submarine, the one-man captain/crew inside prepared for a preposterous mission. Ezra Lee, of Lyme, Conn., was to submerge the vessel under the water using the same basic water ballast system used today. Once submerged in his airtight cocoon, he planned to take the submarine four miles into the harbor. He would use a propulsion system that consisted of oars and a treadle-powered screw propeller mounted on the bow of the ship. Then he would maneuver the tiny vessel aside the 64-gun frigate H.M.S. Eagle. Nearly hemmed in on Manhattan, Continental Army Commander-in-Chief George Washington hoped the destruction of the Eagle, Admiral Richard Howe’s flagship, would help him hold the city. The plan was straightforward. Using a screw that could be activated from inside the submarine, Lee would attach an explosive device and timer to the hull of the ship, pedal away and watch the ship explode. On the night of the planned attack, the two whaleboats towed the American Turtle as near to the target as the men dared. With the help of the ship’s inventor David Bushnell, Lee sealed himself inside, flooded the ballast chamber and descended beneath the surface. He found the currents stronger than he expected. It would take two-and-a-half hours before he reached the Eagle, undetected. The Science of Warfare The idea of the Turtle was inspired by another discovery that Bushnell witnessed while a student at Yale. A group of scientists working with black powder found they could successfully detonate it under water. The men immediately understood the applications for this knowledge. With war breaking out in 1775, Bushnell set about building a submarine to attack the British ships then blockading Boston Harbor. Working at shipyards near his home in Saybrook, Conn., Bushnell began perfecting the mechanics behind his boat. In 1775 or 1776, Bushnell approached George Washington with his plan. Washington funded the development of the vessel and provided material support. He would later recount, however, that before the attack on the Eagle, he had his doubts. “Although I wanted faith myself, I furnished him with money, and other aids to carry it into execution,“ Washington later wrote of the Turtle. “I then thought, and still think, that it was an effort of genius; but that a combination of too many things were requisite, to expect much success from the enterprise against an enemy, who are always upon guard.” Though Bushnell tried to keep the device secret, the people of Lyme and Saybrook knew of them. Loyalist sympathizers informed the British Navy about the development of the Turtle, though they had few specifics as to Bushnell’s progress. By the time the Turtle was operational, 1775 had turned into 1776. The British Navy had been expelled from Boston and sailed to New York Harbor, where it moored in the North River. Bushnell changed his target to New York. As Lee cranked his way through the waters of New York Harbor, he controlled an ingenious craft. Just seven feet long and six feet high, the submarine consisted of hollowed-out oak banded together with steel. It was sealed with cork and pitch, and topped with a brass cap fitted with an air exchange so fresh air could be drawn inside while the submarine was near the surface. The brass cap – a precursor to the modern conning tower — had glass portals so the pilot could watch where he was going while on the surface. Once submerged, the pilot would use a barometer to determine his depth and a lead sounder attached to a cord to sense the sea bottom. He also used a compass illuminated by foxfire, produced in certain decaying fungus. With a pump to draw in and expel ballast water, the craft could raise and lower itself to whatever depth the pilot chose. The weaponry was no less complex. The Turtle carried three bombs, each with a timing mechanism developed by Bushnell and his colleagues. One was set to go off six hours after being armed, one eight hours after arming and the third 12 hours. The sub was outfitted with a screw that was to be augured into the side of the target vessel. The explosives, carried on the outside of the submarine, could be detached from the sub and attached to the vessel by hanging them on the screw. The action of detaching them from the submarine would initiate the timers. Benjamin Franklin, who consulted on the project, concluded that the explosives contained three times as much powder as needed to destroy the largest ship afloat. Using a system of oars rigged to the top of the submarine and the treadle-powered prop, the submarine could reach three knots. Armed and ready, Lee had propelled himself next to the unsuspecting Eagle. Change of Plans Before Lee even entered the Turtle, the mission had already encountered a huge setback. Bushnell’s brother had originally been the designated pilot of the ship. He had made extensive training runs and used the intricate controls skillfully. Shortly before the mission, however, he fell ill – too ill to manage the exertions of powering the submarine. Lee, who signed on to support the mission, was tapped to fill in just a few days earlier. He had little chance to train, but Bushnell – already exasperated with delays – wanted to wait no longer. So, with light already showing in the sky, Lee arrived at the Eagle early in the morning of Sept. 7 after his two-and-a half hour journey underwater. He wasted no time in getting to work setting the explosives as he had practiced. But neither he nor Bushnell had anticipated the hull of the Eagle: It was sheathed in copper. The screws on the Turtle could not penetrate the hull. After two tries, Lee, undoubtedly exhausted, decided he had to retreat. Making his way back across the harbor in the lightening sky, however, British officers observed him and put a boat in the water to chase him down. The Great Explosion With Lee pedaling and paddling furiously, the British gave pursuit. Fearing his capture, Lee released the charged explosives into the water in hopes of inflicting at least some damage. With his navigation equipment failing, Lee needed to keep surfacing to set his course. The British grew suspicious of the odd craft they were pursuing. Suspecting they were being led into some sort of trap, they turned back. Lee was able to signal his comrades, who towed him back to land. The charges Lee had set loose later exploded, sending columns of water surging into the sky. Franklin was correct in his estimation. The magnitude of the explosion astounded the British. As a precaution, they relocated their fleet outside the mouth of the harbor. And the first military attack by a submarine was in the history books. Failure or Success The Americans tried two more times to use the Turtle, unsuccessfully. The British then sank the sub, though not when it was in the water. They destroyed a vessel that was carrying it. Bushnell recovered it, but he attempted no more missions. He turned his attention to developing mines that could be deployed in waterways. And he took part in the siege at Yorktown as a captain in the Corps of Sappers and Miners. Lee went on to fight with Washington’s army in Trenton, Monmouth and Brandywine. At Brandywine, according to one story, the British shot away his sword handle and several balls penetrated his coat. He returned to Connecticut after the war and died in 1821 in Old Lyme. A Curious Ending Bushnell had a more curious ending. Following the war, he travelled to France. He attempted for many years to find backing for his submarine with the hope of improving it. But the submarine, at that time, was viewed as too experimental and not a likely success. Some even ridiculed the idea. Frustrated by failure and low on money, Bushnell changed his name to Bush and moved to Georgia around 1795. A classmate helped him win a position as a schoolmaster, and he settled in Warrenton and practiced as a physician. For 40 years he lived there, his whereabouts unknown in Connecticut. He was only discovered upon his death when his will directed that a search should be made in Old Saybrook for any heirs. The Turtle itself ended its life as scrap, its metal components used in the construction of clocks. Many replicas of the vessel have since been built. Though the submarine was not truly converted to a successful weapon until the mechanical age, people today view the Turtle as a military marvel. This story about George Washington’s submarine was updated in 2019.	<urn:uuid:86ec3be7-6af2-4915-8fa3-b2f15ec7ed66>	CC-MAIN-2020-05	http://www.newenglandhistoricalsociety.com/george-washingtons-submarine-connecticut-men-made/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593295.11/warc/CC-MAIN-20200118164132-20200118192132-00085.warc.gz	en	0.981973	1,918	3.703125	4	[ 0.07413670420646667, 0.09496769309043884, -0.027233615517616272, -0.6554996967315674, -0.3674832284450531, -0.005787773989140987, 0.24274016916751862, 0.45274829864501953, -0.23672527074813843, -0.011988520622253418, 0.14408884942531586, 0.21962112188339233, -0.09736688435077667, 0.6092047...	5	New York Harbor — September 6, 1776, 11 p.m. At the foot of Whitehall Street in New York City, where the Staten Island Ferry departs the city today, two whaleboats slipped silently into the water under a moonless sky. Thus they launched the first military mission ever undertaken by a submarine. One of the most lethal and effective weapons of modern war started out that night as a wooden keg that looked like two huge turtle shells strapped together. And that’s what people called it: the American Turtle. The 1st Submarine Mission With only a few hours of experience navigating the submarine, the one-man captain/crew inside prepared for a preposterous mission. Ezra Lee, of Lyme, Conn., was to submerge the vessel under the water using the same basic water ballast system used today. Once submerged in his airtight cocoon, he planned to take the submarine four miles into the harbor. He would use a propulsion system that consisted of oars and a treadle-powered screw propeller mounted on the bow of the ship. Then he would maneuver the tiny vessel aside the 64-gun frigate H.M.S. Eagle. Nearly hemmed in on Manhattan, Continental Army Commander-in-Chief George Washington hoped the destruction of the Eagle, Admiral Richard Howe’s flagship, would help him hold the city. The plan was straightforward. Using a screw that could be activated from inside the submarine, Lee would attach an explosive device and timer to the hull of the ship, pedal away and watch the ship explode. On the night of the planned attack, the two whaleboats towed the American Turtle as near to the target as the men dared. With the help of the ship’s inventor David Bushnell, Lee sealed himself inside, flooded the ballast chamber and descended beneath the surface. He found the currents stronger than he expected. It would take two-and-a-half hours before he reached the Eagle, undetected. The Science of Warfare The idea of the Turtle was inspired by another discovery that Bushnell witnessed while a student at Yale. A group of scientists working with black powder found they could successfully detonate it under water. The men immediately understood the applications for this knowledge. With war breaking out in 1775, Bushnell set about building a submarine to attack the British ships then blockading Boston Harbor. Working at shipyards near his home in Saybrook, Conn., Bushnell began perfecting the mechanics behind his boat. In 1775 or 1776, Bushnell approached George Washington with his plan. Washington funded the development of the vessel and provided material support. He would later recount, however, that before the attack on the Eagle, he had his doubts. “Although I wanted faith myself, I furnished him with money, and other aids to carry it into execution,“ Washington later wrote of the Turtle. “I then thought, and still think, that it was an effort of genius; but that a combination of too many things were requisite, to expect much success from the enterprise against an enemy, who are always upon guard.” Though Bushnell tried to keep the device secret, the people of Lyme and Saybrook knew of them. Loyalist sympathizers informed the British Navy about the development of the Turtle, though they had few specifics as to Bushnell’s progress. By the time the Turtle was operational, 1775 had turned into 1776. The British Navy had been expelled from Boston and sailed to New York Harbor, where it moored in the North River. Bushnell changed his target to New York. As Lee cranked his way through the waters of New York Harbor, he controlled an ingenious craft. Just seven feet long and six feet high, the submarine consisted of hollowed-out oak banded together with steel. It was sealed with cork and pitch, and topped with a brass cap fitted with an air exchange so fresh air could be drawn inside while the submarine was near the surface. The brass cap – a precursor to the modern conning tower — had glass portals so the pilot could watch where he was going while on the surface. Once submerged, the pilot would use a barometer to determine his depth and a lead sounder attached to a cord to sense the sea bottom. He also used a compass illuminated by foxfire, produced in certain decaying fungus. With a pump to draw in and expel ballast water, the craft could raise and lower itself to whatever depth the pilot chose. The weaponry was no less complex. The Turtle carried three bombs, each with a timing mechanism developed by Bushnell and his colleagues. One was set to go off six hours after being armed, one eight hours after arming and the third 12 hours. The sub was outfitted with a screw that was to be augured into the side of the target vessel. The explosives, carried on the outside of the submarine, could be detached from the sub and attached to the vessel by hanging them on the screw. The action of detaching them from the submarine would initiate the timers. Benjamin Franklin, who consulted on the project, concluded that the explosives contained three times as much powder as needed to destroy the largest ship afloat. Using a system of oars rigged to the top of the submarine and the treadle-powered prop, the submarine could reach three knots. Armed and ready, Lee had propelled himself next to the unsuspecting Eagle. Change of Plans Before Lee even entered the Turtle, the mission had already encountered a huge setback. Bushnell’s brother had originally been the designated pilot of the ship. He had made extensive training runs and used the intricate controls skillfully. Shortly before the mission, however, he fell ill – too ill to manage the exertions of powering the submarine. Lee, who signed on to support the mission, was tapped to fill in just a few days earlier. He had little chance to train, but Bushnell – already exasperated with delays – wanted to wait no longer. So, with light already showing in the sky, Lee arrived at the Eagle early in the morning of Sept. 7 after his two-and-a half hour journey underwater. He wasted no time in getting to work setting the explosives as he had practiced. But neither he nor Bushnell had anticipated the hull of the Eagle: It was sheathed in copper. The screws on the Turtle could not penetrate the hull. After two tries, Lee, undoubtedly exhausted, decided he had to retreat. Making his way back across the harbor in the lightening sky, however, British officers observed him and put a boat in the water to chase him down. The Great Explosion With Lee pedaling and paddling furiously, the British gave pursuit. Fearing his capture, Lee released the charged explosives into the water in hopes of inflicting at least some damage. With his navigation equipment failing, Lee needed to keep surfacing to set his course. The British grew suspicious of the odd craft they were pursuing. Suspecting they were being led into some sort of trap, they turned back. Lee was able to signal his comrades, who towed him back to land. The charges Lee had set loose later exploded, sending columns of water surging into the sky. Franklin was correct in his estimation. The magnitude of the explosion astounded the British. As a precaution, they relocated their fleet outside the mouth of the harbor. And the first military attack by a submarine was in the history books. Failure or Success The Americans tried two more times to use the Turtle, unsuccessfully. The British then sank the sub, though not when it was in the water. They destroyed a vessel that was carrying it. Bushnell recovered it, but he attempted no more missions. He turned his attention to developing mines that could be deployed in waterways. And he took part in the siege at Yorktown as a captain in the Corps of Sappers and Miners. Lee went on to fight with Washington’s army in Trenton, Monmouth and Brandywine. At Brandywine, according to one story, the British shot away his sword handle and several balls penetrated his coat. He returned to Connecticut after the war and died in 1821 in Old Lyme. A Curious Ending Bushnell had a more curious ending. Following the war, he travelled to France. He attempted for many years to find backing for his submarine with the hope of improving it. But the submarine, at that time, was viewed as too experimental and not a likely success. Some even ridiculed the idea. Frustrated by failure and low on money, Bushnell changed his name to Bush and moved to Georgia around 1795. A classmate helped him win a position as a schoolmaster, and he settled in Warrenton and practiced as a physician. For 40 years he lived there, his whereabouts unknown in Connecticut. He was only discovered upon his death when his will directed that a search should be made in Old Saybrook for any heirs. The Turtle itself ended its life as scrap, its metal components used in the construction of clocks. Many replicas of the vessel have since been built. Though the submarine was not truly converted to a successful weapon until the mechanical age, people today view the Turtle as a military marvel. This story about George Washington’s submarine was updated in 2019.	1,908	ENGLISH	1
Pearl Harbor and aftermath The bombing of Pearl Harbor on December 7, 1941, stunned the Japanese American community as much as the rest of the country. Many Issei (first generation) had been receiving news from their families in Japan and were aware of the growing tension between the two countries, but few thought that Japan would provoke the United States into war. Japanese Americans would again be shocked when immediately following the bombing, the FBI began going door to door making arrests. Any issei who was at all prominent was considered a potential spy, including Japanese association officers, language-school principals, and Buddhist priests. Without any meaningful due process, these men -- mostly heads of families -- were summarily separated from their wives and children and incarcerated. World War II Pearl Harbor and aftermath (96)	<urn:uuid:0edea066-d905-4ff3-a757-39580d36182c>	CC-MAIN-2020-05	https://ddr.densho.org/browse/topics/48/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606696.26/warc/CC-MAIN-20200122042145-20200122071145-00277.warc.gz	en	0.986066	161	3.578125	4	[ 0.06409155577421188, 0.24282974004745483, -0.09828143566846848, -0.5537549257278442, 0.6772435903549194, 0.4945816993713379, 0.1664387732744217, 0.24304161965847015, -0.18769128620624542, -0.17611275613307953, 0.4148533046245575, 0.23302733898162842, 0.26426810026168823, 0.4940389394760132...	1	Pearl Harbor and aftermath The bombing of Pearl Harbor on December 7, 1941, stunned the Japanese American community as much as the rest of the country. Many Issei (first generation) had been receiving news from their families in Japan and were aware of the growing tension between the two countries, but few thought that Japan would provoke the United States into war. Japanese Americans would again be shocked when immediately following the bombing, the FBI began going door to door making arrests. Any issei who was at all prominent was considered a potential spy, including Japanese association officers, language-school principals, and Buddhist priests. Without any meaningful due process, these men -- mostly heads of families -- were summarily separated from their wives and children and incarcerated. World War II Pearl Harbor and aftermath (96)	165	ENGLISH	1
The bow was a relatively common weapon on dark age battlefields as Harold's arrow in the eye at Hastings will attest. But shortly after is was largely superseded by the crossbow, partly because pretty much any man-at-arms could pick up and shoot a crossbow with zero training. Yet the bow didn't go away. It proved an effective weapon in the hands of the Welsh when they fought against English invaders in the early middle ages. So effective, in fact, that Edward I recruited bodies of Welsh bowmen into his armies. They proved decisive at the Battle of Falkirk (1298). However, it seems unclear as to what kind of bow the Welsh archers were using. Was it the same as the longbow, so feared by the French in the Hundred Years' War? Or was it more of a common hunting bow: and was it this bow in use during Falkirk that then evolved into the longbow later? And why was there not an equivalent evolution in other European countries at the time? Most chroniclers seemed to believe the longbow was the superior weapon if one could find the trained archers (although I guess this may be English bias). England got itself those archers by dint of the famed royal proclamation that all able-bodied men should practice the bow on every holiday. Why, then, were there not equivalent proclamations elsewhere? According to Donald Featherstone's "The Bowmen of England" the longbow probably did arrive in England from Wales. It is impossible to trace the actual origin of the longbow, but there is good evidence that it was in use in South Wales during the second half of the twelfth century. Giraldus Cambrensis speaks repeatedly of the men of Gwent and Morganwg as excelling all others in the practice of archery. It goes on... Describing the bows of Gwent, [Geraldus] says:'They are made neither of horn, ash nor yew but of elm; ugly, unfinished looking weapons, but astonishingly stiff, large and strong, and equally capable of use for long or short shooting.' These were the bows, in the hands of the South Welsh bowmen, which were used in the Norman invasion of Ireland in 1171. The Normans had learned the power of the Welsh bows and dreaded them; As noted in the question, it was the subsequent English Kings who recognised the power of the longbow; With plans in mind for the Welsh longbow, Edward I confirmed Henry's Assize of Arms by the Statute of Winchester, making practice compulsory on Sundays and Holydays...Other games, such as football, handball and cockfighting were made illegal; direction of labour was introduced so that bowyers and fletchers could be compelled to reside where they were most needed, and there were many acts regulating the price of equipment. King Henry III's Assize of Arms, 1251. It was also Edward's skill as a soldier, with his understanding of the science of war, that allowed him to see how the longbow could be a vital weapon on the battlefield by combining his bowmen with dismounted knights and men-at-arms. ...now [Edward] learned that a cavalry attack could be weakened, almost to annihilation, by volleys of archers. Such knowledge, at a time when cavalry held absolute supremacy in war, was a secret of unfathomable value; a secret indeed which laid the foundations of England's very military power. What advantage was there to the longbow? The longbow is about the simplest piece of mechanism imaginable, consisting of only a bowstave and string; it possessed three distinct advantages in that it was cheap to produce, had a fairly extensive range and provided rapidity of discharge. Such an elementary weapon was eminently suitable for use by peasant militia, for it had no complications of mechanism and no professional skill was needed. So it was easy to manufacture and everyone knew how to use it. The difference was that the English recognised its potential and, thanks to repeated practice, could produce archers bending bows of far greater power than their opponents could manage. The longbow was very difficult to use requiring a lot of experience and strength. But the crossbow was very easy to use and anybody could use it. The bow is basically a big spring made of wood. When it bends back energy is stored in the two limbs. Let go this strain and that energy is released in shooting the arrow in more than a 160 ft/second. Left hand was used to hold the bow and right hand was used to pull the string and release the arrow. Just about every culture in the world developed a bow. Shorter ones for sitting on horseback, longer ones for distance and power. And one of the most famous and effective weapon were the English longbow. 13th century, English Longbow: Length 6 ft Maximum effective range 300 yards. They were very popular in the 1300s. In fact this was the terror weapon of the 1300s and early 1400s. Back then the English and the French were at a war for about a hundred years. That's why they call it the hundred years war. The English had the advantage of the longbow superiority which came from the material used to create it. Longbows were cut from one piece of wood. They made good longbows. Its outer wide wood was soft and could withstand a lot of tension. The inner wide wood could resist compression. Combined they gave longbow a deadly force that the French knights learnt to fear. But the English also had the bow of a particularly nasty arrowhead made of hardened steel whose only purpose was to penetrate armour and kill. But long bows were much more difficult to use and required lots of practice. Although the draw weight of a typical English longbow is disputed, it was at least 360 newtons (81 pounds-force) and possibly more than 600 N (130 lbf), with some estimates as high as 900 N (200 lbf). Considerable practice was required to produce the swift and effective combat shooting required. Skeletons of longbow archers are recognisably adapted, with enlarged left arms and often osteophytes on left wrists, left shoulders and right fingers. It was the difficulty in using the longbow that led various monarchs of England to issue instructions encouraging their ownership and practice. During the reign of Edward III of England, laws were passed allowing fletchers and bowyers to be impressed into the army, also forbidding men and boys to play football or golf and encourajing them to practice archery instead. Finding men powerful enough to shoot a long bow was a tough call. And that's when another type of bow came. 11th century, medieval crossbow: Maximum effective range 60 yards. The earliest record of the crossbow was in China around 500 B.c. But they probably have been used even earlier. The Greeks and the Romans had them too. But by the time they entered many more European countries they were in demand more than ever. The cross bow is a small bow mounted on a duo wooden stand or tiller with a trigger mechanism to release the bow. Because the bow was short and took a lot of energy to pull back the arms, it needed both hands to hook it into the knob and all that energy is stored up in the bows arms. Release the trigger and the bow shot out like a bat out of Hell. Though the longbow required a lot of practice and muscle the crossbow was a piece out of a cake. Anybody could load these. They were quite similar to pulling the trigger of a gun. The feet were used to hold the crossbow against ground and both the hands to load it pulling the arrow with the back. Then one simply had to aim and pull the trigger to fire. Advantage of longbow - Experienced archers could shoot 20 arrows in a minute. They also travelled a longer distance. Advantage of crossbow - Archers could shoot only 10 arrows in a minute. They also travelled a shorter distance. But these shortcomings was compensated by the fact that anybody could shoot it. As the hundred years of war went on the number of English longbow archers fell. The French began to gain the upper-hand because they had more crossbows. The longbow had had its day. Though longbow was the sniper rifle of the day it could not compete with the popularity of the crossbow, which some special forces use even today. Since I have little knowledge of the English longbow, I shall answer by turning the point upside down. The question: Most chroniclers seemed to believe the longbow was the superior weapon if one could find the trained archers (although I guess this may be English bias). England got itself those archers by dint of the famed royal proclamation that all able-bodied men should practice the bow on every holiday. Why, then, were there not equivalent proclamations elsewhere? There were equivalent proclamations. By the end of the 13th century, king D. Dinis of Portugal had organised a body of crossbow archers in every town. All body able men were enlisted and forced to practice regularly. Fines would be paid if enlisted men failed to participate in those regular, public practice sessions. It so happens that Iberian kings were under the impression that the crossbow was superior to every other type of bow in impact power and precision, for as long as they could find well-trained people to do the job. Obviously, shooting arrows was not deemed a noble art so it was a job for the peasants. EDIT TO ADD MORE DETAILS (I'm using school History text books as source) By the 10th century, crossbows were already in use but only became regularised in 1299 with an edict by King D. Dinis requiring every town to have a militia of these men. By the mid 14th century the militia had become a force of elite. All men should be tested and the best of them (with the financial means to maintain the weapon in good state, which excluded the poorest peasants) would be part of this elite. If the financial means were above a certain level, they were also required to have a horse. However, most of these men would eventually be chosen amidst mercantile and craftsmen families, since farmers were often poorer and, on the other hand, their service on the land was essential to feeding the army and the population in general. This doesn't mean that, in rural areas, one wouldn't find a large portion of these men to be farmers. Training focused on developing speed recharging but especially on accuracy. The arrow could go 150-200 metres (164-218 yards) and was often poisoned with hellebore (known as 'erva dos besteiros' or 'herb of the crossbow archers'), although the church did not aprove of it. Crossbows were not often used in open battle but in sieges (there were plenty of those in the Iberian peninsula throughout the centuries, much more than field battles). An accurate crossbow archer was held in high regard as he could kill a person on a castle wall with a single shot, therefore making this class an elite amidst the infantry. I don't have the source to hand, but in Isaac Asimov's 'the impact of the longbow on history' in his book, 'The Sun Shines Bright', he points out the psychological and social reasons why other European countries didn't adopt the longbow. At the time, peasants were largely regarded as cannon fodder, and aristocrats wanted most of the glory for themselves, which meant doing most of the killing themselves. The longbow turned this on its head, so that it was the peasants who did the killing en masse and at a distance with the longbow. This kind of thinking was a big factor towards the French defeat at Agincourt - the French nobility did not consider the peasant longbowmen particularly dangerous, and tried to charge them. There were several differences between the longbow and crossbow: Rate of fire The longbow had a high rate of fire and was relatively cheap. The crossbow had a slow rate of fire and cost a bundle. Tactically they were used very differently. The crossbow was the equivalent of sniper's weapon - the user aimed at a specific target and tried to kill that one target. And after firing his one shot he was unable to shoot again until he went through a cumbersome and slow reloading process, during which time he was vulnerable. In battle the longbow, on the other hand, was used for en masse fire - take 200 or 500 or 1000 archers, have 'em all aim the pointy end of the arrow generally down-range, and pretty soon it's porcupine city in the target area. All those arrows coming down in a relatively small area created a kill zone where it was likely that many in the target area would be hit, probably wounded, and given the poor state of medical care available - "His Highness has been wounded. CALL FORTH THE BARBER-CHIRURGEONS!" - yeah, puncture wounds would often prove fatal in a few days, because if infection didn't get you, the doctoring would. ("His Highness is weakened by his wound. QUICK! DRAIN THE BLOOD FROM HIM!!" Yeah - great move there, barber-doc...). And the longbow could fire many times faster than a crossbow - perhaps ten shots per minute for the longbow instead of 1 or two per minute for the crossbow. Much is made of the difficulty of hitting a target with a longbow, but in battle that's not how they were used. The most important "skill" you had to have was the ability to just DRAW one of these beasts! They were all self bows, made from a single piece of wood, which means that the design of the bow did nothing to provide extra power as it does in a recurved or compound bow. Some of them had a pull of over 120 pounds - that means the user had to have one HELLUVA lot of arm, back, and chest strength. So while the villagers might have been trying to be the best shot in the village it didn't really matter so much - the idea was just to keep them practicing so when the time came they could stand hip-to-hip and darken the skies with arrows. Bu pure chance, I happened to get into a conversation on social media with an expert in this field named Dr. Stuart Gorman. He'd written a PhD on the subject several years ago. I'm not going to change my accepted answer because it's supported by quotes from a source. But I thought it might be interesting and useful to surmise what he told me since it is different from any of the existing answers. He dismissed the idea that it had anything to do with fear of revolution. I'm not the expert here, so I'm going to copy and paste what he said. Why only England made widespread use of the longbow is an interesting debate, and wide open for new commentary... I did my PhD on Tech. Change of Bow and Crossbow c.1200-1550, I have many opinions. Lots of debate, but certainly part of it was England's centralized finances. Had better access to tax than France did. Longbows were expensive, for training mostly, although in the 15th and 16th centuries yew became more expensive (deforestation) and longbow costs rose. French monarchy had less access to tax, had to rely more on feudal levies for troops. England could afford semi-prof. Charles VII was first French king to centralize his finances, and soon after began recruiting archers incl. longbowmen. There's a lot more too it, including a debate about whether longbow was truly superior, and if both were used together. Much of the longbow debate also overlooks that siege warfare was the primary method of fighting in medieval Europe. It is because of the training that using the longbow took. The bow was not a weapon used by the nobility, but by peasants. Peasants need to spend most of the year on their farms in order to provide their families and lord with food. Mastering the use of the longbow however takes years of dedicated training, leaving little to no time for farming or any other activities. This is something a medieval peasant simply can not afford. Therefore, a lord who wants archers capable of using the longbow needs to provide them with everything from food to housing so that they have the time needed to practice. In effect, it requires a lord to permanently maintain a standing army. If you want enough archers to make an impact on a battlefield, I guess you can imagine this will turn very expensive, very quickly. Standing armies (beyond relatively small retinues) are virtually unheard of in the Middle Ages (armies consisted mostly of feudal levies), because they are too expensive for all but the wealthiest lords to afford. The crossbow produces comparable results to the longbow for only a fraction of the costs. It should therefore not be hard to figure out why virtually all feudal rulers in continental Europe decided to stick with the crossbow instead of adopting the English/Welsh longbow. The more interesting question would be why the English were so fond of the longbow and did not adopt the crossbow like the rest of medieval Europe. I do not know the answer to this, but I guess it has to do with the existence of the yeoman class in feudal Britain giving a relatively large group of people with enough time on their hands to practice archery. The men of south wales were the first to use the longbow in war in the british isles. The english invaders were quick to realise its potential, and administered decrees for its use in their armies, but it took several hundereds of years for them to learn its use. In the meantime they used welsh mercenaries. We know a lot about the welsh long bows because of the writings of Geraldus (Gerallt Gymro). And the writings of norman lords, who claimed their knights were being skewered by the welsh longbow in ambushes. De braose writes that on several occasions, the arrow would go through the knight's armour, leg, saddle and finally enter and kill the horse! The Longbow, the one used in battle, the "War Bow" was 6 foot 7 inches long with 160 lbs draw weight requiring that training begin at an early age. By age 15, the English youth would have been drawing a bow of 100 lbs or so. By age 18 to 20 he would be able to handle a 160 lb bow. It was required by law that the male individual between 12 and 60 years go to the vilaage butts and put at least 6 arrows into the mark once a week. The mark being a man sized target at 220 yards. This was in the time of Henry the Eighth. Different Kings had different laws but generally speaking archery was an obligation and other sports were outlawed. The saying was if you could hit a squirrel at 100 yards you could join the Kings Army. For about 400 years, the only area where people had the dedication and spent the time necessary for proficiency with the long bow was the Island of Britain, the English therefore dominated Europe in this time period. I've read comparisons with other weapons i.e. the mongolian horn or recurve bow etc. but the bottom line here was this weapon was the right tool at the right time and that's the end of it. Flight shots approaching 1000 yards were claimed for the Turkish and or mongol bow of the same time period but this was with arrows the weight of a piece of straw which would have been capable of little or no damage. I think we have to recognize that people will do what is needed to get the job done. According to Professor B. Kooi's estimations, the Mary Rose longbows varied in draw weight from 100 to 180 pounds. The biggest group of draw weights being in the 150 to 160 pound range. The Mary Rose longbows were made some one hundred years after the battle of Agincourt but much evidence suggests that the warbow had changed very little during those one hundred years. I witnessed a test of an arrow against Greek armour some years ago. The bow as I recall was 160 lbs and interestingly enough the arrow did not penetrate. The armour was designed to give and thereby absorb the necessary energy. The point being that heavy draw weights were not unusual in ancient times. I myself loosed arrows from a 100 lb bow for several years in my 50's. I know that now it would be difficult to find anyone capable of drawing a bow of 100 lbs. A friend of mine and fellow archer used to shoot a 150lb compound. He ran an Archery store and shooting range. he would take the bow to the sportsman's show every fall for several years. If you could draw the bow it was yours. No one to my knowledge ever claimed that bow. The premise of the question is incorrect. The longbow was used en masse in war thousands of years before any state that could meaningfully call itself English existed and certainly before the Romans arrived, and this was also used in France and Iberia (at a minimum). A Mittle-Saale Beaker by Karol Schauer Bows reminiscent of the long bow were the characteristic weapon of the Bell Beaker people who arrived in the British Isles ca. 2200 BCE, and were present earlier in France and earlier than that in Portugal (ca. 2900 BCE). Subsequent English use of the longbow is almost certainly a legacy of the Bell Beaker tradition.	<urn:uuid:b16591ff-aaa3-4354-ae39-aecd4f175859>	CC-MAIN-2020-05	https://history.stackexchange.com/questions/35769/why-did-only-the-english-adopt-evolve-and-use-the-longbow-en-masse-in-war/35772	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606696.26/warc/CC-MAIN-20200122042145-20200122071145-00346.warc.gz	en	0.982847	4,534	3.5625	4	[ -0.5101662278175354, 0.22925350069999695, 0.042193830013275146, 0.2650212347507477, 0.32846981287002563, -0.3826584815979004, 0.12829945981502533, 0.18125620484352112, -0.20205271244049072, -0.0015554893761873245, 0.14129607379436493, -0.4284176826477051, 0.0018215238815173507, 0.380271881...	14	The bow was a relatively common weapon on dark age battlefields as Harold's arrow in the eye at Hastings will attest. But shortly after is was largely superseded by the crossbow, partly because pretty much any man-at-arms could pick up and shoot a crossbow with zero training. Yet the bow didn't go away. It proved an effective weapon in the hands of the Welsh when they fought against English invaders in the early middle ages. So effective, in fact, that Edward I recruited bodies of Welsh bowmen into his armies. They proved decisive at the Battle of Falkirk (1298). However, it seems unclear as to what kind of bow the Welsh archers were using. Was it the same as the longbow, so feared by the French in the Hundred Years' War? Or was it more of a common hunting bow: and was it this bow in use during Falkirk that then evolved into the longbow later? And why was there not an equivalent evolution in other European countries at the time? Most chroniclers seemed to believe the longbow was the superior weapon if one could find the trained archers (although I guess this may be English bias). England got itself those archers by dint of the famed royal proclamation that all able-bodied men should practice the bow on every holiday. Why, then, were there not equivalent proclamations elsewhere? According to Donald Featherstone's "The Bowmen of England" the longbow probably did arrive in England from Wales. It is impossible to trace the actual origin of the longbow, but there is good evidence that it was in use in South Wales during the second half of the twelfth century. Giraldus Cambrensis speaks repeatedly of the men of Gwent and Morganwg as excelling all others in the practice of archery. It goes on... Describing the bows of Gwent, [Geraldus] says:'They are made neither of horn, ash nor yew but of elm; ugly, unfinished looking weapons, but astonishingly stiff, large and strong, and equally capable of use for long or short shooting.' These were the bows, in the hands of the South Welsh bowmen, which were used in the Norman invasion of Ireland in 1171. The Normans had learned the power of the Welsh bows and dreaded them; As noted in the question, it was the subsequent English Kings who recognised the power of the longbow; With plans in mind for the Welsh longbow, Edward I confirmed Henry's Assize of Arms by the Statute of Winchester, making practice compulsory on Sundays and Holydays...Other games, such as football, handball and cockfighting were made illegal; direction of labour was introduced so that bowyers and fletchers could be compelled to reside where they were most needed, and there were many acts regulating the price of equipment. King Henry III's Assize of Arms, 1251. It was also Edward's skill as a soldier, with his understanding of the science of war, that allowed him to see how the longbow could be a vital weapon on the battlefield by combining his bowmen with dismounted knights and men-at-arms. ...now [Edward] learned that a cavalry attack could be weakened, almost to annihilation, by volleys of archers. Such knowledge, at a time when cavalry held absolute supremacy in war, was a secret of unfathomable value; a secret indeed which laid the foundations of England's very military power. What advantage was there to the longbow? The longbow is about the simplest piece of mechanism imaginable, consisting of only a bowstave and string; it possessed three distinct advantages in that it was cheap to produce, had a fairly extensive range and provided rapidity of discharge. Such an elementary weapon was eminently suitable for use by peasant militia, for it had no complications of mechanism and no professional skill was needed. So it was easy to manufacture and everyone knew how to use it. The difference was that the English recognised its potential and, thanks to repeated practice, could produce archers bending bows of far greater power than their opponents could manage. The longbow was very difficult to use requiring a lot of experience and strength. But the crossbow was very easy to use and anybody could use it. The bow is basically a big spring made of wood. When it bends back energy is stored in the two limbs. Let go this strain and that energy is released in shooting the arrow in more than a 160 ft/second. Left hand was used to hold the bow and right hand was used to pull the string and release the arrow. Just about every culture in the world developed a bow. Shorter ones for sitting on horseback, longer ones for distance and power. And one of the most famous and effective weapon were the English longbow. 13th century, English Longbow: Length 6 ft Maximum effective range 300 yards. They were very popular in the 1300s. In fact this was the terror weapon of the 1300s and early 1400s. Back then the English and the French were at a war for about a hundred years. That's why they call it the hundred years war. The English had the advantage of the longbow superiority which came from the material used to create it. Longbows were cut from one piece of wood. They made good longbows. Its outer wide wood was soft and could withstand a lot of tension. The inner wide wood could resist compression. Combined they gave longbow a deadly force that the French knights learnt to fear. But the English also had the bow of a particularly nasty arrowhead made of hardened steel whose only purpose was to penetrate armour and kill. But long bows were much more difficult to use and required lots of practice. Although the draw weight of a typical English longbow is disputed, it was at least 360 newtons (81 pounds-force) and possibly more than 600 N (130 lbf), with some estimates as high as 900 N (200 lbf). Considerable practice was required to produce the swift and effective combat shooting required. Skeletons of longbow archers are recognisably adapted, with enlarged left arms and often osteophytes on left wrists, left shoulders and right fingers. It was the difficulty in using the longbow that led various monarchs of England to issue instructions encouraging their ownership and practice. During the reign of Edward III of England, laws were passed allowing fletchers and bowyers to be impressed into the army, also forbidding men and boys to play football or golf and encourajing them to practice archery instead. Finding men powerful enough to shoot a long bow was a tough call. And that's when another type of bow came. 11th century, medieval crossbow: Maximum effective range 60 yards. The earliest record of the crossbow was in China around 500 B.c. But they probably have been used even earlier. The Greeks and the Romans had them too. But by the time they entered many more European countries they were in demand more than ever. The cross bow is a small bow mounted on a duo wooden stand or tiller with a trigger mechanism to release the bow. Because the bow was short and took a lot of energy to pull back the arms, it needed both hands to hook it into the knob and all that energy is stored up in the bows arms. Release the trigger and the bow shot out like a bat out of Hell. Though the longbow required a lot of practice and muscle the crossbow was a piece out of a cake. Anybody could load these. They were quite similar to pulling the trigger of a gun. The feet were used to hold the crossbow against ground and both the hands to load it pulling the arrow with the back. Then one simply had to aim and pull the trigger to fire. Advantage of longbow - Experienced archers could shoot 20 arrows in a minute. They also travelled a longer distance. Advantage of crossbow - Archers could shoot only 10 arrows in a minute. They also travelled a shorter distance. But these shortcomings was compensated by the fact that anybody could shoot it. As the hundred years of war went on the number of English longbow archers fell. The French began to gain the upper-hand because they had more crossbows. The longbow had had its day. Though longbow was the sniper rifle of the day it could not compete with the popularity of the crossbow, which some special forces use even today. Since I have little knowledge of the English longbow, I shall answer by turning the point upside down. The question: Most chroniclers seemed to believe the longbow was the superior weapon if one could find the trained archers (although I guess this may be English bias). England got itself those archers by dint of the famed royal proclamation that all able-bodied men should practice the bow on every holiday. Why, then, were there not equivalent proclamations elsewhere? There were equivalent proclamations. By the end of the 13th century, king D. Dinis of Portugal had organised a body of crossbow archers in every town. All body able men were enlisted and forced to practice regularly. Fines would be paid if enlisted men failed to participate in those regular, public practice sessions. It so happens that Iberian kings were under the impression that the crossbow was superior to every other type of bow in impact power and precision, for as long as they could find well-trained people to do the job. Obviously, shooting arrows was not deemed a noble art so it was a job for the peasants. EDIT TO ADD MORE DETAILS (I'm using school History text books as source) By the 10th century, crossbows were already in use but only became regularised in 1299 with an edict by King D. Dinis requiring every town to have a militia of these men. By the mid 14th century the militia had become a force of elite. All men should be tested and the best of them (with the financial means to maintain the weapon in good state, which excluded the poorest peasants) would be part of this elite. If the financial means were above a certain level, they were also required to have a horse. However, most of these men would eventually be chosen amidst mercantile and craftsmen families, since farmers were often poorer and, on the other hand, their service on the land was essential to feeding the army and the population in general. This doesn't mean that, in rural areas, one wouldn't find a large portion of these men to be farmers. Training focused on developing speed recharging but especially on accuracy. The arrow could go 150-200 metres (164-218 yards) and was often poisoned with hellebore (known as 'erva dos besteiros' or 'herb of the crossbow archers'), although the church did not aprove of it. Crossbows were not often used in open battle but in sieges (there were plenty of those in the Iberian peninsula throughout the centuries, much more than field battles). An accurate crossbow archer was held in high regard as he could kill a person on a castle wall with a single shot, therefore making this class an elite amidst the infantry. I don't have the source to hand, but in Isaac Asimov's 'the impact of the longbow on history' in his book, 'The Sun Shines Bright', he points out the psychological and social reasons why other European countries didn't adopt the longbow. At the time, peasants were largely regarded as cannon fodder, and aristocrats wanted most of the glory for themselves, which meant doing most of the killing themselves. The longbow turned this on its head, so that it was the peasants who did the killing en masse and at a distance with the longbow. This kind of thinking was a big factor towards the French defeat at Agincourt - the French nobility did not consider the peasant longbowmen particularly dangerous, and tried to charge them. There were several differences between the longbow and crossbow: Rate of fire The longbow had a high rate of fire and was relatively cheap. The crossbow had a slow rate of fire and cost a bundle. Tactically they were used very differently. The crossbow was the equivalent of sniper's weapon - the user aimed at a specific target and tried to kill that one target. And after firing his one shot he was unable to shoot again until he went through a cumbersome and slow reloading process, during which time he was vulnerable. In battle the longbow, on the other hand, was used for en masse fire - take 200 or 500 or 1000 archers, have 'em all aim the pointy end of the arrow generally down-range, and pretty soon it's porcupine city in the target area. All those arrows coming down in a relatively small area created a kill zone where it was likely that many in the target area would be hit, probably wounded, and given the poor state of medical care available - "His Highness has been wounded. CALL FORTH THE BARBER-CHIRURGEONS!" - yeah, puncture wounds would often prove fatal in a few days, because if infection didn't get you, the doctoring would. ("His Highness is weakened by his wound. QUICK! DRAIN THE BLOOD FROM HIM!!" Yeah - great move there, barber-doc...). And the longbow could fire many times faster than a crossbow - perhaps ten shots per minute for the longbow instead of 1 or two per minute for the crossbow. Much is made of the difficulty of hitting a target with a longbow, but in battle that's not how they were used. The most important "skill" you had to have was the ability to just DRAW one of these beasts! They were all self bows, made from a single piece of wood, which means that the design of the bow did nothing to provide extra power as it does in a recurved or compound bow. Some of them had a pull of over 120 pounds - that means the user had to have one HELLUVA lot of arm, back, and chest strength. So while the villagers might have been trying to be the best shot in the village it didn't really matter so much - the idea was just to keep them practicing so when the time came they could stand hip-to-hip and darken the skies with arrows. Bu pure chance, I happened to get into a conversation on social media with an expert in this field named Dr. Stuart Gorman. He'd written a PhD on the subject several years ago. I'm not going to change my accepted answer because it's supported by quotes from a source. But I thought it might be interesting and useful to surmise what he told me since it is different from any of the existing answers. He dismissed the idea that it had anything to do with fear of revolution. I'm not the expert here, so I'm going to copy and paste what he said. Why only England made widespread use of the longbow is an interesting debate, and wide open for new commentary... I did my PhD on Tech. Change of Bow and Crossbow c.1200-1550, I have many opinions. Lots of debate, but certainly part of it was England's centralized finances. Had better access to tax than France did. Longbows were expensive, for training mostly, although in the 15th and 16th centuries yew became more expensive (deforestation) and longbow costs rose. French monarchy had less access to tax, had to rely more on feudal levies for troops. England could afford semi-prof. Charles VII was first French king to centralize his finances, and soon after began recruiting archers incl. longbowmen. There's a lot more too it, including a debate about whether longbow was truly superior, and if both were used together. Much of the longbow debate also overlooks that siege warfare was the primary method of fighting in medieval Europe. It is because of the training that using the longbow took. The bow was not a weapon used by the nobility, but by peasants. Peasants need to spend most of the year on their farms in order to provide their families and lord with food. Mastering the use of the longbow however takes years of dedicated training, leaving little to no time for farming or any other activities. This is something a medieval peasant simply can not afford. Therefore, a lord who wants archers capable of using the longbow needs to provide them with everything from food to housing so that they have the time needed to practice. In effect, it requires a lord to permanently maintain a standing army. If you want enough archers to make an impact on a battlefield, I guess you can imagine this will turn very expensive, very quickly. Standing armies (beyond relatively small retinues) are virtually unheard of in the Middle Ages (armies consisted mostly of feudal levies), because they are too expensive for all but the wealthiest lords to afford. The crossbow produces comparable results to the longbow for only a fraction of the costs. It should therefore not be hard to figure out why virtually all feudal rulers in continental Europe decided to stick with the crossbow instead of adopting the English/Welsh longbow. The more interesting question would be why the English were so fond of the longbow and did not adopt the crossbow like the rest of medieval Europe. I do not know the answer to this, but I guess it has to do with the existence of the yeoman class in feudal Britain giving a relatively large group of people with enough time on their hands to practice archery. The men of south wales were the first to use the longbow in war in the british isles. The english invaders were quick to realise its potential, and administered decrees for its use in their armies, but it took several hundereds of years for them to learn its use. In the meantime they used welsh mercenaries. We know a lot about the welsh long bows because of the writings of Geraldus (Gerallt Gymro). And the writings of norman lords, who claimed their knights were being skewered by the welsh longbow in ambushes. De braose writes that on several occasions, the arrow would go through the knight's armour, leg, saddle and finally enter and kill the horse! The Longbow, the one used in battle, the "War Bow" was 6 foot 7 inches long with 160 lbs draw weight requiring that training begin at an early age. By age 15, the English youth would have been drawing a bow of 100 lbs or so. By age 18 to 20 he would be able to handle a 160 lb bow. It was required by law that the male individual between 12 and 60 years go to the vilaage butts and put at least 6 arrows into the mark once a week. The mark being a man sized target at 220 yards. This was in the time of Henry the Eighth. Different Kings had different laws but generally speaking archery was an obligation and other sports were outlawed. The saying was if you could hit a squirrel at 100 yards you could join the Kings Army. For about 400 years, the only area where people had the dedication and spent the time necessary for proficiency with the long bow was the Island of Britain, the English therefore dominated Europe in this time period. I've read comparisons with other weapons i.e. the mongolian horn or recurve bow etc. but the bottom line here was this weapon was the right tool at the right time and that's the end of it. Flight shots approaching 1000 yards were claimed for the Turkish and or mongol bow of the same time period but this was with arrows the weight of a piece of straw which would have been capable of little or no damage. I think we have to recognize that people will do what is needed to get the job done. According to Professor B. Kooi's estimations, the Mary Rose longbows varied in draw weight from 100 to 180 pounds. The biggest group of draw weights being in the 150 to 160 pound range. The Mary Rose longbows were made some one hundred years after the battle of Agincourt but much evidence suggests that the warbow had changed very little during those one hundred years. I witnessed a test of an arrow against Greek armour some years ago. The bow as I recall was 160 lbs and interestingly enough the arrow did not penetrate. The armour was designed to give and thereby absorb the necessary energy. The point being that heavy draw weights were not unusual in ancient times. I myself loosed arrows from a 100 lb bow for several years in my 50's. I know that now it would be difficult to find anyone capable of drawing a bow of 100 lbs. A friend of mine and fellow archer used to shoot a 150lb compound. He ran an Archery store and shooting range. he would take the bow to the sportsman's show every fall for several years. If you could draw the bow it was yours. No one to my knowledge ever claimed that bow. The premise of the question is incorrect. The longbow was used en masse in war thousands of years before any state that could meaningfully call itself English existed and certainly before the Romans arrived, and this was also used in France and Iberia (at a minimum). A Mittle-Saale Beaker by Karol Schauer Bows reminiscent of the long bow were the characteristic weapon of the Bell Beaker people who arrived in the British Isles ca. 2200 BCE, and were present earlier in France and earlier than that in Portugal (ca. 2900 BCE). Subsequent English use of the longbow is almost certainly a legacy of the Bell Beaker tradition.	4,572	ENGLISH	1
It is simply two large measures for piano with no music written inside. I printed this out on cardstock and then laminated it, which essentially turned the card into a white board. I was able to let my students write on it with crayon (washable crayon also works), and then wipe it off with a piece of scrap cloth I made from an old T-shirt. You can also use pennies or glass pebbles from the dollar store to mark the notes, as rhythm is not part of this exercise. To use the board, I would give the students the first note, and ask them to produce the second on the board after they heard me play it. I started with simple intervals and progressively got harder. After they had a firm understanding of melodic intervals (the notes were played one at a time), I made the exercise harder by playing melodic sequences, and for my more advanced students, I introduced harmonic intervals, giving them the lower note, but playing both notes at the same time. My challenge: Find ways that you can help your student/child’s musical ear become more sophisticated, and begin working with them on a consistent basis.	<urn:uuid:9fe0318a-641b-4597-b7bb-50e9f52318e5>	CC-MAIN-2020-05	https://www.professional-mothering.com/2011/02/the-importance-of-ear-training.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250610004.56/warc/CC-MAIN-20200123101110-20200123130110-00375.warc.gz	en	0.983006	242	3.4375	3	[ -0.2030223160982132, -0.47127482295036316, 0.3364824056625366, -0.5034654140472412, -0.6519383788108826, 0.5166019797325134, -0.09558715671300888, 0.29178211092948914, 0.21457697451114655, -0.2407243251800537, 0.25701555609703064, 0.3379880487918854, 0.28374361991882324, 0.1441522985696792...	2	It is simply two large measures for piano with no music written inside. I printed this out on cardstock and then laminated it, which essentially turned the card into a white board. I was able to let my students write on it with crayon (washable crayon also works), and then wipe it off with a piece of scrap cloth I made from an old T-shirt. You can also use pennies or glass pebbles from the dollar store to mark the notes, as rhythm is not part of this exercise. To use the board, I would give the students the first note, and ask them to produce the second on the board after they heard me play it. I started with simple intervals and progressively got harder. After they had a firm understanding of melodic intervals (the notes were played one at a time), I made the exercise harder by playing melodic sequences, and for my more advanced students, I introduced harmonic intervals, giving them the lower note, but playing both notes at the same time. My challenge: Find ways that you can help your student/child’s musical ear become more sophisticated, and begin working with them on a consistent basis.	235	ENGLISH	1
The year was 1531. 1 It is said that the Virgin Mary appeared to Juan Diego, an indigenous man, on December 9, 1531, on Tepeyac Hill, which is now a suburb of Mexico City. He was on his way to church. 2 Juan Diego, a convert to Catholicism, was on his way to chapel when the Virgin Mary spoke to him in Nahuatl, his native language. She chose him to be her messenger. 3 She told Juan Diego that she was the Virgin Mary and that she wanted a church to be built on the spot where they were. He was met with skepticism. 5 Of course, the archbishop did not believe Juan Diego and asked for proof. And yet he had to keep trying. 6 That same day, Juan Diego saw the Virgin again and she asked him to keep trying to get that church built. His insistence was met with more distrust. 7 Juan Diego went back to the archbishop the next day, which was December 10, but still the archbishop did not believe him. A miracle was needed. 8 Juan Diego was instructed by the archbishop to go back to Tepeyac Hill and ask the apparition for some kind of miraculous sign to prove she was who she said she was. And so back he went. 9 This messenger thing was not easy, so much back and forth. She promised a miracle. 11 The Virgin Mary told him to come back on December 11 for the sign. Then life got in the way. 12 On December 11, Juan Diego did not go back because he had to take care of his uncle who had gotten very sick. He thought his uncle was about to die. 13 Early on December 12, Juan Diego went to get a priest to administer last rites because he didn’t think his uncle was going to make it. He tried to hide. 14 Juan Diego was trying to avoid running into the Virgin Mary because he was ashamed about not having shown up the day before, so he went a different way to avoid Tepeyac Hill. You can't hide from an apparition, though. 15 The Virgin appeared to him nonetheless and once he told her about his uncle, she gently admonished him for not going to her by saying, “¿No estoy yo aquí que soy tu madre?” (Am I not here, I who am your Mother?). She made him a promise. 16 She told Juan Diego that he did not need to go get a priest as his uncle would be just fine. They weren't even local flowers. 18 When Juan Diego got to the top of the hill, not only did he find flowers, he found Castilian roses that aren’t even native to Mexico. She took the flowers from him. 19 The Virgin then arranged the flowers in Juan Diego’s tilma, a kind of poncho/cloak, and sent him to the archbishop. The flowers were just one part of the miracle. 20 On December 12, when Juan Diego opened his tilma in front of the archbishop, the flowers dropped to the floor. They were just a preface to what was coming. 21 That there were blooming flowers that had never been seen in that part of the world was a miracle in itself. What was to come was so much more amazing. 22 But the flowers weren’t even the most impressive part of the miracle. It was the tilma that took their breath away. 23 What was even more astounding was the image of the Virgin that had somehow been emblazoned on Juan Diego’s tilma. There were more miracles in store. 25 Juan Diego went back to his uncle Juan Bernardino on December 13. Juan Diego's uncle saw her too. 26 Juan Bernardino told Juan Diego that the Virgin had appeared to him as well. She kept the promise she had made to Juan Diego. 27 Just like she had promised, Juan Diego's uncle had recovered. She talked to Juan Diego's uncle. 28 She didn't only stop by to cure Juan Bernardino. She revealed her name. 29 She told him what she wanted to be called. Yes, her name is Mary. 30 But in Mexico, her apparition wanted to be called something special. The tilma tells a story too. 32 The tilma depicts a pregnant Mary. There are indigenous elements throughout. 33 In the image, the Virgin is dressed like a traditional Aztec princess. Things can be inferred from images alone. 34 The black sash worn high up on her waist was a symbol used for pregnancy in Aztec culture. She spoke to the indigenous people in their own language. 35 The story of how the Virgin appeared to Juan Diego dressed like an Aztec princess and spoke to him in Nahuatl is believed to be responsible for millions of people converting to Catholicism in less than seven years. As per her request, a shrine was built. 36 The shrine that was constructed in her honor is called the Basílica de Santa Maria de Guadalupe. She is incredibly popular. 37 Every year more than 20 million people visit the shrine. Never mind separation of church and state. 39 In 1859, the day of the Virgin de Guadalupe became a national holiday. Oh, and Juan Diego became a saint ... eventually. 40 On July 31, 2002, Juan Diego became the first Roman Catholic indigenous saint from the Americas.	<urn:uuid:3119de1a-aacf-482d-b599-8c6b97970b5b>	CC-MAIN-2020-05	http://quemas.mamaslatinas.com/inspiration/152591/40_Virgen_de_Guadalupe_tattoos	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251737572.61/warc/CC-MAIN-20200127235617-20200128025617-00443.warc.gz	en	0.991113	1,167	3.796875	4	[ 0.0063970377668738365, 0.402685284614563, 0.09415628015995026, -0.25680893659591675, -0.059082143008708954, -0.16445830464363098, 0.04555724933743477, 0.23208585381507874, 0.5120628476142883, -0.12645362317562103, -0.19706255197525024, -0.0863344818353653, -0.3056536316871643, -0.009974397...	1	The year was 1531. 1 It is said that the Virgin Mary appeared to Juan Diego, an indigenous man, on December 9, 1531, on Tepeyac Hill, which is now a suburb of Mexico City. He was on his way to church. 2 Juan Diego, a convert to Catholicism, was on his way to chapel when the Virgin Mary spoke to him in Nahuatl, his native language. She chose him to be her messenger. 3 She told Juan Diego that she was the Virgin Mary and that she wanted a church to be built on the spot where they were. He was met with skepticism. 5 Of course, the archbishop did not believe Juan Diego and asked for proof. And yet he had to keep trying. 6 That same day, Juan Diego saw the Virgin again and she asked him to keep trying to get that church built. His insistence was met with more distrust. 7 Juan Diego went back to the archbishop the next day, which was December 10, but still the archbishop did not believe him. A miracle was needed. 8 Juan Diego was instructed by the archbishop to go back to Tepeyac Hill and ask the apparition for some kind of miraculous sign to prove she was who she said she was. And so back he went. 9 This messenger thing was not easy, so much back and forth. She promised a miracle. 11 The Virgin Mary told him to come back on December 11 for the sign. Then life got in the way. 12 On December 11, Juan Diego did not go back because he had to take care of his uncle who had gotten very sick. He thought his uncle was about to die. 13 Early on December 12, Juan Diego went to get a priest to administer last rites because he didn’t think his uncle was going to make it. He tried to hide. 14 Juan Diego was trying to avoid running into the Virgin Mary because he was ashamed about not having shown up the day before, so he went a different way to avoid Tepeyac Hill. You can't hide from an apparition, though. 15 The Virgin appeared to him nonetheless and once he told her about his uncle, she gently admonished him for not going to her by saying, “¿No estoy yo aquí que soy tu madre?” (Am I not here, I who am your Mother?). She made him a promise. 16 She told Juan Diego that he did not need to go get a priest as his uncle would be just fine. They weren't even local flowers. 18 When Juan Diego got to the top of the hill, not only did he find flowers, he found Castilian roses that aren’t even native to Mexico. She took the flowers from him. 19 The Virgin then arranged the flowers in Juan Diego’s tilma, a kind of poncho/cloak, and sent him to the archbishop. The flowers were just one part of the miracle. 20 On December 12, when Juan Diego opened his tilma in front of the archbishop, the flowers dropped to the floor. They were just a preface to what was coming. 21 That there were blooming flowers that had never been seen in that part of the world was a miracle in itself. What was to come was so much more amazing. 22 But the flowers weren’t even the most impressive part of the miracle. It was the tilma that took their breath away. 23 What was even more astounding was the image of the Virgin that had somehow been emblazoned on Juan Diego’s tilma. There were more miracles in store. 25 Juan Diego went back to his uncle Juan Bernardino on December 13. Juan Diego's uncle saw her too. 26 Juan Bernardino told Juan Diego that the Virgin had appeared to him as well. She kept the promise she had made to Juan Diego. 27 Just like she had promised, Juan Diego's uncle had recovered. She talked to Juan Diego's uncle. 28 She didn't only stop by to cure Juan Bernardino. She revealed her name. 29 She told him what she wanted to be called. Yes, her name is Mary. 30 But in Mexico, her apparition wanted to be called something special. The tilma tells a story too. 32 The tilma depicts a pregnant Mary. There are indigenous elements throughout. 33 In the image, the Virgin is dressed like a traditional Aztec princess. Things can be inferred from images alone. 34 The black sash worn high up on her waist was a symbol used for pregnancy in Aztec culture. She spoke to the indigenous people in their own language. 35 The story of how the Virgin appeared to Juan Diego dressed like an Aztec princess and spoke to him in Nahuatl is believed to be responsible for millions of people converting to Catholicism in less than seven years. As per her request, a shrine was built. 36 The shrine that was constructed in her honor is called the Basílica de Santa Maria de Guadalupe. She is incredibly popular. 37 Every year more than 20 million people visit the shrine. Never mind separation of church and state. 39 In 1859, the day of the Virgin de Guadalupe became a national holiday. Oh, and Juan Diego became a saint ... eventually. 40 On July 31, 2002, Juan Diego became the first Roman Catholic indigenous saint from the Americas.	1,203	ENGLISH	1
- Join over 1.2 million students every month - Accelerate your learning by 29% - Unlimited access from just £6.99 per month GCSE: Vietnam 1954-1975 Meet our team of inspirational teachers - Marked by Teachers essays 2 Explain how the USA became involved in Vietnam and why the US Army experienced problems in Vietnam by 1968. The capitalist South Vietnam faced trouble from Communist guerrillas called the Viet Cong, who were led by Ho Chi Minh and wanted a united communist Vietnam. The USA initially sent more than $3 billion of financial aid and by 1960 there were over 16,000 American advisors in South Vietnam. However, Diem was very unpopular and, as a Catholic, was very out of touch with his mostly Buddhist population. In November 1963 he was assassinated. At this stage the Viet Cong controlled over 60% of the South. - Word count: 1164 major cut backs happened in President Johnson programmes to help end inequality and deprivation, especially for the black people because they would be more likely to live in poverty and have a low standard of living in the 1960?s. This resulted in poor families, particularly those that live in rural areas, to suffer from economic and social hardship. An anti-Vietnam war movement would be forming in America because people would find an outrage since tax is increasing for a war that would decrease the chances for people in poverty to move out of poverty. - Word count: 865 The US lost the Vietnam War because its tactics and military strategy were wrong. How far do you agree? Used over the amount of bombs used during world war two. They also used chemical weapons such as agent orange in country sides where communist would hide. But such tactics were not welcome by other side. The US citizens were disgusted and anti-war protest were everywhere. More people were turning over to support Ho Chi Minh and Vietcong. The Tet Offensive incident in January 1968. When North Vietnam attacks Saigon during a festival. The USA killed fifty thousand communist. For short term is appears that US won the situation but for long term Vietnam benefitted more especially when people in US didn?t even support their own country and a lot of anti-war protest going on. - Word count: 562	<urn:uuid:0771e34a-8eec-44ed-a379-f327f734a53d>	CC-MAIN-2020-05	http://www.markedbyteachers.com/gcse/history/modern-world-history/vietnam-1954-1975/?last_twelve_months=275	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250613416.54/warc/CC-MAIN-20200123191130-20200123220130-00418.warc.gz	en	0.980485	465	3.375	3	[ -0.2794995903968811, 0.055064089596271515, -0.06993746012449265, -0.12701550126075745, 0.5432462692260742, 0.3713408410549164, -0.11741117388010025, 0.0388331301510334, -0.10586590319871902, 0.023786459118127823, 0.5116514563560486, 0.08647432178258896, 0.3155362010002136, 0.31947746872901...	4	- Join over 1.2 million students every month - Accelerate your learning by 29% - Unlimited access from just £6.99 per month GCSE: Vietnam 1954-1975 Meet our team of inspirational teachers - Marked by Teachers essays 2 Explain how the USA became involved in Vietnam and why the US Army experienced problems in Vietnam by 1968. The capitalist South Vietnam faced trouble from Communist guerrillas called the Viet Cong, who were led by Ho Chi Minh and wanted a united communist Vietnam. The USA initially sent more than $3 billion of financial aid and by 1960 there were over 16,000 American advisors in South Vietnam. However, Diem was very unpopular and, as a Catholic, was very out of touch with his mostly Buddhist population. In November 1963 he was assassinated. At this stage the Viet Cong controlled over 60% of the South. - Word count: 1164 major cut backs happened in President Johnson programmes to help end inequality and deprivation, especially for the black people because they would be more likely to live in poverty and have a low standard of living in the 1960?s. This resulted in poor families, particularly those that live in rural areas, to suffer from economic and social hardship. An anti-Vietnam war movement would be forming in America because people would find an outrage since tax is increasing for a war that would decrease the chances for people in poverty to move out of poverty. - Word count: 865 The US lost the Vietnam War because its tactics and military strategy were wrong. How far do you agree? Used over the amount of bombs used during world war two. They also used chemical weapons such as agent orange in country sides where communist would hide. But such tactics were not welcome by other side. The US citizens were disgusted and anti-war protest were everywhere. More people were turning over to support Ho Chi Minh and Vietcong. The Tet Offensive incident in January 1968. When North Vietnam attacks Saigon during a festival. The USA killed fifty thousand communist. For short term is appears that US won the situation but for long term Vietnam benefitted more especially when people in US didn?t even support their own country and a lot of anti-war protest going on. - Word count: 562	498	ENGLISH	1
Between 1642 and 1653 there were many revolutionary changes in England, these changes affected all aspects of English life, in most of which The Army played either a direct or indirect role.The Army I am referring to is ‘The New Model Army’ the creation of this army was revolutionary in itself. It was a union of the three largest parliamentary armies into one 22,000 strong army. It was quickly moulded into an efficient, disciplined fighting force. It was better trained and better led. Within months of its formation, the New Model inflicted a decisive defeat on the King at the battle of Naseby, June 1645, and brought the First Civil War to an end the following year.There are a several views as to why the New Model was so successful. Differences in opinion could be accounted for by which school of historians they were from. The most modern view is that of Mark Kishlansky, an American historian who believes that The Army’s excellent training and leadership was the key to its success, John Mornill claims that the difference in The Army was that it was regularly paid, professionally led and permanently organised.Another popular opinion is Hill and Firth’s, who believe that success was down to the New Model being ‘an army of saints,’ and the soldiers’ passion for religion and Gods cause. Hill also puts some emphasis on parliamentary resources, probably due to the school he came from. The Army became a political force during and after the Second Civil War 1647-8, forcibly purging Parliament and bringing about the trial and execution of King Charles, 1649. The role of the Army was crucial in upholding the constitutional experiments of the 1650s when most people in England would have preferred a return to Monarchy.One aspect of England the Army became more involved in was politics. The main political change between 1642-1653 was the trial and execution of King Charles I. This was a unique event, and symbolised the monarchy’s loss of power. The Army had a role to play in the execution, which aided the transition of power from monarch to parliament. However The Army was not the only factor, Charles I was being put on trial largely due to his own ineptitude and untrustworthiness. Perhaps the power hungry MP’s could have also had a role in the Kings trying and execution.The Army also shaped parliament at Prides Purge. A regiment of soldiers, led by Colonel Pride, forcibly prevented one hundred MP’s from entering the House of Lords, another two hundred and sixty withdrew voluntarily. The minority that remained, about a third of the MP’s, were branded by their opponents with the unflattering name of ‘The Rump.’ This was a very unorthodox event, however not unique. Six years earlier Charles I entered parliament, accompanied by a body of armed men to arrest Pym, Hampden and three others. Cromwell then dismissed The Rump four years later, also accompanied by an armed force. In its time changed the political side of England drastically. In 1649 The House of Lords was abolished, a republic was established, and the Traditional ruling class was replaced. The Army’s role in these political changes is a little unclear; they would have been needed to enforce these revolutionary changes, and could be responsible in part as they created The Rump.Other areas of revolutionary change were the social and economic side of England. These mainly came after The Civil War; the government was often under pressure from new Radical groups like The Levellers who wanted massive social changes. These were hard to ignore as radicalism had significant support from The New Model Army. There were drastic changes to the social hierarchy; In early May 1649, the confiscation and sale of Crown and Royalist land began. The money was then used to pay the soldiers of The New Model Army the huge arrears they were due. Other land was issued as debentures to the soldiers. Bishops land was also confiscated in 1647, but parish churches were allowed to retain their land, as it was viewed as the property of the people. These changes were brought about due to public and army opinion, whose views were voiced at The Putney Debates.The debates spoke largely about The Army’s influence on England socially, however not all of The Army shared the same views. The spokesman for the Army Council was Henry Ireton, he represented the gentry officers of The Army, Ireton argued that these proposals would cause problems if the lower classes were to be involved in government business. Rainsborough, who represented the ordinary rank and file, replied that everyone should have a say in politics not just the rich. Rainsborough said, “Every man that is to live under a government ought to first by his own consent to put himself under that government.”There were lots of other social and also economic changes during this time, for example taxation rose, this was mainly to fund the civil wars, the Commonwealth (Rump) also imposed many acts, for example, on the 20th of September censorship was imposed on all printed material, this was a way for The Rump to try and control public opinion. The death penalty was introduced for adultery, this appears somewhat firm, The Rump may have been so strict to retain social order, however these legislation so seem to be authoritarian. Like The Army the Rump had a massive impact on the shaping of revolutionary change, however the Commonwealth depended on The New Model Army to remain in power.The most important change in religion was in the removal of the Head of the Church, this was unusual as the state and the country’s religion were usually seen as one. The Army was very important in this religious change. There were other changes, like the toleration of radical groups, who usually had support from the soldiers, however to prevent more extreme religious sects The Rump passed an act against Blasphemy. For the first time since the mid 16th century the people of England no longer had to attend the State Church. In its time The Rump made vast changes to English society, including its economy, and religion. Some may see these changes as revolutionary, but The Rump also remained somewhat conservative. They kept tithes for example; however it seems unusual that the people of England had to pay taxes to a church which they no longer had to attend. It is difficult to determine how much of a role The Army played in The Rumps decisions. The Army’s views would have probably had some influence on decisions, The Army would have enforced all amendments made by The Rump, and without Prides Purge, this puritan government would never have came into existence.So far we know that The Army played a role in shaping revolutionary change. The Rump also had a role to play. There were others who effectively shaped revolutionary changes at this time, and without whom the consequences may have been very different. King Charles I arguably had the most impact. Some believe that his incompetence and personality in general caused the Civil war itself, he was deceitful, and attempted to exploit every incident to his own benefit. If it wasn’t for his stubbornness a settlement may have been reached and Charles may have returned to power.Another individual who played more of an indirect role was John Pym, Pym led the main opposition group against The King in 1640, and he was one of the five members of Commons whom Charles tried to remove in 1642 by military arrest. Pym led many of the demands from Parliament, and he could also have been a catalyst to the outbreak of war, and a contributing factor to parliament’s success. After the outbreak of the civil war, Pym organized various taxation reforms for Parliament and imposed the first English excise duties. These were crucial in funding The New Model Army.Finally an individual who played probably the most direct role in the shaping of revolutionary change was Oliver Cromwell, many viewed as “the passionate and visionary general and statesman.” Cromwell’s military standing gave him enhanced political power; he played a decisive role in the ‘revolution’ of winter 1648-9 which saw the trial and execution of the King and the abolition of monarchy and the House of Lords. As head of the army, he intervened several times to support or remove the republican regimes of the early 1650s.From looking at the revolutionary changes which took place between 1642 and 1653, the question ‘How important was The Army in shaping revolutionary change?’ is difficult to answer. On a scale from one to ten I would say that The Army’s responsibility would be seven, indicating that The Army was more than averagely important. Indirectly, The Army’s influenced a significant number of decisions and changes in this time, they were needed to enforce any new legislations or decree’s put forward by the government, the execution of King Charles I being a good example. The soldier’s views would have been listened to more readily, giving The Army more of a say in politics, which is illustrated by the Putney debates, and if The Army didn’t agree with the political situation, it would flex its military muscle, as we saw at Prides Purge.This shows how the direct involvement of The Army, indirectly impacts the revolutionary changes that followed. When referring to The Army we must also bear in mind who we are referring to, is it The Army by definition, i.e. the soldiers, cavalry etc, or the Leaders like Ireton, Pride and Cromwell, who we have already seen, have their own impact on decisions and change. It is also difficult to determine the Army’s importance as there were many other contributing factors. It is clear however that were it not for the revolutionary New Model Army, many revolutionary changes would not have developed in the same way, or even at all in the years 1642 – 1653.	<urn:uuid:0b4adc33-2e4b-4241-bd90-9332140b7467>	CC-MAIN-2020-05	https://woodstock-online.com/essay-how-important-was-the-army-in-shaping-revolutionary-change-in-england-1642-1653/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250624328.55/warc/CC-MAIN-20200124161014-20200124190014-00339.warc.gz	en	0.989215	2,036	3.90625	4	[ -0.21288704872131348, 0.29921960830688477, 0.6923276782035828, -0.06133797764778137, -0.10974254459142685, 0.32757851481437683, -0.039243459701538086, -0.02039398066699505, 0.09276852011680603, -0.2085689753293991, 0.27192437648773193, -0.4666421115398407, 0.12609881162643433, 0.1212368682...	3	Between 1642 and 1653 there were many revolutionary changes in England, these changes affected all aspects of English life, in most of which The Army played either a direct or indirect role.The Army I am referring to is ‘The New Model Army’ the creation of this army was revolutionary in itself. It was a union of the three largest parliamentary armies into one 22,000 strong army. It was quickly moulded into an efficient, disciplined fighting force. It was better trained and better led. Within months of its formation, the New Model inflicted a decisive defeat on the King at the battle of Naseby, June 1645, and brought the First Civil War to an end the following year.There are a several views as to why the New Model was so successful. Differences in opinion could be accounted for by which school of historians they were from. The most modern view is that of Mark Kishlansky, an American historian who believes that The Army’s excellent training and leadership was the key to its success, John Mornill claims that the difference in The Army was that it was regularly paid, professionally led and permanently organised.Another popular opinion is Hill and Firth’s, who believe that success was down to the New Model being ‘an army of saints,’ and the soldiers’ passion for religion and Gods cause. Hill also puts some emphasis on parliamentary resources, probably due to the school he came from. The Army became a political force during and after the Second Civil War 1647-8, forcibly purging Parliament and bringing about the trial and execution of King Charles, 1649. The role of the Army was crucial in upholding the constitutional experiments of the 1650s when most people in England would have preferred a return to Monarchy.One aspect of England the Army became more involved in was politics. The main political change between 1642-1653 was the trial and execution of King Charles I. This was a unique event, and symbolised the monarchy’s loss of power. The Army had a role to play in the execution, which aided the transition of power from monarch to parliament. However The Army was not the only factor, Charles I was being put on trial largely due to his own ineptitude and untrustworthiness. Perhaps the power hungry MP’s could have also had a role in the Kings trying and execution.The Army also shaped parliament at Prides Purge. A regiment of soldiers, led by Colonel Pride, forcibly prevented one hundred MP’s from entering the House of Lords, another two hundred and sixty withdrew voluntarily. The minority that remained, about a third of the MP’s, were branded by their opponents with the unflattering name of ‘The Rump.’ This was a very unorthodox event, however not unique. Six years earlier Charles I entered parliament, accompanied by a body of armed men to arrest Pym, Hampden and three others. Cromwell then dismissed The Rump four years later, also accompanied by an armed force. In its time changed the political side of England drastically. In 1649 The House of Lords was abolished, a republic was established, and the Traditional ruling class was replaced. The Army’s role in these political changes is a little unclear; they would have been needed to enforce these revolutionary changes, and could be responsible in part as they created The Rump.Other areas of revolutionary change were the social and economic side of England. These mainly came after The Civil War; the government was often under pressure from new Radical groups like The Levellers who wanted massive social changes. These were hard to ignore as radicalism had significant support from The New Model Army. There were drastic changes to the social hierarchy; In early May 1649, the confiscation and sale of Crown and Royalist land began. The money was then used to pay the soldiers of The New Model Army the huge arrears they were due. Other land was issued as debentures to the soldiers. Bishops land was also confiscated in 1647, but parish churches were allowed to retain their land, as it was viewed as the property of the people. These changes were brought about due to public and army opinion, whose views were voiced at The Putney Debates.The debates spoke largely about The Army’s influence on England socially, however not all of The Army shared the same views. The spokesman for the Army Council was Henry Ireton, he represented the gentry officers of The Army, Ireton argued that these proposals would cause problems if the lower classes were to be involved in government business. Rainsborough, who represented the ordinary rank and file, replied that everyone should have a say in politics not just the rich. Rainsborough said, “Every man that is to live under a government ought to first by his own consent to put himself under that government.”There were lots of other social and also economic changes during this time, for example taxation rose, this was mainly to fund the civil wars, the Commonwealth (Rump) also imposed many acts, for example, on the 20th of September censorship was imposed on all printed material, this was a way for The Rump to try and control public opinion. The death penalty was introduced for adultery, this appears somewhat firm, The Rump may have been so strict to retain social order, however these legislation so seem to be authoritarian. Like The Army the Rump had a massive impact on the shaping of revolutionary change, however the Commonwealth depended on The New Model Army to remain in power.The most important change in religion was in the removal of the Head of the Church, this was unusual as the state and the country’s religion were usually seen as one. The Army was very important in this religious change. There were other changes, like the toleration of radical groups, who usually had support from the soldiers, however to prevent more extreme religious sects The Rump passed an act against Blasphemy. For the first time since the mid 16th century the people of England no longer had to attend the State Church. In its time The Rump made vast changes to English society, including its economy, and religion. Some may see these changes as revolutionary, but The Rump also remained somewhat conservative. They kept tithes for example; however it seems unusual that the people of England had to pay taxes to a church which they no longer had to attend. It is difficult to determine how much of a role The Army played in The Rumps decisions. The Army’s views would have probably had some influence on decisions, The Army would have enforced all amendments made by The Rump, and without Prides Purge, this puritan government would never have came into existence.So far we know that The Army played a role in shaping revolutionary change. The Rump also had a role to play. There were others who effectively shaped revolutionary changes at this time, and without whom the consequences may have been very different. King Charles I arguably had the most impact. Some believe that his incompetence and personality in general caused the Civil war itself, he was deceitful, and attempted to exploit every incident to his own benefit. If it wasn’t for his stubbornness a settlement may have been reached and Charles may have returned to power.Another individual who played more of an indirect role was John Pym, Pym led the main opposition group against The King in 1640, and he was one of the five members of Commons whom Charles tried to remove in 1642 by military arrest. Pym led many of the demands from Parliament, and he could also have been a catalyst to the outbreak of war, and a contributing factor to parliament’s success. After the outbreak of the civil war, Pym organized various taxation reforms for Parliament and imposed the first English excise duties. These were crucial in funding The New Model Army.Finally an individual who played probably the most direct role in the shaping of revolutionary change was Oliver Cromwell, many viewed as “the passionate and visionary general and statesman.” Cromwell’s military standing gave him enhanced political power; he played a decisive role in the ‘revolution’ of winter 1648-9 which saw the trial and execution of the King and the abolition of monarchy and the House of Lords. As head of the army, he intervened several times to support or remove the republican regimes of the early 1650s.From looking at the revolutionary changes which took place between 1642 and 1653, the question ‘How important was The Army in shaping revolutionary change?’ is difficult to answer. On a scale from one to ten I would say that The Army’s responsibility would be seven, indicating that The Army was more than averagely important. Indirectly, The Army’s influenced a significant number of decisions and changes in this time, they were needed to enforce any new legislations or decree’s put forward by the government, the execution of King Charles I being a good example. The soldier’s views would have been listened to more readily, giving The Army more of a say in politics, which is illustrated by the Putney debates, and if The Army didn’t agree with the political situation, it would flex its military muscle, as we saw at Prides Purge.This shows how the direct involvement of The Army, indirectly impacts the revolutionary changes that followed. When referring to The Army we must also bear in mind who we are referring to, is it The Army by definition, i.e. the soldiers, cavalry etc, or the Leaders like Ireton, Pride and Cromwell, who we have already seen, have their own impact on decisions and change. It is also difficult to determine the Army’s importance as there were many other contributing factors. It is clear however that were it not for the revolutionary New Model Army, many revolutionary changes would not have developed in the same way, or even at all in the years 1642 – 1653.	2,042	ENGLISH	1
Martin Ritt’s Norma Rae Martin Ritt’s Norma Rae portrays the plight of the Southern factory worker during the 1970’s. As the film progresses and Norma Rae fights for her rights, it is difficult to believe that economic system under which she works is that of capitalism. Yet, the very idea that she is able to advocate for her self and for others, as workers in a factory with the support of a union organizer, demonstrates the role of the worker in a capitalist society. Norma Rae was able to form a union because the system maintained that she had the authority to do so. The formation of the factory was based in capitalism. Financial capital is used to gain access to resources. The textile factory that employed Norma Rae may not have been a purely capitalist environment, but the society in which it was constructed was fundamentally capitalist. That society permitted establishment of a union in the factory to ensure workers rights. The Textile Workers Union of America sent a representative to the factory to ensure that the company was obeying the laws of the greater capitalist society. Those laws were established with the passage of the National Labor Relations Act of 1935 (Wagner Act) which protects workers rights to unionize. The representative, Rueben Wychofsky, understood the provision of this law and its subsequent amendments and used his rights and the rights of the workers to create a union. This process occurred with the help of Norma Rae, an employee who rallied the other workers to exercise their rights. Society’s sanctions in the form of labor laws forced the factory to obey the conventions of capitalist society in the form of better working conditions and a fair wage. A capitalist society is rooted in its labor market. Such a market existed in the town that served as the setting for Norma Rae. While the textile factory may have been the largest employer in the town, there were other opportunities for employment. Norma Rae’s husband found another job before they were married, which demonstrates other existing employment options for the workers. He was able to support himself and his daughter through a different employer. This indicates that there was some choice of employment, which implies the presence of capitalism. However small or restrictive the employment opportunities might be, if there is a free labor market, then capitalism is present. The movie contains further evidence that this textile factory operated in a capitalistic environment. Although the workers were paid by the rack, their wage of $1.33 was awarded in money, not company script. There was also no...	<urn:uuid:a68a675e-5ebd-45d1-a3f7-557a20458a9a>	CC-MAIN-2020-05	https://brightkite.com/essay-on/martin-ritt-s-norma-rae	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598726.39/warc/CC-MAIN-20200120110422-20200120134422-00083.warc.gz	en	0.981882	517	3.359375	3	[ -0.20125922560691833, 0.1826442927122116, -0.16466587781906128, 0.35529837012290955, 0.43433061242103577, 0.5019428133964539, 0.6386845111846924, -0.29132378101348877, -0.27213069796562195, -0.26677557826042175, 0.3077423572540283, 0.1541680097579956, 0.224975124001503, 0.33698156476020813...	1	Martin Ritt’s Norma Rae Martin Ritt’s Norma Rae portrays the plight of the Southern factory worker during the 1970’s. As the film progresses and Norma Rae fights for her rights, it is difficult to believe that economic system under which she works is that of capitalism. Yet, the very idea that she is able to advocate for her self and for others, as workers in a factory with the support of a union organizer, demonstrates the role of the worker in a capitalist society. Norma Rae was able to form a union because the system maintained that she had the authority to do so. The formation of the factory was based in capitalism. Financial capital is used to gain access to resources. The textile factory that employed Norma Rae may not have been a purely capitalist environment, but the society in which it was constructed was fundamentally capitalist. That society permitted establishment of a union in the factory to ensure workers rights. The Textile Workers Union of America sent a representative to the factory to ensure that the company was obeying the laws of the greater capitalist society. Those laws were established with the passage of the National Labor Relations Act of 1935 (Wagner Act) which protects workers rights to unionize. The representative, Rueben Wychofsky, understood the provision of this law and its subsequent amendments and used his rights and the rights of the workers to create a union. This process occurred with the help of Norma Rae, an employee who rallied the other workers to exercise their rights. Society’s sanctions in the form of labor laws forced the factory to obey the conventions of capitalist society in the form of better working conditions and a fair wage. A capitalist society is rooted in its labor market. Such a market existed in the town that served as the setting for Norma Rae. While the textile factory may have been the largest employer in the town, there were other opportunities for employment. Norma Rae’s husband found another job before they were married, which demonstrates other existing employment options for the workers. He was able to support himself and his daughter through a different employer. This indicates that there was some choice of employment, which implies the presence of capitalism. However small or restrictive the employment opportunities might be, if there is a free labor market, then capitalism is present. The movie contains further evidence that this textile factory operated in a capitalistic environment. Although the workers were paid by the rack, their wage of $1.33 was awarded in money, not company script. There was also no...	512	ENGLISH	1
Pre - Wycliffe Bible • The English Language traces back to AD 600. • Around 100 years later both the Psalms and a portion of Gospels translated. • The Venerable Bede (AD 735) finished John’s Gospel. • 165 years later, King Alfred the Great translated a portion of the Pentateuch. • Three issues with these translations: • Translated off the Latin Vulgate • Very poor translations • They weren’t accessible for lay people only priests and church clergy. Life During 14th Century • In England you were most likely a peasant working on the farm. • Catholicism was the dominant religion not just in England but throughout Western Europe. • In 1348 England was hit by the Bubonic Plague killing one in four people. • Fear of purgatory was what drove the people. • No comfort from the Church; what little people had was taken by the church to pay for penance. • The church were concerned mainly with the people’s money and confession. • Life in general was extremely difficult. Life During 14th Century • At the same time, the papacy was in turmoil. • Popes were exiled to France who happened to be England’s hostile. • Politics in England was also in shatters. • The two major parties where pro-clergy and anti- clergy. • The people had no spiritual leadership from the clergy as they were genuinely untrained in Latin and only memorised the prayers. • It was in this climate comes ‘the Morning Star of the Reformation’. John Wycliffe (1328? – 1384) • Born in a small village called Wycliffe-on-Tees situated in Yorkshire. • He attended Balliol College in Oxford completing a Bachelor of Arts at Merton College. • He received his Doctor in Theology in 1372. • During his time at college he had become Master of Balliol College and Warden of Canterbury Hall. • He was rooted soundly in Latin. John Wycliffe (1328? – 1384) • It was during his education at College that John Wycliffe began to question the Theology of the Catholic Church, questioning the doctrine on Transubstantiation and Church authority. • Already by 1370’s He had started to become shunned by fellow colleagues but there were a few who supported his views. • In 1382 the Archbishop of Canterbury summoned a council at Blackfriars in London to condemn Wycliffe’s teachings as heretical. • Wycliffe withdrew from Oxford and went back to Lutterworth. • Wycliffe passed away two years later of natural causes. The Wycliffe Bible • Wycliffe and the Lollards appealed to the authority of Scripture. • Wycliffe’s main drive was for the Bible to be available for all the people. • “That the New Testament is of full Authority, and open to understanding of simple men, as to the points that have been most needful to salvation…That men ought to desire only the truth and freedom of the holy Gospel, and to accept man’s Law and ordinances only in as much as they have been grounded in holy Scriptures.” Wycliffe The Wycliffe Bible • It is believed that Wycliffe didn’t translate the whole Bible, but he would have had a part in it. • It was translated from the Latin Vulgate. • The first edition was completed in 1382. • The second edition by John Purvey was published in 1395; it was a significant improvement from the first. • It was hand written which took one whole year to write. • Thousands of bibles where made. • Such was the influence of Wycliffe that in 1415 the Pope decreed that his bones be dug up and burnt then tossed into the River Swift.	<urn:uuid:6519a8d7-c876-4629-b2e1-df2e975e42cc>	CC-MAIN-2020-05	https://www.slideserve.com/carrie/john-wycliffe	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594705.17/warc/CC-MAIN-20200119180644-20200119204644-00011.warc.gz	en	0.981294	780	3.296875	3	[ 0.011382468044757843, 0.002161965239793062, -0.015238672494888306, 0.015261126682162285, 0.07501570880413055, -0.12383329123258591, -0.42721661925315857, -0.05205806344747543, 0.12031034380197525, -0.09274453669786453, -0.3784792423248291, -0.2538517713546753, 0.3512241840362549, -0.052100...	1	Pre - Wycliffe Bible • The English Language traces back to AD 600. • Around 100 years later both the Psalms and a portion of Gospels translated. • The Venerable Bede (AD 735) finished John’s Gospel. • 165 years later, King Alfred the Great translated a portion of the Pentateuch. • Three issues with these translations: • Translated off the Latin Vulgate • Very poor translations • They weren’t accessible for lay people only priests and church clergy. Life During 14th Century • In England you were most likely a peasant working on the farm. • Catholicism was the dominant religion not just in England but throughout Western Europe. • In 1348 England was hit by the Bubonic Plague killing one in four people. • Fear of purgatory was what drove the people. • No comfort from the Church; what little people had was taken by the church to pay for penance. • The church were concerned mainly with the people’s money and confession. • Life in general was extremely difficult. Life During 14th Century • At the same time, the papacy was in turmoil. • Popes were exiled to France who happened to be England’s hostile. • Politics in England was also in shatters. • The two major parties where pro-clergy and anti- clergy. • The people had no spiritual leadership from the clergy as they were genuinely untrained in Latin and only memorised the prayers. • It was in this climate comes ‘the Morning Star of the Reformation’. John Wycliffe (1328? – 1384) • Born in a small village called Wycliffe-on-Tees situated in Yorkshire. • He attended Balliol College in Oxford completing a Bachelor of Arts at Merton College. • He received his Doctor in Theology in 1372. • During his time at college he had become Master of Balliol College and Warden of Canterbury Hall. • He was rooted soundly in Latin. John Wycliffe (1328? – 1384) • It was during his education at College that John Wycliffe began to question the Theology of the Catholic Church, questioning the doctrine on Transubstantiation and Church authority. • Already by 1370’s He had started to become shunned by fellow colleagues but there were a few who supported his views. • In 1382 the Archbishop of Canterbury summoned a council at Blackfriars in London to condemn Wycliffe’s teachings as heretical. • Wycliffe withdrew from Oxford and went back to Lutterworth. • Wycliffe passed away two years later of natural causes. The Wycliffe Bible • Wycliffe and the Lollards appealed to the authority of Scripture. • Wycliffe’s main drive was for the Bible to be available for all the people. • “That the New Testament is of full Authority, and open to understanding of simple men, as to the points that have been most needful to salvation…That men ought to desire only the truth and freedom of the holy Gospel, and to accept man’s Law and ordinances only in as much as they have been grounded in holy Scriptures.” Wycliffe The Wycliffe Bible • It is believed that Wycliffe didn’t translate the whole Bible, but he would have had a part in it. • It was translated from the Latin Vulgate. • The first edition was completed in 1382. • The second edition by John Purvey was published in 1395; it was a significant improvement from the first. • It was hand written which took one whole year to write. • Thousands of bibles where made. • Such was the influence of Wycliffe that in 1415 the Pope decreed that his bones be dug up and burnt then tossed into the River Swift.	817	ENGLISH	1
Immigration declined during the 1930s because of the Great Depression, the war in Europe, and the restrictive laws. The United States reached a period of time where there was zero growth from immigration. The Dust Bowl caused farmers to migrate out west. People who previously lived in Nebraska moved out to California. The Dust Bowl was a drought during the 1930s. Farmers lost their crops and couldn’t pay to keep their farms. Since farmers lost their crops and farms, food was scarce. Families moved to California because it was seen as “the land of milk and honey.” The pay in California was decent and the land was available. Farmers moved west to find jobs and food. Americans that had migrated to California from Oklahoma were called, “Okies” and mocked as “white trash.” President Roosevelt started the New Deal to help America get out of the Great Depression. © 2015 Alexis Gomez All rights reserved \| ShadowFox	<urn:uuid:a08bce2d-a56c-40ab-9a44-e62f1cc0ad9a>	CC-MAIN-2020-05	https://immigration.neocities.org/depression.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251690095.81/warc/CC-MAIN-20200126165718-20200126195718-00391.warc.gz	en	0.98915	197	3.578125	4	[ 0.08356253802776337, -0.03359600156545639, -0.024373074993491173, 0.072501540184021, 0.23800213634967804, 0.10255888104438782, -0.4350757598876953, 0.08782708644866943, -0.28828537464141846, 0.2194984257221222, 0.17444759607315063, -0.15486112236976624, 0.3614007830619812, 0.09747953712940...	2	Immigration declined during the 1930s because of the Great Depression, the war in Europe, and the restrictive laws. The United States reached a period of time where there was zero growth from immigration. The Dust Bowl caused farmers to migrate out west. People who previously lived in Nebraska moved out to California. The Dust Bowl was a drought during the 1930s. Farmers lost their crops and couldn’t pay to keep their farms. Since farmers lost their crops and farms, food was scarce. Families moved to California because it was seen as “the land of milk and honey.” The pay in California was decent and the land was available. Farmers moved west to find jobs and food. Americans that had migrated to California from Oklahoma were called, “Okies” and mocked as “white trash.” President Roosevelt started the New Deal to help America get out of the Great Depression. © 2015 Alexis Gomez All rights reserved \| ShadowFox	195	ENGLISH	1
The Medieval period was marked by the existence of kingdoms and empires in Europe.The most notable medieval kingdoms of the period included those of England, France and Italy.Other empires of the period included the Byzantine Empire, Holy Roman Empire and the short-lived but significant Carolingian Empire.Following are some of the most significant medieval rulers who ruled over these European territories. Hugh Capet was the King of the Franks in West Francia in the 10th century, He was the first French king of the Capetian dynasty and he was quick to establish his dynasty Read more about the Hugh Capet >> King Alfred, also known as Alfred the Great, who ruled over most of England in the late 9th century. Alfred was the first English ruler to assume the title “King of the Anglo-Saxons” and his reign effectively coincided with a consolidation of the Anglo-Saxon identity in England. He ascended to the throne of Wessex in 871 and had to deal with the imminent Viking threat. Although King Alfred suffered a few initial setbacks, he was ultimately able to push back the Viking incursion and decisively secure most of Anglo-Saxon England. Being a patron of education and arts, Alfred helped the Anglo-Saxons forge a definite identity for the first time. King Alfred promoted religious education and the use of English language and also spearheaded many legal and social reforms in the Anglo-Saxon society of the time. It was also during his era that Anglo-Saxons significantly evolved their military structure and came to view naval supremacy as key to England’s defense. King Richard ‘The Lionheart’ Richard the Lionheart was one of the most notable monarchs of England in the medieval period. He ruled over England from 1189 to 1199 and during his brief reign of ten years, he undertook such significant measures and adventures as to earn him a lasting fame in the annals of history. Before his ascension to English throne, King Richard was actively involved in military conflicts against France and later against his father, King Henry II. Assuming military leadership at the age of 16, he came to earn fame as a formidable warrior and leader. After Richard became King, he most notably took command of one of the armies of the Third Crusade. On this Crusade, he occupied Cyprus, took control of Sicily and was able to defeat Saladin in a few battles although he couldn’t wrest back the control of Jerusalem. Richard was seen as an embodiment of the medieval knightly ideals of chivalry, valor and nobility. King Henry VIII Henry VIII was the most famous of the monarchs of the Tudor dynasty. He was the second King of the Tudor dynasty, ascending to the English throne in 1509 and remaining in it until his death in 1547. During his reign, England underwent decisive changes which were to permanently alter the future of the country. Most notably, a schism between Henry VIII and Papacy led to the beginning of English Reformation and a permanent tilt towards Protestantism. Henry VIII was an extravagant patron of arts and had as many as 60 musicians on his court staff while also owning hundreds of musical instruments himself. King Henry composed many pieces of music, few of which are extant today. Henry led battles against France and the Holy Roman Empire through most of his reign, succeeding in many of his military conflicts. Charlemagne was one of the most powerful kings throughout the medieval period.He arose to power first as the King of the Franks in 768. Soon after ascending to power, Charlemagne sought to expand his kingdom and was successful in gaining control of Italy and being crowned as the King of Italy as well in 774. Charlemagne then turned to the East of his kingdom and subdued the pagan Saxon tribes after nearly 18 years of warfare, converting them to Christianity and gaining control over their territories. In the West, Charlemagne expanded his Empire all the way to the Iberian Peninsula, launching offensives against the advancing Moors. Charlemagne was the first person to forge a sizable Empire in Western Europe since the fall of the Roman Empire and the first to consequently assume the title of “Holy Roman Emperor”. As a staunch patron of the Church and fervent exponent of Christianity throughout Western Europe, he is hailed as one of the key figures who gave Europe its Christian identity. King Otto I Charlemagne’s vast Empire disintegrated towards the end of the 9th century. It was only at the hands of Otto I that a similar Empire was revived in Central Europe. Otto I originally ascended to power as King of the Germans in the Saxony region in 936. King Otto united the German tribes into a single identity and subdued the notable dukes and barons of his kingdom by expanding his own powers significantly. Otto then went on to conquer the Kingdom of Italy in the south and decisively defeated the Magyars in 955, effectively blocking their conquest of Western Europe. Like Charlemagne before him, Otto I was crowned the Holy Roman Emperor in 962 in Rome. Although he played the role of the protector of the Church at many instances, he also effectively used the Church to further his political goals successfully. The Empire forged by Otto I would continue to exist, in one form or the other, until the 19th century! Hugh Capet was the King of the Franks from 987 to 996. He was born in France at a time when the Carolingian might had declined and members of the Robertian dynasty were being elected as Kings by the nobility. Capet was a member of the Robertian family himself but he couldn’t initially win an election to kingship. He rather had Louis V, one of the remaining Carolingian descendants, elected to the throne. Once Louis V was in power, Capet successfully manipulated him and was able to amass so much power that he was second in power to the King alone. In 987, Louis V died in an accident and Capet was elected King of the Franks while his son, Robert was established as his heir. Capet remained the King of the Franks until his death in 996 and his dynasty directly ruled over France until the 14th century. King Philip II Augustus Philip II Augustus ascended to the French throne in 1180 and remained in power until his death in 1223. Before him, the monarchs of France had used the title “King of the Franks” but Philip II became the first to use instead “King of France”. Philip II reign was decisive in the history of France in that he was able to establish France on firmer grounds and amassed significant power and prestige for the French crown. King Phillip’s notable military feats include the defeat of English in the Anglo-French War at the beginning of the 13th century whereby he broke up the Angevin Empire. King Phillip then went on to defeat a joint coalition of Germans, English and Flemish in 1214 at the historic Battle of Bouvines. This victory at the battle forced the English king to seek conciliation with his rebel barons, ultimately resulting in the signing of the Magna Carta. During his reign, France emerged as the most formidable power in Europe while internally, the kingdom underwent rapid urbanisation and many towns prospered, giving rise to a new bourgeoisie class. King Philip IV Philip IV of France was one of the most powerful French monarchs during the medieval period. He became the King of France in 1285 at a time when the power of the nobility was diminishing in the face of a new bourgeoisie class, rich merchant class and skilled civil servants directly reporting to the king. By leaning on these changes, Philip IV further constrained the power of the feudals and nobles in his kingdom, at the same time becoming more powerful as the king. King Phillip also ruled over the Kingdom of Navarre in Iberia and his extended family came to rule in Naples and Hungary at the time. With centralized authority in his hand, Philip sought to push French control both eastward and westward, annexing many counties and fiefs in the process and extending French territories. A rather notorious event of Philip IVs reign was the extermination of the Knights Templar on direct orders from the King who was under their debt. His reign is also considered the decisive mark in history whereby the ultimate temporal authority of the Catholic Church began to diminish in the face of monarchy. King Charles V Charles V was a French monarch who ruled from 1364 to 1380. He earned the epithet of “The Wise” on account of his skillful rule at a turbulent time. Before he ascended the throne, his father King John II was captured by the English forces at the Battle of Poitiers. King Charles V then signed a compromising treaty with the English, ceding key territories and agreeing to pay a heavy ransom. Once he ascended to the throne in 1364, Charles V led a round of reforms and measures with the help of his advisers. These were a huge success and helped him replenish the kingdom’s coffers, brought together a regular and paid army for the first time and wrest back most of the territories ceded to the English earlier. King Charles also pursued a construction program and had a number of monumental buildings built in his kingdom. Charles was known to own a sizable library at Louvre in which he stored French manuscripts which he would share with his counselors. King Frederick Barbarossa Frederick Barbarossa was the Holy Roman Emperor from 1155 to 1190, being one of the most powerful and well-known European rulers of the medieval period. During his long reign, he waged war against a wide range of foes, including the Papacy, and despite many setbacks, scores vital successes. He was initially elected the King of Germany in 1152. He then proceeded to gain control over Italy and was crowned the King of Italy in 1155, also being crowned as the Emperor the same year. Italy would prove a contested point for Frederick who led three subsequent campaigns in a bid to subdue Italy, ending in disagreements with the Papacy and the Normans in southern Italy. His disagreements with Papacy led him to appoint an anti-pope whose papacy was short-lived. After many decades of extended warfare, Barbarossa successfully consolidated the imperial authority of the German throne. His significance in medieval history is also due to his charismatic personality. Being well-versed in a number of languages, very well-read, highly well-mannered and living to a very long life, Barbarossa was considered an extraordinary monarch of his period. Reining over the Empire in the 6th century, Justinian’s ascension coincided with what has been considered the golden period of the Empire. It was during his reign that Byzantine Empire attempted, with great success, to annex the territories lost by the Western Roman Empire. Consequently, Italy and portions along North African coasts as well as territories in Iberia came back under Byzantine control. During his reign, Roman supremacy was once against established in the Mediterranean. While a patron of the Eastern Orthodox Church, Justinian placed the Church authority decisively under his own. Justinian also actively patronized arts and culture, launching an architectural Renaissance in the Empire which flowered in masterpieces such as the Hagia Sophia. Justinian remained in power from 527 until 565. Most of his reign was marked by rapid military expansion of the Empire and a flurry of cultural activities which proved vital in sustaining the Byzantine Empire in the coming centuries and contributed to the birth of its unique identity. Robert the Bruce Robert the Bruce was the King of the Scots from 1306 until 1329. Before he ascended to the Scottish throne, the English and the Scots were pitted in an ongoing armed conflict which was later termed the “Wars of Scottish Independence”. Until 1306, the English had been successful in subduing many attempts by Scots to gain independence from the English throne. In 1307, the tide began to turn as the Scots launched another war against England under Robert as their king. Robert defeated the English in open battle in 1307 and then launched large-scale guerrilla warfare, devastating the English and their allies in Scotland. By 1314, Robert had gained control of most of Scotland through decisive military victories. He then went on to ravage northern England, taking the battle to English territory. Robert reigned as the King of the Scots until his death in 1329. His military prowess, political acumen and his tenacity in defending Scottish independence earned him a semi-legendary status in Scottish medieval history. William the Conqueror William the Conqueror was the first Norman king of England following the Norman invasion of England in 1066. His conquest of England decisively replaced the Anglo-Saxon royalty and nobility of the country with a French-Norman nobility. The change also significantly altered the cultural outlook of England. William was originally the Duke of Normandy but following a succession dispute against Edward the Confessor’s death, he laid claim to the English throne. This was followed by the 1066 invasion in which he successfully defeated the Anglo-Saxons, cemented his control over England by extensively building castles and subdued many attempted rebellions by the Anglo-Saxon nobility in different parts of England.	<urn:uuid:4547126d-058c-4f4b-9cbc-fd54398bdca6>	CC-MAIN-2020-05	https://www.medievalchronicles.com/medieval-kings-2/famous-medieval-kings/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594662.6/warc/CC-MAIN-20200119151736-20200119175736-00319.warc.gz	en	0.981784	2,792	3.609375	4	[ -0.15548661351203918, 0.6358698010444641, 0.23514828085899353, -0.4347717761993408, -0.5492585897445679, -0.3687843680381775, -0.028646983206272125, 0.08301176130771637, 0.1223706603050232, -0.15858936309814453, -0.17816919088363647, -0.42878860235214233, 0.11226628720760345, 0.13309183716...	3	The Medieval period was marked by the existence of kingdoms and empires in Europe.The most notable medieval kingdoms of the period included those of England, France and Italy.Other empires of the period included the Byzantine Empire, Holy Roman Empire and the short-lived but significant Carolingian Empire.Following are some of the most significant medieval rulers who ruled over these European territories. Hugh Capet was the King of the Franks in West Francia in the 10th century, He was the first French king of the Capetian dynasty and he was quick to establish his dynasty Read more about the Hugh Capet >> King Alfred, also known as Alfred the Great, who ruled over most of England in the late 9th century. Alfred was the first English ruler to assume the title “King of the Anglo-Saxons” and his reign effectively coincided with a consolidation of the Anglo-Saxon identity in England. He ascended to the throne of Wessex in 871 and had to deal with the imminent Viking threat. Although King Alfred suffered a few initial setbacks, he was ultimately able to push back the Viking incursion and decisively secure most of Anglo-Saxon England. Being a patron of education and arts, Alfred helped the Anglo-Saxons forge a definite identity for the first time. King Alfred promoted religious education and the use of English language and also spearheaded many legal and social reforms in the Anglo-Saxon society of the time. It was also during his era that Anglo-Saxons significantly evolved their military structure and came to view naval supremacy as key to England’s defense. King Richard ‘The Lionheart’ Richard the Lionheart was one of the most notable monarchs of England in the medieval period. He ruled over England from 1189 to 1199 and during his brief reign of ten years, he undertook such significant measures and adventures as to earn him a lasting fame in the annals of history. Before his ascension to English throne, King Richard was actively involved in military conflicts against France and later against his father, King Henry II. Assuming military leadership at the age of 16, he came to earn fame as a formidable warrior and leader. After Richard became King, he most notably took command of one of the armies of the Third Crusade. On this Crusade, he occupied Cyprus, took control of Sicily and was able to defeat Saladin in a few battles although he couldn’t wrest back the control of Jerusalem. Richard was seen as an embodiment of the medieval knightly ideals of chivalry, valor and nobility. King Henry VIII Henry VIII was the most famous of the monarchs of the Tudor dynasty. He was the second King of the Tudor dynasty, ascending to the English throne in 1509 and remaining in it until his death in 1547. During his reign, England underwent decisive changes which were to permanently alter the future of the country. Most notably, a schism between Henry VIII and Papacy led to the beginning of English Reformation and a permanent tilt towards Protestantism. Henry VIII was an extravagant patron of arts and had as many as 60 musicians on his court staff while also owning hundreds of musical instruments himself. King Henry composed many pieces of music, few of which are extant today. Henry led battles against France and the Holy Roman Empire through most of his reign, succeeding in many of his military conflicts. Charlemagne was one of the most powerful kings throughout the medieval period.He arose to power first as the King of the Franks in 768. Soon after ascending to power, Charlemagne sought to expand his kingdom and was successful in gaining control of Italy and being crowned as the King of Italy as well in 774. Charlemagne then turned to the East of his kingdom and subdued the pagan Saxon tribes after nearly 18 years of warfare, converting them to Christianity and gaining control over their territories. In the West, Charlemagne expanded his Empire all the way to the Iberian Peninsula, launching offensives against the advancing Moors. Charlemagne was the first person to forge a sizable Empire in Western Europe since the fall of the Roman Empire and the first to consequently assume the title of “Holy Roman Emperor”. As a staunch patron of the Church and fervent exponent of Christianity throughout Western Europe, he is hailed as one of the key figures who gave Europe its Christian identity. King Otto I Charlemagne’s vast Empire disintegrated towards the end of the 9th century. It was only at the hands of Otto I that a similar Empire was revived in Central Europe. Otto I originally ascended to power as King of the Germans in the Saxony region in 936. King Otto united the German tribes into a single identity and subdued the notable dukes and barons of his kingdom by expanding his own powers significantly. Otto then went on to conquer the Kingdom of Italy in the south and decisively defeated the Magyars in 955, effectively blocking their conquest of Western Europe. Like Charlemagne before him, Otto I was crowned the Holy Roman Emperor in 962 in Rome. Although he played the role of the protector of the Church at many instances, he also effectively used the Church to further his political goals successfully. The Empire forged by Otto I would continue to exist, in one form or the other, until the 19th century! Hugh Capet was the King of the Franks from 987 to 996. He was born in France at a time when the Carolingian might had declined and members of the Robertian dynasty were being elected as Kings by the nobility. Capet was a member of the Robertian family himself but he couldn’t initially win an election to kingship. He rather had Louis V, one of the remaining Carolingian descendants, elected to the throne. Once Louis V was in power, Capet successfully manipulated him and was able to amass so much power that he was second in power to the King alone. In 987, Louis V died in an accident and Capet was elected King of the Franks while his son, Robert was established as his heir. Capet remained the King of the Franks until his death in 996 and his dynasty directly ruled over France until the 14th century. King Philip II Augustus Philip II Augustus ascended to the French throne in 1180 and remained in power until his death in 1223. Before him, the monarchs of France had used the title “King of the Franks” but Philip II became the first to use instead “King of France”. Philip II reign was decisive in the history of France in that he was able to establish France on firmer grounds and amassed significant power and prestige for the French crown. King Phillip’s notable military feats include the defeat of English in the Anglo-French War at the beginning of the 13th century whereby he broke up the Angevin Empire. King Phillip then went on to defeat a joint coalition of Germans, English and Flemish in 1214 at the historic Battle of Bouvines. This victory at the battle forced the English king to seek conciliation with his rebel barons, ultimately resulting in the signing of the Magna Carta. During his reign, France emerged as the most formidable power in Europe while internally, the kingdom underwent rapid urbanisation and many towns prospered, giving rise to a new bourgeoisie class. King Philip IV Philip IV of France was one of the most powerful French monarchs during the medieval period. He became the King of France in 1285 at a time when the power of the nobility was diminishing in the face of a new bourgeoisie class, rich merchant class and skilled civil servants directly reporting to the king. By leaning on these changes, Philip IV further constrained the power of the feudals and nobles in his kingdom, at the same time becoming more powerful as the king. King Phillip also ruled over the Kingdom of Navarre in Iberia and his extended family came to rule in Naples and Hungary at the time. With centralized authority in his hand, Philip sought to push French control both eastward and westward, annexing many counties and fiefs in the process and extending French territories. A rather notorious event of Philip IVs reign was the extermination of the Knights Templar on direct orders from the King who was under their debt. His reign is also considered the decisive mark in history whereby the ultimate temporal authority of the Catholic Church began to diminish in the face of monarchy. King Charles V Charles V was a French monarch who ruled from 1364 to 1380. He earned the epithet of “The Wise” on account of his skillful rule at a turbulent time. Before he ascended the throne, his father King John II was captured by the English forces at the Battle of Poitiers. King Charles V then signed a compromising treaty with the English, ceding key territories and agreeing to pay a heavy ransom. Once he ascended to the throne in 1364, Charles V led a round of reforms and measures with the help of his advisers. These were a huge success and helped him replenish the kingdom’s coffers, brought together a regular and paid army for the first time and wrest back most of the territories ceded to the English earlier. King Charles also pursued a construction program and had a number of monumental buildings built in his kingdom. Charles was known to own a sizable library at Louvre in which he stored French manuscripts which he would share with his counselors. King Frederick Barbarossa Frederick Barbarossa was the Holy Roman Emperor from 1155 to 1190, being one of the most powerful and well-known European rulers of the medieval period. During his long reign, he waged war against a wide range of foes, including the Papacy, and despite many setbacks, scores vital successes. He was initially elected the King of Germany in 1152. He then proceeded to gain control over Italy and was crowned the King of Italy in 1155, also being crowned as the Emperor the same year. Italy would prove a contested point for Frederick who led three subsequent campaigns in a bid to subdue Italy, ending in disagreements with the Papacy and the Normans in southern Italy. His disagreements with Papacy led him to appoint an anti-pope whose papacy was short-lived. After many decades of extended warfare, Barbarossa successfully consolidated the imperial authority of the German throne. His significance in medieval history is also due to his charismatic personality. Being well-versed in a number of languages, very well-read, highly well-mannered and living to a very long life, Barbarossa was considered an extraordinary monarch of his period. Reining over the Empire in the 6th century, Justinian’s ascension coincided with what has been considered the golden period of the Empire. It was during his reign that Byzantine Empire attempted, with great success, to annex the territories lost by the Western Roman Empire. Consequently, Italy and portions along North African coasts as well as territories in Iberia came back under Byzantine control. During his reign, Roman supremacy was once against established in the Mediterranean. While a patron of the Eastern Orthodox Church, Justinian placed the Church authority decisively under his own. Justinian also actively patronized arts and culture, launching an architectural Renaissance in the Empire which flowered in masterpieces such as the Hagia Sophia. Justinian remained in power from 527 until 565. Most of his reign was marked by rapid military expansion of the Empire and a flurry of cultural activities which proved vital in sustaining the Byzantine Empire in the coming centuries and contributed to the birth of its unique identity. Robert the Bruce Robert the Bruce was the King of the Scots from 1306 until 1329. Before he ascended to the Scottish throne, the English and the Scots were pitted in an ongoing armed conflict which was later termed the “Wars of Scottish Independence”. Until 1306, the English had been successful in subduing many attempts by Scots to gain independence from the English throne. In 1307, the tide began to turn as the Scots launched another war against England under Robert as their king. Robert defeated the English in open battle in 1307 and then launched large-scale guerrilla warfare, devastating the English and their allies in Scotland. By 1314, Robert had gained control of most of Scotland through decisive military victories. He then went on to ravage northern England, taking the battle to English territory. Robert reigned as the King of the Scots until his death in 1329. His military prowess, political acumen and his tenacity in defending Scottish independence earned him a semi-legendary status in Scottish medieval history. William the Conqueror William the Conqueror was the first Norman king of England following the Norman invasion of England in 1066. His conquest of England decisively replaced the Anglo-Saxon royalty and nobility of the country with a French-Norman nobility. The change also significantly altered the cultural outlook of England. William was originally the Duke of Normandy but following a succession dispute against Edward the Confessor’s death, he laid claim to the English throne. This was followed by the 1066 invasion in which he successfully defeated the Anglo-Saxons, cemented his control over England by extensively building castles and subdued many attempted rebellions by the Anglo-Saxon nobility in different parts of England.	2,818	ENGLISH	1
The Founding Fathers signed the Declaration of Independence. There was no going back. The country was at war. George Washington and his troops were ill-prepared and lacked weapons and supplies. They endured many discouraging moments, but Washington kept trying. - English warships came to Long Island in the summer of 1776. The ships carried 20,000 soldiers. Some were English, some were paid German soldiers. - The English general, General Howe, had a strong army. He was ready to fight. - The English ships fired their guns and the soldiers came onto Long Island. - George Washington and his men fought hard, but by week’s end, 1,000 men had died. He knew he had to get off Long Island or lose all his men. - He sent his men for boats and when night came, they were ready to cross the river. A heavy fog hid the men from the English. - A woman who was loyal to the King saw the men. She sent her slave to alert General Howe. But the slave only found German soldiers who spoke no English. They couldn’t understand her. - In the morning, the English discovered that the colonial soldiers were gone. - After another battle in New York, George Washington needed to retreat again. He would have preferred to fight, but he needed more soldiers. He was waiting for the colonies to send more. - All that fall, the English soldiers chased after Washington’s troops. In December, Washington came to the Delaware River and Trenton, New Jersey. The men had marched for miles and were tired and cold, but Washington could not let them rest. German soldiers were close behind. - The men went across the Delaware River in boats. When the Germans arrived, they could not chase Washington’s men because there were no boats left. - The German soldiers celebrated Christmas night in Trenton. They sat by their fires and sang and drank wine. - Across the river, Washington’s soldiers were tired and discouraged. They had no fire or wine. They wondered if the war would ever end. But Washington had a plan. He knew the Germans were celebrating across the river and would not be up to fighting. This was his big chance. - 2,500 soldiers with their horses and guns loaded onto boats and crossed the Delaware River by night. Up the river, the ice was breaking up. The soldiers feared the ice would come down the river and hit their boats. Some turned back. - Those that pressed on landed at Trenton at 3 a.m. They marched on the German soldiers and took them by surprise. The German soldiers tried to rouse themselves, but it was too late. They were surrounded. Washington captured 1,000 men that day—his first victory. Watch a video about the crossing of the Delaware. Cite this Page Cite This Page You may cut-and-paste the below MLA and APA citation examples: MLA Style Citation Declan, Tobin. " Crossing the Delaware – Revolutionary War ." American History for Kids, Jan 2020. Web. 21 Jan 2020. < https://www.americanhistoryforkids.com/crossing-the-delaware/ >. APA Style Citation Tobin, Declan. (2020). Crossing the Delaware – Revolutionary War. American History for Kids. Retrieved from https://www.americanhistoryforkids.com/crossing-the-delaware/	<urn:uuid:caa77acd-8b6a-4d54-971b-898e1c8f3c97>	CC-MAIN-2020-05	https://www.americanhistoryforkids.com/crossing-the-delaware/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606226.29/warc/CC-MAIN-20200121222429-20200122011429-00104.warc.gz	en	0.983364	717	4.125	4	[ -0.27476343512535095, 0.46533307433128357, 0.17622345685958862, -0.11263579875230789, -0.3921624720096588, 0.26137417554855347, 0.1282433718442917, 0.07600829750299454, -0.22912564873695374, -0.3988649249076843, 0.2608546018600464, 0.35604584217071533, -0.012494315393269062, 0.349669337272...	1	The Founding Fathers signed the Declaration of Independence. There was no going back. The country was at war. George Washington and his troops were ill-prepared and lacked weapons and supplies. They endured many discouraging moments, but Washington kept trying. - English warships came to Long Island in the summer of 1776. The ships carried 20,000 soldiers. Some were English, some were paid German soldiers. - The English general, General Howe, had a strong army. He was ready to fight. - The English ships fired their guns and the soldiers came onto Long Island. - George Washington and his men fought hard, but by week’s end, 1,000 men had died. He knew he had to get off Long Island or lose all his men. - He sent his men for boats and when night came, they were ready to cross the river. A heavy fog hid the men from the English. - A woman who was loyal to the King saw the men. She sent her slave to alert General Howe. But the slave only found German soldiers who spoke no English. They couldn’t understand her. - In the morning, the English discovered that the colonial soldiers were gone. - After another battle in New York, George Washington needed to retreat again. He would have preferred to fight, but he needed more soldiers. He was waiting for the colonies to send more. - All that fall, the English soldiers chased after Washington’s troops. In December, Washington came to the Delaware River and Trenton, New Jersey. The men had marched for miles and were tired and cold, but Washington could not let them rest. German soldiers were close behind. - The men went across the Delaware River in boats. When the Germans arrived, they could not chase Washington’s men because there were no boats left. - The German soldiers celebrated Christmas night in Trenton. They sat by their fires and sang and drank wine. - Across the river, Washington’s soldiers were tired and discouraged. They had no fire or wine. They wondered if the war would ever end. But Washington had a plan. He knew the Germans were celebrating across the river and would not be up to fighting. This was his big chance. - 2,500 soldiers with their horses and guns loaded onto boats and crossed the Delaware River by night. Up the river, the ice was breaking up. The soldiers feared the ice would come down the river and hit their boats. Some turned back. - Those that pressed on landed at Trenton at 3 a.m. They marched on the German soldiers and took them by surprise. The German soldiers tried to rouse themselves, but it was too late. They were surrounded. Washington captured 1,000 men that day—his first victory. Watch a video about the crossing of the Delaware. Cite this Page Cite This Page You may cut-and-paste the below MLA and APA citation examples: MLA Style Citation Declan, Tobin. " Crossing the Delaware – Revolutionary War ." American History for Kids, Jan 2020. Web. 21 Jan 2020. < https://www.americanhistoryforkids.com/crossing-the-delaware/ >. APA Style Citation Tobin, Declan. (2020). Crossing the Delaware – Revolutionary War. American History for Kids. Retrieved from https://www.americanhistoryforkids.com/crossing-the-delaware/	712	ENGLISH	1
This article needs additional citations for verification. (November 2013) (Learn how and when to remove this template message) Fifth-century Athens is the Greek city-state of Athens in the time from 480–404 BC. This was a period of Athenian political hegemony, economic growth and cultural flourishing formerly known as the Golden Age of Athens with the later part The Age of Pericles. The period began in 478 BC after defeat of the Persian invasion, when an Athenian-led coalition of city-states, known as the Delian League, confronted the Persians to keep the liberated Asian Greek cities free. After peace was made with Persia in the mid 5th century BC, what started as an alliance of independent city-states became an Athenian empire when Athens abandoned the pretense of parity among its allies and relocated the Delian League treasury from Delos to Athens, where it funded the building of the Athenian Acropolis and put half its population on the public payroll and maintained dominating naval power in the Greek world. With the empire's funds, military dominance and its political fortunes guided by statesman and orator Pericles, Athens produced some of the most influential and enduring cultural artifacts of the Western tradition. The playwrights Aeschylus, Sophocles and Euripides all lived and worked in 5th century BC Athens, as did the historians Herodotus and Thucydides, the physician Hippocrates, and the philosophers Plato and Socrates. Athens' patron goddess was Athena, from whom they derived the name. - 1 Overview - 2 Institutions - 3 Finances - 4 Athenians in the Age of Pericles - 5 Arts and literature - 6 End of the Age of Pericles - 7 See also - 8 References During the golden age, Athenian military and external affairs were mostly entrusted to the ten generals who were elected each year by the ten tribes of citizens, who could be relied on rather than the variable-quality magistrates chosen by lot under the democracy. These strategoi were given duties which included planning military expeditions, receiving envoys of other states and directing diplomatic affairs. During the time of the ascendancy of Ephialtes as leader of the democratic faction, Pericles was his deputy. When Ephialtes was assassinated for overthrowing the elitist Council of the Aeropagus, Pericles stepped in and was elected in 445 BC, a post he held continuously until his death in 429 BC, always by election of the Athenian Assembly. Pericles was a great speaker; this quality brought him tremendous success in the Assembly, presenting his vision of politics. One of his most popular reforms was to allow thetes (Athenians without wealth) to occupy public office. Another success of his administration was the creation of the misthophoria (μισθοφορία, which literally means paid function), a special salary for the citizens that attended the courts as jurors. This way, these citizens were able to dedicate themselves to public service without facing financial hardship. With this system, Pericles succeeded in keeping the courts full of jurors (Ath. Pol. 27.3), and in giving the people experience in public life. As Athens' ruler, he made the city the first and most important polis of the Greek world, acquiring a resplendent culture and democratic institutions. The sovereign people governed themselves, without intermediaries, deciding matters of state in the Assembly. Athenian citizens were free and only owed obedience to their laws and respect to their gods. They achieved equality of speech in the Assembly: the word of a poor person had the same worth as that of a rich person. The censorial classes did not disappear, but their power was more limited; they shared the fiscal and military offices but they did not have the power of distributing privileges. The principle of equality granted to all citizens had dangers, since many citizens were incapable of exercising political rights due to their extreme poverty or ignorance. To avoid this, Athenian democracy applied itself to the task of helping the poorest in this manner: - Concession of salaries to public functionaries. - To seek and supply work to the poor. - To grant lands to dispossessed villagers. - Public assistance for war widows, invalids, orphans and indigents. - Other social help. Most importantly, and in order to emphasize the concept of equality and discourage corruption and patronage, practically all public offices that did not require a particular expertise were appointed by lot and not by election. Among those selected by lot to a political body, specific office was always rotated so that every single member served in all capacities in turn. This was meant to ensure that political functions were instituted in such a way as to run smoothly, regardless of each official's individual capacity. These measures appear to have been carried out in great measure since the testimony has come to us from, (among others, the Greek historian Thucydides (c. 460–400 BC), who comments: Everyone who is capable of serving the city meets no impediment, neither poverty, nor civic condition... The magistrates were people who occupied a public post and formed the administration of the Athenian state. They were submitted to rigorous public control. The magistrates were chosen by lot, using fava beans. Black and white beans were put in a box and depending on which color the person drew out they obtained the post or not. This was a way of eliminating the personal influence of rich people and possible intrigues and use of favors. There were only two categories of posts not chosen by lot, but by election in the Popular Assembly. These were strategos, or general, and magistrate of finance. It was generally supposed that significant qualities were needed to exercise each of those two offices. A magistrate's post did not last more than a year, including that of the strategoi and in this sense the continued selection of Pericles year after year was an exception. At the end of every year, a magistrate would have to give an account of his administration and use of public finances. The most honored posts were the ancient archontes, or archons in English. In previous ages they had been the heads of the Athenian state, but in the Age of Pericles they lost their influence and power, although they still presided over tribunals. Every year the citizens elected ten "strategoi" (singular "strategos"), or generals, who served as both military officers and diplomats. It was through this position that Pericles shaped 5th-century BC Athens. There were also more than forty public administration officers and more than sixty to police the streets, the markets, to check weights and measures and to carry out arrests and executions. The Assembly of the People The Assembly (in Greek, ἐκκλησία, that is to say, an assembly by summons), was the first organ of the democracy. In theory it brought together in assembly all the citizens of Athens, however the maximum number which came to congregate is estimated at 6,000 participants. The gathering place was a space on the hill called Pnyx, in front of the Acropolis. The sessions sometimes lasted from dawn to dusk. The ecclesia occurred forty times a year. The Assembly decided on laws and decrees which were proposed. Decisions relied on ancient laws which had long been in force. Bills were voted on in two stages: first the Assembly itself decided and afterwards the Council or βουλή gave definitive approval. The Council or Boule The Council or Boule (βουλή) consisted of 500 members, fifty from each tribe, functioning as an extension of the Assembly. These were chosen by chance, using the system described earlier, from which they were familiarly known as "councillors of the bean"; officially they were known as prytaneis (πρύτανις, meaning "chief" or "teacher"). The council members examined and studied legal projects, supervised the magistrates and saw that daily administrative details were on the right path. They oversaw the city state's external affairs. They also met at Pnyx hill, in a place expressly prepared for the event. The fifty prytaneis in power were located on grandstands carved into the rock. They had stone platforms which they reached by means of a small staircase of three steps. On the first platform were the secretaries and scribes; the orator would climb up to the second. The economic resources of the Athenian State were not excessive. All the glory of Athens in the Age of Pericles, its constructions, public works, religious buildings, sculptures, etc. would not have been possible without the treasury of the Delian League. The treasury was originally held on the island of Delos but Pericles moved it to Athens under the pretext that Delos wasn't safe enough. This resulted in internal friction within the league and the rebellion of some city-states that were members. Athens retaliated quickly and some scholars believe this to be the period wherein it would be more appropriate to discuss an Athenian Empire instead of a league. Other small incomes came from customs fees and fines. In times of war a special tax was levied on rich citizens. These citizens were also charged permanently with other taxes for the good of the city. This was called the system of liturgy. The taxes were used to maintain the triremes which gave Athens great naval power and to pay and maintain a chorus for large religious festivals. It is believed that rich Athenian men saw it as an honor to sponsor the triremes (probably because they became leaders of it for the period they supported it) or the festivals and they often engaged in competitive donating. Athenians in the Age of Pericles The Athenian elite lived modestly and without great luxuries, compared to the elites of other ancient states. There were very few great fortunes and land ownership was not concentrated: 71-73% of the citizen population owned 60-65% of the land, whereas the Gini coefficient for citizen population has been calculated as 0.708. The economy was based on maritime commerce and manufacturing, according to Amemiya's estimates, 56% of Athens' GDP was derived from manufacturing. Agriculture was also important, but it did not produce enough to feed the populace, so most food had to be imported (it is estimated that the carrying capacity of Attica's soil was between 84,000 and 150,000, while the population was 300,000 to 350,000 in 431 BC). The state oversaw all the major religious festivals. The most important one was the Panathenaia in honor of the goddess Athena, a ritual procession carried out once a year in May and once every four years in July, in which the town presented a new veil (peplos) to the old wooden statue of Athena Poliada. Phidias immortalized this procession in the frieze of the Parthenon, which is currently at the British Museum. In the July Panathenaia (Great Panathenaia), large competitions were organized which included gymnastics and horseback riding, the winners of which received amphoras full of sacred olive oil as a prize. The other important festival was the dramatic Dionysia in honour of Dionysus where tragedies and comedies were performed. The education of boys began in their own home up until the age of seven when they had to attend school. There, they had several teachers who taught them to read and write, as well as subjects such as mathematics and music. Boys also had to take part in physical education classes where they were prepared for future military service with activities such as wrestling, racing, jumping and gymnastics. At eighteen they served in the army and were instructed on how to bear arms. Physical education was very intense and many of the boys ended up becoming true athletes. In addition to these compulsory lessons, the students had the chance to discuss and learn from the great philosophers, grammarians and orators of the time. Some poor people had to stay at home and help their parents. However, Aristophanes and Socrates, though they were poor, became famous and successful. The primary role of free women in classical Athens was to marry and bear children. The emphasis on marriage as a way to perpetuate the family through childbearing had changed from archaic Athens, when (at least amongst the powerful) marriages were as much about making beneficial connections as they were about perpetuating the family. Married women were responsible for the day-to-day running of the household. At marriage, they assumed responsibility for the prosperity of their husband's household and the health of its members. Their primary responsibilities were bearing, raising and caring for children, weaving cloth and making clothes. They would also have been responsible for caring for ill household members, supervising slaves, and ensuring that the household had sufficient food. In classical Athenian marriages, husband or wife could legally initiate a divorce. The woman's closest male relative (who would be her kyrios if she were not married) could also do so, apparently even against the couple's wishes. After divorce, the husband was required to return the dowry or pay 18 percent interest annually so the woman's livelihood would continue and she could remarry. If there were children at the time of the divorce, they remained in their father's house and he remained responsible for their upbringing. In some cases, Athenian women had the same rights and responsibilities as Athenian men. However, Athenian women did have some significant disabilities at law compared to their male counterparts. Like slaves and metics, they were denied political freedom, citizenship and voting rights, being excluded from the law courts and the Assembly. Women ideally remained apart from men. However it was recognised that an ideology of separation could not be practiced by many Athenians. In Politics, Aristotle asked: "How is it possible to prevent the wives of the poor from going out of doors?" In practice, only wealthy families would have been able to implement this ideology. Women's responsibilities would have forced them to leave the house frequently – to fetch water from the well or wash clothing, for example. Although wealthy families may have had slaves to enable free women to remain in the house, but most would not have had enough slaves to prevent free women from leaving at all. The cult of Athena Polias (the city's eponymous goddess) was central to Athenian society, reinforcing morality and maintaining societal structure. Women played a key role in the cult; the priestesshood of Athena was a position of great importance, and the priestess could use her influence to support political positions. According to Herodotus, before the Battle of Salamis the priestess of Athena encouraged the evacuation of Athens by telling the Athenians that the snake sacred to Athena (which lived on the Acropolis) had already left. Arts and literature Historians[who?] consider the Athenian 5th and 6th centuries BC as the Golden Age of sculpture and architecture. In this period the ornamental elements and the technique employed did not vary from the previous period. What characterizes this period is the quantity of works and the refinement and perfection of the works. Most were religious in nature, mainly sanctuaries and temples. Some examples from this period are: - The reconstruction of the Temple of Olympian Zeus. - The reconstruction of the Temple of Apollo in Delphi, which was destroyed by an earthquake. - The reconstruction of the Acropolis of Athens, the marble city for the glory of the gods. The site had suffered from a fire started by the Persians and lay in ruins for more than 30 years. Pericles initiated its reconstruction with white marble brought from the nearby quarry of Pentelicon. The best architects, sculptors and workers were gathered to complete the Acropolis. The construction lasted 20 years. Financing came from the Delian League. When finished, it was the grandest and most perfect monument in the history of Greek art.[according to whom?] Phidias is considered[by whom?] the greatest sculptor of this era. He created colossal gold-plated marble statues ("chryselephantine statues"), generally face and hands, which were highly celebrated and admired in his own time: Athena, situated in the interior of the Parthenon, whose splendor reached the faithful through the open doors, and Zeus in the Sanctuary of Olympia, considered in its age and in later ages to be one of the marvels of the world. The Athenians were assured that after they had contemplated this statue it was impossible to feel unlucky ever again. According to Pliny the Elder's Natural History, in order to conserve the marble of these sculptures, oil receptacles were placed in the temples so that the ivory would not crack. During this age, the production of ceramic pieces was abundant. Amphorae were produced in mass quantity due to the heavy trading with other cities all around the Mediterranean. Large evidence of amphorae from this era can be found around every major ancient port as well as in the Aegean sea. During this period is also seen an abundance of white background ceramics which are much more delicate than the previously popular yellow and black background ceramics. These ceramics were often used to keep perfume or for mortuary rites, including decorations on graves. It is also known that there were many great painters, but their works are lost, both frescos and free-standing paintings. The theatre reached its greatest height in the 5th century BC. Pericles promoted and favored the theatre with a series of practical and economic measures. The wealthiest families were obligated to care for and to sustain the choruses and actors. By this means, Pericles maintained the tradition according to which theatrical performances served the moral and intellectual education of the people. Plays were made by men and usually for men, and this platform was often used to reinforce the patriarchy. Athens became the great city of Greek theatre. Theatrical performances lasted eight consecutive hours and were performed as part of a competition in which a jury proclaimed a winner. While the decor of the provisional theatres was very simple, the permanent theatrical venues of ancient Athens eventually became more sumptuous and elaborate. No matter the performance venue, plays were performed by, at most, three actors, who wore masks to identify them with the characters they portrayed; they were accompanied by a chorus who sang and danced. The dramatic poets from this era whose plays have survived are: Philosophers and writers The Golden Age featured some of the most renowned Western philosophers of all time. Chief among these were Socrates, whose ideas exist primarily in a series of dialogues by his student Plato, who mixed them with his own; Plato; and Plato's student, Aristotle. Other notable philosophers of the Golden Age included Anaxagoras; Democritus (who first inquired as to what substance lies within all matter, the earliest known proposal of what is now called the atom or its sub-units); Empedocles; Hippias; Isocrates; Parmenides; Heraclitus; and Protagoras. In the second half of the 5th century BC the name of sophist (from the Greek sophistês, expert, teacher, man of wisdom) was given to the teachers that gave instruction on diverse branches of science and knowledge in exchange for a fee. In this age, Athens was the "school of Greece." Pericles and his mistress Aspasia had the opportunity to associate with not only the great Athenians thinkers of their day, but also other Greek and foreign scholars. Among them were the philosopher Anaxagoras, the architect Hippodamus of Miletus, who reconstructed Peiraeus, as well as the historians Herodotus (484–425), Thucydides (460–395), and Xenophon (427–335). Athens was also the capital of eloquence. Since the late 5th century BC, eloquence had been elevated to an art form. There were the logographers (λογογράφος) who wrote courses and created a new literary form characterized by the clarity and purity of the language. It became a lucrative profession. It is known that the logographer Lysias (460–380 BC) made a great fortune thanks to his profession. Later, in the 4th century BC, the orators Isocrates and Demosthenes also became famous. End of the Age of Pericles From 461 until his death in 429 BC Pericles was active in the government of Athens, an era of splendour and a standard of living higher than any previously experienced. All was well within the internal government, however discontent within the Delian League was ever increasing. The foreign affairs policies adopted by Athens did not produce the best results; members of the Delian League were increasingly dissatisfied. Athens was the city-state that dominated and subjugated the rest of Greece and these oppressed citizens wanted their independence. Previously, in 550 BC, a similar league between the cities of the Peloponnessus—directed and dominated by Sparta—had been founded. Taking advantage of the general dissent of the Greek city-states, this Peloponnesian League began to confront Athens. After a long lasting series of poorly managed, hawkish policies, (c. 431 BC) the city of Athens finally lost its independence in 338 BC, when Philip II of Macedonia conquered the rest of Greece. - “Economy and Economics of Ancient Greece,” Routledge, 2007 - Pomeroy 1994, p. 62 - Osborne 1997, p. 28 - Fantham et al. 1994, p. 101 - Gould 1980, p. 51 - Xenophon, Oeconomicus, 7.35–7.37 - Gould 1980, p. 43 - Pomeroy 1994, p. 63 - Pomeroy 1994, p. 65 - Patterson 2007, p. 170 - Rhodes 1992, p. 95 - Schaps 1998, p. 178 - Dover 1973, p. 61 - Aristotle, Politics, 1300a. - Dover 1973, p. 69 - Cohen 1989, pp. 8–9 - Pomeroy 1994, p. 75 - Allan, Davin (27 March 2013). "The Ideal Image: The Depiction of Women in Fifth Century Drama". Literatured. Archived from the original on 25 March 2014. Retrieved 29 March 2014. - This article draws heavily on the corresponding article in the Spanish-language Wikipedia, which was accessed in the version of 28 August 2005. That article, in turn, cites: - Maurice: Egypte, Orient, Grèce. Bordas, s/l, 1963. - Charles: Historia Universal Oriente y Grecia. Daniel Jorro, Madrid, 1930.	<urn:uuid:97befabb-09a2-48d7-9cc7-f66c760f9038>	CC-MAIN-2020-05	https://en.wikipedia.org/wiki/Fifth-century_Athens	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250613416.54/warc/CC-MAIN-20200123191130-20200123220130-00510.warc.gz	en	0.981261	4,735	4.21875	4	[ -0.47863489389419556, 0.14957307279109955, 0.6694509983062744, -0.5484781265258789, -0.6413949131965637, -0.546676754951477, -0.035931237041950226, 0.6264937520027161, -0.19605697691440582, 0.17820417881011963, -0.2606998682022095, -0.25147193670272827, -0.05541332811117172, 0.498741686344...	1	This article needs additional citations for verification. (November 2013) (Learn how and when to remove this template message) Fifth-century Athens is the Greek city-state of Athens in the time from 480–404 BC. This was a period of Athenian political hegemony, economic growth and cultural flourishing formerly known as the Golden Age of Athens with the later part The Age of Pericles. The period began in 478 BC after defeat of the Persian invasion, when an Athenian-led coalition of city-states, known as the Delian League, confronted the Persians to keep the liberated Asian Greek cities free. After peace was made with Persia in the mid 5th century BC, what started as an alliance of independent city-states became an Athenian empire when Athens abandoned the pretense of parity among its allies and relocated the Delian League treasury from Delos to Athens, where it funded the building of the Athenian Acropolis and put half its population on the public payroll and maintained dominating naval power in the Greek world. With the empire's funds, military dominance and its political fortunes guided by statesman and orator Pericles, Athens produced some of the most influential and enduring cultural artifacts of the Western tradition. The playwrights Aeschylus, Sophocles and Euripides all lived and worked in 5th century BC Athens, as did the historians Herodotus and Thucydides, the physician Hippocrates, and the philosophers Plato and Socrates. Athens' patron goddess was Athena, from whom they derived the name. - 1 Overview - 2 Institutions - 3 Finances - 4 Athenians in the Age of Pericles - 5 Arts and literature - 6 End of the Age of Pericles - 7 See also - 8 References During the golden age, Athenian military and external affairs were mostly entrusted to the ten generals who were elected each year by the ten tribes of citizens, who could be relied on rather than the variable-quality magistrates chosen by lot under the democracy. These strategoi were given duties which included planning military expeditions, receiving envoys of other states and directing diplomatic affairs. During the time of the ascendancy of Ephialtes as leader of the democratic faction, Pericles was his deputy. When Ephialtes was assassinated for overthrowing the elitist Council of the Aeropagus, Pericles stepped in and was elected in 445 BC, a post he held continuously until his death in 429 BC, always by election of the Athenian Assembly. Pericles was a great speaker; this quality brought him tremendous success in the Assembly, presenting his vision of politics. One of his most popular reforms was to allow thetes (Athenians without wealth) to occupy public office. Another success of his administration was the creation of the misthophoria (μισθοφορία, which literally means paid function), a special salary for the citizens that attended the courts as jurors. This way, these citizens were able to dedicate themselves to public service without facing financial hardship. With this system, Pericles succeeded in keeping the courts full of jurors (Ath. Pol. 27.3), and in giving the people experience in public life. As Athens' ruler, he made the city the first and most important polis of the Greek world, acquiring a resplendent culture and democratic institutions. The sovereign people governed themselves, without intermediaries, deciding matters of state in the Assembly. Athenian citizens were free and only owed obedience to their laws and respect to their gods. They achieved equality of speech in the Assembly: the word of a poor person had the same worth as that of a rich person. The censorial classes did not disappear, but their power was more limited; they shared the fiscal and military offices but they did not have the power of distributing privileges. The principle of equality granted to all citizens had dangers, since many citizens were incapable of exercising political rights due to their extreme poverty or ignorance. To avoid this, Athenian democracy applied itself to the task of helping the poorest in this manner: - Concession of salaries to public functionaries. - To seek and supply work to the poor. - To grant lands to dispossessed villagers. - Public assistance for war widows, invalids, orphans and indigents. - Other social help. Most importantly, and in order to emphasize the concept of equality and discourage corruption and patronage, practically all public offices that did not require a particular expertise were appointed by lot and not by election. Among those selected by lot to a political body, specific office was always rotated so that every single member served in all capacities in turn. This was meant to ensure that political functions were instituted in such a way as to run smoothly, regardless of each official's individual capacity. These measures appear to have been carried out in great measure since the testimony has come to us from, (among others, the Greek historian Thucydides (c. 460–400 BC), who comments: Everyone who is capable of serving the city meets no impediment, neither poverty, nor civic condition... The magistrates were people who occupied a public post and formed the administration of the Athenian state. They were submitted to rigorous public control. The magistrates were chosen by lot, using fava beans. Black and white beans were put in a box and depending on which color the person drew out they obtained the post or not. This was a way of eliminating the personal influence of rich people and possible intrigues and use of favors. There were only two categories of posts not chosen by lot, but by election in the Popular Assembly. These were strategos, or general, and magistrate of finance. It was generally supposed that significant qualities were needed to exercise each of those two offices. A magistrate's post did not last more than a year, including that of the strategoi and in this sense the continued selection of Pericles year after year was an exception. At the end of every year, a magistrate would have to give an account of his administration and use of public finances. The most honored posts were the ancient archontes, or archons in English. In previous ages they had been the heads of the Athenian state, but in the Age of Pericles they lost their influence and power, although they still presided over tribunals. Every year the citizens elected ten "strategoi" (singular "strategos"), or generals, who served as both military officers and diplomats. It was through this position that Pericles shaped 5th-century BC Athens. There were also more than forty public administration officers and more than sixty to police the streets, the markets, to check weights and measures and to carry out arrests and executions. The Assembly of the People The Assembly (in Greek, ἐκκλησία, that is to say, an assembly by summons), was the first organ of the democracy. In theory it brought together in assembly all the citizens of Athens, however the maximum number which came to congregate is estimated at 6,000 participants. The gathering place was a space on the hill called Pnyx, in front of the Acropolis. The sessions sometimes lasted from dawn to dusk. The ecclesia occurred forty times a year. The Assembly decided on laws and decrees which were proposed. Decisions relied on ancient laws which had long been in force. Bills were voted on in two stages: first the Assembly itself decided and afterwards the Council or βουλή gave definitive approval. The Council or Boule The Council or Boule (βουλή) consisted of 500 members, fifty from each tribe, functioning as an extension of the Assembly. These were chosen by chance, using the system described earlier, from which they were familiarly known as "councillors of the bean"; officially they were known as prytaneis (πρύτανις, meaning "chief" or "teacher"). The council members examined and studied legal projects, supervised the magistrates and saw that daily administrative details were on the right path. They oversaw the city state's external affairs. They also met at Pnyx hill, in a place expressly prepared for the event. The fifty prytaneis in power were located on grandstands carved into the rock. They had stone platforms which they reached by means of a small staircase of three steps. On the first platform were the secretaries and scribes; the orator would climb up to the second. The economic resources of the Athenian State were not excessive. All the glory of Athens in the Age of Pericles, its constructions, public works, religious buildings, sculptures, etc. would not have been possible without the treasury of the Delian League. The treasury was originally held on the island of Delos but Pericles moved it to Athens under the pretext that Delos wasn't safe enough. This resulted in internal friction within the league and the rebellion of some city-states that were members. Athens retaliated quickly and some scholars believe this to be the period wherein it would be more appropriate to discuss an Athenian Empire instead of a league. Other small incomes came from customs fees and fines. In times of war a special tax was levied on rich citizens. These citizens were also charged permanently with other taxes for the good of the city. This was called the system of liturgy. The taxes were used to maintain the triremes which gave Athens great naval power and to pay and maintain a chorus for large religious festivals. It is believed that rich Athenian men saw it as an honor to sponsor the triremes (probably because they became leaders of it for the period they supported it) or the festivals and they often engaged in competitive donating. Athenians in the Age of Pericles The Athenian elite lived modestly and without great luxuries, compared to the elites of other ancient states. There were very few great fortunes and land ownership was not concentrated: 71-73% of the citizen population owned 60-65% of the land, whereas the Gini coefficient for citizen population has been calculated as 0.708. The economy was based on maritime commerce and manufacturing, according to Amemiya's estimates, 56% of Athens' GDP was derived from manufacturing. Agriculture was also important, but it did not produce enough to feed the populace, so most food had to be imported (it is estimated that the carrying capacity of Attica's soil was between 84,000 and 150,000, while the population was 300,000 to 350,000 in 431 BC). The state oversaw all the major religious festivals. The most important one was the Panathenaia in honor of the goddess Athena, a ritual procession carried out once a year in May and once every four years in July, in which the town presented a new veil (peplos) to the old wooden statue of Athena Poliada. Phidias immortalized this procession in the frieze of the Parthenon, which is currently at the British Museum. In the July Panathenaia (Great Panathenaia), large competitions were organized which included gymnastics and horseback riding, the winners of which received amphoras full of sacred olive oil as a prize. The other important festival was the dramatic Dionysia in honour of Dionysus where tragedies and comedies were performed. The education of boys began in their own home up until the age of seven when they had to attend school. There, they had several teachers who taught them to read and write, as well as subjects such as mathematics and music. Boys also had to take part in physical education classes where they were prepared for future military service with activities such as wrestling, racing, jumping and gymnastics. At eighteen they served in the army and were instructed on how to bear arms. Physical education was very intense and many of the boys ended up becoming true athletes. In addition to these compulsory lessons, the students had the chance to discuss and learn from the great philosophers, grammarians and orators of the time. Some poor people had to stay at home and help their parents. However, Aristophanes and Socrates, though they were poor, became famous and successful. The primary role of free women in classical Athens was to marry and bear children. The emphasis on marriage as a way to perpetuate the family through childbearing had changed from archaic Athens, when (at least amongst the powerful) marriages were as much about making beneficial connections as they were about perpetuating the family. Married women were responsible for the day-to-day running of the household. At marriage, they assumed responsibility for the prosperity of their husband's household and the health of its members. Their primary responsibilities were bearing, raising and caring for children, weaving cloth and making clothes. They would also have been responsible for caring for ill household members, supervising slaves, and ensuring that the household had sufficient food. In classical Athenian marriages, husband or wife could legally initiate a divorce. The woman's closest male relative (who would be her kyrios if she were not married) could also do so, apparently even against the couple's wishes. After divorce, the husband was required to return the dowry or pay 18 percent interest annually so the woman's livelihood would continue and she could remarry. If there were children at the time of the divorce, they remained in their father's house and he remained responsible for their upbringing. In some cases, Athenian women had the same rights and responsibilities as Athenian men. However, Athenian women did have some significant disabilities at law compared to their male counterparts. Like slaves and metics, they were denied political freedom, citizenship and voting rights, being excluded from the law courts and the Assembly. Women ideally remained apart from men. However it was recognised that an ideology of separation could not be practiced by many Athenians. In Politics, Aristotle asked: "How is it possible to prevent the wives of the poor from going out of doors?" In practice, only wealthy families would have been able to implement this ideology. Women's responsibilities would have forced them to leave the house frequently – to fetch water from the well or wash clothing, for example. Although wealthy families may have had slaves to enable free women to remain in the house, but most would not have had enough slaves to prevent free women from leaving at all. The cult of Athena Polias (the city's eponymous goddess) was central to Athenian society, reinforcing morality and maintaining societal structure. Women played a key role in the cult; the priestesshood of Athena was a position of great importance, and the priestess could use her influence to support political positions. According to Herodotus, before the Battle of Salamis the priestess of Athena encouraged the evacuation of Athens by telling the Athenians that the snake sacred to Athena (which lived on the Acropolis) had already left. Arts and literature Historians[who?] consider the Athenian 5th and 6th centuries BC as the Golden Age of sculpture and architecture. In this period the ornamental elements and the technique employed did not vary from the previous period. What characterizes this period is the quantity of works and the refinement and perfection of the works. Most were religious in nature, mainly sanctuaries and temples. Some examples from this period are: - The reconstruction of the Temple of Olympian Zeus. - The reconstruction of the Temple of Apollo in Delphi, which was destroyed by an earthquake. - The reconstruction of the Acropolis of Athens, the marble city for the glory of the gods. The site had suffered from a fire started by the Persians and lay in ruins for more than 30 years. Pericles initiated its reconstruction with white marble brought from the nearby quarry of Pentelicon. The best architects, sculptors and workers were gathered to complete the Acropolis. The construction lasted 20 years. Financing came from the Delian League. When finished, it was the grandest and most perfect monument in the history of Greek art.[according to whom?] Phidias is considered[by whom?] the greatest sculptor of this era. He created colossal gold-plated marble statues ("chryselephantine statues"), generally face and hands, which were highly celebrated and admired in his own time: Athena, situated in the interior of the Parthenon, whose splendor reached the faithful through the open doors, and Zeus in the Sanctuary of Olympia, considered in its age and in later ages to be one of the marvels of the world. The Athenians were assured that after they had contemplated this statue it was impossible to feel unlucky ever again. According to Pliny the Elder's Natural History, in order to conserve the marble of these sculptures, oil receptacles were placed in the temples so that the ivory would not crack. During this age, the production of ceramic pieces was abundant. Amphorae were produced in mass quantity due to the heavy trading with other cities all around the Mediterranean. Large evidence of amphorae from this era can be found around every major ancient port as well as in the Aegean sea. During this period is also seen an abundance of white background ceramics which are much more delicate than the previously popular yellow and black background ceramics. These ceramics were often used to keep perfume or for mortuary rites, including decorations on graves. It is also known that there were many great painters, but their works are lost, both frescos and free-standing paintings. The theatre reached its greatest height in the 5th century BC. Pericles promoted and favored the theatre with a series of practical and economic measures. The wealthiest families were obligated to care for and to sustain the choruses and actors. By this means, Pericles maintained the tradition according to which theatrical performances served the moral and intellectual education of the people. Plays were made by men and usually for men, and this platform was often used to reinforce the patriarchy. Athens became the great city of Greek theatre. Theatrical performances lasted eight consecutive hours and were performed as part of a competition in which a jury proclaimed a winner. While the decor of the provisional theatres was very simple, the permanent theatrical venues of ancient Athens eventually became more sumptuous and elaborate. No matter the performance venue, plays were performed by, at most, three actors, who wore masks to identify them with the characters they portrayed; they were accompanied by a chorus who sang and danced. The dramatic poets from this era whose plays have survived are: Philosophers and writers The Golden Age featured some of the most renowned Western philosophers of all time. Chief among these were Socrates, whose ideas exist primarily in a series of dialogues by his student Plato, who mixed them with his own; Plato; and Plato's student, Aristotle. Other notable philosophers of the Golden Age included Anaxagoras; Democritus (who first inquired as to what substance lies within all matter, the earliest known proposal of what is now called the atom or its sub-units); Empedocles; Hippias; Isocrates; Parmenides; Heraclitus; and Protagoras. In the second half of the 5th century BC the name of sophist (from the Greek sophistês, expert, teacher, man of wisdom) was given to the teachers that gave instruction on diverse branches of science and knowledge in exchange for a fee. In this age, Athens was the "school of Greece." Pericles and his mistress Aspasia had the opportunity to associate with not only the great Athenians thinkers of their day, but also other Greek and foreign scholars. Among them were the philosopher Anaxagoras, the architect Hippodamus of Miletus, who reconstructed Peiraeus, as well as the historians Herodotus (484–425), Thucydides (460–395), and Xenophon (427–335). Athens was also the capital of eloquence. Since the late 5th century BC, eloquence had been elevated to an art form. There were the logographers (λογογράφος) who wrote courses and created a new literary form characterized by the clarity and purity of the language. It became a lucrative profession. It is known that the logographer Lysias (460–380 BC) made a great fortune thanks to his profession. Later, in the 4th century BC, the orators Isocrates and Demosthenes also became famous. End of the Age of Pericles From 461 until his death in 429 BC Pericles was active in the government of Athens, an era of splendour and a standard of living higher than any previously experienced. All was well within the internal government, however discontent within the Delian League was ever increasing. The foreign affairs policies adopted by Athens did not produce the best results; members of the Delian League were increasingly dissatisfied. Athens was the city-state that dominated and subjugated the rest of Greece and these oppressed citizens wanted their independence. Previously, in 550 BC, a similar league between the cities of the Peloponnessus—directed and dominated by Sparta—had been founded. Taking advantage of the general dissent of the Greek city-states, this Peloponnesian League began to confront Athens. After a long lasting series of poorly managed, hawkish policies, (c. 431 BC) the city of Athens finally lost its independence in 338 BC, when Philip II of Macedonia conquered the rest of Greece. - “Economy and Economics of Ancient Greece,” Routledge, 2007 - Pomeroy 1994, p. 62 - Osborne 1997, p. 28 - Fantham et al. 1994, p. 101 - Gould 1980, p. 51 - Xenophon, Oeconomicus, 7.35–7.37 - Gould 1980, p. 43 - Pomeroy 1994, p. 63 - Pomeroy 1994, p. 65 - Patterson 2007, p. 170 - Rhodes 1992, p. 95 - Schaps 1998, p. 178 - Dover 1973, p. 61 - Aristotle, Politics, 1300a. - Dover 1973, p. 69 - Cohen 1989, pp. 8–9 - Pomeroy 1994, p. 75 - Allan, Davin (27 March 2013). "The Ideal Image: The Depiction of Women in Fifth Century Drama". Literatured. Archived from the original on 25 March 2014. Retrieved 29 March 2014. - This article draws heavily on the corresponding article in the Spanish-language Wikipedia, which was accessed in the version of 28 August 2005. That article, in turn, cites: - Maurice: Egypte, Orient, Grèce. Bordas, s/l, 1963. - Charles: Historia Universal Oriente y Grecia. Daniel Jorro, Madrid, 1930.	4,887	ENGLISH	1
Mrs. Klein’s social studies class recently completed a research project involving Europe. At the beginning of the unit, each class made two posters using a proportional drawing technique that they previous learned while studying another unit. Then, all students had to research all eight pictures to find out as much interesting and informational facts as they could. The eight topics were as follows: - Russian architecture as seen in cities like Moscow and St. Petersburg - Ukrainian egg art ( pysanka ) - Eiffel Tower - Germany / Berlin Wall Once this was done, their creative juices kicked in. They had to pick one topic that they were most interested in and decide on a creative way to report on it. They were given about 20 ideas to pick from or design one of their own. Some of the choices were as follows: - Design a travel brochure - Write a cartoon - Design a game for the class to play - Create a handmade item - Create a replica or diorama - Create a Google presentation - Write a TV commercial - Write a song or poem The result were very impressive. Many hidden talents were discovered as each student presented their various projects to the class. Some are even asking if they can do this again when they start the next unit of study. All of the projects, except for the on-line projects, are on display in the library and in the lobby. Many visitors have already viewed them during parent conferences. Please take a look next time you are in!	<urn:uuid:b390e52f-e4da-4d51-b48d-6ceda5e99c6e>	CC-MAIN-2020-05	https://nissitissitmiddle.wordpress.com/2015/03/17/6-red-social-studies-projects/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607407.48/warc/CC-MAIN-20200122191620-20200122220620-00430.warc.gz	en	0.981172	314	3.4375	3	[ 0.013933216221630573, -0.10432825237512589, 0.19935564696788788, -0.0772191509604454, -0.10497376322746277, 0.19360075891017914, -0.34046033024787903, 0.5343922972679138, -0.06786312162876129, 0.06148204579949379, -0.17517933249473572, -0.01815449446439743, -0.08433976024389267, 0.00640156...	2	Mrs. Klein’s social studies class recently completed a research project involving Europe. At the beginning of the unit, each class made two posters using a proportional drawing technique that they previous learned while studying another unit. Then, all students had to research all eight pictures to find out as much interesting and informational facts as they could. The eight topics were as follows: - Russian architecture as seen in cities like Moscow and St. Petersburg - Ukrainian egg art ( pysanka ) - Eiffel Tower - Germany / Berlin Wall Once this was done, their creative juices kicked in. They had to pick one topic that they were most interested in and decide on a creative way to report on it. They were given about 20 ideas to pick from or design one of their own. Some of the choices were as follows: - Design a travel brochure - Write a cartoon - Design a game for the class to play - Create a handmade item - Create a replica or diorama - Create a Google presentation - Write a TV commercial - Write a song or poem The result were very impressive. Many hidden talents were discovered as each student presented their various projects to the class. Some are even asking if they can do this again when they start the next unit of study. All of the projects, except for the on-line projects, are on display in the library and in the lobby. Many visitors have already viewed them during parent conferences. Please take a look next time you are in!	303	ENGLISH	1
Short Story The Lion and the Mouse in English with Moral for Class 9, Class 12, 2nd year The Lion and the Mouse Story with Moral Lesson in English is here for those who like bedtime fables. This is a short story for students of Class 9 and Class 12 students. Student of 2nd Year of Intermediate, especially FSC Students like long stories. By going to our Moral Stories Section you may find long moral stories for FSC, ICom, ICS and FA students. However, if you are a student of matric, you may check Very Short Stories for Kids. Lion and Mouse short story could be written under many titles like Kindness never goes unrewarded story, Story about Friends, Forgiveness is the best way of revenge story, do good have good story, etc. The Mouse and the Lion Moral Story in English Written They say, once a lion was sleeping under a tree. A mouse ran over the body of the king of the forest and disturbed him in his sleep. The lion was very much annoyed. He took the mouse in his paw and was ready to crush it. The mouse begged for mercy and gave excuses that he had run over him unintentionally. The lion was very much pleased to hear the mercy petition of the mouse. He let the mouse free. Sometimes later, the same lion was caught in the net of hunters. The net was very tough. “Despite putting all his efforts, the lion could not free himself. He roared and roared. The mouse came out and saw the strings of the net slowly and steadily. Soon the lion got free before the hunters came. Lion and Mouse Story Moral Lesson: - Kindness never goes unrewarded. - Make as many friends as you can. - Forgiveness is the best way of revenge. - Virtue is its own reward. - Tit for tat. - Do good, have good. You may also like: Farmer and His Dog Moral Story	<urn:uuid:89906424-85ff-4b17-898f-645c9200fa80>	CC-MAIN-2020-05	https://ilmihub.com/the-lion-and-the-mouse-story-with-moral-lesson-in-english.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597230.18/warc/CC-MAIN-20200120023523-20200120051523-00484.warc.gz	en	0.980975	410	3.40625	3	[ -0.1557333618402481, 0.22781985998153687, 0.14870047569274902, -0.019197877496480942, -0.3983623683452606, 0.06713300198316574, -0.13478676974773407, 0.6881881356239319, 0.15874238312244415, -0.014255993999540806, -0.0373222790658474, -0.17040184140205383, -0.08016408979892731, 0.191961526...	11	Short Story The Lion and the Mouse in English with Moral for Class 9, Class 12, 2nd year The Lion and the Mouse Story with Moral Lesson in English is here for those who like bedtime fables. This is a short story for students of Class 9 and Class 12 students. Student of 2nd Year of Intermediate, especially FSC Students like long stories. By going to our Moral Stories Section you may find long moral stories for FSC, ICom, ICS and FA students. However, if you are a student of matric, you may check Very Short Stories for Kids. Lion and Mouse short story could be written under many titles like Kindness never goes unrewarded story, Story about Friends, Forgiveness is the best way of revenge story, do good have good story, etc. The Mouse and the Lion Moral Story in English Written They say, once a lion was sleeping under a tree. A mouse ran over the body of the king of the forest and disturbed him in his sleep. The lion was very much annoyed. He took the mouse in his paw and was ready to crush it. The mouse begged for mercy and gave excuses that he had run over him unintentionally. The lion was very much pleased to hear the mercy petition of the mouse. He let the mouse free. Sometimes later, the same lion was caught in the net of hunters. The net was very tough. “Despite putting all his efforts, the lion could not free himself. He roared and roared. The mouse came out and saw the strings of the net slowly and steadily. Soon the lion got free before the hunters came. Lion and Mouse Story Moral Lesson: - Kindness never goes unrewarded. - Make as many friends as you can. - Forgiveness is the best way of revenge. - Virtue is its own reward. - Tit for tat. - Do good, have good. You may also like: Farmer and His Dog Moral Story	405	ENGLISH	1
In 1933, Hitler Youth (HJ) took over all youth movements in Germany, except Catholic ones (which were eliminated in 1936). The HJ aimed to: There were separate organisations for boys and girls, and for different age groups. Boys enrolled in the movement at six years old, and joined the main group, Hitler Youth (HJ), at 14. By 1939, 90 per cent of German boys aged 14 and over were members. Girls enrolled in the movement at the age of 10. They moved into the main wing, the League of German Maidens (BDM), at the age of 14. There were different activities for boys and girls. Boys fired guns and marched, while girls learnt how to look after a family, but all undertook fitness and indoctrination classes. There were many reasons why young people joined the movements:	<urn:uuid:f978965f-38b5-425b-bf44-89350c086608>	CC-MAIN-2020-05	https://www.bbc.co.uk/bitesize/guides/z897pbk/revision/3	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251801423.98/warc/CC-MAIN-20200129164403-20200129193403-00140.warc.gz	en	0.985391	175	3.421875	3	[ -0.06746155768632889, 0.36800047755241394, -0.11608383059501648, -0.3981650173664093, -0.07607030868530273, 0.3973980247974396, -0.5885495543479919, 0.15571169555187225, -0.023911530151963234, -0.34099283814430237, 0.27922236919403076, -0.24661707878112793, 0.10199780017137527, 0.108504399...	1	In 1933, Hitler Youth (HJ) took over all youth movements in Germany, except Catholic ones (which were eliminated in 1936). The HJ aimed to: There were separate organisations for boys and girls, and for different age groups. Boys enrolled in the movement at six years old, and joined the main group, Hitler Youth (HJ), at 14. By 1939, 90 per cent of German boys aged 14 and over were members. Girls enrolled in the movement at the age of 10. They moved into the main wing, the League of German Maidens (BDM), at the age of 14. There were different activities for boys and girls. Boys fired guns and marched, while girls learnt how to look after a family, but all undertook fitness and indoctrination classes. There were many reasons why young people joined the movements:	193	ENGLISH	1
As many as half a million people crossed what’s now Wyoming in the mid-19th century before the transcontinental railroad was built. Their trails followed the North Platte and Sweetwater rivers west to South Pass, after which they divided into various routes bound for Oregon, Utah or California. They were making the journey of a lifetime, on routes blazed by Indians and trappers, and then worn deep and wide by thousands of wagons and perhaps millions of draft animals. These trails remain largely unchanged in Wyoming. Their white-topped wagons still hold an important place in the national imagination. In the 1820s and 1830s, what’s now western Wyoming was at the center of the fur trade of the northern Rocky Mountains. Indians, trappers and their suppliers met each summer at a big trade fair called rendezvous, where trappers exchanged their season’s beaver pelts for hardware, whiskey and supplies. By 1840, demand for beaver had disappeared and the species had been nearly rubbed out. But the rendezvous supply routes were already becoming the trails that would bind the nation together.	<urn:uuid:299666f0-f85d-4177-9a35-f1e89ee72c86>	CC-MAIN-2020-05	https://www.wyohistory.org/tags/south-pass?page=1	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250616186.38/warc/CC-MAIN-20200124070934-20200124095934-00054.warc.gz	en	0.980033	228	3.921875	4	[ -0.2176213562488556, -0.3224831223487854, 0.23943983018398285, 0.2466549277305603, -0.17417344450950623, -0.05763271078467369, -0.04685419425368309, 0.12307392060756683, -0.26772984862327576, -0.02568233199417591, 0.13015884160995483, -0.02005195990204811, 0.49265262484550476, 0.0868859440...	3	As many as half a million people crossed what’s now Wyoming in the mid-19th century before the transcontinental railroad was built. Their trails followed the North Platte and Sweetwater rivers west to South Pass, after which they divided into various routes bound for Oregon, Utah or California. They were making the journey of a lifetime, on routes blazed by Indians and trappers, and then worn deep and wide by thousands of wagons and perhaps millions of draft animals. These trails remain largely unchanged in Wyoming. Their white-topped wagons still hold an important place in the national imagination. In the 1820s and 1830s, what’s now western Wyoming was at the center of the fur trade of the northern Rocky Mountains. Indians, trappers and their suppliers met each summer at a big trade fair called rendezvous, where trappers exchanged their season’s beaver pelts for hardware, whiskey and supplies. By 1840, demand for beaver had disappeared and the species had been nearly rubbed out. But the rendezvous supply routes were already becoming the trails that would bind the nation together.	232	ENGLISH	1
Way back in the earliest days of music performance, before even the discovery of electricity, performance halls were constructed so as to naturally carry sound as far as possible. One of the most notable characteristics of such a room is sound reverberation or “reverb.” Reverb can very basically be explained as a series of very fast sound reflections caused by the sound waves bouncing off of large, open surfaces such as walls or ceilings. Reverb should not be confused with delay or echo, which is a series of distinct and separate sounds spaced apart from each other. If a person were to loudly speak the word “hello” in a room with natural reverberation, the sound would decay quickly so that the word itself was indistinct. In the case of delay or echo, the word itself would be heard as a series of distinct repetitions, gradually fading in volume. Reverb is often described as a “room sound,” and is often used as such to affect a dry instrument tone and make it sound as if it is being played in a large hall. At the dawn of electrified instruments, amplifiers basically did a very simple job, which was to take the sound of the instrument and make it louder. That’s it! Nothing more, nothing less. There were few thoughts from studios about distortion, echo, vibrato or any of the other myriad affects available these days. In fact, effects such as reverb had a negative affect on the playback capabilities of early jukeboxes. As such, reverb itself wasn’t even desirable on studio recordings. Once playback technology advanced far enough, however, the attitude toward effects changed. The earliest studio reverb effects were achieved by placing the mic in a large hall just as it would be heard live. In the late 40s the effect was achieved using “chamber reverb,” which was done using an available room with reflective surfaces – often a studio bathroom! The sound captivated listeners, and chamber reverb became very big as part of studio recordings, prompting studios to build entire rooms specifically to capture the sound of reverb as perfectly as possible. Leonard Chess of the world-famous blues label, Chess Records was somewhat of an enthusiast in Reverb, reportedly even going so far as to construct piping systems to the basement to try to create certain effects. In the late 50s the sound of technology was kicked up a notch. A German company, EMT, released a new effect called “plate reverb,” an artificial means of creating reverb that did not consume large amounts of physical space. A plate reverb unit is made up of a large piece of sheet metal that hangs in a steel frame by means of tensioned springs. A transducer mounted to the plate causes movement, producing the effect. The result is received by pickups that are also mounted on the plate. A damping plate allows for control of the effect. All of this is mounted inside a very large wooden box. Plate reverbs are still desired by certain studios, as is chamber reverb even in these modern digital times. While this was all fine and good in a studio setting, where vocals and instruments could be run through a series of on-site affects this sort of trickery was obviously not available to the touring performer who had one amp and was setting up in church basements, bars and clubs from one night to the next. Musicians were still out in the cold as far as effects went, but the march of technology was moving steadily forward, and help would come to performers soon enough, though not from a source that many would guess. Check in with American Blues Scene next week to find out more!	<urn:uuid:44aa3563-24cb-4be0-95ab-ff10adbadbc6>	CC-MAIN-2020-05	https://www.americanbluesscene.com/blues-tools-reverb-part-1-big-gear-for-big-sounds/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250609478.50/warc/CC-MAIN-20200123071220-20200123100220-00220.warc.gz	en	0.986152	751	3.296875	3	[ -0.23826701939105988, -0.06252560019493103, 0.20652325451374054, -0.052763551473617554, -0.32944756746292114, 0.21413682401180267, -0.21740952134132385, -0.18610115349292755, 0.04194171354174614, -0.0035760439932346344, -0.03840070217847824, 0.22297683358192444, 0.16662922501564026, -0.124...	5	Way back in the earliest days of music performance, before even the discovery of electricity, performance halls were constructed so as to naturally carry sound as far as possible. One of the most notable characteristics of such a room is sound reverberation or “reverb.” Reverb can very basically be explained as a series of very fast sound reflections caused by the sound waves bouncing off of large, open surfaces such as walls or ceilings. Reverb should not be confused with delay or echo, which is a series of distinct and separate sounds spaced apart from each other. If a person were to loudly speak the word “hello” in a room with natural reverberation, the sound would decay quickly so that the word itself was indistinct. In the case of delay or echo, the word itself would be heard as a series of distinct repetitions, gradually fading in volume. Reverb is often described as a “room sound,” and is often used as such to affect a dry instrument tone and make it sound as if it is being played in a large hall. At the dawn of electrified instruments, amplifiers basically did a very simple job, which was to take the sound of the instrument and make it louder. That’s it! Nothing more, nothing less. There were few thoughts from studios about distortion, echo, vibrato or any of the other myriad affects available these days. In fact, effects such as reverb had a negative affect on the playback capabilities of early jukeboxes. As such, reverb itself wasn’t even desirable on studio recordings. Once playback technology advanced far enough, however, the attitude toward effects changed. The earliest studio reverb effects were achieved by placing the mic in a large hall just as it would be heard live. In the late 40s the effect was achieved using “chamber reverb,” which was done using an available room with reflective surfaces – often a studio bathroom! The sound captivated listeners, and chamber reverb became very big as part of studio recordings, prompting studios to build entire rooms specifically to capture the sound of reverb as perfectly as possible. Leonard Chess of the world-famous blues label, Chess Records was somewhat of an enthusiast in Reverb, reportedly even going so far as to construct piping systems to the basement to try to create certain effects. In the late 50s the sound of technology was kicked up a notch. A German company, EMT, released a new effect called “plate reverb,” an artificial means of creating reverb that did not consume large amounts of physical space. A plate reverb unit is made up of a large piece of sheet metal that hangs in a steel frame by means of tensioned springs. A transducer mounted to the plate causes movement, producing the effect. The result is received by pickups that are also mounted on the plate. A damping plate allows for control of the effect. All of this is mounted inside a very large wooden box. Plate reverbs are still desired by certain studios, as is chamber reverb even in these modern digital times. While this was all fine and good in a studio setting, where vocals and instruments could be run through a series of on-site affects this sort of trickery was obviously not available to the touring performer who had one amp and was setting up in church basements, bars and clubs from one night to the next. Musicians were still out in the cold as far as effects went, but the march of technology was moving steadily forward, and help would come to performers soon enough, though not from a source that many would guess. Check in with American Blues Scene next week to find out more!	733	ENGLISH	1
Bible Proficiency Project Week 27, 2019 I. Monday — 2Kings 1-4 1. Why did God send word through Elijah that Ahaziah would die of his injuries? 2. What did Elisha ask from Elijah and what did that mean? 3. How did Elijah’s life end? 4. Who were “the sons of the prophets”? 5. What mighty act confirmed that Elisha had assumed Elijah’s prophetic office? 6. What marked the power of God in Elisha’s ministry (give examples)? II. Tuesday — 2Kings 5-8 1. In what ways were Elisha’s miracles a foreshadow (type) of what Jesus would do? 2. What was the lesson that Naaman had to learn to be saved and how is that true of anyone? 3. Why did the Syrian king send his army to kill Elisha and how was Elisha saved at Dothan? 4. In chapter 8 how does the Shunammite woman serve as a picture of salvation? 5. Why does Elisha weep when he anoints Hazael as the next king of Syria? III. Wednesday — 2Kings 9-11 1. For what purpose was Jehu anointed by the prophet to become king of Israel? 2. What is meant by Jehu in 10:16 by “his zeal for the Lord?” 3. Why did Jehu claim to worship Baal? Who did he worship? 4. What is significant about Joash (Jehoash) being hidden for six years? 5. Who was Jehoida and what important role did he play in Judah’s history? IV. Thursday – 2Kings 12-13, 2Chronicles 24 1. What made Joash a great king when he was young? 2. What sin did Joash commit at the end of his life? 3. What was the last prophecy of Elisha before he died and why was it disappointing? 4. What should we learn from the dead man lowered into Elisha’s tomb? V. Friday — 2Kings 14, 2Chronicles 25 1. In what way was Amaziah’s arrogance revealed and became his downfall? 2. What spiritual problem did Amaziah have and how does that serve as a warning to believers (25:2)? VI. Saturday — Jonah 1-4 1. When the Word of the LORD came to Jonah what was he to do? 2. Why do you think he fled to Tarshish? 3. What do you make of Jonah’s “confession” before he is tossed into the sea? 4. What is Jonah’s attitude as he fulfills his calling and what should be ours in our calling? VII. Sunday — 2Kings 15, 2Chronicles 26 1. How did the kings of Judah and Israel differ during this time? 2. Azariah / Uzziah was described as doing good, but he also sinned how?	<urn:uuid:5095890a-f6d7-4565-88ec-19b0615992ec>	CC-MAIN-2020-05	https://www.aberdeenreformed.com/copy-of-bpp-wk-26	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250605075.24/warc/CC-MAIN-20200121192553-20200121221553-00509.warc.gz	en	0.981212	665	3.40625	3	[ -0.3876352310180664, 0.24463492631912231, -0.14028297364711761, -0.3679044246673584, -0.25532031059265137, -0.1632586270570755, 0.6333194971084595, 0.2362276017665863, -0.34320178627967834, 0.41215646266937256, -0.012576036155223846, -0.30021393299102783, 0.3327816426753998, 0.137761145830...	4	Bible Proficiency Project Week 27, 2019 I. Monday — 2Kings 1-4 1. Why did God send word through Elijah that Ahaziah would die of his injuries? 2. What did Elisha ask from Elijah and what did that mean? 3. How did Elijah’s life end? 4. Who were “the sons of the prophets”? 5. What mighty act confirmed that Elisha had assumed Elijah’s prophetic office? 6. What marked the power of God in Elisha’s ministry (give examples)? II. Tuesday — 2Kings 5-8 1. In what ways were Elisha’s miracles a foreshadow (type) of what Jesus would do? 2. What was the lesson that Naaman had to learn to be saved and how is that true of anyone? 3. Why did the Syrian king send his army to kill Elisha and how was Elisha saved at Dothan? 4. In chapter 8 how does the Shunammite woman serve as a picture of salvation? 5. Why does Elisha weep when he anoints Hazael as the next king of Syria? III. Wednesday — 2Kings 9-11 1. For what purpose was Jehu anointed by the prophet to become king of Israel? 2. What is meant by Jehu in 10:16 by “his zeal for the Lord?” 3. Why did Jehu claim to worship Baal? Who did he worship? 4. What is significant about Joash (Jehoash) being hidden for six years? 5. Who was Jehoida and what important role did he play in Judah’s history? IV. Thursday – 2Kings 12-13, 2Chronicles 24 1. What made Joash a great king when he was young? 2. What sin did Joash commit at the end of his life? 3. What was the last prophecy of Elisha before he died and why was it disappointing? 4. What should we learn from the dead man lowered into Elisha’s tomb? V. Friday — 2Kings 14, 2Chronicles 25 1. In what way was Amaziah’s arrogance revealed and became his downfall? 2. What spiritual problem did Amaziah have and how does that serve as a warning to believers (25:2)? VI. Saturday — Jonah 1-4 1. When the Word of the LORD came to Jonah what was he to do? 2. Why do you think he fled to Tarshish? 3. What do you make of Jonah’s “confession” before he is tossed into the sea? 4. What is Jonah’s attitude as he fulfills his calling and what should be ours in our calling? VII. Sunday — 2Kings 15, 2Chronicles 26 1. How did the kings of Judah and Israel differ during this time? 2. Azariah / Uzziah was described as doing good, but he also sinned how?	660	ENGLISH	1
John Brown: A White Role Model by William Loren Katz John Brown was born in 1800, and he was executed by the state of Virginia on December 2, 1859. This year (2006) a PBS documentary film continued an effort that began even before his execution to sully his reputation. Why? He was a white man who gave his life fighting slavery but he did so before Lincoln issued the Emancipation Proclamation. He was a premature “emancipationist.” However, two years after John Brown’s death Union soldiers marched into the South singing of the man—”his truth goes marching on.” In the year 2000 PBS film finds no truths about Brown worth repeating. The documentary begins with a long, slow scene showing Brown being led to the gallows and ends with a long slow scene showing him being led to the gallows. This could seem like a warning to similarly inclined white people, and the public deserves better. Brown was a devout Christian who saw slavery as violence and whose favorite Biblical quote was “Remember them that are in bonds, as bound with them.” He swore his entire family to the anti-slavery struggle; led armed bands that rescued enslaved people and was an active agent of the underground railroad. In 1856 Brown fought slaveholders’ fire with rifle fire in the Kansas Civil War. He was not a man to be trifled with. When President James Buchanan offered a $250 reward for Brown’s capture, he offered $2.50 for Buchanan’s. In 1858, he met in Canada with dozens of African Americans, including the father of Black nationalism, Martin R. Delany, to develop his liberation plan. The next year Brown led five African Americans, and 17 whites including three of his sons, to seize the government arsenal at Harper’s Ferry. Their goal was to arm enslaved people, help them reach the Allegheny mountains, help them wage a war against bondage. Enslaved African Americans rallied to Brown’s forces at Harper’s Ferry, but this has long been hidden from the public. Federal troops under Captain Robert E. Lee who commanded a Marine detachment surrounded the arsenal and boxed in Brown’s men. Ten of the raiders died fighting, five escaped, including one African American, and Brown and the others were captured. Virginia tried and convicted Brown of treason. Attending his execution were Lee, Stonewall Jackson, and John Wilkes Booth, three men soon to embark on more massive treason of their own. School textbooks have not forgiven Brown for his interracial band, his fearlessness, and his armed response to slavery. The textbook, “The American Pageant” by Bailey and Kennedy describes Brown’s exploit as “insane,” “mad exploit,” “crack-brained scheme,” “bloody purpose.” African Americans saw Brown differently. They saw a man who looked at slavery as they did. Haiti, born of a slave rebellion, named a boulevard after him. W.E.B. DuBois called his biography of Brown his favorite book. Benjamin Quarles wrote a book on the positive response to the man and his deed by African Americans. In 1964, Malcolm X asked if would admit a white man to his new organization, said “John Brown.” This year Harlem’s Schomburg Center for Research in Black Culture honored Brown with a special program, and I was a speaker there. Brown was born the year that Gabriel organized a massive slave plot to capture Richmond, Virginia, and the year Nat Turner, who would lead a massive slave revolt in Virginia, was born. Brown pledged his family and his life to the destruction of bondage and white supremacy. At each step of the way he involved African Americans in his plans. At the Brown dinner table house Black children for the first time heard white people refer to their parents as “Mr. Smith” and “Mrs. Smith.” John Brown’s raid proved that free and enslaved people of color if given a chance would rise against bondage. It further proved that some whites were ready to join them and fight to the death. When captured, Brown refused any effort to save his life by pleading insanity and turned down a rescue plan. He used the forty days between his capture and his execution to focus national attention on slavery’s evil. His last note before his death said prophetically, “I am now quite certain that the crimes of this guilty land will never be purged away but with Blood.” In death Brown became a martyr to millions. Garibaldi called him a “Jesus.” Victor Hugo called him “an apostle and a hero,” and on behalf of citizens of France gave his family a John Brown medal. “America has been hanged in John Brown,” wrote a Polish patriot. Black people declared a Martyr’s Day and in slave Baltimore placed his picture on their walls. Henry David Thoreau said, “He taught us how to live” and abolitionist William Lloyd Garrison said, “He told us what time of day it was, it was high noon.” Frederick Douglass said, “John Brown began the war that ended American slavery and made this a free Republic.” Sixteen months after Brown was hanged, slaveholders began a civil war that took 600,000 lives. Before it was over 200,000 African Americans served in the Union Army and Navy, and in 39 major battles they turned the tide against the Confederacy. Black troops carried the message of Gabriel, Turner and Brown as they liberated their sisters and brothers. During the John Brown program at the Schomburg Center, a Haitian American asked me why Haiti has a John Brown Boulevard, and the United States does not. He raised a very important question. More articles and information about William Loren Katz 40 books and lectures. During his sentencing, on November 2, 1859 John Brown made the following statement: I have, may it please the court, a few words to say. In the first place, I deny everything but what I have all along admitted, — the design on my part to free slaves. I intended certainly to have made a clean thing of that matter, as I did last winter, when I went into Missouri and took slaves without the snapping of a gun on either side, moved them through the country, and finally left them in Canada. I designed to do the same thing again, on a larger scale. That was all I intended. I never did intend murder, or treason, or the destruction of property, or to excite or incite slaves to rebellion, or to make insurrection. I have another objection; and that is, it is unjust that I should suffer such a penalty. Had I interfered in the manner which I admit, and which I admit has been fairly proved (for I admire the truthfulness and candor of the greater portion of the witnesses who have testified in this case), — had I so interfered in behalf of the rich, the powerful, the intelligent, the so-called great, or in behalf of any of their friends — either father, mother, sister, wife, or children, or any of that class — and suffered and sacrificed what I have in this interference, it would have been all right; and every man in this court would have deemed it an act worthy of reward rather than punishment. The court acknowledges, as I suppose, the validity of the law of God. I see a book kissed here which I suppose to be the Bible, or at least the New Testament. That teaches me that all things whatsoever I would that men should do to me, I should do even so to them. It teaches me further to “remember them that are in bonds, as bound with them.” I endeavored to act up to that instruction. I say, I am too young to understand that God is any respecter of persons. I believe that to have interfered as I have done — as I have always freely admitted I have done — in behalf of His despied poor, was not wrong, but right. Now if it is deemed necessary that I should forfeit my life for the furtherance of the ends of justice, and mingle my blood further with the blood of my children and with the blood of millions in this slave country whose rights are disregarded by wicked, cruel, and unjust enactments. — I submit; so let it be done! Let me say one word further. I feel entirely satisfied with the treatment I have received on my trial. Considering all the circumstances, it has been more generous than I expected. I feel no consciousness of my guilt. I have stated from the first what was my intention, and what was not. I never had any design against the life of any person, nor any disposition to commit treason, or excite slaves to rebel, or make any general insurrection. I never encouraged any man to do so, but always discouraged any idea of any kind. Let me say also, a word in regard to the statements made by some to those conncected with me. I hear it has been said by some of them that I have induced them to join me. But the contrary is true. I do not say this to injure them, but as regretting their weakness. There is not one of them but joined me of his own accord, and the greater part of them at their own expense. A number of them I never saw, and never had a word of conversation with, till the day they came to me; and that was for the purpose I have stated. Now I have done. John Brown (1800 – 1859) was an American abolitionist and a True Hero who used violent actions to fight slavery. During 1856 in Kansas, Brown commanded forces at the Battle of Black Jack and the Battle of Osawatomie. Brown’s followers also killed five pro-slavery supporters at Pottawatomie. In 1859, abolitionist John Brown led a small group on a raid against a federal armory in Harpers Ferry in an attempt to start an armed slave revolt and destroy the institution of slavery. Brown was arrested, tried, and hung. SOURCE: Based on materials of Annals of America. © 1968,1976 Encyclopedia Brittanica, Inc. and William Loren Katz	<urn:uuid:142ecaa9-e3d8-4b7a-9775-19fcc0c31282>	CC-MAIN-2020-05	https://iloveancestry.com/topics/ancestry/north-america/european-american/john-brown-harpers-ferry-abolitionist/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250620381.59/warc/CC-MAIN-20200124130719-20200124155719-00011.warc.gz	en	0.981857	2,155	3.515625	4	[ -0.20841072499752045, 0.3307788670063019, 0.2957889437675476, -0.13875186443328857, 0.07689791917800903, 0.5742805004119873, 0.007002249360084534, -0.08270066976547241, -0.304612398147583, 0.2953088879585266, 0.1259717494249344, 0.23650343716144562, -0.4649539589881897, 0.2482777088880539,...	1	John Brown: A White Role Model by William Loren Katz John Brown was born in 1800, and he was executed by the state of Virginia on December 2, 1859. This year (2006) a PBS documentary film continued an effort that began even before his execution to sully his reputation. Why? He was a white man who gave his life fighting slavery but he did so before Lincoln issued the Emancipation Proclamation. He was a premature “emancipationist.” However, two years after John Brown’s death Union soldiers marched into the South singing of the man—”his truth goes marching on.” In the year 2000 PBS film finds no truths about Brown worth repeating. The documentary begins with a long, slow scene showing Brown being led to the gallows and ends with a long slow scene showing him being led to the gallows. This could seem like a warning to similarly inclined white people, and the public deserves better. Brown was a devout Christian who saw slavery as violence and whose favorite Biblical quote was “Remember them that are in bonds, as bound with them.” He swore his entire family to the anti-slavery struggle; led armed bands that rescued enslaved people and was an active agent of the underground railroad. In 1856 Brown fought slaveholders’ fire with rifle fire in the Kansas Civil War. He was not a man to be trifled with. When President James Buchanan offered a $250 reward for Brown’s capture, he offered $2.50 for Buchanan’s. In 1858, he met in Canada with dozens of African Americans, including the father of Black nationalism, Martin R. Delany, to develop his liberation plan. The next year Brown led five African Americans, and 17 whites including three of his sons, to seize the government arsenal at Harper’s Ferry. Their goal was to arm enslaved people, help them reach the Allegheny mountains, help them wage a war against bondage. Enslaved African Americans rallied to Brown’s forces at Harper’s Ferry, but this has long been hidden from the public. Federal troops under Captain Robert E. Lee who commanded a Marine detachment surrounded the arsenal and boxed in Brown’s men. Ten of the raiders died fighting, five escaped, including one African American, and Brown and the others were captured. Virginia tried and convicted Brown of treason. Attending his execution were Lee, Stonewall Jackson, and John Wilkes Booth, three men soon to embark on more massive treason of their own. School textbooks have not forgiven Brown for his interracial band, his fearlessness, and his armed response to slavery. The textbook, “The American Pageant” by Bailey and Kennedy describes Brown’s exploit as “insane,” “mad exploit,” “crack-brained scheme,” “bloody purpose.” African Americans saw Brown differently. They saw a man who looked at slavery as they did. Haiti, born of a slave rebellion, named a boulevard after him. W.E.B. DuBois called his biography of Brown his favorite book. Benjamin Quarles wrote a book on the positive response to the man and his deed by African Americans. In 1964, Malcolm X asked if would admit a white man to his new organization, said “John Brown.” This year Harlem’s Schomburg Center for Research in Black Culture honored Brown with a special program, and I was a speaker there. Brown was born the year that Gabriel organized a massive slave plot to capture Richmond, Virginia, and the year Nat Turner, who would lead a massive slave revolt in Virginia, was born. Brown pledged his family and his life to the destruction of bondage and white supremacy. At each step of the way he involved African Americans in his plans. At the Brown dinner table house Black children for the first time heard white people refer to their parents as “Mr. Smith” and “Mrs. Smith.” John Brown’s raid proved that free and enslaved people of color if given a chance would rise against bondage. It further proved that some whites were ready to join them and fight to the death. When captured, Brown refused any effort to save his life by pleading insanity and turned down a rescue plan. He used the forty days between his capture and his execution to focus national attention on slavery’s evil. His last note before his death said prophetically, “I am now quite certain that the crimes of this guilty land will never be purged away but with Blood.” In death Brown became a martyr to millions. Garibaldi called him a “Jesus.” Victor Hugo called him “an apostle and a hero,” and on behalf of citizens of France gave his family a John Brown medal. “America has been hanged in John Brown,” wrote a Polish patriot. Black people declared a Martyr’s Day and in slave Baltimore placed his picture on their walls. Henry David Thoreau said, “He taught us how to live” and abolitionist William Lloyd Garrison said, “He told us what time of day it was, it was high noon.” Frederick Douglass said, “John Brown began the war that ended American slavery and made this a free Republic.” Sixteen months after Brown was hanged, slaveholders began a civil war that took 600,000 lives. Before it was over 200,000 African Americans served in the Union Army and Navy, and in 39 major battles they turned the tide against the Confederacy. Black troops carried the message of Gabriel, Turner and Brown as they liberated their sisters and brothers. During the John Brown program at the Schomburg Center, a Haitian American asked me why Haiti has a John Brown Boulevard, and the United States does not. He raised a very important question. More articles and information about William Loren Katz 40 books and lectures. During his sentencing, on November 2, 1859 John Brown made the following statement: I have, may it please the court, a few words to say. In the first place, I deny everything but what I have all along admitted, — the design on my part to free slaves. I intended certainly to have made a clean thing of that matter, as I did last winter, when I went into Missouri and took slaves without the snapping of a gun on either side, moved them through the country, and finally left them in Canada. I designed to do the same thing again, on a larger scale. That was all I intended. I never did intend murder, or treason, or the destruction of property, or to excite or incite slaves to rebellion, or to make insurrection. I have another objection; and that is, it is unjust that I should suffer such a penalty. Had I interfered in the manner which I admit, and which I admit has been fairly proved (for I admire the truthfulness and candor of the greater portion of the witnesses who have testified in this case), — had I so interfered in behalf of the rich, the powerful, the intelligent, the so-called great, or in behalf of any of their friends — either father, mother, sister, wife, or children, or any of that class — and suffered and sacrificed what I have in this interference, it would have been all right; and every man in this court would have deemed it an act worthy of reward rather than punishment. The court acknowledges, as I suppose, the validity of the law of God. I see a book kissed here which I suppose to be the Bible, or at least the New Testament. That teaches me that all things whatsoever I would that men should do to me, I should do even so to them. It teaches me further to “remember them that are in bonds, as bound with them.” I endeavored to act up to that instruction. I say, I am too young to understand that God is any respecter of persons. I believe that to have interfered as I have done — as I have always freely admitted I have done — in behalf of His despied poor, was not wrong, but right. Now if it is deemed necessary that I should forfeit my life for the furtherance of the ends of justice, and mingle my blood further with the blood of my children and with the blood of millions in this slave country whose rights are disregarded by wicked, cruel, and unjust enactments. — I submit; so let it be done! Let me say one word further. I feel entirely satisfied with the treatment I have received on my trial. Considering all the circumstances, it has been more generous than I expected. I feel no consciousness of my guilt. I have stated from the first what was my intention, and what was not. I never had any design against the life of any person, nor any disposition to commit treason, or excite slaves to rebel, or make any general insurrection. I never encouraged any man to do so, but always discouraged any idea of any kind. Let me say also, a word in regard to the statements made by some to those conncected with me. I hear it has been said by some of them that I have induced them to join me. But the contrary is true. I do not say this to injure them, but as regretting their weakness. There is not one of them but joined me of his own accord, and the greater part of them at their own expense. A number of them I never saw, and never had a word of conversation with, till the day they came to me; and that was for the purpose I have stated. Now I have done. John Brown (1800 – 1859) was an American abolitionist and a True Hero who used violent actions to fight slavery. During 1856 in Kansas, Brown commanded forces at the Battle of Black Jack and the Battle of Osawatomie. Brown’s followers also killed five pro-slavery supporters at Pottawatomie. In 1859, abolitionist John Brown led a small group on a raid against a federal armory in Harpers Ferry in an attempt to start an armed slave revolt and destroy the institution of slavery. Brown was arrested, tried, and hung. SOURCE: Based on materials of Annals of America. © 1968,1976 Encyclopedia Brittanica, Inc. and William Loren Katz	2,122	ENGLISH	1
Aboriginals have always had a strong link between them and the land with the belief of the Dreamtime and the art, symbols, rituals and totems that came with it. After the white settlement, the way in which aboriginals lived their everyday life took a dramatic turn. It had affected their culture for many generations with a disconnection with the land to them. Captain cook arrived to Australia in 1770 and it was believed that there was at least 750 000 Aborigines living in 600 different tribes in Australia. Aboriginal people formed their own way of living with their isolation of external influences with dreamtime, their religious and spiritual belief. The Aboriginal people believed in terra nullius (meaning ‘land belonging to no one’) and soon after, the Europeans took away terra nullius and claimed to own the land. The European colonial governments started to grant, lease and sell land to white settlers and made money from it. Sacred sites, hunting grounds and food supplies of the Aboriginal people were taken away from them as the European settlers used the land for farming and houses for them to live. They did not understand the importance of the land to the Aboriginies due to the nomadic lifestyle they live. Due to the dispossession of the Indigenous from their land, the population dramatically declined. Aboriginal people not only died because of their lack of land but because of violent arguments about land rights as well as malnourishment. Aboriginal people had no access to clean water or their traditional food leading them to consume food that they were not used to. In addition, the Europeans had brought in many diseases and illnesses into the country that the Indigenous peoples had never been exposed to. The Aboriginal people had no immunity to these diseases and they quickly died from things such as influenza. Aboriginal people were forced into government reserves and church run missions where they would live and stay. They were separated from their families and were forbidden from speaking in their language. This had lasted for years and as a result, people lost their culture, language and land. Once the reserves and missions were full, they had no choice but to close it and the Aboriginal people were forced to live on the outskirts of the cities or in public housing. This was part of the protection policy where the European settlers believed that they were helping the Aboriginal people by showing them the ‘correct’ way to live. The effect of the white settlement towards the Aboriginal people and their land created horrible impacts leaving generations of Indigenous devastated. Their extremely strong connection to the land was lost as they were forced around by the European settlers.	<urn:uuid:a54c5b83-5544-4b9f-9ae9-7dd69a432df8>	CC-MAIN-2020-05	https://tbf-sa.co.za/european-settlement-on-aboriginal-land/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601040.47/warc/CC-MAIN-20200120224950-20200121013950-00304.warc.gz	en	0.991277	526	3.90625	4	[ -0.025851458311080933, 0.6260241866111755, 0.3397882878780365, 0.5496156811714172, -0.025207795202732086, 0.28160011768341064, 0.10144904255867004, 0.0004620067775249481, -0.18655051290988922, 0.08606630563735962, -0.07501178979873657, -0.5245447754859924, 0.01830405555665493, 0.4072337150...	3	Aboriginals have always had a strong link between them and the land with the belief of the Dreamtime and the art, symbols, rituals and totems that came with it. After the white settlement, the way in which aboriginals lived their everyday life took a dramatic turn. It had affected their culture for many generations with a disconnection with the land to them. Captain cook arrived to Australia in 1770 and it was believed that there was at least 750 000 Aborigines living in 600 different tribes in Australia. Aboriginal people formed their own way of living with their isolation of external influences with dreamtime, their religious and spiritual belief. The Aboriginal people believed in terra nullius (meaning ‘land belonging to no one’) and soon after, the Europeans took away terra nullius and claimed to own the land. The European colonial governments started to grant, lease and sell land to white settlers and made money from it. Sacred sites, hunting grounds and food supplies of the Aboriginal people were taken away from them as the European settlers used the land for farming and houses for them to live. They did not understand the importance of the land to the Aboriginies due to the nomadic lifestyle they live. Due to the dispossession of the Indigenous from their land, the population dramatically declined. Aboriginal people not only died because of their lack of land but because of violent arguments about land rights as well as malnourishment. Aboriginal people had no access to clean water or their traditional food leading them to consume food that they were not used to. In addition, the Europeans had brought in many diseases and illnesses into the country that the Indigenous peoples had never been exposed to. The Aboriginal people had no immunity to these diseases and they quickly died from things such as influenza. Aboriginal people were forced into government reserves and church run missions where they would live and stay. They were separated from their families and were forbidden from speaking in their language. This had lasted for years and as a result, people lost their culture, language and land. Once the reserves and missions were full, they had no choice but to close it and the Aboriginal people were forced to live on the outskirts of the cities or in public housing. This was part of the protection policy where the European settlers believed that they were helping the Aboriginal people by showing them the ‘correct’ way to live. The effect of the white settlement towards the Aboriginal people and their land created horrible impacts leaving generations of Indigenous devastated. Their extremely strong connection to the land was lost as they were forced around by the European settlers.	524	ENGLISH	1
Kingsley wants to teach children that they are allowed to make their own choices and that they can stand up for their rights. He does this through his project in Ghana. Read more about Kingsley’s project here. What has Kingsley done? Kingsley organized a gathering at school to talk about making choices. One month later he gave information about children’s rights. Yet another month later Kingsley organized a debate between children and adults about making choices. There were 30 children present at each gathering. How did it go? Kingsley’s aim was to motivate the children and give them the courage to make their own choices and also to speak up. And it worked! During the debate 24 students told adults what kind of work they wanted to do later, what their hobbies were and which friends they chose. The other 6 students found it difficult to take part. Kingsley thinks they need more practice and guidance. In what way did Kingsley make an impact? The young participants are aware of their rights and have the courage to speak up. This is something they did not dare to do before. And now? Kingsley would like to organize more of these gatherings, information sessions and debates. The next time he may add a prize so that one of the children taking part may win at a debate. Besides that he would also like to arrange for some snacks which would make things more fun. He also hopes to find another space. He did his best to get a larger room at school, but was not able to. As a result the gatherings had to be held in a computer classroom, which was not very convenient.	<urn:uuid:3e851bf7-77ff-4aed-8aee-6c76f5df6773>	CC-MAIN-2020-05	https://www.thekidsrightschangemakers.org/en/news/update-on-kingsleys-meetings	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250603761.28/warc/CC-MAIN-20200121103642-20200121132642-00082.warc.gz	en	0.99091	335	3.40625	3	[ -0.3864479660987854, 0.5116853713989258, -0.25552842020988464, -0.4384371340274811, -0.29739344120025635, 0.611260712146759, 0.39230096340179443, -0.15524543821811676, -0.18133749067783356, 0.03209826350212097, -0.24769440293312073, 0.07196711748838425, -0.0802951380610466, 0.7620546221733...	2	Kingsley wants to teach children that they are allowed to make their own choices and that they can stand up for their rights. He does this through his project in Ghana. Read more about Kingsley’s project here. What has Kingsley done? Kingsley organized a gathering at school to talk about making choices. One month later he gave information about children’s rights. Yet another month later Kingsley organized a debate between children and adults about making choices. There were 30 children present at each gathering. How did it go? Kingsley’s aim was to motivate the children and give them the courage to make their own choices and also to speak up. And it worked! During the debate 24 students told adults what kind of work they wanted to do later, what their hobbies were and which friends they chose. The other 6 students found it difficult to take part. Kingsley thinks they need more practice and guidance. In what way did Kingsley make an impact? The young participants are aware of their rights and have the courage to speak up. This is something they did not dare to do before. And now? Kingsley would like to organize more of these gatherings, information sessions and debates. The next time he may add a prize so that one of the children taking part may win at a debate. Besides that he would also like to arrange for some snacks which would make things more fun. He also hopes to find another space. He did his best to get a larger room at school, but was not able to. As a result the gatherings had to be held in a computer classroom, which was not very convenient.	329	ENGLISH	1
“We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time.” –T. S. Elliot American frontiersman, trapper, soldier and guide, Christopher Carson, better known as Kit Carson, is one of the great heroes of the Old West. During the early 1800s, Carson was a legendary mountain man and free trader in the American Southwest, having gained renown for his fur trade and trail-blazing efforts in New Mexico and westward to California. He served as a United States military guide, an American Indian agent, and a celebrated aide during the Mexican-American War. His extensive travels and experience tell a story of not just one man, but of many peoples and cultures throughout the area of what would become the Southwestern United States. Christopher Houston Carson was born on December 24, 1809, in Madison County, Kentucky, to Lindsey Carson, a veteran of the American Revolution and Rebecca Robinson Carson. He was a cousin to another famous frontiersman, Daniel Boone, through his mother. When he was just two-years-old, the family moved to Howard County, Missouri, where Carson spent most of his early childhood in Boone’s Lick. Also living there was William Becknell who would blaze the Santa Fe Trail in 1821. When Becknell returned, the news of his prosperous trip attracted wide attention and the new community of Franklin, Missouri, near Boone’s Lick, became the birthplace of the Santa Fe Trail. As part of a large family, survival on the frontier was the priority and Carson never learned to read or write. His father died when he was only nine years old. Despite being penniless, his mother took care of her children alone for four years before remarrying. When Kit was 14, he went to work as an apprentice in Workman’s Saddleshop in nearby Franklin. By this time, the Santa Fe Trail was two years old and many of the customers were trappers and traders from whom Kit would hear stories about the frontier. Kit did not get along with his stepfather and didn’t like the saddle trade. When he was 16, he secretly signed on with a large merchant caravan heading to Santa Fe, arriving at their destination in November 1826. From Santa Fe, Kit went north to Taos where he worked as a cook, errand boy, and harness repairer. At this time, he was just five feet, five inches tall, weighed 140 pounds, and was slightly bow-legged. He was described as softly spoken and posed a great natural modesty. When he was 19, he was hired for a fur trapping expedition to California, where, in spite of his small stature he soon proved himself able and courageous. Between 1828 and 1840, Carson used Taos as a base camp for many fur-trapping expeditions throughout the mountains of the West, from California’s Sierra Nevada Mountains to the Rocky Mountains. During this time he met other famous frontiersmen including Jim Bridger, Tom ‘Broken Hand’ Fitzpatrick, and Dr. Marcus Whitman. His best friend, Lucien Maxwell, who owned the largest land grant in New Mexico, would eventually become his brother-in-law. As was the case with many white trappers, Carson became somewhat integrated into the Indian world; traveling and living extensively among them. At one point he married an Arapaho woman named Singing Grass with whom he would have a daughter named Adaline Carson in 1837. Sometime later, Singing Grass died while giving birth to a second child. With Adaline needing a mother, Kit next married a Cheyenne woman called Making-Out-Road. She soon divorced him Indian style, in 1840. Carson was evidently unusual among trappers, noted for his self-restraint and temperate lifestyle. “Clean as a hound’s tooth,” according to one acquaintance, and a man whose “word was as sure as the sun comin’ up,” he was noted for an unassuming manner and implacable courage. Around 1840 Carson was employed as a hunter for the garrison at Bent’s Fort, Colorado, soon becoming its chief hunter. In 1842, while returning from Missouri, where he took his daughter to be educated in a convent, Carson happened to meet John C. Fremont on a Missouri Riverboat. Fremont hired Carson as a guide for his first expedition to map and describe Western trails to the Pacific Ocean. Over the next several years, Carson helped guide Fremont to Oregon and California, and through much of the Central Rocky Mountains and the Great Basin. His service with Fremont, celebrated in Fremont’s widely-read reports of his expeditions, quickly made Kit Carson a national hero, presented in popular fiction as a rugged mountain man capable of superhuman feats. During the early 1840s, Carson established his permanent residence in Taos, New Mexico. After returning to Taos from California, Carson married his third wife, Maria Josefa Jaramillo, the daughter of a prominent Taos family in February 1843. Josefa was described by a visitor: “Her style of beauty was of the naughty, heart-breaking kind, such as would lead a man with the glance of the eye, to risk his life for a smile.” Together they would have eight children. Josefa’s sister, Maria Ignacia Jaramillo, was married to noted fur-trader Charles Bent, who would later become New Mexico’s first governor. The same year he purchased a home in Taos for his family. Except for its 1825 date of construction, little is known about the Spanish-Colonial style residence before the Carson purchased it. Today, the home is a National Historic Landmark and stands as one of the only remaining physical reminders of Carson’s life. Carson’s notoriety grew as his name became associated with several key events in the United States’ westward expansion. He was still serving as Fremont’s guide when Fremont joined California’s short-lived Bear-Flag rebellion just before the outbreak of the Mexican-American War in 1846. Carson would serve in the war, playing an important part in the conquest of California. Carson also led the forces of U.S. General Stephen Kearny from Socorro, New Mexico into California, when a Californio band led by Andrés Pico mounted a challenge to the American occupation of Los Angeles later that year. On December 6, 1846, these forces were attacked by Mexicans at San Pasqual, about 30 miles north of San Diego. On the third night of this battle, Carson and two others snuck through enemy lines and ran the entire distance to San Diego, where they brought help for Kearny’s pinned-down forces. Emerging as the hero of the Battle of San Pascual, many people soon sought him out, but they were invariably surprised to meet the great man himself. “His fame was then at its height, from the publication of Fremont’s book and I was very anxious to see a man who had achieved such feats of daring among the wild animals of the Rocky Mountains, and still wilder Indians of the Plains. I cannot express my surprise at beholding a small stoop-shouldered man, with reddish hair, freckled face, soft blue eyes, and nothing to indicate extraordinary courage or daring.” — Lieutenant William Tecumseh Sherman, upon being introduced to Carson at military headquarters in Monterey, California in the fall of 1847 In April 1847, Kit Carson was away from home when the deadly Taos Revolt erupted. In the rebellion, his brother-in-law, Governor Charles Bent, was murdered while protecting Josefa and her sister from a rebellious mob. Afterward, Carson, who was devoted to his young wife, began to be more anxious to stay home, stating: “We had been leading a roving life long enough and now was the time, if ever, to make a home for ourselves and children.” Determined to settle down, he invested $2,000 in a ranching and farming enterprise with his old friend Lucien Maxwell. Through marriage, Maxwell had inherited the largest land grant in U.S. history. Situated along the Cimarron River about 65 east of Taos, the two purchased stock and seeds and hired workers to erect buildings on Rayado Creek. Though the area was exposed to Plains Indian raiders, it was also located along the mountain branch of the Santa Fe Trail. While Maxwell moved his family there in 1849, Carson was reluctant, as Josefa had just given birth to a new baby. However, he did build a small house there. That year, he was called on to guide soldiers on the trail of Jicarilla Apache and Ute Indians who had committed the White Massacre in northeastern New Mexico. After the battle, Mrs. Ann White, her servant, and her baby daughter were kidnapped. Mrs. White was later found dead, but the servant and her daughter were never found. By 1853, he and his partner, Lucien Maxwell, were able to drive a large flock of sheep to California, where gold rush prices paid them a handsome profit. In 1854 he was appointed Indian agent for the Ute and Apache at Taos, New Mexico, a post he held until the Civil War imposed new duties on him in 1861. These years of serving as an Indian Agent were the longest period of time at home with his family. During the Civil War, he helped organize New Mexican infantry volunteers, which saw action at Valverde in 1862. Most of his military actions, however, were directed against the Navajo Indians, many of whom had refused to be confined upon a distant reservation set up by the government. Beginning in 1863, under orders from his commanders in the U.S. Army, Carson waged a brutal economic war against the Navajo in an attempt to relocate them, marching through the heart of their territory to destroy their crops, and rounding up their livestock, some of which was later given to those that surrendered. When the Ute, Pueblo, Hopi, and Zuni, who for centuries had been prey to Navajo raiders, took advantage of their traditional enemy’s weakness by following the Americans onto the warpath, the Navajo were unable to defend themselves. In 1864 most surrendered to Carson, who treated them well, but was ordered to force nearly 8,000 Navajo men, women, and children, to take what came to be called the “Long Walk” of almost 300 miles from Arizona to Fort Sumner, New Mexico. The US military was unprepared for the large number of Navajo, and in only a couple of years, with the ground depleted, the ill-planned site became disease-ridden. In 1868, the Navajo were allowed to return to land along the Arizona-New Mexico border. During this time, in 1865 Carson was given a commission as Brigadier General and cited for gallantry and distinguished service. In the summer of 1866, he moved to Colorado to expand his ranching business and took command of Fort Garland. Ill health forced him to resign the following year, and in late, 1868 the family moved to Boggsville, near present-day Las Animas, Colorado. Early that same year, at the urging of Washington and the Commissioner of Indian Affairs, Carson journeyed to Washington D.C. where he escorted several Ute Chiefs to meet with the President of the United States to plead for assistance to their tribe. Although his health suffered again after his travels, he awaited an appointment as an Indian Agent for the Cheyenne and Arapaho in Colorado. Soon after his return, his wife Josefa died on April 23, 1868, from complications after giving birth to their eighth child. Her death was a crushing blow to Carson and he was soon taken to Fort Lyon, Colorado, where he would also die, just one month later on May 23, 1868. In the presence of Dr. Tilton and his friend Thomas Boggs, his last words were “Goodbye, friends. Adios, compadres“. Carson died from an abdominal aortic aneurysm. Carson was transported to Boggsville, and buried beside his third wife, Josefa. A year later, both bodies would be taken to Taos, New Mexico, for their final burial. The local cemetery soon became the Kit Carson Cemetery in honor of the famous frontiersman. Carson is still remembered for his many roles — trapper, explorer, Indian agent, and soldier. With his tremendous life experiences, he has come to symbolize the American West. After his death, the Kit Carson House changed ownership several times before Bent Lodge #42, a Masonic Order, purchased the home in 1910. Carson himself was the founder of the parent order in Taos, New Mexico during his lifetime. At the time the Lodge acquired the property, the house was in disrepair with broken windows, a collapsed roof, and much of the space in use as stables. The Lodge established the Kit Carson Memorial Foundation, Inc. in 1952 to raise awareness and money to restore and interpret the property. Today, the house reflects the aesthetics of late 18th century Spanish influence combined with traditional American Indian building traditions and materials. The one-story adobe building is U-shaped and surrounds an open patio in the rear. Outwardly, it is relatively simple: the home’s most prominent architectural feature is a long, low wooden porch along its front façade. The Carsons did not alter the house’s Spanish appearance during their time there. While Kit Carson was often away, he, Josefa, and six or seven of their children called this house their home for most of the next 25 years. Today, the Kit Carson Memorial Foundation carefully preserves the home, which is open to the public as a historic house museum. Visitors can take a guided tour of the house and explore exhibits on Carson’s life and accomplishments. The museum also has a bookstore and gift shop. Just around the corner in Kit Carson Memorial State Park is the local cemetery with the graves of Carson and his wife. Both of their tombstones are the originals: Kit Carson’s, installed in 1890 and Josefa’s, later, in 1908. An iron fence now rings the gravesite to protect the stones from souvenir hunters, who around the turn of the century had chipped away at Carson’s tombstone causing severe damage to the marker.	<urn:uuid:bd39e252-fea1-4544-a5b3-fdc98df1d245>	CC-MAIN-2020-05	https://www.legendsofamerica.com/nm-kitcarson/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594209.12/warc/CC-MAIN-20200119035851-20200119063851-00437.warc.gz	en	0.984823	3,051	3.265625	3	[ 0.24524223804473877, 0.41657429933547974, 0.44401469826698303, 0.5457030534744263, -0.2322852909564972, 0.1265644133090973, 0.25243499875068665, 0.3002086281776428, -0.33055639266967773, -0.3125383257865906, 0.3462183177471161, 0.0797860324382782, 0.15076351165771484, 0.30781733989715576, ...	8	“We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time.” –T. S. Elliot American frontiersman, trapper, soldier and guide, Christopher Carson, better known as Kit Carson, is one of the great heroes of the Old West. During the early 1800s, Carson was a legendary mountain man and free trader in the American Southwest, having gained renown for his fur trade and trail-blazing efforts in New Mexico and westward to California. He served as a United States military guide, an American Indian agent, and a celebrated aide during the Mexican-American War. His extensive travels and experience tell a story of not just one man, but of many peoples and cultures throughout the area of what would become the Southwestern United States. Christopher Houston Carson was born on December 24, 1809, in Madison County, Kentucky, to Lindsey Carson, a veteran of the American Revolution and Rebecca Robinson Carson. He was a cousin to another famous frontiersman, Daniel Boone, through his mother. When he was just two-years-old, the family moved to Howard County, Missouri, where Carson spent most of his early childhood in Boone’s Lick. Also living there was William Becknell who would blaze the Santa Fe Trail in 1821. When Becknell returned, the news of his prosperous trip attracted wide attention and the new community of Franklin, Missouri, near Boone’s Lick, became the birthplace of the Santa Fe Trail. As part of a large family, survival on the frontier was the priority and Carson never learned to read or write. His father died when he was only nine years old. Despite being penniless, his mother took care of her children alone for four years before remarrying. When Kit was 14, he went to work as an apprentice in Workman’s Saddleshop in nearby Franklin. By this time, the Santa Fe Trail was two years old and many of the customers were trappers and traders from whom Kit would hear stories about the frontier. Kit did not get along with his stepfather and didn’t like the saddle trade. When he was 16, he secretly signed on with a large merchant caravan heading to Santa Fe, arriving at their destination in November 1826. From Santa Fe, Kit went north to Taos where he worked as a cook, errand boy, and harness repairer. At this time, he was just five feet, five inches tall, weighed 140 pounds, and was slightly bow-legged. He was described as softly spoken and posed a great natural modesty. When he was 19, he was hired for a fur trapping expedition to California, where, in spite of his small stature he soon proved himself able and courageous. Between 1828 and 1840, Carson used Taos as a base camp for many fur-trapping expeditions throughout the mountains of the West, from California’s Sierra Nevada Mountains to the Rocky Mountains. During this time he met other famous frontiersmen including Jim Bridger, Tom ‘Broken Hand’ Fitzpatrick, and Dr. Marcus Whitman. His best friend, Lucien Maxwell, who owned the largest land grant in New Mexico, would eventually become his brother-in-law. As was the case with many white trappers, Carson became somewhat integrated into the Indian world; traveling and living extensively among them. At one point he married an Arapaho woman named Singing Grass with whom he would have a daughter named Adaline Carson in 1837. Sometime later, Singing Grass died while giving birth to a second child. With Adaline needing a mother, Kit next married a Cheyenne woman called Making-Out-Road. She soon divorced him Indian style, in 1840. Carson was evidently unusual among trappers, noted for his self-restraint and temperate lifestyle. “Clean as a hound’s tooth,” according to one acquaintance, and a man whose “word was as sure as the sun comin’ up,” he was noted for an unassuming manner and implacable courage. Around 1840 Carson was employed as a hunter for the garrison at Bent’s Fort, Colorado, soon becoming its chief hunter. In 1842, while returning from Missouri, where he took his daughter to be educated in a convent, Carson happened to meet John C. Fremont on a Missouri Riverboat. Fremont hired Carson as a guide for his first expedition to map and describe Western trails to the Pacific Ocean. Over the next several years, Carson helped guide Fremont to Oregon and California, and through much of the Central Rocky Mountains and the Great Basin. His service with Fremont, celebrated in Fremont’s widely-read reports of his expeditions, quickly made Kit Carson a national hero, presented in popular fiction as a rugged mountain man capable of superhuman feats. During the early 1840s, Carson established his permanent residence in Taos, New Mexico. After returning to Taos from California, Carson married his third wife, Maria Josefa Jaramillo, the daughter of a prominent Taos family in February 1843. Josefa was described by a visitor: “Her style of beauty was of the naughty, heart-breaking kind, such as would lead a man with the glance of the eye, to risk his life for a smile.” Together they would have eight children. Josefa’s sister, Maria Ignacia Jaramillo, was married to noted fur-trader Charles Bent, who would later become New Mexico’s first governor. The same year he purchased a home in Taos for his family. Except for its 1825 date of construction, little is known about the Spanish-Colonial style residence before the Carson purchased it. Today, the home is a National Historic Landmark and stands as one of the only remaining physical reminders of Carson’s life. Carson’s notoriety grew as his name became associated with several key events in the United States’ westward expansion. He was still serving as Fremont’s guide when Fremont joined California’s short-lived Bear-Flag rebellion just before the outbreak of the Mexican-American War in 1846. Carson would serve in the war, playing an important part in the conquest of California. Carson also led the forces of U.S. General Stephen Kearny from Socorro, New Mexico into California, when a Californio band led by Andrés Pico mounted a challenge to the American occupation of Los Angeles later that year. On December 6, 1846, these forces were attacked by Mexicans at San Pasqual, about 30 miles north of San Diego. On the third night of this battle, Carson and two others snuck through enemy lines and ran the entire distance to San Diego, where they brought help for Kearny’s pinned-down forces. Emerging as the hero of the Battle of San Pascual, many people soon sought him out, but they were invariably surprised to meet the great man himself. “His fame was then at its height, from the publication of Fremont’s book and I was very anxious to see a man who had achieved such feats of daring among the wild animals of the Rocky Mountains, and still wilder Indians of the Plains. I cannot express my surprise at beholding a small stoop-shouldered man, with reddish hair, freckled face, soft blue eyes, and nothing to indicate extraordinary courage or daring.” — Lieutenant William Tecumseh Sherman, upon being introduced to Carson at military headquarters in Monterey, California in the fall of 1847 In April 1847, Kit Carson was away from home when the deadly Taos Revolt erupted. In the rebellion, his brother-in-law, Governor Charles Bent, was murdered while protecting Josefa and her sister from a rebellious mob. Afterward, Carson, who was devoted to his young wife, began to be more anxious to stay home, stating: “We had been leading a roving life long enough and now was the time, if ever, to make a home for ourselves and children.” Determined to settle down, he invested $2,000 in a ranching and farming enterprise with his old friend Lucien Maxwell. Through marriage, Maxwell had inherited the largest land grant in U.S. history. Situated along the Cimarron River about 65 east of Taos, the two purchased stock and seeds and hired workers to erect buildings on Rayado Creek. Though the area was exposed to Plains Indian raiders, it was also located along the mountain branch of the Santa Fe Trail. While Maxwell moved his family there in 1849, Carson was reluctant, as Josefa had just given birth to a new baby. However, he did build a small house there. That year, he was called on to guide soldiers on the trail of Jicarilla Apache and Ute Indians who had committed the White Massacre in northeastern New Mexico. After the battle, Mrs. Ann White, her servant, and her baby daughter were kidnapped. Mrs. White was later found dead, but the servant and her daughter were never found. By 1853, he and his partner, Lucien Maxwell, were able to drive a large flock of sheep to California, where gold rush prices paid them a handsome profit. In 1854 he was appointed Indian agent for the Ute and Apache at Taos, New Mexico, a post he held until the Civil War imposed new duties on him in 1861. These years of serving as an Indian Agent were the longest period of time at home with his family. During the Civil War, he helped organize New Mexican infantry volunteers, which saw action at Valverde in 1862. Most of his military actions, however, were directed against the Navajo Indians, many of whom had refused to be confined upon a distant reservation set up by the government. Beginning in 1863, under orders from his commanders in the U.S. Army, Carson waged a brutal economic war against the Navajo in an attempt to relocate them, marching through the heart of their territory to destroy their crops, and rounding up their livestock, some of which was later given to those that surrendered. When the Ute, Pueblo, Hopi, and Zuni, who for centuries had been prey to Navajo raiders, took advantage of their traditional enemy’s weakness by following the Americans onto the warpath, the Navajo were unable to defend themselves. In 1864 most surrendered to Carson, who treated them well, but was ordered to force nearly 8,000 Navajo men, women, and children, to take what came to be called the “Long Walk” of almost 300 miles from Arizona to Fort Sumner, New Mexico. The US military was unprepared for the large number of Navajo, and in only a couple of years, with the ground depleted, the ill-planned site became disease-ridden. In 1868, the Navajo were allowed to return to land along the Arizona-New Mexico border. During this time, in 1865 Carson was given a commission as Brigadier General and cited for gallantry and distinguished service. In the summer of 1866, he moved to Colorado to expand his ranching business and took command of Fort Garland. Ill health forced him to resign the following year, and in late, 1868 the family moved to Boggsville, near present-day Las Animas, Colorado. Early that same year, at the urging of Washington and the Commissioner of Indian Affairs, Carson journeyed to Washington D.C. where he escorted several Ute Chiefs to meet with the President of the United States to plead for assistance to their tribe. Although his health suffered again after his travels, he awaited an appointment as an Indian Agent for the Cheyenne and Arapaho in Colorado. Soon after his return, his wife Josefa died on April 23, 1868, from complications after giving birth to their eighth child. Her death was a crushing blow to Carson and he was soon taken to Fort Lyon, Colorado, where he would also die, just one month later on May 23, 1868. In the presence of Dr. Tilton and his friend Thomas Boggs, his last words were “Goodbye, friends. Adios, compadres“. Carson died from an abdominal aortic aneurysm. Carson was transported to Boggsville, and buried beside his third wife, Josefa. A year later, both bodies would be taken to Taos, New Mexico, for their final burial. The local cemetery soon became the Kit Carson Cemetery in honor of the famous frontiersman. Carson is still remembered for his many roles — trapper, explorer, Indian agent, and soldier. With his tremendous life experiences, he has come to symbolize the American West. After his death, the Kit Carson House changed ownership several times before Bent Lodge #42, a Masonic Order, purchased the home in 1910. Carson himself was the founder of the parent order in Taos, New Mexico during his lifetime. At the time the Lodge acquired the property, the house was in disrepair with broken windows, a collapsed roof, and much of the space in use as stables. The Lodge established the Kit Carson Memorial Foundation, Inc. in 1952 to raise awareness and money to restore and interpret the property. Today, the house reflects the aesthetics of late 18th century Spanish influence combined with traditional American Indian building traditions and materials. The one-story adobe building is U-shaped and surrounds an open patio in the rear. Outwardly, it is relatively simple: the home’s most prominent architectural feature is a long, low wooden porch along its front façade. The Carsons did not alter the house’s Spanish appearance during their time there. While Kit Carson was often away, he, Josefa, and six or seven of their children called this house their home for most of the next 25 years. Today, the Kit Carson Memorial Foundation carefully preserves the home, which is open to the public as a historic house museum. Visitors can take a guided tour of the house and explore exhibits on Carson’s life and accomplishments. The museum also has a bookstore and gift shop. Just around the corner in Kit Carson Memorial State Park is the local cemetery with the graves of Carson and his wife. Both of their tombstones are the originals: Kit Carson’s, installed in 1890 and Josefa’s, later, in 1908. An iron fence now rings the gravesite to protect the stones from souvenir hunters, who around the turn of the century had chipped away at Carson’s tombstone causing severe damage to the marker.	3,078	ENGLISH	1
There is one document from the American Civil War that is considered to be one of the most important, valuable and impactful of all documents. That document was known as the Emancipation Proclamation. This executive order was drafted and signed by Abraham Lincoln on January 1st, 1863, during the Civil War. Many people believe that the emancipation proclamation effectively ended slavery but the truth is far more complicated than that. The Emancipation Proclamation was a momentous occasion in the history of the United States. It was created by Abraham Lincoln as a way to try and take advantage of the rebellion that was currently underway in the south. This rebellion was known as the Civil War, with the North and the South divided due to ideological differences. The political situation of the Civil War was relatively dire. With the South in a state of outright rebellion, it was on Abraham Lincoln’s shoulders to try and preserve the Union at all costs. The war itself was still not recognized by the North as a war, because Abraham Lincoln refused to recognize the South as its own nation. While the South prefer to call itself the Confederate States of America, to the north they were still states of the United States of America. Civil War Biographies The emancipation Proclamation’s entire purpose was to free the slaves in the South. In fact, the Emancipation Proclamation had nothing to do with slavery in the North. The Union would still be a slave nation during the war, despite the fact that Abraham Lincoln would y be laying the ground for a greater abolitionist movement. When the proclamation was passed, it was aimed at the states that were currently in rebellion; the entire purpose was to disarm the South. During the Civil War, the Southern economy was primarily based on slavery. With the majority of men fighting in the Civil War, slaves were used primarily for reinforcing soldiers, transporting goods, and working in agricultural labor back home. The South did not have the same level of industrialism without slavery, as the North did. Essentially, when Lincoln passed to the Emancipation Proclamation it was actually an attempt to weaken the Confederate states by removing one of their strongest methods of production. This decision was primarily pragmatic; Lincoln was focused entirely on disarming the South. However, regardless of intentions, the Emancipation Proclamation signaled a shift in the purpose of the Civil War. The war was no longer simply about preserving the state of the union, the war was more or less about ending slavery. The Emancipation Proclamation was not a well-received action. It was a strange political maneuver and even most of Lincoln’s cabinet was hesitant to believe that it would be effective. The reason that the Emancipation Proclamation is such a curious document is because it was passed as under the President’s war-time powers. Normally, the American Presidency has very little power of decree. Lawmaking and legislative control belongs to Congress. The President does have the ability to issue what is known as an executive order. Executive orders have the full backing and force of a law, but for the most part they are subject to control from Congress. The president himself has very little power outside of what Congress allows, except in wartime. As the commander-in-chief, the president has the ability to use wartime powers to enforce special laws. The Emancipation Proclamation was one of those laws that Lincoln had used his military powers to enforce. Originally, Lincoln believed in the progressive elimination of slavery in all states. He believed that it was primarily up to the states to oversee the progressive abolition of slavery in their own individual power. Regardless of his political position on the matter, however, Lincoln had always believed that slavery was wrong. The Emancipation Proclamation served more as a military maneuver than a political maneuver. At the same time, this action cemented Lincoln as being a staunchly aggressive abolitionist and would ensure that slavery would eventually be removed from the entire United States. One major political effect that the Emancipation Proclamation had was the fact that it invited slaves to serve in the Union Army. Such an action was a brilliant strategic choice. The decision to pass a law that told all slaves from the South that they were free and encouraging them to take up arms to join in the fight against their former masters was the brilliant tactical maneuver. Ultimately with those permissions, many freed slaves joined the Northern Army, drastically increasing their manpower. The North by the end of the war had over 200,000 African-Americans fighting for them. The South was more or less in a state of turmoil after such an announcement. The proclamation had actually been publicized three times, the first time as a threat, the second time as a more formal announcement and then the third time as the signing of the Proclamation. When the Confederates heard the news, they were in a state of severe disrepair. One of them primary issues was that as the North advanced into territories and seized control of Southern land, they would often capture slaves. These slaves were simply restricted as contraband, not returned to their owners – the South. When the Emancipation Proclamation was announced, all current contraband, i.e. the slaves, were freed at the stroke of midnight. There was no offer of compensation, payment, or even a fair trade to the slave-owners. These slave-holders were suddenly deprived of what they believe to be property. Combined with the sudden loss of a large number of slaves, and influx of troops that would provide the North with additional firepower, the South found itself in a very tough position. Slaves were now able to escape from the South and as soon as they made it into the North, they would be free. Yet as important as the Emancipation Proclamation was to America’s history, its actual impact on slavery was minimal at best. If nothing more, it was a way to solidify the president’s position as an abolitionist and to ensure the fact that slavery would be ended. Slavery wasn’t officially ended in the United States of America until the 13th Amendment was passed, in 1865. One of the issues with the Emancipation Proclamation was that it was passed as a wartime measure. As stated before, in the United States, laws are not passed through the president, they are passed by Congress. This left the actual freedom status of the slaves up in the air. If the North were to win the war, the Emancipation Proclamation would not continue to be a constitutionally legal document. It would need to be ratified by the government in order to stay in effect. The purpose of the Emancipation Proclamation has been muddled over the course of history. The basic line of though is that it freed the slaves. That is only partially correct, it merely freed the slaves in the South, something that wasn’t particularly enforceable due to the fact South was in a state of rebellion. What it did do however was ensure that if the North won, the South would be forced to free all of their slaves. Ultimately that would lead to the freedom of 3.1 million slaves. However, most of those slaves were not free until after the war had concluded. Latest US History Articles The Emancipation Proclamation was criticized on all sides of the political spectrum. The proslavery movement believed that it was wrong and immoral for the president to inflict such a thing, but their hands were tied due to the fact that they wanted the Union to be preserved. The North had originally tried to use the Emancipation Proclamation as a threat to the South. The terms were simple, return to the Union or face the dire consequences of having all slaves freed. When the South refused to return, the North decided to unleash the document. This left Lincoln’s political opponents in a bind because they didn’t want to lose their slaves, but at the same time it would be a disaster if United States were to divide up into two different nations. There was a lot of flak in the abolitionist movement as well. Many of the abolitionists believed that it wasn’t a sufficient document because it did not totally eradicate slavery and in fact was barely enforceable in the states that it did authorize such release. Since the South was in a state of war, there wasn’t much impetus for them to comply with the order. Lincoln was criticized by many different factions, and even among historians there is a question as to what his motives were in his decisions. But it is important to remember that the success of the Emancipation Proclamation hinged on the victory of the North. If the North was successful and was able to seize control of the Union once again, reunifying all the states and putting the South out of its state of rebellion, it would have freed all of their slaves. There was no going back from this decision. The rest of America would be forced to follow suit. This meant that Abraham Lincoln was well aware of the ramifications of his actions. He knew that the Emancipation Proclamation was not a permanent, final solution to the problem of slavery but rather it was a powerful opening salvo to an entirely new type of war. This changed the purpose of the Civil War as well. Prior to the Emancipation Proclamation, the North was engaged in military action against the South due to the fact of the South was trying to secede from the Union. Originally, the war as seen by the North, was a war to preserve the unity of America. The South was trying to secede because of a myriad of reasons. There are a lot of simplistic reasons offered for why the North and the South were divided. The most common reason stated is that the South wanted to have slavery and Lincoln was purely a staunch abolitionist. Another theory was that the Civil War was started because the South wanted a greater level of states’ rights, whereas the current Republican Party was pushing for a more unified type of government. The reality is that the motivations of the South’s secession is a mixed bag. It was most likely a collection of all the above ideas. To say there was a single reason for the Civil War is a massive underestimation of how politics works. Regardless of the South’s purpose for leaving the union, when the North made the decision to free the slaves, it became very clear that this would become an abolitionist war. The South relied heavily on their slaves in order to survive. Their economics were based primarily on a slave economy, as opposed to the North which had been developing a primarily industrial economy. The North with higher level of education, weaponry, and production capability did not rely on slaves as much because abolition had become more prevalent. As the abolitionists continued to chip at and reduce the right to own slaves, the South began to feel threatened and as such made the decision to break away in order to preserve their own economic strength. This is where the question of Lincoln’s intentions has come into play across history. Lincoln was an abolitionist, of that there can be no doubt. Yet his intentions were to allow states to progressively disengage slavery on their own terms. He was greatly trying to encourage each state to abolish slavery, attempting his best to offer compensation to the slave-owners in the hopes that eventually they would free their slaves. He believed in a slow, progressive reduction in slavery. This was primarily, in some opinions, a political decision. Freeing the slaves in one fell swoop would have caused massive political upheaval and probably would’ve caused a few more states to join the South. So rather, as America progressed, there were a series of laws and rules passed to slow down the strength of slavery. Lincoln, in fact, advocated for those kinds of laws. He believed in the slow reduction of slavery, not immediate abolition. This is why his intentions are called into question with the existence of the Emancipation Proclamation. The man’s approach to the Emancipation Proclamation was primarily designed to destroy the southern economy, not to free the slaves. Still, at the same time, there was no going back from this action, as said before. When Lincoln made the decision to free the slaves in the South, he was making the decision to free all of the slaves eventually. This was recognized as such and so the Civil War became a war about slavery. Explore More US History Articles Regardless of what Lincoln’s intentions were, it is unmistakable to see the widespread effects of the Emancipation Proclamation. Little by little, inch by inch, slavery was overcome and this is thankfully because of Lincoln’s decision to make such a bold action. Make no mistake, this was not a simple political maneuver in order to gain popularity. If anything, this would signal the destruction of Lincoln’s party if he failed in securing the Union. Even if he had prevailed and held control of the union, it very well still could have signaled his party’s destruction. But he chose to put everything on the line and made the decision to free the people from the bonds of slavery. Shortly thereafter, when the war had ended, the 13th amendment passed and all slaves in the United States were free. Slavery was declared to be abolished forever. This was passed under Lincoln’s administration and most likely would never have existed without his bravery and courage and stepping up to sign the Emancipation Proclamation. 10 Facts About The Emancipation Proclamation: http://www.civilwar.org/education/history/emancipation-150/10-facts.html The Emancipation of Abe Lincoln: http://www.nytimes.com/2013/01/01/opinion/the-emancipation-of-abe-lincoln.html A Pragmatic Proclamation: http://www.npr.org/2012/03/14/148520024/emancipating-lincoln-a-pragmatic-proclamation	<urn:uuid:2b2e6eda-453b-48c7-a589-80827d6d0d9e>	CC-MAIN-2020-05	https://historycooperative.org/effects-emancipation-proclamation/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591763.20/warc/CC-MAIN-20200118023429-20200118051429-00316.warc.gz	en	0.986353	2,898	4.375	4	[ -0.15666994452476501, 0.22230497002601624, 0.3307839035987854, 0.05421874672174454, -0.11735816299915314, 0.42121052742004395, -0.05576677620410919, 0.08403615653514862, -0.35907870531082153, 0.2747771739959717, 0.10470622777938843, 0.36079710721969604, -0.30105769634246826, 0.336488187313...	1	There is one document from the American Civil War that is considered to be one of the most important, valuable and impactful of all documents. That document was known as the Emancipation Proclamation. This executive order was drafted and signed by Abraham Lincoln on January 1st, 1863, during the Civil War. Many people believe that the emancipation proclamation effectively ended slavery but the truth is far more complicated than that. The Emancipation Proclamation was a momentous occasion in the history of the United States. It was created by Abraham Lincoln as a way to try and take advantage of the rebellion that was currently underway in the south. This rebellion was known as the Civil War, with the North and the South divided due to ideological differences. The political situation of the Civil War was relatively dire. With the South in a state of outright rebellion, it was on Abraham Lincoln’s shoulders to try and preserve the Union at all costs. The war itself was still not recognized by the North as a war, because Abraham Lincoln refused to recognize the South as its own nation. While the South prefer to call itself the Confederate States of America, to the north they were still states of the United States of America. Civil War Biographies The emancipation Proclamation’s entire purpose was to free the slaves in the South. In fact, the Emancipation Proclamation had nothing to do with slavery in the North. The Union would still be a slave nation during the war, despite the fact that Abraham Lincoln would y be laying the ground for a greater abolitionist movement. When the proclamation was passed, it was aimed at the states that were currently in rebellion; the entire purpose was to disarm the South. During the Civil War, the Southern economy was primarily based on slavery. With the majority of men fighting in the Civil War, slaves were used primarily for reinforcing soldiers, transporting goods, and working in agricultural labor back home. The South did not have the same level of industrialism without slavery, as the North did. Essentially, when Lincoln passed to the Emancipation Proclamation it was actually an attempt to weaken the Confederate states by removing one of their strongest methods of production. This decision was primarily pragmatic; Lincoln was focused entirely on disarming the South. However, regardless of intentions, the Emancipation Proclamation signaled a shift in the purpose of the Civil War. The war was no longer simply about preserving the state of the union, the war was more or less about ending slavery. The Emancipation Proclamation was not a well-received action. It was a strange political maneuver and even most of Lincoln’s cabinet was hesitant to believe that it would be effective. The reason that the Emancipation Proclamation is such a curious document is because it was passed as under the President’s war-time powers. Normally, the American Presidency has very little power of decree. Lawmaking and legislative control belongs to Congress. The President does have the ability to issue what is known as an executive order. Executive orders have the full backing and force of a law, but for the most part they are subject to control from Congress. The president himself has very little power outside of what Congress allows, except in wartime. As the commander-in-chief, the president has the ability to use wartime powers to enforce special laws. The Emancipation Proclamation was one of those laws that Lincoln had used his military powers to enforce. Originally, Lincoln believed in the progressive elimination of slavery in all states. He believed that it was primarily up to the states to oversee the progressive abolition of slavery in their own individual power. Regardless of his political position on the matter, however, Lincoln had always believed that slavery was wrong. The Emancipation Proclamation served more as a military maneuver than a political maneuver. At the same time, this action cemented Lincoln as being a staunchly aggressive abolitionist and would ensure that slavery would eventually be removed from the entire United States. One major political effect that the Emancipation Proclamation had was the fact that it invited slaves to serve in the Union Army. Such an action was a brilliant strategic choice. The decision to pass a law that told all slaves from the South that they were free and encouraging them to take up arms to join in the fight against their former masters was the brilliant tactical maneuver. Ultimately with those permissions, many freed slaves joined the Northern Army, drastically increasing their manpower. The North by the end of the war had over 200,000 African-Americans fighting for them. The South was more or less in a state of turmoil after such an announcement. The proclamation had actually been publicized three times, the first time as a threat, the second time as a more formal announcement and then the third time as the signing of the Proclamation. When the Confederates heard the news, they were in a state of severe disrepair. One of them primary issues was that as the North advanced into territories and seized control of Southern land, they would often capture slaves. These slaves were simply restricted as contraband, not returned to their owners – the South. When the Emancipation Proclamation was announced, all current contraband, i.e. the slaves, were freed at the stroke of midnight. There was no offer of compensation, payment, or even a fair trade to the slave-owners. These slave-holders were suddenly deprived of what they believe to be property. Combined with the sudden loss of a large number of slaves, and influx of troops that would provide the North with additional firepower, the South found itself in a very tough position. Slaves were now able to escape from the South and as soon as they made it into the North, they would be free. Yet as important as the Emancipation Proclamation was to America’s history, its actual impact on slavery was minimal at best. If nothing more, it was a way to solidify the president’s position as an abolitionist and to ensure the fact that slavery would be ended. Slavery wasn’t officially ended in the United States of America until the 13th Amendment was passed, in 1865. One of the issues with the Emancipation Proclamation was that it was passed as a wartime measure. As stated before, in the United States, laws are not passed through the president, they are passed by Congress. This left the actual freedom status of the slaves up in the air. If the North were to win the war, the Emancipation Proclamation would not continue to be a constitutionally legal document. It would need to be ratified by the government in order to stay in effect. The purpose of the Emancipation Proclamation has been muddled over the course of history. The basic line of though is that it freed the slaves. That is only partially correct, it merely freed the slaves in the South, something that wasn’t particularly enforceable due to the fact South was in a state of rebellion. What it did do however was ensure that if the North won, the South would be forced to free all of their slaves. Ultimately that would lead to the freedom of 3.1 million slaves. However, most of those slaves were not free until after the war had concluded. Latest US History Articles The Emancipation Proclamation was criticized on all sides of the political spectrum. The proslavery movement believed that it was wrong and immoral for the president to inflict such a thing, but their hands were tied due to the fact that they wanted the Union to be preserved. The North had originally tried to use the Emancipation Proclamation as a threat to the South. The terms were simple, return to the Union or face the dire consequences of having all slaves freed. When the South refused to return, the North decided to unleash the document. This left Lincoln’s political opponents in a bind because they didn’t want to lose their slaves, but at the same time it would be a disaster if United States were to divide up into two different nations. There was a lot of flak in the abolitionist movement as well. Many of the abolitionists believed that it wasn’t a sufficient document because it did not totally eradicate slavery and in fact was barely enforceable in the states that it did authorize such release. Since the South was in a state of war, there wasn’t much impetus for them to comply with the order. Lincoln was criticized by many different factions, and even among historians there is a question as to what his motives were in his decisions. But it is important to remember that the success of the Emancipation Proclamation hinged on the victory of the North. If the North was successful and was able to seize control of the Union once again, reunifying all the states and putting the South out of its state of rebellion, it would have freed all of their slaves. There was no going back from this decision. The rest of America would be forced to follow suit. This meant that Abraham Lincoln was well aware of the ramifications of his actions. He knew that the Emancipation Proclamation was not a permanent, final solution to the problem of slavery but rather it was a powerful opening salvo to an entirely new type of war. This changed the purpose of the Civil War as well. Prior to the Emancipation Proclamation, the North was engaged in military action against the South due to the fact of the South was trying to secede from the Union. Originally, the war as seen by the North, was a war to preserve the unity of America. The South was trying to secede because of a myriad of reasons. There are a lot of simplistic reasons offered for why the North and the South were divided. The most common reason stated is that the South wanted to have slavery and Lincoln was purely a staunch abolitionist. Another theory was that the Civil War was started because the South wanted a greater level of states’ rights, whereas the current Republican Party was pushing for a more unified type of government. The reality is that the motivations of the South’s secession is a mixed bag. It was most likely a collection of all the above ideas. To say there was a single reason for the Civil War is a massive underestimation of how politics works. Regardless of the South’s purpose for leaving the union, when the North made the decision to free the slaves, it became very clear that this would become an abolitionist war. The South relied heavily on their slaves in order to survive. Their economics were based primarily on a slave economy, as opposed to the North which had been developing a primarily industrial economy. The North with higher level of education, weaponry, and production capability did not rely on slaves as much because abolition had become more prevalent. As the abolitionists continued to chip at and reduce the right to own slaves, the South began to feel threatened and as such made the decision to break away in order to preserve their own economic strength. This is where the question of Lincoln’s intentions has come into play across history. Lincoln was an abolitionist, of that there can be no doubt. Yet his intentions were to allow states to progressively disengage slavery on their own terms. He was greatly trying to encourage each state to abolish slavery, attempting his best to offer compensation to the slave-owners in the hopes that eventually they would free their slaves. He believed in a slow, progressive reduction in slavery. This was primarily, in some opinions, a political decision. Freeing the slaves in one fell swoop would have caused massive political upheaval and probably would’ve caused a few more states to join the South. So rather, as America progressed, there were a series of laws and rules passed to slow down the strength of slavery. Lincoln, in fact, advocated for those kinds of laws. He believed in the slow reduction of slavery, not immediate abolition. This is why his intentions are called into question with the existence of the Emancipation Proclamation. The man’s approach to the Emancipation Proclamation was primarily designed to destroy the southern economy, not to free the slaves. Still, at the same time, there was no going back from this action, as said before. When Lincoln made the decision to free the slaves in the South, he was making the decision to free all of the slaves eventually. This was recognized as such and so the Civil War became a war about slavery. Explore More US History Articles Regardless of what Lincoln’s intentions were, it is unmistakable to see the widespread effects of the Emancipation Proclamation. Little by little, inch by inch, slavery was overcome and this is thankfully because of Lincoln’s decision to make such a bold action. Make no mistake, this was not a simple political maneuver in order to gain popularity. If anything, this would signal the destruction of Lincoln’s party if he failed in securing the Union. Even if he had prevailed and held control of the union, it very well still could have signaled his party’s destruction. But he chose to put everything on the line and made the decision to free the people from the bonds of slavery. Shortly thereafter, when the war had ended, the 13th amendment passed and all slaves in the United States were free. Slavery was declared to be abolished forever. This was passed under Lincoln’s administration and most likely would never have existed without his bravery and courage and stepping up to sign the Emancipation Proclamation. 10 Facts About The Emancipation Proclamation: http://www.civilwar.org/education/history/emancipation-150/10-facts.html The Emancipation of Abe Lincoln: http://www.nytimes.com/2013/01/01/opinion/the-emancipation-of-abe-lincoln.html A Pragmatic Proclamation: http://www.npr.org/2012/03/14/148520024/emancipating-lincoln-a-pragmatic-proclamation	2,822	ENGLISH	1
The Cotton farmers of Florida came together in hopes of stabilizing pricing and markets. Judge Broome was the chairman of this convention and created the report which was used to analyze Cotton production and output. They came to the conclusion that a price minimum was essential and blamed irregular output for their pricing problems. This convention sparked interest in other southern cotton growing states and the creation of conventions in Georgia and Tennessee happened shortly after. In the 1850's the Federal Government began to give support to Science which could be useful for commercial interests such as farming. A meteorology program was created in DC which created a daily weather map made up of accounts from across the country telegraphed in. It was because of the creation of conventions and organizations that programs were developed such as the weather map. By coming together technological improvements were implemented and created a better way of life and a much more profitable form of commerce.	<urn:uuid:19a68c60-8799-44ab-b0ed-174cd9596dc3>	CC-MAIN-2020-05	https://historyengine.richmond.edu/episodes/view/986	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251799918.97/warc/CC-MAIN-20200129133601-20200129163601-00153.warc.gz	en	0.986055	177	3.84375	4	[ -0.4873737692832947, -0.23698265850543976, -0.20306746661663055, 0.24308240413665771, 0.6101602911949158, 0.07132445275783539, -0.08068355917930603, 0.47269347310066223, -0.17115548253059387, 0.3019114136695862, 0.14691276848316193, 0.041926126927137375, 0.34475308656692505, 0.511903822422...	4	The Cotton farmers of Florida came together in hopes of stabilizing pricing and markets. Judge Broome was the chairman of this convention and created the report which was used to analyze Cotton production and output. They came to the conclusion that a price minimum was essential and blamed irregular output for their pricing problems. This convention sparked interest in other southern cotton growing states and the creation of conventions in Georgia and Tennessee happened shortly after. In the 1850's the Federal Government began to give support to Science which could be useful for commercial interests such as farming. A meteorology program was created in DC which created a daily weather map made up of accounts from across the country telegraphed in. It was because of the creation of conventions and organizations that programs were developed such as the weather map. By coming together technological improvements were implemented and created a better way of life and a much more profitable form of commerce.	180	ENGLISH	1
The English Restoration or simply Restoration was an episode in the history of Britain beginning in 1660, when the monarchy was restored under king Charles II after the English Civil War. Theatres reopened after having been closed during the protectorship of Oliver Cromwell, Puritanism lost its momentum, and the bawdy Restoration comedy became a recognisable genre. The term Restoration may apply both to the actual event by which the British monarchy was restored, and to the period immediately following the accession of Charles II. The Commonwealth which had preceded the Restoration might have continued a little longer, had Oliver Cromwell's son, Richard Cromwell, shown any inclination to carry on his father's policies - but Britain was not yet ready to be a republic. George Monck, governor of Scotland under the Cromwells, instituted military rule when the younger Cromwell resigned his position in 1659; Monck then began negotiations for Charles to return from exile, an event which took place on May 23, 1660. Later in London, on May 29, he was restored as King. In the aftermath of his return, Charles took belated vengeance on those responsible for the execution of his father, King Charles I. Oliver Cromwell's body was exhumed and hung in chains, and those who had signed the late king's death warrant (the "regicides") were themselves condemned to death. In general, however, Charles gained a reputation as an easy-going, fun-loving king, and represented a complete contrast to the restrictive rule of Cromwell. He enjoyed horse-racing and was a great patron of the arts.	<urn:uuid:f39b6a24-3839-4bb4-867f-19edb36ecfe2>	CC-MAIN-2020-05	http://www.infomutt.com/e/en/english_restoration.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700988.64/warc/CC-MAIN-20200127143516-20200127173516-00280.warc.gz	en	0.984094	329	3.90625	4	[ -0.1354612112045288, 0.1691998690366745, 0.4719218313694, -0.1930370181798935, -0.36658579111099243, -0.16053268313407898, -0.10478120297193527, -0.03200218454003334, -0.26910001039505005, 0.037099022418260574, -0.5079037547111511, -0.31688085198402405, 0.24457500874996185, 0.1648015230894...	3	The English Restoration or simply Restoration was an episode in the history of Britain beginning in 1660, when the monarchy was restored under king Charles II after the English Civil War. Theatres reopened after having been closed during the protectorship of Oliver Cromwell, Puritanism lost its momentum, and the bawdy Restoration comedy became a recognisable genre. The term Restoration may apply both to the actual event by which the British monarchy was restored, and to the period immediately following the accession of Charles II. The Commonwealth which had preceded the Restoration might have continued a little longer, had Oliver Cromwell's son, Richard Cromwell, shown any inclination to carry on his father's policies - but Britain was not yet ready to be a republic. George Monck, governor of Scotland under the Cromwells, instituted military rule when the younger Cromwell resigned his position in 1659; Monck then began negotiations for Charles to return from exile, an event which took place on May 23, 1660. Later in London, on May 29, he was restored as King. In the aftermath of his return, Charles took belated vengeance on those responsible for the execution of his father, King Charles I. Oliver Cromwell's body was exhumed and hung in chains, and those who had signed the late king's death warrant (the "regicides") were themselves condemned to death. In general, however, Charles gained a reputation as an easy-going, fun-loving king, and represented a complete contrast to the restrictive rule of Cromwell. He enjoyed horse-racing and was a great patron of the arts.	335	ENGLISH	1
The Austrian doctor Hans Asperger cooperated extensively with the Nazi regime and may have sent dozens of children to their deaths. Horrific details of his involvement were revealed yesterday in the journal Molecular Autism and will be detailed in a forthcoming book called “Asperger’s Children: The Origins of Autism in Nazi Vienna.” Asperger was among the first researchers to describe autism, and his decades of work with children later informed the concept of an autism ‘spectrum.’ Scholars have raised questions about his associations with the Nazi Party and his involvement in Nazi efforts to euthanize children with certain health conditions or disabilities. The new book and paper suggest that Asperger referred dozens of children to a clinic called Am Spiegelgrund in Vienna, where doctors experimented on children or killed them1. Nearly 800 children, many of whom were disabled or sick, were killed there. The clinic’s staff gave the children barbiturates, which often led to their death by pneumonia. Read more	<urn:uuid:173ca2e5-f599-4c78-8c75-1534641410f8>	CC-MAIN-2020-05	https://edithsheffer.com/spectrum-new-evidence-ties-hans-asperger-to-nazi-eugenics-program/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614086.44/warc/CC-MAIN-20200123221108-20200124010108-00241.warc.gz	en	0.984996	212	3.265625	3	[ -0.2707039713859558, 0.4240730106830597, -0.16989371180534363, -0.05600234121084213, -0.2874518930912018, 0.3787176311016083, 0.3012795150279999, 0.40310201048851013, -0.048968035727739334, -0.13815264403820038, 0.3926829695701599, -0.42319321632385254, -0.16359518468379974, 0.514628469944...	4	The Austrian doctor Hans Asperger cooperated extensively with the Nazi regime and may have sent dozens of children to their deaths. Horrific details of his involvement were revealed yesterday in the journal Molecular Autism and will be detailed in a forthcoming book called “Asperger’s Children: The Origins of Autism in Nazi Vienna.” Asperger was among the first researchers to describe autism, and his decades of work with children later informed the concept of an autism ‘spectrum.’ Scholars have raised questions about his associations with the Nazi Party and his involvement in Nazi efforts to euthanize children with certain health conditions or disabilities. The new book and paper suggest that Asperger referred dozens of children to a clinic called Am Spiegelgrund in Vienna, where doctors experimented on children or killed them1. Nearly 800 children, many of whom were disabled or sick, were killed there. The clinic’s staff gave the children barbiturates, which often led to their death by pneumonia. Read more	202	ENGLISH	1
8. I can explain why early settlements succeeded or failed. Virginia Colonies: Crash Course - What was the first successful English colony and when was it founded? What was the famous failed colony? - What was the hope of the Virginia Company when Jamestown was first founded? - What was the strategy used by the Virginia company to recruit more colonists? - What labor source replaced Indentured servants, just 12 years after the founding of Jamestown? - What New World crop was able to turn a profit for Jamestown and the Virginia Company? - How much of the Virginia population came to the colony as servants? - What was the name of the agreement signed by men on a famous ship to follow “Just and Equal Laws”? - To clarify, the American colonies were said to NOT focused on religious liberty, what were they focused on?	<urn:uuid:9d841ce0-ea78-4ded-946c-9287b39e486f>	CC-MAIN-2020-05	https://docs.google.com/document/d/e/2PACX-1vR2GYP7m4Je3zRxd-gHZAmQz0r4Iw4XRx5acmEhU5kai-b47zJcfovaPz86EZAKHiucI1l16zLTun-S/pub?embedded=true	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672440.80/warc/CC-MAIN-20200125101544-20200125130544-00019.warc.gz	en	0.987435	183	3.78125	4	[ -0.35230863094329834, 0.10898279398679733, 0.45834606885910034, -0.15546533465385437, -0.0719127431511879, 0.07807321846485138, 0.08620833605527878, -0.06931477040052414, 0.03287921100854874, 0.24475659430027008, 0.08990447968244553, -0.19566142559051514, -0.25856631994247437, 0.1630433201...	1	8. I can explain why early settlements succeeded or failed. Virginia Colonies: Crash Course - What was the first successful English colony and when was it founded? What was the famous failed colony? - What was the hope of the Virginia Company when Jamestown was first founded? - What was the strategy used by the Virginia company to recruit more colonists? - What labor source replaced Indentured servants, just 12 years after the founding of Jamestown? - What New World crop was able to turn a profit for Jamestown and the Virginia Company? - How much of the Virginia population came to the colony as servants? - What was the name of the agreement signed by men on a famous ship to follow “Just and Equal Laws”? - To clarify, the American colonies were said to NOT focused on religious liberty, what were they focused on?	173	ENGLISH	1
As a child develops they start to be influenced by their surroundings, especially relatives. Literacy is an influence which stays with children and they are able to build more to it as they learn. Families become literary sponsors since they can affect the child's literacy and form a significant part of it. Children tend to learn many skills from their parents by watching what they do and copying it, but as children begin to learn, which parent affects the child's literacy more? In the article "Sponsors of Literacy" by Deborah Brandt a definition is given on what a literacy sponsor is and a few examples of people with different experiences with their literacy sponsors. Brandt defines literacy sponsors as "any agents, local, or distant, concrete or abstract, who enable, support, teach, model, as well as recruit, regulate, suppress, or withhold literacy - and gain advantage by it in some way" (Barandit 72). This article provides the basic information that is needed for research and because of the many ways that a sponsor could affect a person it helped form the question. Other articles were used to obtain more information in detail. In the article "Why Fathers matter to their children's literacy" by Christina Clark states ‘fathers' reading habits can have a substantial influence on their children's ability to read, their levels of interest and their reading choices'. Clark also explains that many times fathers are not able to spend a large amount of time with their children because of their job. In a similar article, "The effects of fathers' and mothers' reading to their children on language outcomes of children participating in early head start in the United States", by Anna E. Duursma a similar point is made. The article elaborated on the idea that women are now going more into the workforce and that it is essential that a parent reads to their children, because it could help them learn better. The articles emphasize how vital it is to read and interact with their children at a young age because it could benefit the child later on. The research used came from the collection of many classmates' responses from an English 101 class at Boise State University. Although the responses were able to provide information on who their literacy sponsors were several of the responses were not very specific. I also used a survey to have more specific answers that could lead to more accurate findings. Although the survey did aid in gathering information, one of the shortcomings is that a person's memory is not always reliable and could result in inaccurate data.The sample size of the people that I gave the survey to was also small. I believe that if I had been able to get a greater sample size of random people answering the survey the results could be a more accurate representation of the population. In many of the responses, my peers stated that their mothers were more of their literary sponsors than their father. To Madi Russell her mom was a major literacy sponsor growing up. She stated that her mom has supported her throughout her school career and in anything that she was interesting in learning. Rudy Sun also states that his mother would ensure that he was doing fine in school. His father was not able to attend college, but his mother did and was able to help more. For Lucas Little his father has always been a literacy sponsor for him and still is. He explains, he loved problem solving since he was a little kid and how his father inspired him to pursue a STEM major. He says that he still asks his father to help him with problems about engineering or just about problems with his truck. Corbin Call also believes that his father was more of a literary sponsor because his father was extremely interested in his learning. He explains that his father would make sure that he not only knew that material, but that he was learning it. For all of the people that I surveyed they all answered that their mom supports their literacy more. Alejandro Macias states , "my mother because when I was a youngster she would always put cartoons that were in spanish for me so Spanish was my first language to speak. All that also affected my writing and reading"(Macias, survey). For Alejandro his mother helped him in both his literacy in English and Spanish and some of his learning happened through watching television, while others would talk to their parents. Alan Chavez explains that his mother would read books to him before he would sleep, but they would be in Spanish so his mother would help him out more in his literacy in spanish. He says that he would spend much more time with his mother because his father would work constantly. Alan says that he would see his father a couple times a week because he would always be asleep when he got home. Jorge Perez also agrees saying that his mother had a greater effect on his ability because his parents were separated and since he lived with his mother he spent more time with her. I believe that the environment that the child grows up in also has a major effect on who they learn from. Ulises Trujillo explains that he would spend far more time with his mother because their way of thinking was very similar. He liked his father, but they would often disagree. His mother also helped him practice his reading and writing and would also help him with his homework. Kevin Vasquez is another one of many that has had more of an impact by his mother. He states that his father spends most of his time working so his mother would be with him more and his mother didn't speak English very well but she helped in what she could. She also helped his literacy in spanish since it was his first language. For most of the students that I asked which parent affected their literacy more, they would respond that their mother did because they would spend more time with them. Their father would be the one working and they didn't really get to see him that often. Some of the people that I surveyed are also Mexican and typically the role of the father in the family is to work and the mother looks more after the kids since he's the one who takes care of the house. I think culture also affects the literacy of people and there are also situations in which the parents are not the only ones that affect the child's literacy. There are some cases where the parents are separated and are not able to spend much time with their children and the ones who affect the children's literacy are their siblings. It also depends in what kind of environment the children grow up in. Literary sponsors no matter who they are have a big impact on children's literacy. For further research could be looking into the background of people like their culture and their family. Many of the findings from my research were that for many people their mother had more of an effect on the person's literacy. I believe that it's because for many the father figure still is the one who works and provides for the family, but as time progresses that could change. Children are the future and what their parents teach them will stay with them, but in order for them to learn parents need to spend time with them and help them learn. The online Rubik's solver program can find easily the moves to sove a scrambled cube. - Children's Literacy Essay Example - Shooting in the United States - Should Attendance Be Mandatory in College Essay Example - Tackling Alienation Essay Example - The Effect of Modern Technologies on Our Lives - The Importance of Honor in the Iliad Essay Example - The Necessity of Rebellion Essay Example - Vegetarian Persuasive Essay Example - Why I Want to Visit Japan Essay - Why Taking Pictures Is Important	<urn:uuid:0d06bfe0-ca21-4863-8eff-f3214d49b4c7>	CC-MAIN-2020-05	https://samples.essaytopicsmasters.com/persuasive/childrens-literacy-essay-example	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606696.26/warc/CC-MAIN-20200122042145-20200122071145-00282.warc.gz	en	0.994913	1,543	3.71875	4	[ 0.1525883972644806, 0.2417665272951126, 0.15577703714370728, -0.33366361260414124, -0.17291483283042908, 0.34612029790878296, -0.10151004791259766, 0.4394580125808716, -0.20370694994926453, -0.38479745388031006, 0.24808233976364136, 0.1038922518491745, 0.07926924526691437, 0.19243356585502...	1	As a child develops they start to be influenced by their surroundings, especially relatives. Literacy is an influence which stays with children and they are able to build more to it as they learn. Families become literary sponsors since they can affect the child's literacy and form a significant part of it. Children tend to learn many skills from their parents by watching what they do and copying it, but as children begin to learn, which parent affects the child's literacy more? In the article "Sponsors of Literacy" by Deborah Brandt a definition is given on what a literacy sponsor is and a few examples of people with different experiences with their literacy sponsors. Brandt defines literacy sponsors as "any agents, local, or distant, concrete or abstract, who enable, support, teach, model, as well as recruit, regulate, suppress, or withhold literacy - and gain advantage by it in some way" (Barandit 72). This article provides the basic information that is needed for research and because of the many ways that a sponsor could affect a person it helped form the question. Other articles were used to obtain more information in detail. In the article "Why Fathers matter to their children's literacy" by Christina Clark states ‘fathers' reading habits can have a substantial influence on their children's ability to read, their levels of interest and their reading choices'. Clark also explains that many times fathers are not able to spend a large amount of time with their children because of their job. In a similar article, "The effects of fathers' and mothers' reading to their children on language outcomes of children participating in early head start in the United States", by Anna E. Duursma a similar point is made. The article elaborated on the idea that women are now going more into the workforce and that it is essential that a parent reads to their children, because it could help them learn better. The articles emphasize how vital it is to read and interact with their children at a young age because it could benefit the child later on. The research used came from the collection of many classmates' responses from an English 101 class at Boise State University. Although the responses were able to provide information on who their literacy sponsors were several of the responses were not very specific. I also used a survey to have more specific answers that could lead to more accurate findings. Although the survey did aid in gathering information, one of the shortcomings is that a person's memory is not always reliable and could result in inaccurate data.The sample size of the people that I gave the survey to was also small. I believe that if I had been able to get a greater sample size of random people answering the survey the results could be a more accurate representation of the population. In many of the responses, my peers stated that their mothers were more of their literary sponsors than their father. To Madi Russell her mom was a major literacy sponsor growing up. She stated that her mom has supported her throughout her school career and in anything that she was interesting in learning. Rudy Sun also states that his mother would ensure that he was doing fine in school. His father was not able to attend college, but his mother did and was able to help more. For Lucas Little his father has always been a literacy sponsor for him and still is. He explains, he loved problem solving since he was a little kid and how his father inspired him to pursue a STEM major. He says that he still asks his father to help him with problems about engineering or just about problems with his truck. Corbin Call also believes that his father was more of a literary sponsor because his father was extremely interested in his learning. He explains that his father would make sure that he not only knew that material, but that he was learning it. For all of the people that I surveyed they all answered that their mom supports their literacy more. Alejandro Macias states , "my mother because when I was a youngster she would always put cartoons that were in spanish for me so Spanish was my first language to speak. All that also affected my writing and reading"(Macias, survey). For Alejandro his mother helped him in both his literacy in English and Spanish and some of his learning happened through watching television, while others would talk to their parents. Alan Chavez explains that his mother would read books to him before he would sleep, but they would be in Spanish so his mother would help him out more in his literacy in spanish. He says that he would spend much more time with his mother because his father would work constantly. Alan says that he would see his father a couple times a week because he would always be asleep when he got home. Jorge Perez also agrees saying that his mother had a greater effect on his ability because his parents were separated and since he lived with his mother he spent more time with her. I believe that the environment that the child grows up in also has a major effect on who they learn from. Ulises Trujillo explains that he would spend far more time with his mother because their way of thinking was very similar. He liked his father, but they would often disagree. His mother also helped him practice his reading and writing and would also help him with his homework. Kevin Vasquez is another one of many that has had more of an impact by his mother. He states that his father spends most of his time working so his mother would be with him more and his mother didn't speak English very well but she helped in what she could. She also helped his literacy in spanish since it was his first language. For most of the students that I asked which parent affected their literacy more, they would respond that their mother did because they would spend more time with them. Their father would be the one working and they didn't really get to see him that often. Some of the people that I surveyed are also Mexican and typically the role of the father in the family is to work and the mother looks more after the kids since he's the one who takes care of the house. I think culture also affects the literacy of people and there are also situations in which the parents are not the only ones that affect the child's literacy. There are some cases where the parents are separated and are not able to spend much time with their children and the ones who affect the children's literacy are their siblings. It also depends in what kind of environment the children grow up in. Literary sponsors no matter who they are have a big impact on children's literacy. For further research could be looking into the background of people like their culture and their family. Many of the findings from my research were that for many people their mother had more of an effect on the person's literacy. I believe that it's because for many the father figure still is the one who works and provides for the family, but as time progresses that could change. Children are the future and what their parents teach them will stay with them, but in order for them to learn parents need to spend time with them and help them learn. The online Rubik's solver program can find easily the moves to sove a scrambled cube. - Children's Literacy Essay Example - Shooting in the United States - Should Attendance Be Mandatory in College Essay Example - Tackling Alienation Essay Example - The Effect of Modern Technologies on Our Lives - The Importance of Honor in the Iliad Essay Example - The Necessity of Rebellion Essay Example - Vegetarian Persuasive Essay Example - Why I Want to Visit Japan Essay - Why Taking Pictures Is Important	1,522	ENGLISH	1
Marigolds is a short story by Eugenia Collier. In the story, Lizabeth develops a relationship with an older woman named Ms. Lottie. This happens under the backdrop of rural Maryland during the Great Depression. Marigolds takes place during the Great Depression, which was a time of intense strife throughout the nation. Lizabeth is a 14-year-old girl who sees her mother work hard at home and her father battle with unemployment. She lives in a poor neighborhood and deals with issues like hunger and lack of resources each day. She builds resentment and anger as she discovers the strain her parents face each day. One day, she lashes out against Ms. Lottie's marigolds. She destroys them and realizes that Ms. Lottie saw her do it. The first theme introduced in Marigolds is that of poverty. Lizabeth's parents are overworked, constantly worried about providing for the family. She hears her father crying about his feelings of inadequacy. He fears he can't feed the family. Lizabeth feels angry because their absence at work is so notable, and this is when she lashes out on Ms. Lottie's garden of beautiful marigolds. Poverty is interwoven into the fabric of the story from the beginning. Not only does Lizabeth live in poverty, but it also impacts her decisions. She feels intense anger because of the poverty she experiences, especially after she sees her father's experience with poverty. Lizabeth exhibits shame throughout the story. For example, she discusses the shame she felt when she stood over the marigolds when Ms. Lottie saw what she had done. Later on, she grows to realize that Ms. Lottie was trying to grow something beautiful in the midst of poverty. She was trying to fight ugliness with beauty, and Lizabeth realizes she stomped all over this. Lizabeth is not the only character who exhibits this emotion. Her father also expresses shame. Lizabeth overhears her father crying, which alarms her. She has never seen or heard a man cry before, and this upsets her terribly. Lizabeth matures throughout Marigolds. At the beginning of the story, Lizabeth feels as if she must throw rocks at the marigolds with her brother because she does not want to be a coward. She does not have the strength or maturity to stand up to him and say she does not want to ruin the marigolds. Later in her life, she can look back at this time and see that she was immature. She acknowledges the event changed her. Innocence and Compassion By the end of the story, Lizabeth claims that only through losing innocence can one gain compassion. It is through Lizabeth's loss of innocence, her violent act, that she learns to have compassion for Ms. Lottie. When people are innocent, they are unaware of the suffering of others. It was in the moment that Lizabeth realized what she'd done in a rage that she developed compassion. She realized that she was not the only person with struggles. Ms. Lottie plants the marigolds as a way to hope for prosperity and fortune. Her flowers symbolize what she hopes the future will look like. When Lizabeth destroys the flowers, she could also be represented as destroying hope.	<urn:uuid:0f7aa25a-086f-4baa-a71a-16eeb1d7c51f>	CC-MAIN-2020-05	https://www.reference.com/world-view/theme-story-marigolds-f68a50061c021ce4	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250613416.54/warc/CC-MAIN-20200123191130-20200123220130-00407.warc.gz	en	0.983227	685	3.34375	3	[ -0.04315987974405289, 0.05344363674521446, -0.17017656564712524, 0.32322967052459717, -0.006723749451339245, 0.09374178200960159, -0.0049192896112799644, 0.08995421230792999, 0.1054278016090393, 0.1012657880783081, -0.04148326441645622, 0.11944619566202164, -0.06125803664326668, 0.23611637...	2	Marigolds is a short story by Eugenia Collier. In the story, Lizabeth develops a relationship with an older woman named Ms. Lottie. This happens under the backdrop of rural Maryland during the Great Depression. Marigolds takes place during the Great Depression, which was a time of intense strife throughout the nation. Lizabeth is a 14-year-old girl who sees her mother work hard at home and her father battle with unemployment. She lives in a poor neighborhood and deals with issues like hunger and lack of resources each day. She builds resentment and anger as she discovers the strain her parents face each day. One day, she lashes out against Ms. Lottie's marigolds. She destroys them and realizes that Ms. Lottie saw her do it. The first theme introduced in Marigolds is that of poverty. Lizabeth's parents are overworked, constantly worried about providing for the family. She hears her father crying about his feelings of inadequacy. He fears he can't feed the family. Lizabeth feels angry because their absence at work is so notable, and this is when she lashes out on Ms. Lottie's garden of beautiful marigolds. Poverty is interwoven into the fabric of the story from the beginning. Not only does Lizabeth live in poverty, but it also impacts her decisions. She feels intense anger because of the poverty she experiences, especially after she sees her father's experience with poverty. Lizabeth exhibits shame throughout the story. For example, she discusses the shame she felt when she stood over the marigolds when Ms. Lottie saw what she had done. Later on, she grows to realize that Ms. Lottie was trying to grow something beautiful in the midst of poverty. She was trying to fight ugliness with beauty, and Lizabeth realizes she stomped all over this. Lizabeth is not the only character who exhibits this emotion. Her father also expresses shame. Lizabeth overhears her father crying, which alarms her. She has never seen or heard a man cry before, and this upsets her terribly. Lizabeth matures throughout Marigolds. At the beginning of the story, Lizabeth feels as if she must throw rocks at the marigolds with her brother because she does not want to be a coward. She does not have the strength or maturity to stand up to him and say she does not want to ruin the marigolds. Later in her life, she can look back at this time and see that she was immature. She acknowledges the event changed her. Innocence and Compassion By the end of the story, Lizabeth claims that only through losing innocence can one gain compassion. It is through Lizabeth's loss of innocence, her violent act, that she learns to have compassion for Ms. Lottie. When people are innocent, they are unaware of the suffering of others. It was in the moment that Lizabeth realized what she'd done in a rage that she developed compassion. She realized that she was not the only person with struggles. Ms. Lottie plants the marigolds as a way to hope for prosperity and fortune. Her flowers symbolize what she hopes the future will look like. When Lizabeth destroys the flowers, she could also be represented as destroying hope.	666	ENGLISH	1
Anyone who has spent time around young children will know that it can feel like a roller-coaster of emotions at times. Before you know it, laughter and co-operation have descended into tears and tantrums! However, when a child has a way of understanding their emotions it can help them (and the adults around them!) deal more calmly with the ups and downs of their day. Being asked Clean questions can help a child do just this - understand their emotions better. For example, after playing happily with a friend recently, four year old Ella's behaviour deteriorated into snatching and screaming. Once she had diffused the situation, her mother wanted to get to the bottom of what had made her behave in this way. All that Ella could say was 'I was angry'. So her mother decided to ask her some Clean questions about this feeling: - What kind of angry? - Is there anything else about feeling angry? - Whereabouts is feeling angry? Before long Ella talked about the monster in her tummy that turns green when she's feeling angry, and stays pink when she's happy. She drew this gorgeous picture of her angry monster so her mother could see what it looks like. Now Ella's mother has a way of helping her notice when the monster is turning green so they can figure out what is needed to keep the monster happy: something to eat or drink perhaps; a walk outside in the fresh air; or just a chance to just sit and read quietly.	<urn:uuid:ae148f48-c982-40d1-9003-6a09ee342add>	CC-MAIN-2020-05	https://www.thelisteningspace.co.uk/single-post/2016/12/18/Helping-children-manage-their-emotions	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606269.37/warc/CC-MAIN-20200122012204-20200122041204-00269.warc.gz	en	0.982352	306	3.5625	4	[ -0.21109852194786072, -0.23183295130729675, 0.4845767021179199, 0.28371310234069824, -0.3116682767868042, -0.19905085861682892, 0.7578057646751404, -0.16508737206459045, -0.32681071758270264, -0.3907802999019623, 0.14497430622577667, -0.3821619749069214, 0.11613763868808746, 0.369136661291...	1	Anyone who has spent time around young children will know that it can feel like a roller-coaster of emotions at times. Before you know it, laughter and co-operation have descended into tears and tantrums! However, when a child has a way of understanding their emotions it can help them (and the adults around them!) deal more calmly with the ups and downs of their day. Being asked Clean questions can help a child do just this - understand their emotions better. For example, after playing happily with a friend recently, four year old Ella's behaviour deteriorated into snatching and screaming. Once she had diffused the situation, her mother wanted to get to the bottom of what had made her behave in this way. All that Ella could say was 'I was angry'. So her mother decided to ask her some Clean questions about this feeling: - What kind of angry? - Is there anything else about feeling angry? - Whereabouts is feeling angry? Before long Ella talked about the monster in her tummy that turns green when she's feeling angry, and stays pink when she's happy. She drew this gorgeous picture of her angry monster so her mother could see what it looks like. Now Ella's mother has a way of helping her notice when the monster is turning green so they can figure out what is needed to keep the monster happy: something to eat or drink perhaps; a walk outside in the fresh air; or just a chance to just sit and read quietly.	295	ENGLISH	1
“Midland Minnie” was a female skeleton that was discovered in Midland County in Texas in the 1950s.Even though it was determined that the remains turned out the younger than it’s projected age, this skeleton gives hints to how long life existed in the state of Texas. This skeleton is proof that there was life as far as 10,000 B.CThe Clovis Point is a spear that was found in Clovis, New Mexico.The Clovis Point is important because this spear was an important technological improvement for hunting with the Native Americans. This spear was the second improved prototype for hunting.The American Triad was corn, beans and squash.The American Triad is important because these plants were freshly introduced to the state of Texas. If these plants didn’t come along, there wouldn’t have been any corn, squash, or beans in Texas for a long time.Alvar Nunez Cabeza De Vaca was a captain of one of the boats that were separated by a Gulf Coast storm. His boas was wrecked near the present day Follets Island.Alvar Nunez Cabeza De Vaca and his men were important because they were the first Europeans to be able to explore Texas. Alvar Nunez Cabeza De Vaca and his men eventually had to leave because Cabeza De Vaca believed that he and his men wouldn’t be able to survive.Francisco Vasquez de Coronado was an explorer and the leader of the of reconnaissance-in force that went to the American Southwest in order to find wealth.Francisco Vasquez de Coronado and his men were the first Europeans to discover the Grand Canyon and the Palo Duro Canyon. They were also the first Europeans to cross the Estacado of Texas. Mission San Francisco de los Tejas was one of many missions that was created in 1690 by the Europeans.This mission was important because it was a string it was a part of a string of missions to combat the French, who had La Salle. La Salle wasn’t successful at first, but it became a threat to the Spanish. Moses Austin was an entrepreneur who started out with having a business in mining. After that failed, he then went to pursue moving a colony into Texas. Even though he died early, he created the foundation of the only colony that was recognized under the Imperial Colonization Law. His son managed to complete this for him after his untimely death caused by pneumonia.Stephen F. Austin is the son of the Late Moses Austin. After his father’s death, he took on the task of the potential colonization that his father wanted to happen.Stephen F. Austin is important because he completed his father’s wish of moving a colony to Texas. This colony is the only colony that was recognized under the Imperial Colonization Law.Guadalupe Victoria was the first President of the Republic of Mexico.While he was in office, he was known to have a Republican mindset, which was able to give people a lot of freedom. He was also responsible for the State Colonization Law.Haden Edwards was a businessman who wanted to do the same as Stephen F. Austin and colonize families into Mexico. However, after a series of events, Edwards had his grant revoked. After signing a document called the Republic of Fredonia (In other words, Edwards attempted to try to take a piece of Texas with this document), he was forced to flee when troops were coming to stop the revolt.Edwards is important because after his actions, The President of the Republic of Mexico (now Vicente Guerrero) wanted to attempt to cease immigration from America.Describe the impact of the Agricultural Revolution on the Woodland Era peoples. What role did women play?The Woodland Era brought a lot of agricultural gains. The “American Triad” occurred with the coming of beans, squash, and corn. The beans were able to keep the soil rich in nutrients when the soil was being sucked up by the corn. There were also large cities that were able to hold thousands of people. The women played a role in this because they were able to plant all of the vegetables that came along with the Woodland Era. 2. Describe some aspects of the culture and lifestyle of the Caddo Indians of East Texas.The Caddoans were known for the Hopewell Complex. This practice, which lasted up to 500 A.D, was used to honor the dead. This lead to the burial mounds to become bigger. Another one of the skills that the Caddoans had was pottery. The pottery that was made had manage to reach Louisiana tribes nearby. By the tme 500 A.D came around, the Caddoans had lead the transition into the Woodland Era. 3. What impact did the arrival of La Salle and the French in the late 1600s have on Spanish attitudes toward leaving Texas unsettled?The Spanish were determined to undermine the French. In response, they started missions after La Salle occured. Even though La Salle wasn’t successful at first, the Spanish still wanted to do something. Missions like Mission San Francisco de los Tejas (1690) had started. 4. Briefly describe some major differences between the Federalists and Centralists in early Mexican politics. Which group favored states’ rights over national government power? What groups of people tended to join each faction?The Centralists believed that everything should be centered around one government. The federalists believed that the government should be given to the states. The American immigrants seems to go towards being the federalists while the Mexicans leaned towards centralism. The group that wanted the government for the states were the Federalists. Overall, the power of the federalists and the centralists have always been back and forth in terms of who had control over the government.	<urn:uuid:780e8c6f-110c-4b9c-b94f-1c6fbfd06023>	CC-MAIN-2020-05	https://graceplaceofwillmar.org/midland-successful-at-first-but-it-became-a/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597230.18/warc/CC-MAIN-20200120023523-20200120051523-00093.warc.gz	en	0.988411	1,208	3.375	3	[ -0.15855619311332703, -0.026625482365489006, 0.5144248008728027, 0.2402856945991516, -0.0728713870048523, 0.09874528646469116, -0.10773391276597977, 0.2019525170326233, -0.4434811472892761, -0.38510197401046753, 0.32737916707992554, -0.1834215223789215, 0.2526935338973999, 0.12159736454486...	1	“Midland Minnie” was a female skeleton that was discovered in Midland County in Texas in the 1950s.Even though it was determined that the remains turned out the younger than it’s projected age, this skeleton gives hints to how long life existed in the state of Texas. This skeleton is proof that there was life as far as 10,000 B.CThe Clovis Point is a spear that was found in Clovis, New Mexico.The Clovis Point is important because this spear was an important technological improvement for hunting with the Native Americans. This spear was the second improved prototype for hunting.The American Triad was corn, beans and squash.The American Triad is important because these plants were freshly introduced to the state of Texas. If these plants didn’t come along, there wouldn’t have been any corn, squash, or beans in Texas for a long time.Alvar Nunez Cabeza De Vaca was a captain of one of the boats that were separated by a Gulf Coast storm. His boas was wrecked near the present day Follets Island.Alvar Nunez Cabeza De Vaca and his men were important because they were the first Europeans to be able to explore Texas. Alvar Nunez Cabeza De Vaca and his men eventually had to leave because Cabeza De Vaca believed that he and his men wouldn’t be able to survive.Francisco Vasquez de Coronado was an explorer and the leader of the of reconnaissance-in force that went to the American Southwest in order to find wealth.Francisco Vasquez de Coronado and his men were the first Europeans to discover the Grand Canyon and the Palo Duro Canyon. They were also the first Europeans to cross the Estacado of Texas. Mission San Francisco de los Tejas was one of many missions that was created in 1690 by the Europeans.This mission was important because it was a string it was a part of a string of missions to combat the French, who had La Salle. La Salle wasn’t successful at first, but it became a threat to the Spanish. Moses Austin was an entrepreneur who started out with having a business in mining. After that failed, he then went to pursue moving a colony into Texas. Even though he died early, he created the foundation of the only colony that was recognized under the Imperial Colonization Law. His son managed to complete this for him after his untimely death caused by pneumonia.Stephen F. Austin is the son of the Late Moses Austin. After his father’s death, he took on the task of the potential colonization that his father wanted to happen.Stephen F. Austin is important because he completed his father’s wish of moving a colony to Texas. This colony is the only colony that was recognized under the Imperial Colonization Law.Guadalupe Victoria was the first President of the Republic of Mexico.While he was in office, he was known to have a Republican mindset, which was able to give people a lot of freedom. He was also responsible for the State Colonization Law.Haden Edwards was a businessman who wanted to do the same as Stephen F. Austin and colonize families into Mexico. However, after a series of events, Edwards had his grant revoked. After signing a document called the Republic of Fredonia (In other words, Edwards attempted to try to take a piece of Texas with this document), he was forced to flee when troops were coming to stop the revolt.Edwards is important because after his actions, The President of the Republic of Mexico (now Vicente Guerrero) wanted to attempt to cease immigration from America.Describe the impact of the Agricultural Revolution on the Woodland Era peoples. What role did women play?The Woodland Era brought a lot of agricultural gains. The “American Triad” occurred with the coming of beans, squash, and corn. The beans were able to keep the soil rich in nutrients when the soil was being sucked up by the corn. There were also large cities that were able to hold thousands of people. The women played a role in this because they were able to plant all of the vegetables that came along with the Woodland Era. 2. Describe some aspects of the culture and lifestyle of the Caddo Indians of East Texas.The Caddoans were known for the Hopewell Complex. This practice, which lasted up to 500 A.D, was used to honor the dead. This lead to the burial mounds to become bigger. Another one of the skills that the Caddoans had was pottery. The pottery that was made had manage to reach Louisiana tribes nearby. By the tme 500 A.D came around, the Caddoans had lead the transition into the Woodland Era. 3. What impact did the arrival of La Salle and the French in the late 1600s have on Spanish attitudes toward leaving Texas unsettled?The Spanish were determined to undermine the French. In response, they started missions after La Salle occured. Even though La Salle wasn’t successful at first, the Spanish still wanted to do something. Missions like Mission San Francisco de los Tejas (1690) had started. 4. Briefly describe some major differences between the Federalists and Centralists in early Mexican politics. Which group favored states’ rights over national government power? What groups of people tended to join each faction?The Centralists believed that everything should be centered around one government. The federalists believed that the government should be given to the states. The American immigrants seems to go towards being the federalists while the Mexicans leaned towards centralism. The group that wanted the government for the states were the Federalists. Overall, the power of the federalists and the centralists have always been back and forth in terms of who had control over the government.	1,194	ENGLISH	1
Softball is a team sport in direct relation to the sport of baseball. It is hugely popular across the United States. There are two major differences between softball and baseball; in softball, the ball is pitched underhand, and in baseball, the ball is pitched overhand; and secondly, the ball used for softball is much larger than the ball used for baseball. Fast-pitch Softball and Slow-pitch Softball Although the rules and playing conditions for both these variants are almost identical, there are a few differences between fast-pitch and slow-pitch softball. The first and most prominent among them being the fact that fast-pitch softball is similar to baseball in many ways, and the strategies and techniques applied in it are more or less along the lines of regular baseball. Slow-pitch softball is the more popular of the two, as its rules are relatively simpler, which makes it an ideal choice even for the rookies out there. As opposed to both baseball and fast-pitch softball, slow-pitch softball employs underhanded pitching of the ball and also needs a smaller playing area. All these together make soft-pitch softball the most played team sport in the United States. Rules and Regulations Softball rules and positions are very easy to understand. The game of softball is very similar to the game of baseball, hence there are a lot of similarities between softball and baseball rules. Field of Play - Similar to baseball, there are 9 players in each team. This number can actually vary between 9 and 12 (depending on the level of the league that the game is being played in), but in most cases there will be only 9 players on each side. - The field of play is divided into two main parts – the infield and the outfield. - The pitcher is required to pitch the ball from the pitcher’s mound which is located at the center of the diamond. (inside the infield area) - When both teams have finished batting, it is known as an inning. In an official game there are a total of 7 innings. - There are 4 bases, and the distance between each base is 60 feet. These 4 bases are diamond-shaped and the area between the bases is known as the infield. The area outside the diamond area is the outfield area. Rules of Batting - The order in which the batters have been placed initially is the order in which they must bat throughout the 7 innings of the game. - A batter will be out if there are 3 strikes against him. A pitch is counted as a strike if the batter misses the ball completely and the catcher positioned behind the batter catches the ball. - A batter will also be deemed out if a high ball hit by him is caught by a player from the fielding team before it touches the ground (this is known as a fly ball). Rules of Pitching - Unlike baseball, the ball has to be pitched underhand in the sport of softball. - Before pitching the ball, both the pitcher’s hands must be on the ball. - The pitcher must keep both his feet firmly planted on the pitcher’s plate, and while pitching the ball, he must take one step forward. - Each base must be touched by a base runner in the correct order. - A base runner cannot pass another base runner who is in front of him. He must stay at least one base behind him at all times. - The runner has to be on a base until the ball leaves the pitcher’s hand. Leading off the bases is not permitted under any circumstances. - Interference in play is when a player of either team intentionally obstructs the path of either the runner as he tries to get to a base or that of an opposing team player as he tries to gather the ball or effect an out. - If the fault is of the batter or baserunner, the guilty player is declared out and the other runners need to return to their previous bases. - In case the obstruction was caused by a defending team player, the opposing team player gets to reach the base that he would otherwise have covered without the obstruction. As mentioned earlier, there are 9 players on each side in the sport of softball. These rules and positions are very similar to those of baseball. The following is a list of the positions occupied by players in the sport of softball. The pitcher throws the softball from the pitcher’s mound to the catcher. The pitcher’s mound is located in the center of the diamond in the infield area. All the pitches made by the pitcher must be underhand throws. He stands behind the batter and attempts to catch the balls thrown to him by the pitcher. He also attempts to catch the throws made by the fielders in order to get the base runner running towards the home plate out. Outfielders (Left, Right, and Center) These are players positioned on the outfield area, that is outside the diamond area. Their job is to catch fly balls, ground balls and line drives. The shortstop is positioned between the second base and the third base. This players primary job is to field any balls that fall in this area. This player is positioned just beside first base and is assigned the task of fielding any balls that come in that area. This player covers second base and is required to field any balls that come in that area. This player is positioned just to the left of third base and covers that area. The job of basemen is to cover their bases and catch throws made by fielders to their assigned base, in order to get the base runners out. Common Softball Terms Any ball that is pitched outside the strike zone is called ball. When the pitcher pitches ‘ball’ four times, the batter get to move on to first base. A batter who reaches a base safely is called a base runner. When all the bases are occupied by runners, it’s called bases loaded. The warmup area, usually just by the side of the playing area is called the bullpen. The area just by the side of the playing field, where the players from the offense team wait for their turn is called the dugout. When the ball is no longer in play, it is called dead ball. The playing area of a softball field, as it is shaped like a diamond goes by this name. Foul ball is called if the ball is hit into the foul territory on either side of the batter. When the ball is hit out of the legal playing area, it is called a home run. The hit counts as one run. The batting team or any of its players are called offense. This is the umpire’s call or commencing or resuming the game. When a base runner make it to a base without getting out, he is ‘safe’. When the batter misses the three balls in a row pitched within the strike zone, he ‘strikes out’. Softball is a sport that is played by a large number of people across the United States. It was also an Olympic sport for women, but was dropped from the Olympic games in 1996. Over the years, softball has risen from being just a sport to a way of life for scores of Americans and people all over the globe. The relatively simple gameplay also makes it a favorite amongst kids looking to take up a new sport.	<urn:uuid:f3082957-d588-42c7-b313-2e733127ec70>	CC-MAIN-2020-05	https://sportsaspire.com/softball-rules-positions	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606975.49/warc/CC-MAIN-20200122101729-20200122130729-00367.warc.gz	en	0.980572	1,548	3.625	4	[ -0.20369264483451843, -0.2839823365211487, -0.24105951189994812, -0.30987319350242615, 0.42872756719589233, 0.3832659125328064, 0.21161538362503052, -0.07848846167325974, 0.4027859568595886, 0.24445697665214539, 0.005747176241129637, -0.262500524520874, 0.12805122137069702, -0.235572069883...	9	Softball is a team sport in direct relation to the sport of baseball. It is hugely popular across the United States. There are two major differences between softball and baseball; in softball, the ball is pitched underhand, and in baseball, the ball is pitched overhand; and secondly, the ball used for softball is much larger than the ball used for baseball. Fast-pitch Softball and Slow-pitch Softball Although the rules and playing conditions for both these variants are almost identical, there are a few differences between fast-pitch and slow-pitch softball. The first and most prominent among them being the fact that fast-pitch softball is similar to baseball in many ways, and the strategies and techniques applied in it are more or less along the lines of regular baseball. Slow-pitch softball is the more popular of the two, as its rules are relatively simpler, which makes it an ideal choice even for the rookies out there. As opposed to both baseball and fast-pitch softball, slow-pitch softball employs underhanded pitching of the ball and also needs a smaller playing area. All these together make soft-pitch softball the most played team sport in the United States. Rules and Regulations Softball rules and positions are very easy to understand. The game of softball is very similar to the game of baseball, hence there are a lot of similarities between softball and baseball rules. Field of Play - Similar to baseball, there are 9 players in each team. This number can actually vary between 9 and 12 (depending on the level of the league that the game is being played in), but in most cases there will be only 9 players on each side. - The field of play is divided into two main parts – the infield and the outfield. - The pitcher is required to pitch the ball from the pitcher’s mound which is located at the center of the diamond. (inside the infield area) - When both teams have finished batting, it is known as an inning. In an official game there are a total of 7 innings. - There are 4 bases, and the distance between each base is 60 feet. These 4 bases are diamond-shaped and the area between the bases is known as the infield. The area outside the diamond area is the outfield area. Rules of Batting - The order in which the batters have been placed initially is the order in which they must bat throughout the 7 innings of the game. - A batter will be out if there are 3 strikes against him. A pitch is counted as a strike if the batter misses the ball completely and the catcher positioned behind the batter catches the ball. - A batter will also be deemed out if a high ball hit by him is caught by a player from the fielding team before it touches the ground (this is known as a fly ball). Rules of Pitching - Unlike baseball, the ball has to be pitched underhand in the sport of softball. - Before pitching the ball, both the pitcher’s hands must be on the ball. - The pitcher must keep both his feet firmly planted on the pitcher’s plate, and while pitching the ball, he must take one step forward. - Each base must be touched by a base runner in the correct order. - A base runner cannot pass another base runner who is in front of him. He must stay at least one base behind him at all times. - The runner has to be on a base until the ball leaves the pitcher’s hand. Leading off the bases is not permitted under any circumstances. - Interference in play is when a player of either team intentionally obstructs the path of either the runner as he tries to get to a base or that of an opposing team player as he tries to gather the ball or effect an out. - If the fault is of the batter or baserunner, the guilty player is declared out and the other runners need to return to their previous bases. - In case the obstruction was caused by a defending team player, the opposing team player gets to reach the base that he would otherwise have covered without the obstruction. As mentioned earlier, there are 9 players on each side in the sport of softball. These rules and positions are very similar to those of baseball. The following is a list of the positions occupied by players in the sport of softball. The pitcher throws the softball from the pitcher’s mound to the catcher. The pitcher’s mound is located in the center of the diamond in the infield area. All the pitches made by the pitcher must be underhand throws. He stands behind the batter and attempts to catch the balls thrown to him by the pitcher. He also attempts to catch the throws made by the fielders in order to get the base runner running towards the home plate out. Outfielders (Left, Right, and Center) These are players positioned on the outfield area, that is outside the diamond area. Their job is to catch fly balls, ground balls and line drives. The shortstop is positioned between the second base and the third base. This players primary job is to field any balls that fall in this area. This player is positioned just beside first base and is assigned the task of fielding any balls that come in that area. This player covers second base and is required to field any balls that come in that area. This player is positioned just to the left of third base and covers that area. The job of basemen is to cover their bases and catch throws made by fielders to their assigned base, in order to get the base runners out. Common Softball Terms Any ball that is pitched outside the strike zone is called ball. When the pitcher pitches ‘ball’ four times, the batter get to move on to first base. A batter who reaches a base safely is called a base runner. When all the bases are occupied by runners, it’s called bases loaded. The warmup area, usually just by the side of the playing area is called the bullpen. The area just by the side of the playing field, where the players from the offense team wait for their turn is called the dugout. When the ball is no longer in play, it is called dead ball. The playing area of a softball field, as it is shaped like a diamond goes by this name. Foul ball is called if the ball is hit into the foul territory on either side of the batter. When the ball is hit out of the legal playing area, it is called a home run. The hit counts as one run. The batting team or any of its players are called offense. This is the umpire’s call or commencing or resuming the game. When a base runner make it to a base without getting out, he is ‘safe’. When the batter misses the three balls in a row pitched within the strike zone, he ‘strikes out’. Softball is a sport that is played by a large number of people across the United States. It was also an Olympic sport for women, but was dropped from the Olympic games in 1996. Over the years, softball has risen from being just a sport to a way of life for scores of Americans and people all over the globe. The relatively simple gameplay also makes it a favorite amongst kids looking to take up a new sport.	1,479	ENGLISH	1

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