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Perfecting the grist mill: delaware man's designs pushed mill into a new era. As the number of settlers in an area grew, some enterprising individual would build a water-powered mill along a stream. The neighboring farmers then made regular trips to the mill, carrying "grists" of grain to be made into flour. As fee for his services, the miller typically took one-tenth of the grist, an amount set by law in most states. Since farmers didn't want to travel far for flour, mills sprang up everywhere, often only three or four miles apart. The early mills were slow, inefficient and labor intensive, and furnished many opportunities for contamination of the flour by dirt, insects and vermin. Evans the innovator Oliver Evans changed all that. Born in Newport, Del., on Sept. 13, 1755, at 16 Evans was apprenticed to a wheelwright who taught him to build wagons. Being curious and ambitious, the young man studied math, mechanics and science in his spare time and developed into an excellent "mechanician," as they were called in those days. Evans joined his two brothers in running a grist mill. Being inventive, he set out to improve the way flour was made. He designed bucket elevators to raise the grain and flour vertically and chutes to carry them back down, along with screw conveyors to move them horizontally through the mill. He also developed a rolling screen to clean the incoming grain before it was ground. When freshly ground flour first came from the mill stones, it was hot and damp. To prevent caking, it had to be stirred while it cooled and dried. Standard practice was to spread the flour on the floor, where a miller's boy stirred it with a hand rake until it was dry and cool. The procedure took a long time and was inherently unclean. Evans developed a machine, appropriately named a "hopper boy," that performed the operation with a large mechanical rake inside an enclosed bin. In the 1780s, Evans built a completely automatic grist mill in New Castle County, Del. Powered by a water wheel, the mill was the first continuous flow, production line mill in the world. An English book of the day described the mill: "Mr. Oliver Evans, an ingenious American, has invented ... a flour mill upon a curious construction which, without the assistance of manual labor, first conveys the grain ... to the upper floor, where it is cleaned. Thence it descends to the hopper, and after being ground in the usual way, the flour is conveyed to the upper floor, where, by a simple and ingenious contrivance, it is spread, cooled, and gradually made to pass to the boulting hopper." The product wasn't touched by human hands from the time the grain was dumped into the receiving hopper until the finished flour flowed into a bin ready for packing into barrels or bags. Newfangled ideas finally take hold Like many inventions, Evans' mill machinery was slow to be accepted. Millers were like farmers and looked with suspicion upon any new method or machine different from that used by their fathers and grandfathers. Eventually, mills began to incorporate some or all of Evans' improvements. Since there was no patent protection during the 1780s, Evans usually received no money for use of his ideas by others. Finally, the U.S. Patent Office was established in 1790. The third patent issued by that body was to Oliver Evans for "his method of manufacturing flour and meal." Sometime in about 1800, Thomas Jefferson had a grist mill built, leaving all details of construction to his millwright who borrowed heavily from Evans' methods. In 1808, President Jefferson found out about the patent and wrote to Evans, "I am informed and indebted to you for the machinery erected and interest on it, $89.60 [$1,545 today], which sum I therefore now remit you in a draft on the Bank of the United States." Evans replied, acknowledging the payment, " ... for license to use my improvements at your mill at (Albemarle) County for which I return you sincere thanks ... I can say with truth that had all those who had used my improvements paid as generously as the President of the U.S., I might have been enabled to render my country much greater service." But mills weren't all. In 1803, Evans reportedly was the first person to successfully burn coal in a grate. Up to that time homes were heated by wood fires, with coal used primarily in blacksmith's forges and in making ammunition. In 1805, he designed probably the first refrigeration machine, although it wasn't until 1844 that a doctor named John Gorrie improved on Evans' design to build a machine that made ice to cool yellow fever patients. In Buffalo in 1842, Joseph Dart built the nation's first grain elevator to load and unload grain from canal and lake boats. Prior to that, all grain was hand-loaded and unloaded by laborers, or "Irish backs," as one grain merchant put it. Dart's elevator could move more than 1,000 bushels per hour. Grain elevators soon became common in every grain shipping port. Dart later said, "It was the first successful application of the valuable inventions of Oliver Evans to the commercial purpose for which it is now extensively employed." Branching out to steam Scotsman James Watt is famous for improving Newcomen's steam vacuum engine that relied on atmospheric pressure to move the cylinder. Watt developed a double-acting cylinder that alternately admitted steam on each side of a piston to provide a powered stroke in each direction. While Newcomen's engines were used primarily for pumping water, Watt's improved low-pressure engines were practical for running other machines, but they were large and heavy, limiting their usefulness in vehicles. As a young man, Oliver Evans had studied Newcomen's engine and became fascinated by this new source of power. During the 1780s, Evans designed and built a high-pressure, non-condensing steam engine that was compact, lightweight and of simple construction. While Watt is credited with inventing the low-pressure steam engine, Oliver Evans built the first high-pressure engine. Sam Moore grew up on a farm in western Pennsylvania. He now lives in Salem, Ohio, and collects antique tractors, implements and related items. Contact Sam by e-mail at firstname.lastname@example.org. RELATED ARTICLE: A TRIP TO THE MILL Journal recounts rural mill operation 100 years ago Watt's Mill near where I grew up in South Beaver Township, Beaver County, Pa., was a classic example of a grist mill. The mill was built in 1798 and operated continuously until it burned on Jan. 14, 1916. Frank Steele, who grew up in the area during the early part of the century, recorded the following recollections of Watt's Mill: "In the winter of 1912, my father and I went to Watt's Mill with 10 bushels of buckwheat and two bushels of corn to get ground. (We had) to go down to the Little Beaver Creek, which we had to ford. The horses did not want to cross as the water was real deep, about two inches from the bottom of the spring wagon. Tom Watt and his brother Jim operated the mill. They also had a sawmill (although) I never saw it in operation. "They would not grind buckwheat when the weather was damp, as the buckwheat would not grind well on a damp day. They did not like to change from grinding buck-wheat to corn, as they had to operate the mill (empty) a short time to get it cleaned out. "Stone grinding wheels were used, turned by a water wheel laid on its side, called a tub wheel. They let the water wheel operate continuously in real cold weather so it would not freeze. In winter there would be pieces of ice come through the water wheel. It would sound like a lot of glass being broken, (or) a bunch of rocks in the wheel. "The door of the mill was higher than the wagons, (so) they had a plank to leave down to the bottom of the wagon. You would fasten a rope around two or three sacks of grain and they would pull the sacks up the plank to the mill floor. The rope was fastened to a revolving shaft operated by the water wheel. "The Watts brothers would take part of the flour as toll. I believe it was one eighth. They would rather have flour than cash, as there was a great demand for the flour. "Mr. Jim Watt told us about being to the Klondyke (sic) gold rush in Alaska (and) showed us the gold watch and chain made from the gold he had panned. He smoked a corncob pipe (and) would reach in one chute where the buckwheat hulls came down from the screen and filled his pipe with hulls and smoked it. It did not smell very good to me. "In 1915, Frosty Cook and I would take 15 bushels of buckwheat and two bushels of corn in the sled and we had to leave it because there was so many grists ahead of us. We would go back in a week taking 15 bushels more. That year my father raised 120 bushels (of buckwheat). He sold the flour in Beaver Falls at the Grand Hotel (and) also at a lot of restaurants. We would have buckwheat cakes every breakfast and mush fried every weekend." The old mills were still important even into the 20th century. A few scattered around the country are operated as part of various festivals and celebrations. You should visit one of these if you get a chance; they're quite interesting.--Sam Moore \|Printer friendly Cite/link Email Feedback\| \|Title Annotation:\|\|LET'S TALK RUSTY IRON; Oliver Evans\| \|Date:\|\|May 1, 2011\| \|Previous Article:\|\|Wanted: gadgets, gizmos & contraptions.\| \|Next Article:\|\|Remembering the Rosenthal husker/shredder: tackled shocked corn with complete efficiency.\|	<urn:uuid:d343d57f-520c-4731-b4aa-d310fb3ee135>	CC-MAIN-2020-05	https://www.thefreelibrary.com/Perfecting+the+grist+mill%3A+delaware+man%27s+designs+pushed+mill+into+a...-a0254960060	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250628549.43/warc/CC-MAIN-20200125011232-20200125040232-00170.warc.gz	en	0.980955	2,132	3.578125	4	[ -0.46050775051116943, 0.12888368964195251, 0.30037134885787964, -0.08346293866634369, -0.2681906223297119, -0.47568029165267944, 0.12031528353691101, 0.2824391722679138, -0.5622918605804443, -0.44544708728790283, -0.3781816065311432, -0.34211862087249756, -0.05445773899555206, 0.1266873180...	1	Perfecting the grist mill: delaware man's designs pushed mill into a new era. As the number of settlers in an area grew, some enterprising individual would build a water-powered mill along a stream. The neighboring farmers then made regular trips to the mill, carrying "grists" of grain to be made into flour. As fee for his services, the miller typically took one-tenth of the grist, an amount set by law in most states. Since farmers didn't want to travel far for flour, mills sprang up everywhere, often only three or four miles apart. The early mills were slow, inefficient and labor intensive, and furnished many opportunities for contamination of the flour by dirt, insects and vermin. Evans the innovator Oliver Evans changed all that. Born in Newport, Del., on Sept. 13, 1755, at 16 Evans was apprenticed to a wheelwright who taught him to build wagons. Being curious and ambitious, the young man studied math, mechanics and science in his spare time and developed into an excellent "mechanician," as they were called in those days. Evans joined his two brothers in running a grist mill. Being inventive, he set out to improve the way flour was made. He designed bucket elevators to raise the grain and flour vertically and chutes to carry them back down, along with screw conveyors to move them horizontally through the mill. He also developed a rolling screen to clean the incoming grain before it was ground. When freshly ground flour first came from the mill stones, it was hot and damp. To prevent caking, it had to be stirred while it cooled and dried. Standard practice was to spread the flour on the floor, where a miller's boy stirred it with a hand rake until it was dry and cool. The procedure took a long time and was inherently unclean. Evans developed a machine, appropriately named a "hopper boy," that performed the operation with a large mechanical rake inside an enclosed bin. In the 1780s, Evans built a completely automatic grist mill in New Castle County, Del. Powered by a water wheel, the mill was the first continuous flow, production line mill in the world. An English book of the day described the mill: "Mr. Oliver Evans, an ingenious American, has invented ... a flour mill upon a curious construction which, without the assistance of manual labor, first conveys the grain ... to the upper floor, where it is cleaned. Thence it descends to the hopper, and after being ground in the usual way, the flour is conveyed to the upper floor, where, by a simple and ingenious contrivance, it is spread, cooled, and gradually made to pass to the boulting hopper." The product wasn't touched by human hands from the time the grain was dumped into the receiving hopper until the finished flour flowed into a bin ready for packing into barrels or bags. Newfangled ideas finally take hold Like many inventions, Evans' mill machinery was slow to be accepted. Millers were like farmers and looked with suspicion upon any new method or machine different from that used by their fathers and grandfathers. Eventually, mills began to incorporate some or all of Evans' improvements. Since there was no patent protection during the 1780s, Evans usually received no money for use of his ideas by others. Finally, the U.S. Patent Office was established in 1790. The third patent issued by that body was to Oliver Evans for "his method of manufacturing flour and meal." Sometime in about 1800, Thomas Jefferson had a grist mill built, leaving all details of construction to his millwright who borrowed heavily from Evans' methods. In 1808, President Jefferson found out about the patent and wrote to Evans, "I am informed and indebted to you for the machinery erected and interest on it, $89.60 [$1,545 today], which sum I therefore now remit you in a draft on the Bank of the United States." Evans replied, acknowledging the payment, " ... for license to use my improvements at your mill at (Albemarle) County for which I return you sincere thanks ... I can say with truth that had all those who had used my improvements paid as generously as the President of the U.S., I might have been enabled to render my country much greater service." But mills weren't all. In 1803, Evans reportedly was the first person to successfully burn coal in a grate. Up to that time homes were heated by wood fires, with coal used primarily in blacksmith's forges and in making ammunition. In 1805, he designed probably the first refrigeration machine, although it wasn't until 1844 that a doctor named John Gorrie improved on Evans' design to build a machine that made ice to cool yellow fever patients. In Buffalo in 1842, Joseph Dart built the nation's first grain elevator to load and unload grain from canal and lake boats. Prior to that, all grain was hand-loaded and unloaded by laborers, or "Irish backs," as one grain merchant put it. Dart's elevator could move more than 1,000 bushels per hour. Grain elevators soon became common in every grain shipping port. Dart later said, "It was the first successful application of the valuable inventions of Oliver Evans to the commercial purpose for which it is now extensively employed." Branching out to steam Scotsman James Watt is famous for improving Newcomen's steam vacuum engine that relied on atmospheric pressure to move the cylinder. Watt developed a double-acting cylinder that alternately admitted steam on each side of a piston to provide a powered stroke in each direction. While Newcomen's engines were used primarily for pumping water, Watt's improved low-pressure engines were practical for running other machines, but they were large and heavy, limiting their usefulness in vehicles. As a young man, Oliver Evans had studied Newcomen's engine and became fascinated by this new source of power. During the 1780s, Evans designed and built a high-pressure, non-condensing steam engine that was compact, lightweight and of simple construction. While Watt is credited with inventing the low-pressure steam engine, Oliver Evans built the first high-pressure engine. Sam Moore grew up on a farm in western Pennsylvania. He now lives in Salem, Ohio, and collects antique tractors, implements and related items. Contact Sam by e-mail at firstname.lastname@example.org. RELATED ARTICLE: A TRIP TO THE MILL Journal recounts rural mill operation 100 years ago Watt's Mill near where I grew up in South Beaver Township, Beaver County, Pa., was a classic example of a grist mill. The mill was built in 1798 and operated continuously until it burned on Jan. 14, 1916. Frank Steele, who grew up in the area during the early part of the century, recorded the following recollections of Watt's Mill: "In the winter of 1912, my father and I went to Watt's Mill with 10 bushels of buckwheat and two bushels of corn to get ground. (We had) to go down to the Little Beaver Creek, which we had to ford. The horses did not want to cross as the water was real deep, about two inches from the bottom of the spring wagon. Tom Watt and his brother Jim operated the mill. They also had a sawmill (although) I never saw it in operation. "They would not grind buckwheat when the weather was damp, as the buckwheat would not grind well on a damp day. They did not like to change from grinding buck-wheat to corn, as they had to operate the mill (empty) a short time to get it cleaned out. "Stone grinding wheels were used, turned by a water wheel laid on its side, called a tub wheel. They let the water wheel operate continuously in real cold weather so it would not freeze. In winter there would be pieces of ice come through the water wheel. It would sound like a lot of glass being broken, (or) a bunch of rocks in the wheel. "The door of the mill was higher than the wagons, (so) they had a plank to leave down to the bottom of the wagon. You would fasten a rope around two or three sacks of grain and they would pull the sacks up the plank to the mill floor. The rope was fastened to a revolving shaft operated by the water wheel. "The Watts brothers would take part of the flour as toll. I believe it was one eighth. They would rather have flour than cash, as there was a great demand for the flour. "Mr. Jim Watt told us about being to the Klondyke (sic) gold rush in Alaska (and) showed us the gold watch and chain made from the gold he had panned. He smoked a corncob pipe (and) would reach in one chute where the buckwheat hulls came down from the screen and filled his pipe with hulls and smoked it. It did not smell very good to me. "In 1915, Frosty Cook and I would take 15 bushels of buckwheat and two bushels of corn in the sled and we had to leave it because there was so many grists ahead of us. We would go back in a week taking 15 bushels more. That year my father raised 120 bushels (of buckwheat). He sold the flour in Beaver Falls at the Grand Hotel (and) also at a lot of restaurants. We would have buckwheat cakes every breakfast and mush fried every weekend." The old mills were still important even into the 20th century. A few scattered around the country are operated as part of various festivals and celebrations. You should visit one of these if you get a chance; they're quite interesting.--Sam Moore \|Printer friendly Cite/link Email Feedback\| \|Title Annotation:\|\|LET'S TALK RUSTY IRON; Oliver Evans\| \|Date:\|\|May 1, 2011\| \|Previous Article:\|\|Wanted: gadgets, gizmos & contraptions.\| \|Next Article:\|\|Remembering the Rosenthal husker/shredder: tackled shocked corn with complete efficiency.\|	2,152	ENGLISH	1
John Tyler (1790-1862) became the tenth president of the United States while serving as vice president to William Henry Harrison, who died in office. Tyler was born on March 29, 1790, at Greenway, his family’s plantation in Charles County, Virginia. His political career started early, as he was elected to the Virginia legislature at age 21. From 1817 to 1821, he was a member of the House of Representatives and was elected to Congress as a member of the Democratic-Republicans, the party that was founded in the early 1790s by Thomas Jefferson and James Madison. In 1813, he married Letitia Christian and the couple had eight children. However, in 1839, Letitia suffered a stroke which left her partially paralyzed. Tyler believed in states’ rights and strictly following the Constitution, instead of granting more power to the federal government. He served as the governor of Virginia from 1825 to 1827 and delivered the official eulogy for Jefferson, who died on July 4, 1826. While serving in the U.S. Senate, Tyler started disagreeing with the policies of President Andrew Jackson and later became affiliated with the Whig Party, the opposition to Jackson. The Whigs selected Harrison and Tyler on the ticket to run for president and vice president in 1840. Harrison perished after only one month in office due to pneumonia and Tyler became the sitting president. Because the first lady could not handle her duties due to her stroke, her daughter-in-law, Priscilla Cooper Tyler, a former actress, assumed the role of White House hostess. Two years later, in 1842, Letitia suffered a second stroke and died at the age of 51. Tyler became the first president to marry while in office when he wed Julia Gardiner in 1844. The couple had seven children, giving him a total of 15 and the distinction of fathering more children than any other U.S. president. At first, no one was certain on how to handle Harrison’s death and whether Tyler should remain in his position as vice or take over the office since the Constitution was unclear on that matter. At 51 years old, he was sworn into office on April 6 and dubbed “His Accidency.” It wasn’t until 1967 that the 25th Amendment to the Constitution was ratified, stating that the vice president will take the presidential office if the current president dies or resigns. After retiring from office, Tyler returned to his plantation and voted in favor of Virginia seceding from the Union. He was elected to the Confederate House of Representatives but died at the age of 71 on January 18, 1862 before he could take his seat. President Abraham Lincoln and the government did not acknowledge Tyler’s death because he was seen as a traitor to the union.	<urn:uuid:b6f81557-bd6e-4b79-847c-10044d7de790>	CC-MAIN-2020-05	https://lngenz.com/john-tyler-the-first-president-to-not-be-elected/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694071.63/warc/CC-MAIN-20200126230255-20200127020255-00016.warc.gz	en	0.987121	580	3.46875	3	[ -0.33786386251449585, 0.6962130069732666, 0.40678679943084717, -0.2696496844291687, -0.6070871353149414, 0.4864214360713959, 0.20634335279464722, 0.1745489537715912, 0.09600494801998138, 0.40060120820999146, 0.34457606077194214, 0.16047415137290955, 0.05468384176492691, 0.43917953968048096...	3	John Tyler (1790-1862) became the tenth president of the United States while serving as vice president to William Henry Harrison, who died in office. Tyler was born on March 29, 1790, at Greenway, his family’s plantation in Charles County, Virginia. His political career started early, as he was elected to the Virginia legislature at age 21. From 1817 to 1821, he was a member of the House of Representatives and was elected to Congress as a member of the Democratic-Republicans, the party that was founded in the early 1790s by Thomas Jefferson and James Madison. In 1813, he married Letitia Christian and the couple had eight children. However, in 1839, Letitia suffered a stroke which left her partially paralyzed. Tyler believed in states’ rights and strictly following the Constitution, instead of granting more power to the federal government. He served as the governor of Virginia from 1825 to 1827 and delivered the official eulogy for Jefferson, who died on July 4, 1826. While serving in the U.S. Senate, Tyler started disagreeing with the policies of President Andrew Jackson and later became affiliated with the Whig Party, the opposition to Jackson. The Whigs selected Harrison and Tyler on the ticket to run for president and vice president in 1840. Harrison perished after only one month in office due to pneumonia and Tyler became the sitting president. Because the first lady could not handle her duties due to her stroke, her daughter-in-law, Priscilla Cooper Tyler, a former actress, assumed the role of White House hostess. Two years later, in 1842, Letitia suffered a second stroke and died at the age of 51. Tyler became the first president to marry while in office when he wed Julia Gardiner in 1844. The couple had seven children, giving him a total of 15 and the distinction of fathering more children than any other U.S. president. At first, no one was certain on how to handle Harrison’s death and whether Tyler should remain in his position as vice or take over the office since the Constitution was unclear on that matter. At 51 years old, he was sworn into office on April 6 and dubbed “His Accidency.” It wasn’t until 1967 that the 25th Amendment to the Constitution was ratified, stating that the vice president will take the presidential office if the current president dies or resigns. After retiring from office, Tyler returned to his plantation and voted in favor of Virginia seceding from the Union. He was elected to the Confederate House of Representatives but died at the age of 71 on January 18, 1862 before he could take his seat. President Abraham Lincoln and the government did not acknowledge Tyler’s death because he was seen as a traitor to the union.	626	ENGLISH	1
Religion played a role in Nazi Germany but as with so many other aspects of life in the state, religion became the ‘property’ of the government with the introduction of the Reich Church. While Hitler had been brought up as a Roman Catholic, he rejected Christian beliefs as an adult. He wrote in ‘Mein Kampf’ that “antiquity was better than modern times because it did not know Christianity and syphilis.” Hitler also forwarded other reasons in ‘Mein Kampf’ as to why Christianity should be rejected. 1. It protected the weak and the low. 2. Christianity was Jewish and Oriental in origin and it forced people “to bends their backs to the sound of the church bells and crawl to the cross of a foreign God.” 3. Christianity began 2000 years previous among sick, exhausted and despairing men who had lost their belief in life. 4. The Christian tenets of forgiveness of sin, resurrection and salvation were “plain nonsense”. 5. The Christian idea of mercy was a dangerous idea and “un-German”. 6. Christian love was a silly idea because love paralysed men. 7. The Christian idea of equality protected the racially inferior, the ill, the weak and the crippled. Alfred Rosenberg was considered to be the Nazi Party’s main philosopher and he put his faith in PositiveChristianity. This replaced the “Oriental” aspects of Christianity that Hitler disapproved of and replaced them with “positive aspects” – such as racialism, the reintroduction of old Nordic values, the supremacy of the Aryan race and the importance of the individual heroic figure. However, a great deal of Positive Christianity as purported by Rosenberg came across to Hitler as nonsense in itself and he did not shy away from telling his inner circle such. When Hitler became Chancellor on January 30th 1933, he took a more pragmatic approach to the churches that existed in Germany at the time. There were those in Nazi Germany who believed that Hitler had, in fact, saved the various churches in Germany from communism and in the early days of Nazism few church leaders expressed an overt concern about Hitler. On July 30th 1933, Hitler signed the Concordat with the Catholic Church. He guaranteed the integrity of the Catholic Church and agreed that it should have its rights and privileges protected. It was made clear that as long as the Catholic Church kept out of politics it would not be troubled. “In concluding the agreement, Hitler hoped to assure himself of an atmosphere of confidence by impressing world public opinion. He was deeply proud of his first diplomatic success” (Louis Snyder) However, the success he achieved with the Catholic Church was not replicated with the various Protestant denominations in Germany. They were more concerned about the planned replacement of normal Christian values with those that included ‘Blut und Boden’ (Blood and Soil). In 1934, Professor Ernst Bergmann put forward his ideas for a new German religion. Bergmann stated that: 1. The Old Testament and many parts of the New Testament were not suitable for a new Germany. 2. Christ was a Nordic martyr who was put to death by the Jews. Christ was a warrior whose death rescued the world from Jewish dominance. 3. Adolf Hitler is the new Messiah sent to earth to save the world from Jews. 4. The swastika should become the symbol of German Christianity. 5. The scared assets of German Christians were German land, German blood, German soul and German art. “Either we have a German God or none at all. The international God flies with the strongest squadrons – and they are not on the German side. We cannot kneel to a God who pays more attention to the French than to us. We Germans have been forsaken by the Christian God. He is not a just, supernatural God, but a party political God of the others. It is because we believed in him and not in our own German God that we were defeated in the struggle of the nations.” Christians within Nazi Germany – and across the world – were horrified by these statements. German Protestants gathered around the Confessional Church (Bekennniskirche), which worked to maintain the purity of the Evangelical faith. The Confessional Church refused to obey the Reich Bishop of the Reich Church and it declared that Christian beliefs were incompatible with Nazi religious beliefs. This put Confessional Church leaders in a dangerous position. Martin Niemoeller was arrested for sedition. He was found not guilty on many of the charges but was re-arrested and sent to a concentration camp. Dr Karl Barth, a leading German theologian, was sacked from his position as Professor of Theology at Bonn University because he refused to start each lesson of with a ‘Heil Hitler’ accompanied by a Nazi salute. Dietrich Bonhoffer became part of the opposition movement against Hitler. The Concordat signed with the Catholic Church did not last long. Once Hitler felt entrenched in power, he ordered Joseph Goebbels to turn the Nazi propaganda machine against the Catholic Church. Monks and nuns were accused of smuggling gold out of Germany while priests were accused of immorality. The Archbishop of Munich-Freising had to be given diplomatic status by the Papacy to save him from arrest (he was made a Papal Legate). The concerns in Rome were such that Pope Pius XI issued ‘With Deep Anxiety’. It accused Hitler of treating Catholics in Germany in an inhumane manner and breaking the terms of the Concordat.	<urn:uuid:2baa3f73-fad0-488d-8105-c6c9660f2ccd>	CC-MAIN-2020-05	https://www.historylearningsite.co.uk/nazi-germany/religion-and-nazi-germany/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597458.22/warc/CC-MAIN-20200120052454-20200120080454-00025.warc.gz	en	0.981107	1,156	3.53125	4	[ 0.09783357381820679, 0.8333856463432312, -0.2688809037208557, -0.2296409010887146, 0.058388132601976395, 0.41431134939193726, 0.06479695439338684, 0.1915905773639679, 0.19902466237545013, 0.0709240511059761, -0.04358234629034996, 0.009658481925725937, 0.26765942573547363, 0.313199847936630...	10	Religion played a role in Nazi Germany but as with so many other aspects of life in the state, religion became the ‘property’ of the government with the introduction of the Reich Church. While Hitler had been brought up as a Roman Catholic, he rejected Christian beliefs as an adult. He wrote in ‘Mein Kampf’ that “antiquity was better than modern times because it did not know Christianity and syphilis.” Hitler also forwarded other reasons in ‘Mein Kampf’ as to why Christianity should be rejected. 1. It protected the weak and the low. 2. Christianity was Jewish and Oriental in origin and it forced people “to bends their backs to the sound of the church bells and crawl to the cross of a foreign God.” 3. Christianity began 2000 years previous among sick, exhausted and despairing men who had lost their belief in life. 4. The Christian tenets of forgiveness of sin, resurrection and salvation were “plain nonsense”. 5. The Christian idea of mercy was a dangerous idea and “un-German”. 6. Christian love was a silly idea because love paralysed men. 7. The Christian idea of equality protected the racially inferior, the ill, the weak and the crippled. Alfred Rosenberg was considered to be the Nazi Party’s main philosopher and he put his faith in PositiveChristianity. This replaced the “Oriental” aspects of Christianity that Hitler disapproved of and replaced them with “positive aspects” – such as racialism, the reintroduction of old Nordic values, the supremacy of the Aryan race and the importance of the individual heroic figure. However, a great deal of Positive Christianity as purported by Rosenberg came across to Hitler as nonsense in itself and he did not shy away from telling his inner circle such. When Hitler became Chancellor on January 30th 1933, he took a more pragmatic approach to the churches that existed in Germany at the time. There were those in Nazi Germany who believed that Hitler had, in fact, saved the various churches in Germany from communism and in the early days of Nazism few church leaders expressed an overt concern about Hitler. On July 30th 1933, Hitler signed the Concordat with the Catholic Church. He guaranteed the integrity of the Catholic Church and agreed that it should have its rights and privileges protected. It was made clear that as long as the Catholic Church kept out of politics it would not be troubled. “In concluding the agreement, Hitler hoped to assure himself of an atmosphere of confidence by impressing world public opinion. He was deeply proud of his first diplomatic success” (Louis Snyder) However, the success he achieved with the Catholic Church was not replicated with the various Protestant denominations in Germany. They were more concerned about the planned replacement of normal Christian values with those that included ‘Blut und Boden’ (Blood and Soil). In 1934, Professor Ernst Bergmann put forward his ideas for a new German religion. Bergmann stated that: 1. The Old Testament and many parts of the New Testament were not suitable for a new Germany. 2. Christ was a Nordic martyr who was put to death by the Jews. Christ was a warrior whose death rescued the world from Jewish dominance. 3. Adolf Hitler is the new Messiah sent to earth to save the world from Jews. 4. The swastika should become the symbol of German Christianity. 5. The scared assets of German Christians were German land, German blood, German soul and German art. “Either we have a German God or none at all. The international God flies with the strongest squadrons – and they are not on the German side. We cannot kneel to a God who pays more attention to the French than to us. We Germans have been forsaken by the Christian God. He is not a just, supernatural God, but a party political God of the others. It is because we believed in him and not in our own German God that we were defeated in the struggle of the nations.” Christians within Nazi Germany – and across the world – were horrified by these statements. German Protestants gathered around the Confessional Church (Bekennniskirche), which worked to maintain the purity of the Evangelical faith. The Confessional Church refused to obey the Reich Bishop of the Reich Church and it declared that Christian beliefs were incompatible with Nazi religious beliefs. This put Confessional Church leaders in a dangerous position. Martin Niemoeller was arrested for sedition. He was found not guilty on many of the charges but was re-arrested and sent to a concentration camp. Dr Karl Barth, a leading German theologian, was sacked from his position as Professor of Theology at Bonn University because he refused to start each lesson of with a ‘Heil Hitler’ accompanied by a Nazi salute. Dietrich Bonhoffer became part of the opposition movement against Hitler. The Concordat signed with the Catholic Church did not last long. Once Hitler felt entrenched in power, he ordered Joseph Goebbels to turn the Nazi propaganda machine against the Catholic Church. Monks and nuns were accused of smuggling gold out of Germany while priests were accused of immorality. The Archbishop of Munich-Freising had to be given diplomatic status by the Papacy to save him from arrest (he was made a Papal Legate). The concerns in Rome were such that Pope Pius XI issued ‘With Deep Anxiety’. It accused Hitler of treating Catholics in Germany in an inhumane manner and breaking the terms of the Concordat.	1,126	ENGLISH	1
English Literature: 1600-1700 For the English Literature CLEP. Terms in this set (37) Scottish Presbyterian pastor, theologian and author, and one of the Scottish Commissioners to the Westminster Assembly. He has been described as the Prince of Letter Writers. His political book "Lex, Rex" was written in response to John Maxwell's "Sacro-Sanctum Regus Majestas" and presented a theory of limited government and constitutionalism that raised him to merited eminence as a philosophical thinker. Wrote at a time of religious flux and political upheaval, and is best known for his epic poem "Paradise Lost" (1667), written in blank verse. His poetry and prose reflect deep personal convictions, a passion for freedom and self-determination, and the urgent issues and political turbulence of his day. Writing in English, Latin, Greek, and Italian, he achieved international renown within his lifetime, and his celebrated "Areopagitica" (1644)—written in condemnation of pre-publication censorship—is among history's most influential and impassioned defenses of free speech and freedom of the press. English poet, styled "the divine," and known as one of the central figures associated with the Metaphysical poets in 17th Century English literature. His poetry is firmly within the Metaphysical tradition. Though his oeuvre is considered of uneven quality and among the weakest examples of the genre, his work is said to be marked by a focus toward "love with the smaller graces of life and the profounder truths of religion, while he seems forever preoccupied with the secret architecture of things." Dean Stanley called him "the chief of English Protestant Schoolmen." After some false starts, he made his reputation by his ministry at Kidderminster, and at around the same time began a long and prolific career as theological writer. His "Breviate of the Life of Mrs Margaret Baxter" records the virtues of his wife and tenderness which otherwise might not have been known. Welsh author, physician and metaphysical poet. He took his literary inspiration from his native environment and chose the descriptive name "Silurist," derived from his homage to the Silures, the Celtic tribe of pre-Roman south Wales which strongly resisted the Romans. After refusing a long string of impressive suitors put forth by her family, in 1654 she married Sir William Temple, a man with whom she had carried on a lengthy clandestine courtship that was largely epistolary in nature. It is for her letters to him, which were witty, progressive and socially illuminating, that she is remembered. Christian writer and preacher. He is the author of the most famous published Christian allegory. In addition to this, he wrote nearly sixty titles, many of them expanded sermons. Poet, literary critic, translator, and playwright who was made Poet Laureate in 1668. He is seen as dominating the literary life of Restoration England to such a point that the period came to be known in literary circles as the Age of Dryden. English trader, writer, journalist, pamphleteer, and spy. He is notable for being one of the earliest proponents of the novel, as he helped to popularize the form in Britain and is among the founders of the English novel. A prolific and versatile writer, he wrote more than 500 books, pamphlets, and journals on various topics (including politics, crime, religion, marriage, psychology and the supernatural). He was also a pioneer of economic journalism. Known as a contributor to The Examiner. When the Queen died and the Whigs regained power, he was impeached and kept in close custody for two years (1715-1717). During this imprisonment, maintaining his cheerful philosophy, he wrote his longest humorous poem, "Alma"; or, "The Progress of the Mind." Anglo-Irish satirist, essayist, political pamphleteer (first for the Whigs, then for the Tories), poet and cleric who became Dean of St Patrick's Cathedral, Dublin. He was part of the inner circle of the Tory government, and recorded his experience and thoughts during this time in a series of letters to Esther Johnson, collected and published after his death as "A Journal to Stella." English poet and dramatist and member of the Scriblerus Club. Poet famous for his satire and use of the heroic couplet. "The Dunciad" was a dangerous moral essay and, though published anonymously, its authorship was not in doubt. Because of numerous threats, he would never go for a walk without the company of his Great Dane, Bounce, and a pair of loaded pistols in his pocket. Scottish poet and playwright, known for his masterpiece "The Seasons" and the lyrics of "Rule, Britannia!". Made lasting contributions to English literature as a poet, essayist, moralist, literary critic, biographer, editor and lexicographer. He was a devout Anglican and committed Tory. His odd gestures and nervous tics were disconcerting to some on first meeting him. Poet, letter-writer, classical scholar and professor at Cambridge University. He is widely known for his "Elegy Written in a Country Churchyard" (1751). He was a brilliant bookworm, a quiet, abstracted, dreaming scholar, often afraid of the shadows of his own fame. He came to be known as one of the "Graveyard poets" of the late 18th century, along with Oliver Goldsmith, William Cowper, and Christopher Smart. He perhaps knew these men, sharing ideas about death, mortality, and the finality and sublimity of death. Irish novelist, playwright and poet, best known for his novel "The Vicar of Wakefield" (1766), pastoral poem "The Deserted Village" (1770), and plays. He is thought to have written the classic children's tale "The History of Little Goody Two-Shoes," the source of the phrase "goody two-shoes." English poet and hymnodist. One of the most popular poets of his time, he changed the direction of 18th century nature poetry by writing of everyday life and scenes of the English countryside. Although after being institutionalized for insanity in the period 1763-65, he found refuge in a fervent evangelical Christianity, the inspiration behind his much-loved hymns, he often experienced doubt and after a dream in 1773 believed that he was doomed to eternal damnation. Lawyer, diarist, and author born in Edinburgh, Scotland. He is best known for the intimate biography he wrote of one of his contemporaries, Samuel Johnson. His surname has passed into the English language as a term for a constant companion and observer, especially one who records those observations in print. A seminal figure in the history of the poetry and visual arts of the Romantic Age. His prophetic poetry has been said to form "what is in proportion to its merits the least read body of poetry in the English language." Considered mad by contemporaries for his idiosyncratic views, he is held in high regard by later critics for his expressiveness and creativity, and for the philosophical and mystical undercurrents within his work. Reverent of the Bible but hostile to the Church of England (indeed, to all forms of organized religion), he was influenced by the ideals and ambitions of the French and American Revolutions. Though later he rejected many of these political beliefs, he maintained an amiable relationship with the political activist Thomas Paine. The singularity of his work makes him difficult to classify. Scottish poet and lyricist. He is widely regarded as the national poet of Scotland and is celebrated worldwide. He also wrote in standard English, and in these writings his political or civil commentary is often at its bluntest. He is regarded as a pioneer of the Romantic movement, and after his death he became a great source of inspiration to the founders of both liberalism and socialism, and a cultural icon for Scots around the world. His style is marked by spontaneity, directness, and sincerity, and ranges from the tender intensity of some of his lyrics through humour. The strong emotional highs and lows associated with many of his poems have led some to suggest that he suffered from manic depression. William Lisle Bowles Published "Fourteen Sonnets" to high praise. His longer poems published are not of a very high standard, though all are distinguished by purity of imagination, cultured and graceful diction, and great tenderness of feeling. English poet who, with Samuel Taylor Coleridge, helped to launch the Romantic Age in English literature with the 1798 joint publication "Lyrical Ballads." His magnum opus is generally considered to be "The Prelude," a semiautobiographical poem of his early years which he revised and expanded a number of times. It was posthumously titled and published, prior to which it was generally known as "the poem to Coleridge." He was Britain's Poet Laureate from 1843 until his death in 1850. Sir Walter Scott Although primarily remembered for his extensive literary works and his political engagement, he was an advocate, judge and legal administrator by profession, and throughout his career combined his writing and editing work with his daily occupation as Clerk of Session and Sheriff-Depute of Selkirkshire. The first English-language author to have a truly international career in his lifetime. Samuel Taylor Coleridge English poet, literary critic and philosopher who, with his friend William Wordsworth, was a founder of the Romantic Movement in England and a member of the Lake Poets. His critical work, especially on Shakespeare, was highly influential, and he helped introduce German idealist philosophy to English-speaking culture. He coined many familiar words and phrases, including the celebrated suspension of disbelief. He was a major influence on Emerson and American transcendentalism. Throughout his adult life, he suffered from crippling bouts of anxiety and depression; it has been speculated by some that he suffered from bipolar disorder, a condition not identified during his lifetime. One of the Lake Poets, and Poet Laureate for 30 years from 1813 to his death. He was also a prolific letter writer, literary scholar, essay writer, historian and biographer. Biographies include: John Bunyan, John Wesley, William Cowper, Oliver Cromwell and Horatio Nelson. Both he and his sister Mary suffered a period of mental illness. He spent six weeks in a mental facility during 1795, at the time while he was already making his name as a poet. His sister, in a bout of acute mania, killed her own mother with a kitchen knife. He used a large part of his relatively meagre income to keep his beloved sister in a private "madhouse" in Islington. Walter Savage Landor His best known works were the prose "Imaginary Conversations," and the poem "Rose Aylmer," but the critical acclaim he received from contemporary poets and reviewers was not matched by public popularity. As remarkable as his work was, it was equalled by his rumbustious character and lively temperament. Lived her entire life as part of a close-knit family located on the lower fringes of the English landed gentry. She was educated primarily by her father and older brothers as well as through her own reading. The steadfast support of her family was critical to her development as a professional writer. Her works critique the novels of sensibility of the second half of the 18th century and are part of the transition to 19th-century realism. Her plots, though fundamentally comic, highlight the dependence of women on marriage to secure social standing and economic security. Her works, though usually popular, were first published anonymously and brought her little personal fame and only a few positive reviews during her lifetime. Worked as a writer and editor for The Examiner, the Reflector, and the Indicator. In 1816 he made a mark in English literature with the publication of "Story of Rimini," based on the tragic episode of Francesca da Rimini told in Dante's Inferno. The poem is an optimistic narrative which runs contrary to the tragic nature of its subject. His flippancy and familiarity, often degenerating into the ludicrous, made him a target for ridicule and parody. Thomas Love Peacock English novelist, poet, and official of the East India Company. He was a close friend of Percy Bysshe Shelley and they influenced each other's work. He wrote satirical novels, each with the same basic setting — characters at a table discussing and criticizing the philosophical opinions of the day. He has no plot, little human interest, and no consistent delineation of character. His personages are mere puppets, or, at best, incarnations of abstract qualities such as grace or beauty, but beautifully depicted. Thomas De Quincey English essayist best known for his "Confessions of an English Opium-Eater" (1821). Many scholars suggest that in publishing this work he inaugurated the tradition of addiction literature in the West. Baron George Gordon Byron Poet and leading figure in the Romantic movement. Often described as the most flamboyant and notorious of the major Romantics, he was celebrated in life for aristocratic excesses, including huge debts, numerous love affairs with both sexes, rumours of a scandalous incestuous liaison with his half-sister, and self-imposed exile. Percy Bysshe Shelley One of the major English Romantic poets. A radical in his poetry as well as his political and social views, he did not achieve fame during his lifetime, but recognition for his poetry grew steadily following his death. He was a key member of a close circle of visionary poets and writers that included Lord Byron; Leigh Hunt; Thomas Love Peacock; and his own second wife, Mary Shelley, the author of Frankenstein. English Romantic poet, one of the main figures of the second generation of Romantic poets along with Lord Byron and Percy Bysshe Shelley, despite his work having been in publication for only four years before his death. Although his poems were not generally well received by critics during his life, his reputation grew after his death, so that by the end of the 19th century he had become one of the most beloved English poets. His poetry is characterized by sensual imagery, most notably in his series of odes. Scottish philosopher, satirical writer, essayist, historian and teacher during the Victorian era. He called economics "the dismal science," wrote articles for the Edinburgh Encyclopedia, and became a controversial social commentator. His combination of religious temperament with loss of faith in traditional Christianity made his work appealing to many Victorians who grappled with scientific and political changes that threatened the traditional social order. He brought a trenchant style to his social and political criticism, and a complex literary style to works such as "The French Revolution: A History" (1837). English novelist, short story writer, dramatist, essayist, biographer, and travel writer who also edited and promoted the works of her husband, Romantic poet and philosopher Percy Bysshe Shelley. YOU MIGHT ALSO LIKE... CLEP English Literature Authors Brit. Lit. Anglo-Saxon Period-Romantic Period OTHER SETS BY THIS CREATOR VSP Aural Brevity Codes (Ten Codes) Principles of Supervision THIS SET IS OFTEN IN FOLDERS WITH... English Literature: 1300-1600 English Literature CLEP Test: Authors English Literature: Renaissance (Tudor) Samuel Johnson "Preface to Shakespeare" 1765	<urn:uuid:0f13362e-1190-4a29-9287-a809ddd15ad9>	CC-MAIN-2020-05	https://quizlet.com/40885475/english-literature-1600-1700-flash-cards/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598217.23/warc/CC-MAIN-20200120081337-20200120105337-00503.warc.gz	en	0.982017	3,223	3.453125	3	[ 0.09755584597587585, 0.4092918634414673, 0.4484614133834839, 0.2375449240207672, -0.20959049463272095, -0.03332549333572388, 0.07649879902601242, 0.19503644108772278, 0.1319783627986908, -0.030565250664949417, -0.25456035137176514, -0.03981013968586922, 0.25097501277923584, 0.0980132967233...	1	English Literature: 1600-1700 For the English Literature CLEP. Terms in this set (37) Scottish Presbyterian pastor, theologian and author, and one of the Scottish Commissioners to the Westminster Assembly. He has been described as the Prince of Letter Writers. His political book "Lex, Rex" was written in response to John Maxwell's "Sacro-Sanctum Regus Majestas" and presented a theory of limited government and constitutionalism that raised him to merited eminence as a philosophical thinker. Wrote at a time of religious flux and political upheaval, and is best known for his epic poem "Paradise Lost" (1667), written in blank verse. His poetry and prose reflect deep personal convictions, a passion for freedom and self-determination, and the urgent issues and political turbulence of his day. Writing in English, Latin, Greek, and Italian, he achieved international renown within his lifetime, and his celebrated "Areopagitica" (1644)—written in condemnation of pre-publication censorship—is among history's most influential and impassioned defenses of free speech and freedom of the press. English poet, styled "the divine," and known as one of the central figures associated with the Metaphysical poets in 17th Century English literature. His poetry is firmly within the Metaphysical tradition. Though his oeuvre is considered of uneven quality and among the weakest examples of the genre, his work is said to be marked by a focus toward "love with the smaller graces of life and the profounder truths of religion, while he seems forever preoccupied with the secret architecture of things." Dean Stanley called him "the chief of English Protestant Schoolmen." After some false starts, he made his reputation by his ministry at Kidderminster, and at around the same time began a long and prolific career as theological writer. His "Breviate of the Life of Mrs Margaret Baxter" records the virtues of his wife and tenderness which otherwise might not have been known. Welsh author, physician and metaphysical poet. He took his literary inspiration from his native environment and chose the descriptive name "Silurist," derived from his homage to the Silures, the Celtic tribe of pre-Roman south Wales which strongly resisted the Romans. After refusing a long string of impressive suitors put forth by her family, in 1654 she married Sir William Temple, a man with whom she had carried on a lengthy clandestine courtship that was largely epistolary in nature. It is for her letters to him, which were witty, progressive and socially illuminating, that she is remembered. Christian writer and preacher. He is the author of the most famous published Christian allegory. In addition to this, he wrote nearly sixty titles, many of them expanded sermons. Poet, literary critic, translator, and playwright who was made Poet Laureate in 1668. He is seen as dominating the literary life of Restoration England to such a point that the period came to be known in literary circles as the Age of Dryden. English trader, writer, journalist, pamphleteer, and spy. He is notable for being one of the earliest proponents of the novel, as he helped to popularize the form in Britain and is among the founders of the English novel. A prolific and versatile writer, he wrote more than 500 books, pamphlets, and journals on various topics (including politics, crime, religion, marriage, psychology and the supernatural). He was also a pioneer of economic journalism. Known as a contributor to The Examiner. When the Queen died and the Whigs regained power, he was impeached and kept in close custody for two years (1715-1717). During this imprisonment, maintaining his cheerful philosophy, he wrote his longest humorous poem, "Alma"; or, "The Progress of the Mind." Anglo-Irish satirist, essayist, political pamphleteer (first for the Whigs, then for the Tories), poet and cleric who became Dean of St Patrick's Cathedral, Dublin. He was part of the inner circle of the Tory government, and recorded his experience and thoughts during this time in a series of letters to Esther Johnson, collected and published after his death as "A Journal to Stella." English poet and dramatist and member of the Scriblerus Club. Poet famous for his satire and use of the heroic couplet. "The Dunciad" was a dangerous moral essay and, though published anonymously, its authorship was not in doubt. Because of numerous threats, he would never go for a walk without the company of his Great Dane, Bounce, and a pair of loaded pistols in his pocket. Scottish poet and playwright, known for his masterpiece "The Seasons" and the lyrics of "Rule, Britannia!". Made lasting contributions to English literature as a poet, essayist, moralist, literary critic, biographer, editor and lexicographer. He was a devout Anglican and committed Tory. His odd gestures and nervous tics were disconcerting to some on first meeting him. Poet, letter-writer, classical scholar and professor at Cambridge University. He is widely known for his "Elegy Written in a Country Churchyard" (1751). He was a brilliant bookworm, a quiet, abstracted, dreaming scholar, often afraid of the shadows of his own fame. He came to be known as one of the "Graveyard poets" of the late 18th century, along with Oliver Goldsmith, William Cowper, and Christopher Smart. He perhaps knew these men, sharing ideas about death, mortality, and the finality and sublimity of death. Irish novelist, playwright and poet, best known for his novel "The Vicar of Wakefield" (1766), pastoral poem "The Deserted Village" (1770), and plays. He is thought to have written the classic children's tale "The History of Little Goody Two-Shoes," the source of the phrase "goody two-shoes." English poet and hymnodist. One of the most popular poets of his time, he changed the direction of 18th century nature poetry by writing of everyday life and scenes of the English countryside. Although after being institutionalized for insanity in the period 1763-65, he found refuge in a fervent evangelical Christianity, the inspiration behind his much-loved hymns, he often experienced doubt and after a dream in 1773 believed that he was doomed to eternal damnation. Lawyer, diarist, and author born in Edinburgh, Scotland. He is best known for the intimate biography he wrote of one of his contemporaries, Samuel Johnson. His surname has passed into the English language as a term for a constant companion and observer, especially one who records those observations in print. A seminal figure in the history of the poetry and visual arts of the Romantic Age. His prophetic poetry has been said to form "what is in proportion to its merits the least read body of poetry in the English language." Considered mad by contemporaries for his idiosyncratic views, he is held in high regard by later critics for his expressiveness and creativity, and for the philosophical and mystical undercurrents within his work. Reverent of the Bible but hostile to the Church of England (indeed, to all forms of organized religion), he was influenced by the ideals and ambitions of the French and American Revolutions. Though later he rejected many of these political beliefs, he maintained an amiable relationship with the political activist Thomas Paine. The singularity of his work makes him difficult to classify. Scottish poet and lyricist. He is widely regarded as the national poet of Scotland and is celebrated worldwide. He also wrote in standard English, and in these writings his political or civil commentary is often at its bluntest. He is regarded as a pioneer of the Romantic movement, and after his death he became a great source of inspiration to the founders of both liberalism and socialism, and a cultural icon for Scots around the world. His style is marked by spontaneity, directness, and sincerity, and ranges from the tender intensity of some of his lyrics through humour. The strong emotional highs and lows associated with many of his poems have led some to suggest that he suffered from manic depression. William Lisle Bowles Published "Fourteen Sonnets" to high praise. His longer poems published are not of a very high standard, though all are distinguished by purity of imagination, cultured and graceful diction, and great tenderness of feeling. English poet who, with Samuel Taylor Coleridge, helped to launch the Romantic Age in English literature with the 1798 joint publication "Lyrical Ballads." His magnum opus is generally considered to be "The Prelude," a semiautobiographical poem of his early years which he revised and expanded a number of times. It was posthumously titled and published, prior to which it was generally known as "the poem to Coleridge." He was Britain's Poet Laureate from 1843 until his death in 1850. Sir Walter Scott Although primarily remembered for his extensive literary works and his political engagement, he was an advocate, judge and legal administrator by profession, and throughout his career combined his writing and editing work with his daily occupation as Clerk of Session and Sheriff-Depute of Selkirkshire. The first English-language author to have a truly international career in his lifetime. Samuel Taylor Coleridge English poet, literary critic and philosopher who, with his friend William Wordsworth, was a founder of the Romantic Movement in England and a member of the Lake Poets. His critical work, especially on Shakespeare, was highly influential, and he helped introduce German idealist philosophy to English-speaking culture. He coined many familiar words and phrases, including the celebrated suspension of disbelief. He was a major influence on Emerson and American transcendentalism. Throughout his adult life, he suffered from crippling bouts of anxiety and depression; it has been speculated by some that he suffered from bipolar disorder, a condition not identified during his lifetime. One of the Lake Poets, and Poet Laureate for 30 years from 1813 to his death. He was also a prolific letter writer, literary scholar, essay writer, historian and biographer. Biographies include: John Bunyan, John Wesley, William Cowper, Oliver Cromwell and Horatio Nelson. Both he and his sister Mary suffered a period of mental illness. He spent six weeks in a mental facility during 1795, at the time while he was already making his name as a poet. His sister, in a bout of acute mania, killed her own mother with a kitchen knife. He used a large part of his relatively meagre income to keep his beloved sister in a private "madhouse" in Islington. Walter Savage Landor His best known works were the prose "Imaginary Conversations," and the poem "Rose Aylmer," but the critical acclaim he received from contemporary poets and reviewers was not matched by public popularity. As remarkable as his work was, it was equalled by his rumbustious character and lively temperament. Lived her entire life as part of a close-knit family located on the lower fringes of the English landed gentry. She was educated primarily by her father and older brothers as well as through her own reading. The steadfast support of her family was critical to her development as a professional writer. Her works critique the novels of sensibility of the second half of the 18th century and are part of the transition to 19th-century realism. Her plots, though fundamentally comic, highlight the dependence of women on marriage to secure social standing and economic security. Her works, though usually popular, were first published anonymously and brought her little personal fame and only a few positive reviews during her lifetime. Worked as a writer and editor for The Examiner, the Reflector, and the Indicator. In 1816 he made a mark in English literature with the publication of "Story of Rimini," based on the tragic episode of Francesca da Rimini told in Dante's Inferno. The poem is an optimistic narrative which runs contrary to the tragic nature of its subject. His flippancy and familiarity, often degenerating into the ludicrous, made him a target for ridicule and parody. Thomas Love Peacock English novelist, poet, and official of the East India Company. He was a close friend of Percy Bysshe Shelley and they influenced each other's work. He wrote satirical novels, each with the same basic setting — characters at a table discussing and criticizing the philosophical opinions of the day. He has no plot, little human interest, and no consistent delineation of character. His personages are mere puppets, or, at best, incarnations of abstract qualities such as grace or beauty, but beautifully depicted. Thomas De Quincey English essayist best known for his "Confessions of an English Opium-Eater" (1821). Many scholars suggest that in publishing this work he inaugurated the tradition of addiction literature in the West. Baron George Gordon Byron Poet and leading figure in the Romantic movement. Often described as the most flamboyant and notorious of the major Romantics, he was celebrated in life for aristocratic excesses, including huge debts, numerous love affairs with both sexes, rumours of a scandalous incestuous liaison with his half-sister, and self-imposed exile. Percy Bysshe Shelley One of the major English Romantic poets. A radical in his poetry as well as his political and social views, he did not achieve fame during his lifetime, but recognition for his poetry grew steadily following his death. He was a key member of a close circle of visionary poets and writers that included Lord Byron; Leigh Hunt; Thomas Love Peacock; and his own second wife, Mary Shelley, the author of Frankenstein. English Romantic poet, one of the main figures of the second generation of Romantic poets along with Lord Byron and Percy Bysshe Shelley, despite his work having been in publication for only four years before his death. Although his poems were not generally well received by critics during his life, his reputation grew after his death, so that by the end of the 19th century he had become one of the most beloved English poets. His poetry is characterized by sensual imagery, most notably in his series of odes. Scottish philosopher, satirical writer, essayist, historian and teacher during the Victorian era. He called economics "the dismal science," wrote articles for the Edinburgh Encyclopedia, and became a controversial social commentator. His combination of religious temperament with loss of faith in traditional Christianity made his work appealing to many Victorians who grappled with scientific and political changes that threatened the traditional social order. He brought a trenchant style to his social and political criticism, and a complex literary style to works such as "The French Revolution: A History" (1837). English novelist, short story writer, dramatist, essayist, biographer, and travel writer who also edited and promoted the works of her husband, Romantic poet and philosopher Percy Bysshe Shelley. YOU MIGHT ALSO LIKE... CLEP English Literature Authors Brit. Lit. Anglo-Saxon Period-Romantic Period OTHER SETS BY THIS CREATOR VSP Aural Brevity Codes (Ten Codes) Principles of Supervision THIS SET IS OFTEN IN FOLDERS WITH... English Literature: 1300-1600 English Literature CLEP Test: Authors English Literature: Renaissance (Tudor) Samuel Johnson "Preface to Shakespeare" 1765	3,268	ENGLISH	1
The Tragedy of King Lear 1) Lear begins as a powerful figure, who wants to retire from the responsibilities of being King of Britain. He thinks he will spend his remaining years under the benevolent care of his daughters, each of whom will inherit one third of his empire. Regan and Goneril give appropriately flattering speeches on their great love for him, and he rewards them by giving them their inheritance. Unfortunately, Lear’s dreams of daughterly gratitude and affection are ruined when he stays with Goneril. Goneril drives him from her house, and conspires with Regan to make sure that Lear will never recover his power. 2) The Fool sees clearly that Lear has given away all his power: “thou hadst little wit in thy bald crown when thou gavest thy golden one away” (Act 1, sc 4). He compares Lear’s actions to making his daughters into his keepers; “for when thou gav’st them the rod and putt’s down thine own breeches, then they for sudden joy did weep” (Act 1, sc.4). Lear wants to believe that Regan and Goneril are loving daughters, and stays in denial until each daughter cuts him off at the knees in no uncertain terms. Goneril humiliates him frequently, and calls his justified anger a “prank”. She refers to his “dotage” frequently, and limits the amount of attendants he can have, stating that they “be such men as may besort your age” (248).Goneril’s interest in age-appropriateness for her father is thinly-disguised treachery. 3) The Earl of Kent, Lear’s daughter Cordelia, the King of France, the Fool, the Earl of Gloucester and the Gentleman are all kind to Lear. Kent is so faithful that he returns in disguise to serve Lear even after being banished. In Act 3, Scene One he is working with the Gentleman, who is Cordelia’s attendant. Kent sends a message to Cordelia through the Gentleman warning of a plot by Albany and Cornwall, perhaps to seize all power in Britain. Cordelia gets treated horribly when she refuses to play the obsequious game in order to gain her dowry. The King of France is kind to Lear indirectly, in that he values Cordelia and not her dowry, and agrees to marry her . The Fool is kind to Lear , trying to tell him what’s really going on with two of his daughters, although it’s hard to tell if he’s really being kind, or that’s just his job. The Earl of Gloucester is disgusted by the treatment Lear receives from his own family: “When I desired their leave that I might pity him, they took from me the use of mine own house” (Act 3, sc.2) He goes to tell the King about some developments that may avenge him. Lear treats Kent horribly, banishing him when he tries to calm Lear down in the play’s first scene. When Lear had power, it blinded him to those who refused to lie and play his game, namely Kent and Cordelia. Lear’s best friend and his one true daughter are banished from his sight. 4) Gloucester is blinded by Cornwall. Gloucester went to Lear with the message: “His daughters seek his death”. (Act3, sc.4). Edmund, Gloucester’s illegitimate son, tells Cornwall that his father is going to deliver this message. Edmund has been devising an elaborate ruse to kill his father and get all the money, first trying to frame Edgar, his legitimate brother, then allying later with Cornwall to take power from Gloucester. Gloucester is captured by Cornwall and the two sisters. Regan says “Hang him instantly” while Gonerils say “Pluck out his eyes” (Act 3, Sc 7).	<urn:uuid:00fb45f9-79e2-4725-8e94-7255105f693b>	CC-MAIN-2020-05	https://summarystory.com/king-lear/the-tragedy-of-king-lear/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694176.67/warc/CC-MAIN-20200127020458-20200127050458-00214.warc.gz	en	0.982181	838	3.390625	3	[ 0.03267714008688927, 0.09748672693967819, 0.41350865364074707, 0.013828860595822334, -0.24580514430999756, -0.12614870071411133, 0.671235203742981, 0.036731719970703125, 0.015858888626098633, -0.1940944939851761, 0.0881698876619339, -0.45531418919563293, 0.027930494397878647, 0.17747485637...	11	The Tragedy of King Lear 1) Lear begins as a powerful figure, who wants to retire from the responsibilities of being King of Britain. He thinks he will spend his remaining years under the benevolent care of his daughters, each of whom will inherit one third of his empire. Regan and Goneril give appropriately flattering speeches on their great love for him, and he rewards them by giving them their inheritance. Unfortunately, Lear’s dreams of daughterly gratitude and affection are ruined when he stays with Goneril. Goneril drives him from her house, and conspires with Regan to make sure that Lear will never recover his power. 2) The Fool sees clearly that Lear has given away all his power: “thou hadst little wit in thy bald crown when thou gavest thy golden one away” (Act 1, sc 4). He compares Lear’s actions to making his daughters into his keepers; “for when thou gav’st them the rod and putt’s down thine own breeches, then they for sudden joy did weep” (Act 1, sc.4). Lear wants to believe that Regan and Goneril are loving daughters, and stays in denial until each daughter cuts him off at the knees in no uncertain terms. Goneril humiliates him frequently, and calls his justified anger a “prank”. She refers to his “dotage” frequently, and limits the amount of attendants he can have, stating that they “be such men as may besort your age” (248).Goneril’s interest in age-appropriateness for her father is thinly-disguised treachery. 3) The Earl of Kent, Lear’s daughter Cordelia, the King of France, the Fool, the Earl of Gloucester and the Gentleman are all kind to Lear. Kent is so faithful that he returns in disguise to serve Lear even after being banished. In Act 3, Scene One he is working with the Gentleman, who is Cordelia’s attendant. Kent sends a message to Cordelia through the Gentleman warning of a plot by Albany and Cornwall, perhaps to seize all power in Britain. Cordelia gets treated horribly when she refuses to play the obsequious game in order to gain her dowry. The King of France is kind to Lear indirectly, in that he values Cordelia and not her dowry, and agrees to marry her . The Fool is kind to Lear , trying to tell him what’s really going on with two of his daughters, although it’s hard to tell if he’s really being kind, or that’s just his job. The Earl of Gloucester is disgusted by the treatment Lear receives from his own family: “When I desired their leave that I might pity him, they took from me the use of mine own house” (Act 3, sc.2) He goes to tell the King about some developments that may avenge him. Lear treats Kent horribly, banishing him when he tries to calm Lear down in the play’s first scene. When Lear had power, it blinded him to those who refused to lie and play his game, namely Kent and Cordelia. Lear’s best friend and his one true daughter are banished from his sight. 4) Gloucester is blinded by Cornwall. Gloucester went to Lear with the message: “His daughters seek his death”. (Act3, sc.4). Edmund, Gloucester’s illegitimate son, tells Cornwall that his father is going to deliver this message. Edmund has been devising an elaborate ruse to kill his father and get all the money, first trying to frame Edgar, his legitimate brother, then allying later with Cornwall to take power from Gloucester. Gloucester is captured by Cornwall and the two sisters. Regan says “Hang him instantly” while Gonerils say “Pluck out his eyes” (Act 3, Sc 7).	804	ENGLISH	1
The Navy’s Birthday is a holiday which is celebrated in the United States by those who currently serve, are related to someone who currently serves, or by those who may have once served in the United States Navy. This day falls on October 13th and celebrates this branch’s establishment in 1775. History of the Navy’s Birthday At the start of the Revolutionary War, the United States didn’t have a full-time navy. In fact, the defense of America’s coastlines was mainly left up to the Navy of Massachusetts. However, the Continental Congress decided that establishing a national navy was worth investigating and congressmen began to take sides on both sides of the issue. Proponents of establishing a navy felt that a national navy would do a better job of protecting shipping and defending the coast. Opponents felt that it would be impossible to erect a navy that could compete with the British Royal Navy. The matter was eventually decided when George Washington decided to commission the schooner, the USS Hannah on October 13th, 1775. The effect of the Continental Navy was sort of a mixed bag. While it was occasionally successful at intercepting and raiding British merchant vessels, it also lost as many of its own ships as it captured of the enemies. By the end of the war, the Continental Navy was a mere shell of its former self and was eventually disbanded. It would be another ten years before the United States would reestablish the navy. However, not having a standing navy left the United States open to attacks by Barbary pirates. While the U.S did have the U.S. Revenue Cutter Service (USRCS) during the 1790s, which was the predecessor to today’s Coast Guard, but they weren’t sufficient to defend the coast against these pirates. Fortunately, The Naval Act was established in October of 1797 and this would become the navy as we know it today. By 1800, three ships had been commissioned and pressed into service. These three ships were the USS Constitution, USS United States and the USS Constellation. The Navy’s Birthday was established as an official holiday when Chief of Naval Operations Admiral Elmo R. Zumwalt authorized the recognition of October 13th as the official birthday of the United States Navy in 1972. It was designed as an internal holiday for current naval members, former naval members and dependents of both active service and retired members. Navy’s Birthday Customs & Traditions Today, the Navy’s Birthday is celebrated by the U.S Navy by hosting a Naval Ball. During this ball, participants dress in their Navy uniforms, dance, listen to music and at the end of the night, cut an enormous birthday cake. Members of the U.S Navy may also celebrate this holiday with smaller balls for servicemen serving all over the world. When is Navy Birthday? \|This year (2020)\|\|October 13 (Tuesday)\|\|Multiple dates - more\| \|Last year (2019)\|\|October 13 (Sunday)\|\|Multiple dates - more\|	<urn:uuid:f8e57cd7-e7d0-4da6-9a8c-89411b3e46cd>	CC-MAIN-2020-05	http://www.holidayscalendar.com/event/navy-birthday/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592261.1/warc/CC-MAIN-20200118052321-20200118080321-00187.warc.gz	en	0.980591	631	3.765625	4	[ -0.4408568739891052, 0.1580430418252945, 0.40455788373947144, -0.3852751851081848, -0.21775689721107483, -0.18262912333011627, 0.06317200511693954, 0.3317127227783203, -0.2718304991722107, 0.22321030497550964, 0.5679927468299866, 0.30757027864456177, -0.306177020072937, 0.342301607131958, ...	2	The Navy’s Birthday is a holiday which is celebrated in the United States by those who currently serve, are related to someone who currently serves, or by those who may have once served in the United States Navy. This day falls on October 13th and celebrates this branch’s establishment in 1775. History of the Navy’s Birthday At the start of the Revolutionary War, the United States didn’t have a full-time navy. In fact, the defense of America’s coastlines was mainly left up to the Navy of Massachusetts. However, the Continental Congress decided that establishing a national navy was worth investigating and congressmen began to take sides on both sides of the issue. Proponents of establishing a navy felt that a national navy would do a better job of protecting shipping and defending the coast. Opponents felt that it would be impossible to erect a navy that could compete with the British Royal Navy. The matter was eventually decided when George Washington decided to commission the schooner, the USS Hannah on October 13th, 1775. The effect of the Continental Navy was sort of a mixed bag. While it was occasionally successful at intercepting and raiding British merchant vessels, it also lost as many of its own ships as it captured of the enemies. By the end of the war, the Continental Navy was a mere shell of its former self and was eventually disbanded. It would be another ten years before the United States would reestablish the navy. However, not having a standing navy left the United States open to attacks by Barbary pirates. While the U.S did have the U.S. Revenue Cutter Service (USRCS) during the 1790s, which was the predecessor to today’s Coast Guard, but they weren’t sufficient to defend the coast against these pirates. Fortunately, The Naval Act was established in October of 1797 and this would become the navy as we know it today. By 1800, three ships had been commissioned and pressed into service. These three ships were the USS Constitution, USS United States and the USS Constellation. The Navy’s Birthday was established as an official holiday when Chief of Naval Operations Admiral Elmo R. Zumwalt authorized the recognition of October 13th as the official birthday of the United States Navy in 1972. It was designed as an internal holiday for current naval members, former naval members and dependents of both active service and retired members. Navy’s Birthday Customs & Traditions Today, the Navy’s Birthday is celebrated by the U.S Navy by hosting a Naval Ball. During this ball, participants dress in their Navy uniforms, dance, listen to music and at the end of the night, cut an enormous birthday cake. Members of the U.S Navy may also celebrate this holiday with smaller balls for servicemen serving all over the world. When is Navy Birthday? \|This year (2020)\|\|October 13 (Tuesday)\|\|Multiple dates - more\| \|Last year (2019)\|\|October 13 (Sunday)\|\|Multiple dates - more\|	629	ENGLISH	1
French explorers once roamed the vast Canadian wilderness, setting up communities not only in Quebec but in villages scattered across Canada. None outside Quebec was more dynamic than the French-speaking enclave of St. Boniface. But bigotry, sometimes sanctioned by provincial officials, wreaked havoc on this Francophone community, and the example of what happened here is cited as a prime reason why some French Canadians believe Quebec should become an independent country. Simply put, the fear is that Canada’s English-speaking majority could eventually overwhelm the language and culture of Francophone Canadians. French-speaking Canadians who were pupils in St. Boniface in the 1940s And 1950s still vividly recall how their language was banned and how they were forced to hide their textbooks when provincial school inspectors came around to ensure that nobody was being taught French. Today there are 4,400 students studying in French at 22 schools run by The Division Scolaire Franco-Manitobaine, but many French-speakers fear the modest gains they have made in the recent past could be wiped out if Quebec secedes. The November election in Quebec is as much a vote of confidence in the Canadian dream of a bilingual nation from coast to coast as on whether to elect a government committed to holding another referendum on Quebec secession. If Quebecers re-elect their secessionist government on November 30, they may soon be asked to cast their votes on the same issue put to them three years ago in a referendum that came within an ace of splitting Canada apart. Although Manitoba was admitted into Canada as a bilingual province in 1870, the right to French-language education was not guaranteed and was abolished 20 years later. In Quebec, what is now known as the “Manitoba Schools Question” was seen as the most significant loss of French rights in non-Francophone Canada. Some fear this could be repeated if Quebec separates. Many Franco-Manitobans such as Francine Martin take a more cautious view of their future in a Canada without Quebec. “I think French-language services will be the first thing to go including French language schools.” ( Reuters News Agency)	<urn:uuid:2083593d-cfc5-4de6-be4f-674ff762e35d>	CC-MAIN-2020-05	https://www.ucg.org/world-news-and-prophecy/in-brief-world-news-review-manitobas-francophone-perspective-on-quebec	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250626449.79/warc/CC-MAIN-20200124221147-20200125010147-00127.warc.gz	en	0.981223	438	3.28125	3	[ -0.1698029786348343, 0.21933713555335999, -0.04553826525807381, -0.1632453203201294, -0.2503928542137146, -0.012324580922722816, 0.08620192110538483, 0.38118085265159607, 0.35828500986099243, -0.011674131266772747, 0.1415739208459854, 0.03860778734087944, 0.08681457489728928, 0.26940518617...	2	French explorers once roamed the vast Canadian wilderness, setting up communities not only in Quebec but in villages scattered across Canada. None outside Quebec was more dynamic than the French-speaking enclave of St. Boniface. But bigotry, sometimes sanctioned by provincial officials, wreaked havoc on this Francophone community, and the example of what happened here is cited as a prime reason why some French Canadians believe Quebec should become an independent country. Simply put, the fear is that Canada’s English-speaking majority could eventually overwhelm the language and culture of Francophone Canadians. French-speaking Canadians who were pupils in St. Boniface in the 1940s And 1950s still vividly recall how their language was banned and how they were forced to hide their textbooks when provincial school inspectors came around to ensure that nobody was being taught French. Today there are 4,400 students studying in French at 22 schools run by The Division Scolaire Franco-Manitobaine, but many French-speakers fear the modest gains they have made in the recent past could be wiped out if Quebec secedes. The November election in Quebec is as much a vote of confidence in the Canadian dream of a bilingual nation from coast to coast as on whether to elect a government committed to holding another referendum on Quebec secession. If Quebecers re-elect their secessionist government on November 30, they may soon be asked to cast their votes on the same issue put to them three years ago in a referendum that came within an ace of splitting Canada apart. Although Manitoba was admitted into Canada as a bilingual province in 1870, the right to French-language education was not guaranteed and was abolished 20 years later. In Quebec, what is now known as the “Manitoba Schools Question” was seen as the most significant loss of French rights in non-Francophone Canada. Some fear this could be repeated if Quebec separates. Many Franco-Manitobans such as Francine Martin take a more cautious view of their future in a Canada without Quebec. “I think French-language services will be the first thing to go including French language schools.” ( Reuters News Agency)	440	ENGLISH	1
Presidents George Washington and Abraham Lincoln both made their marks on American history, so much so that every year Americans celebrate their birth and influence with Presidents’ Day. Washington may have been the country’s first president, but Lincoln is perhaps more frequently celebrated for his profound efforts to abolish slavery. He is best known for presiding over the United States during the Civil War and signing the Emancipation Proclamation, which liberated slaves across the country. While much is widely known about Lincoln and his life, there are some lesser-known tidbits that only historians or history buffs seem to know. In honor of his birthday, here are some facts about the man that aren’t as widely known. Towering over others at a height of 6 feet, 4 inches tall, Lincoln remains the tallest president to hold office. It is likely his stature helped to present an air of authority during his presidency. Lincoln had two romantic interests before he married Mary Todd in 1842. Lincoln was in a relationship with Ann Rutledge, who died of typhoid fever. He also courted Mary Owens for some time before they ended their relationship. Lincoln was notoriously messy. His law office was often cluttered, much to the chagrin of his partner William Herndon. It is said Lincoln kept an envelope on his desk marked, “When you can’t find it anywhere else, look into this.” Lincoln was the first president to be photographed at his inauguration. His future assassin, John Wilkes Booth, can be seen in a photo standing close to the president. In 1849, Lincoln obtained Patent No. 6,469 for a device that was designed to lift and keep boats afloat when they passed over a sandbar or entered shallow water. Lincoln served as a ferry operator and flatboat pilot prior to entering politics. Lincoln took his dreams seriously and was purported to be interested in psychic research and activities. Before his election to the presidency, Lincoln said he was startled by a vision of a double image of himself. The second image was pale, according to accounts. His wife was led to believe the vision meant Lincoln would be elected to two terms as president and die during the second. Lincoln’s beard is almost as famous as the man. He was urged by advisors to grow a beard during his first term to soften some of his harsh features. Lincoln was born to Thomas Lincoln and Nancy Hanks. Actor Tom Hanks is a distant relative of the former president. Despite his stature, Lincoln apparently had a high-pitched voice and not a deep timbre. Lincoln wore a size 14 shoe. According to reports by his personal secretary John Hay, Lincoln would sometimes pace the White House because of insomnia. He would keep Hay up with funny stories or with readings of Shakespeare. Lincoln accepted a challenge to a duel with James Shields, a state auditor. Lincoln chose a broadsword as the weapon, but Shields decided to work through his differences with Lincoln amicably rather than face him in the duel. The contents of Lincoln’s pockets on the night he was killed were not revealed until Feb. 12, 1976.	<urn:uuid:7926af9d-9ea7-4fc4-8b46-df16631bd46f>	CC-MAIN-2020-05	https://www.theriverbanknews.com/news/local-news/little-known-facts-about-president-abraham-lincoln/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251789055.93/warc/CC-MAIN-20200129071944-20200129101944-00436.warc.gz	en	0.990515	654	3.59375	4	[ -0.23345977067947388, 0.6730742454528809, 0.41296547651290894, -0.005953327752649784, -0.520574688911438, 0.48583462834358215, 0.4631684422492981, -0.19489237666130066, 0.07644598186016083, -0.16460570693016052, 0.05367649346590042, 0.2868175506591797, 0.04938056319952011, 0.60705745220184...	6	Presidents George Washington and Abraham Lincoln both made their marks on American history, so much so that every year Americans celebrate their birth and influence with Presidents’ Day. Washington may have been the country’s first president, but Lincoln is perhaps more frequently celebrated for his profound efforts to abolish slavery. He is best known for presiding over the United States during the Civil War and signing the Emancipation Proclamation, which liberated slaves across the country. While much is widely known about Lincoln and his life, there are some lesser-known tidbits that only historians or history buffs seem to know. In honor of his birthday, here are some facts about the man that aren’t as widely known. Towering over others at a height of 6 feet, 4 inches tall, Lincoln remains the tallest president to hold office. It is likely his stature helped to present an air of authority during his presidency. Lincoln had two romantic interests before he married Mary Todd in 1842. Lincoln was in a relationship with Ann Rutledge, who died of typhoid fever. He also courted Mary Owens for some time before they ended their relationship. Lincoln was notoriously messy. His law office was often cluttered, much to the chagrin of his partner William Herndon. It is said Lincoln kept an envelope on his desk marked, “When you can’t find it anywhere else, look into this.” Lincoln was the first president to be photographed at his inauguration. His future assassin, John Wilkes Booth, can be seen in a photo standing close to the president. In 1849, Lincoln obtained Patent No. 6,469 for a device that was designed to lift and keep boats afloat when they passed over a sandbar or entered shallow water. Lincoln served as a ferry operator and flatboat pilot prior to entering politics. Lincoln took his dreams seriously and was purported to be interested in psychic research and activities. Before his election to the presidency, Lincoln said he was startled by a vision of a double image of himself. The second image was pale, according to accounts. His wife was led to believe the vision meant Lincoln would be elected to two terms as president and die during the second. Lincoln’s beard is almost as famous as the man. He was urged by advisors to grow a beard during his first term to soften some of his harsh features. Lincoln was born to Thomas Lincoln and Nancy Hanks. Actor Tom Hanks is a distant relative of the former president. Despite his stature, Lincoln apparently had a high-pitched voice and not a deep timbre. Lincoln wore a size 14 shoe. According to reports by his personal secretary John Hay, Lincoln would sometimes pace the White House because of insomnia. He would keep Hay up with funny stories or with readings of Shakespeare. Lincoln accepted a challenge to a duel with James Shields, a state auditor. Lincoln chose a broadsword as the weapon, but Shields decided to work through his differences with Lincoln amicably rather than face him in the duel. The contents of Lincoln’s pockets on the night he was killed were not revealed until Feb. 12, 1976.	644	ENGLISH	1
- from Pyramids The Egyptians thought that life after death was a lot like life on Earth. So they wanted to protect and preserve their dead for the next life. The pyramid’s job was to protect the body. To preserve the body, a process known as mummification was invented around 2600 B.C. Mummification might take as long as 70 days. First, the brain was taken out of the body—through the nostrils! Next, the other major organs were taken out. They were put in tightly sealed jars. The body was then dried out for about 40 days. The Egyptians used a salt compound called natron to do this. In the next stage, the body was embalmed. That means it was treated with molten resin and perfumed oils. Finally, the body was wrapped in linen bandages.	<urn:uuid:340f8c7d-b777-448d-acb6-7b9ed1995a0d>	CC-MAIN-2020-05	https://online.kidsdiscover.com/unit/pyramids/topic/all-about-mummies/1	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251690379.95/warc/CC-MAIN-20200126195918-20200126225918-00489.warc.gz	en	0.990581	172	3.96875	4	[ -0.3714074194431305, 0.6231265664100647, 0.2948434352874756, -0.14265167713165283, -0.4608907699584961, -0.011291041038930416, 0.4930932819843292, -0.19969092309474945, -0.10952213406562805, -0.0920042023062706, -0.0645068809390068, -0.3831266164779663, 0.14746135473251343, -0.000492438033...	2	- from Pyramids The Egyptians thought that life after death was a lot like life on Earth. So they wanted to protect and preserve their dead for the next life. The pyramid’s job was to protect the body. To preserve the body, a process known as mummification was invented around 2600 B.C. Mummification might take as long as 70 days. First, the brain was taken out of the body—through the nostrils! Next, the other major organs were taken out. They were put in tightly sealed jars. The body was then dried out for about 40 days. The Egyptians used a salt compound called natron to do this. In the next stage, the body was embalmed. That means it was treated with molten resin and perfumed oils. Finally, the body was wrapped in linen bandages.	177	ENGLISH	1
Our Kindergarteners’ January self-portraits were inspired by the unique work of Pablo Picasso. The teachers printed out a few examples of how Picasso drew faces for the children to study. The samples were also meant to spark a deeper understanding of what Picasso was like. And indeed it did! The children discussed how confident and secure Picasso must have been to be able to present himself in this way. Noah: “Picasso did not care to draw himself funny and he did not care what people thought about it; so he drew himself more.” Ethan: “He made the faces look weird.” Vered: “I like the way he painted the faces because Picasso loved his art.” As the children attempted their own colorful self-portraits using the “Picasso method,” they also reflected on what they liked about the process, see some of their notes below the portraits. We believe that since art is subjective, it opens doors to many interpretations. Art is a great tool for children to stretch their imagination, as well as promote critical thinking and overall language skills. For our teachers, it was fantastic to see with how much confidence, enthusiasm, and pride the children approached this project.	<urn:uuid:36c22a86-2bb4-4626-987a-1cd9493f0e00>	CC-MAIN-2020-05	http://chicagojewishhome.com/akiba-schechter-kindergarteners-draw-picasso-inspired-self-portraits/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606696.26/warc/CC-MAIN-20200122042145-20200122071145-00535.warc.gz	en	0.984982	265	3.65625	4	[ -0.029158391058444977, 0.0776577740907669, -0.002437471877783537, -0.17859889566898346, -0.48214417695999146, 0.4978659749031067, 0.1670156866312027, 0.010708688758313656, -0.10516897588968277, 0.1317252516746521, 0.3602049946784973, -0.17135009169578552, 0.08068300783634186, 0.63748675584...	2	Our Kindergarteners’ January self-portraits were inspired by the unique work of Pablo Picasso. The teachers printed out a few examples of how Picasso drew faces for the children to study. The samples were also meant to spark a deeper understanding of what Picasso was like. And indeed it did! The children discussed how confident and secure Picasso must have been to be able to present himself in this way. Noah: “Picasso did not care to draw himself funny and he did not care what people thought about it; so he drew himself more.” Ethan: “He made the faces look weird.” Vered: “I like the way he painted the faces because Picasso loved his art.” As the children attempted their own colorful self-portraits using the “Picasso method,” they also reflected on what they liked about the process, see some of their notes below the portraits. We believe that since art is subjective, it opens doors to many interpretations. Art is a great tool for children to stretch their imagination, as well as promote critical thinking and overall language skills. For our teachers, it was fantastic to see with how much confidence, enthusiasm, and pride the children approached this project.	238	ENGLISH	1
“At that time those who had come from captivity, the returned exiles, offered burnt offerings to the God of Israel, twelve bulls for all Israel, ninety-six rams, seventy-seven lambs, and as a sin offering twelve male goats. All this was a burnt offering to Yahweh. They also delivered the king’s commissions to the governors of the province Beyond the River. They supported the people and the house of God.” This group then got together. They offered burnt offerings to God for their successful return to Jerusalem. This included 12 bulls, 96 rams, 77 lambs, and 12 goats. Notice the 12 bulls and 12 goats as a remembrance of the 12 now non-existant 12 tribes of Israel. This was a burnt offering. Notice the change from a first person narrative to a third person explanation. They also reported to the governors of the Province Beyond the River, which would have been in Samaria. Meanwhile they supported the people there and the Temple. “On the fourteenth day of the first month the returned exiles kept the Passover. For both the priests and the Levites had purified themselves. All of them were clean. So they killed the Passover lamb for all the returned exiles, for their fellow priests, and for themselves. It was eaten by the people of Israel who had returned from exile. It was eaten also by all who had joined them and separated themselves from the pollutions of the nations of the land to worship Yahweh, the God of Israel. With joy, they celebrated the festival of unleavened bread seven days. Yahweh had made them joyful. He had turned the heart of the king of Assyria to them, so that he aided them in the work of the house of God, the God of Israel.” There is an assumption that this Passover took place after the dedication of the Temple since the purification process could take place, putting this time in 515 BCE or 417 BCE. All who took part in the Passover were clean because they had purified themselves by offering sacrifices at the Temple altars. The Passover was for the returned exiles and anyone who had separated themselves from the polluted gods of Israel. They also celebrated the 7 day festival of unleavened bread. There is a comment about the king of Assyria, but it was the king of Persia who was kind to them	<urn:uuid:6d10a05f-cfed-404b-bb6c-14eb1c355346>	CC-MAIN-2020-05	https://efinne1540.wordpress.com/tag/the-returned-exiles/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601628.36/warc/CC-MAIN-20200121074002-20200121103002-00338.warc.gz	en	0.986916	493	3.578125	4	[ -0.1351618468761444, 0.6484886407852173, -0.07876087725162506, 0.16184036433696747, -0.07411505281925201, -0.32368993759155273, 0.031238311901688576, -0.07623463124036789, -0.010885950177907944, -0.09329443424940109, -0.26096856594085693, -0.4475765526294708, 0.21174415946006775, 0.0041213...	5	“At that time those who had come from captivity, the returned exiles, offered burnt offerings to the God of Israel, twelve bulls for all Israel, ninety-six rams, seventy-seven lambs, and as a sin offering twelve male goats. All this was a burnt offering to Yahweh. They also delivered the king’s commissions to the governors of the province Beyond the River. They supported the people and the house of God.” This group then got together. They offered burnt offerings to God for their successful return to Jerusalem. This included 12 bulls, 96 rams, 77 lambs, and 12 goats. Notice the 12 bulls and 12 goats as a remembrance of the 12 now non-existant 12 tribes of Israel. This was a burnt offering. Notice the change from a first person narrative to a third person explanation. They also reported to the governors of the Province Beyond the River, which would have been in Samaria. Meanwhile they supported the people there and the Temple. “On the fourteenth day of the first month the returned exiles kept the Passover. For both the priests and the Levites had purified themselves. All of them were clean. So they killed the Passover lamb for all the returned exiles, for their fellow priests, and for themselves. It was eaten by the people of Israel who had returned from exile. It was eaten also by all who had joined them and separated themselves from the pollutions of the nations of the land to worship Yahweh, the God of Israel. With joy, they celebrated the festival of unleavened bread seven days. Yahweh had made them joyful. He had turned the heart of the king of Assyria to them, so that he aided them in the work of the house of God, the God of Israel.” There is an assumption that this Passover took place after the dedication of the Temple since the purification process could take place, putting this time in 515 BCE or 417 BCE. All who took part in the Passover were clean because they had purified themselves by offering sacrifices at the Temple altars. The Passover was for the returned exiles and anyone who had separated themselves from the polluted gods of Israel. They also celebrated the 7 day festival of unleavened bread. There is a comment about the king of Assyria, but it was the king of Persia who was kind to them	501	ENGLISH	1
Causes of the War: Embargo Act of 1807: The embargo was designed to prevent American ships from going to sea, so sailors could not be impressed and other violations could not occur. The embargo was a defensive measure to prevent the United States from being dragged into a war that it was ill prepared to fight. Jefferson and James Madison saw the embargo as an offensive use of economic coercion. It was believed that the absence of American trade would so harm England and France's ability to obtain needed war supplies that both would eventually repeal their restrictive trade acts. By 1809, the embargo had become so unpopular in the United States that it was repealed. America had avoided war with England, but at great economic cost. As an example of the impact of the Act, it is estimated that United States exports fell from $108,000,000 in 1807, to $22,000,000 in 1808, while imports declined from $138,000,0000 to $57,000,000 in the same period. During the embargo 55,0000 sailors and 100,000 laborers were out of work in the United States. Customs revenues fell from $16 m to virtually nothing. The effects of the embargo were also felt strongly by the population of Southern Maryland, where huge quantities of unsold tobacco collected in the warehouses. In northern Maryland, the price of wheat fell from $2.00 to 75 cents a bushel."	<urn:uuid:d103599c-6c85-4ccd-8759-779a7b5836b3>	CC-MAIN-2020-05	http://www.bguthriephotos.com/graphlib.nsf/popIdentShow?OpenForm&FileName=BLADWV_170730_055.JPG&FileLink=/Graphlib/GraphData17.nsf/Images/2017_MD_Bladensburg_WParkVC_0640/$File/BLADWV_170730_055.JPG	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251681625.83/warc/CC-MAIN-20200125222506-20200126012506-00432.warc.gz	en	0.980192	290	3.984375	4	[ -0.3579762876033783, 0.23907390236854553, 0.5608519911766052, -0.25278958678245544, 0.1170220673084259, -0.002130259294062853, -0.04512281343340874, 0.31401631236076355, -0.38742902874946594, 0.37518367171287537, 0.2007051706314087, 0.047093842178583145, -0.1743362545967102, 0.224394693970...	2	Causes of the War: Embargo Act of 1807: The embargo was designed to prevent American ships from going to sea, so sailors could not be impressed and other violations could not occur. The embargo was a defensive measure to prevent the United States from being dragged into a war that it was ill prepared to fight. Jefferson and James Madison saw the embargo as an offensive use of economic coercion. It was believed that the absence of American trade would so harm England and France's ability to obtain needed war supplies that both would eventually repeal their restrictive trade acts. By 1809, the embargo had become so unpopular in the United States that it was repealed. America had avoided war with England, but at great economic cost. As an example of the impact of the Act, it is estimated that United States exports fell from $108,000,000 in 1807, to $22,000,000 in 1808, while imports declined from $138,000,0000 to $57,000,000 in the same period. During the embargo 55,0000 sailors and 100,000 laborers were out of work in the United States. Customs revenues fell from $16 m to virtually nothing. The effects of the embargo were also felt strongly by the population of Southern Maryland, where huge quantities of unsold tobacco collected in the warehouses. In northern Maryland, the price of wheat fell from $2.00 to 75 cents a bushel."	336	ENGLISH	1
Intro to Social Emotional Learning — High School The Acellus Intro to Social Emotional Learning - High School course focuses on the importance of living socially, emotionally, and physically healthy lives. The course helps students learn to cultivate strong, caring relationships and good attitudes and to understand the importance of one's overall well-being. Throughout the course, Dr. Pajet Monet inspires positivity, which will empower students to face the day-to-day challenges they will encounter in the real world. Sample Lesson - Where Do You Go? This course was developed by the International Academy of Science. Learn More Scope and SequenceStudents approach this course with an overview of its scope and with a goal of balancing the social, emotional, and physical aspects of their lives. They consider their ability to choose to build their lives into exactly what they want them to be. They probe the idea of willingness, even in the face of discomfort or disappointment, and how it can change their lives. They scrutinize their ability to change their perception of life experiences by choosing a positive attitude. They learn what emotions are and how they can be controlled. They explore the connection between their thoughts and their emotions. They examine the power of a grateful attitude to help them be in control of their own lives, their emotions, and their responses. They analyze what it means to be what they really are – to do what they really like to do, without worrying about what others think. They examine the power of choosing and owning the choices they make. They explore the importance of acting in accordance with procedures and rules to stay safe, how to use the Internet safely, and the difference between acting with courage and acting recklessly. They consider how they can deal with difficult situations appropriately. They explore the concept that making good choices will make each day a wonderful, fulfilling part of their lives. They consider the idea that they can choose, right now, who they will become and let that vision guide them. They examine how developing positive habits will enrich their lives, and they start on the process of making goals to achieve their dreams. They realize that they can control the impact that others can have on them and that they can use negative or inappropriate input from others to strengthen their own characters. They study the attributes of a hero and realize that they can choose that road. They ponder how self-control can help them to more fully enjoy their lives, their possessions, and their friends. They discuss how integrity shapes one's character. They investigate how by choosing different attitudes, they impact the quality of their lives. They realize that they are like artists who are painting their lives, choice by choice, attitude by attitude. They delve into the activities that bring them into contact with the earth and that cause them to really work – to do real things. They examine their own ability to see more than just shapes and colors, but to see the amazing beauty, the underlying life systems, and the unexplainable wonders of our world. They discover how putting things off drains them of joy, but that pushing forward to make things happen increases the fullness of their lives. They discern that through perseverance they can achieve their dreams and that once they have decided what dreams they want to go after, they must then act to achieve them. They ponder their ability to change the world by giving of themselves. They find the joy in lifting others. They learn to look at experiences from different perspectives so that they can see how other people view things. They recognize that, like them, others have feelings, as well as their own points of view. They see that conflicts can be resolved with effort and caring. They understand that words must be chosen carefully to have the kind of influence that will make this world better, and that they have control over the friendships they make by the kinds of friends they choose to be. Students begin leadership training, discussing the use of encouragement, really caring, and making others feel respected and heard. They realize that manners are an important form of respect. They consider how, with positive self-esteem, they can lift others and become leaders who impact the world in a positive way. They investigate what stress is and how it can be managed. They understand that they can use breathing and other techniques and concepts to control their own emotions. They learn that they can let go of negative emotions to keep from being pulled down by adverse experiences or comments. Students learn to recognize the types of thoughts that tend to trap us so that they can stay free of them. They realize that they can select a place where they can go to find the peace and solitude that will enable them to clearly see their way forward. They explore the meaning of being able-bodied and fit, including the fundamental aspects and principles involved. They learn to warm up by stretching and investigate the results of an active life and the need to stretch differently for various sports. They become familiar with indications their bodies will give them that their efforts to become physically fit are working. They examine the function and importance of oxygen in the body, how it relates to aerobic capacity, and how they can maximize the latter. They study the games of baseball, basketball, and soccer, as well as track and field - specifically competitive sprinting. They learn how tennis, American football, and volleyball are played. They investigate what it means to be a "good sport." They discuss what a healthy fitness zone consists of and how and why they should get themselves into one. They explore how they can keep their muscles strong and flexible and increase their endurance. They realize that good posture is excellent exercise and promotes improved health. They consider what bones are made of and how they can be kept healthy and strong. They study what pacing is. They discover the importance of breathing. They examine their need for water, for eating a nutritious diet, and for being aware of whether the ingredients in the snacks they choose will contribute to or detract from their overall health and vigor. They learn what calories are and how we take them in and burn them. The course includes lesson-by-lesson assessments and a Mid-term and Final exam. This course does not have any sections.	<urn:uuid:ad0cfcdb-a719-4863-90aa-9afb412822d6>	CC-MAIN-2020-05	https://www.science.edu/acellus/course/intro-to-social-emotional-learning-high-school/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250595787.7/warc/CC-MAIN-20200119234426-20200120022426-00509.warc.gz	en	0.980196	1,241	3.78125	4	[ -0.01964789256453514, 0.08341200649738312, 0.24071353673934937, -0.32938188314437866, -0.3581116795539856, 0.035446517169475555, 0.7026728987693787, -0.08954059332609177, 0.0020924792625010014, -0.41150912642478943, 0.3101203441619873, -0.13963723182678223, 0.20582586526870728, 0.106534831...	2	Intro to Social Emotional Learning — High School The Acellus Intro to Social Emotional Learning - High School course focuses on the importance of living socially, emotionally, and physically healthy lives. The course helps students learn to cultivate strong, caring relationships and good attitudes and to understand the importance of one's overall well-being. Throughout the course, Dr. Pajet Monet inspires positivity, which will empower students to face the day-to-day challenges they will encounter in the real world. Sample Lesson - Where Do You Go? This course was developed by the International Academy of Science. Learn More Scope and SequenceStudents approach this course with an overview of its scope and with a goal of balancing the social, emotional, and physical aspects of their lives. They consider their ability to choose to build their lives into exactly what they want them to be. They probe the idea of willingness, even in the face of discomfort or disappointment, and how it can change their lives. They scrutinize their ability to change their perception of life experiences by choosing a positive attitude. They learn what emotions are and how they can be controlled. They explore the connection between their thoughts and their emotions. They examine the power of a grateful attitude to help them be in control of their own lives, their emotions, and their responses. They analyze what it means to be what they really are – to do what they really like to do, without worrying about what others think. They examine the power of choosing and owning the choices they make. They explore the importance of acting in accordance with procedures and rules to stay safe, how to use the Internet safely, and the difference between acting with courage and acting recklessly. They consider how they can deal with difficult situations appropriately. They explore the concept that making good choices will make each day a wonderful, fulfilling part of their lives. They consider the idea that they can choose, right now, who they will become and let that vision guide them. They examine how developing positive habits will enrich their lives, and they start on the process of making goals to achieve their dreams. They realize that they can control the impact that others can have on them and that they can use negative or inappropriate input from others to strengthen their own characters. They study the attributes of a hero and realize that they can choose that road. They ponder how self-control can help them to more fully enjoy their lives, their possessions, and their friends. They discuss how integrity shapes one's character. They investigate how by choosing different attitudes, they impact the quality of their lives. They realize that they are like artists who are painting their lives, choice by choice, attitude by attitude. They delve into the activities that bring them into contact with the earth and that cause them to really work – to do real things. They examine their own ability to see more than just shapes and colors, but to see the amazing beauty, the underlying life systems, and the unexplainable wonders of our world. They discover how putting things off drains them of joy, but that pushing forward to make things happen increases the fullness of their lives. They discern that through perseverance they can achieve their dreams and that once they have decided what dreams they want to go after, they must then act to achieve them. They ponder their ability to change the world by giving of themselves. They find the joy in lifting others. They learn to look at experiences from different perspectives so that they can see how other people view things. They recognize that, like them, others have feelings, as well as their own points of view. They see that conflicts can be resolved with effort and caring. They understand that words must be chosen carefully to have the kind of influence that will make this world better, and that they have control over the friendships they make by the kinds of friends they choose to be. Students begin leadership training, discussing the use of encouragement, really caring, and making others feel respected and heard. They realize that manners are an important form of respect. They consider how, with positive self-esteem, they can lift others and become leaders who impact the world in a positive way. They investigate what stress is and how it can be managed. They understand that they can use breathing and other techniques and concepts to control their own emotions. They learn that they can let go of negative emotions to keep from being pulled down by adverse experiences or comments. Students learn to recognize the types of thoughts that tend to trap us so that they can stay free of them. They realize that they can select a place where they can go to find the peace and solitude that will enable them to clearly see their way forward. They explore the meaning of being able-bodied and fit, including the fundamental aspects and principles involved. They learn to warm up by stretching and investigate the results of an active life and the need to stretch differently for various sports. They become familiar with indications their bodies will give them that their efforts to become physically fit are working. They examine the function and importance of oxygen in the body, how it relates to aerobic capacity, and how they can maximize the latter. They study the games of baseball, basketball, and soccer, as well as track and field - specifically competitive sprinting. They learn how tennis, American football, and volleyball are played. They investigate what it means to be a "good sport." They discuss what a healthy fitness zone consists of and how and why they should get themselves into one. They explore how they can keep their muscles strong and flexible and increase their endurance. They realize that good posture is excellent exercise and promotes improved health. They consider what bones are made of and how they can be kept healthy and strong. They study what pacing is. They discover the importance of breathing. They examine their need for water, for eating a nutritious diet, and for being aware of whether the ingredients in the snacks they choose will contribute to or detract from their overall health and vigor. They learn what calories are and how we take them in and burn them. The course includes lesson-by-lesson assessments and a Mid-term and Final exam. This course does not have any sections.	1,223	ENGLISH	1
FREE Catholic Classes Bishop of Augsburg, born at Kyburg, Zurich, Switzerland, in 890; died at Augsburg, 4 July, 973. He was the son of Count Hucpald and Thetbirga, and was connected with the dukes of Alamannia and the imperial family of the Ottos. As a child he was sickly; when old enough to learn he was sent to the monastic school of St. Gall, where he proved to be an excellent scholar. He resolved to enter the priesthood, but was in doubt whether to enter the Benedictine Abbey of St. Gall or to become a secular priest. He was sent before April, 910, for his further training to Adalbero, Bishop of Augsburg, who made him a chamberlain. On Adalbero's death (28 April, 910) Ulrich returned home, where he remained until the death of Bishop Hiltine (28 November, 923). Through the influence of his uncle, Duke Burchard of Alamannia, and other relatives, Ulrich was appointed Bishop of Augsburg by King Henry, and was consecrated on 28 Dec., 923. He proved himself to be a ruler who united severity with gentleness. He sought to improve the low moral and social condition of the clergy, and to enforce a rigid adherence to the laws of the Church. Ulrich hoped to gain this end by periodical visitations, and by building as many churches as possible, to make the blessings of religion more accessible to the common people. His success was largely due to the good example he set his clergy and diocese. For the purpose of obtaining relics he went on two journeys to Rome, in 910, and in 952 or 953. Ulrich demanded a high moral standard of himself and others. A hundred years after his death, a letter apparently written by him, which opposed celibacy, and supported the marriage of priests, suddenly appeared. The forger of the letter counted on the opinion of the common people, who would regard celibacy as unjust if St. Ulrich, known for the rigidity of his morals, upheld the marriage of priests (cf. "Analecta Boll.", XXVII, 1908, 474). Ulrich was also steadfastly loyal, as a prince of the empire, to the emperor. He was one of the most important props of the Ottonian policy, which rested mainly upon the ecclesiastical princes. He constantly attended the judicial courts held by the king and in the diets. He even took part in the Diet held on 20 September, 972, when he defended himself against the charge of nepotism in regard to his nephew Adalbero, whom he had appointed his coadjutor on account of his own illness and desire to retire to a Benedictine abbey. During the struggle between Otto I and his son Duke Ludolf of Swabia, Ulrich had much to suffer from Ludolf and his partisans. When in the summer of 954 father and son were ready to attack each other at Illertissen in Swabia, at the last moment Ulrich and Bishop Hartbert of Chur were able to mediate between Otto and Ludolf. Ulrich succeeded in persuading Ludolf and Konrad, Otto's son-in-law, to ask the king's pardon on 17 December, 954. Before long the Magyars entered Germany, plundering and burning as they went, and advanced as far as Augsburg, which they besieged with the fury of barbarians. It was due to Ulrich's ability and courage that Augsburg was able to hold out against the besiegers until the Emperor Otto arrived. On 10 August, 955, a battle was fought in the Lechfeld, and the invaders were finally defeated. The later assertion that Ulrich himself took part in the battle is incorrect, as Ulrich could not have broken through the ranks of the Magyars, who were south of him, although north of the emperor. As morning dawned on 4 July, 973, Ulrich had ashes strewn on the ground in the shape of a cross; the cross sprinkled with holy water , and he was placed upon it. His nephew Richwin came with a message and greeting from the Emperor Otto II as the sun rose, and immediately upon this, while the clergy sang the Litany, St. Ulrich passed away. His body was placed in the Church of St. Afra, which had been rebuilt by him. The burial was performed by Bishop Wolfgang of Ratisbon. Many miracles were wrought at his grave; and in 993, he was canonized by John XV. As early as the tenth century, there is a very beautiful miniature, in a manuscript now in the library of Einsiedeln (no. 261, fol. 140). Other miniatures are at the Royal Library of Munich, in manuscripts of 1454 (Cgm., 94, fo. 26v, and Cgm., no. 751). FREE Catholic Classes Pick a class, you can learn anything Copyright 2020 Catholic Online. All materials contained on this site, whether written, audible or visual are the exclusive property of Catholic Online and are protected under U.S. and International copyright laws, © Copyright 2020 Catholic Online. Any unauthorized use, without prior written consent of Catholic Online is strictly forbidden and prohibited. Catholic Online is a Project of Your Catholic Voice Foundation, a Not-for-Profit Corporation. Your Catholic Voice Foundation has been granted a recognition of tax exemption under Section 501(c)(3) of the Internal Revenue Code. Federal Tax Identification Number: 81-0596847. Your gift is tax-deductible as allowed by law.	<urn:uuid:0043a740-c7ea-4360-8ec2-ec9d9754706d>	CC-MAIN-2020-05	https://www.catholic.org/encyclopedia/view.php?id=11794	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589560.16/warc/CC-MAIN-20200117123339-20200117151339-00506.warc.gz	en	0.982015	1,181	3.296875	3	[ -0.09313897788524628, 0.369120717048645, -0.2964940667152405, -0.15556752681732178, -0.152046337723732, -0.6316022872924805, 0.06731816381216049, 0.25890854001045227, 0.2917277216911316, -0.3291274905204773, -0.11328932642936707, -0.5314849615097046, 0.0990481972694397, 0.06271099299192429...	1	FREE Catholic Classes Bishop of Augsburg, born at Kyburg, Zurich, Switzerland, in 890; died at Augsburg, 4 July, 973. He was the son of Count Hucpald and Thetbirga, and was connected with the dukes of Alamannia and the imperial family of the Ottos. As a child he was sickly; when old enough to learn he was sent to the monastic school of St. Gall, where he proved to be an excellent scholar. He resolved to enter the priesthood, but was in doubt whether to enter the Benedictine Abbey of St. Gall or to become a secular priest. He was sent before April, 910, for his further training to Adalbero, Bishop of Augsburg, who made him a chamberlain. On Adalbero's death (28 April, 910) Ulrich returned home, where he remained until the death of Bishop Hiltine (28 November, 923). Through the influence of his uncle, Duke Burchard of Alamannia, and other relatives, Ulrich was appointed Bishop of Augsburg by King Henry, and was consecrated on 28 Dec., 923. He proved himself to be a ruler who united severity with gentleness. He sought to improve the low moral and social condition of the clergy, and to enforce a rigid adherence to the laws of the Church. Ulrich hoped to gain this end by periodical visitations, and by building as many churches as possible, to make the blessings of religion more accessible to the common people. His success was largely due to the good example he set his clergy and diocese. For the purpose of obtaining relics he went on two journeys to Rome, in 910, and in 952 or 953. Ulrich demanded a high moral standard of himself and others. A hundred years after his death, a letter apparently written by him, which opposed celibacy, and supported the marriage of priests, suddenly appeared. The forger of the letter counted on the opinion of the common people, who would regard celibacy as unjust if St. Ulrich, known for the rigidity of his morals, upheld the marriage of priests (cf. "Analecta Boll.", XXVII, 1908, 474). Ulrich was also steadfastly loyal, as a prince of the empire, to the emperor. He was one of the most important props of the Ottonian policy, which rested mainly upon the ecclesiastical princes. He constantly attended the judicial courts held by the king and in the diets. He even took part in the Diet held on 20 September, 972, when he defended himself against the charge of nepotism in regard to his nephew Adalbero, whom he had appointed his coadjutor on account of his own illness and desire to retire to a Benedictine abbey. During the struggle between Otto I and his son Duke Ludolf of Swabia, Ulrich had much to suffer from Ludolf and his partisans. When in the summer of 954 father and son were ready to attack each other at Illertissen in Swabia, at the last moment Ulrich and Bishop Hartbert of Chur were able to mediate between Otto and Ludolf. Ulrich succeeded in persuading Ludolf and Konrad, Otto's son-in-law, to ask the king's pardon on 17 December, 954. Before long the Magyars entered Germany, plundering and burning as they went, and advanced as far as Augsburg, which they besieged with the fury of barbarians. It was due to Ulrich's ability and courage that Augsburg was able to hold out against the besiegers until the Emperor Otto arrived. On 10 August, 955, a battle was fought in the Lechfeld, and the invaders were finally defeated. The later assertion that Ulrich himself took part in the battle is incorrect, as Ulrich could not have broken through the ranks of the Magyars, who were south of him, although north of the emperor. As morning dawned on 4 July, 973, Ulrich had ashes strewn on the ground in the shape of a cross; the cross sprinkled with holy water , and he was placed upon it. His nephew Richwin came with a message and greeting from the Emperor Otto II as the sun rose, and immediately upon this, while the clergy sang the Litany, St. Ulrich passed away. His body was placed in the Church of St. Afra, which had been rebuilt by him. The burial was performed by Bishop Wolfgang of Ratisbon. Many miracles were wrought at his grave; and in 993, he was canonized by John XV. As early as the tenth century, there is a very beautiful miniature, in a manuscript now in the library of Einsiedeln (no. 261, fol. 140). Other miniatures are at the Royal Library of Munich, in manuscripts of 1454 (Cgm., 94, fo. 26v, and Cgm., no. 751). FREE Catholic Classes Pick a class, you can learn anything Copyright 2020 Catholic Online. All materials contained on this site, whether written, audible or visual are the exclusive property of Catholic Online and are protected under U.S. and International copyright laws, © Copyright 2020 Catholic Online. Any unauthorized use, without prior written consent of Catholic Online is strictly forbidden and prohibited. Catholic Online is a Project of Your Catholic Voice Foundation, a Not-for-Profit Corporation. Your Catholic Voice Foundation has been granted a recognition of tax exemption under Section 501(c)(3) of the Internal Revenue Code. Federal Tax Identification Number: 81-0596847. Your gift is tax-deductible as allowed by law.	1,250	ENGLISH	1
James VI. of Scotland, I. of England—The Story of the Mayflower W HEN Henry VIII. broke away from the Church of Rome he did not make much change in the services or in the ruling of the Church. He merely said that the Pope had nothing to do with the Church in England, and he commanded the services to be read in English, instead of Latin. But by degrees many Protestants began to think that the Church of England was too like the Church of Rome. They wanted to have no prayer book at all. They wanted to have very simple services and very simple churches. These people were called Puritans. They were very stern and grave, but many of the best and bravest men in England joined them. At this time men did not wear plain, dark clothes as they do now. They wore bright colors and their clothes were often made of silk and velvet, and trimmed with lace. They wore their hair long and curly, and they had feathers in their hats. But the Puritans thought this gay dress was wicked. They cut their hair short and wore dark clothes and plain linen collars, instead of lace and feathers and gay-coloured silks and satins. They even spoke in a slow and sad tone of voice, using curious and long words, and they very seldom laughed. The Puritans felt that in England they could not worship God in what seemed to them the right way. So, although they loved their country, they resolved to leave it, and sail away over the sea to the new lands which had been discovered. There they would found a New England where they could be free. The first of these Puritans who left England were called the Pilgrim Fathers. The ship they sailed in was called the Mayflower. There were only one hundred of them—men, women, and children. Before they started there were many sad partings. All left dear friends behind; some said good-bye for ever to fathers and mothers; some left their wives and little children, hoping one day to be able to send for them, when they had made a new home, far over the sea. But sad as they were, their hearts were full of hope, and in spite of tears they sang hymns. They started in the summer, but they had so many delays and misfortunes that it was winter before they reached America. They did not come to the part of America to which they had expected to come, but reached land much further north, where the winter was very cold—far colder than the English winter. As the little Mayflower drew near, the shore of their new home looked very dark and dreary to those Pilgrim Fathers. There were no people to greet them on the beach, no houses with twinkling lights by night and cheerful smoke by day. There was nothing but the rough, rocky shore, and beyond it, a mass of bare, brown trees. There was no sound but the roar of the waves, the call of sea-birds, and the cry of wild animals. The little band of pilgrims felt very lonely when they landed in this strange country, hundreds and hundreds of miles from any white people. Dark woods and wilderness lay in front, behind the cold grey sea separating them from all their loved ones; and round them, day and night, the fear of attack from the wild Red Indians who inhabited the land. But in spite of dangers and hardships they did not lose heart. Soon the noise of axe and saw was heard in the forest as the Pilgrim Fathers felled trees and cut them into planks with which to build their houses. Through cold and wind and rain they worked, and a little town of wooden houses rose round the little wooden meeting-house, as they called their church. The building went on slowly for all the Pilgrim Fathers could not work at once. Some of them had to keep watch in case of attack from the Red Indians, while the remainder built the houses and laid out the gardens. The little band struggled bravely. They were often cold and hungry, weary and afraid, still they did not give up hope. They had very little to eat. Sometimes they did not even know at night if they would have anything for breakfast in the morning. Once an eagle was shot, and they thought it was a great treat. It tasted something like mutton. Once a sailor found a herring on the shore. As it was only enough for one, the captain had it for supper. But many of the pilgrims, unused to such hardships, died during the winter. At last the dark days passed, and with the sunshine of the spring came brighter times. And with the spring the Mayflower, which had lain in the bay all winter, sailed back to England. With sad hearts the pilgrims saw it go. It was the last link which bound them to their old home. Yet in spite of the longing in their hearts for the green fields and white cliffs of England, in spite of all the hardships they had suffered, not one pilgrim returned home with the Mayflower. They knelt upon the shore, watching with tear-dimmed eyes till the last glimmer of its white sails died away in the distance, then they turned back to their work. But for many days after, the bay seemed sad and empty with no little Mayflower riding at anchor in it. The Pilgrim Fathers named their town Plymouth, after the town in England from which they had sailed. From these few settlers the great American nation has grown, and although America is no longer a British colony, but a separate nation, it is a nation which has grown out of the British nation. If you look at the map of America you will see Plymouth marked in the State of Massachusetts. In that town there is a hall called Pilgrim Hall, and in front of it stands a rock which is railed round and carefully preserved. It is the rock which the feet of the Pilgrim Fathers first touched when they landed to found New England. The people of America are proud to remember that they are descended from those stern, brave men and women, so they guard the stone as something precious, and the 22nd of December, the day on which the Pilgrim Fathers landed, is called Forefathers' Day and is kept as a holiday.	<urn:uuid:2407856e-8b34-4a7c-a9c6-62da1ebd6ef7>	CC-MAIN-2020-05	http://www.gatewaytotheclassics.com/browse/display.php?author=marshall&book=island&story=mayflower	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250603761.28/warc/CC-MAIN-20200121103642-20200121132642-00430.warc.gz	en	0.990239	1,287	3.484375	3	[ -0.021537689492106438, 0.19704820215702057, 0.2770964205265045, -0.41642940044403076, 0.23717030882835388, -0.169049471616745, -0.2871370017528534, -0.15799036622047424, 0.19283777475357056, 0.09384571760892868, -0.3073810935020447, -0.033746831119060516, 0.43308234214782715, -0.0506778731...	1	James VI. of Scotland, I. of England—The Story of the Mayflower W HEN Henry VIII. broke away from the Church of Rome he did not make much change in the services or in the ruling of the Church. He merely said that the Pope had nothing to do with the Church in England, and he commanded the services to be read in English, instead of Latin. But by degrees many Protestants began to think that the Church of England was too like the Church of Rome. They wanted to have no prayer book at all. They wanted to have very simple services and very simple churches. These people were called Puritans. They were very stern and grave, but many of the best and bravest men in England joined them. At this time men did not wear plain, dark clothes as they do now. They wore bright colors and their clothes were often made of silk and velvet, and trimmed with lace. They wore their hair long and curly, and they had feathers in their hats. But the Puritans thought this gay dress was wicked. They cut their hair short and wore dark clothes and plain linen collars, instead of lace and feathers and gay-coloured silks and satins. They even spoke in a slow and sad tone of voice, using curious and long words, and they very seldom laughed. The Puritans felt that in England they could not worship God in what seemed to them the right way. So, although they loved their country, they resolved to leave it, and sail away over the sea to the new lands which had been discovered. There they would found a New England where they could be free. The first of these Puritans who left England were called the Pilgrim Fathers. The ship they sailed in was called the Mayflower. There were only one hundred of them—men, women, and children. Before they started there were many sad partings. All left dear friends behind; some said good-bye for ever to fathers and mothers; some left their wives and little children, hoping one day to be able to send for them, when they had made a new home, far over the sea. But sad as they were, their hearts were full of hope, and in spite of tears they sang hymns. They started in the summer, but they had so many delays and misfortunes that it was winter before they reached America. They did not come to the part of America to which they had expected to come, but reached land much further north, where the winter was very cold—far colder than the English winter. As the little Mayflower drew near, the shore of their new home looked very dark and dreary to those Pilgrim Fathers. There were no people to greet them on the beach, no houses with twinkling lights by night and cheerful smoke by day. There was nothing but the rough, rocky shore, and beyond it, a mass of bare, brown trees. There was no sound but the roar of the waves, the call of sea-birds, and the cry of wild animals. The little band of pilgrims felt very lonely when they landed in this strange country, hundreds and hundreds of miles from any white people. Dark woods and wilderness lay in front, behind the cold grey sea separating them from all their loved ones; and round them, day and night, the fear of attack from the wild Red Indians who inhabited the land. But in spite of dangers and hardships they did not lose heart. Soon the noise of axe and saw was heard in the forest as the Pilgrim Fathers felled trees and cut them into planks with which to build their houses. Through cold and wind and rain they worked, and a little town of wooden houses rose round the little wooden meeting-house, as they called their church. The building went on slowly for all the Pilgrim Fathers could not work at once. Some of them had to keep watch in case of attack from the Red Indians, while the remainder built the houses and laid out the gardens. The little band struggled bravely. They were often cold and hungry, weary and afraid, still they did not give up hope. They had very little to eat. Sometimes they did not even know at night if they would have anything for breakfast in the morning. Once an eagle was shot, and they thought it was a great treat. It tasted something like mutton. Once a sailor found a herring on the shore. As it was only enough for one, the captain had it for supper. But many of the pilgrims, unused to such hardships, died during the winter. At last the dark days passed, and with the sunshine of the spring came brighter times. And with the spring the Mayflower, which had lain in the bay all winter, sailed back to England. With sad hearts the pilgrims saw it go. It was the last link which bound them to their old home. Yet in spite of the longing in their hearts for the green fields and white cliffs of England, in spite of all the hardships they had suffered, not one pilgrim returned home with the Mayflower. They knelt upon the shore, watching with tear-dimmed eyes till the last glimmer of its white sails died away in the distance, then they turned back to their work. But for many days after, the bay seemed sad and empty with no little Mayflower riding at anchor in it. The Pilgrim Fathers named their town Plymouth, after the town in England from which they had sailed. From these few settlers the great American nation has grown, and although America is no longer a British colony, but a separate nation, it is a nation which has grown out of the British nation. If you look at the map of America you will see Plymouth marked in the State of Massachusetts. In that town there is a hall called Pilgrim Hall, and in front of it stands a rock which is railed round and carefully preserved. It is the rock which the feet of the Pilgrim Fathers first touched when they landed to found New England. The people of America are proud to remember that they are descended from those stern, brave men and women, so they guard the stone as something precious, and the 22nd of December, the day on which the Pilgrim Fathers landed, is called Forefathers' Day and is kept as a holiday.	1,285	ENGLISH	1
Women Printers and Publishers in Colonial America Women Printers and Publishers in Colonial America "A proclamation from the governor by order of the king". "A ship arriving from England carrying eagerly awaited supplies, needed for daily life". "The marriage or death of an important citizen". All of these events "were news. In the earliest days of the North American colonies, the only way this news could be broadcast was through a town crier or personal announcement. But this changed in 1638, when a Mistress Glover arrived in Boston -with the first printing press in North America. She had left England with her husband, who died during the long sea voyage. Mistress Glover carried out his plans and established a print shop in Cambridge, Massachusetts. Thus, the very First printing press in America was owned by a woman. Like other colonial printers who followed, Mistress Glover's shop printed advertisements, pamphlets, legal and business forms, almanacs, and prayer books. Occasionally she printed broadsides to announce special events and important news. Broadsides were large sheets of paper printed with news that were hung in public for people to read. As the colonies grew, the occasional broadsides evolved into weekly publications. Printers became publishers, editors, and writers, as well as typesetters and compositors. These early newspapers contained four pages filled with local news and letters from readers, stories reprinted from other papers, and advertisements. Like today, these advertisements provided a major source of income to the printer. Most colonial print shops were owned by men, but often their wives, daughters, or sisters helped to run the business. Many of these women continued publishing when the man died. By the start of the Revolutionary War in 1775, there were at least fourteen women printers/publishers in the colonies. Publishing a colonial newspaper was no easy task, especially for a woman. First, she had to write the stories with her quill pen. She had to choose and proofread which stones to use from other writers. Announcements and advertisements had to be collected. When she decided on all of an issue's contents, she laid out one page at a time and hand-cut the paper. Then, she did the typesetting by placing every metal letter of every word into a composing stick, which had to be inked. In warm weather, the ink might be too runny, and in the winter, both the ink and the paper might freeze. The entire process was a slow, tedious, messy job. On average, it took four days to prepare a four-page paper. Finally, the publisher had to turn the hand-crank to run the press. Once printed and dried, she would place the papers out for sale. In addition to -writing the stories and producing the newspaper, the printer solicited subscribers and advertisers and then collected the money they owed her. Of course, a woman printer also ran her household — preparing food, making soap and candles, sewing clothing, and taking care of her young children. As trouble erupted between the colonies and England, those women who supported American independence put themselves at great personal risk by using their papers to speak out. Some, like Margaret Draper of Massachusetts remained loyal to the king of England and put themselves in danger by incurring the anger of the patriots. After the war, fearing for her life, Draper fled to Nova Scotia and later to England. Others who supported the cause of freedom wrote editorials pointing out the king's repressive policies. These patriots printed excerpts from Tom Paine's famous pamphlets (as well as the pamphlets themselves) calling for independence. When the struggle erupted into war, the printers kept their readers informed of the war's progress and urged their readers to help the cause. One of the first women to publish in the colonies was Elizabeth Timothy, who was born and raised in Holland and emigrated to America in 1731 with her husband Lewis and their four children. Shortly after their arrival in Philadelphia, the Timothy’s agreed to purchase the Gazette from Benjamin Franklin. For five years, Elizabeth ran the household and raised their children. In 1738, when Lewis died, Elizabeth kept the business going until her son Peter was old enough to take over in 1 746. Elizabeth then opened a bookstore and stationery shop next door. Elizabeth Timothy had a much better knack for business than her husband. Because he was slow m collecting money owed him, his payments to Franklin were often late. But when Elizabeth took over, she refused to accept advertising from anyone who didn't pay on time. She did such a good job running the paper that Benjamin Franklin wrote about her in his autobiography, saying: “She continue to account with the greatest Regularity and Exactitude every Quarter afterwards; and managed the Budinedd with such Success that she not only brought up reputably a Family of Children, but at the Expiration of the Term was able to purchase of ‘me the Printing Ноuse and establish her Son in it”. Franklin praised Elizabeth as much for her ability as a mother as for her business skills. But she was, indeed, an excellent businesswoman and journalist. Ann Donovan became part of the Timothy family when she married Peter Timothy in 1745. For thirty-six years, while Peter ran the paper, Ann attended to her household and raised her children. The family eventually moved to South Carolina, where Peter Timothy continued as a publisher. In 1782, Peter died in a shipwreck, and Ann Donovan Timothy followed in her mother-in-law's footsteps. She took her husband's place as printer/publisher of the paper and did such a good job that she was eventually named official printer to the state of South Carolina. Ann published the paper until her death in 1792. She left the paper to her son, Benjamin Franklin Timothy, who continued publication until he retired in 1802. The Gazette, South Carolina's first newspaper, provided news for the people of Charleston for nearly seventy years. If it were not for Elizabeth and Ann, this - would not have been possible. In 1975, the South Carolina chapter of Women in Communications placed a plaque at Charles Towne Landing, the site of the first South Carolina Colony, in Elizabeth's honor as the first American woman publisher. Another important woman of colonial-era publishing was Sarah Updike Goddard. Born in 1700 in a small Rhode Island town, Sarah received an unusual education for a girl of her time. Taught by a tutor in her father's home, she learned both Latin and French, along with her English and other studies. In 1735, she married Giles Goddard, a doctor. The young couple moved to New London, where Giles practiced medicine and acted as postmaster. When Giles became ill in 1755 and could no longer perform as postmaster, Sarah took over. She also made plans for her family's future by apprenticing her fifteen-year-old son William to a printer. As an apprentice, William lived with the printer and worked for him -while he learned the trade. Giles Goddard died in 1757, and when William completed his apprenticeship in 1762, the family moved to Providence, Rhode Island, where Sarah purchased equipment to set up a print shop. According to the custom of the times, women did not conduct business on their own. William was the official owner of the paper, but in fact, William, Sarah, and her daughter Mary Katherine ran the business together. They published one of the city's first newspapers, the Providence Gazette. William, like his father before him, was still interested in the postal system, and he eventually became postmaster of Providence. Because the Gazette didn't do as well as William had hoped, he left Providence for New York in 1765 in search of a more profitable business. When he left, he suspended publication of the newspaper, but his mother and sister continued to print and sell books, almanacs, pamphlets, and other materials. Sarah also acted as postmistress, taking over William's job, just as she had for her husband. Sarah and Mary printed a special edition of the Gazette under the name S. & W. Goddard. The special edition was to protest the British Stamp Act, a royal tax on publications and legal documents. The Goddard women resumed regular publication of the Gazette in 1766, and the masthead identified the publishers as Sarah Goddard and Company (the "company" was Mary). When Sarah died in 17/0, a eulogy publicly recognizing her success as a newspaperwoman was printed in a New York and a Providence paper. Part of it read: . . . she discovered an extraordinary genius and taste for, and made a surprising progress in most kinds of useful and polite learning, not only in the accomplishments to which female education is usually confined but in languages, and several branches of mathematics. . . the credit of the paper (the Gazette) was greatly promoted by her virtue, Ingenuity and abilities . . ." In 1773, Mary ran the Philadelphia paper and William moved to Baltimore, where he began the Maryland Journal. The following year, once again answering her brother's call for help, Mary sold the Philadelphia paper to run the one in Baltimore while William concentrated on designing a new postal system. The Maryland Journal was published under Mary's name and was the only paper in Baltimore during most of the Revolutionary War. Mary's print shop produced the first signed copies of the Declaration of Independence. One of these rare copies is displayed today at the Smithsonian Institution. Mary Goddard was credited with being an expert typesetter, and her paper was said to be among the best newspapers of the colonies. Staunchly patriotic, Mary reported on the cruelties of British soldiers and "wrote editorials urging women to raise their own wool and flax so the colonies could be less dependent on goods from Britain. After the war, Mary struck a blow for freedom of the press by successfully suing someone who had threatened her for printing an article she didn't like. After a quarrel with William, Mary left the paper and opened a book and print shop. Besides running the paper before and during the Revolution, Mary -was appointed as postmaster of Baltimore in 1775. This made her the first woman to hold a federal office. In 1784, she hired a mailman, beginning one of the first postal delivery services in the country. Mary held the position of postmaster for fourteen years before she was replaced by a man in 1789. The job required some travel, and in this era a man could travel more easily and freely than a woman. But many people thought Alary could handle the job, and more than two hundred citizens signed a petition to allow her to remain as postmaster. Unfortunately, the petition failed, and Mary lost her job. She did, however, continue to run her bookstore until she retired in 1809 or 1810. She died in 1816. The Goddard’s, the Timothy’s, and many other brave women of colonial America helped to lay the foundations for both American journalism and for the woman's place in journalism.\| This information is only for education purpose, and was taken from ' Extraordinary Women Journalists' by Claire Price-Groff.- Children's Press, USA	<urn:uuid:daf9ab0d-036d-4735-9f7a-0a17cf665d8b>	CC-MAIN-2020-05	https://for.lib.kherson.ua/en-colonialprinters.htm	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251669967.70/warc/CC-MAIN-20200125041318-20200125070318-00198.warc.gz	en	0.981762	2,303	3.984375	4	[ -0.08876064419746399, 0.1217399388551712, 0.44554078578948975, 0.22122260928153992, -0.17826206982135773, 0.20108747482299805, -0.2128831148147583, 0.3315878212451935, -0.2146996557712555, 0.37532514333724976, -0.021091634407639503, 0.5445308685302734, -0.09676358103752136, 0.3897965848445...	3	Women Printers and Publishers in Colonial America Women Printers and Publishers in Colonial America "A proclamation from the governor by order of the king". "A ship arriving from England carrying eagerly awaited supplies, needed for daily life". "The marriage or death of an important citizen". All of these events "were news. In the earliest days of the North American colonies, the only way this news could be broadcast was through a town crier or personal announcement. But this changed in 1638, when a Mistress Glover arrived in Boston -with the first printing press in North America. She had left England with her husband, who died during the long sea voyage. Mistress Glover carried out his plans and established a print shop in Cambridge, Massachusetts. Thus, the very First printing press in America was owned by a woman. Like other colonial printers who followed, Mistress Glover's shop printed advertisements, pamphlets, legal and business forms, almanacs, and prayer books. Occasionally she printed broadsides to announce special events and important news. Broadsides were large sheets of paper printed with news that were hung in public for people to read. As the colonies grew, the occasional broadsides evolved into weekly publications. Printers became publishers, editors, and writers, as well as typesetters and compositors. These early newspapers contained four pages filled with local news and letters from readers, stories reprinted from other papers, and advertisements. Like today, these advertisements provided a major source of income to the printer. Most colonial print shops were owned by men, but often their wives, daughters, or sisters helped to run the business. Many of these women continued publishing when the man died. By the start of the Revolutionary War in 1775, there were at least fourteen women printers/publishers in the colonies. Publishing a colonial newspaper was no easy task, especially for a woman. First, she had to write the stories with her quill pen. She had to choose and proofread which stones to use from other writers. Announcements and advertisements had to be collected. When she decided on all of an issue's contents, she laid out one page at a time and hand-cut the paper. Then, she did the typesetting by placing every metal letter of every word into a composing stick, which had to be inked. In warm weather, the ink might be too runny, and in the winter, both the ink and the paper might freeze. The entire process was a slow, tedious, messy job. On average, it took four days to prepare a four-page paper. Finally, the publisher had to turn the hand-crank to run the press. Once printed and dried, she would place the papers out for sale. In addition to -writing the stories and producing the newspaper, the printer solicited subscribers and advertisers and then collected the money they owed her. Of course, a woman printer also ran her household — preparing food, making soap and candles, sewing clothing, and taking care of her young children. As trouble erupted between the colonies and England, those women who supported American independence put themselves at great personal risk by using their papers to speak out. Some, like Margaret Draper of Massachusetts remained loyal to the king of England and put themselves in danger by incurring the anger of the patriots. After the war, fearing for her life, Draper fled to Nova Scotia and later to England. Others who supported the cause of freedom wrote editorials pointing out the king's repressive policies. These patriots printed excerpts from Tom Paine's famous pamphlets (as well as the pamphlets themselves) calling for independence. When the struggle erupted into war, the printers kept their readers informed of the war's progress and urged their readers to help the cause. One of the first women to publish in the colonies was Elizabeth Timothy, who was born and raised in Holland and emigrated to America in 1731 with her husband Lewis and their four children. Shortly after their arrival in Philadelphia, the Timothy’s agreed to purchase the Gazette from Benjamin Franklin. For five years, Elizabeth ran the household and raised their children. In 1738, when Lewis died, Elizabeth kept the business going until her son Peter was old enough to take over in 1 746. Elizabeth then opened a bookstore and stationery shop next door. Elizabeth Timothy had a much better knack for business than her husband. Because he was slow m collecting money owed him, his payments to Franklin were often late. But when Elizabeth took over, she refused to accept advertising from anyone who didn't pay on time. She did such a good job running the paper that Benjamin Franklin wrote about her in his autobiography, saying: “She continue to account with the greatest Regularity and Exactitude every Quarter afterwards; and managed the Budinedd with such Success that she not only brought up reputably a Family of Children, but at the Expiration of the Term was able to purchase of ‘me the Printing Ноuse and establish her Son in it”. Franklin praised Elizabeth as much for her ability as a mother as for her business skills. But she was, indeed, an excellent businesswoman and journalist. Ann Donovan became part of the Timothy family when she married Peter Timothy in 1745. For thirty-six years, while Peter ran the paper, Ann attended to her household and raised her children. The family eventually moved to South Carolina, where Peter Timothy continued as a publisher. In 1782, Peter died in a shipwreck, and Ann Donovan Timothy followed in her mother-in-law's footsteps. She took her husband's place as printer/publisher of the paper and did such a good job that she was eventually named official printer to the state of South Carolina. Ann published the paper until her death in 1792. She left the paper to her son, Benjamin Franklin Timothy, who continued publication until he retired in 1802. The Gazette, South Carolina's first newspaper, provided news for the people of Charleston for nearly seventy years. If it were not for Elizabeth and Ann, this - would not have been possible. In 1975, the South Carolina chapter of Women in Communications placed a plaque at Charles Towne Landing, the site of the first South Carolina Colony, in Elizabeth's honor as the first American woman publisher. Another important woman of colonial-era publishing was Sarah Updike Goddard. Born in 1700 in a small Rhode Island town, Sarah received an unusual education for a girl of her time. Taught by a tutor in her father's home, she learned both Latin and French, along with her English and other studies. In 1735, she married Giles Goddard, a doctor. The young couple moved to New London, where Giles practiced medicine and acted as postmaster. When Giles became ill in 1755 and could no longer perform as postmaster, Sarah took over. She also made plans for her family's future by apprenticing her fifteen-year-old son William to a printer. As an apprentice, William lived with the printer and worked for him -while he learned the trade. Giles Goddard died in 1757, and when William completed his apprenticeship in 1762, the family moved to Providence, Rhode Island, where Sarah purchased equipment to set up a print shop. According to the custom of the times, women did not conduct business on their own. William was the official owner of the paper, but in fact, William, Sarah, and her daughter Mary Katherine ran the business together. They published one of the city's first newspapers, the Providence Gazette. William, like his father before him, was still interested in the postal system, and he eventually became postmaster of Providence. Because the Gazette didn't do as well as William had hoped, he left Providence for New York in 1765 in search of a more profitable business. When he left, he suspended publication of the newspaper, but his mother and sister continued to print and sell books, almanacs, pamphlets, and other materials. Sarah also acted as postmistress, taking over William's job, just as she had for her husband. Sarah and Mary printed a special edition of the Gazette under the name S. & W. Goddard. The special edition was to protest the British Stamp Act, a royal tax on publications and legal documents. The Goddard women resumed regular publication of the Gazette in 1766, and the masthead identified the publishers as Sarah Goddard and Company (the "company" was Mary). When Sarah died in 17/0, a eulogy publicly recognizing her success as a newspaperwoman was printed in a New York and a Providence paper. Part of it read: . . . she discovered an extraordinary genius and taste for, and made a surprising progress in most kinds of useful and polite learning, not only in the accomplishments to which female education is usually confined but in languages, and several branches of mathematics. . . the credit of the paper (the Gazette) was greatly promoted by her virtue, Ingenuity and abilities . . ." In 1773, Mary ran the Philadelphia paper and William moved to Baltimore, where he began the Maryland Journal. The following year, once again answering her brother's call for help, Mary sold the Philadelphia paper to run the one in Baltimore while William concentrated on designing a new postal system. The Maryland Journal was published under Mary's name and was the only paper in Baltimore during most of the Revolutionary War. Mary's print shop produced the first signed copies of the Declaration of Independence. One of these rare copies is displayed today at the Smithsonian Institution. Mary Goddard was credited with being an expert typesetter, and her paper was said to be among the best newspapers of the colonies. Staunchly patriotic, Mary reported on the cruelties of British soldiers and "wrote editorials urging women to raise their own wool and flax so the colonies could be less dependent on goods from Britain. After the war, Mary struck a blow for freedom of the press by successfully suing someone who had threatened her for printing an article she didn't like. After a quarrel with William, Mary left the paper and opened a book and print shop. Besides running the paper before and during the Revolution, Mary -was appointed as postmaster of Baltimore in 1775. This made her the first woman to hold a federal office. In 1784, she hired a mailman, beginning one of the first postal delivery services in the country. Mary held the position of postmaster for fourteen years before she was replaced by a man in 1789. The job required some travel, and in this era a man could travel more easily and freely than a woman. But many people thought Alary could handle the job, and more than two hundred citizens signed a petition to allow her to remain as postmaster. Unfortunately, the petition failed, and Mary lost her job. She did, however, continue to run her bookstore until she retired in 1809 or 1810. She died in 1816. The Goddard’s, the Timothy’s, and many other brave women of colonial America helped to lay the foundations for both American journalism and for the woman's place in journalism.\| This information is only for education purpose, and was taken from ' Extraordinary Women Journalists' by Claire Price-Groff.- Children's Press, USA	2,353	ENGLISH	1
How Far Do You Agree? For the greater part of the 1630’s Englishmen paid their taxes, most likely grumbling whilst doing it, but they were paid. During his personal rule 1629-40, Charles I needed to raise revenue by using non-parliamentary means, i.e. in ways he would not need a parliament’s permission to collect. In order to do this, Charles changed certain policies to make them more financially gaining and brought back taxes that had not been used for numerous years, ranging from Ship Money to Credit to Monopolies. Upon his arrival in the court of Charles I, Lord Treasurer Weston tried to …show more content… Another example, of a feudal duty reinstated with vigour was the policy of wardships. A warship is when a landowner dies leaving a child heir and the Crown has the right to look after the estate until the heir came of age. It collected £55,000 p.a. in the mid 1630s, three times, as it had done in 1613. It was a highly efficient way for the crown to make financial gain; however, it was deeply resented as the Crown was frequently accused of exploiting vulnerable estates. In all the above-mentioned examples of fiscal feudalism they were mainly begrudged because of the unfairness of the impositions and because of there arbitrary nature. Ironically, Charles’ Lord Treasurer Weston, applied recusancy laws more vigorously in the time of personal rule. A recusant was a Catholic who refused to accept the Act of Supremacy, which acknowledge the King as the ‘Supreme Governor’ of the Church. Charles it is thought was a secret Catholic and he was married to a Catholic, Henrietta	<urn:uuid:0c66c95e-c1d6-4b6d-80e5-1ea420db310f>	CC-MAIN-2020-05	https://www.majortests.com/essay/Charles-Ability-to-Finance-His-Government-Effectively-PKXJGFUWSA.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250620381.59/warc/CC-MAIN-20200124130719-20200124155719-00333.warc.gz	en	0.983846	364	3.3125	3	[ -0.33259180188179016, 0.08124696463346481, 0.050183672457933426, -0.2664506435394287, 0.0200330950319767, -0.48977190256118774, 0.26528170704841614, -0.15768150985240936, 0.0667484849691391, -0.1588127315044403, 0.07938060909509659, 0.05593743547797203, -0.1815255731344223, 0.0905636921525...	1	How Far Do You Agree? For the greater part of the 1630’s Englishmen paid their taxes, most likely grumbling whilst doing it, but they were paid. During his personal rule 1629-40, Charles I needed to raise revenue by using non-parliamentary means, i.e. in ways he would not need a parliament’s permission to collect. In order to do this, Charles changed certain policies to make them more financially gaining and brought back taxes that had not been used for numerous years, ranging from Ship Money to Credit to Monopolies. Upon his arrival in the court of Charles I, Lord Treasurer Weston tried to …show more content… Another example, of a feudal duty reinstated with vigour was the policy of wardships. A warship is when a landowner dies leaving a child heir and the Crown has the right to look after the estate until the heir came of age. It collected £55,000 p.a. in the mid 1630s, three times, as it had done in 1613. It was a highly efficient way for the crown to make financial gain; however, it was deeply resented as the Crown was frequently accused of exploiting vulnerable estates. In all the above-mentioned examples of fiscal feudalism they were mainly begrudged because of the unfairness of the impositions and because of there arbitrary nature. Ironically, Charles’ Lord Treasurer Weston, applied recusancy laws more vigorously in the time of personal rule. A recusant was a Catholic who refused to accept the Act of Supremacy, which acknowledge the King as the ‘Supreme Governor’ of the Church. Charles it is thought was a secret Catholic and he was married to a Catholic, Henrietta	365	ENGLISH	1
I don’t think we’re going too far out on a limb when we say that the Internet is one of the most amazing inventions ever concocted by humans. 50 years ago, the precursor to the Internet, ARPANET was launched by the U.S. Department of Defense at four west coast universities, changing the way people shared data forever. Let’s take a look at ARPANET and how it grew into the Internet we all use constantly today. During the Cold War there was a constant need for coded systems to transmit data quickly. In the mid-1960s, the U.S. Department of Defense created what they called the Advanced Research Projects Agency (ARPA), which worked on integrating new technologies that would help the United States achieve its foreign policy goals. One of the scientists that was commissioned was Joseph Lickliter, who had the idea of connecting computers at important research centers. It was a way for engineers and intellectuals to collaborate on DoD-funded projects. The network, called ARPANET, was launched in 1969. At first, growth was slow. Small packets were sent over telephone lines, but along the way there were many innovations that set the tone for the shared computing constructs that we regularly use today. One such innovation was packet-switching. Packet-switching allows a computer to connect to several other computers at once by sending individual packets of information. In this way, computers were able to constantly send and receive information. With this method each computer on ARPANET would have (what amounts to) an address book that is constantly updated. As the network grew, however, this packet switching model, which was beneficial, was just too slow to facilitate an accurate account of addresses on the system. So in 1973, the engineers at ARPA decided that Stanford University (a founding member) would keep a master address book that was kept up to date by network administrators. This decongested the network significantly. By 1977, ARPANET had over 100 computers connected to it; and, with the age of personal computing starting to rear its head, changes started to come fast. It was about this time that other computing networks began to pop up. As they first started to connect with each other there was no interoperability between them, but this problem was remedied early in the 1980s with the standardization of what is called Transmission Control Protocol/Internet Protocol (TCP/IP). This was the first time the world Internet was used. ARPA engineers realized pretty quickly that the connecting networks that were now using the same protocol set (TCP/IP) were too numerous and were going to be unmanageable. This is when the modern Domain Name System (DNS) was introduced. They separated all addresses by domains. The first level, or top-level, domains would dictate the type of organization that a packet was being sent to. Examples include .com and .edu. Today, there are over 1,000 top-level domains out there. A second-level domain provided the host where data packets would be delivered. Examples that you see today are amazon.com or cornell.edu. This system provided specific data packet routing, setting the stage for the modern-day Internet. By the late 1980s the DoD decided that ARPANET was a success and shut it down. It was handed off to a private company called NSFNET in 1990. In 1992, the modern Internet Service Provider (ISP) was created as the U.S. Congress passed a law allowing commercial traffic on the newly formed Internet. Nowadays, the United Nations has proclaimed that Internet service is now a fundamental human right. This marvel of human ingenuity would not have been possible without ARPA and ARPANET. If you would like to see more articles about technology’s history, subscribe to the Kornerstone Technology Inc. blog today.	<urn:uuid:4cfa737c-d385-40fc-b6b6-443329a8c3fe>	CC-MAIN-2020-05	https://www.kstech.com/blog/looking-back-at-arpanet	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250599789.45/warc/CC-MAIN-20200120195035-20200120224035-00343.warc.gz	en	0.980271	805	3.484375	3	[ -0.6692707538604736, 0.05354700982570648, 0.25200125575065613, -0.13553579151630402, -0.12771938741207123, 0.004579381085932255, 0.1901581883430481, 0.4132293462753296, 0.028144706040620804, 0.2115522176027298, 0.1987164169549942, 0.12001550197601318, 0.29521623253822327, 0.201536387205123...	1	I don’t think we’re going too far out on a limb when we say that the Internet is one of the most amazing inventions ever concocted by humans. 50 years ago, the precursor to the Internet, ARPANET was launched by the U.S. Department of Defense at four west coast universities, changing the way people shared data forever. Let’s take a look at ARPANET and how it grew into the Internet we all use constantly today. During the Cold War there was a constant need for coded systems to transmit data quickly. In the mid-1960s, the U.S. Department of Defense created what they called the Advanced Research Projects Agency (ARPA), which worked on integrating new technologies that would help the United States achieve its foreign policy goals. One of the scientists that was commissioned was Joseph Lickliter, who had the idea of connecting computers at important research centers. It was a way for engineers and intellectuals to collaborate on DoD-funded projects. The network, called ARPANET, was launched in 1969. At first, growth was slow. Small packets were sent over telephone lines, but along the way there were many innovations that set the tone for the shared computing constructs that we regularly use today. One such innovation was packet-switching. Packet-switching allows a computer to connect to several other computers at once by sending individual packets of information. In this way, computers were able to constantly send and receive information. With this method each computer on ARPANET would have (what amounts to) an address book that is constantly updated. As the network grew, however, this packet switching model, which was beneficial, was just too slow to facilitate an accurate account of addresses on the system. So in 1973, the engineers at ARPA decided that Stanford University (a founding member) would keep a master address book that was kept up to date by network administrators. This decongested the network significantly. By 1977, ARPANET had over 100 computers connected to it; and, with the age of personal computing starting to rear its head, changes started to come fast. It was about this time that other computing networks began to pop up. As they first started to connect with each other there was no interoperability between them, but this problem was remedied early in the 1980s with the standardization of what is called Transmission Control Protocol/Internet Protocol (TCP/IP). This was the first time the world Internet was used. ARPA engineers realized pretty quickly that the connecting networks that were now using the same protocol set (TCP/IP) were too numerous and were going to be unmanageable. This is when the modern Domain Name System (DNS) was introduced. They separated all addresses by domains. The first level, or top-level, domains would dictate the type of organization that a packet was being sent to. Examples include .com and .edu. Today, there are over 1,000 top-level domains out there. A second-level domain provided the host where data packets would be delivered. Examples that you see today are amazon.com or cornell.edu. This system provided specific data packet routing, setting the stage for the modern-day Internet. By the late 1980s the DoD decided that ARPANET was a success and shut it down. It was handed off to a private company called NSFNET in 1990. In 1992, the modern Internet Service Provider (ISP) was created as the U.S. Congress passed a law allowing commercial traffic on the newly formed Internet. Nowadays, the United Nations has proclaimed that Internet service is now a fundamental human right. This marvel of human ingenuity would not have been possible without ARPA and ARPANET. If you would like to see more articles about technology’s history, subscribe to the Kornerstone Technology Inc. blog today.	803	ENGLISH	1
Custom Mexican War on Independence Essay Paper Sample The Mexican war on independence started between the years 1810 to1821, a period of eleven years. The basis of this war was the idealistic peasant's rebellion that occurred between the people of Mexico and the Spanish colonialists who conducted some kind of rulling in Mexico. This was also a freedom fight as the Mexicans wanted to escape the rullings of the Spanish people. The Mexicans were up to getting their freedom that they claim had been deprived of them. Another factors that triggered this rebelion was the harsh rules and policies of the Spanish that brought a lot of difficulties in their lives. The rebelion lead to a long term war that lowered the economic status of Mexico. This collapse in economy, left the Mexican people without some of the basic requirements that can help in sustaining their lives hence leading to an increase in death rates. Due to all these tribulations that faced the people of mexico, historians came up with different strories pegged on the historical backgroung of Mexico that they thought were the basis of all those problems encountered by Mexicans. As it can be seen from the experiences depicted by various historical books, the reasons for the war were due to class warfare and Spain's economic system in place to harvest the wealth created by the natives of Mexic. Buy Mexican War on Independence essay paper online * Final order price might be slightly different depending on the current exchange rate of chosen payment system. Some of these historical articles or books depicts that the war officially ignited in December 1650 when one of the Irish adventurers known as William Lamport escaped of forged his way out of the prison and displayed some of the information concerning the Spanish rulling on the human race. His information also stated some of the negative things associated with the ruling and therefore wanted to inform people on some of the strategies of escaping the Spanish governance (Theodore, 2001). People came up with their own perceptions concerning this issue a hence making everyone interested in the Mexican historical background to carry out his or her own research that could give them a proper explanation to some of their question in relation to the Mexican historical background. According to the research carried out on some of the past experiences in relation to the human race, as stated earlier, The Irish adventurer posted some of his writtings on the walls as posters and this is one of the factors to which opened the windows to wars and struggles in Mexico as ther Mexicans' eyes were opened to see what the Spanish were after. The peasants on the other hand contributed to this kind of struggle or formed the basis of this stuggle when they started to complain on how their masters handled them of which they refered to as a neglect to humanity (Chasteen, 2002). The Irish andventurer in this case, wanted the Mexicans to break up with the Spanish so as to have different religions. He aso wanted to become the emperror of the new Spain which was to be formed as a result of the split up. Some of the srategies that he had put in place were to terminate the Spanish governance. Due to these strategies that he planned against the Spanish Governace, he was recaptured and put into extinction by burning. It is from this point where it can be clearly seen that the Spanish were upto certain things in Mexico hence they were afraid of loosing it. The sole reasons as to why the Spanish did not want to loose Mexico, was because they wanted to acquire wealth and other valuable products within Mexico. Due to this interest they had for the Mexican products, they they used all sorts of Methods to make sure that they took control over Mexico. Though they wanted to use ideal methods, they finally came into a decision of using forces. It is also by this method of conquest that war erupted as the people of Mexico did not want to watch their properties taken away. Another reason for war erruption was because of the class as they categorized each other differently depending on the economic stability. Due to this class difference, the Mexicans were subjected to some kind of tribulations by the Spanish that made them to raise complains. Some of these complains were also based on the violation of certain human rights and gradings. There were a lot of things that lied behind the Spanish way of governace that impacted them positively while on the side of the Mexican, they turned negative. Some of these impacts were issues of discrimination, racial segregation, and land reform that seemed to have faced some kind of irregularities. These are some of the key things that stimulated the rebelions and struggles for independence in Mexico. Not to forget is the issue of slavery that exposed several Mexicans to be used as working tools that could used by the Spanish to fulfill some of their set objectives and selfish desires that were bound within the bracket of injustice (Harvey, 2000). The Mexicans aslo became the first Spanish-speaking Americans to abolish slavery. Though Mexicans faced a lot of tribulations in the ancient days, it still has some of the untold stories that fell in their historical background that were meant to be private and confidential to the state alone. This was so to safeguard and retain the respect held for the country or state fron various countries in the world. The Spanish on the other hand, had some of their aims that they wanted to achieve through putting or subjecting the people of Mexico to such tribulations. The war for independence brought about some of the relationships and interelations among some countries especially to the Mexican country or state. This became effective in that, there were those countries that had strong economic stability and all the ressourcces needed by that time hence wanted to help the Mexicans aquire their freedom peacefully. These countries or nations came between the Mexicans and the Spanish to interveine so as to stop the rissing matters of death and human humulations. It was through this that all the countries with similar notion towards the war, came together and to developed good relations. These countries did not necessarily involve themselves in war but only to find more genuine ways of curbing the matter. The issue of slave trade was also one of the big problems that the Mexicans faced. They were overloaded with work that was of no benefit them hence lead to the rise in death cases. Generally, the war was based on many things that the Mexicans considered important to their lives or well being. One of the things that the Mexicans were up to was the recovery of their confisticated lands that made their life one big mess because they had nothing to claim its ownership (Andrews, 2006). They intended to sort out the issues of land reform that could stimulate the prevalence of justice and human rights. The war also messed up the economical status of the state and a lot of destructions were made that took the present Mexican government a long time or duration to cover up. The country was also locked out of certain activities due to the kind of war that they were subjected to. This lock up was to ensure security to other nations that did not want to enguage or involve themselves in war.Though very many nations or countries had not gained their full refoms at by then, there were certain things that linked some of the nations together. The kind of leadership that was conducted in the ancient period was not always based on justice but favoritism. These are some of the reasons as to why some of the nations suffered a lot. There were no legal grounds on which conflicts or problems could be solved apart from wars that determined the winner. The governing system in the past, was based on the authoritarian kind of rule that dictated everything and it is from this kind of rule that Spanish wanted to subject the Mexicans to so as to have the full rights of aquiring their wealth. The Mexican war can generally be concluded to have been a genuine war that was meant to relieve them from humiliations that any country or state could subject them to with the aim of confisticating their properties or wealth. This spirit that the Mexicans had, made them to defeat the Spanish not with anything else but the the majority of the people who happened to be on the rebellion side of the war. It can also be concluded that, the spanish involved themselves in war so as to aquire some of the wealth that the Mexican residents had made. Another reason was due to the class difference that existed between them. They all graded themselves differently. Related history-essays essays - Constantine the Great - The History of the Holocaust - Asia and the Aftermath of World War II - The First and the Second World War - The History of Beadwork of the Iroquois Confederacy - Professionalism and Debating the American Revolution - Romans and the Slaves - Social History - History of Ju-Jitsu - History of the John F. Kennedy International Airport Most popular orders	<urn:uuid:4a843f22-f518-4f6a-b4c9-21245e2d73fb>	CC-MAIN-2020-05	https://primewritings.com/essays/history-essays/mexican-war-on-independence.php	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250604849.31/warc/CC-MAIN-20200121162615-20200121191615-00220.warc.gz	en	0.987465	1,787	3.4375	3	[ -0.2487822026014328, 0.43034830689430237, 0.2695971727371216, 0.1692284643650055, 0.025335172191262245, -0.17318511009216309, -0.16400465369224548, 0.6287620067596436, -0.21087490022182465, -0.42140641808509827, -0.06260349601507187, 0.41901493072509766, -0.17135819792747498, 0.34186339378...	1	Custom Mexican War on Independence Essay Paper Sample The Mexican war on independence started between the years 1810 to1821, a period of eleven years. The basis of this war was the idealistic peasant's rebellion that occurred between the people of Mexico and the Spanish colonialists who conducted some kind of rulling in Mexico. This was also a freedom fight as the Mexicans wanted to escape the rullings of the Spanish people. The Mexicans were up to getting their freedom that they claim had been deprived of them. Another factors that triggered this rebelion was the harsh rules and policies of the Spanish that brought a lot of difficulties in their lives. The rebelion lead to a long term war that lowered the economic status of Mexico. This collapse in economy, left the Mexican people without some of the basic requirements that can help in sustaining their lives hence leading to an increase in death rates. Due to all these tribulations that faced the people of mexico, historians came up with different strories pegged on the historical backgroung of Mexico that they thought were the basis of all those problems encountered by Mexicans. As it can be seen from the experiences depicted by various historical books, the reasons for the war were due to class warfare and Spain's economic system in place to harvest the wealth created by the natives of Mexic. Buy Mexican War on Independence essay paper online * Final order price might be slightly different depending on the current exchange rate of chosen payment system. Some of these historical articles or books depicts that the war officially ignited in December 1650 when one of the Irish adventurers known as William Lamport escaped of forged his way out of the prison and displayed some of the information concerning the Spanish rulling on the human race. His information also stated some of the negative things associated with the ruling and therefore wanted to inform people on some of the strategies of escaping the Spanish governance (Theodore, 2001). People came up with their own perceptions concerning this issue a hence making everyone interested in the Mexican historical background to carry out his or her own research that could give them a proper explanation to some of their question in relation to the Mexican historical background. According to the research carried out on some of the past experiences in relation to the human race, as stated earlier, The Irish adventurer posted some of his writtings on the walls as posters and this is one of the factors to which opened the windows to wars and struggles in Mexico as ther Mexicans' eyes were opened to see what the Spanish were after. The peasants on the other hand contributed to this kind of struggle or formed the basis of this stuggle when they started to complain on how their masters handled them of which they refered to as a neglect to humanity (Chasteen, 2002). The Irish andventurer in this case, wanted the Mexicans to break up with the Spanish so as to have different religions. He aso wanted to become the emperror of the new Spain which was to be formed as a result of the split up. Some of the srategies that he had put in place were to terminate the Spanish governance. Due to these strategies that he planned against the Spanish Governace, he was recaptured and put into extinction by burning. It is from this point where it can be clearly seen that the Spanish were upto certain things in Mexico hence they were afraid of loosing it. The sole reasons as to why the Spanish did not want to loose Mexico, was because they wanted to acquire wealth and other valuable products within Mexico. Due to this interest they had for the Mexican products, they they used all sorts of Methods to make sure that they took control over Mexico. Though they wanted to use ideal methods, they finally came into a decision of using forces. It is also by this method of conquest that war erupted as the people of Mexico did not want to watch their properties taken away. Another reason for war erruption was because of the class as they categorized each other differently depending on the economic stability. Due to this class difference, the Mexicans were subjected to some kind of tribulations by the Spanish that made them to raise complains. Some of these complains were also based on the violation of certain human rights and gradings. There were a lot of things that lied behind the Spanish way of governace that impacted them positively while on the side of the Mexican, they turned negative. Some of these impacts were issues of discrimination, racial segregation, and land reform that seemed to have faced some kind of irregularities. These are some of the key things that stimulated the rebelions and struggles for independence in Mexico. Not to forget is the issue of slavery that exposed several Mexicans to be used as working tools that could used by the Spanish to fulfill some of their set objectives and selfish desires that were bound within the bracket of injustice (Harvey, 2000). The Mexicans aslo became the first Spanish-speaking Americans to abolish slavery. Though Mexicans faced a lot of tribulations in the ancient days, it still has some of the untold stories that fell in their historical background that were meant to be private and confidential to the state alone. This was so to safeguard and retain the respect held for the country or state fron various countries in the world. The Spanish on the other hand, had some of their aims that they wanted to achieve through putting or subjecting the people of Mexico to such tribulations. The war for independence brought about some of the relationships and interelations among some countries especially to the Mexican country or state. This became effective in that, there were those countries that had strong economic stability and all the ressourcces needed by that time hence wanted to help the Mexicans aquire their freedom peacefully. These countries or nations came between the Mexicans and the Spanish to interveine so as to stop the rissing matters of death and human humulations. It was through this that all the countries with similar notion towards the war, came together and to developed good relations. These countries did not necessarily involve themselves in war but only to find more genuine ways of curbing the matter. The issue of slave trade was also one of the big problems that the Mexicans faced. They were overloaded with work that was of no benefit them hence lead to the rise in death cases. Generally, the war was based on many things that the Mexicans considered important to their lives or well being. One of the things that the Mexicans were up to was the recovery of their confisticated lands that made their life one big mess because they had nothing to claim its ownership (Andrews, 2006). They intended to sort out the issues of land reform that could stimulate the prevalence of justice and human rights. The war also messed up the economical status of the state and a lot of destructions were made that took the present Mexican government a long time or duration to cover up. The country was also locked out of certain activities due to the kind of war that they were subjected to. This lock up was to ensure security to other nations that did not want to enguage or involve themselves in war.Though very many nations or countries had not gained their full refoms at by then, there were certain things that linked some of the nations together. The kind of leadership that was conducted in the ancient period was not always based on justice but favoritism. These are some of the reasons as to why some of the nations suffered a lot. There were no legal grounds on which conflicts or problems could be solved apart from wars that determined the winner. The governing system in the past, was based on the authoritarian kind of rule that dictated everything and it is from this kind of rule that Spanish wanted to subject the Mexicans to so as to have the full rights of aquiring their wealth. The Mexican war can generally be concluded to have been a genuine war that was meant to relieve them from humiliations that any country or state could subject them to with the aim of confisticating their properties or wealth. This spirit that the Mexicans had, made them to defeat the Spanish not with anything else but the the majority of the people who happened to be on the rebellion side of the war. It can also be concluded that, the spanish involved themselves in war so as to aquire some of the wealth that the Mexican residents had made. Another reason was due to the class difference that existed between them. They all graded themselves differently. Related history-essays essays - Constantine the Great - The History of the Holocaust - Asia and the Aftermath of World War II - The First and the Second World War - The History of Beadwork of the Iroquois Confederacy - Professionalism and Debating the American Revolution - Romans and the Slaves - Social History - History of Ju-Jitsu - History of the John F. Kennedy International Airport Most popular orders	1,792	ENGLISH	1
Christmas Eve 1914 did not begin as a time of joy for those on the front lines of what H.G. Wells called “The War That Will End War.” We now know it as the First World War, but if those British, French, Belgian and German soldiers in the trenches in places like Ypres in West Flanders had been in charge not only might it have been the last war but it would have ended fittingly on the eve of the Nativity of the Prince of Peace. In early December 1914 Pope Benedict XV had called for a Christmas truce, which was summarily rejected. In this plea the Holy Father was recalling the Catholic tradition known in the Middle Ages as the Truce of God (Treuga Dei). When paired with the Peace of God (Pax Dei) it held the barbarism of war at bay and spawned the movement we now know as chivalry. The Peace of God held that non-combatants like the clergy and civilians – especially women, children, travelers, and the peasant class – were to be spared the violence of war. This went beyond their own personal safety to include their property, farms and animals. The punishment for things like robbing a church or stealing cattle was excommunication. Similarly, the Truce of God was meant to limit the violence of war, but by banning combat on certain days. For example, the Truce forbade battle during both Advent and Lent and grew to include prohibitions on holy days as well as certain days of the week – for example, Thursdays because of the Ascension and Fridays because of the Crucifixion. By the 12th Century the Church had placed so many days under the Truce that there were around eighty (non-contiguous) days each year where fighting could, according to canon law, take place. In the age of Christendom those in command during war might not have been too happy to suspend fighting, but they basically had no choice. Personal excommunication and the threat of interdict – where a whole territory would have its sacramental life suspended – kept the royalty in their place. No king, prince, or duke would want an internal uprising caused because of the local clergy’s inability to baptize infants, hear confessions, say Mass, and bury the dead. But by the time of the assassination of Archduke Franz Ferdinand in June of 1914 the religious and political climate of Europe had dramatically changed. The archduke may have been able to claim lineage to the Holy Roman Emperors of the past, but that Empire and the hegemony of the Catholic Church within it was long gone. Therefore, in this modern and divided Europe it was left to the soldiers themselves to strike a Truce of God. The space between the trenches of the Germans and those of their various enemies was known as “no man’s land” where the corpses of those who tried to advance lay unburied as a reminder of why that stretch of land – often as narrow as one hundred feet – earned its frightful moniker. But on Christmas Eve 1914 no man’s land was transformed into sacred ground and a momentary fulfillment of the prophecies of Isaiah. The British sang carols in their trenches and the Germans propped Christmas trees and wreaths on the ground above their heads. These signs and others led some brave souls to climb up out of their trenches and begin that life-threatening walk toward the enemy. When the soldiers met in the middle they greeted each other – most often in English since many Germans had at least a rudimentary knowledge – and proceeded to exchange food, drink, and even gifts. Most famously, they played an impromptu soccer game, now fittingly commemorated in a statue outside of St. Luke’s Church in Liverpool. The statue, titled “All Together Now,” shows a German and British soldier bending forward to shake hands, a football at their feet. Sadly, that church was bombed in 1941 during the Blitz that was a part of daily English life during the war that followed the war that was to end war. In the first reading at Midnight Mass the words of Isaiah seem to speak directly to that brave group of soldiers “who walked in darkness” and “have seen a great light.” To those war-weary combatants “who dwelt in the land of gloom” for whom “a light has shown.” That light has a focus, and that focus is a stable where “a child is born to us, a son is given to us; upon his shoulder dominion rests. They name him Wonder-Counselor, God-Hero, Father-Forever, Prince of Peace.” Had those soldiers extended their truce past December 26th then maybe the war to end war would itself have died rather than the seventeen million young men who gave their lives at the altar of Moloch. And yet, the Prince of Peace Who brought them out of their trenches is born again, as He is each year, and so there is still hope for us. We who today recall this beautiful moment amidst terrible tragedy have a duty to honor the men who looked to no general or politician to get permission to institute the Truce of God on the blood-soaked fields of Belgium at Christmas of 1914. We must look where they looked: to the God Hero and Prince of Peace. For there lies our only hope. May you and all you love have a blessed and hope-filled Christmas.	<urn:uuid:8f58a54f-7e57-4df8-8576-e32de4375247>	CC-MAIN-2020-05	https://www.ignatius.edu/news/december-2019/a-christmas-truce	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251779833.86/warc/CC-MAIN-20200128153713-20200128183713-00449.warc.gz	en	0.981178	1,127	3.84375	4	[ 0.067317895591259, 0.5763914585113525, 0.1928790658712387, -0.23135492205619812, -0.11611226201057434, -0.0012399910483509302, -0.1437053233385086, 0.39392340183258057, 0.34250229597091675, 0.00555997621268034, 0.15368905663490295, -0.1714528203010559, 0.20279937982559204, 0.50020861625671...	9	Christmas Eve 1914 did not begin as a time of joy for those on the front lines of what H.G. Wells called “The War That Will End War.” We now know it as the First World War, but if those British, French, Belgian and German soldiers in the trenches in places like Ypres in West Flanders had been in charge not only might it have been the last war but it would have ended fittingly on the eve of the Nativity of the Prince of Peace. In early December 1914 Pope Benedict XV had called for a Christmas truce, which was summarily rejected. In this plea the Holy Father was recalling the Catholic tradition known in the Middle Ages as the Truce of God (Treuga Dei). When paired with the Peace of God (Pax Dei) it held the barbarism of war at bay and spawned the movement we now know as chivalry. The Peace of God held that non-combatants like the clergy and civilians – especially women, children, travelers, and the peasant class – were to be spared the violence of war. This went beyond their own personal safety to include their property, farms and animals. The punishment for things like robbing a church or stealing cattle was excommunication. Similarly, the Truce of God was meant to limit the violence of war, but by banning combat on certain days. For example, the Truce forbade battle during both Advent and Lent and grew to include prohibitions on holy days as well as certain days of the week – for example, Thursdays because of the Ascension and Fridays because of the Crucifixion. By the 12th Century the Church had placed so many days under the Truce that there were around eighty (non-contiguous) days each year where fighting could, according to canon law, take place. In the age of Christendom those in command during war might not have been too happy to suspend fighting, but they basically had no choice. Personal excommunication and the threat of interdict – where a whole territory would have its sacramental life suspended – kept the royalty in their place. No king, prince, or duke would want an internal uprising caused because of the local clergy’s inability to baptize infants, hear confessions, say Mass, and bury the dead. But by the time of the assassination of Archduke Franz Ferdinand in June of 1914 the religious and political climate of Europe had dramatically changed. The archduke may have been able to claim lineage to the Holy Roman Emperors of the past, but that Empire and the hegemony of the Catholic Church within it was long gone. Therefore, in this modern and divided Europe it was left to the soldiers themselves to strike a Truce of God. The space between the trenches of the Germans and those of their various enemies was known as “no man’s land” where the corpses of those who tried to advance lay unburied as a reminder of why that stretch of land – often as narrow as one hundred feet – earned its frightful moniker. But on Christmas Eve 1914 no man’s land was transformed into sacred ground and a momentary fulfillment of the prophecies of Isaiah. The British sang carols in their trenches and the Germans propped Christmas trees and wreaths on the ground above their heads. These signs and others led some brave souls to climb up out of their trenches and begin that life-threatening walk toward the enemy. When the soldiers met in the middle they greeted each other – most often in English since many Germans had at least a rudimentary knowledge – and proceeded to exchange food, drink, and even gifts. Most famously, they played an impromptu soccer game, now fittingly commemorated in a statue outside of St. Luke’s Church in Liverpool. The statue, titled “All Together Now,” shows a German and British soldier bending forward to shake hands, a football at their feet. Sadly, that church was bombed in 1941 during the Blitz that was a part of daily English life during the war that followed the war that was to end war. In the first reading at Midnight Mass the words of Isaiah seem to speak directly to that brave group of soldiers “who walked in darkness” and “have seen a great light.” To those war-weary combatants “who dwelt in the land of gloom” for whom “a light has shown.” That light has a focus, and that focus is a stable where “a child is born to us, a son is given to us; upon his shoulder dominion rests. They name him Wonder-Counselor, God-Hero, Father-Forever, Prince of Peace.” Had those soldiers extended their truce past December 26th then maybe the war to end war would itself have died rather than the seventeen million young men who gave their lives at the altar of Moloch. And yet, the Prince of Peace Who brought them out of their trenches is born again, as He is each year, and so there is still hope for us. We who today recall this beautiful moment amidst terrible tragedy have a duty to honor the men who looked to no general or politician to get permission to institute the Truce of God on the blood-soaked fields of Belgium at Christmas of 1914. We must look where they looked: to the God Hero and Prince of Peace. For there lies our only hope. May you and all you love have a blessed and hope-filled Christmas.	1,119	ENGLISH	1
Virginia Lt. Governor Robert Dinwiddie was concerned about the French and their movements along the Ohio Valley. Because of that, he sent a young Major George Washington to deliver a message, demanding that they leave the region and stop their intimidation of English traders. Accompanying him were Jacob Van Braam (a friend who was fluent in French) and Christopher Gist (a trader who was familiar with the Ohio Valley region). They left Virginia in the autumn of 1753 and traversed the rivera to areas of Appalachia. He met with Cpt Jacques Legardeur de Saint-Perre at Fort LeBoeuf. The Captain responded by letting it be known the Ohio Valley was undeniably the claim of France. Washington’s trip to and from the Appalachian region took a few months in which he traveled close to nine hundred miles. The Ohio Company was founded in 1749 and had ties to Dinwiddie, Washington and other prominent members of society. It was created to develop the Ohio Valley. The original grants included 200,000 acres in the Kanawha and Monongahela River areas. The French’s claim to the area was an economic threat, to say the least. After his trip in 1753, Washington took pen to paper to write a detailed account of the journey. Dinwiddie helped him publish the account. This publication was sent not only to Americans but also to British and it detailed the French force’s encroachment upon the Ohio Valley. The publication was a huge success and George Washington became somewhat of a household name because of it. You can read more about the Journal: HERE. In the Spring of 1754, George Washington was promoted to Lieutenant Colonel. He was also given a mission to return to Ohio, with a command of 160 militia, and to demand the exit of the French from the area. They met a troop of 35 French soldiers. During the skirmish, 13 of those soldiers were killed and the other 21 were captured. Washington would later write: “I fortunately escaped without any wound, for the right wing, where I stood, was exposed to and received all the enemy’s fire, and it was the part where the man was killed, and the rest wounded. I heard the bullets whistle, and, believe me there is something charming in the sound.” In response, a force of 600 French soldiers and 100 Native allies marched from Fort Duquesne to meet Washington at Great Meadow. Eventually, Washington would surrender. The Battle of Great Meadows proved to be the only time that Washington surrendered to an enemy in battle. In 1770, Washington made another journey to the Ohio River Valley, this time to look after military grants awarded by proclamation in 1754 to the officers and soldiers who served in the French and Indian War. The survey contained 52,302 acres or eighty square miles and was subdivided as follows: 9876 acres, including the present side of Point Pleasant, to Andrew Lewis, 5000 acres for George Muse, 5000 acres for Peter Hogg, 8000 acres for Andrew Stephens, another 3000 acres for Peter Hogg, another 5026 acres for George Muse, 3400 acres for Andrew Waggener, 6000 acres for John Poulson, 6000 acres for John West. On the lower side of the Kanawha River, 13,532 acres for Hugh Mercer and 10,990 acres for George Washington According to some traditions, Washington named Point Pleasant on this trip when he called it a “pleasant point”. However, according to most history books, the city was named after Camp Point Pleasant, established there by General Andrew Lewis at the time of his battle with the Native Peoples in 1774. Its name was likely given because of the beautiful confluence of the Ohio and Kanawha rivers. I had seen the name Vandalia several times over the course of my life in West Virginia. but I never knew the origins. Upon seeing the word again on a map in one of the murals, I thought I would look it up to know more. Below are excerpts from a post on the WVU website. “Vandalia,” it is true, exists as a town in seven states; but it was in present-day West Virginia that the name and the vision it represented were to become the most familiar. It almost became the 14th British colony, and it would have been a big one. It would have been the only colony without a seacoast, and it would have been based on vast acres of timber, water resources and plentiful wild game; it has been described as the biggest real estate venture in American history. Despite opposition from such diverse and powerful individuals as Virginia’s Governor Dunmore and Col. George Washington (who had their own land-grant dreams), and an unlikely coalition within the House of Commons in London, the Vandalia scheme came within a few days or weeks of success, only to fail because of an event 600 miles away which can only be described as unpredicted and unpredictable. Trappers and hunters on the frontier had been periodically raided and robbed of their cabins and furs by the French and Indians during the seven-year struggle that ended with peace in 1763, and they petitioned for redress first in the form of money, later in the form of grant. They organized themselves into companies or groups that today would be called developers or speculators – and not necessarily in the best sense of the word. They hired lawyers in Philadelphia to carry their cause to the Crown. And they had powerful backing with which to counter Dunmore, Washington and others. They had Benjamin Franklin and his son, William, later royal governor of New Jersey; they had distinguished Wharton family of Philadelphia; Sir William Johnson, superintendent of Indian affairs for the King in the northern colonies; the influential Walpoles of London; and equally powerful coalitions within the House of Commons, the House of Lords, Virginia’s House of Burgesses, and the King’s circle of advisors. (The adage that “politics make strange bedfellows” did not originate with the Vandalia proposal, but it certainly applied.) The grant they first sought would have been called Indiana; a section later added was known as the Walpole Purchase; and at all stages of the scheme – which lasted from the mid-1760’s until 1773 – from one-third to two-thirds of what is now West Virginia would have been included. In its final form Vandalia would have begun at Pittsburgh, come down the Monongahela to the Mason-Dixon Line, then east along the northern border of Monongalia and Preston counties to the crest of Allegheny Mountain, which it would have followed generally southwest through the Lewisburg sector into the Cumberland Gap country of eastern Tennessee, then west of the Kentucky River, down that stream to the Ohio, and finally back up the Beautiful River to Pittsburgh. The petitioners had come to recognize the strong influence of Queen Charlotte on her husband, George III, and knew that she was deeply interested in her genealogy, and that she proudly traced her blood lines back to those colorful rascals, the Vandals. So they discarded the Indian label, named their proposed colony Vandalia to flatter the Queen, and gained a powerful ally. Vandalia it would be, and the capital would be Point Pleasant. Step by step, the petition was approved at every governmental level. It had cleared the desk of the top legal authorities, and was prepared for the King’s approval. But in one of history’s classic examples of poor timing (at least from our viewpoint) Sam Adams had his lads – most of them rough-and-ready member of the Sons of Liberty – chose this particular moment to dress themselves as Indians, and show their disdain for the tax on tea – and for the British colonial policy in general – by boarding a ship in Boston Harbor and dumping its cargo of tea overboard. News of the deed reached London just about the time the now fully approved Vandalia Charter was probably on its way to the King for his signature. But the monarch by now had had more than enough of the colonists’ rebellious attitudes and actions. He certainly was not about to cooperate with any more of their requests, and surely was not going to grant another colonial charter. The rest is history. Efforts to perpetuate the name – and the geographic entity – persisted until after the United States was formed. The scheme died in 1773, but the dream did not; and when statehood was granted 90 years later, there were those who would have preferred “Vandalia” to “West Virginia” as the name of the 35th state.	<urn:uuid:3972fb54-8dc6-4521-8238-45f6aabc0875>	CC-MAIN-2020-05	https://seletyn.com/2020/01/11/wv-history-george-washington-in-pt-pleasant-wv/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783000.84/warc/CC-MAIN-20200128184745-20200128214745-00048.warc.gz	en	0.981044	1,802	3.859375	4	[ -0.36336079239845276, 0.10745736956596375, 0.21488818526268005, -0.040219806134700775, -0.2039177417755127, -0.010990920476615429, 0.15659171342849731, 0.31546562910079956, -0.21288004517555237, 0.11695727705955505, 0.15578381717205048, -0.12418962270021439, 0.097796231508255, 0.1996915340...	11	Virginia Lt. Governor Robert Dinwiddie was concerned about the French and their movements along the Ohio Valley. Because of that, he sent a young Major George Washington to deliver a message, demanding that they leave the region and stop their intimidation of English traders. Accompanying him were Jacob Van Braam (a friend who was fluent in French) and Christopher Gist (a trader who was familiar with the Ohio Valley region). They left Virginia in the autumn of 1753 and traversed the rivera to areas of Appalachia. He met with Cpt Jacques Legardeur de Saint-Perre at Fort LeBoeuf. The Captain responded by letting it be known the Ohio Valley was undeniably the claim of France. Washington’s trip to and from the Appalachian region took a few months in which he traveled close to nine hundred miles. The Ohio Company was founded in 1749 and had ties to Dinwiddie, Washington and other prominent members of society. It was created to develop the Ohio Valley. The original grants included 200,000 acres in the Kanawha and Monongahela River areas. The French’s claim to the area was an economic threat, to say the least. After his trip in 1753, Washington took pen to paper to write a detailed account of the journey. Dinwiddie helped him publish the account. This publication was sent not only to Americans but also to British and it detailed the French force’s encroachment upon the Ohio Valley. The publication was a huge success and George Washington became somewhat of a household name because of it. You can read more about the Journal: HERE. In the Spring of 1754, George Washington was promoted to Lieutenant Colonel. He was also given a mission to return to Ohio, with a command of 160 militia, and to demand the exit of the French from the area. They met a troop of 35 French soldiers. During the skirmish, 13 of those soldiers were killed and the other 21 were captured. Washington would later write: “I fortunately escaped without any wound, for the right wing, where I stood, was exposed to and received all the enemy’s fire, and it was the part where the man was killed, and the rest wounded. I heard the bullets whistle, and, believe me there is something charming in the sound.” In response, a force of 600 French soldiers and 100 Native allies marched from Fort Duquesne to meet Washington at Great Meadow. Eventually, Washington would surrender. The Battle of Great Meadows proved to be the only time that Washington surrendered to an enemy in battle. In 1770, Washington made another journey to the Ohio River Valley, this time to look after military grants awarded by proclamation in 1754 to the officers and soldiers who served in the French and Indian War. The survey contained 52,302 acres or eighty square miles and was subdivided as follows: 9876 acres, including the present side of Point Pleasant, to Andrew Lewis, 5000 acres for George Muse, 5000 acres for Peter Hogg, 8000 acres for Andrew Stephens, another 3000 acres for Peter Hogg, another 5026 acres for George Muse, 3400 acres for Andrew Waggener, 6000 acres for John Poulson, 6000 acres for John West. On the lower side of the Kanawha River, 13,532 acres for Hugh Mercer and 10,990 acres for George Washington According to some traditions, Washington named Point Pleasant on this trip when he called it a “pleasant point”. However, according to most history books, the city was named after Camp Point Pleasant, established there by General Andrew Lewis at the time of his battle with the Native Peoples in 1774. Its name was likely given because of the beautiful confluence of the Ohio and Kanawha rivers. I had seen the name Vandalia several times over the course of my life in West Virginia. but I never knew the origins. Upon seeing the word again on a map in one of the murals, I thought I would look it up to know more. Below are excerpts from a post on the WVU website. “Vandalia,” it is true, exists as a town in seven states; but it was in present-day West Virginia that the name and the vision it represented were to become the most familiar. It almost became the 14th British colony, and it would have been a big one. It would have been the only colony without a seacoast, and it would have been based on vast acres of timber, water resources and plentiful wild game; it has been described as the biggest real estate venture in American history. Despite opposition from such diverse and powerful individuals as Virginia’s Governor Dunmore and Col. George Washington (who had their own land-grant dreams), and an unlikely coalition within the House of Commons in London, the Vandalia scheme came within a few days or weeks of success, only to fail because of an event 600 miles away which can only be described as unpredicted and unpredictable. Trappers and hunters on the frontier had been periodically raided and robbed of their cabins and furs by the French and Indians during the seven-year struggle that ended with peace in 1763, and they petitioned for redress first in the form of money, later in the form of grant. They organized themselves into companies or groups that today would be called developers or speculators – and not necessarily in the best sense of the word. They hired lawyers in Philadelphia to carry their cause to the Crown. And they had powerful backing with which to counter Dunmore, Washington and others. They had Benjamin Franklin and his son, William, later royal governor of New Jersey; they had distinguished Wharton family of Philadelphia; Sir William Johnson, superintendent of Indian affairs for the King in the northern colonies; the influential Walpoles of London; and equally powerful coalitions within the House of Commons, the House of Lords, Virginia’s House of Burgesses, and the King’s circle of advisors. (The adage that “politics make strange bedfellows” did not originate with the Vandalia proposal, but it certainly applied.) The grant they first sought would have been called Indiana; a section later added was known as the Walpole Purchase; and at all stages of the scheme – which lasted from the mid-1760’s until 1773 – from one-third to two-thirds of what is now West Virginia would have been included. In its final form Vandalia would have begun at Pittsburgh, come down the Monongahela to the Mason-Dixon Line, then east along the northern border of Monongalia and Preston counties to the crest of Allegheny Mountain, which it would have followed generally southwest through the Lewisburg sector into the Cumberland Gap country of eastern Tennessee, then west of the Kentucky River, down that stream to the Ohio, and finally back up the Beautiful River to Pittsburgh. The petitioners had come to recognize the strong influence of Queen Charlotte on her husband, George III, and knew that she was deeply interested in her genealogy, and that she proudly traced her blood lines back to those colorful rascals, the Vandals. So they discarded the Indian label, named their proposed colony Vandalia to flatter the Queen, and gained a powerful ally. Vandalia it would be, and the capital would be Point Pleasant. Step by step, the petition was approved at every governmental level. It had cleared the desk of the top legal authorities, and was prepared for the King’s approval. But in one of history’s classic examples of poor timing (at least from our viewpoint) Sam Adams had his lads – most of them rough-and-ready member of the Sons of Liberty – chose this particular moment to dress themselves as Indians, and show their disdain for the tax on tea – and for the British colonial policy in general – by boarding a ship in Boston Harbor and dumping its cargo of tea overboard. News of the deed reached London just about the time the now fully approved Vandalia Charter was probably on its way to the King for his signature. But the monarch by now had had more than enough of the colonists’ rebellious attitudes and actions. He certainly was not about to cooperate with any more of their requests, and surely was not going to grant another colonial charter. The rest is history. Efforts to perpetuate the name – and the geographic entity – persisted until after the United States was formed. The scheme died in 1773, but the dream did not; and when statehood was granted 90 years later, there were those who would have preferred “Vandalia” to “West Virginia” as the name of the 35th state.	1,851	ENGLISH	1
\|The Era of Good Feelings 1. What is the Era of Good Feelings? 2. What types of improvements were made to the United States? What effect would these have on trade? 3. Who was the president during the Era of Good Feelings? 4. What political party dominated politics during this period? 5. What ideas did this party adopt from their opponents? 6. What experiences did James Monroe have that made him a heroic figure in America and a good representative of the people? 7. What was one method used by Monroe to be accepted throughout the United States? 8. What were the traditional beliefs of the Democratic-Republicans? How did their new platforms conflict with their traditional beliefs? 9. To what extent did Monroe wish to expand US powers and what were his plans? 10. What were the backgrounds of the war hawks who pushed for the War of 1812? What roles did they eventually play in the government? 11. What was the war hawk from Kentucky’s plan to improve America called? 12. What were the various components of this plan? 13. In later years, what former ally of this Kentuckian became his opponent? 14. What phrase said by Daniel Webster was later adapted by Abraham Lincoln and what did it mean? 15. How had the government funded the War of 1812? 16. In the funding of 1812, what actions made by banks led to high inflation? 17. When the second National Bank was chartered, what was it required to do? 18. Who opposed the National Bank? Why? 19. Who made up a majority of the work-force following the War of 1812? 20. What did America do to make the economy more balanced in America’s favor? Be specific. 21. Who opposed this idea? 22. Why could the federal government create a national bank? 23. What Supreme Court case made this clear? 24. Which Supreme Court case dealt with interstate trade? Explain this case? 25. With the boom in expansion, what happened to the price of land? What was the minimum land purchase? 26. What treat demilitarized the borders of Canada and America? 27. What events surrounded the acquisition of Florida? 28. What did the Secretary of State say in regards to Jackson’s actions? 29. Explain the Monroe Doctrine. 30. What event ended the Era of Good Feelings? In urban areas, what was done to combat this? When did this event end and why did it remain an issue?	<urn:uuid:592ce285-ee59-4574-9847-607ccd98a6ad>	CC-MAIN-2020-05	http://essaydocs.org/the-era-of-good-feelings-v2.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250608295.52/warc/CC-MAIN-20200123041345-20200123070345-00296.warc.gz	en	0.980556	540	3.625	4	[ -0.9511813521385193, -0.06942696869373322, 0.45026272535324097, -0.12562309205532074, -0.09405456483364105, 0.29946476221084595, 0.29315054416656494, -0.04987773299217224, -0.4046822786331177, 0.13369658589363098, 0.3175082206726074, 0.3561456501483917, 0.025830263271927834, 0.192883446812...	1	\|The Era of Good Feelings 1. What is the Era of Good Feelings? 2. What types of improvements were made to the United States? What effect would these have on trade? 3. Who was the president during the Era of Good Feelings? 4. What political party dominated politics during this period? 5. What ideas did this party adopt from their opponents? 6. What experiences did James Monroe have that made him a heroic figure in America and a good representative of the people? 7. What was one method used by Monroe to be accepted throughout the United States? 8. What were the traditional beliefs of the Democratic-Republicans? How did their new platforms conflict with their traditional beliefs? 9. To what extent did Monroe wish to expand US powers and what were his plans? 10. What were the backgrounds of the war hawks who pushed for the War of 1812? What roles did they eventually play in the government? 11. What was the war hawk from Kentucky’s plan to improve America called? 12. What were the various components of this plan? 13. In later years, what former ally of this Kentuckian became his opponent? 14. What phrase said by Daniel Webster was later adapted by Abraham Lincoln and what did it mean? 15. How had the government funded the War of 1812? 16. In the funding of 1812, what actions made by banks led to high inflation? 17. When the second National Bank was chartered, what was it required to do? 18. Who opposed the National Bank? Why? 19. Who made up a majority of the work-force following the War of 1812? 20. What did America do to make the economy more balanced in America’s favor? Be specific. 21. Who opposed this idea? 22. Why could the federal government create a national bank? 23. What Supreme Court case made this clear? 24. Which Supreme Court case dealt with interstate trade? Explain this case? 25. With the boom in expansion, what happened to the price of land? What was the minimum land purchase? 26. What treat demilitarized the borders of Canada and America? 27. What events surrounded the acquisition of Florida? 28. What did the Secretary of State say in regards to Jackson’s actions? 29. Explain the Monroe Doctrine. 30. What event ended the Era of Good Feelings? In urban areas, what was done to combat this? When did this event end and why did it remain an issue?	537	ENGLISH	1
This paper discusses the life and times of William Shakespeare. The author states that little is know of Shakespeare’s life details, but it is known that he started acting in 1597 before the queen and soon became an expert playwright. He points out that one of the interesting aspects of Shakespeare’s life is that he came from the farm class and grew up in a town where most of the people were illiterate. The feminist position of Shakespeare is discussed. The author states that to be a successful playwright in Shakespeare’s day, a playwright had to interest many different people and that is why Shakespeare had such a wide range of play topics and styles. William Shakespeare was born on 23rd April 1564 to farmer class parents. This is the reason why we find his life so amazing. He grew up in a town where the majority of the people could neither read nor write. It is known that about five years after he married he left his hometown, Stratford, and went to London where he started acting before the queen. It is known that his careers as an actor as well as a manger both were illustrious and he had a good many years of criticism and success. He lived the latter part of his life actively and died a wealthy man. How to cite Shakespeare essay Choose cite format: Shakespeare. (2015, Apr 23). Retrieved January 24, 2020, from https://newyorkessays.com/essay-shakespeare/	<urn:uuid:639f6e69-1b15-4c00-89b5-b905fb7501fb>	CC-MAIN-2020-05	https://newyorkessays.com/essay-shakespeare/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778272.69/warc/CC-MAIN-20200128122813-20200128152813-00260.warc.gz	en	0.990345	302	3.484375	3	[ 0.06013130024075508, -0.05719733610749245, 0.7595412731170654, 0.03999941796064377, -0.26901549100875854, -0.010400212369859219, 0.179341122508049, 0.2513952851295471, -0.17627626657485962, -0.22891567647457123, -0.17854318022727966, -0.08135590702295303, -0.03595521301031113, 0.2856882810...	1	This paper discusses the life and times of William Shakespeare. The author states that little is know of Shakespeare’s life details, but it is known that he started acting in 1597 before the queen and soon became an expert playwright. He points out that one of the interesting aspects of Shakespeare’s life is that he came from the farm class and grew up in a town where most of the people were illiterate. The feminist position of Shakespeare is discussed. The author states that to be a successful playwright in Shakespeare’s day, a playwright had to interest many different people and that is why Shakespeare had such a wide range of play topics and styles. William Shakespeare was born on 23rd April 1564 to farmer class parents. This is the reason why we find his life so amazing. He grew up in a town where the majority of the people could neither read nor write. It is known that about five years after he married he left his hometown, Stratford, and went to London where he started acting before the queen. It is known that his careers as an actor as well as a manger both were illustrious and he had a good many years of criticism and success. He lived the latter part of his life actively and died a wealthy man. How to cite Shakespeare essay Choose cite format: Shakespeare. (2015, Apr 23). Retrieved January 24, 2020, from https://newyorkessays.com/essay-shakespeare/	306	ENGLISH	1
Custom Frederick Douglass Essay Assignment Essay Paper Sample This essay will look at Douglass' life in two perspectives and at two different places; life in the South as a slave and life in the North as a freeman. Slavery affects negatively the lives of the southerners not only the slaves but also the slaveholders. The slaves use different strategies even risking death just to get away from the pangs of heir angry masters who can beat them or may shoot them to death and nothing be done to them. He watches as he is classified alongside the cows, goats and sheep of his master, sleeps on a hungry stomach and his aunt beaten to death. He trains himself how to read and later plots to escape to the North. He realizes that unlike in the North, he now has freedom-he is a freeman. He is introduced to an abolition movement and given a rank. He is proud as he can make his own money without giving hem back to his master; he is his own boss. How slavery affected Africans Americans in the South The author says that a slave is the victim of the slave system. He says that a man is charged from the form and the color about him. The masters seldom treated slaves affectionately nor kind, but usually the slaves were treated with a lot of cruelty and wickedness, they were heartless worse than a human brute. They used to beat the slaves thoroughly, this is shown from the Plummer and the poor girl (My Bondage and My Freedom, pg.64) who had walked twelve miles bare-foot, bare-necked and bare-headed and whose neck and shoulders were covered with scars, newly made after the 'cowardly brute' had dealt her a blow on the head with a hickory club. On trying to seek refuge from Frederick's old master, he instead angrily yells at her and tells her that she deserved every bit of it and if she hesitated going home instantly he could himself remove the remaining skin from her neck and back. This shows the brutality with which the slaves were treated with by their masters. Buy Frederick Douglass Essay Assignment essay paper online * Final order price might be slightly different depending on the current exchange rate of chosen payment system. During his time working for Covey, Douglass hits a low point in his life that no longer feels to live, he says that he has been transformed from a man to a brute. Slaves were also not allowed to court their peers especially if the girl in question looked pretty, not that the masters were concerned about the girls' welfare, it was just characteristic of the slave system-the slaves were just robbed of their incentive to a holy life. The author says that he was separated form his family early enough in life, his mother had died, his grandmother was far away while he did not know the whereabouts of his brother and sisters. Therefore due to slavery family ties were severed and the masters cared nothing on the part of the slaves, in fact the slaves were ranked along with animals. Strategies used by slaves to resist slavery Due to the brutalities inflicted on the slaves, they use all forms of ways to resist the inhumane treatment. They tried running away from their masters, but they were often captured (My Bondage and My Freedom, pg.123), the slave here was captured on the second attempt to run away. Douglass and other slaves in 1836 tried to escape but were unsuccessful. They were put in jail but captain Auld sent him back to Baltimore to live with his brother. The slaves used to offer resistance to brutality of the whites, but the whites were although justified to shoot them down. On Mr. Covey's farm where Douglass is usually overworked and constantly beaten, he one day tries to fight back after he got a severe beating thus salves tied to retaliate when they felt it was to much to take in. Also, slaves tried to teach themselves how to read and write which they thought could liberate them. At the age of twelve years, Douglass was able to read the Columbian Orator. He teaches himself how to write on thinking that he may need to write his pass one day. How slavery affected whites in the South Slavery made the South whites angrier, we are told of an instance in which Mr. Auld rebuked his wife of attempting to teach Douglass, slavery turned her from an angelic person to a cruel, bitter slaveholder. After before a slave holder, Mrs. Sophia Auld was pure, kind and with a lot of generosity but this changes after she becomes a slaveholder, slavery robbed her of all the good qualities in her. The writer decries the practice of slavery and its dehumanizing effects not only on the part of slaves but also on the slaveholders. Killing a slave in Talbot County is often considered not a criminal offence. Many murders go unpunished. Relationship between the slaves and slaveholders Usually the slaves were treated alongside the animals on the slaveholders farm. The conditions of sleeping is just deplorable and laughable. The slaves used to sleep on cold floors on a hungry stomach. Simply, the slaves were just a property of the slaveholders but were uncared fot.. The slaves are corrupted to think that their masters are superior and are just left to begging for food. Life in the North Here at the North there is a great difference between the slavery of the North and the South. The writer says that there was no loud singing like in the south, there was labor without noise and no cursing. Colored people here lived in better houses and owned some businesses like that of selling books. How Douglass' life improved While in the North, Douglass says that he felt as a free man and was assured of his safety. He found employment on the third day he arrived in New Bedford, although hard work it was but he was happy because he was his own master and thus nnobody to rob him of his earnings. Continued oppressive practices and beliefs Oppression is everywhere even in the North and of the unthinkable places-the church. The whites are served first then after ensuring that no white is remaining, the colored brethrens are then served, this even made Douglass never to go into that church again. There also an incident where a white threatens to inform the former masters of a slave's whereabouts, this shows prejudice some of the whites in the North have onto the colored people. Because of the inferiority of the black people, they often betrayed others to be recaptured. Treatment by whites in the North Although life in the North was better than it was in the South, the slogan once a slave always a slave stood out. The whites in the North often regarded colored people as fools who were to confessed runaway slaves- a confession of a very low origin. For the first time, Douglass says that he saw heavy toil without a whip. In New Bedford we are told that a black man's children went to school with a white man's child- this shows that slavery was dying and blacks were being recognized as humans unlike in Baltimore. Strengths of the Abolition movements Abolitions were anti-slavery conventions. Strengths of such movement was in its leaders, like Mr. Garrison who put unequaled power and energy and was so inspirational to thousands of colored people. The Anti-slavery Standard and the Liberator also united the members and added more to the movement. Weaknesses of the movement Douglass complains about his colored friends who thought badly of his wisdom and made him to degrade himself. Trouble came when some people thought that he was not a slave but an imposter yet he was their leader. This threatened his position and he felt dejected that he had to give out his story which later exposed him to be recapture again. From Douglass memoirs, it is clear that life as a slave was really hard; the whites cared very little on their living conditions but only on what they can do on their farms. They were severely beaten sometimes to death or were just shot. Life as a black in the South was more hell for the slaves, the whites in the South treated them with a lot of brutality. Douglass hits a low point in his life that no longer he feels to live, he says that he has been transformed from a man to a brute, this was after a severe beating from Covey his master. But when he moves to the North his life drastically changes and now he was his own boss, pocketing all the money he worked for. He saw the living conditions of some blacks as a total contrast to what he was used to in the South. He later joins an abolition movement. Related history-essays essays Most popular orders	<urn:uuid:3fa4ca42-c606-452b-9c57-f90b5d3aa462>	CC-MAIN-2020-05	https://primewritings.com/essays/history-essays/frederick-douglass-essay-assignment.php	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250625097.75/warc/CC-MAIN-20200124191133-20200124220133-00401.warc.gz	en	0.990695	1,793	3.296875	3	[ -0.33787721395492554, 0.37694236636161804, 0.3855593800544739, 0.14839237928390503, 0.13664552569389343, 0.002979795914143324, 0.35962843894958496, -0.05129898712038994, 0.06430551409721375, -0.0550372451543808, 0.18948806822299957, 0.30304473638534546, -0.1738092303276062, 0.2372389435768...	1	Custom Frederick Douglass Essay Assignment Essay Paper Sample This essay will look at Douglass' life in two perspectives and at two different places; life in the South as a slave and life in the North as a freeman. Slavery affects negatively the lives of the southerners not only the slaves but also the slaveholders. The slaves use different strategies even risking death just to get away from the pangs of heir angry masters who can beat them or may shoot them to death and nothing be done to them. He watches as he is classified alongside the cows, goats and sheep of his master, sleeps on a hungry stomach and his aunt beaten to death. He trains himself how to read and later plots to escape to the North. He realizes that unlike in the North, he now has freedom-he is a freeman. He is introduced to an abolition movement and given a rank. He is proud as he can make his own money without giving hem back to his master; he is his own boss. How slavery affected Africans Americans in the South The author says that a slave is the victim of the slave system. He says that a man is charged from the form and the color about him. The masters seldom treated slaves affectionately nor kind, but usually the slaves were treated with a lot of cruelty and wickedness, they were heartless worse than a human brute. They used to beat the slaves thoroughly, this is shown from the Plummer and the poor girl (My Bondage and My Freedom, pg.64) who had walked twelve miles bare-foot, bare-necked and bare-headed and whose neck and shoulders were covered with scars, newly made after the 'cowardly brute' had dealt her a blow on the head with a hickory club. On trying to seek refuge from Frederick's old master, he instead angrily yells at her and tells her that she deserved every bit of it and if she hesitated going home instantly he could himself remove the remaining skin from her neck and back. This shows the brutality with which the slaves were treated with by their masters. Buy Frederick Douglass Essay Assignment essay paper online * Final order price might be slightly different depending on the current exchange rate of chosen payment system. During his time working for Covey, Douglass hits a low point in his life that no longer feels to live, he says that he has been transformed from a man to a brute. Slaves were also not allowed to court their peers especially if the girl in question looked pretty, not that the masters were concerned about the girls' welfare, it was just characteristic of the slave system-the slaves were just robbed of their incentive to a holy life. The author says that he was separated form his family early enough in life, his mother had died, his grandmother was far away while he did not know the whereabouts of his brother and sisters. Therefore due to slavery family ties were severed and the masters cared nothing on the part of the slaves, in fact the slaves were ranked along with animals. Strategies used by slaves to resist slavery Due to the brutalities inflicted on the slaves, they use all forms of ways to resist the inhumane treatment. They tried running away from their masters, but they were often captured (My Bondage and My Freedom, pg.123), the slave here was captured on the second attempt to run away. Douglass and other slaves in 1836 tried to escape but were unsuccessful. They were put in jail but captain Auld sent him back to Baltimore to live with his brother. The slaves used to offer resistance to brutality of the whites, but the whites were although justified to shoot them down. On Mr. Covey's farm where Douglass is usually overworked and constantly beaten, he one day tries to fight back after he got a severe beating thus salves tied to retaliate when they felt it was to much to take in. Also, slaves tried to teach themselves how to read and write which they thought could liberate them. At the age of twelve years, Douglass was able to read the Columbian Orator. He teaches himself how to write on thinking that he may need to write his pass one day. How slavery affected whites in the South Slavery made the South whites angrier, we are told of an instance in which Mr. Auld rebuked his wife of attempting to teach Douglass, slavery turned her from an angelic person to a cruel, bitter slaveholder. After before a slave holder, Mrs. Sophia Auld was pure, kind and with a lot of generosity but this changes after she becomes a slaveholder, slavery robbed her of all the good qualities in her. The writer decries the practice of slavery and its dehumanizing effects not only on the part of slaves but also on the slaveholders. Killing a slave in Talbot County is often considered not a criminal offence. Many murders go unpunished. Relationship between the slaves and slaveholders Usually the slaves were treated alongside the animals on the slaveholders farm. The conditions of sleeping is just deplorable and laughable. The slaves used to sleep on cold floors on a hungry stomach. Simply, the slaves were just a property of the slaveholders but were uncared fot.. The slaves are corrupted to think that their masters are superior and are just left to begging for food. Life in the North Here at the North there is a great difference between the slavery of the North and the South. The writer says that there was no loud singing like in the south, there was labor without noise and no cursing. Colored people here lived in better houses and owned some businesses like that of selling books. How Douglass' life improved While in the North, Douglass says that he felt as a free man and was assured of his safety. He found employment on the third day he arrived in New Bedford, although hard work it was but he was happy because he was his own master and thus nnobody to rob him of his earnings. Continued oppressive practices and beliefs Oppression is everywhere even in the North and of the unthinkable places-the church. The whites are served first then after ensuring that no white is remaining, the colored brethrens are then served, this even made Douglass never to go into that church again. There also an incident where a white threatens to inform the former masters of a slave's whereabouts, this shows prejudice some of the whites in the North have onto the colored people. Because of the inferiority of the black people, they often betrayed others to be recaptured. Treatment by whites in the North Although life in the North was better than it was in the South, the slogan once a slave always a slave stood out. The whites in the North often regarded colored people as fools who were to confessed runaway slaves- a confession of a very low origin. For the first time, Douglass says that he saw heavy toil without a whip. In New Bedford we are told that a black man's children went to school with a white man's child- this shows that slavery was dying and blacks were being recognized as humans unlike in Baltimore. Strengths of the Abolition movements Abolitions were anti-slavery conventions. Strengths of such movement was in its leaders, like Mr. Garrison who put unequaled power and energy and was so inspirational to thousands of colored people. The Anti-slavery Standard and the Liberator also united the members and added more to the movement. Weaknesses of the movement Douglass complains about his colored friends who thought badly of his wisdom and made him to degrade himself. Trouble came when some people thought that he was not a slave but an imposter yet he was their leader. This threatened his position and he felt dejected that he had to give out his story which later exposed him to be recapture again. From Douglass memoirs, it is clear that life as a slave was really hard; the whites cared very little on their living conditions but only on what they can do on their farms. They were severely beaten sometimes to death or were just shot. Life as a black in the South was more hell for the slaves, the whites in the South treated them with a lot of brutality. Douglass hits a low point in his life that no longer he feels to live, he says that he has been transformed from a man to a brute, this was after a severe beating from Covey his master. But when he moves to the North his life drastically changes and now he was his own boss, pocketing all the money he worked for. He saw the living conditions of some blacks as a total contrast to what he was used to in the South. He later joins an abolition movement. Related history-essays essays Most popular orders	1,778	ENGLISH	1
Union Bay is part of the traditional territory of the Pentlatch People. A Salish speaking First Nations who inhabited the east coast of Vancouver Island from the Cortes Island to Nanaimo, the Pentlatch people had permanent and seasonal villages that they used for fishing, hunting and food gathering in Union Bay. But life wasn’t always idyllic. Their villages were often raided by tribes living on north and west Vancouver Island and with the arrival of European settlers that brought smallpox and other diseases, they were suffering. In 1862 settlers began to arrive in the Comox Valley. Most purchased land near the Comox and the Tsolum River. A decade later coal was discovered and the town of Union was born. Union Bay, established as Union Wharf in 1887, was a major deep-sea shipping port for the coal mined in Cumberland. A railway was laid between the two communities and an 18.5-meter high wharf – large enough to hold a locomotive and train of coal cars and allow several ships to load at once – was constructed out over Union Bay. Nearby, a four-story washer powered by water from Hart Creek processed up to 600 tons of coal per each 10-hour shift and 200 ovens ran 24/7 converting coal into coke, the high-grade fuel much in demand by West Coast smelters. A community of around 10,000 grew up around the wharf to support all the industrial activity. Life revolved around the sound of the work whistle. Union Bay also had a large Chinese community. These hard-working men usually found employment as ship trimmers, a dangerous and unpleasant job that involved making sure coal was loaded evenly in each vessel. A few remnants of Union Bay’s past remain today. These include a school and tiny goal house, as well as the United Church and post office, which still serve their original purposes.	<urn:uuid:bdaa369e-1bf2-4a07-b419-a1bfd51b412e>	CC-MAIN-2020-05	https://gohiking.ca/coastal-shores/bays/union-bay/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251688806.91/warc/CC-MAIN-20200126104828-20200126134828-00287.warc.gz	en	0.984366	395	3.59375	4	[ 0.11635859310626984, -0.022501522675156593, 0.2381702959537506, -0.2177501618862152, 0.14293034374713898, 0.0879376158118248, 0.06830471754074097, -0.22476550936698914, -0.4143577814102173, -0.14930184185504913, 0.3941267430782318, -0.653032660484314, -0.08252593129873276, 0.27164793014526...	1	Union Bay is part of the traditional territory of the Pentlatch People. A Salish speaking First Nations who inhabited the east coast of Vancouver Island from the Cortes Island to Nanaimo, the Pentlatch people had permanent and seasonal villages that they used for fishing, hunting and food gathering in Union Bay. But life wasn’t always idyllic. Their villages were often raided by tribes living on north and west Vancouver Island and with the arrival of European settlers that brought smallpox and other diseases, they were suffering. In 1862 settlers began to arrive in the Comox Valley. Most purchased land near the Comox and the Tsolum River. A decade later coal was discovered and the town of Union was born. Union Bay, established as Union Wharf in 1887, was a major deep-sea shipping port for the coal mined in Cumberland. A railway was laid between the two communities and an 18.5-meter high wharf – large enough to hold a locomotive and train of coal cars and allow several ships to load at once – was constructed out over Union Bay. Nearby, a four-story washer powered by water from Hart Creek processed up to 600 tons of coal per each 10-hour shift and 200 ovens ran 24/7 converting coal into coke, the high-grade fuel much in demand by West Coast smelters. A community of around 10,000 grew up around the wharf to support all the industrial activity. Life revolved around the sound of the work whistle. Union Bay also had a large Chinese community. These hard-working men usually found employment as ship trimmers, a dangerous and unpleasant job that involved making sure coal was loaded evenly in each vessel. A few remnants of Union Bay’s past remain today. These include a school and tiny goal house, as well as the United Church and post office, which still serve their original purposes.	398	ENGLISH	1
April 1, 1945 the United States Military had its sights set on a small island chain known as the Ryukyu Islands. The main island of Okinawa would be the primary target. Sixty miles long and two to eighteen miles wide, this island was only three hundred and forty miles from mainland Japan. This island would put U.S. forces in air bombing range of mainland Japan. The Tenth Army, commanded by Lieutenant General Simon Bolivar Butler, consisted of two Army divisions and Two Marine divisions. Also the United States Navy 5th Fleet commanded by Admiral Raymond Spruance. The thirty second Japanese Army, commanded by General Mitsuru Ushijima, would try to defend Okinawa. United States forces were met with little resistance during the invasion however this battle would prove to be one of the fiercest in the Pacific. A cost that did not have to be paid considering the atomic bomb would end the war weeks after the fighting had halted. On December 7th 1941, the Japanese military attacked Pearl Harbor and Americans were caught completely off guard. Eight United States Navy ships were damaged and five were sunk. 2,403 Americans lost their lives with 1,178 wounded. This incident thrust the U.S. military into World War 2. The next three years the United States found themselves in fierce battles throughout the Pacific. The technique used is referred to as island hopping. After Midway, the Philippines, the Marianas, and Iwo Jima it was now time for Okinawa. Okinawa its self is a territory of Japan. The civilian populous, once a monarchy, was caught in the middle of a bloody battle. Planning and Preparation The original plan was to take the Island of Formosa, or Taiwan as it is commonly known. After careful consideration, Admiral Nimitz was able to convince the chiefs of staff Okinawa was a more suitable target. First defending the huge Island of Formosa, the Japanese had a full field army much too strong to be attacked by American forces then available in the pacific. Secondly the casualty estimate based upon 17,000 dead and wounded while estimating 32,000 dug-in Japanese on the Island of Saipan. The United States forces that invaded Okinawa were well versed in amphibious landings. They took part in other landings and battles, even though the Tenth Army was newly formed. Okinawa was bombarded by the 5th fleet for six days and there was also aerial reconnaissance. Both proved to be somewhat ineffective do to the placement of the Japanese Army. The Japanese were barricaded in underground tunnels and caves. There was also a fake amphibious landing to the south to deter enemy reinforcements from approaching the actual landing. The Japanese deserted many well built positions to concentrate on a central fortified position. The Shuri Castle would become General Ushijima’s headquarters due to the vast underground tunnels. L-Day or love day had arrived early morning April 1st 1945. Not only...	<urn:uuid:3b8f7289-39e2-4343-9d78-369f4ede116a>	CC-MAIN-2020-05	https://brightkite.com/essay-on/the-battle-of-the-pacific	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251688806.91/warc/CC-MAIN-20200126104828-20200126134828-00419.warc.gz	en	0.98092	596	3.5625	4	[ -0.32496005296707153, -0.0731445774435997, 0.1987239122390747, -0.5913055539131165, 0.2556667923927307, 0.3306864798069, -0.048658814281225204, 0.12268343567848206, -0.1756136119365692, 0.033243488520383835, 0.4540223479270935, 0.017530377954244614, 0.4246334731578827, 0.9474260807037354, ...	1	April 1, 1945 the United States Military had its sights set on a small island chain known as the Ryukyu Islands. The main island of Okinawa would be the primary target. Sixty miles long and two to eighteen miles wide, this island was only three hundred and forty miles from mainland Japan. This island would put U.S. forces in air bombing range of mainland Japan. The Tenth Army, commanded by Lieutenant General Simon Bolivar Butler, consisted of two Army divisions and Two Marine divisions. Also the United States Navy 5th Fleet commanded by Admiral Raymond Spruance. The thirty second Japanese Army, commanded by General Mitsuru Ushijima, would try to defend Okinawa. United States forces were met with little resistance during the invasion however this battle would prove to be one of the fiercest in the Pacific. A cost that did not have to be paid considering the atomic bomb would end the war weeks after the fighting had halted. On December 7th 1941, the Japanese military attacked Pearl Harbor and Americans were caught completely off guard. Eight United States Navy ships were damaged and five were sunk. 2,403 Americans lost their lives with 1,178 wounded. This incident thrust the U.S. military into World War 2. The next three years the United States found themselves in fierce battles throughout the Pacific. The technique used is referred to as island hopping. After Midway, the Philippines, the Marianas, and Iwo Jima it was now time for Okinawa. Okinawa its self is a territory of Japan. The civilian populous, once a monarchy, was caught in the middle of a bloody battle. Planning and Preparation The original plan was to take the Island of Formosa, or Taiwan as it is commonly known. After careful consideration, Admiral Nimitz was able to convince the chiefs of staff Okinawa was a more suitable target. First defending the huge Island of Formosa, the Japanese had a full field army much too strong to be attacked by American forces then available in the pacific. Secondly the casualty estimate based upon 17,000 dead and wounded while estimating 32,000 dug-in Japanese on the Island of Saipan. The United States forces that invaded Okinawa were well versed in amphibious landings. They took part in other landings and battles, even though the Tenth Army was newly formed. Okinawa was bombarded by the 5th fleet for six days and there was also aerial reconnaissance. Both proved to be somewhat ineffective do to the placement of the Japanese Army. The Japanese were barricaded in underground tunnels and caves. There was also a fake amphibious landing to the south to deter enemy reinforcements from approaching the actual landing. The Japanese deserted many well built positions to concentrate on a central fortified position. The Shuri Castle would become General Ushijima’s headquarters due to the vast underground tunnels. L-Day or love day had arrived early morning April 1st 1945. Not only...	631	ENGLISH	1
Part of the Texas Revolution between 1835 and 1836, the Battle of the Alamo is an event which most people have heard about at some point in their lives. However, how many people do you know who could tell you something interesting about this battle? Probably not very many! If you don’t have anything conversation-worthy about the Alamo, it might be time you read up on some interesting facts. The Mexican War of Independence took place over 11 years (1810-1821), and afterwards, Texas officially became part of Mexico. Not many people were living there, which meant that many American immigrants decided to move into Texas. When the number of immigrants began to outweigh the Mexicans, conflict began. When a centralist system put in place by the Mexican Government, the authorities blamed the immigrants and thus the battle began. The Alamo Mission was a mission founded in 1718 in the San Antonio area of Texas and designed to educate the Native Americans. The name “alamo” is the Spanish word for “cottonwood,” as there was an area full of cottonwood trees near to the Alamo Mission. As a result, the battle which took place here was aptly named “The Battle of the Alamo.” The battle also resulted in more people knowing about the area as the site of the battle, rather than the mission which had been founded over 100 years prior. This site is now among the most popular tourist sites in the United States, and the number one tourist site within Texas. Since 1843, there has been much non-fiction literature written about the Battle of the Alamo; although with the turn of the 20th century, more fictional works became available, including Disney’s Davy Crockett and the 1960 movie The Alamo, starring famous country western actor John Wayne. The battle’s official commander was a man named James Neill, but after family problems arose, he left Colonel William Travis in his place. Since almost 50% of the men fighting the battle were volunteers who could leave at any moment, they didn’t listen to Travis but instead chose to take orders from Jim Bowie, who wasn’t the commander. This situation caused many issues, but when the Mexican army and Davy Crockett became involved, all parties were forced to improve the tense situation and concentrate on the battle. Many people have heard of Davy Crockett from stories of legends or fables, but he was a frontiersman who showed up with a few volunteers from Tennessee and his own stories and tales from his past life as a hunter and a scout. Since then, he had been a Congressman, and was a charismatic person to whom many people warmed up to easily. During the battle, he would play his fiddle for the soldiers and volunteers. General Santa Anna of the Mexican Army arrived in San Antonio on February 23rd, 1835. He was leading a huge army, but decided not to attack the American immigrants living in Texas straight away. Upon hearing the news of Santa Anna’s arrival, the people living in the area found refuge in the Alamo. It’s interesting to note that at this point they could easily have escape from the Mexican army entirely, since General Santa Anna had not closed off all the exits. However, they believed the battle could be won and the land made free from the Mexicans. Colonel William Travis, who had been left in charge, decided one night to draw a line in the sand and see which of his men were willing to stay and fight to their death in the Battle of the Alamo. Only one man refused – a man named Moses Rose who has become famous for leaving the Alamo that night. Even Jim Bowie, who was part of the tense situation between himself and Travis, asked to be carried over the line since he had been taken ill and could not walk without assistance. As they rushed into battle, not knowing whether or not they would come out alive (but being very much aware of the dangers), their battle cry was “Remember the Alamo!” Judging by the number of movies, books and tales which have come from this historical event, it has clearly been remembered for many years.	<urn:uuid:9625f1c4-d2fd-48fe-9f18-0149376815bc>	CC-MAIN-2020-05	https://www.thefactsite.com/battle-of-the-alamo-facts/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614086.44/warc/CC-MAIN-20200123221108-20200124010108-00281.warc.gz	en	0.98736	874	3.296875	3	[ -0.3754228949546814, 0.16748374700546265, 0.25428420305252075, 0.03003011643886566, -0.15808844566345215, 0.054505355656147, 0.1444154530763626, 0.162526935338974, -0.7384402751922607, -0.10931883752346039, 0.19653049111366272, 0.32472747564315796, 0.14204131066799164, -0.04241828620433807...	1	Part of the Texas Revolution between 1835 and 1836, the Battle of the Alamo is an event which most people have heard about at some point in their lives. However, how many people do you know who could tell you something interesting about this battle? Probably not very many! If you don’t have anything conversation-worthy about the Alamo, it might be time you read up on some interesting facts. The Mexican War of Independence took place over 11 years (1810-1821), and afterwards, Texas officially became part of Mexico. Not many people were living there, which meant that many American immigrants decided to move into Texas. When the number of immigrants began to outweigh the Mexicans, conflict began. When a centralist system put in place by the Mexican Government, the authorities blamed the immigrants and thus the battle began. The Alamo Mission was a mission founded in 1718 in the San Antonio area of Texas and designed to educate the Native Americans. The name “alamo” is the Spanish word for “cottonwood,” as there was an area full of cottonwood trees near to the Alamo Mission. As a result, the battle which took place here was aptly named “The Battle of the Alamo.” The battle also resulted in more people knowing about the area as the site of the battle, rather than the mission which had been founded over 100 years prior. This site is now among the most popular tourist sites in the United States, and the number one tourist site within Texas. Since 1843, there has been much non-fiction literature written about the Battle of the Alamo; although with the turn of the 20th century, more fictional works became available, including Disney’s Davy Crockett and the 1960 movie The Alamo, starring famous country western actor John Wayne. The battle’s official commander was a man named James Neill, but after family problems arose, he left Colonel William Travis in his place. Since almost 50% of the men fighting the battle were volunteers who could leave at any moment, they didn’t listen to Travis but instead chose to take orders from Jim Bowie, who wasn’t the commander. This situation caused many issues, but when the Mexican army and Davy Crockett became involved, all parties were forced to improve the tense situation and concentrate on the battle. Many people have heard of Davy Crockett from stories of legends or fables, but he was a frontiersman who showed up with a few volunteers from Tennessee and his own stories and tales from his past life as a hunter and a scout. Since then, he had been a Congressman, and was a charismatic person to whom many people warmed up to easily. During the battle, he would play his fiddle for the soldiers and volunteers. General Santa Anna of the Mexican Army arrived in San Antonio on February 23rd, 1835. He was leading a huge army, but decided not to attack the American immigrants living in Texas straight away. Upon hearing the news of Santa Anna’s arrival, the people living in the area found refuge in the Alamo. It’s interesting to note that at this point they could easily have escape from the Mexican army entirely, since General Santa Anna had not closed off all the exits. However, they believed the battle could be won and the land made free from the Mexicans. Colonel William Travis, who had been left in charge, decided one night to draw a line in the sand and see which of his men were willing to stay and fight to their death in the Battle of the Alamo. Only one man refused – a man named Moses Rose who has become famous for leaving the Alamo that night. Even Jim Bowie, who was part of the tense situation between himself and Travis, asked to be carried over the line since he had been taken ill and could not walk without assistance. As they rushed into battle, not knowing whether or not they would come out alive (but being very much aware of the dangers), their battle cry was “Remember the Alamo!” Judging by the number of movies, books and tales which have come from this historical event, it has clearly been remembered for many years.	868	ENGLISH	1
This week when the students walked in they found a note from Lightning. He told the students that he left them a box some books and a song. He wanted the students to infer what he wanted them to make with the box based on what they learned from the song and the stories. After listening to the song and stories, the students figured out that we would be making a Dragon for Lunar New Year. We learned that in Chinese culture dragons are a symbol for a river and rain spirit. On New Years Day fireworks are set off to wake up the dragon so that this spirit may bring on the rain and the Spring. Before we started creating our dragon, we reviewed our 3D shapes and looked to see if we had any of these shapes that we could incorporate into our dragon's head around the class. The students uncovered that we had cylinders (toilet paper rolls), styrofoam spheres and a square-based prism (cracker box) that we could add to the creating. We explored measurement as we followed a recipe to make papier mache paste. As we continued our research into the customs of Lunar New Year, we learned that on this occasion, families give each other red envelopes that contain money. We learned that by giving the money to children, elders are hoping to pass on a year of good fortune and blessings. Another version is given by the younger generation to their elders as a blessing of longevity and a show of gratitude. Students used red envelopes to match coins to the corresponding number on the front. They also put two envelopes together to add the money together. Students explored Lunar New Year using their senses as well. We made playdough as a class on Tuesday and experimented with putting it in different Chinese moulds. To help build their fine motor skills while exploring symbols from Lunar New year, students were given the opportunity to use chopsticks. Jane also taught the students the symbols for the animals in the lunar calendar. Students were shown how to make these Chinese symbols using brush painting. This magic paper let the students paint on it with water over and over again as when it dried it was a clear canvas again! Last week, the students started thinking about what their goals would be for the year. We spoke about how we are all different and how we all have unique goals and things we want to get better at. The students took their time to draw their self-portrait and write their goal for the year. After they had done the first step of their portraits, the students learned about 3 star colouring. They worked hard to do their personal best on their pictures. This week when the students walked in, they found a message from our classroom character Lightning. He said that when he walked outside that morning he was welcomed with so many different snowflakes. He told the students that the snowflakes reminded him of all of the students in the class. This was because each child in our class was different and unique. With the New Year, he wondered what unique goals the students had for the upcoming year. With this, each student in the class started working on a self-portrait and a goal for 2020. Stay tuned for these wonderful creations! In our daily math lessons, the students learned that snowflakes are not only symmetrical but they are formed with radial symmetry. Radial symmetry is when if you cut the object into fractions from a central axis, each fraction would be identical. Students explored this concept in many ways through art and different materials. In one example I presented the students with a circle and proceeded to cut this circle into half (1/2)and then into eighths (1/8). They learned that to be a fraction each piece must be the same size and a fair share. They learned that an eighth meant that it was one out of eight identical pieces. Students learned to draw a snowflake that used radial symmetry in a circle that was divided into fractions. They made sure that each fraction held the same picture. Students also created snowflakes that used radial symmetry using loose parts. Students also explored this concept by using colouring pages, 2D pattern blocks and 3D connecting cubes. Many students were very excited when they discovered that the bleyblades they loved creating used radial symmetry. Students also explored the theme of snow through with our weekly themed sensory bin and playdough. The highlight of the week though was when Scientist Cathy from Scientists in the School came into our classroom. Here we were able to explore what snowflakes were made of. Which is water! Students then looked at the different properties of water. They learned that water can be formed in three states: solid, liquid and gas. They learned that when water is a liquid it takes the shape of the container that it is in. They learned that solid water is called ice and water as a gas is called vapour. The students explored how moving water can give energy to objects to make them move and how different currents can steer the direction of these objects. They learned what materials repel and which ones absorb water. The students noticed that if a material has holes in it, it is more likely to absorb water. Students also explored which objects float and which sink in water. They made sailboats and found that they needed moving air or water to move. When the students uncovered that there was no wind in our class, they blew on the sails of their sailboats or rocked the water to make waves to make their boat move. While the students explored water as a liquid, they were given a lesson on capacity. Here student observed how when the same amount of water was poured into two different shaped containers, even though the water level appeared higher in one container, the amount stayed the same. This week, the students found another series of notes from Ginger the Gingerbread man. In Ginger's first note he let us know that he had gone to learn about Kwanzaa. He then gave us clues to where in the school he went to learn about Kwanzaa. One day the students followed the trail and found Ginger sitting in the Runnymede office with a book on Kwanzaa. On another day they followed the clues and found him with another book in with our reading buddies in room 125. Through reading different books on Kwanzaa, the students made connections to how Christmas, Hanukkah and Kwanzaa were similar. The students found that all of these celebrations involved lights. The kinara which holds 7 candles reminded the students of a menorah. The colours of Kwanzaa are red, green and black which the students found were very simialar to Christmas colours. The students also found that these celebrations also involved family, food, music and presents. After the students had finished studying Christmas, Hanukkah and Kwanzaa they shared with holidays and traditions were important to them. Over the course of the week, the students completed artwork surrounding their favourite family celebration on tradition. Some students wrote and drew about family trips to the cottage each summer, decorating the Christmas tree or playing dreidel with their family over Hanukkah. The students worked to create patterns around the border of their artwork using fingerprints or symbols. To celebrate the last week of school before the holidays, the students had the opportunity to participate in a variety of holiday/winter crafts and activities. They made winter soaps, had the chance to meet Santa, make holiday trees and gingerbread houses. The students also made gingerbread play-dough and made their own gingerbread people. This week, when the students came in on Monday, they found that our classroom fairy had left us a poem about December celebrations. As we had studied Hanukkah last week the students began talking about other celebrations their families celebrated this month. We uncovered that Christmas was another holiday many of our students celebrated with their families. The students had the opportunity to explore symbols from this holiday in many hands on ways. We made our weekly batch of play dough as a Christmas tree themed batch. The students were able to create and decorate Christmas trees during sensory play. As we read books about Christmas and learned factual information around this holiday we also looked to see if we could find any similarities between Christmas and Hanukkah. The students made the connection that both of these holidays use lights. One students said that during Hanukkah Jewish families light candles on the menorah each night and families who celebrate Christmas put lights on their trees and sometimes outside their homes. Another child pointed out that the Star of David is an important symbol during Hanukkah and during Christmas many people put a star on the top of their Christmas tree. Another student said that during Christmas they liked to eat lots of yummy food with their families and during Hanukkah families ate lots of food together too. During a discussion about what kinds of treats the students like eating at Christmas time a few students spoke about how much they love to eat gingerbread and decorate gingerbread houses. The next day after this conversation the students found a gingerbread person waiting them in the class. Ginger the Gingerbread person had told the students that she loved our class. She was wondering if they could build a home for her using 3D shapes that we had been learning about. The students used examples from the song Geometric Shapes to decide which shapes they would incorporate into their houses for Ginger. They build pyramids, triangular and rectangular prisms and cubes for Ginger to live in. The students took pictures of their work and wrote about what they had created for Ginger. We also extended this writing piece by having the students write letters to Ginger. Magically, Ginger answered all of the students' questions in his daily letters. After attending the grade 6&7 musical instrument symposium our Kindergarten class started asking if they could work with these students to create their own musical instruments. This provided us with a wonderful opportunity to build community in our school and work on a special project for our Kindergarten yard. Last week for the first time, the grade 6&7 students gathered to start working on a music wall. As they took turns rotating through centres and building together it worked to strengthen our community as the students got to know each other in a meaningful way. Later in the week, all of the Mountview classes gathered together for the first time to rehearse the finale for our school concert. As they did so we started to look at how music can bring us together as a community over the holiday season and throughout the year. This led to student talk around holidays, traditions, ceremonies and memorials that they experienced throughout the year. During this study, we started to look at one holiday that some of our students celebrate in December. This celebration was Hanukkah. Students listened to books to understand the tradition and celebrations surrounding Hanukkah. They learned that Hanukah is also referred to as The Festival of Lights. The students learned that more than 2,000 years ago, the Jewish people fought against an enemy who would not allow them to practice their religious traditions. Their enemy destroyed the Temple in Jerusalem, which contained many holy objects including a sacred lamp called the menorah. One small band of people, called the Maccabees fought their enemies and won. When they returned to the Temple in Jerusalem the first thing they did was restore the sacred lamp. But there was almost no oil left -- only enough for one day. The lamp was filled with this oil and lit. Instead of lasting only one day, it burned brighter, and brighter, lasting eight days. This was considered a miracle! During our daily math routine, the students continued to study 2D & 3D shapes. At one centre they were given the opportunity to make menorahs and the Star of David using pattern blocks. After being introduced to a dreidel game, some students participated in the STEM challenge of building a spinning dreidel with connecting cubes. They then counted how many cubes they used. As a sensory & math activity, the students looked at different symbols of Hanukkah and used hollow dreidels to explore capacity. After learning that Hanukkah lasts 8 nights they were able to use loose parts to build pretend candles and represent numbers from 1-8 on a tens frame. Students also had the chance to examine a menorah. After they learned that a menorah has 9 candles they were able to examine a menorah and make one out of plates, paint and clothespins. After studying how animals adapt to the changing seasons, the students were curious about why we have different seasons. We started researching this topic together. In our first mini lesson, the students learned that the earth travels around the sun. The sun spins on its axis once every 24 hours. By spinning this way, we experience day and night. The students also learned that the earth makes one complete trip around the sun every year. One student shared that he had experienced this trip 4 times in his life! The students learned that the earth is on a tilt of 32 degrees. As it travels around the sun when it is most tilted towards the sun we experience summer and when the area where we live is most tilted away from the sun we have winter. The students had the opportunity to pretend to be the sun and use a flashlight to create day and night. Some students tilted their bodies as they acted as the earth and traveled around the sun to create the different seasons. In our sensory bins the students had the chance to play with a mini solar system. One student was overheard dropping a marble and explaining to another student how the reason this marble dropped was because of a force called gravity. This pulls all things in the atmosphere to the earth. In this kinesthetic play the students were also introduced to the concept of 3D solids. They learned that the shape of the earth was called a sphere. As we collectively made our weekly batch of playdough the students had the opportunity to study the surface of the earth. As they have been learning our continents song for the past couple of weeks they reviewed the idea that the land on earth was divided into 7 continents. They built the water around these continents with our blue playdough. To extend their knowledge of 3D solids the students learned a new math song called geometric shapes. They were introduced to the attributes of the following shapes: a sphere, a cube, a cylinder, a cone, a pyramid and a rectangular and triangular prism. Students were given the opportunity to explore these shapes by building them out of marshmallows and toothpicks. They explored cubes in our base-ten blocks and practiced their counting skills. Students also played with 3D solids during building time. They made ramps and towers for different spheres such as marbles and wooden balls. Upon finding animal tracks in the snow the students began to question how the animals who did not hibernate or migrate for the winter managed to survive the cold. They also wondered which animals stayed active in the winter. Felicity the fairy left us pictures of different animal tracks. As a weekly recipe the students worked together to make salt dough. Using potato stamps, playdough tools and toy bird feet the students had the chance to make their own animal tracks in the snow. During one daily game show lesson, the students learned that some birds such as cardinals, blue jays, chickadees, and woodpeckers stay in Toronto for the winter. They learned how the birds survived the cold by growing extra feathers, fluffing out their feathers and snuggling together. The students also learned that because food can be scarce for birds in the winter as the seeds, tree nuts and berries may be harder to find, we can help them by making bird feeders. Many students loved designing and then making their own bird feeders. Students also had a chance to play with this theme in a kinesthetic way with our themed playdough and sensory bins. It was neat overhearing the students go in role as birdies and explain to their friends how they stay warm in the winter time. In math, students continued to look at 2D shapes by building birds with hexagons, rhombuses, parallelograms, triangles and squares. They also continued to look at symmetry by cutting out silhouettes of chickadees and cardinals. They also explored patterns and pattern cores. cDuring our outdoor inquiry time the students noticed the leafy nests at the top of many of our school trees. At first they thought they belonged to birds. Together we learned that the dens were in fact built by squirrels as a winter den. They learned that in the fall squirrels store/hoard a lot of food and bury it in different holes in trees and underground. They also bulk up and store fat inside of their body. This is so they can spend much of the winter snuggling up to their squirrel friends in their dens and keeping warm. Squirrels sleep long stretches and then get up to eat. When they are very cold they shiver, which helps bring up their body's temperature. Students acted this out while we are outside and cuddled-up to their friends. They also played throughout the week with squirrel Calico Critter characters. Our week started off so beautifully. Last week, the students learned the song, "I Will Remember You." They sang this song to our hesistant hibernating animals. The students wanted to reassure them that they would remember them even though they were going off to their snowy dens to hibernate for the winter. On Monday, the students sang this song at our Rememberance Day Assembly. This was a wonderful community building assembly as the pre-school, elementary school and high school gathered together. After talking about what peace means to them, the students examined a heart. They learned that a heart is symmetrical. When we made our weekly batch of playdough, the students experimented with different heart shapes and symmetry. This led them to create butterflies...and the questioning began. The students wanted to know how butterflies prepare for the winter. Students learned that insects are cold-blooded. This means their blood takes the temperature of the air around them. If they went out in the cold and wintry air their blood would freeze! Insects such as Monarch Butterflies fly South when the winter approaches. We learned a song about the continents as an introduction to mapping so the students could examine the path taken by migrating creatures. The students also had the opportunity to make symmetrical artwork of butterflies. Another animal that we studied that migrates South was the Canada Goose. While studying this animal we continued to look at the concept of symmetry. Students were given the opportunity to cut out silhouettes of geese. This helped with their fine motor skills and to solidify the concept of symmetry in a hands-on way. Students were also introduced to miras and shown how make symmetrical pictures with the 2D solids. With the arrival of the first snowfall this week, the students naturally starting asking questions about what different creatures did to prepare for the winter. The students discussed how to get ready for winter, people put on more layers of clothes, wear coats, mittens, snow pants, hats and boots. They also turn on the heat. Our Kindergarten team asked students how animals get ready for winter. Through music, stories, drama and different activities the students learned that to prepare for winter some animals eat a lot of food so they can store a lot of fat. Animals such as bears, ladybugs, some bees, garter snakes, frogs and chipmunks hibernate. We learned that when they do this their breathing slows down and so does their heart-rate. During activity time the students had a lot of fun building caves for our classroom bears to hibernate in. They also used string, leaves and logs to build hibernating dens for frogs and bees who sleep underground. We learned that ladybugs hibernate together under logs or in curled up leaves. At our sensory station, students got to use kinetic sand, cotton balls, pine cones, and cups to build snowy dens and caves for little bears. We made our weekly batch of play dough as a class and the students used it to create hibernating caves for the mini bears and other hibernating animals such as garter snakes. After the students had built their creations, some took pictures of what they had built and then wrote about it for our Writer's Wall. Some used knowledge gained from daily lessons and stories to draw their own pictures and create a sentence to go with it. After our daily letter and number lesson each day the students also had the opportunity to read to different hibernating animal stuffies. After introducing this once, they requested it each day. Students also worked on hibernating animal inspired math activities this week. They reviewed the names of the 2D solids (square, triangle, rhombus, parallelogram, trapezoids & hexagons) and used them to make garter snake patterns. They also used different coloured bears to make patterns. When they completed these they were allowed to work on pattern bracelets. While looking at patterns the students also examined the pattern core which is the smallest part of the pattern that repeats over and over again. The students also were given the opportunity to weigh the bears as a measurement activity.	<urn:uuid:106100bb-cd2b-4b38-913a-fd77fe10a0b0>	CC-MAIN-2020-05	https://www.mountviewcommunitykindergarten.com/classroom-blog	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251776516.99/warc/CC-MAIN-20200128060946-20200128090946-00256.warc.gz	en	0.980028	4,367	3.8125	4	[ -0.5584696531295776, 0.03878050670027733, 0.44154223799705505, -0.16463257372379303, -0.11406708508729935, 0.12453636527061462, -0.06772171705961227, 0.24224209785461426, -0.2033936083316803, -0.132740318775177, 0.4482422471046448, 0.12037885189056396, 0.014744704589247704, 0.0306398607790...	1	This week when the students walked in they found a note from Lightning. He told the students that he left them a box some books and a song. He wanted the students to infer what he wanted them to make with the box based on what they learned from the song and the stories. After listening to the song and stories, the students figured out that we would be making a Dragon for Lunar New Year. We learned that in Chinese culture dragons are a symbol for a river and rain spirit. On New Years Day fireworks are set off to wake up the dragon so that this spirit may bring on the rain and the Spring. Before we started creating our dragon, we reviewed our 3D shapes and looked to see if we had any of these shapes that we could incorporate into our dragon's head around the class. The students uncovered that we had cylinders (toilet paper rolls), styrofoam spheres and a square-based prism (cracker box) that we could add to the creating. We explored measurement as we followed a recipe to make papier mache paste. As we continued our research into the customs of Lunar New Year, we learned that on this occasion, families give each other red envelopes that contain money. We learned that by giving the money to children, elders are hoping to pass on a year of good fortune and blessings. Another version is given by the younger generation to their elders as a blessing of longevity and a show of gratitude. Students used red envelopes to match coins to the corresponding number on the front. They also put two envelopes together to add the money together. Students explored Lunar New Year using their senses as well. We made playdough as a class on Tuesday and experimented with putting it in different Chinese moulds. To help build their fine motor skills while exploring symbols from Lunar New year, students were given the opportunity to use chopsticks. Jane also taught the students the symbols for the animals in the lunar calendar. Students were shown how to make these Chinese symbols using brush painting. This magic paper let the students paint on it with water over and over again as when it dried it was a clear canvas again! Last week, the students started thinking about what their goals would be for the year. We spoke about how we are all different and how we all have unique goals and things we want to get better at. The students took their time to draw their self-portrait and write their goal for the year. After they had done the first step of their portraits, the students learned about 3 star colouring. They worked hard to do their personal best on their pictures. This week when the students walked in, they found a message from our classroom character Lightning. He said that when he walked outside that morning he was welcomed with so many different snowflakes. He told the students that the snowflakes reminded him of all of the students in the class. This was because each child in our class was different and unique. With the New Year, he wondered what unique goals the students had for the upcoming year. With this, each student in the class started working on a self-portrait and a goal for 2020. Stay tuned for these wonderful creations! In our daily math lessons, the students learned that snowflakes are not only symmetrical but they are formed with radial symmetry. Radial symmetry is when if you cut the object into fractions from a central axis, each fraction would be identical. Students explored this concept in many ways through art and different materials. In one example I presented the students with a circle and proceeded to cut this circle into half (1/2)and then into eighths (1/8). They learned that to be a fraction each piece must be the same size and a fair share. They learned that an eighth meant that it was one out of eight identical pieces. Students learned to draw a snowflake that used radial symmetry in a circle that was divided into fractions. They made sure that each fraction held the same picture. Students also created snowflakes that used radial symmetry using loose parts. Students also explored this concept by using colouring pages, 2D pattern blocks and 3D connecting cubes. Many students were very excited when they discovered that the bleyblades they loved creating used radial symmetry. Students also explored the theme of snow through with our weekly themed sensory bin and playdough. The highlight of the week though was when Scientist Cathy from Scientists in the School came into our classroom. Here we were able to explore what snowflakes were made of. Which is water! Students then looked at the different properties of water. They learned that water can be formed in three states: solid, liquid and gas. They learned that when water is a liquid it takes the shape of the container that it is in. They learned that solid water is called ice and water as a gas is called vapour. The students explored how moving water can give energy to objects to make them move and how different currents can steer the direction of these objects. They learned what materials repel and which ones absorb water. The students noticed that if a material has holes in it, it is more likely to absorb water. Students also explored which objects float and which sink in water. They made sailboats and found that they needed moving air or water to move. When the students uncovered that there was no wind in our class, they blew on the sails of their sailboats or rocked the water to make waves to make their boat move. While the students explored water as a liquid, they were given a lesson on capacity. Here student observed how when the same amount of water was poured into two different shaped containers, even though the water level appeared higher in one container, the amount stayed the same. This week, the students found another series of notes from Ginger the Gingerbread man. In Ginger's first note he let us know that he had gone to learn about Kwanzaa. He then gave us clues to where in the school he went to learn about Kwanzaa. One day the students followed the trail and found Ginger sitting in the Runnymede office with a book on Kwanzaa. On another day they followed the clues and found him with another book in with our reading buddies in room 125. Through reading different books on Kwanzaa, the students made connections to how Christmas, Hanukkah and Kwanzaa were similar. The students found that all of these celebrations involved lights. The kinara which holds 7 candles reminded the students of a menorah. The colours of Kwanzaa are red, green and black which the students found were very simialar to Christmas colours. The students also found that these celebrations also involved family, food, music and presents. After the students had finished studying Christmas, Hanukkah and Kwanzaa they shared with holidays and traditions were important to them. Over the course of the week, the students completed artwork surrounding their favourite family celebration on tradition. Some students wrote and drew about family trips to the cottage each summer, decorating the Christmas tree or playing dreidel with their family over Hanukkah. The students worked to create patterns around the border of their artwork using fingerprints or symbols. To celebrate the last week of school before the holidays, the students had the opportunity to participate in a variety of holiday/winter crafts and activities. They made winter soaps, had the chance to meet Santa, make holiday trees and gingerbread houses. The students also made gingerbread play-dough and made their own gingerbread people. This week, when the students came in on Monday, they found that our classroom fairy had left us a poem about December celebrations. As we had studied Hanukkah last week the students began talking about other celebrations their families celebrated this month. We uncovered that Christmas was another holiday many of our students celebrated with their families. The students had the opportunity to explore symbols from this holiday in many hands on ways. We made our weekly batch of play dough as a Christmas tree themed batch. The students were able to create and decorate Christmas trees during sensory play. As we read books about Christmas and learned factual information around this holiday we also looked to see if we could find any similarities between Christmas and Hanukkah. The students made the connection that both of these holidays use lights. One students said that during Hanukkah Jewish families light candles on the menorah each night and families who celebrate Christmas put lights on their trees and sometimes outside their homes. Another child pointed out that the Star of David is an important symbol during Hanukkah and during Christmas many people put a star on the top of their Christmas tree. Another student said that during Christmas they liked to eat lots of yummy food with their families and during Hanukkah families ate lots of food together too. During a discussion about what kinds of treats the students like eating at Christmas time a few students spoke about how much they love to eat gingerbread and decorate gingerbread houses. The next day after this conversation the students found a gingerbread person waiting them in the class. Ginger the Gingerbread person had told the students that she loved our class. She was wondering if they could build a home for her using 3D shapes that we had been learning about. The students used examples from the song Geometric Shapes to decide which shapes they would incorporate into their houses for Ginger. They build pyramids, triangular and rectangular prisms and cubes for Ginger to live in. The students took pictures of their work and wrote about what they had created for Ginger. We also extended this writing piece by having the students write letters to Ginger. Magically, Ginger answered all of the students' questions in his daily letters. After attending the grade 6&7 musical instrument symposium our Kindergarten class started asking if they could work with these students to create their own musical instruments. This provided us with a wonderful opportunity to build community in our school and work on a special project for our Kindergarten yard. Last week for the first time, the grade 6&7 students gathered to start working on a music wall. As they took turns rotating through centres and building together it worked to strengthen our community as the students got to know each other in a meaningful way. Later in the week, all of the Mountview classes gathered together for the first time to rehearse the finale for our school concert. As they did so we started to look at how music can bring us together as a community over the holiday season and throughout the year. This led to student talk around holidays, traditions, ceremonies and memorials that they experienced throughout the year. During this study, we started to look at one holiday that some of our students celebrate in December. This celebration was Hanukkah. Students listened to books to understand the tradition and celebrations surrounding Hanukkah. They learned that Hanukah is also referred to as The Festival of Lights. The students learned that more than 2,000 years ago, the Jewish people fought against an enemy who would not allow them to practice their religious traditions. Their enemy destroyed the Temple in Jerusalem, which contained many holy objects including a sacred lamp called the menorah. One small band of people, called the Maccabees fought their enemies and won. When they returned to the Temple in Jerusalem the first thing they did was restore the sacred lamp. But there was almost no oil left -- only enough for one day. The lamp was filled with this oil and lit. Instead of lasting only one day, it burned brighter, and brighter, lasting eight days. This was considered a miracle! During our daily math routine, the students continued to study 2D & 3D shapes. At one centre they were given the opportunity to make menorahs and the Star of David using pattern blocks. After being introduced to a dreidel game, some students participated in the STEM challenge of building a spinning dreidel with connecting cubes. They then counted how many cubes they used. As a sensory & math activity, the students looked at different symbols of Hanukkah and used hollow dreidels to explore capacity. After learning that Hanukkah lasts 8 nights they were able to use loose parts to build pretend candles and represent numbers from 1-8 on a tens frame. Students also had the chance to examine a menorah. After they learned that a menorah has 9 candles they were able to examine a menorah and make one out of plates, paint and clothespins. After studying how animals adapt to the changing seasons, the students were curious about why we have different seasons. We started researching this topic together. In our first mini lesson, the students learned that the earth travels around the sun. The sun spins on its axis once every 24 hours. By spinning this way, we experience day and night. The students also learned that the earth makes one complete trip around the sun every year. One student shared that he had experienced this trip 4 times in his life! The students learned that the earth is on a tilt of 32 degrees. As it travels around the sun when it is most tilted towards the sun we experience summer and when the area where we live is most tilted away from the sun we have winter. The students had the opportunity to pretend to be the sun and use a flashlight to create day and night. Some students tilted their bodies as they acted as the earth and traveled around the sun to create the different seasons. In our sensory bins the students had the chance to play with a mini solar system. One student was overheard dropping a marble and explaining to another student how the reason this marble dropped was because of a force called gravity. This pulls all things in the atmosphere to the earth. In this kinesthetic play the students were also introduced to the concept of 3D solids. They learned that the shape of the earth was called a sphere. As we collectively made our weekly batch of playdough the students had the opportunity to study the surface of the earth. As they have been learning our continents song for the past couple of weeks they reviewed the idea that the land on earth was divided into 7 continents. They built the water around these continents with our blue playdough. To extend their knowledge of 3D solids the students learned a new math song called geometric shapes. They were introduced to the attributes of the following shapes: a sphere, a cube, a cylinder, a cone, a pyramid and a rectangular and triangular prism. Students were given the opportunity to explore these shapes by building them out of marshmallows and toothpicks. They explored cubes in our base-ten blocks and practiced their counting skills. Students also played with 3D solids during building time. They made ramps and towers for different spheres such as marbles and wooden balls. Upon finding animal tracks in the snow the students began to question how the animals who did not hibernate or migrate for the winter managed to survive the cold. They also wondered which animals stayed active in the winter. Felicity the fairy left us pictures of different animal tracks. As a weekly recipe the students worked together to make salt dough. Using potato stamps, playdough tools and toy bird feet the students had the chance to make their own animal tracks in the snow. During one daily game show lesson, the students learned that some birds such as cardinals, blue jays, chickadees, and woodpeckers stay in Toronto for the winter. They learned how the birds survived the cold by growing extra feathers, fluffing out their feathers and snuggling together. The students also learned that because food can be scarce for birds in the winter as the seeds, tree nuts and berries may be harder to find, we can help them by making bird feeders. Many students loved designing and then making their own bird feeders. Students also had a chance to play with this theme in a kinesthetic way with our themed playdough and sensory bins. It was neat overhearing the students go in role as birdies and explain to their friends how they stay warm in the winter time. In math, students continued to look at 2D shapes by building birds with hexagons, rhombuses, parallelograms, triangles and squares. They also continued to look at symmetry by cutting out silhouettes of chickadees and cardinals. They also explored patterns and pattern cores. cDuring our outdoor inquiry time the students noticed the leafy nests at the top of many of our school trees. At first they thought they belonged to birds. Together we learned that the dens were in fact built by squirrels as a winter den. They learned that in the fall squirrels store/hoard a lot of food and bury it in different holes in trees and underground. They also bulk up and store fat inside of their body. This is so they can spend much of the winter snuggling up to their squirrel friends in their dens and keeping warm. Squirrels sleep long stretches and then get up to eat. When they are very cold they shiver, which helps bring up their body's temperature. Students acted this out while we are outside and cuddled-up to their friends. They also played throughout the week with squirrel Calico Critter characters. Our week started off so beautifully. Last week, the students learned the song, "I Will Remember You." They sang this song to our hesistant hibernating animals. The students wanted to reassure them that they would remember them even though they were going off to their snowy dens to hibernate for the winter. On Monday, the students sang this song at our Rememberance Day Assembly. This was a wonderful community building assembly as the pre-school, elementary school and high school gathered together. After talking about what peace means to them, the students examined a heart. They learned that a heart is symmetrical. When we made our weekly batch of playdough, the students experimented with different heart shapes and symmetry. This led them to create butterflies...and the questioning began. The students wanted to know how butterflies prepare for the winter. Students learned that insects are cold-blooded. This means their blood takes the temperature of the air around them. If they went out in the cold and wintry air their blood would freeze! Insects such as Monarch Butterflies fly South when the winter approaches. We learned a song about the continents as an introduction to mapping so the students could examine the path taken by migrating creatures. The students also had the opportunity to make symmetrical artwork of butterflies. Another animal that we studied that migrates South was the Canada Goose. While studying this animal we continued to look at the concept of symmetry. Students were given the opportunity to cut out silhouettes of geese. This helped with their fine motor skills and to solidify the concept of symmetry in a hands-on way. Students were also introduced to miras and shown how make symmetrical pictures with the 2D solids. With the arrival of the first snowfall this week, the students naturally starting asking questions about what different creatures did to prepare for the winter. The students discussed how to get ready for winter, people put on more layers of clothes, wear coats, mittens, snow pants, hats and boots. They also turn on the heat. Our Kindergarten team asked students how animals get ready for winter. Through music, stories, drama and different activities the students learned that to prepare for winter some animals eat a lot of food so they can store a lot of fat. Animals such as bears, ladybugs, some bees, garter snakes, frogs and chipmunks hibernate. We learned that when they do this their breathing slows down and so does their heart-rate. During activity time the students had a lot of fun building caves for our classroom bears to hibernate in. They also used string, leaves and logs to build hibernating dens for frogs and bees who sleep underground. We learned that ladybugs hibernate together under logs or in curled up leaves. At our sensory station, students got to use kinetic sand, cotton balls, pine cones, and cups to build snowy dens and caves for little bears. We made our weekly batch of play dough as a class and the students used it to create hibernating caves for the mini bears and other hibernating animals such as garter snakes. After the students had built their creations, some took pictures of what they had built and then wrote about it for our Writer's Wall. Some used knowledge gained from daily lessons and stories to draw their own pictures and create a sentence to go with it. After our daily letter and number lesson each day the students also had the opportunity to read to different hibernating animal stuffies. After introducing this once, they requested it each day. Students also worked on hibernating animal inspired math activities this week. They reviewed the names of the 2D solids (square, triangle, rhombus, parallelogram, trapezoids & hexagons) and used them to make garter snake patterns. They also used different coloured bears to make patterns. When they completed these they were allowed to work on pattern bracelets. While looking at patterns the students also examined the pattern core which is the smallest part of the pattern that repeats over and over again. The students also were given the opportunity to weigh the bears as a measurement activity.	4,313	ENGLISH	1
Rembrandt is considered one of the greatest masters in the history of painting, as well as a superb and prolific engraver. His distinctive use of chiaroscuro, with strong contrasts between light and shade, and the profoundly dramatic nature of his work, set him apart from other painters. These features are clearly apparent in his self-portraits, such as the one here, which provide a faithful reflection of his changing personal situation, his feelings and his moods throughout his life; almost as though they were a mirror of his soul. Detailed scientific analysis of this panel has confirmed beyond doubt that it is the work of Rembrandt rather than one of his students, and is indeed one of his finest self-portraits. By the time this painting was acquired for the Thyssen-Bornemisza collection in 1976, Gerso had expressed some doubts about its attribution and the date at which it was executed. His opinions were not unanimously shared by art historians who studied the painting both before and afterwards. The poor state of the canvas with numerous areas of repainting and losses in others undoubtedly contributed to Gerson’s negative opinion. As a result of its condition the painting lacked the sense of volume normally to be expected in works by Rembrandt. The panel has been the subject of careful technical analysis with the intention of clarifying the issue of attribution. X-rays were taken between 1987 and 1988 and the panel was analysed and studied with infra-red reflectography. Numerous areas of re-painting were detected with alterations that affected key parts of the face such as the nose and eyes, as well as the hat, clothes and background that distorted the original composition. Dendrochronological studies confirmed that the wood dated to the 1630s or early 1640s and a pigment analysis confirmed that the materials and methods used conformed to 17th-century practices. These results proved that the panel was undoubtedly painted in the 17th century, thus resolving some of Gerson’s doubts. In addition, these tests revealed that the panel had been cut down on all four sides. Having examined the results of these technical analyses, Gaskell decided that the panel was a portrait of Rembrandt by a follower of the artist or executed in his own workshop. His opinion was partly based on the results of the technical analyses as these had shown that there were no pentimenti in the construction of the face but that these were evident in the body. He therefore decided that the panel could have been painted in the 1640s by a member of the workshop or a follower copying a lost prototype and closely adhering to the face of the original but not the body and hat. He also raised doubts about the quality of the handling and the technique in some areas of the face which he considered imprecise and thus not consistent with Rembrandt’s hand. The dendrochronological tests were repeated in 1994 and confirmed the earlier results. They also revealed that the wood of the panel was the same as that used in four other panels by Rembrandt. Using these results, the Rembrandt Research Project re-examined the data on the painting and published a report stating that there was no reason not to attribute the painting to Rembrandt. The panel was included in the exhibition on self-portraits by the artist in which it was tentatively attributed to Rembrandt, while it was unreservedly attributed to him in the exhibition held at the Rembrandthuis in 2006. Rembrandt here paints himself bust-length, almost frontally, wearing dark clothes. The white of the shirt and the orange-yellow of the two chains are the only bright notes in his dress. Among the self-portraits by the artist in the 1640s is the one in the National Gallery, London, in which the artist leans his arms and the weight of his body on a parapet with his signature. Another is the etching of 1648 in which he is located beside a window at work. Despite the simplicity of the poses, these self-portraits convey the artist’s state of mind and emotions, making them a veritable “autobiography” in Kenneth Clark’s words.	<urn:uuid:809983a1-dc45-4d82-8682-0e6dfefe411f>	CC-MAIN-2020-05	https://www.museothyssen.org/en/collection/artists/rembrandt-harmensz-van-rijn/self-portrait-wearing-hat-and-two-chains	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250608062.57/warc/CC-MAIN-20200123011418-20200123040418-00068.warc.gz	en	0.989168	871	3.34375	3	[ -0.2861885130405426, 0.35857027769088745, 0.4088163375854492, 0.038126688450574875, 0.013468998484313488, 0.2379292994737625, 0.23293018341064453, 0.12016402930021286, -0.0642775446176529, -0.22416603565216064, -0.21664385497570038, -0.2801649570465088, -0.08687273412942886, 0.705832660198...	11	Rembrandt is considered one of the greatest masters in the history of painting, as well as a superb and prolific engraver. His distinctive use of chiaroscuro, with strong contrasts between light and shade, and the profoundly dramatic nature of his work, set him apart from other painters. These features are clearly apparent in his self-portraits, such as the one here, which provide a faithful reflection of his changing personal situation, his feelings and his moods throughout his life; almost as though they were a mirror of his soul. Detailed scientific analysis of this panel has confirmed beyond doubt that it is the work of Rembrandt rather than one of his students, and is indeed one of his finest self-portraits. By the time this painting was acquired for the Thyssen-Bornemisza collection in 1976, Gerso had expressed some doubts about its attribution and the date at which it was executed. His opinions were not unanimously shared by art historians who studied the painting both before and afterwards. The poor state of the canvas with numerous areas of repainting and losses in others undoubtedly contributed to Gerson’s negative opinion. As a result of its condition the painting lacked the sense of volume normally to be expected in works by Rembrandt. The panel has been the subject of careful technical analysis with the intention of clarifying the issue of attribution. X-rays were taken between 1987 and 1988 and the panel was analysed and studied with infra-red reflectography. Numerous areas of re-painting were detected with alterations that affected key parts of the face such as the nose and eyes, as well as the hat, clothes and background that distorted the original composition. Dendrochronological studies confirmed that the wood dated to the 1630s or early 1640s and a pigment analysis confirmed that the materials and methods used conformed to 17th-century practices. These results proved that the panel was undoubtedly painted in the 17th century, thus resolving some of Gerson’s doubts. In addition, these tests revealed that the panel had been cut down on all four sides. Having examined the results of these technical analyses, Gaskell decided that the panel was a portrait of Rembrandt by a follower of the artist or executed in his own workshop. His opinion was partly based on the results of the technical analyses as these had shown that there were no pentimenti in the construction of the face but that these were evident in the body. He therefore decided that the panel could have been painted in the 1640s by a member of the workshop or a follower copying a lost prototype and closely adhering to the face of the original but not the body and hat. He also raised doubts about the quality of the handling and the technique in some areas of the face which he considered imprecise and thus not consistent with Rembrandt’s hand. The dendrochronological tests were repeated in 1994 and confirmed the earlier results. They also revealed that the wood of the panel was the same as that used in four other panels by Rembrandt. Using these results, the Rembrandt Research Project re-examined the data on the painting and published a report stating that there was no reason not to attribute the painting to Rembrandt. The panel was included in the exhibition on self-portraits by the artist in which it was tentatively attributed to Rembrandt, while it was unreservedly attributed to him in the exhibition held at the Rembrandthuis in 2006. Rembrandt here paints himself bust-length, almost frontally, wearing dark clothes. The white of the shirt and the orange-yellow of the two chains are the only bright notes in his dress. Among the self-portraits by the artist in the 1640s is the one in the National Gallery, London, in which the artist leans his arms and the weight of his body on a parapet with his signature. Another is the etching of 1648 in which he is located beside a window at work. Despite the simplicity of the poses, these self-portraits convey the artist’s state of mind and emotions, making them a veritable “autobiography” in Kenneth Clark’s words.	873	ENGLISH	1
In the late 1950s, the American government became curious about the affects of imprisonment and torture on POWs during WWII. German war camps had exposed the prisoners of war to ruthless and relentless torture and labour, but the men were not broken. They kept fighting back, kept strong. However, those who were captured by the Chinese during the war were left so brainwashed that they could be left unguarded and would still feel that they couldn’t escape. What caused this difference in the behaviours of the prisoners? Biderman investigated and found that whereas the Germans had resorted to simple, brute force in every aspect of their war crimes, be it the concentration camps or the prisoner of war camps, the Chinese had utilised a more focused methodology of torture that wore the prisoners down and made them controllable. Biderman’s research produced what is known today as the Biderman Chart of Coercion. In German camps, the prisoners were still able to stay together as a group and offer each other support. They strengthened one another, kept one another’s hope burning, and were able to withstand unbelievable torture, hard labour, and malnutrition. They were allowed to sleep, even during brutal marches, because their captors needed sleep. Their captors also didn’t understand something that the Chinese did. Group support and even small amounts of sleep kept the prisoners strong. United we stand, divided they fall. Even in the concentration camps, groups of Jews or groups of Jehovah’s Witnesses, or any other communities being imprisoned would stick together and encourage each other to stay alive and hope for rescue. The Chinese had a different way of dealing with prisoners. Biderman’s research showed that the Chinese had used different tactics to break the prisoners, and the first one was isolation. Extended periods of isolation weakens a person’s ability to resist, and makes the victim dependent on the interrogator. Sleep deprivation was also used, as well as threats of death, threats of never being allowed to go free, threats that that the interrogation would never end, vague threats that would keep the prisoner guessing, and threats against the prisoner’s family. The interrogators would occasionally give the prisoner some small indulgence which would provide positive motivation for compliance and interrupt the adjustment to deprivation. The interrogators would suggest that they were omnipotent and that resistance was futile. They would use degradation to make resistance appear more damaging than giving in, and they would enforce trivial rules. The prisoners were most often eventually broken by this mental and emotional torture, while the prisoners of the German war camps could not be broken even with the most brutal beatings. Modern researchers who were studying domestic violence and how it was affecting victims came to realise that these were the methods that perpetrators were very successfully using against their victims. The prison was their home instead of a war camp, but the methods were every bit as cruel….and at least as successful. Just as the soldiers had come back from the war broken, the victims of these coercive behaviours were also broken, and it isn’t hard to understand why. An abuser will use a number of related tactics to keep her focused on him and his demands so that he can have complete control. He can give her detailed instructions for doing impossible tasks while he’s away, telling her that he has a secret way of finding out if she followed the instructions or not, and that she’ll be punished if she doesn’t. Sometimes, he’ll deliberately set her up to fail so that he has an excuse to punish her. He’ll keep her guessing as to what the punishment will be, but she knows that it will be horrible. He keeps her in a state of terror. If she is allowed to go out, he’ll do little things to make her know that he can be watching her, and she wouldn’t know it. Anything from a random text message to a bunch of flowers sent to the place where she’s supposed to be can show her that she’s under his watch. At night, he can pick an argument to keep her from sleeping, or sometimes wake her up to accuse her and argue with her over some imagined transgression. Eventually, she won’t be able to relax and sleep because she’ll be worried about what he might do next. He will occasionally buy her something nice in order to keep her obligated to him, and then tell her she’s ungrateful and horrid. He might destroy the gift because he says that she didn’t deserve it after all. He might destroy things that she’s attached to and leave them for her to find later. There is always an unspoken threat in the air. She can come to feel that no matter where she goes, he can see what she’s doing, and she could be punished. He can pop up sometimes during the day just to show her that he knew where she would be and that he’s watching her. She then reaches the point where she’s looking over her shoulder all the time, waiting for him to show up. He gradually takes control of the finances and won’t let her have any access to money, no passport, nothing essential unless she has “earned” it or “deserves” it. He’s the one who decides if she has. He eventually has so much control over her that she has no other life and no other thought. She can’t risk falling asleep because he might do something to her while she’s asleep. She has to keep watching him to know what she might be up against from moment to moment. He could even reach up suddenly and slap her while they’re quietly watching telly, just to keep her on her guard. She can never relax. He isolates her from her family and friends, not letting her visit them or talk to them anymore unless he’s listening in. He reads her emails, monitors her phone. He can even make threats against her family. The most common threat is that he will kill the children if she tries to get away. He will make her feel that anything the children suffer will be her fault, and that if she “makes him” kill the children by leaving him, it will be all her fault and no one will love her anymore. He will convince her that no one will ever have her again, and that he’s doing her a favour just by being with her. She will eventually have the same symptoms of PTSD as soldiers do who have been in frontline combat. She will be hyper-vigilant, will have nightmares, will be highly anxious, and will have	<urn:uuid:e4285cf4-7ab3-45f2-b031-a78213e32614>	CC-MAIN-2020-05	https://swbcounselling.co.uk/ptsd-not-just-soldiers-part-two/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250608062.57/warc/CC-MAIN-20200123011418-20200123040418-00312.warc.gz	en	0.987726	1,386	3.984375	4	[ -0.42826735973358154, 0.5465860962867737, -0.05988079309463501, 0.4897463917732239, 0.48576635122299194, 0.36470746994018555, 0.16264192759990692, -0.1283251941204071, 0.10759435594081879, -0.30625808238983154, 0.43062278628349304, -0.07533028721809387, 0.1657411754131317, 0.59851938486099...	7	In the late 1950s, the American government became curious about the affects of imprisonment and torture on POWs during WWII. German war camps had exposed the prisoners of war to ruthless and relentless torture and labour, but the men were not broken. They kept fighting back, kept strong. However, those who were captured by the Chinese during the war were left so brainwashed that they could be left unguarded and would still feel that they couldn’t escape. What caused this difference in the behaviours of the prisoners? Biderman investigated and found that whereas the Germans had resorted to simple, brute force in every aspect of their war crimes, be it the concentration camps or the prisoner of war camps, the Chinese had utilised a more focused methodology of torture that wore the prisoners down and made them controllable. Biderman’s research produced what is known today as the Biderman Chart of Coercion. In German camps, the prisoners were still able to stay together as a group and offer each other support. They strengthened one another, kept one another’s hope burning, and were able to withstand unbelievable torture, hard labour, and malnutrition. They were allowed to sleep, even during brutal marches, because their captors needed sleep. Their captors also didn’t understand something that the Chinese did. Group support and even small amounts of sleep kept the prisoners strong. United we stand, divided they fall. Even in the concentration camps, groups of Jews or groups of Jehovah’s Witnesses, or any other communities being imprisoned would stick together and encourage each other to stay alive and hope for rescue. The Chinese had a different way of dealing with prisoners. Biderman’s research showed that the Chinese had used different tactics to break the prisoners, and the first one was isolation. Extended periods of isolation weakens a person’s ability to resist, and makes the victim dependent on the interrogator. Sleep deprivation was also used, as well as threats of death, threats of never being allowed to go free, threats that that the interrogation would never end, vague threats that would keep the prisoner guessing, and threats against the prisoner’s family. The interrogators would occasionally give the prisoner some small indulgence which would provide positive motivation for compliance and interrupt the adjustment to deprivation. The interrogators would suggest that they were omnipotent and that resistance was futile. They would use degradation to make resistance appear more damaging than giving in, and they would enforce trivial rules. The prisoners were most often eventually broken by this mental and emotional torture, while the prisoners of the German war camps could not be broken even with the most brutal beatings. Modern researchers who were studying domestic violence and how it was affecting victims came to realise that these were the methods that perpetrators were very successfully using against their victims. The prison was their home instead of a war camp, but the methods were every bit as cruel….and at least as successful. Just as the soldiers had come back from the war broken, the victims of these coercive behaviours were also broken, and it isn’t hard to understand why. An abuser will use a number of related tactics to keep her focused on him and his demands so that he can have complete control. He can give her detailed instructions for doing impossible tasks while he’s away, telling her that he has a secret way of finding out if she followed the instructions or not, and that she’ll be punished if she doesn’t. Sometimes, he’ll deliberately set her up to fail so that he has an excuse to punish her. He’ll keep her guessing as to what the punishment will be, but she knows that it will be horrible. He keeps her in a state of terror. If she is allowed to go out, he’ll do little things to make her know that he can be watching her, and she wouldn’t know it. Anything from a random text message to a bunch of flowers sent to the place where she’s supposed to be can show her that she’s under his watch. At night, he can pick an argument to keep her from sleeping, or sometimes wake her up to accuse her and argue with her over some imagined transgression. Eventually, she won’t be able to relax and sleep because she’ll be worried about what he might do next. He will occasionally buy her something nice in order to keep her obligated to him, and then tell her she’s ungrateful and horrid. He might destroy the gift because he says that she didn’t deserve it after all. He might destroy things that she’s attached to and leave them for her to find later. There is always an unspoken threat in the air. She can come to feel that no matter where she goes, he can see what she’s doing, and she could be punished. He can pop up sometimes during the day just to show her that he knew where she would be and that he’s watching her. She then reaches the point where she’s looking over her shoulder all the time, waiting for him to show up. He gradually takes control of the finances and won’t let her have any access to money, no passport, nothing essential unless she has “earned” it or “deserves” it. He’s the one who decides if she has. He eventually has so much control over her that she has no other life and no other thought. She can’t risk falling asleep because he might do something to her while she’s asleep. She has to keep watching him to know what she might be up against from moment to moment. He could even reach up suddenly and slap her while they’re quietly watching telly, just to keep her on her guard. She can never relax. He isolates her from her family and friends, not letting her visit them or talk to them anymore unless he’s listening in. He reads her emails, monitors her phone. He can even make threats against her family. The most common threat is that he will kill the children if she tries to get away. He will make her feel that anything the children suffer will be her fault, and that if she “makes him” kill the children by leaving him, it will be all her fault and no one will love her anymore. He will convince her that no one will ever have her again, and that he’s doing her a favour just by being with her. She will eventually have the same symptoms of PTSD as soldiers do who have been in frontline combat. She will be hyper-vigilant, will have nightmares, will be highly anxious, and will have	1,313	ENGLISH	1
The castles of the middle ages depicted the aspirations and social needs of the society that constructed them for example, the Bailey and Motte castles. The castles were fortified walls and fortress that were constructed by medieval people in England, Middle East and Asia. The castles symbols of authority, power and wealth that showed how the rulers has social control over their subjects. Castle life during the medieval period was governed by feudal system that wielded a lot of power in that the lords lived comfortable life while the peasants had less comfortable life. The medieval castles life was dynamic in that it varied according to the s to social class and that the difference was severe. There were harsh and strict codes of conduct to everyday life. This code of conduct was centered on code of chivalry, courtly love and manners. The medieval castles were not quiet places but they were busy and noisy because many people lived in castle which depended on the social status of the Lord. They were always on the move because in that they used to settle in different castles. There was clear social relationship within the castles because the Lord used to reside there. Because of the presence of the lord, it acted as an administrative centre from where he exercised his authority and controlled his lands. The lord relied heavily on the support of his subjects because without the help of tenants, it was easy for his power to be weakened. Large lordship could be immense and it was not easy for the Lord to visit all his properties therefore, he allotted deputies to help him. This was especially to the royalty who had had lands in diverse countries. There was also presence of house servants who assisted in daily chores like providing food to the Lord. The household was under the management of chamberlain while written records were taken off by the treasurer. The castles were social centers in the manner that they were vital places for display where builders and constructors took an opportunity to design and draw symbolic chivalry through the use of motifs. First-Class Online Research Paper Writing Service - Your research paper is written by a PhD professor - Your requirements and targets are always met - You are able to control the progress of your writing assignment - You get a chance to become an excellent student! Marriage was an important aspect in the castles. The medieval elites married within themselves in order for them to continue holding power and control. Boys were not allowed to marry until they had reached an appropriate age but girls could be married at teens. This because women played an important role in the medieval castle household. Women were generally excluded from military service and at times they could be in charge of castles. Women had much influence in the medieval castles therefore they could also influence the design and construction through patronage and their long residence in the castle. The culture of these people did not forbid adultery because the Lord could sleep with another woman even though he was married (Johnson, 2002). Castles were not only place of administration and military forts but also they symbolized power, they had an impact on the surrounding landscapes around them. Those castles in the rural area were equipped with field and mills because of their roles in managing the estates of the Lord; this gave them influence over natural and human resources. The construction of new castle led to destruction of villages but it was the responsible for the growth of the same villages. The castles tried to establish a strong relationship with their neighbors so that peace could be maintained and they used them as military stronghold bases. Most popular orders	<urn:uuid:fc04de72-1b3f-4b0e-b84f-8ff260449f22>	CC-MAIN-2020-05	https://essaysexperts.com/essays/sociology/social-life-in-the-castle.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672537.90/warc/CC-MAIN-20200125131641-20200125160641-00347.warc.gz	en	0.989861	694	3.765625	4	[ -0.10787443816661835, 0.5008522272109985, 0.2972434461116791, -0.1029820591211319, 0.11451112478971481, -0.14138497412204742, 0.35434597730636597, -0.4977256655693054, -0.08825775235891342, -0.20645780861377716, -0.11659520864486694, 0.05303865671157837, 0.32991498708724976, -0.03191134333...	1	The castles of the middle ages depicted the aspirations and social needs of the society that constructed them for example, the Bailey and Motte castles. The castles were fortified walls and fortress that were constructed by medieval people in England, Middle East and Asia. The castles symbols of authority, power and wealth that showed how the rulers has social control over their subjects. Castle life during the medieval period was governed by feudal system that wielded a lot of power in that the lords lived comfortable life while the peasants had less comfortable life. The medieval castles life was dynamic in that it varied according to the s to social class and that the difference was severe. There were harsh and strict codes of conduct to everyday life. This code of conduct was centered on code of chivalry, courtly love and manners. The medieval castles were not quiet places but they were busy and noisy because many people lived in castle which depended on the social status of the Lord. They were always on the move because in that they used to settle in different castles. There was clear social relationship within the castles because the Lord used to reside there. Because of the presence of the lord, it acted as an administrative centre from where he exercised his authority and controlled his lands. The lord relied heavily on the support of his subjects because without the help of tenants, it was easy for his power to be weakened. Large lordship could be immense and it was not easy for the Lord to visit all his properties therefore, he allotted deputies to help him. This was especially to the royalty who had had lands in diverse countries. There was also presence of house servants who assisted in daily chores like providing food to the Lord. The household was under the management of chamberlain while written records were taken off by the treasurer. The castles were social centers in the manner that they were vital places for display where builders and constructors took an opportunity to design and draw symbolic chivalry through the use of motifs. First-Class Online Research Paper Writing Service - Your research paper is written by a PhD professor - Your requirements and targets are always met - You are able to control the progress of your writing assignment - You get a chance to become an excellent student! Marriage was an important aspect in the castles. The medieval elites married within themselves in order for them to continue holding power and control. Boys were not allowed to marry until they had reached an appropriate age but girls could be married at teens. This because women played an important role in the medieval castle household. Women were generally excluded from military service and at times they could be in charge of castles. Women had much influence in the medieval castles therefore they could also influence the design and construction through patronage and their long residence in the castle. The culture of these people did not forbid adultery because the Lord could sleep with another woman even though he was married (Johnson, 2002). Castles were not only place of administration and military forts but also they symbolized power, they had an impact on the surrounding landscapes around them. Those castles in the rural area were equipped with field and mills because of their roles in managing the estates of the Lord; this gave them influence over natural and human resources. The construction of new castle led to destruction of villages but it was the responsible for the growth of the same villages. The castles tried to establish a strong relationship with their neighbors so that peace could be maintained and they used them as military stronghold bases. Most popular orders	707	ENGLISH	1
Death of Robert O’Hara Burke The Australian pioneer Robert O'Hara Burke died of starvation on June 30th, 1861. The leader of Australia’s most famous expedition of exploration was born in 1820 in County Galway, Ireland into a family of Protestant gentry and trained in England for the army. Of an adventurous disposition, he took a commission in the Austrian army’s cavalry for a time before joining the Irish police. In 1853 he emigrated to Australia and made his way up in the police force of Victoria. In 1860 he was given command of a government-backed expedition formed to prove or disprove the existence of the supposed Inland Sea. His second-in-command was a surveyor called William Wills. Camels were specially imported from India for the Burke and Wills expedition, which added to the excitement when the party set out from Melbourne in August. Burke had great charm, but neither the experience nor the temperament to make a good leader. A diminished party reached the Cooper’s Creek waterholes in Queensland in November and from there Burke, Wills and two others made a dash north to the Gulf of Carpentaria, which would give them fame as the first white men to cross the continent. They had left their stores at Cooper’s Creek in the charge of a man named William Brahé to await their return, but when the three survivors regained Cooper’s Creek in April they found to their horror that he had given them up and left earlier that same day, leaving only a tiny quantity of provisions. Wills wanted to follow Brahé, but Burke decided to make for a sheep station to the south, which he thought was much closer than it really was. It was a critical mistake. Shortage of water forced them back to Cooper’s Creek where, crippled with exhaustion, they were unable to fend for themselves. Although friendly aboriginals occasionally gave them food, Burke and Wills both died of starvation. John King, the sole survivor, was rescued by an expedition in September. What was left of Burke and Wills was buried with honour in Melbourne the following January.	<urn:uuid:f0db10ac-01ca-4133-8435-55e25ee7502b>	CC-MAIN-2020-05	https://www.historytoday.com/archive/death-robert-o%E2%80%99hara-burke	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592636.25/warc/CC-MAIN-20200118135205-20200118163205-00092.warc.gz	en	0.983824	441	3.53125	4	[ -0.1402222365140915, 0.19107095897197723, 0.15324634313583374, 0.06576459109783173, 0.07822999358177185, -0.28451186418533325, 0.25846338272094727, -0.21552284061908722, -0.43636539578437805, -0.08896545320749283, 0.14666925370693207, -0.8934536576271057, 0.47201964259147644, 0.50974655151...	1	Death of Robert O’Hara Burke The Australian pioneer Robert O'Hara Burke died of starvation on June 30th, 1861. The leader of Australia’s most famous expedition of exploration was born in 1820 in County Galway, Ireland into a family of Protestant gentry and trained in England for the army. Of an adventurous disposition, he took a commission in the Austrian army’s cavalry for a time before joining the Irish police. In 1853 he emigrated to Australia and made his way up in the police force of Victoria. In 1860 he was given command of a government-backed expedition formed to prove or disprove the existence of the supposed Inland Sea. His second-in-command was a surveyor called William Wills. Camels were specially imported from India for the Burke and Wills expedition, which added to the excitement when the party set out from Melbourne in August. Burke had great charm, but neither the experience nor the temperament to make a good leader. A diminished party reached the Cooper’s Creek waterholes in Queensland in November and from there Burke, Wills and two others made a dash north to the Gulf of Carpentaria, which would give them fame as the first white men to cross the continent. They had left their stores at Cooper’s Creek in the charge of a man named William Brahé to await their return, but when the three survivors regained Cooper’s Creek in April they found to their horror that he had given them up and left earlier that same day, leaving only a tiny quantity of provisions. Wills wanted to follow Brahé, but Burke decided to make for a sheep station to the south, which he thought was much closer than it really was. It was a critical mistake. Shortage of water forced them back to Cooper’s Creek where, crippled with exhaustion, they were unable to fend for themselves. Although friendly aboriginals occasionally gave them food, Burke and Wills both died of starvation. John King, the sole survivor, was rescued by an expedition in September. What was left of Burke and Wills was buried with honour in Melbourne the following January.	437	ENGLISH	1
Plymouth is one of the Royal Navy’s most important naval bases. It has a spacious natural harbour that is well protected from the elements. It has a hinterland able to supply the city with plenty of food from the agriculturally rich West Country, together with sailors from its many ports and harbours. The position of Plymouth, at the western end of the Channel, also made it the ideal place to base a fleet powered by sail. The prevailing wind is from the west, ensuring that ships starting here are upwind of any threat to Britain’s south coast. By sailing southwards across the wind, the fleet could also easily reach the main French naval base at Brest. Small wonder that it was from Plymouth that Francis Drake awaited the arrival of the Spanish Armada, or that the Mayflower left for America. There is only one drawback to the port. Twelve miles out in the waters of the Channel a long, dangerous reef lurks beneath the waves. Over the years the Eddystone Rocks had taken a steady toll of ships and men, and were rightly feared by sailors. Towards the end of the 17th century, Henry Winstanley, an engineer and ship owner, had lost two of his five vessels to the Eddystone Rocks. Determined that ships needed to be protected from this menace, he decided to build the world’s first off-shore lighthouse. Construction started on a wooden tower in 1696, initially in bursts of activity that coincided with low tide, when the reef was exposed. In spite of gales and attacks by French privateers, the lighthouse was completed two years later, and was of instant benefit to shipping. Regrettably a flat-sided structure of wood was no match for the great storm of 1703 that swept away all trace of the tower. Winstanley was visiting it at the time, ironically to prove to sceptics how safe his lighthouse was. Neither he nor any of the five keepers based there were ever heard of again. Although Winstanley’s structure had only lasted five years, he had proved that a lighthouse could be built out at sea, and in its brief career it had dramatically reduced the number of ships lost on the reef. Another engineer, John Rudyard started work on a new, larger tower. This time it was cylindrical in shape, to give the wind less purchase, and though it was still predominately made from wood, it had a brick and concrete core. Work was completed in 1709, and the Rudyard lighthouse was to last for fifty years. Wind had destroyed Winstanley’s structure, but it was another element, fire, that destroyed the second Eddystone light. Sparks from the candles used in the lantern set fire to the wooden part of the structure, and in spite of the best efforts of the keepers to fight the blaze, the lighthouse was destroyed. This time the men manning the tower were rescued by boat, although one died later from molten lead he had ingested when it poured down on him from the tower’s metal flashing. The third Eddystone Lighthouse was the work of Royal Society engineer John Smeaton, and was to become the prototype for most lighthouses that followed. Smeaton looked to nature to supply him with inspiration, asking himself what shape best resists a storm. His answer was a young oak tree, and he used the trunk as the model for his tower, giving it a wide base that tapered in as it rose upwards. He built the lighthouse from huge granite blocks that were cut with dove tailed joints that fitted together like the pieces of a jigsaw puzzle, and he sealed them into place with a special concrete he developed that cured under water. First lit in 1759, this lighthouse was to last for over a century. Wind destroyed the first, fire the second and so it was the turn of water to be the element that ended the career of Smeaton’s building. By the middle of the 19th century its keepers were reporting that the tower rocked alarmingly when it was struck by large waves. When engineers investigated, they found that the lighthouse building was still sound, but that the sea had undermined it, eroding away the rock beneath to form a large void. They recommended the partial dismantling of the lighthouse, and the construction of a new one on a nearby rock. The work was carried out, and in 1877 the new lighthouse was turned on. This fourth tower is still in use to this day. It stands next to the stub of Smeaton’s third lighthouse which is still standing after all these years, testament to the soundness of his building methods.	<urn:uuid:bfc2afff-f06f-4b67-ad92-c704ba3ee267>	CC-MAIN-2020-05	https://www.philipkallan.com/single-post/2019/03/11/The-Eddystone-Lighthouses	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251789055.93/warc/CC-MAIN-20200129071944-20200129101944-00159.warc.gz	en	0.987765	961	3.4375	3	[ 0.2644529640674591, -0.19241344928741455, 0.21914716064929962, -0.8232982158660889, 0.06821782141923904, -0.20887145400047302, -0.1264508068561554, 0.4220800995826721, -0.13487190008163452, -0.1387208104133606, -0.43203625082969666, -0.35890161991119385, -0.12037953734397888, 0.38336747884...	3	Plymouth is one of the Royal Navy’s most important naval bases. It has a spacious natural harbour that is well protected from the elements. It has a hinterland able to supply the city with plenty of food from the agriculturally rich West Country, together with sailors from its many ports and harbours. The position of Plymouth, at the western end of the Channel, also made it the ideal place to base a fleet powered by sail. The prevailing wind is from the west, ensuring that ships starting here are upwind of any threat to Britain’s south coast. By sailing southwards across the wind, the fleet could also easily reach the main French naval base at Brest. Small wonder that it was from Plymouth that Francis Drake awaited the arrival of the Spanish Armada, or that the Mayflower left for America. There is only one drawback to the port. Twelve miles out in the waters of the Channel a long, dangerous reef lurks beneath the waves. Over the years the Eddystone Rocks had taken a steady toll of ships and men, and were rightly feared by sailors. Towards the end of the 17th century, Henry Winstanley, an engineer and ship owner, had lost two of his five vessels to the Eddystone Rocks. Determined that ships needed to be protected from this menace, he decided to build the world’s first off-shore lighthouse. Construction started on a wooden tower in 1696, initially in bursts of activity that coincided with low tide, when the reef was exposed. In spite of gales and attacks by French privateers, the lighthouse was completed two years later, and was of instant benefit to shipping. Regrettably a flat-sided structure of wood was no match for the great storm of 1703 that swept away all trace of the tower. Winstanley was visiting it at the time, ironically to prove to sceptics how safe his lighthouse was. Neither he nor any of the five keepers based there were ever heard of again. Although Winstanley’s structure had only lasted five years, he had proved that a lighthouse could be built out at sea, and in its brief career it had dramatically reduced the number of ships lost on the reef. Another engineer, John Rudyard started work on a new, larger tower. This time it was cylindrical in shape, to give the wind less purchase, and though it was still predominately made from wood, it had a brick and concrete core. Work was completed in 1709, and the Rudyard lighthouse was to last for fifty years. Wind had destroyed Winstanley’s structure, but it was another element, fire, that destroyed the second Eddystone light. Sparks from the candles used in the lantern set fire to the wooden part of the structure, and in spite of the best efforts of the keepers to fight the blaze, the lighthouse was destroyed. This time the men manning the tower were rescued by boat, although one died later from molten lead he had ingested when it poured down on him from the tower’s metal flashing. The third Eddystone Lighthouse was the work of Royal Society engineer John Smeaton, and was to become the prototype for most lighthouses that followed. Smeaton looked to nature to supply him with inspiration, asking himself what shape best resists a storm. His answer was a young oak tree, and he used the trunk as the model for his tower, giving it a wide base that tapered in as it rose upwards. He built the lighthouse from huge granite blocks that were cut with dove tailed joints that fitted together like the pieces of a jigsaw puzzle, and he sealed them into place with a special concrete he developed that cured under water. First lit in 1759, this lighthouse was to last for over a century. Wind destroyed the first, fire the second and so it was the turn of water to be the element that ended the career of Smeaton’s building. By the middle of the 19th century its keepers were reporting that the tower rocked alarmingly when it was struck by large waves. When engineers investigated, they found that the lighthouse building was still sound, but that the sea had undermined it, eroding away the rock beneath to form a large void. They recommended the partial dismantling of the lighthouse, and the construction of a new one on a nearby rock. The work was carried out, and in 1877 the new lighthouse was turned on. This fourth tower is still in use to this day. It stands next to the stub of Smeaton’s third lighthouse which is still standing after all these years, testament to the soundness of his building methods.	973	ENGLISH	1
We used concept maps twice during this course as a cumulative review activity that allowed students to form connections between ideas they have learned. In this activity, groups of students are given a set of words printed on slips of paper, which they must arrange on a piece of chart paper, drawing and labeling arrows between concepts to illustrate the ways in which they are connected. We found this a valuable activity because of its collaborative and constructivist nature, and some students reported it as an activity through which they learned the most. The first time we introduced this activity, we asked a relatively advanced group of students to model the procedure in front of the class, using a simple set of words. We then passed out printed instructions and let groups work independently on their concept maps, with the words being major concepts that we had explored thus far in the course. Afterwards, groups posted their concept maps around the room, and students viewed them in a "Gallery Walk" while answering prompts about what they saw. Thus, individual students were held responsible for understanding the connections made in the concept maps.	<urn:uuid:5d61e201-629c-4098-bda8-58dd3a48e876>	CC-MAIN-2020-05	https://brown.digication.com/helenpang/Concept_Maps	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250604397.40/warc/CC-MAIN-20200121132900-20200121161900-00358.warc.gz	en	0.980081	213	3.546875	4	[ -0.019031662493944168, -0.4244520366191864, -0.02397576905786991, -0.17578504979610443, -0.5871822237968445, -0.013394413515925407, -0.016854599118232727, 0.3520677089691162, 0.2701522409915924, -0.1836281418800354, -0.003405430819839239, -0.02848954126238823, 0.3513428568840027, 0.2481525...	3	We used concept maps twice during this course as a cumulative review activity that allowed students to form connections between ideas they have learned. In this activity, groups of students are given a set of words printed on slips of paper, which they must arrange on a piece of chart paper, drawing and labeling arrows between concepts to illustrate the ways in which they are connected. We found this a valuable activity because of its collaborative and constructivist nature, and some students reported it as an activity through which they learned the most. The first time we introduced this activity, we asked a relatively advanced group of students to model the procedure in front of the class, using a simple set of words. We then passed out printed instructions and let groups work independently on their concept maps, with the words being major concepts that we had explored thus far in the course. Afterwards, groups posted their concept maps around the room, and students viewed them in a "Gallery Walk" while answering prompts about what they saw. Thus, individual students were held responsible for understanding the connections made in the concept maps.	212	ENGLISH	1
WORLD AIDS DAY When is World AIDS Day in 2020? World AIDS Day in 2020 is on the Tuesday, 1st of Dec (12/01/2020). World AIDS Day is on the 336nd day of 2020. There are 30 days left in the year. World AIDS Day Facts - Date: Dec 01, 2020 - Also Called: The World AIDS Day is observed on December 1 each year globally. The day is observed to raise awareness among people towards the problem of AIDS and HIV, a disease that affects the immune system of the body. Among the current problems facing the world, perhaps the biggest of them all are AIDS and HIV infections. According to official data, more than 25 million people have died of these infections between 1981 and 2007. Despite improved preventive measures such as condoms as well as improved antiretroviral treatments, the problem still remains a worry across the globe. The idea of a World AIDS Day was first mooted in 1987 by two public health officials working in the World Health Organization. The two officials were James Bunn and Thomas Netter. The idea for a day dedicated to the problem of AIDS and HIV was approved by then director of UNAIDS, Dr. Mann. The first ever World AIDS Day was celebrated on December 1, 1988. Up until 1996, the day was organized by the World Health Organization. However, in 1996, A Global World AIDS program was made by Dr. Mann and Bunn, and a new organization was formed under WHO in order to promote awareness of AIDS and HIV among people. This new organization was called the Joint United Nations Program on HIV/AIDS, also called UNAIDS. Since 1996, UNAIDS has been responsible for organizing the day as well as raising awareness among the masses towards AIDS and HIV and the steps they can take to prevent it. The purpose of formation of UNAIDS was to have a year-round effort towards promoting AIDS and HIV awareness. Thus, in many countries, an AIDS Awareness Month is observed instead of a single day. Awareness drives and efforts are organized across cities in order to promote health sex habits among the masses among other things. Government as well as non-government organizations actively take part in such awareness programs and help them take it to every nook and corner of their respective countries. In developed economies such as those of the US and UK, the day is also observed actively in schools and colleges to promote safe sexual habits among the youth. Other than that, since 1995, the President of the United States has always delivered a keynote address on the day, highlighting the problem faced by the world and urging people to adopt preventive measures. Several other heads of state also deliver keynote addresses on World AIDS Day. Apart from that, The White House has also started displaying a large AIDS Ribbon on its building since 2007 every year on this day. The effort has garnered quite a lot of attention globally and helped raise awareness level among people. Other than that, UNAIDS comes up with specific themes each year as an awareness strategy towards the problem o AIDS and HIV.	<urn:uuid:41c31ee6-c8a1-4e4a-b31c-b083e7f4a955>	CC-MAIN-2020-05	https://www.calendarlabs.com/holidays/international/world-aids-day.php	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591234.15/warc/CC-MAIN-20200117205732-20200117233732-00399.warc.gz	en	0.983277	627	3.46875	3	[ 0.019241804257035255, 0.20019438862800598, 0.518871545791626, 0.16448569297790527, 0.08848728984594345, 0.035054225474596024, -0.1149255633354187, 0.09585706144571304, 0.09144079685211182, 0.24801522493362427, 0.6508602499961853, 0.30330055952072144, 0.45992976427078247, 0.4941725134849548...	4	WORLD AIDS DAY When is World AIDS Day in 2020? World AIDS Day in 2020 is on the Tuesday, 1st of Dec (12/01/2020). World AIDS Day is on the 336nd day of 2020. There are 30 days left in the year. World AIDS Day Facts - Date: Dec 01, 2020 - Also Called: The World AIDS Day is observed on December 1 each year globally. The day is observed to raise awareness among people towards the problem of AIDS and HIV, a disease that affects the immune system of the body. Among the current problems facing the world, perhaps the biggest of them all are AIDS and HIV infections. According to official data, more than 25 million people have died of these infections between 1981 and 2007. Despite improved preventive measures such as condoms as well as improved antiretroviral treatments, the problem still remains a worry across the globe. The idea of a World AIDS Day was first mooted in 1987 by two public health officials working in the World Health Organization. The two officials were James Bunn and Thomas Netter. The idea for a day dedicated to the problem of AIDS and HIV was approved by then director of UNAIDS, Dr. Mann. The first ever World AIDS Day was celebrated on December 1, 1988. Up until 1996, the day was organized by the World Health Organization. However, in 1996, A Global World AIDS program was made by Dr. Mann and Bunn, and a new organization was formed under WHO in order to promote awareness of AIDS and HIV among people. This new organization was called the Joint United Nations Program on HIV/AIDS, also called UNAIDS. Since 1996, UNAIDS has been responsible for organizing the day as well as raising awareness among the masses towards AIDS and HIV and the steps they can take to prevent it. The purpose of formation of UNAIDS was to have a year-round effort towards promoting AIDS and HIV awareness. Thus, in many countries, an AIDS Awareness Month is observed instead of a single day. Awareness drives and efforts are organized across cities in order to promote health sex habits among the masses among other things. Government as well as non-government organizations actively take part in such awareness programs and help them take it to every nook and corner of their respective countries. In developed economies such as those of the US and UK, the day is also observed actively in schools and colleges to promote safe sexual habits among the youth. Other than that, since 1995, the President of the United States has always delivered a keynote address on the day, highlighting the problem faced by the world and urging people to adopt preventive measures. Several other heads of state also deliver keynote addresses on World AIDS Day. Apart from that, The White House has also started displaying a large AIDS Ribbon on its building since 2007 every year on this day. The effort has garnered quite a lot of attention globally and helped raise awareness level among people. Other than that, UNAIDS comes up with specific themes each year as an awareness strategy towards the problem o AIDS and HIV.	682	ENGLISH	1
Bubonic plaque is one of the deadliest diseases that ravaged Europe between the year 1347 and 1352 and resulted in many deaths close to 25 million people and it was primarily spread to human beings through fleas from rats having the bacteria Yersinia Pestis. Those infected with the disease showed a number of symptoms including swollen lymph nodes that would turn black, victims coughed blood, high fever and excessive blood clotting. With its virulent nature, the causal agent (Yersinia pestis) was spread through water droplets from cough or sneeze, infected blood and body fluids (Cantor, 2002). This lead to the rapid spread of the disease from Italy to its neighbors and by 1352, almost a third of the population was dead resulting in economic problems, higher cost of living to the survivors, and the disruption of the faith-based social structure. Impacts of the disease Buy The Black Death essay paper online In the initial years before the plaque, Europe had been on record for its peace and prosperity but the growing population began to strain the existing resources. This period for instance saw the great cathedrals being constructed but the contraction of wealth, increase in violence, crime and the war that previously fought by France and Britain made the whole Europe population vulnerable to the plaque. The very large population initially thriving was beginning to disintegrate physically, socially and politically and this left them at the mercy of the fast spreading disease. The disaster affected all aspects of live and some of the impacts include; depopulation, undermining of the religious structure, economic upheaval and; destruction of the feudal system of the middle class. As has been indicated, the disease claimed almost a third of Europe’s population since anybody who had contracted the disease was certain to die. The physician at that time had not found out the explanation of the disease. People of all calibers died in the rural areas but the most affected was the urban areas since the disease was contagious. Architects, masons, artisans and government officials all died in the four-year nightmare. Countries in the Mediterranean including Italy and Spain recorded the highest mortality since the plaque existed there for the four years while Germany and England were less affected. Within the four years, the disease started from Asia, through Italy and France to Spain and Hungary. Shortly after that, it started again from England, through Scotland and Denmark, to the Greenland leaving the whole continent perishing. The other factor that accelerated mortality in the region is the persecution of the Jews and aliens who were burnt to death because people believed they were to blame for the menace (Kelly, 2006). Due to the plaque, the religious sector suffered a big blow due plaque because it lost its credibility the spiritual ability and its direction over the people. The people needed answers, explanation and cures for the disease but church could not provide any of those and some believed it was punishment from God. The priests abandoned their spiritual duties and fled leaving the people praying to God at thee mercy of the deadly disease. This made the survivors to revolt against the church at the end of the disaster. It is important to note that learning during this period was limited because the scriptures were mostly in Latin and it is only the clergy who would access it for the people. This was an inequality to the general population and it was further elevated by the fact that the clergy failed in their religious duties of visiting the sick. They only practiced holiness in the confines of their rooms and they even failed to carry out the funeral ceremonies thus making the people to lose confidence and before long afterwards the atheism took root among the survivors. The economy was not spared either by the wrath of the bubonic disease evidenced by the lack of labor to work in the farms. The greater population died and those left were to attend to the patients and had no time to go to the farms. As the population dwindled, communication became rare and people could no travel at all since they became more isolated from each other thus reducing knowledge sharing and resources (Cantor, 2002). Domesticated animals went back to the forest while some died due to lack of care and crops in the farm perished severely. In the long run, the economy plunged to a zero-level and it was not until the sixteenth century that the economy was fully recovered. Apart from the effect on agriculture, the lack of labor and the consequential high demand led to the collapse of the feudal system and the rise of the middle class. Initially, wages were usually set by the government, the church and employers with intentions to demean the workers. However, this drastically changed because there was shortage of labor and skills which left many fields uncultivated and good unattended to. Forests began to reverse the centuries’ achievement and the existing currency at the time, property and land titles meant nothing. This ultimately transferred wealth from the affluent individuals to the poor especially those who were willing to work. The prices of food and land drastically went down and the survivors had the opportunities to establish themselves more than just subsistence and instead of only providing menial labor, they opted to be industrious and establish their own business and farms to counter the effect of food shortage. Social, economic and political fall-out that ensued Besides the immediate impacts, the bubonic disease left a legacy of what was to be remembered from generation to generation. After its end in 1352, Europe as mentioned earlier took a lot of time up to the 16th century before its population recovered fully. On the social aspect for instance, religion was greatly affected since most people faith in God since they questioned themselves how He could have allowed such a disaster to happen. The people resorted to other forms of worship with the aim of trying to avert the disease the disease. The population was not spared either and after the end of the plaque, most people favored the boys to a great extend since they were the once who carried the name of the family (Herlihy and Cohn, 1997). The social structure was disrupted too since all people became equal. It is of important to note that even the monasteries and priest died since most of them cared for the sick. The peasants who were less important to the upper class of the society soon became important and with their great awareness, they easily rose up the social ladder thus relegating the nobles from returning to their pre-plaque status. The overall mood of the people became melancholic with all the deaths that surrounded them. Racism and discrimination emerged after the plaque evidenced by the persecution of the Jews, and the lepers who were burnt in broad daylight because they were suspected to have been the cause of the disaster. The other aspect of social life that was greatly affected was the music, how they spent leisure time and their civilization in general. In leisure for instance, the Black Death for instance sneaked slowly into the recreational time of the people and some even used the abundant deaths to make jokes. Art was not spared either and written languages were lost since the church was left alone (Herlihy and Cohn, 1997). The way people made their carvings changed drastically with coffins having pictures of corpses with flattering sicknesses. Some even went to the extend of making paintings that showed human being socializing with skeletons while others made sculptures that indicated worms feeding the deceased. The artists of that time abandoned their old ways of painting and idolized Christianity and those who were depressed painted pictures of sad people. In relation to economy, long term effects of the plaque persisted for a long period of time since it affected all sectors. During this period, agriculture was the mainstay of the economy and it was drastically affected in the sense that labor and valuable skills were lost. Those who survived and had skills became valuable than the rich men and the society began to give an ear to the poor. Peasants and artisans demanded more pay for their services while serfs left their and stopped planting crops. This at some point led to hunger and countries prohibited the exportation of any food making countries like England and suffer severely. The governments of that time condemned the black market and measures were put in place to ensure so but it further led to piracy. Pirates would attack ships and take the goods it carried and were later to be sold in the black market (Gottfried, 1985). The other effect on the economy was the introduction of price control to curb the skyrocketing food prices. The increase in food prices is basically due to the increase in the purchasing power of the survivors due to their high wages and at some point, the landlords tried to introduce wage control so that the same price was paid for labor just like the pre-plaque period. However, this did not work owing to the fact that there was shortage of labor. In some situations however, landlords were able to keep the peasants bound to the land and a mixture of coercion was exercised including physical intimidation and charging of excessive fees to purchase freedom. In France, there existed labor legislation that permitted increment of wages by a third though there is no evidence that the laws were followed. Inflation also existed because of the increased purchasing power of the laborers and this resulted in to another problem such that, people were not able to buy so many goods like pre-plaque period. Furthermore, over fishing was condemned (McClain, 1988). The effect off bubonic disease in the politics of Europe cannot be left behind keeping in mind that they were got unawares and had no fast response to tackle the menace. As mentioned earlier, the disease did not spare any royal family since most of them took care of the sick and resulted in lack of law and order in the earlier years of recovery. The crime rate drastically increased like looting, rape and piracy (DeWitte, 2009). The government took part in the formulation of laws that were aimed at restoring the economy to its normalcy and curb inflation and skyrocketing food prices. In addition to this, government was forced to adapt to the rude survivors who abandoned land and refused to pay taxes which led to decline in revenue. The net effect of this was collapse of the free military service in countries like France and few of them were also trained; which a feudal obligation from its citizens was. The government furthermore faced a revolution from peasant when it failed to help in solving issues with landowners thus leading to apolitical turmoil. The Black Death disease remains to be the deadliest disease in the human history because it claimed almost a third of Europe population within a period of four years. The causal agent being the bacteria within two hosts, the rat and the flea made it hard to curb the spread of the disease and it even became worse when it mutated to the lung type of infection. It is however important to note that some cities like Venice and Milan tried to put some quarantine measures to curb the spread of the disease (Rigby, 2000). Milan for instance is a city whose officials built walls on the houses of the infected people and isolated them from the general population. Venice on the other hand isolated visitor ships on an island and this ensured the spread of the disease was under control and this made the two cities to register fewer deaths than other cities which had done nothing. The disease is seen to have reshaped the political, social and economic structure of Europe since its effect lasted up to the sixteenth century. Related Free Environment Essays - The Discovery of Global Warming - Environmental Issues Affecting the Upper Midwest - Environmental Issues in Business - Starbucks Corporation Environmental Scan - Environmental Enforcement - The Presumptive Theories of Political Terminology - The Science Debate Behind Global Warming - Decline in Amphibian Population - The Meaning of Global Warming - Public Safety Most popular orders	<urn:uuid:4f8ca1a2-509c-4500-84b9-95fd99e14cf7>	CC-MAIN-2020-05	https://exclusivepapers.com/essays/environment/the-black-death.php	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251776516.99/warc/CC-MAIN-20200128060946-20200128090946-00454.warc.gz	en	0.982779	2,374	3.703125	4	[ -0.054129354655742645, 0.15713679790496826, 0.3240492045879364, -0.04451332241296768, 0.15627539157867432, -0.41882941126823425, -0.07586947083473206, 0.6860156059265137, 0.23990176618099213, -0.07124841213226318, -0.2805482745170593, -0.7356370091438293, 0.15969142317771912, 0.14507660269...	1	Bubonic plaque is one of the deadliest diseases that ravaged Europe between the year 1347 and 1352 and resulted in many deaths close to 25 million people and it was primarily spread to human beings through fleas from rats having the bacteria Yersinia Pestis. Those infected with the disease showed a number of symptoms including swollen lymph nodes that would turn black, victims coughed blood, high fever and excessive blood clotting. With its virulent nature, the causal agent (Yersinia pestis) was spread through water droplets from cough or sneeze, infected blood and body fluids (Cantor, 2002). This lead to the rapid spread of the disease from Italy to its neighbors and by 1352, almost a third of the population was dead resulting in economic problems, higher cost of living to the survivors, and the disruption of the faith-based social structure. Impacts of the disease Buy The Black Death essay paper online In the initial years before the plaque, Europe had been on record for its peace and prosperity but the growing population began to strain the existing resources. This period for instance saw the great cathedrals being constructed but the contraction of wealth, increase in violence, crime and the war that previously fought by France and Britain made the whole Europe population vulnerable to the plaque. The very large population initially thriving was beginning to disintegrate physically, socially and politically and this left them at the mercy of the fast spreading disease. The disaster affected all aspects of live and some of the impacts include; depopulation, undermining of the religious structure, economic upheaval and; destruction of the feudal system of the middle class. As has been indicated, the disease claimed almost a third of Europe’s population since anybody who had contracted the disease was certain to die. The physician at that time had not found out the explanation of the disease. People of all calibers died in the rural areas but the most affected was the urban areas since the disease was contagious. Architects, masons, artisans and government officials all died in the four-year nightmare. Countries in the Mediterranean including Italy and Spain recorded the highest mortality since the plaque existed there for the four years while Germany and England were less affected. Within the four years, the disease started from Asia, through Italy and France to Spain and Hungary. Shortly after that, it started again from England, through Scotland and Denmark, to the Greenland leaving the whole continent perishing. The other factor that accelerated mortality in the region is the persecution of the Jews and aliens who were burnt to death because people believed they were to blame for the menace (Kelly, 2006). Due to the plaque, the religious sector suffered a big blow due plaque because it lost its credibility the spiritual ability and its direction over the people. The people needed answers, explanation and cures for the disease but church could not provide any of those and some believed it was punishment from God. The priests abandoned their spiritual duties and fled leaving the people praying to God at thee mercy of the deadly disease. This made the survivors to revolt against the church at the end of the disaster. It is important to note that learning during this period was limited because the scriptures were mostly in Latin and it is only the clergy who would access it for the people. This was an inequality to the general population and it was further elevated by the fact that the clergy failed in their religious duties of visiting the sick. They only practiced holiness in the confines of their rooms and they even failed to carry out the funeral ceremonies thus making the people to lose confidence and before long afterwards the atheism took root among the survivors. The economy was not spared either by the wrath of the bubonic disease evidenced by the lack of labor to work in the farms. The greater population died and those left were to attend to the patients and had no time to go to the farms. As the population dwindled, communication became rare and people could no travel at all since they became more isolated from each other thus reducing knowledge sharing and resources (Cantor, 2002). Domesticated animals went back to the forest while some died due to lack of care and crops in the farm perished severely. In the long run, the economy plunged to a zero-level and it was not until the sixteenth century that the economy was fully recovered. Apart from the effect on agriculture, the lack of labor and the consequential high demand led to the collapse of the feudal system and the rise of the middle class. Initially, wages were usually set by the government, the church and employers with intentions to demean the workers. However, this drastically changed because there was shortage of labor and skills which left many fields uncultivated and good unattended to. Forests began to reverse the centuries’ achievement and the existing currency at the time, property and land titles meant nothing. This ultimately transferred wealth from the affluent individuals to the poor especially those who were willing to work. The prices of food and land drastically went down and the survivors had the opportunities to establish themselves more than just subsistence and instead of only providing menial labor, they opted to be industrious and establish their own business and farms to counter the effect of food shortage. Social, economic and political fall-out that ensued Besides the immediate impacts, the bubonic disease left a legacy of what was to be remembered from generation to generation. After its end in 1352, Europe as mentioned earlier took a lot of time up to the 16th century before its population recovered fully. On the social aspect for instance, religion was greatly affected since most people faith in God since they questioned themselves how He could have allowed such a disaster to happen. The people resorted to other forms of worship with the aim of trying to avert the disease the disease. The population was not spared either and after the end of the plaque, most people favored the boys to a great extend since they were the once who carried the name of the family (Herlihy and Cohn, 1997). The social structure was disrupted too since all people became equal. It is of important to note that even the monasteries and priest died since most of them cared for the sick. The peasants who were less important to the upper class of the society soon became important and with their great awareness, they easily rose up the social ladder thus relegating the nobles from returning to their pre-plaque status. The overall mood of the people became melancholic with all the deaths that surrounded them. Racism and discrimination emerged after the plaque evidenced by the persecution of the Jews, and the lepers who were burnt in broad daylight because they were suspected to have been the cause of the disaster. The other aspect of social life that was greatly affected was the music, how they spent leisure time and their civilization in general. In leisure for instance, the Black Death for instance sneaked slowly into the recreational time of the people and some even used the abundant deaths to make jokes. Art was not spared either and written languages were lost since the church was left alone (Herlihy and Cohn, 1997). The way people made their carvings changed drastically with coffins having pictures of corpses with flattering sicknesses. Some even went to the extend of making paintings that showed human being socializing with skeletons while others made sculptures that indicated worms feeding the deceased. The artists of that time abandoned their old ways of painting and idolized Christianity and those who were depressed painted pictures of sad people. In relation to economy, long term effects of the plaque persisted for a long period of time since it affected all sectors. During this period, agriculture was the mainstay of the economy and it was drastically affected in the sense that labor and valuable skills were lost. Those who survived and had skills became valuable than the rich men and the society began to give an ear to the poor. Peasants and artisans demanded more pay for their services while serfs left their and stopped planting crops. This at some point led to hunger and countries prohibited the exportation of any food making countries like England and suffer severely. The governments of that time condemned the black market and measures were put in place to ensure so but it further led to piracy. Pirates would attack ships and take the goods it carried and were later to be sold in the black market (Gottfried, 1985). The other effect on the economy was the introduction of price control to curb the skyrocketing food prices. The increase in food prices is basically due to the increase in the purchasing power of the survivors due to their high wages and at some point, the landlords tried to introduce wage control so that the same price was paid for labor just like the pre-plaque period. However, this did not work owing to the fact that there was shortage of labor. In some situations however, landlords were able to keep the peasants bound to the land and a mixture of coercion was exercised including physical intimidation and charging of excessive fees to purchase freedom. In France, there existed labor legislation that permitted increment of wages by a third though there is no evidence that the laws were followed. Inflation also existed because of the increased purchasing power of the laborers and this resulted in to another problem such that, people were not able to buy so many goods like pre-plaque period. Furthermore, over fishing was condemned (McClain, 1988). The effect off bubonic disease in the politics of Europe cannot be left behind keeping in mind that they were got unawares and had no fast response to tackle the menace. As mentioned earlier, the disease did not spare any royal family since most of them took care of the sick and resulted in lack of law and order in the earlier years of recovery. The crime rate drastically increased like looting, rape and piracy (DeWitte, 2009). The government took part in the formulation of laws that were aimed at restoring the economy to its normalcy and curb inflation and skyrocketing food prices. In addition to this, government was forced to adapt to the rude survivors who abandoned land and refused to pay taxes which led to decline in revenue. The net effect of this was collapse of the free military service in countries like France and few of them were also trained; which a feudal obligation from its citizens was. The government furthermore faced a revolution from peasant when it failed to help in solving issues with landowners thus leading to apolitical turmoil. The Black Death disease remains to be the deadliest disease in the human history because it claimed almost a third of Europe population within a period of four years. The causal agent being the bacteria within two hosts, the rat and the flea made it hard to curb the spread of the disease and it even became worse when it mutated to the lung type of infection. It is however important to note that some cities like Venice and Milan tried to put some quarantine measures to curb the spread of the disease (Rigby, 2000). Milan for instance is a city whose officials built walls on the houses of the infected people and isolated them from the general population. Venice on the other hand isolated visitor ships on an island and this ensured the spread of the disease was under control and this made the two cities to register fewer deaths than other cities which had done nothing. The disease is seen to have reshaped the political, social and economic structure of Europe since its effect lasted up to the sixteenth century. Related Free Environment Essays - The Discovery of Global Warming - Environmental Issues Affecting the Upper Midwest - Environmental Issues in Business - Starbucks Corporation Environmental Scan - Environmental Enforcement - The Presumptive Theories of Political Terminology - The Science Debate Behind Global Warming - Decline in Amphibian Population - The Meaning of Global Warming - Public Safety Most popular orders	2,409	ENGLISH	1
In 1814, the French under Emperor Napoleon I Bonaparte were defeated in the Battle of Paris, the last battle of the Napoleonic Wars, by their allied enemies. Six days later Napoleon had to abdicate and retreat to the island of Elba; his imperial title, he was allowed to keep. The Battle of Paris was waged under the lead of the Russian Tsar Alexander I (1801-1825), who had a personal score to settle with Napoleon: Not even one and a half years before, the French had taken Moscow; during the invasion the city had been burned.Just as Napoleon had entered Moscow, Tsar Alexander now entered Paris. To celebrate his triumph he had medals struck. The obverse bore his portrait wearing a laurel wreath, an ancient symbol of victory. The reverse depicted a winged genius, in antique Roman religion a personal tutelary spirit. He was writing "Séjour d'Alex à Paris" on a tablet, "Alex' sojourn in Paris." Below the date is given, MDCCCXIV for the year 1814.	<urn:uuid:54b0d555-248b-4d90-85f8-38d44dc0880b>	CC-MAIN-2020-05	https://www.moneymuseum.com/en/coins?id=1978	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250625097.75/warc/CC-MAIN-20200124191133-20200124220133-00073.warc.gz	en	0.981708	225	3.34375	3	[ -0.49639928340911865, 0.5549703240394592, 0.3418385684490204, -0.11106954514980316, -0.4789353907108307, -0.4724183678627014, 0.16780196130275726, 0.3414234519004822, 0.017356446012854576, 0.12106386572122574, 0.5055582523345947, -0.6411559581756592, 0.04969889670610428, 0.2063664048910141...	15	In 1814, the French under Emperor Napoleon I Bonaparte were defeated in the Battle of Paris, the last battle of the Napoleonic Wars, by their allied enemies. Six days later Napoleon had to abdicate and retreat to the island of Elba; his imperial title, he was allowed to keep. The Battle of Paris was waged under the lead of the Russian Tsar Alexander I (1801-1825), who had a personal score to settle with Napoleon: Not even one and a half years before, the French had taken Moscow; during the invasion the city had been burned.Just as Napoleon had entered Moscow, Tsar Alexander now entered Paris. To celebrate his triumph he had medals struck. The obverse bore his portrait wearing a laurel wreath, an ancient symbol of victory. The reverse depicted a winged genius, in antique Roman religion a personal tutelary spirit. He was writing "Séjour d'Alex à Paris" on a tablet, "Alex' sojourn in Paris." Below the date is given, MDCCCXIV for the year 1814.	234	ENGLISH	1
Michael Faraday was an English chemist and physicist who lived between the 18th and 19th century. He is one of the greatest scientists of the 19th century. Though Faraday had little formal education, he made a significant contribution in the area of electrochemistry and electromagnetism. Faraday is touted as one of the most influential scientists in history, and due to his numerous accomplishments, the Queen Victoria awarded him the privilege to use Hampton Court, though he declined Knighthood. Faraday finally became the first and the foremost Fullerian Professor of Chemistry at the Royal Institution. 5. Early Life Michael Faraday was born on September 22nd, 1791 in Surrey, England. His impoverished family could not afford him a formal education and he, therefore, taught himself most of the science subjects. When he was 14, Faraday became an apprentice to a local bookseller and bookbinder. He used the opportunity to educate himself on a variety of scientific topics. One area of science that fascinated him was the field of electricity. Michael Faraday was fortunate to attend scientific lectures by the prominent chemist Sir Humphrey Davy who later hired him as his laboratory assistant. During his apprenticeship under Humphrey Davy, Michael learned chemistry extensively and practiced chemical analyses to the point of mastery. The beginning of Faraday's career was when Davy had an accident that blinded him in a laboratory experiment, and therefore selected Faraday to assist him at the Royal Institution. Faraday in his new job further advanced in his scientific experiments and began his independent studies in chemistry. Through his studies, Faraday in 1825 discovered benzene and therefore becoming the first person to describe compounds of carbon and chlorine. He espoused the atomic theory that explained that the chemical qualities were due to attraction and repulsion between bonded atoms. This theory became the conjectural framework for much of his future work. He worked extensively on chemical research and gave chemistry lectures at the Royal Institution. 3. Major Contributions Michael Faraday is credited with many discoveries in his lifetime. He was able to liquefy gases such as chlorine and carbon dioxide; an achievement which was previously thought impossible. His research also led to the discovery of benzene and other hydrocarbons. Additionally, it is Michael Faraday who invented the Bunsen burner; a useful resource found in scientific laboratories all over the world. All in all, Faraday’s most outstanding achievement was in the field of electrochemistry which led to the creation of the world’s first electric generator. Faraday also invented of electromagnetic rotary devices which formed the core foundation of electric motor technology, and it was primarily because of his hard work that electricity became practical for use in technology. In the 1820’s Faraday conducted research on Steel alloys and formed the foundations for scientific metallography and metallurgy. His research in magnetism and electricity revolutionized physics. In his scientific work, like all other scientists, Michael encountered challenges. First, Michael lacked formal education a factor that hindered his progress. He was often disregarded by scientists due to his family’s underprivileged status. Michael’s first application to work as an assistant for renowned scientist Humphrey Davy was rejected. Nonetheless, he tried his luck again and fortunately got the job. The other challenge he encountered was that his experiments often failed, which left him frustrated. In another unfortunate incident, Michael and Humphrey suffered injuries from an explosion of the sensitive nitrogen trichloride samples they were working. Later in his life, Michael’s mind and health began to fail him as he could not perform research as he did in his youth. 1. Death and Legacy Michael Faraday made his mark in the scientific world during his lifetime. The Royal Institution of Great Britain picked him as the first Fullerian Professor of Chemistry in recognition of his positive contribution to science. He is responsible for the discovery of the law of electrolysis in addition to many more discoveries. Michael Faraday offered his skills to the British government as well as private businesses. He served as an expert witness in court, wrote a lengthy report on the cause of an explosion at a mine in Durham, and even investigated environmental pollution at Swansea. Michael also started a series of Christmas Lectures at the Royal Institution in London, a trend that continues to this day. Michael Faraday died in 1867 at Hampton Court. In his honor, a unit of electrical capacitance farad is named after him. Who Was Michael Faraday? Michael Faraday was an English chemist and physicist who lived between the 18th and 19th century. He is one of the greatest scientists of the 19th century. Though Faraday had little formal education, he made a significant contribution in the area of electrochemistry and electromagnetism. About the Author Benjamin Elisha Sawe holds a Bachelor of Arts in Economics and Statistics and an MBA in Strategic Management. He is a frequent World Atlas contributor. Your MLA Citation Your APA Citation Your Chicago Citation Your Harvard CitationRemember to italicize the title of this article in your Harvard citation.	<urn:uuid:93c2141b-7777-4626-a81c-c429406f7fa8>	CC-MAIN-2020-05	https://www.worldatlas.com/articles/michael-faraday-figures-throughout-history.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251690095.81/warc/CC-MAIN-20200126165718-20200126195718-00084.warc.gz	en	0.982006	1,046	3.46875	3	[ -0.24489735066890717, 0.5429192781448364, 0.2535526156425476, 0.12792900204658508, 0.04515468329191208, -0.2850409150123596, 0.3679075837135315, 0.017191674560308456, -0.13020789623260498, -0.11454679816961288, 0.10364939272403717, -0.28334540128707886, 0.036353543400764465, 0.356500267982...	2	Michael Faraday was an English chemist and physicist who lived between the 18th and 19th century. He is one of the greatest scientists of the 19th century. Though Faraday had little formal education, he made a significant contribution in the area of electrochemistry and electromagnetism. Faraday is touted as one of the most influential scientists in history, and due to his numerous accomplishments, the Queen Victoria awarded him the privilege to use Hampton Court, though he declined Knighthood. Faraday finally became the first and the foremost Fullerian Professor of Chemistry at the Royal Institution. 5. Early Life Michael Faraday was born on September 22nd, 1791 in Surrey, England. His impoverished family could not afford him a formal education and he, therefore, taught himself most of the science subjects. When he was 14, Faraday became an apprentice to a local bookseller and bookbinder. He used the opportunity to educate himself on a variety of scientific topics. One area of science that fascinated him was the field of electricity. Michael Faraday was fortunate to attend scientific lectures by the prominent chemist Sir Humphrey Davy who later hired him as his laboratory assistant. During his apprenticeship under Humphrey Davy, Michael learned chemistry extensively and practiced chemical analyses to the point of mastery. The beginning of Faraday's career was when Davy had an accident that blinded him in a laboratory experiment, and therefore selected Faraday to assist him at the Royal Institution. Faraday in his new job further advanced in his scientific experiments and began his independent studies in chemistry. Through his studies, Faraday in 1825 discovered benzene and therefore becoming the first person to describe compounds of carbon and chlorine. He espoused the atomic theory that explained that the chemical qualities were due to attraction and repulsion between bonded atoms. This theory became the conjectural framework for much of his future work. He worked extensively on chemical research and gave chemistry lectures at the Royal Institution. 3. Major Contributions Michael Faraday is credited with many discoveries in his lifetime. He was able to liquefy gases such as chlorine and carbon dioxide; an achievement which was previously thought impossible. His research also led to the discovery of benzene and other hydrocarbons. Additionally, it is Michael Faraday who invented the Bunsen burner; a useful resource found in scientific laboratories all over the world. All in all, Faraday’s most outstanding achievement was in the field of electrochemistry which led to the creation of the world’s first electric generator. Faraday also invented of electromagnetic rotary devices which formed the core foundation of electric motor technology, and it was primarily because of his hard work that electricity became practical for use in technology. In the 1820’s Faraday conducted research on Steel alloys and formed the foundations for scientific metallography and metallurgy. His research in magnetism and electricity revolutionized physics. In his scientific work, like all other scientists, Michael encountered challenges. First, Michael lacked formal education a factor that hindered his progress. He was often disregarded by scientists due to his family’s underprivileged status. Michael’s first application to work as an assistant for renowned scientist Humphrey Davy was rejected. Nonetheless, he tried his luck again and fortunately got the job. The other challenge he encountered was that his experiments often failed, which left him frustrated. In another unfortunate incident, Michael and Humphrey suffered injuries from an explosion of the sensitive nitrogen trichloride samples they were working. Later in his life, Michael’s mind and health began to fail him as he could not perform research as he did in his youth. 1. Death and Legacy Michael Faraday made his mark in the scientific world during his lifetime. The Royal Institution of Great Britain picked him as the first Fullerian Professor of Chemistry in recognition of his positive contribution to science. He is responsible for the discovery of the law of electrolysis in addition to many more discoveries. Michael Faraday offered his skills to the British government as well as private businesses. He served as an expert witness in court, wrote a lengthy report on the cause of an explosion at a mine in Durham, and even investigated environmental pollution at Swansea. Michael also started a series of Christmas Lectures at the Royal Institution in London, a trend that continues to this day. Michael Faraday died in 1867 at Hampton Court. In his honor, a unit of electrical capacitance farad is named after him. Who Was Michael Faraday? Michael Faraday was an English chemist and physicist who lived between the 18th and 19th century. He is one of the greatest scientists of the 19th century. Though Faraday had little formal education, he made a significant contribution in the area of electrochemistry and electromagnetism. About the Author Benjamin Elisha Sawe holds a Bachelor of Arts in Economics and Statistics and an MBA in Strategic Management. He is a frequent World Atlas contributor. Your MLA Citation Your APA Citation Your Chicago Citation Your Harvard CitationRemember to italicize the title of this article in your Harvard citation.	1,047	ENGLISH	1
In 1607 a group of merchants established Englands first permanent colony in North America at Jamestown, Virginia. They operated as a joint-stock company that allowed them to sell shares of stock in their company and use the pooled investment capital to outfit and supply overseas expeditions. This joint stock company operated under a charter from James I with a concern for bringing Christian religion to the native people. However, most of the settlers probably agreed with Captain John Smith that the real aim was profit rather than religion. Profits were elusive in the early years; expectations of gold and other minerals, trade with Indians for eaver and deer skins were not to be had by the colonists. Many Virginia colonists died of dysentery, malaria and malnutrition. The Virginia Company sent a diverse collection of people to Jamestown; there were artists and glassmakers, as well as unskilled servants. Both types of people adapted poorly to the wilderness conditions. Relations between the colonists and the Indians were bitter from the beginning. John Smith dealt with the Indians by shows of force and the Indians withdrew trade with the English. Many settlers died of starvation in the first years. The discovery that tobacco would grow in the Chesapeake region was a salvation for Virginia. The planters shipped the first crop in 1617 and thereafter tobacco cultivation spread rapidly. By 1624, Virginia was exporting 200,000 pounds of tobacco; by 1638 the crop exceeded 3 million pounds. The cultivation of tobacco caused Virginias planters to find a reliable supply of cheap labor. To fill this need, planters recruited immigrants from various countries. These immigrants were called indentured servants. They willingly sold a portion of their working lives in exchange for free passage across the Atlantic ocean. Many of the indentured servants were unemployed and held the lower class on the social ladder from their places of origin. Life for indentured servants was often a nightmare. If diseases did not kill them, many succumbed to the brutal work routine that harsh masters imposed upon them. When the remaining servants neared the end of their contract, masters would find ways to add time to the contracts. The profitable tobacco crops created an intense demand for land. As more and more colonists settled along the rivers that flowed in Chesapeake Bay, the local Indian tribes retaliated. The murder of an Indian captain triggered a fierce Indian assault that dealt a staggering blow to Virginia. This attack led to the bankruptcy of the Virginia Company. The surviving planters felt they had justified reasons for the destruction of the Indians. As more settlers arrived, more pressure was placed on the Indians for land. Wars over land was provoked in 1644 and again in 1675. In each of these conflicts, the colonizers were victorious. The native population of Virginia was reduced to less than 1,000 by 1680. Immigrants to the Chesapeake Bay region found existence difficult. Many immigrants arrived as indentured servants and could not marry until their time was paid. Once marriage was made, diseases claimed many within about seven years. Few children growing up could expect to have both parents alive. Widows and widowers often remarried soon after the death of their spouse, creating a complex web of family life. Because of mortality, the Chesapeake settlers remained, for most of the seventeenth-century, a land of immigrants rather than a land of settled families. Social institutions such as churches and schools took root very slowly. The Chesapeake region architecture showed the fragility of life in the tobacco growing environment. Settlers at first built primitive huts and shanties. After establishing crops, planters improved their habitats but still built ramshackle one-room dwellings. Even as Virginia and Maryland matured, cheaply built and cramped houses remained the norm. Life was too uncertain and the tobacco economy was too volatile. Massachusetts Bay Colony While some English settlers scrambled for wealth on the Chesapeake, others were seized by the spirit of religion. These individuals were known as Puritans. They aimed their efforts at reforming the corrupt new land. They wanted the new land to have a special mission in the world. The people attracted to the Puritan movement were not only religious reformers but also men and women who hoped to find changes in English society. They disapproved of the growing withdrawal from traditional restraints of individual action. They worried that individualistic behavior would undermine the notion of community involvement. This community involvement was the belief that people were bound together by reciprocal rights, obligations, and responsibilities. Puritans vowed to reverse the march of disorder, wickedness and disregard for community by imposing a new discipline. Their intention was to establish communities of pure Christians who collectively swore a covenant with God to work for his ends. Civil and religious transgressors were rooted out and severely punished. Their emphasis was on homogeneous communities where the good of the group outweighed individual interests. The first winter for the Puritans was harsh, more than 200 of the first 700 settlers died and 100 others returned to the England in the next spring. But Puritans kept coming. Motivated by their work ethic and sense of mission, the Puritans thrived almost from the beginning. The early leaders were university-trained ministers, experienced members of the lesser gentry and men with a compulsion to fulfill what they knew was Gods prophecy for New England. Most of the ordinary settlers came as free men in with families. Trained artisans and farmers from the mid rank of English society, they established close communities where brutal exploitation of labor had no place. The Puritans built a sound economy based on agriculture, fishing, timbering and trading for beaver furs with local Indians. They also established the first printing press and planted they seed of a university, Harvard College. The Puritan leaders also created a tax-supported school system. In 1647, the government ordered every town with 50 families to establish an elementary school and every town with 100 families a secondary school as well. Although the Puritans had made many accomplishments, there were some dissenters from the Puritan way of life. In 1633, Salems Puritan minister, Roger Williams, began to voice disturbing opinions on church and government policies. Williams denounced mandatory worship and argued that government officials hould not interfere with religious matters. In 1634, Anne Hutchinson began to discuss religion, suggesting that the holy spirit was absent in the preaching of some ministers. Hutchinson also offended the male leaders of the colony because she boldly stepped outside the subordinate position expected of women. The village was the vital center of Puritan life. These villages were small and tightly held. Many farmers established agriculture fields set outside the village. Families lived close together in compact towns built around a common meeting place. These small, communal villages kept families in close touch. Land was distributed to individuals according to the size of his family, his wealth and his usefulness to the church and town. It was believed that every family should have enough land to sustain it, and prospering men were expected to use their wealth for the communitys benefit, not for themselves. Women played a vital role in this family centered society. The presence of women and a stable family life strongly affected New Englands architecture. Early economic gains were transformed into substantial housing. Well constructed one-room houses with sleeping lofts quickly replaced the huts. Parlors and lean-to kitchens were added as soon as possible. Education was stressed in Puritan communities. Placing religion at the center of their lives, Puritans emphasized the ability to read catechisms, psalmbooks and especially the Bible. The 20,000 English immigrants who had come to New England by 1649 were dispersed from Maine to Long Island. It was only natural that farmers wished for better farm land. To combat the problems of dispersion, Puritan leaders established a broad intercolony political structure in 1643 called the Confederation of New England. This first attempt at federalism managed to function fitfully for a generation. Although the Puritans built stable communities, developed the economy and constructed effective government, their leaders, as early as the 1640s, complained that the founding vision of Massachusetts Bay was faltering. Material concerns seemed to outweigh religious commitments and the individual prevailed over the community. However, New England had achieved economic success and political stability by the end of the seventeenth century. Towns functioned efficiently, poverty was uncommon, public education was mandated and family life was stable.	<urn:uuid:8496abfe-8c5f-4cef-9cb4-fd330142c976>	CC-MAIN-2020-05	https://gazetteactuartistes.com/colonization-essay/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597230.18/warc/CC-MAIN-20200120023523-20200120051523-00086.warc.gz	en	0.980828	1,696	4.25	4	[ -0.014512315392494202, 0.2693289816379547, 0.43618303537368774, -0.018106121569871902, 0.07529160380363464, -0.2879627048969269, 0.11099779605865479, -0.15836657583713531, -0.17636701464653015, 0.23088227212429047, -0.006196838803589344, -0.2876897156238556, 0.08113063871860504, -0.0522354...	2	In 1607 a group of merchants established Englands first permanent colony in North America at Jamestown, Virginia. They operated as a joint-stock company that allowed them to sell shares of stock in their company and use the pooled investment capital to outfit and supply overseas expeditions. This joint stock company operated under a charter from James I with a concern for bringing Christian religion to the native people. However, most of the settlers probably agreed with Captain John Smith that the real aim was profit rather than religion. Profits were elusive in the early years; expectations of gold and other minerals, trade with Indians for eaver and deer skins were not to be had by the colonists. Many Virginia colonists died of dysentery, malaria and malnutrition. The Virginia Company sent a diverse collection of people to Jamestown; there were artists and glassmakers, as well as unskilled servants. Both types of people adapted poorly to the wilderness conditions. Relations between the colonists and the Indians were bitter from the beginning. John Smith dealt with the Indians by shows of force and the Indians withdrew trade with the English. Many settlers died of starvation in the first years. The discovery that tobacco would grow in the Chesapeake region was a salvation for Virginia. The planters shipped the first crop in 1617 and thereafter tobacco cultivation spread rapidly. By 1624, Virginia was exporting 200,000 pounds of tobacco; by 1638 the crop exceeded 3 million pounds. The cultivation of tobacco caused Virginias planters to find a reliable supply of cheap labor. To fill this need, planters recruited immigrants from various countries. These immigrants were called indentured servants. They willingly sold a portion of their working lives in exchange for free passage across the Atlantic ocean. Many of the indentured servants were unemployed and held the lower class on the social ladder from their places of origin. Life for indentured servants was often a nightmare. If diseases did not kill them, many succumbed to the brutal work routine that harsh masters imposed upon them. When the remaining servants neared the end of their contract, masters would find ways to add time to the contracts. The profitable tobacco crops created an intense demand for land. As more and more colonists settled along the rivers that flowed in Chesapeake Bay, the local Indian tribes retaliated. The murder of an Indian captain triggered a fierce Indian assault that dealt a staggering blow to Virginia. This attack led to the bankruptcy of the Virginia Company. The surviving planters felt they had justified reasons for the destruction of the Indians. As more settlers arrived, more pressure was placed on the Indians for land. Wars over land was provoked in 1644 and again in 1675. In each of these conflicts, the colonizers were victorious. The native population of Virginia was reduced to less than 1,000 by 1680. Immigrants to the Chesapeake Bay region found existence difficult. Many immigrants arrived as indentured servants and could not marry until their time was paid. Once marriage was made, diseases claimed many within about seven years. Few children growing up could expect to have both parents alive. Widows and widowers often remarried soon after the death of their spouse, creating a complex web of family life. Because of mortality, the Chesapeake settlers remained, for most of the seventeenth-century, a land of immigrants rather than a land of settled families. Social institutions such as churches and schools took root very slowly. The Chesapeake region architecture showed the fragility of life in the tobacco growing environment. Settlers at first built primitive huts and shanties. After establishing crops, planters improved their habitats but still built ramshackle one-room dwellings. Even as Virginia and Maryland matured, cheaply built and cramped houses remained the norm. Life was too uncertain and the tobacco economy was too volatile. Massachusetts Bay Colony While some English settlers scrambled for wealth on the Chesapeake, others were seized by the spirit of religion. These individuals were known as Puritans. They aimed their efforts at reforming the corrupt new land. They wanted the new land to have a special mission in the world. The people attracted to the Puritan movement were not only religious reformers but also men and women who hoped to find changes in English society. They disapproved of the growing withdrawal from traditional restraints of individual action. They worried that individualistic behavior would undermine the notion of community involvement. This community involvement was the belief that people were bound together by reciprocal rights, obligations, and responsibilities. Puritans vowed to reverse the march of disorder, wickedness and disregard for community by imposing a new discipline. Their intention was to establish communities of pure Christians who collectively swore a covenant with God to work for his ends. Civil and religious transgressors were rooted out and severely punished. Their emphasis was on homogeneous communities where the good of the group outweighed individual interests. The first winter for the Puritans was harsh, more than 200 of the first 700 settlers died and 100 others returned to the England in the next spring. But Puritans kept coming. Motivated by their work ethic and sense of mission, the Puritans thrived almost from the beginning. The early leaders were university-trained ministers, experienced members of the lesser gentry and men with a compulsion to fulfill what they knew was Gods prophecy for New England. Most of the ordinary settlers came as free men in with families. Trained artisans and farmers from the mid rank of English society, they established close communities where brutal exploitation of labor had no place. The Puritans built a sound economy based on agriculture, fishing, timbering and trading for beaver furs with local Indians. They also established the first printing press and planted they seed of a university, Harvard College. The Puritan leaders also created a tax-supported school system. In 1647, the government ordered every town with 50 families to establish an elementary school and every town with 100 families a secondary school as well. Although the Puritans had made many accomplishments, there were some dissenters from the Puritan way of life. In 1633, Salems Puritan minister, Roger Williams, began to voice disturbing opinions on church and government policies. Williams denounced mandatory worship and argued that government officials hould not interfere with religious matters. In 1634, Anne Hutchinson began to discuss religion, suggesting that the holy spirit was absent in the preaching of some ministers. Hutchinson also offended the male leaders of the colony because she boldly stepped outside the subordinate position expected of women. The village was the vital center of Puritan life. These villages were small and tightly held. Many farmers established agriculture fields set outside the village. Families lived close together in compact towns built around a common meeting place. These small, communal villages kept families in close touch. Land was distributed to individuals according to the size of his family, his wealth and his usefulness to the church and town. It was believed that every family should have enough land to sustain it, and prospering men were expected to use their wealth for the communitys benefit, not for themselves. Women played a vital role in this family centered society. The presence of women and a stable family life strongly affected New Englands architecture. Early economic gains were transformed into substantial housing. Well constructed one-room houses with sleeping lofts quickly replaced the huts. Parlors and lean-to kitchens were added as soon as possible. Education was stressed in Puritan communities. Placing religion at the center of their lives, Puritans emphasized the ability to read catechisms, psalmbooks and especially the Bible. The 20,000 English immigrants who had come to New England by 1649 were dispersed from Maine to Long Island. It was only natural that farmers wished for better farm land. To combat the problems of dispersion, Puritan leaders established a broad intercolony political structure in 1643 called the Confederation of New England. This first attempt at federalism managed to function fitfully for a generation. Although the Puritans built stable communities, developed the economy and constructed effective government, their leaders, as early as the 1640s, complained that the founding vision of Massachusetts Bay was faltering. Material concerns seemed to outweigh religious commitments and the individual prevailed over the community. However, New England had achieved economic success and political stability by the end of the seventeenth century. Towns functioned efficiently, poverty was uncommon, public education was mandated and family life was stable.	1,760	ENGLISH	1
Ancient Greece has long been a source of wonder for the world. The culture that grew around early Christianity, Greek mythology, and early Democracy continue to shape the world we live in today. Long before the Greek society that created senators and philosophers, there was a thriving ancient Greek culture during the Bronze Age. Now, 2 tombs from the era have been discovered in Pylos, Greece, and they must have been special because they were lined in gold! The 2 tombs are constructed in stone. Each round tomb is comprised of several chambers, as well as a rectangular entrance area. Inside the tombs, archaeologists from the University of Cincinnati found a wide variety of items, including gold ornaments, intricately-carved stone seals, rare gems, and human remains. The team spent 18 months examining the tombs, but have not yet come to a conclusion on the human remains as investigation of the bones is ongoing. Tiny flakes of gold were found scattered throughout the tombs, leading researchers to believe that the walls of the these tombs were once lined in gold foil! For such a thing to be true, the tombs must have held the bodies of either a very wealthy family or perhaps even royalty. To find funerary items from the Bronze Age is not that common, but to find items of such splendor as gold objects and delicately-carved stones is highly unusual. The tombs were found near the site of the so-called “Griffin Warrior”, a military leader buried with elaborate armor and weapons whose tomb was emblazoned with the image of the griffin, a mythological creature with origins dating back thousands of years. Thieves could not enter the tombs because they were covered by 40,000 watermelon-sized stones. Each of the stones from the fallen tomb covers had to be removed by hand in order to safely study the area. The tombs are referred to as Tholos VI and VII. The tombs are thought to be around 3,500 years old and near other in-ground tombs. The ancient graveyard is not far from the ancient Palace of Nestor. King Nestor was mentioned as the ruler of Pylos in the Odyssey by Homer, most likely written in either the 7th or 8th century BC. Today Pylos is a rural area that is hard to access by land. However, the location of the tombs near the sea may explain why they were so majestic. In the ancient world, the trade and culture from trading via seagoing vessel meant that coastal cities were often extremely cosmopolitan. The placement of the tombs means they were right were the action was. Unlike in modern times, the area would have been an important center for trade. The tombs were first discovered in 1939 by University of Cincinnati classics professor, Carl Blegen. However, he could not obtain permission from the property owner at the time to begin studying them and so the project lay dormant for another 63 years. The tombs have been described as “princely” and royal in nature, and their proximity to the Palace of Nestor would lend credence to this assumption. However, none of the finds so far can conclusively prove the tombs contained royalty.	<urn:uuid:0a156e80-f0ba-4ba2-81a4-6ec38acfc77f>	CC-MAIN-2020-05	https://liveplayeat.com/pylos-gold-lined-tombs/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251688806.91/warc/CC-MAIN-20200126104828-20200126134828-00364.warc.gz	en	0.983712	668	3.546875	4	[ 0.19695353507995605, 0.41934406757354736, 0.46318525075912476, -0.014807731844484806, -0.4291260540485382, -0.5358388423919678, -0.16322949528694153, 0.3940454125404358, -0.13380630314350128, -0.012537505477666855, -0.21009717881679535, -0.421891450881958, -0.19711312651634216, 0.440345287...	10	Ancient Greece has long been a source of wonder for the world. The culture that grew around early Christianity, Greek mythology, and early Democracy continue to shape the world we live in today. Long before the Greek society that created senators and philosophers, there was a thriving ancient Greek culture during the Bronze Age. Now, 2 tombs from the era have been discovered in Pylos, Greece, and they must have been special because they were lined in gold! The 2 tombs are constructed in stone. Each round tomb is comprised of several chambers, as well as a rectangular entrance area. Inside the tombs, archaeologists from the University of Cincinnati found a wide variety of items, including gold ornaments, intricately-carved stone seals, rare gems, and human remains. The team spent 18 months examining the tombs, but have not yet come to a conclusion on the human remains as investigation of the bones is ongoing. Tiny flakes of gold were found scattered throughout the tombs, leading researchers to believe that the walls of the these tombs were once lined in gold foil! For such a thing to be true, the tombs must have held the bodies of either a very wealthy family or perhaps even royalty. To find funerary items from the Bronze Age is not that common, but to find items of such splendor as gold objects and delicately-carved stones is highly unusual. The tombs were found near the site of the so-called “Griffin Warrior”, a military leader buried with elaborate armor and weapons whose tomb was emblazoned with the image of the griffin, a mythological creature with origins dating back thousands of years. Thieves could not enter the tombs because they were covered by 40,000 watermelon-sized stones. Each of the stones from the fallen tomb covers had to be removed by hand in order to safely study the area. The tombs are referred to as Tholos VI and VII. The tombs are thought to be around 3,500 years old and near other in-ground tombs. The ancient graveyard is not far from the ancient Palace of Nestor. King Nestor was mentioned as the ruler of Pylos in the Odyssey by Homer, most likely written in either the 7th or 8th century BC. Today Pylos is a rural area that is hard to access by land. However, the location of the tombs near the sea may explain why they were so majestic. In the ancient world, the trade and culture from trading via seagoing vessel meant that coastal cities were often extremely cosmopolitan. The placement of the tombs means they were right were the action was. Unlike in modern times, the area would have been an important center for trade. The tombs were first discovered in 1939 by University of Cincinnati classics professor, Carl Blegen. However, he could not obtain permission from the property owner at the time to begin studying them and so the project lay dormant for another 63 years. The tombs have been described as “princely” and royal in nature, and their proximity to the Palace of Nestor would lend credence to this assumption. However, none of the finds so far can conclusively prove the tombs contained royalty.	665	ENGLISH	1
In what year Columbus discovered America, now, probably, not everyone will remember, but the fact that he did it knows any, even a little educated person. In the distant 1492, October 12, carefully, so thatnot to jump on the reef, ships approached the new land. We anchored, prepared everything that was needed, and the very next day, Christopher Columbus, as well as the leaders of the expedition in the person of Rodrigo Sanchez, the authorized inspector of the Crown, the notary Rodrigo de Escovedes, Juan de la Cosa, and the Pinons brothers went ashore. That's how Columbus discovered America. On behalf of the King and Queen and on their behalf, heimmediately became the owner of an open territory. Immediately constituted a notarial deed, not forgetting about any formalities. It becomes clear why the expedition included inspectors of the crown and notary. After this, the navigator was promoted to the Viceroy, after Columbus discovered America, he had his own vast territory. Having spun on the coastal land of the Castilian flag, the expedition moved to inspect the territory. And after a while they met the locals. It should be noted that no exactDescription of the place where the expedition landed. Therefore it is not known which of the Bahamas became the landing site when Christopher Columbus discovered America. It is known that the name that Columbus gave to this island is San Salvador (in the translation "salvation"). After several days of communication with the aborigines,Columbus had suspicions that this place - not what they were looking for. The islanders did not possess the processing of metals, they simply did not know them. The technology of the wheel was also unknown to them. The Aboriginal language had nothing in common with any of the eastern dialects. But at first it did not bother the seafarer. They were supposed to have reached the island far away from the mainland. But the only thing that worried about Columbus was that there were absolutely no spices on the island, strictly speaking, like gold. 15 days after the landing on the island expeditionwent to Cuba. But here, neither palaces, nor spices, nor the khan's rate were found. Gold was also not found. Assuming that they are now in one of the poor provinces of China, the researchers decided to move to the east. There, where, according to Columbus, was the richest country - Sipangu, which is known to modern people as Japan. On November 20, one of the expedition's ships disappeared -"Pint". He just went out of sight. According to one version, the captain of the "Pinta", who was part-time second person of the expedition, driven by a sense of profit, decided to get to gold first. Columbus continued to discover new lands.On December 6, the island of Haiti was discovered, which was called Hispaniola. It is worth noting that in translation this means "small Spain", and the island itself is several times larger than Sicily. A little later, Tortuga was discovered, which later became the famous pirate's haven. On the twenty-fifth of December there was a crash"Santa Maria", which sat on the reefs. From the wreckage of the ship was built the fort "Navidad", which became the first Spanish settlement in America. It's sad that all the "involuntary colonists" died after a while. On the sixth of January, "Ninja" met with the "Pinta". After some trials, ships replenished Haiti's reserves, and on January 16 they headed for their native lands. That's how Columbus discovered America.	<urn:uuid:945a2c19-6bbe-4fa6-b41c-906b785753bf>	CC-MAIN-2020-05	https://davidgarlandjones.com/obrazovanie/90971-kak-kolumb-otkryl-ameriku-vse-tayny-ekspedicii.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251669967.70/warc/CC-MAIN-20200125041318-20200125070318-00360.warc.gz	en	0.985539	747	3.4375	3	[ -0.2558368444442749, 0.15256726741790771, 0.2963690161705017, 0.17957833409309387, -0.03309924155473709, -0.37891221046447754, 0.3134927749633789, 0.19234560430049896, -0.2700270414352417, -0.14319264888763428, 0.6772021055221558, -0.22202056646347046, -0.302103728055954, 0.309419840574264...	2	In what year Columbus discovered America, now, probably, not everyone will remember, but the fact that he did it knows any, even a little educated person. In the distant 1492, October 12, carefully, so thatnot to jump on the reef, ships approached the new land. We anchored, prepared everything that was needed, and the very next day, Christopher Columbus, as well as the leaders of the expedition in the person of Rodrigo Sanchez, the authorized inspector of the Crown, the notary Rodrigo de Escovedes, Juan de la Cosa, and the Pinons brothers went ashore. That's how Columbus discovered America. On behalf of the King and Queen and on their behalf, heimmediately became the owner of an open territory. Immediately constituted a notarial deed, not forgetting about any formalities. It becomes clear why the expedition included inspectors of the crown and notary. After this, the navigator was promoted to the Viceroy, after Columbus discovered America, he had his own vast territory. Having spun on the coastal land of the Castilian flag, the expedition moved to inspect the territory. And after a while they met the locals. It should be noted that no exactDescription of the place where the expedition landed. Therefore it is not known which of the Bahamas became the landing site when Christopher Columbus discovered America. It is known that the name that Columbus gave to this island is San Salvador (in the translation "salvation"). After several days of communication with the aborigines,Columbus had suspicions that this place - not what they were looking for. The islanders did not possess the processing of metals, they simply did not know them. The technology of the wheel was also unknown to them. The Aboriginal language had nothing in common with any of the eastern dialects. But at first it did not bother the seafarer. They were supposed to have reached the island far away from the mainland. But the only thing that worried about Columbus was that there were absolutely no spices on the island, strictly speaking, like gold. 15 days after the landing on the island expeditionwent to Cuba. But here, neither palaces, nor spices, nor the khan's rate were found. Gold was also not found. Assuming that they are now in one of the poor provinces of China, the researchers decided to move to the east. There, where, according to Columbus, was the richest country - Sipangu, which is known to modern people as Japan. On November 20, one of the expedition's ships disappeared -"Pint". He just went out of sight. According to one version, the captain of the "Pinta", who was part-time second person of the expedition, driven by a sense of profit, decided to get to gold first. Columbus continued to discover new lands.On December 6, the island of Haiti was discovered, which was called Hispaniola. It is worth noting that in translation this means "small Spain", and the island itself is several times larger than Sicily. A little later, Tortuga was discovered, which later became the famous pirate's haven. On the twenty-fifth of December there was a crash"Santa Maria", which sat on the reefs. From the wreckage of the ship was built the fort "Navidad", which became the first Spanish settlement in America. It's sad that all the "involuntary colonists" died after a while. On the sixth of January, "Ninja" met with the "Pinta". After some trials, ships replenished Haiti's reserves, and on January 16 they headed for their native lands. That's how Columbus discovered America.	748	ENGLISH	1
Prior to 1920, women in the United States did not carry the right to vote in political elections, for the privilege of voting was solely for caucasian men. Women across the country desired for equality- to have the social, economic, and political status as men. Unfortunately, these ambitions were seen as irrational and continuously neglected by many men. Don’t waste time! Our writers will create an original "Women’s Suffrage in the United States" essay for youCreate order These brave women sought to prove that they were capable of more than just tending to children and carrying out household chores. American women felt it necessary to be recognized as citizens that contributed to society in both political and economical aspects. The Women’s Rights Movement started to take shape and be more recognized in the 1950’s. Unfortunately, the timing did not work in their favor. Just as the movement was gaining more and more attention from others, the Civil War began. This interrupted any progress in the fight for women’s rights. Upon the conclusion of the Civil War, another group was awarded the right to vote. On February 26, 1869, the Fifteenth Amendment reached enough attention to pass through, thus granting African-American men the right to vote. With the passing of this amendment women had a sense of optimism and excitement anticipating that they too may also win the long awaited legal dispute to vote in elections. While being oppressed, women were so desperate for equality that some of them dressed as men just to attempt to cast their vote. Other actions some suffragettes took were hunger strikes. These women would starve themselves just to get attention to prove their point of equality. Risking their lives, their freedom, and their health were all drastic measures they viewed as necessary steps in achieving their goal. The fight for women’s suffrage lasted mostly between the times from the American Revolution to 1920. Many of the women that founded this movement also took part in the abolitionist movement to end slavery in the 1830’s and 1840’s. These women were intelligent, strong- willed and persistent. They knew what they wanted and they were ready to fight for it. An important woman in this movement, Alice Paul, began an Equal Rights Amendment and gained popularity with her crusade. Alice Paul and her supporters would arrange parades to raise awareness of women’s equality. Through this, Alice Paul and the rest of her organization gained many more supporters. Some women were beaten and arrested for simply talking about how they deserved to be treated better. Opposition was using propaganda and stating women should not have that right. President Wilson was a big support to this movement. He talked to the senate about adopting women’s suffrage after World War l ended. After many years of protesting, arguing, and fighting, the 19th Amendment, women’s right to vote, went through the ratification process in 1919. Before Senate passes the 19th Amendment, there were many states that adopted women’s suffrage prior to this happening. Some states to adopt this act were Oregon, Arizona, Montana, and South Dakota. Some states to reject this act included Pennsylvania, New Jersey, New York, and Massachusetts. Other actions that were occuring to help this movement was women living in Arkansas could vote in primary elections, and in 1917, Jeannette Rankin became the first woman elected to congress and is part of the House of Representatives. Most of these particular steps supported the movement and helped the Amendment pass. However, some actions were taken to try and stop these women from overcoming their goal. Alice Paul was put in a prison because the government was trying to break her will of leading the other women. This did not stop the women because they soon had the 19th Amendment go through the ratification process, and all they can do is continue to support and hope the 19th Amendment is ratified. We will send an essay sample to you in 2 Hours. If you need help faster you can always use our custom writing service.Get help with my paper	<urn:uuid:29a56b5f-b4d8-4177-9765-430fc455800e>	CC-MAIN-2020-05	https://studydriver.com/womens-suffrage-in-the-united-states/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778168.77/warc/CC-MAIN-20200128091916-20200128121916-00502.warc.gz	en	0.986698	823	4.3125	4	[ -0.4845229387283325, 0.05849593132734299, 0.07017827033996582, 0.15847624838352203, -0.5563117861747742, 0.6634344458580017, -0.2664858102798462, 0.2877306342124939, 0.07791662216186523, 0.10478881001472473, 0.25997042655944824, 0.24234235286712646, 0.1189175695180893, -0.17765188217163086...	1	Prior to 1920, women in the United States did not carry the right to vote in political elections, for the privilege of voting was solely for caucasian men. Women across the country desired for equality- to have the social, economic, and political status as men. Unfortunately, these ambitions were seen as irrational and continuously neglected by many men. Don’t waste time! Our writers will create an original "Women’s Suffrage in the United States" essay for youCreate order These brave women sought to prove that they were capable of more than just tending to children and carrying out household chores. American women felt it necessary to be recognized as citizens that contributed to society in both political and economical aspects. The Women’s Rights Movement started to take shape and be more recognized in the 1950’s. Unfortunately, the timing did not work in their favor. Just as the movement was gaining more and more attention from others, the Civil War began. This interrupted any progress in the fight for women’s rights. Upon the conclusion of the Civil War, another group was awarded the right to vote. On February 26, 1869, the Fifteenth Amendment reached enough attention to pass through, thus granting African-American men the right to vote. With the passing of this amendment women had a sense of optimism and excitement anticipating that they too may also win the long awaited legal dispute to vote in elections. While being oppressed, women were so desperate for equality that some of them dressed as men just to attempt to cast their vote. Other actions some suffragettes took were hunger strikes. These women would starve themselves just to get attention to prove their point of equality. Risking their lives, their freedom, and their health were all drastic measures they viewed as necessary steps in achieving their goal. The fight for women’s suffrage lasted mostly between the times from the American Revolution to 1920. Many of the women that founded this movement also took part in the abolitionist movement to end slavery in the 1830’s and 1840’s. These women were intelligent, strong- willed and persistent. They knew what they wanted and they were ready to fight for it. An important woman in this movement, Alice Paul, began an Equal Rights Amendment and gained popularity with her crusade. Alice Paul and her supporters would arrange parades to raise awareness of women’s equality. Through this, Alice Paul and the rest of her organization gained many more supporters. Some women were beaten and arrested for simply talking about how they deserved to be treated better. Opposition was using propaganda and stating women should not have that right. President Wilson was a big support to this movement. He talked to the senate about adopting women’s suffrage after World War l ended. After many years of protesting, arguing, and fighting, the 19th Amendment, women’s right to vote, went through the ratification process in 1919. Before Senate passes the 19th Amendment, there were many states that adopted women’s suffrage prior to this happening. Some states to adopt this act were Oregon, Arizona, Montana, and South Dakota. Some states to reject this act included Pennsylvania, New Jersey, New York, and Massachusetts. Other actions that were occuring to help this movement was women living in Arkansas could vote in primary elections, and in 1917, Jeannette Rankin became the first woman elected to congress and is part of the House of Representatives. Most of these particular steps supported the movement and helped the Amendment pass. However, some actions were taken to try and stop these women from overcoming their goal. Alice Paul was put in a prison because the government was trying to break her will of leading the other women. This did not stop the women because they soon had the 19th Amendment go through the ratification process, and all they can do is continue to support and hope the 19th Amendment is ratified. We will send an essay sample to you in 2 Hours. If you need help faster you can always use our custom writing service.Get help with my paper	839	ENGLISH	1
Have you ever wondered how colors were made in the past? There’s no doubt that colors have always been a meaningful part of how different cultures and people express themselves. Before we were able to synthesize colors them, people had to create them by mixing and mashing natural ingredients together. Korwin Brigg’s gives us a sassy infographic that lists the chronological history of color-making. Back then, people got real creative with the ingredients they used. There are colors made from normal stuff like dirt or clay. For example, Umber was just made from brown dirt, and white came from chalk dust. Red ochre was from red dirt with iron in it, and yellow ochre was like red ochre but yellow. However, back then people had to get really creative with the ingredients they used when they wanted more specialized colors. This led to certain colors that were made from some gross and even poisonous ingredients. Indian yellow was made from special cow urine, mummy-brown (as the name implies) was made by grinding up mummies, and Naples yellow was made from led. These colors were even used in buildings which, more often than not, led (pun intended) to lead poisoning.4.6k	<urn:uuid:092d10c2-dcfb-47e9-9df9-0eee3980ce6e>	CC-MAIN-2020-05	https://www.dailyinfographic.com/the-insane-history-of-natural-pigments	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251776516.99/warc/CC-MAIN-20200128060946-20200128090946-00181.warc.gz	en	0.990656	256	3.390625	3	[ -0.27806758880615234, 0.003159369109198451, -0.16814319789409637, 0.07247918844223022, 0.19200928509235382, 0.37230777740478516, 0.3995044529438019, 0.033087316900491714, -0.507492184638977, -0.020568137988448143, 0.17085520923137665, -0.25720542669296265, -0.09828414022922516, 0.319544076...	1	Have you ever wondered how colors were made in the past? There’s no doubt that colors have always been a meaningful part of how different cultures and people express themselves. Before we were able to synthesize colors them, people had to create them by mixing and mashing natural ingredients together. Korwin Brigg’s gives us a sassy infographic that lists the chronological history of color-making. Back then, people got real creative with the ingredients they used. There are colors made from normal stuff like dirt or clay. For example, Umber was just made from brown dirt, and white came from chalk dust. Red ochre was from red dirt with iron in it, and yellow ochre was like red ochre but yellow. However, back then people had to get really creative with the ingredients they used when they wanted more specialized colors. This led to certain colors that were made from some gross and even poisonous ingredients. Indian yellow was made from special cow urine, mummy-brown (as the name implies) was made by grinding up mummies, and Naples yellow was made from led. These colors were even used in buildings which, more often than not, led (pun intended) to lead poisoning.4.6k	246	ENGLISH	1
Though there is no question. As well, the government was involved in altercations of its own. This new freedom and opportunities were not much greater than before when slavery existed. Grant was elected president that fall see United States presidential election of The major work of Reconstruction involved restoring the membership of the Southern states in the Union. The only consensus that existed among northern politicians during Reconstruction was that white southerners should not have a free hand, as they had in late and earlyto impose their will on the South. Johnson stated that the seven remaining states would be admitted if: they withdrew its secession, swore allegiance to Union, anul Confederate was debts, and ratify the 13th Amendment, which abolished slavery. The late s and s were a period of breakneck railroad construction and consolidation. Though this particular era was difficult to maintain, it was necessary for the nation to rebuild, implement new laws and add structure This period of American history generated extensive implications for life of Americans Tindell. For example, where would the federal government have gotten the land and money to provide former slaves with land and livestock? Now Reconstruction was seen as an era marked by muddled policies, inadequate resources, and faltering commitment.	<urn:uuid:aa34b641-5115-4a86-8585-ae1d81689e7b>	CC-MAIN-2020-05	https://katedyxezyzal.dellrichards.com/social-studies-reconstruction-essay339581231il.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607407.48/warc/CC-MAIN-20200122191620-20200122220620-00071.warc.gz	en	0.983874	248	4.25	4	[ -0.5598002076148987, 0.03267819434404373, 0.31887730956077576, -0.14213381707668304, 0.22126103937625885, 0.402386337518692, -0.3954305648803711, -0.2024419605731964, -0.2519358694553375, 0.18620629608631134, 0.3541227877140045, 0.13063538074493408, 0.09744885563850403, 0.3169794976711273,...	1	Though there is no question. As well, the government was involved in altercations of its own. This new freedom and opportunities were not much greater than before when slavery existed. Grant was elected president that fall see United States presidential election of The major work of Reconstruction involved restoring the membership of the Southern states in the Union. The only consensus that existed among northern politicians during Reconstruction was that white southerners should not have a free hand, as they had in late and earlyto impose their will on the South. Johnson stated that the seven remaining states would be admitted if: they withdrew its secession, swore allegiance to Union, anul Confederate was debts, and ratify the 13th Amendment, which abolished slavery. The late s and s were a period of breakneck railroad construction and consolidation. Though this particular era was difficult to maintain, it was necessary for the nation to rebuild, implement new laws and add structure This period of American history generated extensive implications for life of Americans Tindell. For example, where would the federal government have gotten the land and money to provide former slaves with land and livestock? Now Reconstruction was seen as an era marked by muddled policies, inadequate resources, and faltering commitment.	246	ENGLISH	1
In December 1803, William Clark established "Camp River Dubois" on the Wood River at the confluence of the Mississippi and Missouri Rivers, north of St. Louis, Missouri and across the river in Illinois. While at the camp it was Clark's responsibility to train the many different men who had volunteered to go to the Pacific on the expedition and turn them into an efficient team. Most of these men had never met each other before. There were exceptions - for instance, Lewis and Clark knew one another before the trip. There were also two brothers, Joseph and Reubin Field, and two other men, Floyd and Pryor, were cousins. Some had served in the same army regiments together. But by and large, most of them were strangers to one another. The youngest man, George Shannon, was 17 years old, the oldest, John Shields, was 35. The average age of all the men was 27. Clark had the men build a fort and cabins out of logs. He drilled the men, teaching them how to march in formation, use their weapons as a team and shoot effectively at targets. Most of all, he tried to get the men to respect military authority and learn how to follow orders. When they would later face danger on the frontier, there would be no time for the men to question the officers. During the winter, Meriwether Lewis spent a lot of time in the little town of St. Louis. There were only 900 people who lived in St. Louis at that time, and almost all of them were involved, in one way or another, with the fur trade. St. Louis was ruled by Spain, and since 1770 there had been a Spanish governor in charge of the post. The Louisiana Purchase above New Orleans had not yet been transferred to the United States. Technically, when Lewis rowed across the river from Illinois to Missouri, he was leaving the United States and entering Spanish territory. Lewis had to gather more supplies and equipment for his journey, because there were so many volunteers that there were over twice as many men set to go on the expedition as he had originally planned for! Lewis also talked with fur traders who had been up the Missouri River, and obtained maps made by earlier explorers. Because the first year of the journey would be over territory that a small number of European-Americans had seen before, Lewis and Clark wanted to gather as much information as they could about the places they would be traveling through. On March 9, 1804, Meriwether Lewis attended a special ceremony in St. Louis, during which the Upper Louisiana Territory was transferred to the United States. Now all the land from the Mississippi River to the tops of the Rocky Mountains officially belonged to the United States. Meriwether Lewis must have been proud to see the flag of his own country raised over St. Louis. Two months later, on May 14, 1804, the expedition was ready to begin. William Clark and the Corps of Discovery left Camp River Dubois, and were joined by Meriwether Lewis in St. Charles, Missouri a week later. The outbound party numbered 45, and included 27 young, unmarried soldiers, the French-Indian interpreter Drouillard, York, and even Captain Lewis' Newfoundland dog, Seaman. An additional group of soldiers would travel only to the Mandan country for the first winter. Several French boatmen recruited in the St. Louis area helped manage the three boats, which were laden with supplies. Travel up the Missouri River in 1804 was difficult and exhausting due to heat, injuries and insects as well as the troublesome river itself, with its strong current and many snags (big logs and trees floating in the river which could sink a boat). The expedition used Lewis' 55-foot long keelboat and two smaller boats called pirogues to carry their supplies and equipment. The boats used sails to move along, but in going upriver against a strong current, oars and long poles were used to push the boats. Sometimes the boats had to be pulled upriver with ropes by men walking along the shoreline. This was called cordelling. They averaged 10-15 miles per day. During this phase of the journey the group had some discipline problems. Some of the men got drunk or misbehaved. They were punished harshly, and soon the problems stopped. The men began to work together as a team, and to like one another. One man they especially liked was Charles Floyd, one of the three sergeants. Suddenly, on August 20, 1804, Sgt. Floyd got sick and died. It is believed that he died of a burst appendix. He was only 22 years old. There was nothing that could have been done to save his life, even if he had been in the nation's largest city instead of on the frontier, and attended by the best doctor in America. Doctors did not know enough about the human body and how it worked in 1804 to save Charles Floyd. Floyd was laid to rest on top of a large hill by the river, in modern-day Sioux City, Iowa, where today there is a large monument to mark the spot. Sgt. Floyd was the only man to die on the 2½ year journey, even though great danger lay ahead. The men of the expedition nearly had a violent encounter with the Teton (Lakota) Sioux in South Dakota. The Sioux said they wanted more presents, and insisted that Lewis and Clark be their long-term guests - they did not want other Indian tribes to have that honor. They really wanted to stop Lewis and Clark because the Lakota had good trading agreements with nearby tribes. They knew that Lewis and Clark wished to open the entire Missouri River to free trade for all Indian tribes with the United States. One of the Sioux chiefs tried to keep the expedition from moving on by holding fast to the tether rope of one of the boats. Clark drew his sword, and ordered the men on the keelboat to get out their guns. All the guns of Lewis and Clark's men were pointed at the Sioux warriors, who pointed their bows and arrows back at the explorers. The Sioux outnumbered the small Corps of Discovery, and could easily have killed them all. On the other hand, Lewis and Clark had powerful weapons which would kill many Sioux warriors in a fight. After a tense moment, the chief decided to let the explorers go. Tempers were calmed, no shots were fired, and the boats moved upstream once again. Despite this incident, relations with Native Americans were generally good, and councils were held with many tribes, each of whom were presented with gifts and peace medals, and told about the change in government from the Spanish to the United States. By October the "Corps of Discovery" reached the villages of the Mandan Indian tribe, where they built "Fort Mandan" (near present-day Stanton, North Dakota), and spent the winter of 1804-1805. The Mandan people lived in earth lodges along the Missouri River. Their neighbors the Hidatsa lived along the Knife River close by. The villages of the Mandan and Hidatsa people were the center of a huge trade network in the West. A small number of French, British and American traders lived in the villages with the Indians, and even married women from the two tribes. Lewis and Clark were not the first European-Americans to visit this part of the country. During the winter Lewis and Clark made copious notes in their journals, drew maps, and learned of the geography which lay ahead from American Indians in the area of the camp. There were many adventures during the winter, including a buffalo hunt. The weather was very harsh, with temperatures going down to 40 degrees below zero. During the winter Lewis and Clark recruited a Frenchman who had lived with the Hidatsa (sometimes referred to as the Minnetari) Indians for many years. His name was Toussaint Charbonneau, and the captains wanted him to act as an interpreter. They got a real bargain, because along with Charbonneau would come his 16-year-old Shoshoni Indian wife, Sacagawea, and her newborn baby boy, Jean Baptiste. Sacagawea had been captured by a raiding party of Hidatsa warriors five years earlier, and was taken from her homeland in the Rocky Mountains to the Knife River village where she met her husband. Lewis and Clark knew that they would probably meet Sacagawea's people in the Rocky Mountains, and that they might have to ask for horses if they could not find a nearby stream which led down to the Columbia River. So Sacagawea would be invaluable because she could speak to her people directly for the explorers. On April 7, 1805, Lewis and Clark sent the keelboat back to St. Louis with an extensive collection of zoological, botanical, and ethnological specimens as well as letters, reports, dispatches, and maps. Members of the expedition who had caused problems were sent back as well. As the keelboat headed south, and the expedition, now numbering 33, resumed their journey westward in the two pirogues and six dugout canoes. The Corps of Discovery now traveled into regions which had been explored and seen only by Native Americans. The men pulled and sailed their boats up the Missouri River through what is now Montana. They encountered fierce grizzly bears which attacked them. The bears were so tough that even several rifle shots wouldn't kill them. The grizzly bears were truly the kings of the western plains. The men also investigated other animals they had never seen before, including pronghorn antelopes and black tailed deer. They were fascinated with the little prairie dogs that built huge underground villages. They saw so many buffalo that at one point they recorded that they had to "club them out of the way." They saw huge cliffs of white rock that reminded them of castles and huge stone buildings. By early June they reached a place where two rivers met. Lewis and Clark were confused. The Indians did not tell them about such a large river meeting the Missouri, and they had no idea which river - the right fork or the left fork - was the right one to take. The only clue they had was that the Indians had told them that the Missouri had a huge waterfall on it. If they found the right river they would see the waterfall. If they didn't, they might not get to the Pacific Ocean in time for the winter, and would have to spend another cold season away from home, this time in the wilderness without Indian friends like the Mandans and Hidatsas to help them. Lewis and Clark knew they needed to find the correct fork of the river, and time was running short. They led small groups of soldiers up each river, Lewis going up the right fork and Clark up the left, both looking for the waterfall. When they returned, both Lewis and Clark had made up their minds about which was the right river to take, even though neither party saw a waterfall. They asked their men what they thought. After all, most of the men had spent a lot of time on the rivers. Labiche, Cruzatte and Lepage were all experienced French voyageurs. All of the men felt that the right fork was the true Missouri. It was muddy like the Missouri, while the left fork was clear. Both Lewis and Clark disagreed with all their men. They felt that the left fork was the true Missouri. They told the men they would go up the left fork, even though neither party had sighted the great falls which would prove once and for all which was the correct fork. The men said they would follow Lewis and Clark no matter what, even though they thought the captains were wrong. So they started up the left fork, calling it the Missouri and naming the right fork the Marias River after a cousin of Meriwether Lewis. Sacagawea fell very sick, and the expedition moved slowly against the strong current of the river. Meriwether Lewis became impatient, and led a small party of men overland to see if he could find the waterfall - otherwise, they would have to turn back and follow the other fork of the river. On June 13 he spotted a mist rising above the hills in front of him. After a few minutes of walking, Lewis looked down into a deep ravine, and saw a beautiful, huge waterfall. He knew they were on the right river. But the problems of the expedition were not over. Lewis scouted ahead and found that there was not just one waterfall but five, and that they stretched for many miles along the river. The canoes could not be paddled upstream against such a current. They would have to be portaged (taken out of the water and carried) around these waterfalls. The portage at Great Falls was going to be 18 miles long. In order to move the heavy dugout canoes and all their supplies so far, the men had to build little "carriages" with solid wooden wheels cut from tree trunks. The canoes were put on the wheels and pulled by ropes by the men overland for 18 miles. They also tried to make Sacagawea well again; after drinking water from a mineral spring her health improved. The pirogues were left behind by this point, so Meriwether Lewis tried to put his special collapsible, iron-framed boat from Harpers Ferry together. He was very disappointed when the boat did not work, but Clark was ready to help by having two more dugout canoes made. They set out westward once more, paddling upstream. Soon they entered the Rocky Mountains and saw incredibly beautiful scenery with tall evergreen trees. By August 17 they reached the Three Forks of the Missouri, which marked the navigable limits of that river. At this spot the Missouri was fed by three rivers, which they named the Jefferson, Gallatin, and Madison after government officials in Washington. They turned up the river named for President Jefferson and finally reached its headwaters, where the once mighty Missouri could be easily straddled by a man. Now they had reached the crest of the Rocky Mountains. Jefferson, Lewis and Clark had all hoped that the trip would be easy from this point on. It was hoped that the headwaters of the Columbia would be nearby, and that the men could float and paddle their way downstream to the Pacific Ocean. Imagine how disappointed Lewis was as he came to the top of the mountains - and saw nothing but more mountains stretching off as far as he could see. Lewis knew then, as he crossed the Continental Divide through Lemhi Pass, that there was no easy water route to the West Coast. Last updated: December 11, 2018	<urn:uuid:1240f20e-fbe4-4283-a3ec-48322caca8c5>	CC-MAIN-2020-05	https://www.nps.gov/jeff/learn/historyculture/the-journey.htm	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250615407.46/warc/CC-MAIN-20200124040939-20200124065939-00412.warc.gz	en	0.988672	3,008	4.25	4	[ -0.3513956069946289, 0.29314231872558594, 0.4505120515823364, -0.2908523678779602, -0.3922523558139801, -0.5187003016471863, -0.3126693367958069, -0.06332163512706757, -0.47846055030822754, 0.01130606047809124, 0.5681353211402893, -0.1894584447145462, -0.21909499168395996, 0.07482303678989...	2	In December 1803, William Clark established "Camp River Dubois" on the Wood River at the confluence of the Mississippi and Missouri Rivers, north of St. Louis, Missouri and across the river in Illinois. While at the camp it was Clark's responsibility to train the many different men who had volunteered to go to the Pacific on the expedition and turn them into an efficient team. Most of these men had never met each other before. There were exceptions - for instance, Lewis and Clark knew one another before the trip. There were also two brothers, Joseph and Reubin Field, and two other men, Floyd and Pryor, were cousins. Some had served in the same army regiments together. But by and large, most of them were strangers to one another. The youngest man, George Shannon, was 17 years old, the oldest, John Shields, was 35. The average age of all the men was 27. Clark had the men build a fort and cabins out of logs. He drilled the men, teaching them how to march in formation, use their weapons as a team and shoot effectively at targets. Most of all, he tried to get the men to respect military authority and learn how to follow orders. When they would later face danger on the frontier, there would be no time for the men to question the officers. During the winter, Meriwether Lewis spent a lot of time in the little town of St. Louis. There were only 900 people who lived in St. Louis at that time, and almost all of them were involved, in one way or another, with the fur trade. St. Louis was ruled by Spain, and since 1770 there had been a Spanish governor in charge of the post. The Louisiana Purchase above New Orleans had not yet been transferred to the United States. Technically, when Lewis rowed across the river from Illinois to Missouri, he was leaving the United States and entering Spanish territory. Lewis had to gather more supplies and equipment for his journey, because there were so many volunteers that there were over twice as many men set to go on the expedition as he had originally planned for! Lewis also talked with fur traders who had been up the Missouri River, and obtained maps made by earlier explorers. Because the first year of the journey would be over territory that a small number of European-Americans had seen before, Lewis and Clark wanted to gather as much information as they could about the places they would be traveling through. On March 9, 1804, Meriwether Lewis attended a special ceremony in St. Louis, during which the Upper Louisiana Territory was transferred to the United States. Now all the land from the Mississippi River to the tops of the Rocky Mountains officially belonged to the United States. Meriwether Lewis must have been proud to see the flag of his own country raised over St. Louis. Two months later, on May 14, 1804, the expedition was ready to begin. William Clark and the Corps of Discovery left Camp River Dubois, and were joined by Meriwether Lewis in St. Charles, Missouri a week later. The outbound party numbered 45, and included 27 young, unmarried soldiers, the French-Indian interpreter Drouillard, York, and even Captain Lewis' Newfoundland dog, Seaman. An additional group of soldiers would travel only to the Mandan country for the first winter. Several French boatmen recruited in the St. Louis area helped manage the three boats, which were laden with supplies. Travel up the Missouri River in 1804 was difficult and exhausting due to heat, injuries and insects as well as the troublesome river itself, with its strong current and many snags (big logs and trees floating in the river which could sink a boat). The expedition used Lewis' 55-foot long keelboat and two smaller boats called pirogues to carry their supplies and equipment. The boats used sails to move along, but in going upriver against a strong current, oars and long poles were used to push the boats. Sometimes the boats had to be pulled upriver with ropes by men walking along the shoreline. This was called cordelling. They averaged 10-15 miles per day. During this phase of the journey the group had some discipline problems. Some of the men got drunk or misbehaved. They were punished harshly, and soon the problems stopped. The men began to work together as a team, and to like one another. One man they especially liked was Charles Floyd, one of the three sergeants. Suddenly, on August 20, 1804, Sgt. Floyd got sick and died. It is believed that he died of a burst appendix. He was only 22 years old. There was nothing that could have been done to save his life, even if he had been in the nation's largest city instead of on the frontier, and attended by the best doctor in America. Doctors did not know enough about the human body and how it worked in 1804 to save Charles Floyd. Floyd was laid to rest on top of a large hill by the river, in modern-day Sioux City, Iowa, where today there is a large monument to mark the spot. Sgt. Floyd was the only man to die on the 2½ year journey, even though great danger lay ahead. The men of the expedition nearly had a violent encounter with the Teton (Lakota) Sioux in South Dakota. The Sioux said they wanted more presents, and insisted that Lewis and Clark be their long-term guests - they did not want other Indian tribes to have that honor. They really wanted to stop Lewis and Clark because the Lakota had good trading agreements with nearby tribes. They knew that Lewis and Clark wished to open the entire Missouri River to free trade for all Indian tribes with the United States. One of the Sioux chiefs tried to keep the expedition from moving on by holding fast to the tether rope of one of the boats. Clark drew his sword, and ordered the men on the keelboat to get out their guns. All the guns of Lewis and Clark's men were pointed at the Sioux warriors, who pointed their bows and arrows back at the explorers. The Sioux outnumbered the small Corps of Discovery, and could easily have killed them all. On the other hand, Lewis and Clark had powerful weapons which would kill many Sioux warriors in a fight. After a tense moment, the chief decided to let the explorers go. Tempers were calmed, no shots were fired, and the boats moved upstream once again. Despite this incident, relations with Native Americans were generally good, and councils were held with many tribes, each of whom were presented with gifts and peace medals, and told about the change in government from the Spanish to the United States. By October the "Corps of Discovery" reached the villages of the Mandan Indian tribe, where they built "Fort Mandan" (near present-day Stanton, North Dakota), and spent the winter of 1804-1805. The Mandan people lived in earth lodges along the Missouri River. Their neighbors the Hidatsa lived along the Knife River close by. The villages of the Mandan and Hidatsa people were the center of a huge trade network in the West. A small number of French, British and American traders lived in the villages with the Indians, and even married women from the two tribes. Lewis and Clark were not the first European-Americans to visit this part of the country. During the winter Lewis and Clark made copious notes in their journals, drew maps, and learned of the geography which lay ahead from American Indians in the area of the camp. There were many adventures during the winter, including a buffalo hunt. The weather was very harsh, with temperatures going down to 40 degrees below zero. During the winter Lewis and Clark recruited a Frenchman who had lived with the Hidatsa (sometimes referred to as the Minnetari) Indians for many years. His name was Toussaint Charbonneau, and the captains wanted him to act as an interpreter. They got a real bargain, because along with Charbonneau would come his 16-year-old Shoshoni Indian wife, Sacagawea, and her newborn baby boy, Jean Baptiste. Sacagawea had been captured by a raiding party of Hidatsa warriors five years earlier, and was taken from her homeland in the Rocky Mountains to the Knife River village where she met her husband. Lewis and Clark knew that they would probably meet Sacagawea's people in the Rocky Mountains, and that they might have to ask for horses if they could not find a nearby stream which led down to the Columbia River. So Sacagawea would be invaluable because she could speak to her people directly for the explorers. On April 7, 1805, Lewis and Clark sent the keelboat back to St. Louis with an extensive collection of zoological, botanical, and ethnological specimens as well as letters, reports, dispatches, and maps. Members of the expedition who had caused problems were sent back as well. As the keelboat headed south, and the expedition, now numbering 33, resumed their journey westward in the two pirogues and six dugout canoes. The Corps of Discovery now traveled into regions which had been explored and seen only by Native Americans. The men pulled and sailed their boats up the Missouri River through what is now Montana. They encountered fierce grizzly bears which attacked them. The bears were so tough that even several rifle shots wouldn't kill them. The grizzly bears were truly the kings of the western plains. The men also investigated other animals they had never seen before, including pronghorn antelopes and black tailed deer. They were fascinated with the little prairie dogs that built huge underground villages. They saw so many buffalo that at one point they recorded that they had to "club them out of the way." They saw huge cliffs of white rock that reminded them of castles and huge stone buildings. By early June they reached a place where two rivers met. Lewis and Clark were confused. The Indians did not tell them about such a large river meeting the Missouri, and they had no idea which river - the right fork or the left fork - was the right one to take. The only clue they had was that the Indians had told them that the Missouri had a huge waterfall on it. If they found the right river they would see the waterfall. If they didn't, they might not get to the Pacific Ocean in time for the winter, and would have to spend another cold season away from home, this time in the wilderness without Indian friends like the Mandans and Hidatsas to help them. Lewis and Clark knew they needed to find the correct fork of the river, and time was running short. They led small groups of soldiers up each river, Lewis going up the right fork and Clark up the left, both looking for the waterfall. When they returned, both Lewis and Clark had made up their minds about which was the right river to take, even though neither party saw a waterfall. They asked their men what they thought. After all, most of the men had spent a lot of time on the rivers. Labiche, Cruzatte and Lepage were all experienced French voyageurs. All of the men felt that the right fork was the true Missouri. It was muddy like the Missouri, while the left fork was clear. Both Lewis and Clark disagreed with all their men. They felt that the left fork was the true Missouri. They told the men they would go up the left fork, even though neither party had sighted the great falls which would prove once and for all which was the correct fork. The men said they would follow Lewis and Clark no matter what, even though they thought the captains were wrong. So they started up the left fork, calling it the Missouri and naming the right fork the Marias River after a cousin of Meriwether Lewis. Sacagawea fell very sick, and the expedition moved slowly against the strong current of the river. Meriwether Lewis became impatient, and led a small party of men overland to see if he could find the waterfall - otherwise, they would have to turn back and follow the other fork of the river. On June 13 he spotted a mist rising above the hills in front of him. After a few minutes of walking, Lewis looked down into a deep ravine, and saw a beautiful, huge waterfall. He knew they were on the right river. But the problems of the expedition were not over. Lewis scouted ahead and found that there was not just one waterfall but five, and that they stretched for many miles along the river. The canoes could not be paddled upstream against such a current. They would have to be portaged (taken out of the water and carried) around these waterfalls. The portage at Great Falls was going to be 18 miles long. In order to move the heavy dugout canoes and all their supplies so far, the men had to build little "carriages" with solid wooden wheels cut from tree trunks. The canoes were put on the wheels and pulled by ropes by the men overland for 18 miles. They also tried to make Sacagawea well again; after drinking water from a mineral spring her health improved. The pirogues were left behind by this point, so Meriwether Lewis tried to put his special collapsible, iron-framed boat from Harpers Ferry together. He was very disappointed when the boat did not work, but Clark was ready to help by having two more dugout canoes made. They set out westward once more, paddling upstream. Soon they entered the Rocky Mountains and saw incredibly beautiful scenery with tall evergreen trees. By August 17 they reached the Three Forks of the Missouri, which marked the navigable limits of that river. At this spot the Missouri was fed by three rivers, which they named the Jefferson, Gallatin, and Madison after government officials in Washington. They turned up the river named for President Jefferson and finally reached its headwaters, where the once mighty Missouri could be easily straddled by a man. Now they had reached the crest of the Rocky Mountains. Jefferson, Lewis and Clark had all hoped that the trip would be easy from this point on. It was hoped that the headwaters of the Columbia would be nearby, and that the men could float and paddle their way downstream to the Pacific Ocean. Imagine how disappointed Lewis was as he came to the top of the mountains - and saw nothing but more mountains stretching off as far as he could see. Lewis knew then, as he crossed the Continental Divide through Lemhi Pass, that there was no easy water route to the West Coast. Last updated: December 11, 2018	3,066	ENGLISH	1
Pablo Picasso was born in Malaga in 1881. He grew up in Barcelona, and moved between Barcelona and Paris between 1900 and 1904, before finally settling in Paris. Arguably one of the greatest, most radical and most influential artists of the 20th century, Picasso’s legacy is far-reaching and enduring. He had astonishing powers of invention, continually innovating and refreshing his work and experimenting with one style after another, from the Rose and Blue periods that defined his early years in Paris to the creation with Georges Braque of Cubism, and from the development of Collage in 1912 to his subsequent association with the Surrealist movement. Though to divide his work into defined phases would be misleading as Picasso frequently worked simultaneously on a wealth of themes in various styles. He also enjoyed keeping the critics guessing as to what ‘period’ a particular work belonged. Picasso drew on various influences and the work of his later years in particular is steeped in themes of art history. His career is punctuated by seminal, highly influential artworks whose impact on both artists that followed and wider culture is undeniable, including his production in 1907 of the revolutionary artwork Les Desmoiselles D’Avignon and the politically charged Guernica in 1937, inspired by the destruction caused by the Spanish Civil War. Unusual among artists, Picasso remained in France during the German occupation. From 1946 to his death he lived mainly in the south of France. Picasso continued to produce paintings, sculptures, etchings and ceramics throughout his prolific career, producing an enormous body of work.There are several museums dedicated to Picasso’s work in France and Spain, the most important being in Paris and Barcelona. His work is also included in the most important museums and private collections throughout the world.	<urn:uuid:a340f3f5-9082-45d4-8c3d-50fd4027a713>	CC-MAIN-2020-05	https://www.gladwellpatterson.com/artists/pablo-picasso/about	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591431.4/warc/CC-MAIN-20200117234621-20200118022621-00133.warc.gz	en	0.98198	375	3.46875	3	[ 0.2953866720199585, 0.5491123199462891, 0.14690767228603363, -0.04280181601643562, -0.1037602648139, 0.09115297347307205, 0.12096092849969864, 0.21234159171581268, 0.04882301017642021, 0.12185928970575333, 0.20958013832569122, -0.06826812028884888, -0.00320820533670485, 0.7810897827148438,...	1	Pablo Picasso was born in Malaga in 1881. He grew up in Barcelona, and moved between Barcelona and Paris between 1900 and 1904, before finally settling in Paris. Arguably one of the greatest, most radical and most influential artists of the 20th century, Picasso’s legacy is far-reaching and enduring. He had astonishing powers of invention, continually innovating and refreshing his work and experimenting with one style after another, from the Rose and Blue periods that defined his early years in Paris to the creation with Georges Braque of Cubism, and from the development of Collage in 1912 to his subsequent association with the Surrealist movement. Though to divide his work into defined phases would be misleading as Picasso frequently worked simultaneously on a wealth of themes in various styles. He also enjoyed keeping the critics guessing as to what ‘period’ a particular work belonged. Picasso drew on various influences and the work of his later years in particular is steeped in themes of art history. His career is punctuated by seminal, highly influential artworks whose impact on both artists that followed and wider culture is undeniable, including his production in 1907 of the revolutionary artwork Les Desmoiselles D’Avignon and the politically charged Guernica in 1937, inspired by the destruction caused by the Spanish Civil War. Unusual among artists, Picasso remained in France during the German occupation. From 1946 to his death he lived mainly in the south of France. Picasso continued to produce paintings, sculptures, etchings and ceramics throughout his prolific career, producing an enormous body of work.There are several museums dedicated to Picasso’s work in France and Spain, the most important being in Paris and Barcelona. His work is also included in the most important museums and private collections throughout the world.	379	ENGLISH	1
Why Did This Man Refuse To Salute Hitler? By Lulu Morris For the original article on National Geographic, please click here This picture was taken during the most dangerous period of Nazi occupied Germany. Nazi ridden Germany was a terrifying place. Any act of defiance was punished cruelly. A single act of bravery stood out against a backdrop of blind compliance. The infamous Nazi Salute was adopted by the party in the 1930s and was a ‘compulsory’ greeting for all Germans as a sign of demonstration of respect and loyalty to the Fuhrer. During the 1936 rally, in the presence of Hitler himself, one man, August Landmesser refused to salute. August Landmesser joined the Nazi party in 1931, slowly working his way up. But just two years after joining, Landmesser met Irma Eckler, a Jewish woman and fell madly in love, swiftly proposing to her in 1935. Nothing remains secret in Nazi Germany, and word soon spread of Landmesser’s engagement to Eckler, his love for a Jewish woman led to his expulsion from the Nazi party. Eckler and Landmesser filed a marriage application in Hamburg, but it was denied under Nuremberg law- a set of rules enforcing Jewish exclusion and further limitation of Jewish rights. Landmesser and Eckler welcomed a little girl, Ingrid in October 1935. Less than a year later Landmesser crossed his arms during the famous 1936 rally, in what would become one of the most famous photos taken during the second World War. As Nazi Germany became more and more powerful, Landmesser saw the need to escape with his family. He attempted to defect to Denmark with his wife and child. However, were unfortunately stopped and detained at the border. Landmesser and his family were charged with “dishonouring the race” and “racial infamy.” Due to lack of evidence, the case was dropped a year later, and Landmesser was ordered to end his relationship with his beloved wife. Unwilling to leave her, Landmesser once again defied the Nazi regime. This led to his eventual imprisonment in 1938 and a three-year sentence in one a Nazi concentration camp. August Landmesser would never see his wife or child again. Eckler, who was several months pregnant at the time was arrested and taken to a concentration camp by the secret police. She gave birth to Irene, the couple’s second child. Soon after, Eckler was transferred to one of the Nazi’s death camps where she was murdered with 14,000 others. Landmesser worked a few jobs after his prison sentence, before being forced to join the army in 1944. He was declared missing in action months later.	<urn:uuid:508630c2-1016-4649-995d-a3430ef6df5a>	CC-MAIN-2020-05	https://syriology.com/2019/06/14/why-did-this-man-refuse-to-salute-hitler/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251690379.95/warc/CC-MAIN-20200126195918-20200126225918-00149.warc.gz	en	0.988996	570	3.390625	3	[ -0.5158865451812744, 0.7521911859512329, -0.19519463181495667, 0.20023289322853088, 0.12710049748420715, 0.40580031275749207, 0.6287679672241211, 0.14956803619861603, 0.05981393903493881, -0.33134397864341736, 0.29618406295776367, -0.2586245536804199, 0.23506475985050201, 0.168092906475067...	12	Why Did This Man Refuse To Salute Hitler? By Lulu Morris For the original article on National Geographic, please click here This picture was taken during the most dangerous period of Nazi occupied Germany. Nazi ridden Germany was a terrifying place. Any act of defiance was punished cruelly. A single act of bravery stood out against a backdrop of blind compliance. The infamous Nazi Salute was adopted by the party in the 1930s and was a ‘compulsory’ greeting for all Germans as a sign of demonstration of respect and loyalty to the Fuhrer. During the 1936 rally, in the presence of Hitler himself, one man, August Landmesser refused to salute. August Landmesser joined the Nazi party in 1931, slowly working his way up. But just two years after joining, Landmesser met Irma Eckler, a Jewish woman and fell madly in love, swiftly proposing to her in 1935. Nothing remains secret in Nazi Germany, and word soon spread of Landmesser’s engagement to Eckler, his love for a Jewish woman led to his expulsion from the Nazi party. Eckler and Landmesser filed a marriage application in Hamburg, but it was denied under Nuremberg law- a set of rules enforcing Jewish exclusion and further limitation of Jewish rights. Landmesser and Eckler welcomed a little girl, Ingrid in October 1935. Less than a year later Landmesser crossed his arms during the famous 1936 rally, in what would become one of the most famous photos taken during the second World War. As Nazi Germany became more and more powerful, Landmesser saw the need to escape with his family. He attempted to defect to Denmark with his wife and child. However, were unfortunately stopped and detained at the border. Landmesser and his family were charged with “dishonouring the race” and “racial infamy.” Due to lack of evidence, the case was dropped a year later, and Landmesser was ordered to end his relationship with his beloved wife. Unwilling to leave her, Landmesser once again defied the Nazi regime. This led to his eventual imprisonment in 1938 and a three-year sentence in one a Nazi concentration camp. August Landmesser would never see his wife or child again. Eckler, who was several months pregnant at the time was arrested and taken to a concentration camp by the secret police. She gave birth to Irene, the couple’s second child. Soon after, Eckler was transferred to one of the Nazi’s death camps where she was murdered with 14,000 others. Landmesser worked a few jobs after his prison sentence, before being forced to join the army in 1944. He was declared missing in action months later.	588	ENGLISH	1
Legislator. Ellis was born on April 21, 1890, in Gourdin, Williamsburg County, one of ten children of Alexander McKnight Gordon and Mary Lee Gamble. She graduated from Kingstree High School in 1909 and taught at Sutton’s School for a year. Awarded a scholarship to Winthrop Training School (College), she earned her B.A. in 1913. After graduation she taught for three years in Jasper County schools. In 1914 she met and married Junius Gather Ellis, a farmer and turpentine producer. She became the mother of three children. When her children were of school age, she boarded them with relatives in Savannah, where they would receive a better education. This belief in education soon propelled her into Jasper County politics. Just four years after the ratification of the Nineteenth Amendment, which granted women the right to vote, Ellis was elected superintendent of education of Jasper County, serving from 1924 until 1928. Her school reforms stressed better teacher training, school facilities improvement, additional school supplies, and more texts. She firmly believed that education was for all children, and she provided the segregated black schools with new books instead of hand-me-downs from the white schools. However, her decisions to hire an African American administrator for black schools and to provide bus transportation for black children alienated some white citizens. In 1928 Jasper County House member H. K. Purdy had her fired. Her response was to oppose him in the next election. When Purdy filed to run for the South Carolina Senate, Ellis did as well. She won. Elected in 1928 and taking her seat in January 1929, “Mary G,” as she was called by the all-male state Senate, became the first woman to serve in that body. Elected twice (1929–1930 and 1931–1932), Ellis served on the committees of education, incorporations, military, and charitable institutions, among others. An active senator, she proposed bills, offered amendments, debated issues, and did committee work. In particular, she championed human rights issues, especially those affecting women and African Americans. Although her public career was brief, Ellis’s progressive views on educational and racial issues stood out in an era often dominated by white supremacy and segregation. Regarding her own home county, she stated, “No society with 1,000 white adults and 4,000 black adults can survive unless all have equal education opportunities.” But her pioneering message was rarely acted on, and those favoring her positions have often been rejected (later efforts in Jasper County to name a public facility after her have all failed). Even attempts to have her portrait hung in the South Carolina State House were refused for decades. Only in 1995 did her picture take its place in the Senate chamber. Ellis became ill with ovarian cancer and was unable to campaign effectively for reelection in 1932. She was defeated in the Democratic Party primary. She died on September 9, 1934, and was buried in Williamsburg Cemetery in Kingstree. Bailey, N. Louise, Mary L. Morgan, and Carolyn R. Taylor, eds. Biographical Directory of the South Carolina Senate, 1776–1985. 3 vols. Columbia: University of South Carolina Press, 1986. Berman, Pat. “The Road to Equal Rights.” Columbia State, August 26, 2000, p. D3. Bodie, Idella. South Carolina Women. Orangeburg, S.C.: Sandlapper, 1991. Ellis, Mary Gordon. Vertical Files Collection. South Caroliniana Library, University of South Carolina, Columbia.	<urn:uuid:d005e346-7767-4988-8c28-ebc8d5fb9d1e>	CC-MAIN-2020-05	http://www.scencyclopedia.org/sce/entries/ellis-mary-gordon/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250611127.53/warc/CC-MAIN-20200123160903-20200123185903-00124.warc.gz	en	0.980471	739	3.390625	3	[ -0.4889119267463684, -0.15856647491455078, 0.19827812910079956, -0.03657297417521477, -0.4487721025943756, -0.13943612575531006, 0.0975174605846405, -0.19225846230983734, -0.4219091534614563, 0.2720060348510742, 0.4498595893383026, 0.19529300928115845, 0.28275826573371887, 0.05577185004949...	2	Legislator. Ellis was born on April 21, 1890, in Gourdin, Williamsburg County, one of ten children of Alexander McKnight Gordon and Mary Lee Gamble. She graduated from Kingstree High School in 1909 and taught at Sutton’s School for a year. Awarded a scholarship to Winthrop Training School (College), she earned her B.A. in 1913. After graduation she taught for three years in Jasper County schools. In 1914 she met and married Junius Gather Ellis, a farmer and turpentine producer. She became the mother of three children. When her children were of school age, she boarded them with relatives in Savannah, where they would receive a better education. This belief in education soon propelled her into Jasper County politics. Just four years after the ratification of the Nineteenth Amendment, which granted women the right to vote, Ellis was elected superintendent of education of Jasper County, serving from 1924 until 1928. Her school reforms stressed better teacher training, school facilities improvement, additional school supplies, and more texts. She firmly believed that education was for all children, and she provided the segregated black schools with new books instead of hand-me-downs from the white schools. However, her decisions to hire an African American administrator for black schools and to provide bus transportation for black children alienated some white citizens. In 1928 Jasper County House member H. K. Purdy had her fired. Her response was to oppose him in the next election. When Purdy filed to run for the South Carolina Senate, Ellis did as well. She won. Elected in 1928 and taking her seat in January 1929, “Mary G,” as she was called by the all-male state Senate, became the first woman to serve in that body. Elected twice (1929–1930 and 1931–1932), Ellis served on the committees of education, incorporations, military, and charitable institutions, among others. An active senator, she proposed bills, offered amendments, debated issues, and did committee work. In particular, she championed human rights issues, especially those affecting women and African Americans. Although her public career was brief, Ellis’s progressive views on educational and racial issues stood out in an era often dominated by white supremacy and segregation. Regarding her own home county, she stated, “No society with 1,000 white adults and 4,000 black adults can survive unless all have equal education opportunities.” But her pioneering message was rarely acted on, and those favoring her positions have often been rejected (later efforts in Jasper County to name a public facility after her have all failed). Even attempts to have her portrait hung in the South Carolina State House were refused for decades. Only in 1995 did her picture take its place in the Senate chamber. Ellis became ill with ovarian cancer and was unable to campaign effectively for reelection in 1932. She was defeated in the Democratic Party primary. She died on September 9, 1934, and was buried in Williamsburg Cemetery in Kingstree. Bailey, N. Louise, Mary L. Morgan, and Carolyn R. Taylor, eds. Biographical Directory of the South Carolina Senate, 1776–1985. 3 vols. Columbia: University of South Carolina Press, 1986. Berman, Pat. “The Road to Equal Rights.” Columbia State, August 26, 2000, p. D3. Bodie, Idella. South Carolina Women. Orangeburg, S.C.: Sandlapper, 1991. Ellis, Mary Gordon. Vertical Files Collection. South Caroliniana Library, University of South Carolina, Columbia.	808	ENGLISH	1
Главная > Реферат >Остальные работы King Lear Essay, Research Paper There has been many different views on the plays of William Shakespeare and definitions of what kind of play they were. The two most popular would be the comedy and the tragedy. King Lear to some people may be a comedy because they believe that the play has been over exaggerated. Others would say King Lear was a tragedy because there is so much suffering and chaos. What makes a Shakespearean play a comedy or a tragedy? King Lear would be a tragedy because it meets all the requirements of a tragedy as defined by Andrew Cecil Bradley. Bradley states that a Shakespearean tragedy must have to be the story of the hero and that there is exceptional suffering and calamity slowly being worn in as well as it being contrasted to happier times. The play also depicts the troubled parts in his life and eventually his death that is instantaneous caused by the suffering and calamity. There is the feeling of fear in the play as well, that makes men see how blind they are not knowing when fortune or something else would be on them. The hero must be of a high status on the chain and the hero also possesses a tragic flaw that initiates the tragedy. The fall of the hero is not felt by him alone but creates a chain reaction which affects everything below him. There must also be the element of chance or accident that influences some point in the play. King Lear meets all of these requirements that has been laid out by Bradley which is the most logical for a definition of a tragedy as compared to the definition of a comedy by G. Wilson Knight. The main character of the play would be King Lear who in terms of Bradley would be the hero and hold the highest position is the social chain. Lear out of Pride and anger has banished Cordelia and split the kingdom in half to the two older sisters, Goneril and Regan. This is Lear’s tragic flaw which prevents him to see the true faces of people because his pride and anger overrides his judgement. As we see in the first act, Lear does not listen to Kent’s plea to see closer to the true faces of his daughters. Kent has hurt Lear’s pride by disobeying his order to stay out of his and Cordelia’s way when Lear has already warned him, “The bow is bent and drawn, make from the shaft.” Kent still disobeys Lear and is banished. Because of this flaw, Lear has initiated the tragedy by disturbing the order in the chain of being by dividing the kingdom, banishing his best servant and daughter, and giving up his thrown. Due to this flaw, Lear has given way to the two older daughters to conspire against him. Lear is finally thrown out of his daughters home and left with a fool, a servant and a beggar. This is when Lear realizes the mistake that he has made and suffers the banishment of his two eldest daughters. Lear is caught in a storm and begins to lose his sanity because he can not bear the treatment of his two daughters as well as the error he has made with Cordelia and Kent. Lear also suffers from rest when he is moving all over the place and the thing that breaks him is the death of his youngest daughter Cordelia. This suffering can be contrasted with other happier times like when Lear was still king and when he was not banished by his two daughters. The feeling of fear is when Lear is in the storm raging against the gods, “I tax not you, you elements, with unkindness. I never gave you kingdom, called you children, you owe me no subscription.”, telling them to rage harder since he has not done anything for them and that he didn’t deserve what he has received from his two daughters. The fear is how Lear in a short period of time went from king to just a regular peasant and from strong and prideful to weak and unconfident. This shows that men do not hold their own destiny and that even though things may be great now you can be struck down just as fast as was to Lear. The fall of Lear is not just the suffering of one man but the suffering of everyone down the chain. Gloucester loses his status and eyes, Cordelia and Kent banished, and Albany realizing his wife’s true heart. Everything that happened to these characters are affected by Lear in one way or another and that if Lear had not banished Cordelia and Kent then the two sisters would not be able to plot against their father. Without the plot of the two sisters then Gloucester would not of lost his eyes to Cornwall and his status because he was guilty of treason. There is an element of chance in the play in which Edgar meets Oswald trying to kill his father because he is a traitor. Oswald is slain asks Edgar, “And give the letters which thou find’st about me to Edmund Earl of Gloucester. Seek him out upon the English party.” Edgar finds a letter to Edmund from Goneril about the conspiracy to kill Albany. This part in the play affects the outcome of Goneril and Edmund in which will lead to both of their deaths. The pain and suffering endured by Lear eventually tears down his strength and sanity. Lear is not as strong, arrogant, and prideful as he was in the beginning of the play instead he is weak, scared, and a confused old man. At the end of the play Lear has completely lost his sanity with the loss of his daughter Cordelia and this is the thing that breaks Lear and leads to his death. Lear dies with the knowledge that Cordelia is dead and dies as a man in pain. “And my poor fool is hanged! No, no, no life! Why should a dog, a horse, a rat, have life, And thou no breath at all? Thou’lt come no more, never, never, never, never, never!” King Lear has met all the requirements that Bradley has stated as a Shakespearean tragedy. Lear has a tragic flaw which is his pride that prevents him to see the true faces of people. He also initiates the tragedy by the banishment of Cordelia and Kent as well as dividing the kingdom. Lear has also suffered and endured the pains of his error which leads to his death and which is contrasted to that of happier times. There is the feeling of fear in the play which is of a King losing his crown and becoming a peasant. Lear has also created a chain reaction that affects everything down the chain. The element of chance is also introduced in the play with Edgar and Oswald, Oswald possessing the letter to Edmund. And the final part is the death of King Lear dying in suffering of the death of his daughter Cordelia. - King Lear Essay, Research Paper Throughout Shakespeare?s King Lear, there is a sense of ... . In this scene, King Lear has created an environment of ... though previously banished by Lear, has returned in disguise to ... ? he has ignored for so long. King Lear seems to ... - King Lear Essay, Research Paper William Shakespeare’s play King Lear is a play full of deceit, ... the love that she has for the king is true and sincere. She ... has nothing to say that will flatter the king because she is true ... - King Lear Essay, Research Paper Question #3: Consider the wisdom of King Lear’s fool. Look closely at the ... not really a question concerning what Lear has given the Fool, but a direct ... with water; When nobles are their tailors’ tutors, No heretics burned ... - King Lear Essay, Research Paper In Act 1, Scene 1 Kent says, “See better, Lear.” How does Lear ?see? more ... V Scene 3, and what has led him to this? King Lear of Britain, the ... yells to the storm. But there is partial acknowledgement of his ... - King Lear Essay, Research Paper ACT ONE, SCENE ONE KING LEAR Lines 248 260 It is ... of the way Lear has acted, the natural order has been disrupted, which ... , speak in prose to mirror their personalities. The contrast between the ...	<urn:uuid:cdd02d61-88ea-4ef6-bfbd-1f3aebfd35db>	CC-MAIN-2020-05	https://works.doklad.ru/view/RqOLdirBOM4.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597230.18/warc/CC-MAIN-20200120023523-20200120051523-00485.warc.gz	en	0.981731	1,714	3.609375	4	[ 0.14825545251369476, -0.023146551102399826, 0.40545016527175903, 0.2319703996181488, -0.28020137548446655, -0.17083287239074707, 0.6586638689041138, 0.1496695578098297, -0.14143258333206177, -0.19629009068012238, 0.02688896469771862, -0.1818966269493103, 0.2275318205356598, 0.2650436460971...	4	Главная > Реферат >Остальные работы King Lear Essay, Research Paper There has been many different views on the plays of William Shakespeare and definitions of what kind of play they were. The two most popular would be the comedy and the tragedy. King Lear to some people may be a comedy because they believe that the play has been over exaggerated. Others would say King Lear was a tragedy because there is so much suffering and chaos. What makes a Shakespearean play a comedy or a tragedy? King Lear would be a tragedy because it meets all the requirements of a tragedy as defined by Andrew Cecil Bradley. Bradley states that a Shakespearean tragedy must have to be the story of the hero and that there is exceptional suffering and calamity slowly being worn in as well as it being contrasted to happier times. The play also depicts the troubled parts in his life and eventually his death that is instantaneous caused by the suffering and calamity. There is the feeling of fear in the play as well, that makes men see how blind they are not knowing when fortune or something else would be on them. The hero must be of a high status on the chain and the hero also possesses a tragic flaw that initiates the tragedy. The fall of the hero is not felt by him alone but creates a chain reaction which affects everything below him. There must also be the element of chance or accident that influences some point in the play. King Lear meets all of these requirements that has been laid out by Bradley which is the most logical for a definition of a tragedy as compared to the definition of a comedy by G. Wilson Knight. The main character of the play would be King Lear who in terms of Bradley would be the hero and hold the highest position is the social chain. Lear out of Pride and anger has banished Cordelia and split the kingdom in half to the two older sisters, Goneril and Regan. This is Lear’s tragic flaw which prevents him to see the true faces of people because his pride and anger overrides his judgement. As we see in the first act, Lear does not listen to Kent’s plea to see closer to the true faces of his daughters. Kent has hurt Lear’s pride by disobeying his order to stay out of his and Cordelia’s way when Lear has already warned him, “The bow is bent and drawn, make from the shaft.” Kent still disobeys Lear and is banished. Because of this flaw, Lear has initiated the tragedy by disturbing the order in the chain of being by dividing the kingdom, banishing his best servant and daughter, and giving up his thrown. Due to this flaw, Lear has given way to the two older daughters to conspire against him. Lear is finally thrown out of his daughters home and left with a fool, a servant and a beggar. This is when Lear realizes the mistake that he has made and suffers the banishment of his two eldest daughters. Lear is caught in a storm and begins to lose his sanity because he can not bear the treatment of his two daughters as well as the error he has made with Cordelia and Kent. Lear also suffers from rest when he is moving all over the place and the thing that breaks him is the death of his youngest daughter Cordelia. This suffering can be contrasted with other happier times like when Lear was still king and when he was not banished by his two daughters. The feeling of fear is when Lear is in the storm raging against the gods, “I tax not you, you elements, with unkindness. I never gave you kingdom, called you children, you owe me no subscription.”, telling them to rage harder since he has not done anything for them and that he didn’t deserve what he has received from his two daughters. The fear is how Lear in a short period of time went from king to just a regular peasant and from strong and prideful to weak and unconfident. This shows that men do not hold their own destiny and that even though things may be great now you can be struck down just as fast as was to Lear. The fall of Lear is not just the suffering of one man but the suffering of everyone down the chain. Gloucester loses his status and eyes, Cordelia and Kent banished, and Albany realizing his wife’s true heart. Everything that happened to these characters are affected by Lear in one way or another and that if Lear had not banished Cordelia and Kent then the two sisters would not be able to plot against their father. Without the plot of the two sisters then Gloucester would not of lost his eyes to Cornwall and his status because he was guilty of treason. There is an element of chance in the play in which Edgar meets Oswald trying to kill his father because he is a traitor. Oswald is slain asks Edgar, “And give the letters which thou find’st about me to Edmund Earl of Gloucester. Seek him out upon the English party.” Edgar finds a letter to Edmund from Goneril about the conspiracy to kill Albany. This part in the play affects the outcome of Goneril and Edmund in which will lead to both of their deaths. The pain and suffering endured by Lear eventually tears down his strength and sanity. Lear is not as strong, arrogant, and prideful as he was in the beginning of the play instead he is weak, scared, and a confused old man. At the end of the play Lear has completely lost his sanity with the loss of his daughter Cordelia and this is the thing that breaks Lear and leads to his death. Lear dies with the knowledge that Cordelia is dead and dies as a man in pain. “And my poor fool is hanged! No, no, no life! Why should a dog, a horse, a rat, have life, And thou no breath at all? Thou’lt come no more, never, never, never, never, never!” King Lear has met all the requirements that Bradley has stated as a Shakespearean tragedy. Lear has a tragic flaw which is his pride that prevents him to see the true faces of people. He also initiates the tragedy by the banishment of Cordelia and Kent as well as dividing the kingdom. Lear has also suffered and endured the pains of his error which leads to his death and which is contrasted to that of happier times. There is the feeling of fear in the play which is of a King losing his crown and becoming a peasant. Lear has also created a chain reaction that affects everything down the chain. The element of chance is also introduced in the play with Edgar and Oswald, Oswald possessing the letter to Edmund. And the final part is the death of King Lear dying in suffering of the death of his daughter Cordelia. - King Lear Essay, Research Paper Throughout Shakespeare?s King Lear, there is a sense of ... . In this scene, King Lear has created an environment of ... though previously banished by Lear, has returned in disguise to ... ? he has ignored for so long. King Lear seems to ... - King Lear Essay, Research Paper William Shakespeare’s play King Lear is a play full of deceit, ... the love that she has for the king is true and sincere. She ... has nothing to say that will flatter the king because she is true ... - King Lear Essay, Research Paper Question #3: Consider the wisdom of King Lear’s fool. Look closely at the ... not really a question concerning what Lear has given the Fool, but a direct ... with water; When nobles are their tailors’ tutors, No heretics burned ... - King Lear Essay, Research Paper In Act 1, Scene 1 Kent says, “See better, Lear.” How does Lear ?see? more ... V Scene 3, and what has led him to this? King Lear of Britain, the ... yells to the storm. But there is partial acknowledgement of his ... - King Lear Essay, Research Paper ACT ONE, SCENE ONE KING LEAR Lines 248 260 It is ... of the way Lear has acted, the natural order has been disrupted, which ... , speak in prose to mirror their personalities. The contrast between the ...	1,650	ENGLISH	1
One of the biggest reasons I have for choosing this topic was to find out what these women did to make a difference, not only in their lives, but in the lives of so many future generations. How does one group of disrespected, non-voting, non-working women, gain the attention of the rest of the world? They changed history for themselves and the rest of the nation. What I …show more content… The motive behind this Seneca Falls convention was to raise the awareness of the general population to the oppression, not only of slaves, but of women. The anti-slavery movement was in full swing and many people in the North were in favor of the movement. It started splintering when the women's rights issues were added to the platform. Not many men wanted to be seen in support of the issues women were facing. It was Lucretia Mott's husband who presided over the Seneca Falls Convention. The issues with which they were most immediately concerned included control of earnings, personal freedom and custody of children in divorce cases. In the 1840's, women were considered the property of their husbands. Their earnings were also considered the property of the husband. These women, many of whom	<urn:uuid:cab6181b-d297-4aa0-ad6b-b43d6b95e3ef>	CC-MAIN-2020-05	https://www.majortests.com/essay/The-Womens-Rights-Movement-of-the-1800s-F3VLYGQAA.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251801423.98/warc/CC-MAIN-20200129164403-20200129193403-00039.warc.gz	en	0.99158	249	4.25	4	[ -0.39480260014533997, 0.5113152265548706, 0.3153191804885864, 0.10080322623252869, -0.04884733259677887, 0.04328359290957451, 0.23006287217140198, 0.5368241667747498, -0.25072211027145386, -0.21532978117465973, 0.27829161286354065, 0.03127337619662285, -0.5421164035797119, 0.03249699994921...	1	One of the biggest reasons I have for choosing this topic was to find out what these women did to make a difference, not only in their lives, but in the lives of so many future generations. How does one group of disrespected, non-voting, non-working women, gain the attention of the rest of the world? They changed history for themselves and the rest of the nation. What I …show more content… The motive behind this Seneca Falls convention was to raise the awareness of the general population to the oppression, not only of slaves, but of women. The anti-slavery movement was in full swing and many people in the North were in favor of the movement. It started splintering when the women's rights issues were added to the platform. Not many men wanted to be seen in support of the issues women were facing. It was Lucretia Mott's husband who presided over the Seneca Falls Convention. The issues with which they were most immediately concerned included control of earnings, personal freedom and custody of children in divorce cases. In the 1840's, women were considered the property of their husbands. Their earnings were also considered the property of the husband. These women, many of whom	249	ENGLISH	1
Evergreens and the winter holidays Because Christmas is related to old celebrations of the winter solstice, evergreen trees have always been popular decorations in northern countries at Christmas time. They’re green when everything else is dead and white. When were the first Christmas trees? In the time of the Roman Empire, people sometimes hung small bits of metal from trees at this time of year – but they were living outside trees, not cut ones. In the Middle Ages, in Europe, people sometimes hung apples from trees for Christmas. But people only started to cut pine trees down and bring them inside houses in 1531 AD, in northern Germany. Probably these Christmas trees were a Protestant substitute for the nativity scenes and mangers in Catholic houses. When did Christmas trees get decorations? These earliest Christmas trees were plain; they didn’t have any decorations on them. By 1605, though, some people at least were decorating their trees with paper roses, apples, nuts, and sugar candy (which had just been invented). When did tinsel get involved? In 1610, rich people began to put thin strands of real silver tinsel on their trees. By 1650, they were hanging dolls and maybe other presents from their trees too. Parents or servants then shook the trees so the presents and candy fell off and the children could grab them. Christmas trees and German immigration As Christmas trees got more popular in Germany, people in other countries began to want trees too. People thought of their Christmas tree as a German thing, and they bought their best Christmas tree decorations from German stores. Beginning in the early 1800s, as more German people moved to North America, they brought the idea of Christmas trees with them. Americans who weren’t from German families didn’t have Christmas trees. Queen Victoria has a tree In 1841, though, the German Prince Albert, who was married to Queen Victoria of England, had a Christmas tree in Windsor Palace in England. Newspapers in the United States printed the picture of Queen Victoria’s family around their tree. Everyone admired young, pretty Queen Victoria, and many rich families in the United States began to have their own trees, even if they weren’t from German families. Christmas trees and Americans By the 1880s, as more Italian immigrants came to the United States, having a Christmas tree became a way to show that you were a patriotic American, and not an Italian who had a nativity scene. World War I and Christmas trees During World War I, when the United States was at war with Germany, most German immigrants stopped letting people know they were from Germany. They just wanted to be plain Americans. So they said their pretty trees were just what regular Americans did, not German anymore. People gradually forgot that these trees had once been only for Protestants, and for Germans. In the course of the 1900s, these two traditions mixed, and by 1982 even the Pope in Rome had a Christmas tree in his Vatican palace. Even many people who were not Christian at all started to have holiday trees – Indian immigrants, and Chinese and Japanese immigrants, and some Jewish families.	<urn:uuid:676d2de7-4310-46b0-8fb9-a74988807811>	CC-MAIN-2020-05	https://quatr.us/northern-europe/christmas-trees-american-holidays.htm	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251684146.65/warc/CC-MAIN-20200126013015-20200126043015-00270.warc.gz	en	0.985039	649	3.28125	3	[ 0.12261393666267395, 0.3477531671524048, 0.5047379732131958, -0.3451988399028778, 0.4516665041446686, -0.1648971438407898, -0.012618009001016617, 0.05812453106045723, 0.028986509889364243, 0.2530444264411926, 0.1883063167333603, 0.3168598413467407, -0.15189708769321442, 0.44467228651046753...	11	Evergreens and the winter holidays Because Christmas is related to old celebrations of the winter solstice, evergreen trees have always been popular decorations in northern countries at Christmas time. They’re green when everything else is dead and white. When were the first Christmas trees? In the time of the Roman Empire, people sometimes hung small bits of metal from trees at this time of year – but they were living outside trees, not cut ones. In the Middle Ages, in Europe, people sometimes hung apples from trees for Christmas. But people only started to cut pine trees down and bring them inside houses in 1531 AD, in northern Germany. Probably these Christmas trees were a Protestant substitute for the nativity scenes and mangers in Catholic houses. When did Christmas trees get decorations? These earliest Christmas trees were plain; they didn’t have any decorations on them. By 1605, though, some people at least were decorating their trees with paper roses, apples, nuts, and sugar candy (which had just been invented). When did tinsel get involved? In 1610, rich people began to put thin strands of real silver tinsel on their trees. By 1650, they were hanging dolls and maybe other presents from their trees too. Parents or servants then shook the trees so the presents and candy fell off and the children could grab them. Christmas trees and German immigration As Christmas trees got more popular in Germany, people in other countries began to want trees too. People thought of their Christmas tree as a German thing, and they bought their best Christmas tree decorations from German stores. Beginning in the early 1800s, as more German people moved to North America, they brought the idea of Christmas trees with them. Americans who weren’t from German families didn’t have Christmas trees. Queen Victoria has a tree In 1841, though, the German Prince Albert, who was married to Queen Victoria of England, had a Christmas tree in Windsor Palace in England. Newspapers in the United States printed the picture of Queen Victoria’s family around their tree. Everyone admired young, pretty Queen Victoria, and many rich families in the United States began to have their own trees, even if they weren’t from German families. Christmas trees and Americans By the 1880s, as more Italian immigrants came to the United States, having a Christmas tree became a way to show that you were a patriotic American, and not an Italian who had a nativity scene. World War I and Christmas trees During World War I, when the United States was at war with Germany, most German immigrants stopped letting people know they were from Germany. They just wanted to be plain Americans. So they said their pretty trees were just what regular Americans did, not German anymore. People gradually forgot that these trees had once been only for Protestants, and for Germans. In the course of the 1900s, these two traditions mixed, and by 1982 even the Pope in Rome had a Christmas tree in his Vatican palace. Even many people who were not Christian at all started to have holiday trees – Indian immigrants, and Chinese and Japanese immigrants, and some Jewish families.	656	ENGLISH	1
A tablet made around 3100 to 3000 BC is the world’s oldest paycheck. It’s over 5,000 years old, and originated in the ancient Mesopotamian city of Uruk. It details the payment for some workers in the city in cuneiform- a sort of hieroglyphic made from a wedge-shaped tool pressed into wet clay. One picture depicts a man drinking from a bowl, which means ‘ration’. Another depicts a cone-shaped vase: the Mesopotamian way of writing ‘beer’. Apparently, the employers in Uruk were paying their workers in beer! “Scattered around are scratches recording the amount of beer for a particular worker,” Alison George of the New Scientist magazine said. It also should be noted that it was likely a very valuable payment. Up until water purification systems were invented, such as boiling or filtration, all the way up until the end of the Middle Ages, many people drank watered down forms of alcohol such as beer or wine instead of water. The alcohol in the water would kill any harmful viruses, parasites, or bacteria that might make someone sick, so it was generally considered much safer (and tastier!) than drinking straight water. Uruk was one of the oldest cities on Earth. At its height, it was an urban epicenter for anywhere from 50,000 to 80,000 people. The city was immortalized in the famous Epic of Gilgamesh, when it was apparently ruled by the famous mythological king, Gilgamesh, in the 27th-century BC. It was a rich and prosperous city in Sumer and Babylon. Not only that, but It’s considered to be the origin of the first writing system, and one very important artifact, famously called “The Mesopotamian Mona Lisa”, was unearthed at the archaeological digs in the city. It’s considered to be one of the oldest depictions of a human face in the world. It’s unclear what exactly the workers were being paid for. Uruk was a hub of trade during the period in history that the tablet dates back to. Products from Uruk, including a very popular crude style of pottery bowl, have been found at sites all across the Mesopotamian region. The Uruk style of bowl specifically was a mass-produced product, so, perhaps these workers were a large group of potters making such bowls to be exported to the region. Who knows! All we do know was that they were very, very well equipped with lots of beer at the end of every month! It hasn’t been uncommon in history for workers to be paid in beer or alcohol of some kind. Geoffrey Chaucer was paid in wine, and ancient Egyptian builders were paid in four to five liters of beer per day. That’s a lot of alcohol!	<urn:uuid:d38bef86-331d-4a24-99ad-df0590b81524>	CC-MAIN-2020-05	https://historythings.com/worlds-oldest-paycheck-says-workers-paid-beer/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251689924.62/warc/CC-MAIN-20200126135207-20200126165207-00115.warc.gz	en	0.985542	606	3.765625	4	[ -0.08567565679550171, 0.21536804735660553, 0.22705930471420288, -0.4176258444786072, -0.04838314279913902, -0.1637096107006073, 0.2997397482395172, 0.006837338209152222, -0.27373310923576355, 0.26735150814056396, -0.2212909311056137, -0.45379215478897095, -0.06314016878604889, -0.097904875...	8	A tablet made around 3100 to 3000 BC is the world’s oldest paycheck. It’s over 5,000 years old, and originated in the ancient Mesopotamian city of Uruk. It details the payment for some workers in the city in cuneiform- a sort of hieroglyphic made from a wedge-shaped tool pressed into wet clay. One picture depicts a man drinking from a bowl, which means ‘ration’. Another depicts a cone-shaped vase: the Mesopotamian way of writing ‘beer’. Apparently, the employers in Uruk were paying their workers in beer! “Scattered around are scratches recording the amount of beer for a particular worker,” Alison George of the New Scientist magazine said. It also should be noted that it was likely a very valuable payment. Up until water purification systems were invented, such as boiling or filtration, all the way up until the end of the Middle Ages, many people drank watered down forms of alcohol such as beer or wine instead of water. The alcohol in the water would kill any harmful viruses, parasites, or bacteria that might make someone sick, so it was generally considered much safer (and tastier!) than drinking straight water. Uruk was one of the oldest cities on Earth. At its height, it was an urban epicenter for anywhere from 50,000 to 80,000 people. The city was immortalized in the famous Epic of Gilgamesh, when it was apparently ruled by the famous mythological king, Gilgamesh, in the 27th-century BC. It was a rich and prosperous city in Sumer and Babylon. Not only that, but It’s considered to be the origin of the first writing system, and one very important artifact, famously called “The Mesopotamian Mona Lisa”, was unearthed at the archaeological digs in the city. It’s considered to be one of the oldest depictions of a human face in the world. It’s unclear what exactly the workers were being paid for. Uruk was a hub of trade during the period in history that the tablet dates back to. Products from Uruk, including a very popular crude style of pottery bowl, have been found at sites all across the Mesopotamian region. The Uruk style of bowl specifically was a mass-produced product, so, perhaps these workers were a large group of potters making such bowls to be exported to the region. Who knows! All we do know was that they were very, very well equipped with lots of beer at the end of every month! It hasn’t been uncommon in history for workers to be paid in beer or alcohol of some kind. Geoffrey Chaucer was paid in wine, and ancient Egyptian builders were paid in four to five liters of beer per day. That’s a lot of alcohol!	583	ENGLISH	1
Interweaving her personal experiences with nature imagery and Jewish legends, Rivka Basman Ben-Hayim became one of Israel’s most celebrated Yiddish poets. Basman began writing poetry as a teenager in the Kaiserwald concentration camp as a way to lift the spirits of fellow inmates. She saved her poems after the camp was liquidated by hiding them in her mouth. After she was freed in 1945, she moved to Belgrade and helped smuggle Jews through the British blockades into Palestine. She made Aliyah in 1947 and joined Kibbutz Ha-Ma’pil, where she taught children and joined the Yiddish poets’ group Yung Yisroel. She published her first collection, Toybn baym brunem (Doves at the Well), in 1959. When her husband became Israel’s cultural attaché to the Soviet Union from 1963–1965, Basman taught diplomats’ children in Moscow while quietly connecting with Russian Yiddish authors. Basman’s poems are primarily in Yiddish, although many have been translated into Hebrew. During his lifetime, her husband illustrated and designed her books, and after his death, she added his family name to hers. She has been honored with numerous prizes, including the Itzik Manger Prize in 1984 and the Chaim Zhitlowsky Prize in 1998. More on Rivka Basman Ben-Hayim How to cite this page Jewish Women's Archive. "Rivka Basman Ben-Hayim." (Viewed on January 18, 2020) <https://qa.jwa.org/people/ben-hayim-rivka>.	<urn:uuid:c15d4d08-c735-4deb-851c-b0230bac0a52>	CC-MAIN-2020-05	https://qa.jwa.org/people/ben-hayim-rivka	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592636.25/warc/CC-MAIN-20200118135205-20200118163205-00285.warc.gz	en	0.98043	343	3.28125	3	[ -0.09778600931167603, 0.2633216381072998, -0.05205791816115379, 0.2282618135213852, -0.25384336709976196, 0.3078535795211792, 0.30018290877342224, 0.06009266525506973, -0.3183433413505554, -0.08901931345462799, -0.20965775847434998, -0.018656296655535698, -0.0556594543159008, 0.72097378969...	1	Interweaving her personal experiences with nature imagery and Jewish legends, Rivka Basman Ben-Hayim became one of Israel’s most celebrated Yiddish poets. Basman began writing poetry as a teenager in the Kaiserwald concentration camp as a way to lift the spirits of fellow inmates. She saved her poems after the camp was liquidated by hiding them in her mouth. After she was freed in 1945, she moved to Belgrade and helped smuggle Jews through the British blockades into Palestine. She made Aliyah in 1947 and joined Kibbutz Ha-Ma’pil, where she taught children and joined the Yiddish poets’ group Yung Yisroel. She published her first collection, Toybn baym brunem (Doves at the Well), in 1959. When her husband became Israel’s cultural attaché to the Soviet Union from 1963–1965, Basman taught diplomats’ children in Moscow while quietly connecting with Russian Yiddish authors. Basman’s poems are primarily in Yiddish, although many have been translated into Hebrew. During his lifetime, her husband illustrated and designed her books, and after his death, she added his family name to hers. She has been honored with numerous prizes, including the Itzik Manger Prize in 1984 and the Chaim Zhitlowsky Prize in 1998. More on Rivka Basman Ben-Hayim How to cite this page Jewish Women's Archive. "Rivka Basman Ben-Hayim." (Viewed on January 18, 2020) <https://qa.jwa.org/people/ben-hayim-rivka>.	364	ENGLISH	1
Manhattan Country School students are in a unique situation as both consumers of drinking water that originates in the Catskill Mountains and as stewards of the NYC watershed while at the MCS Farm. This year, the 8th grade class will be researching, discussing and debating the complexities of the watershed. On their recent fall Farm trip, they took a deep dive into the history of the need for water over time in the five boroughs. The students discovered that several towns, filled with people, businesses, schools and places of worship were forced to move due to the flooding of their river valleys. They learned that through the process of eminent domain, the residents of these villages had no voice in the decision of the city to the south. The students were quick to realize that while residents of the five boroughs enjoy clean, unfiltered drinking water, it comes at a cost. Looking at the issues surrounding the watershed through the lens of the three E’s - Environment, Economics and Equity - the class was quick to understand how complex this system is. Playing in the stream that flows through the Farm's property and knowing it is the same water that will eventually flow from their sinks is a lesson learned in the 7-8’s. Now, they are learning the science, economics, social implications and political maneuverings that often go unnoticed. Because the water system is unfiltered, it needs to be treated with chlorine and run through ultraviolet lights to kill bacteria. To avoid filtration, NYC has spent hundreds of millions of dollars in the Catskills to protect the water at its source. They have placed restrictions on land development and agricultural practices and purchased tens of thousands of acres of land. These land purchases have a direct effect on local residents as the supply of buildable land has decreased and the price of available land has increased. The political effects reach NYC residents as many buildings still store water in rooftop tanks. The class became outraged to learn that many underserved neighborhoods are forced to use water from tanks that are in disrepair and polluted. Government officials who are charged with overseeing the safety of this water have been negligent. The eighth graders will continue to study this topic in their Environmental class throughout the school year.	<urn:uuid:ea7b30b2-9b41-44a5-8baf-85d5bf0b9245>	CC-MAIN-2020-05	https://www.manhattancountryschool.org/news-type/curriculum-news	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598800.30/warc/CC-MAIN-20200120135447-20200120164447-00242.warc.gz	en	0.980457	451	3.5625	4	[ 0.1314745992422104, -0.29203736782073975, 0.613157331943512, -0.08693645149469376, 0.06423283368349075, -0.29681262373924255, 0.09221507608890533, 0.30158960819244385, -0.16838927567005157, 0.22537317872047424, -0.2280029058456421, -0.008018619380891323, -0.2693244516849518, 0.038578905165...	1	Manhattan Country School students are in a unique situation as both consumers of drinking water that originates in the Catskill Mountains and as stewards of the NYC watershed while at the MCS Farm. This year, the 8th grade class will be researching, discussing and debating the complexities of the watershed. On their recent fall Farm trip, they took a deep dive into the history of the need for water over time in the five boroughs. The students discovered that several towns, filled with people, businesses, schools and places of worship were forced to move due to the flooding of their river valleys. They learned that through the process of eminent domain, the residents of these villages had no voice in the decision of the city to the south. The students were quick to realize that while residents of the five boroughs enjoy clean, unfiltered drinking water, it comes at a cost. Looking at the issues surrounding the watershed through the lens of the three E’s - Environment, Economics and Equity - the class was quick to understand how complex this system is. Playing in the stream that flows through the Farm's property and knowing it is the same water that will eventually flow from their sinks is a lesson learned in the 7-8’s. Now, they are learning the science, economics, social implications and political maneuverings that often go unnoticed. Because the water system is unfiltered, it needs to be treated with chlorine and run through ultraviolet lights to kill bacteria. To avoid filtration, NYC has spent hundreds of millions of dollars in the Catskills to protect the water at its source. They have placed restrictions on land development and agricultural practices and purchased tens of thousands of acres of land. These land purchases have a direct effect on local residents as the supply of buildable land has decreased and the price of available land has increased. The political effects reach NYC residents as many buildings still store water in rooftop tanks. The class became outraged to learn that many underserved neighborhoods are forced to use water from tanks that are in disrepair and polluted. Government officials who are charged with overseeing the safety of this water have been negligent. The eighth graders will continue to study this topic in their Environmental class throughout the school year.	440	ENGLISH	1
Cloning is the process of creating genetically identical individuals of an organism. Cloning can happen naturally or can be done artificially. In nature, many organisms produce clones through asexual reproduction. The organism produced by the method of cloning is called a clone. The word clone was introduced by Herbert J. Weber, who borrowed it from the ancient Greek word, which means a process by which a new plant can be created from a twig. The first study of cloning was in 1885 by Hans Adolf Eduard, who was a German scientist researching on reproduction. He managed to create a set of twin salamanders in 1902 when he divided an embryo into two. The biggest breakthrough in cloning was made when Dolly, the female cloned domestic sheep was born on July 5, 1996. She became the first cloned mammalian produced from an adult somatic cell. The nuclear transfer process was used in the cloning process. Ever since that time, geneticists have successfully cloned different animals. Some examples have been mentioned below: Injaz, The Camel Injaz is an Arabic word that means achievement, and it is a name given to a cloned female dromedary camel that was born on April 8, 2009. It was the first cloned camel in the world, and its production is credited to Dr. Nisar Ahmed Wani, a reproductive biologist and lead researcher of the Camel Production Centre in UAE. The announcement of Injaz's birth was made on April 14, 2009. She was born following an uncomplicated gestation period of 378 days. Cloning was supported by the Prime Minister, the vice president of the UAE, and the Emir of Dubai. Initially, there were numerous unsuccessful attempts to clone a camel. The ovarian cell, which was used to create Ijaz, was from an adult camel, which was slaughtered in 2005 for meat. Copycat was the first cloned cat that was born on December 22, 2001. She was cloned by a geneticist from Texas A&M University in collaboration with Genetic Savings & Clone Inc. Copycat was able to give birth to four kittens in September 2006, and the kittens were fathered naturally. The litter consisted of two males and two females, although one female was stillborn. This was the first kitten of a cloned cat to give birth. By 2007, Copycat was still healthy and free from any cloning related problems that had been witnessed indifferent cloned animals. The kittens were also healthy, according to scientists. Snuppy, The Dog Snuppy was the first cloned dog that lived from April 24, 2005, to May 2015. The dog was cloned using a cell taken from the ear of an adult Afghan hound. More than 120 surrogate mothers were involved, and only two succeeded in having puppies, and Snuppy puppy was the only survivor. The cloning was carried out by scientists from Seoul National University, and the lead researcher was Woo Suk Hwang. The sperm taken from Snuppy was used to inseminate two other cloned dogs, and in 2008, they gave birth to 10 puppies. To investigate health problems associated with cloning, in 2017, scientists created four clones of Snuppy. Ralph, The Rat Ralph was a cloned rat created by scientists from China and France using an adult cell. It was the first rat to be cloned, and about 129 embryos were used in two females to give birth to Ralph. Only one became pregnant, giving birth to three offsprings, and Ralph was the firstborn. Later, for medical purposes, Ralph was cloned to create genetically identical rats that were used to study rat physiology. Royana, The Sheep Royana was the first successfully cloned sheep in Iran and the Middle East. The cloning was carried out by scientists from Royan Research Institute in 2006. The first attempt of cloning of a sheep in the Institute had been carried out, although the sheep died a few hours after it was born. However, Royana lived until 2010. Scientists used a cell from an adult sheep, and the embryo was later implanted on a female uterus. Royana was born after 145 days through a cesarean section on April 15th, 2006. Royana was euthanized in 2010, following numerous complications. Prometea, The Horse Prometea, the first cloned horse, was cloned by a geneticist from the Laboratory of Reproductive Technology in Italy. Prometea was born on May 28, 2003, after a full-term pregnancy. At birth, its weight was 79lbs, and after two months, it weighed 220 lbs. Scientists used 841 reconstructed embryos, and only 14 embryos were deemed viable, and four were implanted in surrogate mothers. Out of the four, only Prometea was born successfully. Got, The Fighting Bull The first cloned fighting bull in the world was named Got and was born in Spain on May 18, 2010. Got was cloned by scientists from Valencia Foundation for Veterinary Research and Prince Felipe Research Centre. Got was cloned from a fighting bull named Vasito. Although Got is the first fighter bull to be cloned, he was not the first bull to be cloned. The first-ever cloned bull was “Second Chance,” who was born in 1999. Cumulina, The Mouse Cumulina was the first cloned mouse that lived from 1997 to 2000 and died of old age at two years seven months, which was seven months above the average age of the mice species. Cumulina had two offsprings and did not suffer from any defects associated with cloning. However, at 23 months, it developed a skin tumor that is common among aging mice, and it was removed successfully. Scientists at the University of Hawaii cloned Cumulina. Tetra, The Monkey Tetra was the first primate to be cloned by the Oregon National Primate Research Center led by Professor Gerald Schatten. Tetra was born in October 1999, and the cloning technique used was embryo splitting. In 2018, Chinese scientists reported to have cloned macaque monkey, the same species as Tetra, and they had used a technique known as complex DNA transfer, the same process that produced Dolly, the sheep. Idaho Gem, The Mule The Idaho Gem was the first mule to be cloned through the collaborative work of the scientist from Utah State University and the University of Idaho. Idaho Gem was born on May 4, 2003. Two more clones were born in the same year. Utah pioneer mule was born on June 9, 2003, and Idaho Star was born on July 27, 2003. About the Author Benjamin Elisha Sawe holds a Bachelor of Arts in Economics and Statistics and an MBA in Strategic Management. He is a frequent World Atlas contributor. Your MLA Citation Your APA Citation Your Chicago Citation Your Harvard CitationRemember to italicize the title of this article in your Harvard citation.	<urn:uuid:80199ff2-0e47-43a7-8ec1-4f26e57e73be>	CC-MAIN-2020-05	https://www.worldatlas.com/articles/10-animals-that-have-been-cloned.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591763.20/warc/CC-MAIN-20200118023429-20200118051429-00382.warc.gz	en	0.987838	1,440	3.53125	4	[ -0.02522241324186325, -0.10887883603572845, -0.20415149629116058, 0.11395928263664246, -0.31576159596443176, -0.1500146985054016, 0.4095677137374878, 0.40478426218032837, 0.17731696367263794, 0.34486180543899536, 0.08793873339891434, -0.6248072385787964, 0.2845675051212311, 0.0836659669876...	2	Cloning is the process of creating genetically identical individuals of an organism. Cloning can happen naturally or can be done artificially. In nature, many organisms produce clones through asexual reproduction. The organism produced by the method of cloning is called a clone. The word clone was introduced by Herbert J. Weber, who borrowed it from the ancient Greek word, which means a process by which a new plant can be created from a twig. The first study of cloning was in 1885 by Hans Adolf Eduard, who was a German scientist researching on reproduction. He managed to create a set of twin salamanders in 1902 when he divided an embryo into two. The biggest breakthrough in cloning was made when Dolly, the female cloned domestic sheep was born on July 5, 1996. She became the first cloned mammalian produced from an adult somatic cell. The nuclear transfer process was used in the cloning process. Ever since that time, geneticists have successfully cloned different animals. Some examples have been mentioned below: Injaz, The Camel Injaz is an Arabic word that means achievement, and it is a name given to a cloned female dromedary camel that was born on April 8, 2009. It was the first cloned camel in the world, and its production is credited to Dr. Nisar Ahmed Wani, a reproductive biologist and lead researcher of the Camel Production Centre in UAE. The announcement of Injaz's birth was made on April 14, 2009. She was born following an uncomplicated gestation period of 378 days. Cloning was supported by the Prime Minister, the vice president of the UAE, and the Emir of Dubai. Initially, there were numerous unsuccessful attempts to clone a camel. The ovarian cell, which was used to create Ijaz, was from an adult camel, which was slaughtered in 2005 for meat. Copycat was the first cloned cat that was born on December 22, 2001. She was cloned by a geneticist from Texas A&M University in collaboration with Genetic Savings & Clone Inc. Copycat was able to give birth to four kittens in September 2006, and the kittens were fathered naturally. The litter consisted of two males and two females, although one female was stillborn. This was the first kitten of a cloned cat to give birth. By 2007, Copycat was still healthy and free from any cloning related problems that had been witnessed indifferent cloned animals. The kittens were also healthy, according to scientists. Snuppy, The Dog Snuppy was the first cloned dog that lived from April 24, 2005, to May 2015. The dog was cloned using a cell taken from the ear of an adult Afghan hound. More than 120 surrogate mothers were involved, and only two succeeded in having puppies, and Snuppy puppy was the only survivor. The cloning was carried out by scientists from Seoul National University, and the lead researcher was Woo Suk Hwang. The sperm taken from Snuppy was used to inseminate two other cloned dogs, and in 2008, they gave birth to 10 puppies. To investigate health problems associated with cloning, in 2017, scientists created four clones of Snuppy. Ralph, The Rat Ralph was a cloned rat created by scientists from China and France using an adult cell. It was the first rat to be cloned, and about 129 embryos were used in two females to give birth to Ralph. Only one became pregnant, giving birth to three offsprings, and Ralph was the firstborn. Later, for medical purposes, Ralph was cloned to create genetically identical rats that were used to study rat physiology. Royana, The Sheep Royana was the first successfully cloned sheep in Iran and the Middle East. The cloning was carried out by scientists from Royan Research Institute in 2006. The first attempt of cloning of a sheep in the Institute had been carried out, although the sheep died a few hours after it was born. However, Royana lived until 2010. Scientists used a cell from an adult sheep, and the embryo was later implanted on a female uterus. Royana was born after 145 days through a cesarean section on April 15th, 2006. Royana was euthanized in 2010, following numerous complications. Prometea, The Horse Prometea, the first cloned horse, was cloned by a geneticist from the Laboratory of Reproductive Technology in Italy. Prometea was born on May 28, 2003, after a full-term pregnancy. At birth, its weight was 79lbs, and after two months, it weighed 220 lbs. Scientists used 841 reconstructed embryos, and only 14 embryos were deemed viable, and four were implanted in surrogate mothers. Out of the four, only Prometea was born successfully. Got, The Fighting Bull The first cloned fighting bull in the world was named Got and was born in Spain on May 18, 2010. Got was cloned by scientists from Valencia Foundation for Veterinary Research and Prince Felipe Research Centre. Got was cloned from a fighting bull named Vasito. Although Got is the first fighter bull to be cloned, he was not the first bull to be cloned. The first-ever cloned bull was “Second Chance,” who was born in 1999. Cumulina, The Mouse Cumulina was the first cloned mouse that lived from 1997 to 2000 and died of old age at two years seven months, which was seven months above the average age of the mice species. Cumulina had two offsprings and did not suffer from any defects associated with cloning. However, at 23 months, it developed a skin tumor that is common among aging mice, and it was removed successfully. Scientists at the University of Hawaii cloned Cumulina. Tetra, The Monkey Tetra was the first primate to be cloned by the Oregon National Primate Research Center led by Professor Gerald Schatten. Tetra was born in October 1999, and the cloning technique used was embryo splitting. In 2018, Chinese scientists reported to have cloned macaque monkey, the same species as Tetra, and they had used a technique known as complex DNA transfer, the same process that produced Dolly, the sheep. Idaho Gem, The Mule The Idaho Gem was the first mule to be cloned through the collaborative work of the scientist from Utah State University and the University of Idaho. Idaho Gem was born on May 4, 2003. Two more clones were born in the same year. Utah pioneer mule was born on June 9, 2003, and Idaho Star was born on July 27, 2003. About the Author Benjamin Elisha Sawe holds a Bachelor of Arts in Economics and Statistics and an MBA in Strategic Management. He is a frequent World Atlas contributor. Your MLA Citation Your APA Citation Your Chicago Citation Your Harvard CitationRemember to italicize the title of this article in your Harvard citation.	1,530	ENGLISH	1
Health and Well-being We are proud to announce we have achieved the Well-being Award for Schools. It is widely recognised that a child’s emotional health and well-being influences their cognitive development and learning, as well as their physical and social health and their well-being in adulthood. The Department for Education recognises that in order to help pupils succeed, schools have a role to play in supporting them to be resilient and mentally healthy. In this section you will find a few useful supporting documents as well as links to websites to help as a guide for the importance of keeping our children’s minds healthy. - To ensure that through the promotion of positive emotional health and wellbeing, children are helped to understand and express their feelings, build their confidence and emotional resilience and therefore their capacity to learn. - To increase the awareness and understanding and reduce stigma amongst children, staff and parents/carers of issues involving the emotional health and wellbeing of young people and to provide support at an early stage to anyone who is or appears to be suffering from mental health issues.	<urn:uuid:2459c294-9b03-4ddf-8942-c96843b5480c>	CC-MAIN-2020-05	https://wodenprimary.org/information/health-and-well-being/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250620381.59/warc/CC-MAIN-20200124130719-20200124155719-00023.warc.gz	en	0.980099	219	3.34375	3	[ 0.03641121834516525, 0.08694003522396088, 0.5850375294685364, -0.24769434332847595, -0.14311788976192474, 0.3278703987598419, 0.17129682004451752, 0.21480342745780945, -0.1836428940296173, -0.3771466314792633, 0.1392633020877838, -0.569672167301178, 0.10390477627515793, 0.17454692721366882...	5	Health and Well-being We are proud to announce we have achieved the Well-being Award for Schools. It is widely recognised that a child’s emotional health and well-being influences their cognitive development and learning, as well as their physical and social health and their well-being in adulthood. The Department for Education recognises that in order to help pupils succeed, schools have a role to play in supporting them to be resilient and mentally healthy. In this section you will find a few useful supporting documents as well as links to websites to help as a guide for the importance of keeping our children’s minds healthy. - To ensure that through the promotion of positive emotional health and wellbeing, children are helped to understand and express their feelings, build their confidence and emotional resilience and therefore their capacity to learn. - To increase the awareness and understanding and reduce stigma amongst children, staff and parents/carers of issues involving the emotional health and wellbeing of young people and to provide support at an early stage to anyone who is or appears to be suffering from mental health issues.	206	ENGLISH	1
Great Works[edit \| edit source] Civilopedia Historical Context[edit \| edit source] Living during the Warring States period, Qu Yuan was perhaps the earliest "patriotic" poet, as well as a statesman, diplomat, reformer, and ideologist. Considered one of the four great poets of civilization, he is best known for his volume of poetry 'Chu Ci' ("Songs of the South"). The first reference to Qu Yuan appears in a poem written in 174 BC by Jia Yi, an official banished from the Han court, likening his fate to that of "Qu Yuan." It is surmised by historians that Qu Yuan was born c. 339 BC and died c. 278 BC, all based upon a somewhat confused biography by the Han dynasty scholar Sima Qian. According to that, Qu Yuan lived in the Chu kingdom where he assisted King Huai in governing. When the resurgent Qin invaded others of the Warring States, Yuan suggested an alliance with the Qin. But jealous ministers convinced the fatuous Huai that Yuan was corrupt; whether false accusations or not, Huai sent Yuan into exile. Soon enough Huai was imprisoned by the Qin and his even more fatuous son took the throne, though not for long. It was during his exile that Qu Yuan wrote his most famous pieces: 'Li Sao' (The Lament), 'Tian Wen' (Asking Questions of Heaven), 'Jiu Ge' (Nine Songs), and 'Huai Sha' (Embracing the Sand). Upon hearing that Chu had been absorbed by the Qin, on the fifth day of the fifth lunar month (an auspicious date) the distraught Yuan threw himself into the Miluo River after tying himself to a boulder.	<urn:uuid:c8f799c0-594a-4792-aa52-e897de25d230>	CC-MAIN-2020-05	https://civ6.gamepedia.com/Qu_Yuan	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251799918.97/warc/CC-MAIN-20200129133601-20200129163601-00149.warc.gz	en	0.980483	362	3.46875	3	[ -0.6166626214981079, 0.5602453947067261, 0.0585247203707695, 0.020586084574460983, -0.027452142909169197, -0.14440762996673584, 0.3719077706336975, -0.061645641922950745, 0.0028890036046504974, -0.12825055420398712, 0.17816758155822754, -0.4023047387599945, 0.271300345659256, 0.25102439522...	7	Great Works[edit \| edit source] Civilopedia Historical Context[edit \| edit source] Living during the Warring States period, Qu Yuan was perhaps the earliest "patriotic" poet, as well as a statesman, diplomat, reformer, and ideologist. Considered one of the four great poets of civilization, he is best known for his volume of poetry 'Chu Ci' ("Songs of the South"). The first reference to Qu Yuan appears in a poem written in 174 BC by Jia Yi, an official banished from the Han court, likening his fate to that of "Qu Yuan." It is surmised by historians that Qu Yuan was born c. 339 BC and died c. 278 BC, all based upon a somewhat confused biography by the Han dynasty scholar Sima Qian. According to that, Qu Yuan lived in the Chu kingdom where he assisted King Huai in governing. When the resurgent Qin invaded others of the Warring States, Yuan suggested an alliance with the Qin. But jealous ministers convinced the fatuous Huai that Yuan was corrupt; whether false accusations or not, Huai sent Yuan into exile. Soon enough Huai was imprisoned by the Qin and his even more fatuous son took the throne, though not for long. It was during his exile that Qu Yuan wrote his most famous pieces: 'Li Sao' (The Lament), 'Tian Wen' (Asking Questions of Heaven), 'Jiu Ge' (Nine Songs), and 'Huai Sha' (Embracing the Sand). Upon hearing that Chu had been absorbed by the Qin, on the fifth day of the fifth lunar month (an auspicious date) the distraught Yuan threw himself into the Miluo River after tying himself to a boulder.	370	ENGLISH	1
Amda Seyon was a ruthless emperor who conquered many lands and people during his rule in the 14th century. While it is unknown exactly how or when he came to power, it is believed he may have had a role in overthrowing his father. That is, if Wedem Arad was Amda's father. While many believe, there is enough evidence to show they are of the same lineage, Amda himself has been said to claim otherwise. Of one thing in the history of Amda Seyon there can be no doubt; Amda was ruthless in his dealing with dissidents, detractors, and conquered nations. He was even ruthless with his own family. Historical records indicate his campaign against the muslims began in 1309 against the kingdoms of Damot and Hadiya and after integrating them into his kingdom, he began to enlist soldiers increasing the size of his army. Over the next 30 years, Amda pushed his influence via his armies and extended his rule north to Gojjam, Inderta, and the northern provinces of Semien, Wogera, Tselemt, and Tsegede. Setting up his relatives, including his wife, in charge of many of the conquered governments did not help in securing peace in the occupied territory. When dissidents rebelled, the response was swift and harsh with death to conspirators in the rebellion and the division of their land and titles to those faithful to the emperor. One such example is the king of Hadiya who after 32 years of being ruled by Amda, refused to pay tribute to the emperor and for his insolence he was killed, his descendants banished out of the country, and his land and wealth divided amongst the new leadership. Perhaps the first crusader, Amda stood up to the sultan of Egypt when word of the persecution of Egyptian Christians reached his court. He threatened to retaliate against muslims in his empire if the attacks on the Copts did not stop. Amda also threatened to divert the Nile, which was of great concern to the Egyptians. After the Egyptians captured and killed a member of Amda's envoy sent to relay his message to Cairo, he went on a rampage against muslims and attacked Ifat with his army pillaging and plundering the city. This persecution against muslims continued by Amda and his loyalists and touched off a religious war as the muslims began to attack Christians where they were stronger in numbers. Much like the middle ages and the European Crusades, this holy war enveloped the region. It is reported by historians of the period that trade flourished under the emperor Amda Seyon. Archeological digs into the vaults of Ethiopian churches and monasteries have recovered coins, textiles, and other treasures that prove the existence of trade with the Byzantine empire. Many important books and manuscripts including some of the earliest recorded Ethiopian manuscripts were written during the period of his reign. He donated material to the Ethiopian library at Jerusalem and is said to have had a royal historian with him to record his exploits. While the dates are disputed to this day, whether it was in 1329 or 1332, The Glorious Victories, as they are called, were the defining moments for emperor Amda Seyon as he ruled the region with an iron fist and defeated 10 kings in the period. It began with 2 religious leaders in the muslim community who waged a public relations campaign against the emperor and attempted to influence leaders and common people to rebel against the emperor. The influence of these zealots led the governor of Ifat to defy the emperor and a jihad was declared with other provinces and countries in the region joining forces against Amda. In much the same fashion as would be seen for centuries to come, Amda would put down a rebellion in one city only to have to martial his troops to the next city that would attempt to defect. It was difficult for the emperor to find loyal rulers to govern. Attempting to put people of lineage into power, he would be continually disappointed in his choices for governor of Ifat as several in a row turned against him and rebelled. Caught by muslim extremists one night in battle, Amda was nearly killed as his battle uniform was cut but his armor held true. One example of emperor Amda Seyon's compassion was the governor of Ifat, Sabr ad-Din, who was the brother and successor of Haq ad-Din. Amda put Sabr in power and was shocked and disappointed to have him attempt to become the emperor of muslim Ethiopia. The emperor dealt with the rebellion in the usual fashion by invading and putting down the rebellion. Curiously though he did not have Sabr put to death when he surrendered but imprisoned him and put his brother Jamal ad-Din into power as the governor. No surprise, Jamal rebelled against the emperor and declared himself a muslim king and after mustering his forces once again, Amda Seyon invaded Ifat and defeated the rebelling forces. His men weary from years of battle, the emperor had to deal with troop morale issues in addition to breakaway rebels. He rewarded his men handsomely for their loyalty with the spoils of war as well as with money, land, and titles. With the expanse and length of his reign, he clearly demanded and received the loyalty necessary to continue to hold onto his empire.	<urn:uuid:2741d2be-f0fc-421a-888a-d3e0c3781cd0>	CC-MAIN-2020-05	https://ethiopianhistory.com/Amda_Seyon/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251681412.74/warc/CC-MAIN-20200125191854-20200125221854-00386.warc.gz	en	0.991665	1,098	3.546875	4	[ -0.31076210737228394, 0.6440359950065613, 0.3127714991569519, -0.3633488118648529, 0.0067479172721505165, -0.43132489919662476, 0.16274438798427582, 0.3071577250957489, -0.17309755086898804, -0.0369887501001358, -0.03635893017053604, -0.4755057692527771, 0.04926436021924019, 0.292673468589...	3	Amda Seyon was a ruthless emperor who conquered many lands and people during his rule in the 14th century. While it is unknown exactly how or when he came to power, it is believed he may have had a role in overthrowing his father. That is, if Wedem Arad was Amda's father. While many believe, there is enough evidence to show they are of the same lineage, Amda himself has been said to claim otherwise. Of one thing in the history of Amda Seyon there can be no doubt; Amda was ruthless in his dealing with dissidents, detractors, and conquered nations. He was even ruthless with his own family. Historical records indicate his campaign against the muslims began in 1309 against the kingdoms of Damot and Hadiya and after integrating them into his kingdom, he began to enlist soldiers increasing the size of his army. Over the next 30 years, Amda pushed his influence via his armies and extended his rule north to Gojjam, Inderta, and the northern provinces of Semien, Wogera, Tselemt, and Tsegede. Setting up his relatives, including his wife, in charge of many of the conquered governments did not help in securing peace in the occupied territory. When dissidents rebelled, the response was swift and harsh with death to conspirators in the rebellion and the division of their land and titles to those faithful to the emperor. One such example is the king of Hadiya who after 32 years of being ruled by Amda, refused to pay tribute to the emperor and for his insolence he was killed, his descendants banished out of the country, and his land and wealth divided amongst the new leadership. Perhaps the first crusader, Amda stood up to the sultan of Egypt when word of the persecution of Egyptian Christians reached his court. He threatened to retaliate against muslims in his empire if the attacks on the Copts did not stop. Amda also threatened to divert the Nile, which was of great concern to the Egyptians. After the Egyptians captured and killed a member of Amda's envoy sent to relay his message to Cairo, he went on a rampage against muslims and attacked Ifat with his army pillaging and plundering the city. This persecution against muslims continued by Amda and his loyalists and touched off a religious war as the muslims began to attack Christians where they were stronger in numbers. Much like the middle ages and the European Crusades, this holy war enveloped the region. It is reported by historians of the period that trade flourished under the emperor Amda Seyon. Archeological digs into the vaults of Ethiopian churches and monasteries have recovered coins, textiles, and other treasures that prove the existence of trade with the Byzantine empire. Many important books and manuscripts including some of the earliest recorded Ethiopian manuscripts were written during the period of his reign. He donated material to the Ethiopian library at Jerusalem and is said to have had a royal historian with him to record his exploits. While the dates are disputed to this day, whether it was in 1329 or 1332, The Glorious Victories, as they are called, were the defining moments for emperor Amda Seyon as he ruled the region with an iron fist and defeated 10 kings in the period. It began with 2 religious leaders in the muslim community who waged a public relations campaign against the emperor and attempted to influence leaders and common people to rebel against the emperor. The influence of these zealots led the governor of Ifat to defy the emperor and a jihad was declared with other provinces and countries in the region joining forces against Amda. In much the same fashion as would be seen for centuries to come, Amda would put down a rebellion in one city only to have to martial his troops to the next city that would attempt to defect. It was difficult for the emperor to find loyal rulers to govern. Attempting to put people of lineage into power, he would be continually disappointed in his choices for governor of Ifat as several in a row turned against him and rebelled. Caught by muslim extremists one night in battle, Amda was nearly killed as his battle uniform was cut but his armor held true. One example of emperor Amda Seyon's compassion was the governor of Ifat, Sabr ad-Din, who was the brother and successor of Haq ad-Din. Amda put Sabr in power and was shocked and disappointed to have him attempt to become the emperor of muslim Ethiopia. The emperor dealt with the rebellion in the usual fashion by invading and putting down the rebellion. Curiously though he did not have Sabr put to death when he surrendered but imprisoned him and put his brother Jamal ad-Din into power as the governor. No surprise, Jamal rebelled against the emperor and declared himself a muslim king and after mustering his forces once again, Amda Seyon invaded Ifat and defeated the rebelling forces. His men weary from years of battle, the emperor had to deal with troop morale issues in addition to breakaway rebels. He rewarded his men handsomely for their loyalty with the spoils of war as well as with money, land, and titles. With the expanse and length of his reign, he clearly demanded and received the loyalty necessary to continue to hold onto his empire.	1,119	ENGLISH	1
John Locke Biography, Life, Interesting Facts English philosopher John Locke was born on August 29, 1632, in Wrington Somerset, England. His father John was a country lawyer and a clerk to the Justice of Peace. Locke’s father and his mother Agnes were both Puritans, and he was raised in that manner. When Locke was born, he and his parents moved to Pensford, where he grew up. Thanks to his father's connections, Locke was able to receive an excellent education. In 1647, he began attending the Westminster School in London. The school was sponsored by his father’s former commander Alexander Popham. After completing the Westminster School, Locke went on to study at Christ Church, Oxford. He was a bright student but often found the contents of his curriculum irritating. Locke was interested in the works of modern philosophers. At Christ Church, Locke became increasingly interested in medicine and experimental philosophy. John Locke graduated from Christ Church in 1656 but continued to study for two more years to obtain his Master of Arts degree. He became the member of the Royal Society and in 1674, graduated with Bachelor of Medicine degree. In 1666, Locke’s career took a turn when he met Lord Anthony Ashley Cooper who sought treatment for his liver infection. Locke became his physician and soon was invited to Shaftesbury’s house London as Lord Ashley’s physician. He continued to study under Thomas Sydenham’s tutelage, who became a significant influence on Locke’s philosophical thinking. When Cooper’s liver infection became life-threatening, Locke had to test his knowledge. He suggested surgery to remove a cyst, which saved Lord’s life. Shaftesbury was the founder of the Whig movement and had a major influence on Locke’s political philosophy. When Shaftesbury became Lord Chancellor, Locke became increasingly involved in politics. However, in 1675, Shaftesbury fell out of general favor. Locke traveled to France, working as a tutor and medical attendant to Caleb Banks. In 1679, he returned to England and composed most of his Two Treatises of Government. The work was an argument against absolute monarchy and argued for individual consent. John Locke's ideas at the time were revolutionary for the English society. In 1683, Locke was under suspicion for being involved in the Rye House Plot. For this reason, he fled to the Netherlands. He spent a lot of time writing and re-worked his previous writing Essay. During this time, Locke also wrote Letter to Toleration. After he returned from exile in 1688, he published the majority of his works. The most famous of them are Two Treatises of Civil Government and A Letter Concerning Toleration. Shaftsbury was the most prominent influence on Locke’s political thinking since he and the Whig party pushed for a constitutional monarchy. Although his Two Treatises of Government stirred up the thought of English elite, it became more famous during the American and French revolutions. Locke became a hero for the Whig party. John Locke became one of the members of Board of Trade which oversaw England’s territories in North America. He was a major impact on the Western thought. Locke argued for separation of Church and State, liberty, and freedom of religion. He was a major influence on Voltaire, Alexander Hamilton, and Thomas Jefferson. In his later years, Locke’s health began to decline rapidly. Locke died on October 28, 1704. He never married and never had any children. During his lifetime he became an eyewitness to several major events, such as the English Restoration, the Great Plague of London and the Great Fire of London.	<urn:uuid:bc846e8f-0fdb-4957-848d-ed92435e7082>	CC-MAIN-2020-05	https://www.sunsigns.org/famousbirthdays/d/profile/john-locke/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594333.5/warc/CC-MAIN-20200119064802-20200119092802-00122.warc.gz	en	0.989364	768	3.875	4	[ 0.09704937040805817, 0.46705785393714905, 0.48068201541900635, -0.28374743461608887, -0.520308256149292, 0.28822746872901917, 0.5086066722869873, 0.13698577880859375, -0.05118658393621445, 0.029221590608358383, -0.29989928007125854, -0.12823691964149475, 0.29331618547439575, 0.142603144049...	2	John Locke Biography, Life, Interesting Facts English philosopher John Locke was born on August 29, 1632, in Wrington Somerset, England. His father John was a country lawyer and a clerk to the Justice of Peace. Locke’s father and his mother Agnes were both Puritans, and he was raised in that manner. When Locke was born, he and his parents moved to Pensford, where he grew up. Thanks to his father's connections, Locke was able to receive an excellent education. In 1647, he began attending the Westminster School in London. The school was sponsored by his father’s former commander Alexander Popham. After completing the Westminster School, Locke went on to study at Christ Church, Oxford. He was a bright student but often found the contents of his curriculum irritating. Locke was interested in the works of modern philosophers. At Christ Church, Locke became increasingly interested in medicine and experimental philosophy. John Locke graduated from Christ Church in 1656 but continued to study for two more years to obtain his Master of Arts degree. He became the member of the Royal Society and in 1674, graduated with Bachelor of Medicine degree. In 1666, Locke’s career took a turn when he met Lord Anthony Ashley Cooper who sought treatment for his liver infection. Locke became his physician and soon was invited to Shaftesbury’s house London as Lord Ashley’s physician. He continued to study under Thomas Sydenham’s tutelage, who became a significant influence on Locke’s philosophical thinking. When Cooper’s liver infection became life-threatening, Locke had to test his knowledge. He suggested surgery to remove a cyst, which saved Lord’s life. Shaftesbury was the founder of the Whig movement and had a major influence on Locke’s political philosophy. When Shaftesbury became Lord Chancellor, Locke became increasingly involved in politics. However, in 1675, Shaftesbury fell out of general favor. Locke traveled to France, working as a tutor and medical attendant to Caleb Banks. In 1679, he returned to England and composed most of his Two Treatises of Government. The work was an argument against absolute monarchy and argued for individual consent. John Locke's ideas at the time were revolutionary for the English society. In 1683, Locke was under suspicion for being involved in the Rye House Plot. For this reason, he fled to the Netherlands. He spent a lot of time writing and re-worked his previous writing Essay. During this time, Locke also wrote Letter to Toleration. After he returned from exile in 1688, he published the majority of his works. The most famous of them are Two Treatises of Civil Government and A Letter Concerning Toleration. Shaftsbury was the most prominent influence on Locke’s political thinking since he and the Whig party pushed for a constitutional monarchy. Although his Two Treatises of Government stirred up the thought of English elite, it became more famous during the American and French revolutions. Locke became a hero for the Whig party. John Locke became one of the members of Board of Trade which oversaw England’s territories in North America. He was a major impact on the Western thought. Locke argued for separation of Church and State, liberty, and freedom of religion. He was a major influence on Voltaire, Alexander Hamilton, and Thomas Jefferson. In his later years, Locke’s health began to decline rapidly. Locke died on October 28, 1704. He never married and never had any children. During his lifetime he became an eyewitness to several major events, such as the English Restoration, the Great Plague of London and the Great Fire of London.	762	ENGLISH	1
Saint Gregory the Great’s Story – Gregory was the prefect of Rome before he was 30. After five years in office he resigned, founded six monasteries on his Sicilian estate, and became a Benedictine monk in his own home at Rome. Ordained a priest, Gregory became one of the pope’s seven deacons, and also served six years in the East as papal representative in Constantinople. He was recalled to become abbot, but at the age of 50 was elected pope by the clergy and people of Rome. Gregory was direct and firm. He removed unworthy priests from office, forbade taking money for many services, emptied the papal treasury to ransom prisoners of the Lombards and to care for persecuted Jews and the victims of plague and famine. He was very concerned about the conversion of England, sending 40 monks from his own monastery. He is known for his reform of the liturgy, and for strengthening respect for doctrine. Whether he was largely responsible for the revision of “Gregorian” chant is disputed. Gregory lived in a time of perpetual strife with invading Lombards and difficult relations with the East. When Rome itself was under attack, he interviewed the Lombard king. His book, Pastoral Care, on the duties and qualities of a bishop, was read for centuries after his death. He described bishops mainly as physicians whose main duties were preaching and the enforcement of discipline. In his own down-to-earth preaching, Gregory was skilled at applying the daily Gospel to the needs of his listeners. Called “the Great,” Gregory has been given a place with Augustine, Ambrose, and Jerome, as one of the four key doctors of the Western Church. An Anglican historian has written: “It is impossible to conceive what would have been the confusion, the lawlessness, the chaotic state of the Middle Ages without the medieval papacy; and of the medieval papacy, the real father is Gregory the Great.” Gregory was content to be a monk, but he willingly served the Church in other ways when asked. He sacrificed his own preferences in many ways, especially when he was called to be Bishop of Rome. Once he was called to public service, Gregory gave his considerable energies completely to this work. Gregory’s description of bishops as physicians fits in well with Pope Francis’ description of the Church as a “field hospital.” Saint Gregory the Great is the Patron Saint of:	<urn:uuid:7fb02ca2-d080-4c38-bcd9-202cab3edaf8>	CC-MAIN-2020-05	http://brownpelicanla.com/saint-of-the-day-for-september-3-st-gregory-the-great-c-540-march-12-604/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250595282.35/warc/CC-MAIN-20200119205448-20200119233448-00056.warc.gz	en	0.987824	509	3.5	4	[ 0.11126434057950974, 0.05841304734349251, 0.1072598248720169, -0.05005677044391632, -0.21946655213832855, -0.5672125816345215, 0.2341025173664093, 0.012758835218846798, -0.09830392152070999, 0.15802286565303802, -0.5637238025665283, 0.23030462861061096, 0.2711707055568695, 0.50953900814056...	4	Saint Gregory the Great’s Story – Gregory was the prefect of Rome before he was 30. After five years in office he resigned, founded six monasteries on his Sicilian estate, and became a Benedictine monk in his own home at Rome. Ordained a priest, Gregory became one of the pope’s seven deacons, and also served six years in the East as papal representative in Constantinople. He was recalled to become abbot, but at the age of 50 was elected pope by the clergy and people of Rome. Gregory was direct and firm. He removed unworthy priests from office, forbade taking money for many services, emptied the papal treasury to ransom prisoners of the Lombards and to care for persecuted Jews and the victims of plague and famine. He was very concerned about the conversion of England, sending 40 monks from his own monastery. He is known for his reform of the liturgy, and for strengthening respect for doctrine. Whether he was largely responsible for the revision of “Gregorian” chant is disputed. Gregory lived in a time of perpetual strife with invading Lombards and difficult relations with the East. When Rome itself was under attack, he interviewed the Lombard king. His book, Pastoral Care, on the duties and qualities of a bishop, was read for centuries after his death. He described bishops mainly as physicians whose main duties were preaching and the enforcement of discipline. In his own down-to-earth preaching, Gregory was skilled at applying the daily Gospel to the needs of his listeners. Called “the Great,” Gregory has been given a place with Augustine, Ambrose, and Jerome, as one of the four key doctors of the Western Church. An Anglican historian has written: “It is impossible to conceive what would have been the confusion, the lawlessness, the chaotic state of the Middle Ages without the medieval papacy; and of the medieval papacy, the real father is Gregory the Great.” Gregory was content to be a monk, but he willingly served the Church in other ways when asked. He sacrificed his own preferences in many ways, especially when he was called to be Bishop of Rome. Once he was called to public service, Gregory gave his considerable energies completely to this work. Gregory’s description of bishops as physicians fits in well with Pope Francis’ description of the Church as a “field hospital.” Saint Gregory the Great is the Patron Saint of:	490	ENGLISH	1
Tabaquite, a sleepy cocoa belt village, in the early 1900s was to have a unique place in Trinidad's oil history as well as British military history. A report forwarded to British industrialist Alexander Duckham from his geologist in Trinidad confirmed the presence of extensive oil deposits. This document gave Duckham the confidence he needed to capitalise a new company to the tune of 50,000 pounds sterling. Trinidad Central Oilfields was the result in 1911 and leases were obtained for a large parcel of Crown lands in the Tabaquite area. The presence of the Brasso-Caparo line of the Trinidad Government Railway gave an added motivation to the oilmen. Initial returns were positive and based on the reports sent, the First Lord of the Admiralty, Winston Churchill, decided to convert the British Navy's fleet from coal fuel to oil. There was no pipeline system at the Tabaquite operations and oil was directed from the wells through earthen drains into a large pit or sump. Tabaquite wells produced much natural gas as well as light crude and in 1912, one of the wells ignited sending a flash flood of burning oil downhill. Five men who were monitoring the flow to the sump we killed when the flaming tide overtook them. Crude was initially exported in barrels using railway flatcars to Port-of-Spain where they were shipped to the Duckham's plant in London for refining. In 1914 applications were made for a refinery at Tabaquite which was completed a year later. The plant distilled several grades of fuel for local consumption. Kerosene (also called 'pitch oil' since it was first distilled near the Pitch Lake) was made and this was an important product since, at the time, there was no electric power in the island outside of Port-of-Spain. The kerosene was packaged at a small cannery near the refinery and thus the commonly known "pitch-oil tin" came into use. A high grade of petrol was also manufactured which was retailed in metal drums in Port-of-Spain under the brand TRICENTROL. It was preferred by motorists since it left fewer carbon deposits on vehicle engine parts and thus reduced the need for cleaning of valves and cylinder heads. Problems began to crop up with the railway authorities regarding the requests from oilfield management for the use of large American 40-tonne tankers on its lines as opposed to the smaller ten-ton British ones that had been in service up to 1915. This combined with increased output led Trinidad Central Oilfields to pursue the shipping of oil from its own coastal port via a pipeline. Claxton Bay, over 20 miles to the southwest, was selected as the terminus and a series of massive iron tanks capable of storing more than 14 thousand tonnes of oil were constructed there. Even in the Unites States, there were no pipelines at the time of this length for transit of light crude which made the Tabaquite-Claxton Bay trajectory a world first. Over hills and flat lands it went and a portion rested on the sea bed at the terminus since there was not enough deep water to permit oil tankers to draw near the shore. A long iron jetty, constructed in the 1880s for use of sugar estates, became the loading point for oil. The crude exported from Claxton Bay made its way to London where Alexander Duckham produced a superior grade of motor lubricant, as well as aviation spirit for the newly-formed Royal Air force which was formed near the end of World War I (1914-18). Such had been the importance of marine and aviation fuel from Duckham's, that several visits from Admiralty officials were made to Trinidad in order to hasten supplies. Duckham himself was a keen pilot and one of the pioneers of aviation in Britain. Output at Tabaquite fell steeply in the years following 1919. This had been feared since the early days since the geological reports indicated the deposits were shallow in depth and easily drilled but not nearly as extensive as those in the southwest. Trinidad Central Oilfields had incorporated smaller oil leases in Guapo, Barrackpore and even Mayaro, but the pending exhaustion of the main Tabaquite field was imminent. In 1939 Trinidad Central Oilfields ceased to exist, with its remaining assets being acquired by United British Oilfelds Trinidad (UBOT). Alexander Duckham died in 1945 and the company he founded in 1899 managed to soldier on as a maker of lubricants until 1968 under his son Jack, when it was assimilated by BP and the Duckham's brand vanished into history.	<urn:uuid:fd8ba6fd-309a-4bb3-bb68-57af665bed67>	CC-MAIN-2020-05	https://www.guardian.co.tt/article-6.2.356084.b9245f89ec	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589560.16/warc/CC-MAIN-20200117123339-20200117151339-00257.warc.gz	en	0.987359	941	3.34375	3	[ -0.06007318198680878, 0.24426813423633575, 0.24522656202316284, -0.03272327035665512, 0.26874226331710815, -0.10129696875810623, 0.27655959129333496, 0.1891981065273285, -0.5215920209884644, 0.15495066344738007, -0.1453501135110855, -0.8076409697532654, -0.4362983703613281, -0.034247025847...	3	Tabaquite, a sleepy cocoa belt village, in the early 1900s was to have a unique place in Trinidad's oil history as well as British military history. A report forwarded to British industrialist Alexander Duckham from his geologist in Trinidad confirmed the presence of extensive oil deposits. This document gave Duckham the confidence he needed to capitalise a new company to the tune of 50,000 pounds sterling. Trinidad Central Oilfields was the result in 1911 and leases were obtained for a large parcel of Crown lands in the Tabaquite area. The presence of the Brasso-Caparo line of the Trinidad Government Railway gave an added motivation to the oilmen. Initial returns were positive and based on the reports sent, the First Lord of the Admiralty, Winston Churchill, decided to convert the British Navy's fleet from coal fuel to oil. There was no pipeline system at the Tabaquite operations and oil was directed from the wells through earthen drains into a large pit or sump. Tabaquite wells produced much natural gas as well as light crude and in 1912, one of the wells ignited sending a flash flood of burning oil downhill. Five men who were monitoring the flow to the sump we killed when the flaming tide overtook them. Crude was initially exported in barrels using railway flatcars to Port-of-Spain where they were shipped to the Duckham's plant in London for refining. In 1914 applications were made for a refinery at Tabaquite which was completed a year later. The plant distilled several grades of fuel for local consumption. Kerosene (also called 'pitch oil' since it was first distilled near the Pitch Lake) was made and this was an important product since, at the time, there was no electric power in the island outside of Port-of-Spain. The kerosene was packaged at a small cannery near the refinery and thus the commonly known "pitch-oil tin" came into use. A high grade of petrol was also manufactured which was retailed in metal drums in Port-of-Spain under the brand TRICENTROL. It was preferred by motorists since it left fewer carbon deposits on vehicle engine parts and thus reduced the need for cleaning of valves and cylinder heads. Problems began to crop up with the railway authorities regarding the requests from oilfield management for the use of large American 40-tonne tankers on its lines as opposed to the smaller ten-ton British ones that had been in service up to 1915. This combined with increased output led Trinidad Central Oilfields to pursue the shipping of oil from its own coastal port via a pipeline. Claxton Bay, over 20 miles to the southwest, was selected as the terminus and a series of massive iron tanks capable of storing more than 14 thousand tonnes of oil were constructed there. Even in the Unites States, there were no pipelines at the time of this length for transit of light crude which made the Tabaquite-Claxton Bay trajectory a world first. Over hills and flat lands it went and a portion rested on the sea bed at the terminus since there was not enough deep water to permit oil tankers to draw near the shore. A long iron jetty, constructed in the 1880s for use of sugar estates, became the loading point for oil. The crude exported from Claxton Bay made its way to London where Alexander Duckham produced a superior grade of motor lubricant, as well as aviation spirit for the newly-formed Royal Air force which was formed near the end of World War I (1914-18). Such had been the importance of marine and aviation fuel from Duckham's, that several visits from Admiralty officials were made to Trinidad in order to hasten supplies. Duckham himself was a keen pilot and one of the pioneers of aviation in Britain. Output at Tabaquite fell steeply in the years following 1919. This had been feared since the early days since the geological reports indicated the deposits were shallow in depth and easily drilled but not nearly as extensive as those in the southwest. Trinidad Central Oilfields had incorporated smaller oil leases in Guapo, Barrackpore and even Mayaro, but the pending exhaustion of the main Tabaquite field was imminent. In 1939 Trinidad Central Oilfields ceased to exist, with its remaining assets being acquired by United British Oilfelds Trinidad (UBOT). Alexander Duckham died in 1945 and the company he founded in 1899 managed to soldier on as a maker of lubricants until 1968 under his son Jack, when it was assimilated by BP and the Duckham's brand vanished into history.	978	ENGLISH	1
Isaiah 1:1 states, “The vision of Isaiah the son of Amoz Judah and Jerusalem, which he saw during the reigns of Uzziah, Jotham, Ahaz and Hezekiah, kings of Judah” This verse is an indication that Isaiah’s ministry began with the reign of Uzziah, King of Judah and culminated with the reign of King Hezekiah. Hence, as Isaiah was prophesying to Judah, the southern kingdom during the reign of these four kings, Hosea and Amos were prophesying to Israel, the northern kingdom. Geographically, the area where these three prophets were prophesying was the northern kingdom (Israel with its capital city being Samaria) and the southern kingdom (Judah). Aram was located above Judah. To the West of Aram was where the Assyria kingdom was located. The areas including Samaria and Judah and also Galilee were full of mountains and were located on the Western part of what is today called Israel. These three regions received sufficient rainfall which made this region a great place for the farming industry. These three sections are only a portion of the central hill country region which “was the most varied geographically and the most important historically in Old Testament.” This was because in the central hill country was where most of the Israelites cities were and majority of the land was in the hands of “the Hebrew united and divided monarchies.” From the beginning to the midpoint of the 8th century, both Israel and Judah were physically in a state of prosperity and power. Half-way through the 8th century, though, Israel prosperity and power was under attack when the Assyrians swamped into their region in an attempt to attack them. King Tiglath-Pileser III of Assyria was responsible for the invasion of Israel. This attack is the background information specifically of Isaiah chapters 7-12. This attack between Israel and their allies from Damascus (the capital of Aram) against Judah is called the Syro-Ephraimite War and it takes place between 735-732 BCE. Though it is not known why this attack took place, Israel attack on Judah endangered the survival of the David monarchy. In the time of this war, Ahaz king of Judah determined to trust in the Assyrians for help instead of call upon God. Therefore, he called upon King Tiglath-Pileser III to help guard their land. This resulted in the capital of Damascus being taken over by the Assyrian. Furthermore, Israel rebelled once more and they were eventually conquered by the Assyrians in 722 when their capital city Samaria was destroyed. Before the duration of the Assyrians attack on the northern kingdom as stated previously, Judah like Israel was also in a state of prosperity in the first half of the 8th century. Scripture indicates that Judah continued to prosper for awhile after the mid-point. This is because Judah was said to be prospering when Isaiah was giving his message to them during the latter part of Uzziah’s reign. Isaiah 2:7 indicates the wealth of the land of Judah and King Uzziah’s gained wealth in...	<urn:uuid:e2959e69-1346-4ed9-9062-7a60b72fca8f>	CC-MAIN-2020-05	https://brightkite.com/essay-on/historical-context-of-isaiah-53	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251779833.86/warc/CC-MAIN-20200128153713-20200128183713-00160.warc.gz	en	0.984246	650	3.28125	3	[ -0.11566880345344543, 0.20261001586914062, -0.013773735612630844, -0.1672736555337906, -0.3971220552921295, 0.1282534897327423, 0.2377794235944748, 0.16661901772022247, -0.25927191972732544, 0.30778682231903076, -0.2904353737831116, -0.4490295648574829, 0.18730516731739044, 0.2002347111701...	1	Isaiah 1:1 states, “The vision of Isaiah the son of Amoz Judah and Jerusalem, which he saw during the reigns of Uzziah, Jotham, Ahaz and Hezekiah, kings of Judah” This verse is an indication that Isaiah’s ministry began with the reign of Uzziah, King of Judah and culminated with the reign of King Hezekiah. Hence, as Isaiah was prophesying to Judah, the southern kingdom during the reign of these four kings, Hosea and Amos were prophesying to Israel, the northern kingdom. Geographically, the area where these three prophets were prophesying was the northern kingdom (Israel with its capital city being Samaria) and the southern kingdom (Judah). Aram was located above Judah. To the West of Aram was where the Assyria kingdom was located. The areas including Samaria and Judah and also Galilee were full of mountains and were located on the Western part of what is today called Israel. These three regions received sufficient rainfall which made this region a great place for the farming industry. These three sections are only a portion of the central hill country region which “was the most varied geographically and the most important historically in Old Testament.” This was because in the central hill country was where most of the Israelites cities were and majority of the land was in the hands of “the Hebrew united and divided monarchies.” From the beginning to the midpoint of the 8th century, both Israel and Judah were physically in a state of prosperity and power. Half-way through the 8th century, though, Israel prosperity and power was under attack when the Assyrians swamped into their region in an attempt to attack them. King Tiglath-Pileser III of Assyria was responsible for the invasion of Israel. This attack is the background information specifically of Isaiah chapters 7-12. This attack between Israel and their allies from Damascus (the capital of Aram) against Judah is called the Syro-Ephraimite War and it takes place between 735-732 BCE. Though it is not known why this attack took place, Israel attack on Judah endangered the survival of the David monarchy. In the time of this war, Ahaz king of Judah determined to trust in the Assyrians for help instead of call upon God. Therefore, he called upon King Tiglath-Pileser III to help guard their land. This resulted in the capital of Damascus being taken over by the Assyrian. Furthermore, Israel rebelled once more and they were eventually conquered by the Assyrians in 722 when their capital city Samaria was destroyed. Before the duration of the Assyrians attack on the northern kingdom as stated previously, Judah like Israel was also in a state of prosperity in the first half of the 8th century. Scripture indicates that Judah continued to prosper for awhile after the mid-point. This is because Judah was said to be prospering when Isaiah was giving his message to them during the latter part of Uzziah’s reign. Isaiah 2:7 indicates the wealth of the land of Judah and King Uzziah’s gained wealth in...	662	ENGLISH	1
Of course, the South had some sea-power of her own. Nine-tenths of the United States Navy stood by the Union. But, with the remaining tenth and some foreign help, the South managed to contrive the makeshift parts of what might have become a navy if the North had only let it grow. The North, however, did not let it grow. The regular navy of the United States, though very small to start with, was always strong enough to keep the command of the sea and to prevent the makeshift Southern parts of a navy from ever becoming a whole. Privateers took out letters of marque to prey on Northern shipping. But privateering soon withered off, because prizes could not be run through the blockade in sufficient numbers to make it pay; and no prize would be recognized except in a Southern port. Raiders did better and for a much longer time. The Shenandoah was burning Northern whalers in the Bering Sea at the end of the war. The Sumter and the Florida cut a wide swath under instructions which “left much to discretion and more to the torch.” The famous Alabama only succumbed to the U.S.S. Kearsarge after sinking the Hatteras man-of-war and raiding seventy other vessels. Yet still the South, in spite of her ironclads, raiders, and rams, in spite of her river craft, of the home ships or foreigners that ran the blockade, and of all her other efforts, was a landsman’s country that could make no real headway against the native seapower of the North. Perhaps the worst of all the disabilities under which the abortive Southern navy suffered was lubberly administration and gross civilian interference. The Administration actually refused to buy the beginnings of a ready-made sea-going fleet when it had the offer of ten British East Indiamen specially built for rapid conversion into men-of-war. Forty thousand bales of cotton would have bought the lot. The Mississippi record was even worse. Five conflicting authorities divided the undefined and overlapping responsibilities between them: the Confederate Government, the State governments, the army, the navy, and the Mississippi skippers. A typical result may be seen in the fate of the fourteen “rams” which were absurdly mishandled by fourteen independent civilian skippers with two civilian commodores. This “River Defense Fleet” was “backed by the whole Missouri delegation” at Richmond, and blessed by the Confederate Secretary of War, Judah P. Benjamin, that very clever lawyer-politician and ever-smiling Jew. Six of the fourteen “rams” were lost, with sheer futility, at New Orleans in April, ’62; the rest at Memphis the following June. As a matter of fact, the Confederate navy never had but one real man-of-war, the famous Merrimac; and she was a mere razee, cut down for a special purpose, and too feebly engined to keep the sea. Even the equally famous Alabama was only a raider, never meant for action with a fleet. Over three hundred officers left the United States Navy for the South; but, as in the case of the Army, they were followed by very few men. The total personnel of the regular Confederate navy never exceeded four thousand at any one time. The irregular forces afloat often did gallant, and sometimes even skillful, service in little-isolated ways. But when massed together they were always at sixes and sevens, and they could never do more than make the best of a very bad business indeed. The Secretary of the Confederate navy, Stephen R. Mallory, was not to blame. He was one of the very few civilians who understood and tried to follow any naval principles at all. He had done good work as chairman of the Naval Committee in the Senate before the war and had learned a good deal more than his Northern rival, Gideon Welles. He often saw what should have been done. But men and means were lacking. Men and means were also lacking in the naval North at the time the war began. But the small regular navy was invincible against next to none, and it enjoyed many means of expansion denied to the South. On the outbreak of hostilities, the United States Navy had ninety ships and about nine thousand men–all ranks and ratings (with marines) included. The age of steam had come. But fifty vessels had no steam at all. Of the rest one was on the Lakes, five were quite unserviceable, and thirty-four were scattered about the world without the slightest thought of how to mobilize a fleet at home. The age of ironclads had begun already overseas. But in his report to Congress on July 4, 1861, Gideon Welles, Secretary of the Navy, only made some wholly non-committal observations in ponderous “officialese.” In August he appointed a committee that began its report in September with the sage remark that “Opinions differ amongst naval and scientific men as to the policy of adopting the iron armament for ships-of-war.” In December Welles transmitted this report to Congress with the still sager remark that “The subject of iron armature for ships is one of great general interest, not only to the navy and country but is engaging the attention of the civilized world.” Such was the higher administrative preparation for the ironclad battle of the following year. It was the same in everything. The people had taken no interest in the navy and Congress had faithfully represented them by denying the service all chance of preparing for war till after war had broken out. Then there was the usual hurry and horrible waste. Fortunately for all concerned, Gideon Welles, after vainly groping about the administrative maze for the first five months, called Gustavus V. Fox to his assistance. Fox had been a naval officer of exceptional promise, who had left the service to go into business, who had a natural turn for administration, and who now made an almost ideal Assistant Secretary of the Navy. He was, indeed, far more than this; for, in most essentials, he acted throughout the war as a regular Chief of Staff. One of the greatest troubles was the glut of senior officers who were too old and the alarming dearth of juniors fit for immediate work afloat. It was only after the disaster at Bull Run that Congress authorized the formation of a Promotion Board to see what could be done to clear the active list and make it really a list of officers fit for active service. Up to this time, there had been no system of retiring men for inefficiency or age. An officer who did not retire of his own accord simply went on rising automatically till he died. The president of this board had himself turned sixty. But he was the thoroughly efficient David Glasgow Farragut, a man who was to do greater things afloat than even Fox could do ashore. How badly active officers were wanted may be inferred from the fact that before the appointment of Farragut’s promotion board the total number of regular officers remaining in the navy was only 1457. Intensive training was tried at the Naval Academy. Yet 7500 volunteer officers had to be used before the war was over. These came mostly from the merchant service and were generally brave, capable, first-rate men. But a nautical is not the same as a naval training, and the dearth of good professional naval officers was felt to the end. The number of enlisted seamen authorized by Congress rose from 7600 to 51,500. But the very greatest difficulty was found in “keeping up to strength,” even with the most lavish use of bounties. The number of vessels in the navy kept on growing all through. Of course, not nearly all of them were regular men-of-war or even fighting craft “fit to go foreign.” At the end of the first year there were 264 in commission; at the end of the second, 427; at the end of the third, 588; and at the end of the fourth, 671. Bearing this in mind, and remembering the many other Northern odds, one might easily imagine that the Southern armies fought only with the courage of despair. Yet such was not the case. This was no ordinary war, to be ended by a treaty in which compromise would play its part. There could be only two alternatives: either the South would win her independence or the North would have to beat her into complete submission. Under the circumstances, the united South would win whenever the divided North thought that complete subjugation would cost more than it was worth. The great aim of the South was, therefore, not to conquer the North but simply to sicken the North of trying to conquer her. “Let us alone and we’ll let you alone” was her insinuating argument; and this, as she knew very well, was echoed by many people in the North. Thus, as regards her own objective, she began with hopes that the Northern peace party never quite let die.	<urn:uuid:5c4347c9-f45b-4185-b9b4-02b52230cab5>	CC-MAIN-2020-05	https://www.legendsofamerica.com/ah-civilwarcombatants/3/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251690379.95/warc/CC-MAIN-20200126195918-20200126225918-00452.warc.gz	en	0.98475	1,874	3.40625	3	[ -0.22488969564437866, 0.024841854348778725, 0.1526370346546173, -0.6575777530670166, 0.29086199402809143, -0.0028709284961223602, -0.17436695098876953, -0.009389849379658699, -0.3034919798374176, -0.006197912618517876, 0.3451426029205322, 0.05688675493001938, 0.01962200552225113, 0.1346465...	1	Of course, the South had some sea-power of her own. Nine-tenths of the United States Navy stood by the Union. But, with the remaining tenth and some foreign help, the South managed to contrive the makeshift parts of what might have become a navy if the North had only let it grow. The North, however, did not let it grow. The regular navy of the United States, though very small to start with, was always strong enough to keep the command of the sea and to prevent the makeshift Southern parts of a navy from ever becoming a whole. Privateers took out letters of marque to prey on Northern shipping. But privateering soon withered off, because prizes could not be run through the blockade in sufficient numbers to make it pay; and no prize would be recognized except in a Southern port. Raiders did better and for a much longer time. The Shenandoah was burning Northern whalers in the Bering Sea at the end of the war. The Sumter and the Florida cut a wide swath under instructions which “left much to discretion and more to the torch.” The famous Alabama only succumbed to the U.S.S. Kearsarge after sinking the Hatteras man-of-war and raiding seventy other vessels. Yet still the South, in spite of her ironclads, raiders, and rams, in spite of her river craft, of the home ships or foreigners that ran the blockade, and of all her other efforts, was a landsman’s country that could make no real headway against the native seapower of the North. Perhaps the worst of all the disabilities under which the abortive Southern navy suffered was lubberly administration and gross civilian interference. The Administration actually refused to buy the beginnings of a ready-made sea-going fleet when it had the offer of ten British East Indiamen specially built for rapid conversion into men-of-war. Forty thousand bales of cotton would have bought the lot. The Mississippi record was even worse. Five conflicting authorities divided the undefined and overlapping responsibilities between them: the Confederate Government, the State governments, the army, the navy, and the Mississippi skippers. A typical result may be seen in the fate of the fourteen “rams” which were absurdly mishandled by fourteen independent civilian skippers with two civilian commodores. This “River Defense Fleet” was “backed by the whole Missouri delegation” at Richmond, and blessed by the Confederate Secretary of War, Judah P. Benjamin, that very clever lawyer-politician and ever-smiling Jew. Six of the fourteen “rams” were lost, with sheer futility, at New Orleans in April, ’62; the rest at Memphis the following June. As a matter of fact, the Confederate navy never had but one real man-of-war, the famous Merrimac; and she was a mere razee, cut down for a special purpose, and too feebly engined to keep the sea. Even the equally famous Alabama was only a raider, never meant for action with a fleet. Over three hundred officers left the United States Navy for the South; but, as in the case of the Army, they were followed by very few men. The total personnel of the regular Confederate navy never exceeded four thousand at any one time. The irregular forces afloat often did gallant, and sometimes even skillful, service in little-isolated ways. But when massed together they were always at sixes and sevens, and they could never do more than make the best of a very bad business indeed. The Secretary of the Confederate navy, Stephen R. Mallory, was not to blame. He was one of the very few civilians who understood and tried to follow any naval principles at all. He had done good work as chairman of the Naval Committee in the Senate before the war and had learned a good deal more than his Northern rival, Gideon Welles. He often saw what should have been done. But men and means were lacking. Men and means were also lacking in the naval North at the time the war began. But the small regular navy was invincible against next to none, and it enjoyed many means of expansion denied to the South. On the outbreak of hostilities, the United States Navy had ninety ships and about nine thousand men–all ranks and ratings (with marines) included. The age of steam had come. But fifty vessels had no steam at all. Of the rest one was on the Lakes, five were quite unserviceable, and thirty-four were scattered about the world without the slightest thought of how to mobilize a fleet at home. The age of ironclads had begun already overseas. But in his report to Congress on July 4, 1861, Gideon Welles, Secretary of the Navy, only made some wholly non-committal observations in ponderous “officialese.” In August he appointed a committee that began its report in September with the sage remark that “Opinions differ amongst naval and scientific men as to the policy of adopting the iron armament for ships-of-war.” In December Welles transmitted this report to Congress with the still sager remark that “The subject of iron armature for ships is one of great general interest, not only to the navy and country but is engaging the attention of the civilized world.” Such was the higher administrative preparation for the ironclad battle of the following year. It was the same in everything. The people had taken no interest in the navy and Congress had faithfully represented them by denying the service all chance of preparing for war till after war had broken out. Then there was the usual hurry and horrible waste. Fortunately for all concerned, Gideon Welles, after vainly groping about the administrative maze for the first five months, called Gustavus V. Fox to his assistance. Fox had been a naval officer of exceptional promise, who had left the service to go into business, who had a natural turn for administration, and who now made an almost ideal Assistant Secretary of the Navy. He was, indeed, far more than this; for, in most essentials, he acted throughout the war as a regular Chief of Staff. One of the greatest troubles was the glut of senior officers who were too old and the alarming dearth of juniors fit for immediate work afloat. It was only after the disaster at Bull Run that Congress authorized the formation of a Promotion Board to see what could be done to clear the active list and make it really a list of officers fit for active service. Up to this time, there had been no system of retiring men for inefficiency or age. An officer who did not retire of his own accord simply went on rising automatically till he died. The president of this board had himself turned sixty. But he was the thoroughly efficient David Glasgow Farragut, a man who was to do greater things afloat than even Fox could do ashore. How badly active officers were wanted may be inferred from the fact that before the appointment of Farragut’s promotion board the total number of regular officers remaining in the navy was only 1457. Intensive training was tried at the Naval Academy. Yet 7500 volunteer officers had to be used before the war was over. These came mostly from the merchant service and were generally brave, capable, first-rate men. But a nautical is not the same as a naval training, and the dearth of good professional naval officers was felt to the end. The number of enlisted seamen authorized by Congress rose from 7600 to 51,500. But the very greatest difficulty was found in “keeping up to strength,” even with the most lavish use of bounties. The number of vessels in the navy kept on growing all through. Of course, not nearly all of them were regular men-of-war or even fighting craft “fit to go foreign.” At the end of the first year there were 264 in commission; at the end of the second, 427; at the end of the third, 588; and at the end of the fourth, 671. Bearing this in mind, and remembering the many other Northern odds, one might easily imagine that the Southern armies fought only with the courage of despair. Yet such was not the case. This was no ordinary war, to be ended by a treaty in which compromise would play its part. There could be only two alternatives: either the South would win her independence or the North would have to beat her into complete submission. Under the circumstances, the united South would win whenever the divided North thought that complete subjugation would cost more than it was worth. The great aim of the South was, therefore, not to conquer the North but simply to sicken the North of trying to conquer her. “Let us alone and we’ll let you alone” was her insinuating argument; and this, as she knew very well, was echoed by many people in the North. Thus, as regards her own objective, she began with hopes that the Northern peace party never quite let die.	1,851	ENGLISH	1
Water in food can cause microorganisms to grow, which makes the food more likely to spoil. Using natural preserving agents such as sugar and salt, the water available can be chemically reduced and, as such, prevent the spread of microorganisms. People have used salt to preserve meat, fish and vegetables since agriculture first began. Essential to life, but in minute quantities, mankind has been consuming salt since Neolithic times. It is used both as a preservative and a condiment. Until the 19th century, salt was a rare resource, as it was geographically poorly distributed. In the 20th century, it became an inexpensive industrial product, added to most foodstuffs in the food industry. Nowadays, it is consumed in excess and widely criticised because of health risks.	<urn:uuid:d9240141-2a71-43a2-80bd-6e5d1345f473>	CC-MAIN-2020-05	https://www.alimentarium.org/en/collection/salt-box	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251801423.98/warc/CC-MAIN-20200129164403-20200129193403-00141.warc.gz	en	0.980459	157	3.34375	3	[ -0.03189092129468918, 0.12681610882282257, -0.07585722208023071, -0.2055363953113556, 0.4411737322807312, -0.16438493132591248, 0.16091236472129822, 0.19348576664924622, -0.21496351063251495, -0.21234950423240662, -0.19269885122776031, -0.6030069589614868, 0.20771554112434387, 0.0490360856...	2	Water in food can cause microorganisms to grow, which makes the food more likely to spoil. Using natural preserving agents such as sugar and salt, the water available can be chemically reduced and, as such, prevent the spread of microorganisms. People have used salt to preserve meat, fish and vegetables since agriculture first began. Essential to life, but in minute quantities, mankind has been consuming salt since Neolithic times. It is used both as a preservative and a condiment. Until the 19th century, salt was a rare resource, as it was geographically poorly distributed. In the 20th century, it became an inexpensive industrial product, added to most foodstuffs in the food industry. Nowadays, it is consumed in excess and widely criticised because of health risks.	161	ENGLISH	1
Hitler managed to maintain a posture of legality throughout the Nazification process. Initially, the Nazis simply wanted all the Jews out of German territory. In fact, they helped Jews emigrate to Israel. But little by little, the pressure was turned up and the doors shut tight. Invarious anti-Jewish signage began to appear in public: Germany was considered a pinnacle of civilized living. More than any other country, Jews in Germany had made progress in terms of human rights and integrating into the society. No one could imagine what was about to happen. My dad told Holocaust term paper a story of his life as a young man living in Germany. He worked in a big department store and one day his boss, also a Jew, asked him to stay overtime. Everyone went home, and my dad and his boss were the only ones left in the store. They waited a few hours after dark. Up pulled an S. Apparently, the general had seen my dad play and really admired him. So while his wife was shopping, the general chatted with my father. It was very hard to get out during those years, but he finally found a route out. However, there was a problem: So one day he approached the S. Roosevelt, along with other world leaders, called a conference to discuss the Jewish refugee problem. Thirty-two nations participated in the conference. But the unwritten fine print of the invitation said: While acknowledging the plight of Jews in German lands, the nation of the world arose to do The big countries did not want more Jews, and the small countries followed this lead by also refusing to take any. With the lone exception of the Dominican Republic, no country made a concrete offer to accept Jewish refugees. The conference was a dismal failure. Yet there was no place to go. Kristallnacht The Germans were looking for a way to get rid of their Jews. Send them anywhere, but just get them out. Many Jews of Polish origin had come to Germany because conditions were much better than in Poland. The Germans saw this as a group to be easily rid of. These Jews were rounded up and on one cold, rainy night, were herded and beaten across the border. Some 15, Polish Jews — no longer considered Poles — found themselves in a small Polish border town with a total population of 6, There was no place for them, so they were stuck into military stables, under impossible conditions. So he got a gun, walked to the German embassy in Paris, and shot an embassy official named Ernst Von Rath. He died two weeks later. This triggered a "spontaneous" uprising against the Jews — which had actually been planned for a while, but now had a pretext to put the plan into action. In one night of terror, November, German mobs destroyed many vestiges of Jewish presence. A total of 1, Jewish synagogues were burnt to the ground or destroyed; 91 Jews were killed; 30, Jews were thrown into concentration camps; 7, Jewish businesses were destroyed; and thousands of Jewish homes were ransacked. This was called "Kristallnacht," the "Night of Broken Glass," because the streets were covered with broken glass from all the Jewish windows.Pre-Holocaust European Jewry. The Jews of Germany and Western Europe The Jews of Western Europe, including Germany, did not see themselves as a separate national minority within the countries in . Below is a long list of facts refuting the Greatest Lie Ever Told: An Introduction to Holocaust Revisionism “Care must be taken not to give a platform for deniers or seek to disprove the deniers' position through normal historical debate and rational argument.” — 'Guidelines for Teaching about the Holocaust' at the Stockholm International Forum,. The Holocaust: 36 Questions & Answers About the Holocaust by The Simon Wiesenthal Center. term papers - research and term paper help by geeks trained to assist college students. Term Paper Warehouse has free essays, term papers, and book reports for students on almost every research topic. I never believed the lie "It was absence of knowledge" that USA did not intervien in the Holocaust. Thank you for confirming the lie for me. I did not know of the Evian Conference had occured.	<urn:uuid:091bb4bb-6509-4fc5-bc9e-58519604b52d>	CC-MAIN-2020-05	https://hevexyfaweja.pfmlures.com/holocaust-term-paper-8210sq.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591431.4/warc/CC-MAIN-20200117234621-20200118022621-00074.warc.gz	en	0.984859	878	3.5	4	[ -0.3179711103439331, 0.608890175819397, -0.16193127632141113, -0.020986897870898247, 0.03235609456896782, 0.21161994338035583, 0.1501198709011078, 0.043426573276519775, -0.2283346951007843, -0.26400065422058105, 0.13364917039871216, 0.1300029456615448, 0.12510481476783752, 0.26720184087753...	1	Hitler managed to maintain a posture of legality throughout the Nazification process. Initially, the Nazis simply wanted all the Jews out of German territory. In fact, they helped Jews emigrate to Israel. But little by little, the pressure was turned up and the doors shut tight. Invarious anti-Jewish signage began to appear in public: Germany was considered a pinnacle of civilized living. More than any other country, Jews in Germany had made progress in terms of human rights and integrating into the society. No one could imagine what was about to happen. My dad told Holocaust term paper a story of his life as a young man living in Germany. He worked in a big department store and one day his boss, also a Jew, asked him to stay overtime. Everyone went home, and my dad and his boss were the only ones left in the store. They waited a few hours after dark. Up pulled an S. Apparently, the general had seen my dad play and really admired him. So while his wife was shopping, the general chatted with my father. It was very hard to get out during those years, but he finally found a route out. However, there was a problem: So one day he approached the S. Roosevelt, along with other world leaders, called a conference to discuss the Jewish refugee problem. Thirty-two nations participated in the conference. But the unwritten fine print of the invitation said: While acknowledging the plight of Jews in German lands, the nation of the world arose to do The big countries did not want more Jews, and the small countries followed this lead by also refusing to take any. With the lone exception of the Dominican Republic, no country made a concrete offer to accept Jewish refugees. The conference was a dismal failure. Yet there was no place to go. Kristallnacht The Germans were looking for a way to get rid of their Jews. Send them anywhere, but just get them out. Many Jews of Polish origin had come to Germany because conditions were much better than in Poland. The Germans saw this as a group to be easily rid of. These Jews were rounded up and on one cold, rainy night, were herded and beaten across the border. Some 15, Polish Jews — no longer considered Poles — found themselves in a small Polish border town with a total population of 6, There was no place for them, so they were stuck into military stables, under impossible conditions. So he got a gun, walked to the German embassy in Paris, and shot an embassy official named Ernst Von Rath. He died two weeks later. This triggered a "spontaneous" uprising against the Jews — which had actually been planned for a while, but now had a pretext to put the plan into action. In one night of terror, November, German mobs destroyed many vestiges of Jewish presence. A total of 1, Jewish synagogues were burnt to the ground or destroyed; 91 Jews were killed; 30, Jews were thrown into concentration camps; 7, Jewish businesses were destroyed; and thousands of Jewish homes were ransacked. This was called "Kristallnacht," the "Night of Broken Glass," because the streets were covered with broken glass from all the Jewish windows.Pre-Holocaust European Jewry. The Jews of Germany and Western Europe The Jews of Western Europe, including Germany, did not see themselves as a separate national minority within the countries in . Below is a long list of facts refuting the Greatest Lie Ever Told: An Introduction to Holocaust Revisionism “Care must be taken not to give a platform for deniers or seek to disprove the deniers' position through normal historical debate and rational argument.” — 'Guidelines for Teaching about the Holocaust' at the Stockholm International Forum,. The Holocaust: 36 Questions & Answers About the Holocaust by The Simon Wiesenthal Center. term papers - research and term paper help by geeks trained to assist college students. Term Paper Warehouse has free essays, term papers, and book reports for students on almost every research topic. I never believed the lie "It was absence of knowledge" that USA did not intervien in the Holocaust. Thank you for confirming the lie for me. I did not know of the Evian Conference had occured.	868	ENGLISH	1
To honour this nation’s Independence Day, we bring you the fascinating stories of #ForgottenHeroes of #IndianIndependence that were lost among the pages of history. Any public discourse on the Indian freedom struggle against British colonialism, primarily revolves around its key protagonists—Mahatma Gandhi, Sardar Patel, Lala Lajpat Rai and Sardar Patel to name a few. This is not to suggest their contributions weren’t critical but often forgotten in these discussions are the foot soldiers who often paid the ultimate price for the collective vision of an Independent India. One such hero of the Independence movement was Bābu Genu Said, an illiterate cotton mill worker and labour unionist, who bought into Gandhi’s vision of Swadeshi and made it his life’s work to defeat the forces of economic colonialism, using non-violent means. Bābu was only 22-years-old when he was mercilessly run over by a truck carrying foreign-made clothing on in the Kalbadevi area of Mumbai, while he was trying to prevent the truck from passing through the area. Today, the area is home to a long-standing Swadeshi market. Born into a poverty-stricken agricultural household in 1908 in the Mahalunge Padwal village of Pune district, Bābu never received any formal education. His father, a farmer, tragically passed away when was just a two-year-old. The turning point came when soon after his father’s passing, the family bullock, a prized possession used for farming, also died. This incident left Bābu’s mother with little choice but to leave her village and find work in Mumbai. She left Bābu, his two elder brothers and sister, in the care of neighbours, while finding work as a house help in Mumbai. A few years later, he joined his mother in the city. Since his mother couldn’t support him, Bābu soon found employment as a casual labourer in the mills of Mumbai (then called Bombay). Despite his lack of formal education or inability to find regular work, he didn’t sit idle and actively engaged with the local political forces of the day against colonial rule. Even though he was deeply admired personalities like Lala Lajpat Rai, Bhagat Singh, Rajguru and Sukhdev, it was Gandhi who had the most significant influence on him. Gandhi’s ideas about non-violence and satyagraha deeply resonated with the young revolutionary. However, it’s his engagement with the Swadeshi Movement—the economic strategy aimed at removing the British Empire from power and improving economic conditions in India by following strategies involving the boycott of British products and the revival of domestic goods and production processes—which had the most influence on him. He participated in multiple protests organised by activists of the freedom struggle against the import of foreign-made cloth. In fact, Bābu’s legacy as a revolutionary freedom fighter stems from the price he ultimately paid for defending the Swadeshi Movement. “He [ Bābu] understood that the geo-strategic interests of British Rule in India. He knew that economics was the driving force of British rule; establishment of the British Raj was merely a ruse to perpetuate the economic dominance of the British over India. It is in this context Bābu Genu understood the socio-economic-politic arguments propounded by Gandhiji and its significance. That meant that should the British rule were to be economically unsustainable it would collapse as there would be hardly any incentive for the British to continue their rule in India. He knew economic independence of India was interlinked, intertwined and integrated to the political independence,” writes Sri Kashmiri Lal, a member of the Swadeshi Jagran Manch. Understanding these dynamics, on December 12, 1930, Bābu and his fellow activists in the freedom struggle, staged a protest against the transport of a truck carrying foreign-made cloth through the Kalbadevi area. George Frazier, a cloth merchant from Manchester, who owned the consignment of foreign-made clothes, was afforded protection by the British police. “They were protesting by laying themselves prostrate on the road, refusing to let a truck pass. Though there are differing accounts of the precise events of the afternoon, history books maintain that Genu was run over by a truck in a deliberate act of police brutality,” reports The Indian Express. Other accounts, however, present a fascinating, yet tragic sequence of events. Protesters stood in front of the oncoming truck carrying a consignment of clothes but were soon forced aside by the police party accompanying it. Even though the police were doing their utmost to prevent Bābu and his colleagues from participating in this movement, they remained firm in his resolve. The truck driver—Balbir Singh—a fellow Indian drove the truck close to the protesters but never had any intentions of running over his fellow countrymen. The police once again stepped in and physically dragged the protesters from the road, thus allowing the truck to pass through. However, Bābu Genu gave them the slip and once again lay down on the road as a mark of non-violent protest, pleading with the driver not to drive the truck, and singing the praises of Gandhi and the freedom movement. When the police ordered driver Balbir to run over Bābu, he responded by saying, “I am Indian and he is also Indian, So, we both are the brothers of each other, then how can I murder my brother?” “Seeing the procrastination of the Indian driver the British sergeant lost his temper and took on himself to drive the truck at full speed over Bābu Genu crushing his head and leaving behind a pool of blood and mass of flesh,” says this graphic account of the incident. Bābu was taken to the nearest hospital but soon succumbed to his injuries. What followed was a massive wave of strikes and protests organised throughout the city with its residents raging against what was essentially a murder. The British administration had the gall to call it an “accident”, but the city residents didn’t see it that way. His spirit and sacrifice In today’s context, Bābu’s ideas may seem a touch anachronistic, but he was a man of his times. He knew what British economic imperialism was doing to the local economy, and stood against it. His spirit and sacrifice have been commemorated in Mumbai, Pune and even Delhi. There is a Babu Genu Road in Mumbai with a street-side plaque commemorating him. There is even a ground with his name in Navi Mumbai and a Chowk in Pune. However, ask anyone walking around these parts, and many wouldn’t know who the man actually was and what he stood for. We hope to change that. (Edited by Gayatri Mishra)	<urn:uuid:afac7000-3830-49ba-a40b-1d99536d05e9>	CC-MAIN-2020-05	https://www.thebetterindia.com/166128/freedom-fighter-babu-genu-martyr-british-india-heroes-news/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250616186.38/warc/CC-MAIN-20200124070934-20200124095934-00279.warc.gz	en	0.980025	1,452	3.546875	4	[ 0.02055385895073414, 0.4280446469783783, -0.0475790798664093, -0.07985111325979233, -0.313798189163208, -0.1322387456893921, 0.545781135559082, 0.15713822841644287, -0.0655333623290062, -0.004937783349305391, -0.19102635979652405, -0.058632124215364456, 0.4746100902557373, 0.49834811687469...	6	To honour this nation’s Independence Day, we bring you the fascinating stories of #ForgottenHeroes of #IndianIndependence that were lost among the pages of history. Any public discourse on the Indian freedom struggle against British colonialism, primarily revolves around its key protagonists—Mahatma Gandhi, Sardar Patel, Lala Lajpat Rai and Sardar Patel to name a few. This is not to suggest their contributions weren’t critical but often forgotten in these discussions are the foot soldiers who often paid the ultimate price for the collective vision of an Independent India. One such hero of the Independence movement was Bābu Genu Said, an illiterate cotton mill worker and labour unionist, who bought into Gandhi’s vision of Swadeshi and made it his life’s work to defeat the forces of economic colonialism, using non-violent means. Bābu was only 22-years-old when he was mercilessly run over by a truck carrying foreign-made clothing on in the Kalbadevi area of Mumbai, while he was trying to prevent the truck from passing through the area. Today, the area is home to a long-standing Swadeshi market. Born into a poverty-stricken agricultural household in 1908 in the Mahalunge Padwal village of Pune district, Bābu never received any formal education. His father, a farmer, tragically passed away when was just a two-year-old. The turning point came when soon after his father’s passing, the family bullock, a prized possession used for farming, also died. This incident left Bābu’s mother with little choice but to leave her village and find work in Mumbai. She left Bābu, his two elder brothers and sister, in the care of neighbours, while finding work as a house help in Mumbai. A few years later, he joined his mother in the city. Since his mother couldn’t support him, Bābu soon found employment as a casual labourer in the mills of Mumbai (then called Bombay). Despite his lack of formal education or inability to find regular work, he didn’t sit idle and actively engaged with the local political forces of the day against colonial rule. Even though he was deeply admired personalities like Lala Lajpat Rai, Bhagat Singh, Rajguru and Sukhdev, it was Gandhi who had the most significant influence on him. Gandhi’s ideas about non-violence and satyagraha deeply resonated with the young revolutionary. However, it’s his engagement with the Swadeshi Movement—the economic strategy aimed at removing the British Empire from power and improving economic conditions in India by following strategies involving the boycott of British products and the revival of domestic goods and production processes—which had the most influence on him. He participated in multiple protests organised by activists of the freedom struggle against the import of foreign-made cloth. In fact, Bābu’s legacy as a revolutionary freedom fighter stems from the price he ultimately paid for defending the Swadeshi Movement. “He [ Bābu] understood that the geo-strategic interests of British Rule in India. He knew that economics was the driving force of British rule; establishment of the British Raj was merely a ruse to perpetuate the economic dominance of the British over India. It is in this context Bābu Genu understood the socio-economic-politic arguments propounded by Gandhiji and its significance. That meant that should the British rule were to be economically unsustainable it would collapse as there would be hardly any incentive for the British to continue their rule in India. He knew economic independence of India was interlinked, intertwined and integrated to the political independence,” writes Sri Kashmiri Lal, a member of the Swadeshi Jagran Manch. Understanding these dynamics, on December 12, 1930, Bābu and his fellow activists in the freedom struggle, staged a protest against the transport of a truck carrying foreign-made cloth through the Kalbadevi area. George Frazier, a cloth merchant from Manchester, who owned the consignment of foreign-made clothes, was afforded protection by the British police. “They were protesting by laying themselves prostrate on the road, refusing to let a truck pass. Though there are differing accounts of the precise events of the afternoon, history books maintain that Genu was run over by a truck in a deliberate act of police brutality,” reports The Indian Express. Other accounts, however, present a fascinating, yet tragic sequence of events. Protesters stood in front of the oncoming truck carrying a consignment of clothes but were soon forced aside by the police party accompanying it. Even though the police were doing their utmost to prevent Bābu and his colleagues from participating in this movement, they remained firm in his resolve. The truck driver—Balbir Singh—a fellow Indian drove the truck close to the protesters but never had any intentions of running over his fellow countrymen. The police once again stepped in and physically dragged the protesters from the road, thus allowing the truck to pass through. However, Bābu Genu gave them the slip and once again lay down on the road as a mark of non-violent protest, pleading with the driver not to drive the truck, and singing the praises of Gandhi and the freedom movement. When the police ordered driver Balbir to run over Bābu, he responded by saying, “I am Indian and he is also Indian, So, we both are the brothers of each other, then how can I murder my brother?” “Seeing the procrastination of the Indian driver the British sergeant lost his temper and took on himself to drive the truck at full speed over Bābu Genu crushing his head and leaving behind a pool of blood and mass of flesh,” says this graphic account of the incident. Bābu was taken to the nearest hospital but soon succumbed to his injuries. What followed was a massive wave of strikes and protests organised throughout the city with its residents raging against what was essentially a murder. The British administration had the gall to call it an “accident”, but the city residents didn’t see it that way. His spirit and sacrifice In today’s context, Bābu’s ideas may seem a touch anachronistic, but he was a man of his times. He knew what British economic imperialism was doing to the local economy, and stood against it. His spirit and sacrifice have been commemorated in Mumbai, Pune and even Delhi. There is a Babu Genu Road in Mumbai with a street-side plaque commemorating him. There is even a ground with his name in Navi Mumbai and a Chowk in Pune. However, ask anyone walking around these parts, and many wouldn’t know who the man actually was and what he stood for. We hope to change that. (Edited by Gayatri Mishra)	1,379	ENGLISH	1
Our regular contributor Howard Bradley pays tribute on Armistice Day with a bit of a history lesson relevant to textile care. Most of us are familiar with the grainy black and white images of the First World War and particularly the trenches and the mud of the western front. Scenes of devastated landscapes, bodies of soldiers and horses lying in water filled ditches and shell holes seem to represent the utter madness of war. If you have read this far, you might well be wondering what this article could possibly have that would be relevant to our industry. During the Crimean war the UK lost 2,755 troops killed in action, and we lost a further 17,580 as a result of diseases. A great many of these could have been simply prevented with clean linen, clean bandages and clean uniforms. In the years following, it was realised that some kind of mobile laundry service was a vital requirement if the amount of deaths by disease were to be drastically reduced. By the outbreak of the First World War there existed a small number of mobile laundries, illustrated, and fumigation units. These resembled covered circus wagons and were horse drawn until the good old traction engine was found to be not only more able to tow them, but also able to supply drive belts and heat for steam and mechanical action. At the outset of the Great War it was not difficult to clothe and look after the rather small British Expeditionary Force and of course the stalemate of trench warfare had yet to show itself. However, as the war progressed, even military clothing factories were unable to provide enough uniforms for the millions of men who enlisted and so private tailors were also given the task of providing uniforms (including Bradleys, Howard’s family’s tailoring business). War was good for that type of business as is often the case with essential suppliers. The mobile laundries were usually a part of a service battalion and were based not too far from the front line, usually in a rear rest area. In the US Army it came under the jurisdiction of a Quarter Master. When the troops had completed their rotation in the trenches they would go to the rest areas and providing that the logistics had worked out, there would be hot mobile shower units for the men, Laundering and repairs carried out to the uniform and of course de-lousing. Lice were found to be the main cause of trench fever which is said to have affected up to about 500,000 British troops Keeping this disease spreader at bay was one of the main aims of the laundry unit. Footwear and socks were also vital to keep in good condition as trench foot was a terrible disease and deliberate neglect of one’s feet was a chargeable offence. War leads not just to improvement in weapons, but also to many other apparently nonrelated areas and so the mobile laundry and the ability to keep the fighting man at the front clean, resulted in smaller equipment that could be transported with ease and this has eventually resulted in the small modular designs of textile care equipment that we see nowadays. Drycleaning also benefited as the ideas for those self-contained machines that we have seen since the 1950s were developed partially as a result of keeping war clean. - See more in LCN’s December version of this article.	<urn:uuid:7c869fbb-85dc-408d-abb6-ae027046160d>	CC-MAIN-2020-05	http://www.laundryandcleaningnews.com/news/newswar-is-a-dirty-business-6845378	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594603.8/warc/CC-MAIN-20200119122744-20200119150744-00280.warc.gz	en	0.984889	667	3.3125	3	[ -0.33584678173065186, 0.3467763066291809, 0.4580991268157959, -0.18633121252059937, 0.31823405623435974, 0.10390947014093399, 0.1637180894613266, 0.33361682295799255, -0.01428375206887722, -0.25649040937423706, -0.07065366208553314, -0.41588571667671204, 0.24824140965938568, 0.498333871364...	2	Our regular contributor Howard Bradley pays tribute on Armistice Day with a bit of a history lesson relevant to textile care. Most of us are familiar with the grainy black and white images of the First World War and particularly the trenches and the mud of the western front. Scenes of devastated landscapes, bodies of soldiers and horses lying in water filled ditches and shell holes seem to represent the utter madness of war. If you have read this far, you might well be wondering what this article could possibly have that would be relevant to our industry. During the Crimean war the UK lost 2,755 troops killed in action, and we lost a further 17,580 as a result of diseases. A great many of these could have been simply prevented with clean linen, clean bandages and clean uniforms. In the years following, it was realised that some kind of mobile laundry service was a vital requirement if the amount of deaths by disease were to be drastically reduced. By the outbreak of the First World War there existed a small number of mobile laundries, illustrated, and fumigation units. These resembled covered circus wagons and were horse drawn until the good old traction engine was found to be not only more able to tow them, but also able to supply drive belts and heat for steam and mechanical action. At the outset of the Great War it was not difficult to clothe and look after the rather small British Expeditionary Force and of course the stalemate of trench warfare had yet to show itself. However, as the war progressed, even military clothing factories were unable to provide enough uniforms for the millions of men who enlisted and so private tailors were also given the task of providing uniforms (including Bradleys, Howard’s family’s tailoring business). War was good for that type of business as is often the case with essential suppliers. The mobile laundries were usually a part of a service battalion and were based not too far from the front line, usually in a rear rest area. In the US Army it came under the jurisdiction of a Quarter Master. When the troops had completed their rotation in the trenches they would go to the rest areas and providing that the logistics had worked out, there would be hot mobile shower units for the men, Laundering and repairs carried out to the uniform and of course de-lousing. Lice were found to be the main cause of trench fever which is said to have affected up to about 500,000 British troops Keeping this disease spreader at bay was one of the main aims of the laundry unit. Footwear and socks were also vital to keep in good condition as trench foot was a terrible disease and deliberate neglect of one’s feet was a chargeable offence. War leads not just to improvement in weapons, but also to many other apparently nonrelated areas and so the mobile laundry and the ability to keep the fighting man at the front clean, resulted in smaller equipment that could be transported with ease and this has eventually resulted in the small modular designs of textile care equipment that we see nowadays. Drycleaning also benefited as the ideas for those self-contained machines that we have seen since the 1950s were developed partially as a result of keeping war clean. - See more in LCN’s December version of this article.	668	ENGLISH	1
A researcher from the University of St Andrews has unearthed the oldest known city view of Venice, dating from the 14th century. The image is part of a manuscript containing the travel account of Niccolò da Poggibonsi, an Italian pilgrim who traveled to Jerusalem in 1346-1350. The manuscript was likely made shortly after he returned to Italy in 1350. During his pilgrimage, Niccolò passed through Venice and his description of the city is accompanied by a pen drawing of Venice. A series of small pinpricks discovered on the original manuscript image also suggests that the city view was more widely circulated. This technique was used to copy images: powder was sifted through the pinpricks onto another surface, thereby transferring the outlines of the image.	<urn:uuid:ac091876-a60d-4a11-bfca-6fbd1b4bb361>	CC-MAIN-2020-05	https://research.architexturez.net/pst/az-cf-183368-1496803329	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250603761.28/warc/CC-MAIN-20200121103642-20200121132642-00526.warc.gz	en	0.980465	159	3.53125	4	[ 0.06541454046964645, 0.015917953103780746, 0.2909599244594574, 0.06800062954425812, -0.23662151396274567, 0.01580873131752014, 0.1426113247871399, 0.38396018743515015, -0.16759037971496582, 0.4116704761981964, -0.21259088814258575, -0.43355196714401245, -0.11058513075113297, 0.581160008907...	1	A researcher from the University of St Andrews has unearthed the oldest known city view of Venice, dating from the 14th century. The image is part of a manuscript containing the travel account of Niccolò da Poggibonsi, an Italian pilgrim who traveled to Jerusalem in 1346-1350. The manuscript was likely made shortly after he returned to Italy in 1350. During his pilgrimage, Niccolò passed through Venice and his description of the city is accompanied by a pen drawing of Venice. A series of small pinpricks discovered on the original manuscript image also suggests that the city view was more widely circulated. This technique was used to copy images: powder was sifted through the pinpricks onto another surface, thereby transferring the outlines of the image.	166	ENGLISH	1
Henry Hudson: His obsession led to his death This portrait is an artist’s impression of how Henry Hudson might have looked. The man, after whom so many geographic locations are named: – a river, a bay, a strait, a county, and a town. How then was Hudson never considered important enough to be immortalized in paint? Perhaps this assessment is correct. Perhaps all his great “discoveries” were, in fact, mere accidents along his obsessive quest to locate a northern passage to the Pacific Ocean. His relentlessness was to be his end. During the 1611 journey, circumstances caused his crew to turn against him. Henry Hudson, his son John and some other loyal crew members were put in a sloop, to be never heard of again. Hudson rose to prominence after the acquisition of New Netherland by the English in 1664 and was categorized as a hero when his name is given to NY locations, as his journey became a means to justify England’s claim on this land. Similar to the myths of Jamestown and the arrival of Pilgrims, Hudson’s emergence as a hero seems to be designed to support the hegemony of the British.	<urn:uuid:ee2cc857-9d1f-456e-8c01-09ca7af13b44>	CC-MAIN-2020-05	http://newnetherland.net/nn/?project=henri-hudson	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606975.49/warc/CC-MAIN-20200122101729-20200122130729-00098.warc.gz	en	0.990029	248	3.515625	4	[ -0.10521447658538818, 0.27540451288223267, 0.5145269632339478, 0.40288516879081726, -0.2549860179424286, -0.22266565263271332, 1.0728528499603271, 0.01305761095136404, -0.5425900220870972, -0.49095526337623596, -0.08786186575889587, -0.3440701365470886, 0.15425032377243042, 0.3757483959197...	6	Henry Hudson: His obsession led to his death This portrait is an artist’s impression of how Henry Hudson might have looked. The man, after whom so many geographic locations are named: – a river, a bay, a strait, a county, and a town. How then was Hudson never considered important enough to be immortalized in paint? Perhaps this assessment is correct. Perhaps all his great “discoveries” were, in fact, mere accidents along his obsessive quest to locate a northern passage to the Pacific Ocean. His relentlessness was to be his end. During the 1611 journey, circumstances caused his crew to turn against him. Henry Hudson, his son John and some other loyal crew members were put in a sloop, to be never heard of again. Hudson rose to prominence after the acquisition of New Netherland by the English in 1664 and was categorized as a hero when his name is given to NY locations, as his journey became a means to justify England’s claim on this land. Similar to the myths of Jamestown and the arrival of Pilgrims, Hudson’s emergence as a hero seems to be designed to support the hegemony of the British.	244	ENGLISH	1
This queen conch shell’s tip was cut off to turn it into a horn. It was used to call slaves in from the fields of a plantation outside Memphis, Tennessee. Private James H. Williams, of Petersburg, Illinois, acquired this shell at the close of the Civil War when he was serving in Company A of the 152nd Illinois Infantry. Williams brought the shell home to his family as a wartime souvenir. Austin Steward wrote in his 1857 memoir Twenty-Two Years a Slave: “It was the rule for the slaves to rise and be ready for their task by sun-rise, on the blowing of a horn or conch-shell; and woe be to the unfortunate, who was not in the field at the time appointed, which was in thirty minutes from the first sounding of the horn.”	<urn:uuid:b1263388-dddb-4e9a-bd91-6d9dcfb88b49>	CC-MAIN-2020-05	http://story.illinoisstatemuseum.org/content/conch-shell	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250604397.40/warc/CC-MAIN-20200121132900-20200121161900-00137.warc.gz	en	0.981626	171	3.5625	4	[ -0.2622601389884949, 0.41697898507118225, 0.3459464907646179, -0.28613370656967163, -0.24850593507289886, -0.20972464978694916, 0.14734013378620148, -0.11297078430652618, -0.3406011760234833, 0.0124339135363698, 0.20272107422351837, -0.40535053610801697, 0.045050546526908875, -0.0161250382...	7	This queen conch shell’s tip was cut off to turn it into a horn. It was used to call slaves in from the fields of a plantation outside Memphis, Tennessee. Private James H. Williams, of Petersburg, Illinois, acquired this shell at the close of the Civil War when he was serving in Company A of the 152nd Illinois Infantry. Williams brought the shell home to his family as a wartime souvenir. Austin Steward wrote in his 1857 memoir Twenty-Two Years a Slave: “It was the rule for the slaves to rise and be ready for their task by sun-rise, on the blowing of a horn or conch-shell; and woe be to the unfortunate, who was not in the field at the time appointed, which was in thirty minutes from the first sounding of the horn.”	168	ENGLISH	1
Like all the daughters of George III and Charlotte of Mecklenburg-Strelitz, Princess Mary’s life was a little bit tragic and a little bit mundane. Born in April 1776, Mary was the first of her parents’ children to arrive in the middle of the American Revolution. Ten other children preceded her in the royal nursery, but few of them would be able to match Mary in confidence or spirit, both of which may very well have stemmed from the fact she was early on considered the most attractive of her siblings. George III is one of the more famous British monarchs in history, but not for reasons he would have liked. He is known, first and foremost, for being the king that lost America. He is also known for being “mad.” If you are somewhat more familiar with his reign or the time period, then perhaps you also associate his many children with him – he and his wife, Charlotte of Mecklenburg-Strelitz, would have 15 in all between the years 1762 and 1783. It’s unfortunate, too, because George had all the makings of a great king. He ascended the throne in 1760 at the age of 22 when his grandfather, George II, died after a 23-year reign. He was the third monarch in the House of Hanover, a house that existed in England because the Stuarts died out (not counting, of course, its Catholic members) and the country was forced to reach far up the family tree to find this German offshoot, descended from James I through his daughter, Elizabeth. Reviews of the Hanoverians were mixed and so, too, were the Hanoverians’ opinions of the English. But George was well-positioned to change that: The first generation to be born in England and not Hanover, he was young, healthy, conscientious and followed a strict moral code. Had the ball bounced another way, his reign could very well have unfolded as a success. For while popular culture might remember him first for his mental illness, the general consensus among scholars has been that, whether his fault or not, the monarchy steadily lost power over the course of his reign, and its close relationship with national morality and values became even more intertwined – a fact his descendants could likely have done without.	<urn:uuid:acc33ee4-1665-414d-b61f-bd7ad7137bc3>	CC-MAIN-2020-05	https://rebeccastarrbrown.com/tag/princess-amelia/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591431.4/warc/CC-MAIN-20200117234621-20200118022621-00064.warc.gz	en	0.991768	476	3.390625	3	[ -0.01538698747754097, 0.4210170805454254, 0.5800542235374451, -0.2449008822441101, -0.04955394193530083, 0.3280254900455475, -0.1904618889093399, -0.15143419802188873, 0.00884263589978218, 0.1623350977897644, -0.017433203756809235, 0.2791568636894226, 0.36450713872909546, -0.21947859227657...	4	Like all the daughters of George III and Charlotte of Mecklenburg-Strelitz, Princess Mary’s life was a little bit tragic and a little bit mundane. Born in April 1776, Mary was the first of her parents’ children to arrive in the middle of the American Revolution. Ten other children preceded her in the royal nursery, but few of them would be able to match Mary in confidence or spirit, both of which may very well have stemmed from the fact she was early on considered the most attractive of her siblings. George III is one of the more famous British monarchs in history, but not for reasons he would have liked. He is known, first and foremost, for being the king that lost America. He is also known for being “mad.” If you are somewhat more familiar with his reign or the time period, then perhaps you also associate his many children with him – he and his wife, Charlotte of Mecklenburg-Strelitz, would have 15 in all between the years 1762 and 1783. It’s unfortunate, too, because George had all the makings of a great king. He ascended the throne in 1760 at the age of 22 when his grandfather, George II, died after a 23-year reign. He was the third monarch in the House of Hanover, a house that existed in England because the Stuarts died out (not counting, of course, its Catholic members) and the country was forced to reach far up the family tree to find this German offshoot, descended from James I through his daughter, Elizabeth. Reviews of the Hanoverians were mixed and so, too, were the Hanoverians’ opinions of the English. But George was well-positioned to change that: The first generation to be born in England and not Hanover, he was young, healthy, conscientious and followed a strict moral code. Had the ball bounced another way, his reign could very well have unfolded as a success. For while popular culture might remember him first for his mental illness, the general consensus among scholars has been that, whether his fault or not, the monarchy steadily lost power over the course of his reign, and its close relationship with national morality and values became even more intertwined – a fact his descendants could likely have done without.	480	ENGLISH	1
LEACH, ROBERT BOYD (1822-29 July 1863), the first black physician in Cleveland and one of the first AFRICAN AMERICANS in Cleveland to advocate full rights as citizens for blacks, was originally from Virginia, moving to southern Ohio, and then to Cleveland in 1844. As a young man, he worked as a nurse on the lake steamers during navigation season. His preliminary knowledge of medicine came entirely from books. He entered the Western Homeopathic College in 1856 and in 2 years received a degree in homeopathic medicine. In 1858, after obtaining his medical degree, Leach established a practice in Cleveland, its black population then less than 800. He was a spokesman for blacks, and his name was frequently mentioned in news items relating to the struggle of blacks in Cleveland and Ohio. As a doctor, Leach had both white and black patients. He is credited with a specific remedy for the treatment of cholera, successfully used throughout the Great Lakes region. During the CIVIL WAR, Leach helped recruit black soldiers for the Union Army but was refused service himself; the army would not accept doctors trained in homeopathic medicine. Leach then began to study allopathic medicine, but within several months died of a liver ailment in Philadelphia while en route to Washington, D.C. He was buried in the Columbian Harmony Cemetery in Washington, D.C..	<urn:uuid:4e6e345d-2f0b-4128-82b5-9e571a5f66e8>	CC-MAIN-2020-05	https://case.edu/ech/articles/l/leach-robert-boyd	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593937.27/warc/CC-MAIN-20200118193018-20200118221018-00394.warc.gz	en	0.981346	284	3.515625	4	[ -0.1677045375108719, 0.00703837163746357, 0.022933414205908775, 0.21885937452316284, -0.20522889494895935, -0.2652130126953125, 0.374125599861145, 0.09045520424842834, -0.7232027649879456, -0.10809791833162308, 0.3496830463409424, -0.5441775321960449, -0.3282974660396576, 0.255397945642471...	8	LEACH, ROBERT BOYD (1822-29 July 1863), the first black physician in Cleveland and one of the first AFRICAN AMERICANS in Cleveland to advocate full rights as citizens for blacks, was originally from Virginia, moving to southern Ohio, and then to Cleveland in 1844. As a young man, he worked as a nurse on the lake steamers during navigation season. His preliminary knowledge of medicine came entirely from books. He entered the Western Homeopathic College in 1856 and in 2 years received a degree in homeopathic medicine. In 1858, after obtaining his medical degree, Leach established a practice in Cleveland, its black population then less than 800. He was a spokesman for blacks, and his name was frequently mentioned in news items relating to the struggle of blacks in Cleveland and Ohio. As a doctor, Leach had both white and black patients. He is credited with a specific remedy for the treatment of cholera, successfully used throughout the Great Lakes region. During the CIVIL WAR, Leach helped recruit black soldiers for the Union Army but was refused service himself; the army would not accept doctors trained in homeopathic medicine. Leach then began to study allopathic medicine, but within several months died of a liver ailment in Philadelphia while en route to Washington, D.C. He was buried in the Columbian Harmony Cemetery in Washington, D.C..	304	ENGLISH	1
During and before World War II, and even after to a large degree, women were not allowed to hold combat positions, but the Soviets found that the enemy was fast encroaching on them, and there was no other choice. Using female bombardiers was even more undesirable, but Adolf Hitler had launched Operation Barbarossa, which was his massive invasion of the Soviet Union, in June 1941. By that autumn, the Germans were pressing on Moscow, Leningrad was under siege and the Red Army was struggling. The Soviets were desperate. Marina Raskova, who was also known as the “Soviet Amelia Earhart,” had brainstormed the idea of a female squadron. She was famous not only as the first female navigator in the Soviet Air Force but also for her many long-distance flight records. Marina had been receiving letters from women all across the Soviet Union wanting to join the World War II war effort. Oh sure, they could go in as nurses, secretaries, or in some other support roles, but these women already knew how to fly. They had been training in air clubs all over the Soviet Union. They wanted to be gunners and pilots, flying on their own. Many of these women had lost brothers or boyfriends, and many had seen their homes and villages destroyed. Raskova petitioned Soviet dictator Joseph Stalin to let her form an all-female fighting squadron. Stalin wasn’t too keen on the idea, but it soon became apparent that they had no other choice. On October 8, 1941, Stalin agreed to the plan and gave orders to deploy three all-female air force units. These women were going to be full-combat soldiers. They would not only fly missions and drop bombs, they would return fire too. With this action, the Soviet Union became the first nation to officially allow women to engage in combat. Previously, even women pilots could only help transfer planes and ammunition. Then, the men took over. Raskova quickly started to fill out her teams. She had more than 2,000 applications to choose from. She selected about 400 women for each of the three units. These were not long time pilots, but rather, most were students, ranging in age from 17 to 26. Those selected moved to Engels, a small town north of Stalingrad, to begin training at the Engels School of Aviation. The women underwent a highly compressed education, and were expected to learn in a few months what it took most soldiers several years to grasp. The only thing in their favor was that they already knew how to fly, just not in combat. Each recruit had to train and perform as pilots, navigators, maintenance and ground crew. Then the positions were assigned. The women faced skepticism from most of the male military personnel who believed they added no value to the combat effort, and called them “princesses.” Raskova did her best to prepare her women for these attitudes, but they still faced sexual harassment, long nights, and grueling conditions. “The men didn’t like the ‘little girls’ going to the front line. It was a man’s thing.” Assigned Polikarpov Po-2 biplanes, which was a bare-bones plywood biplane, the women flew under the cover of night. These light two-seater, open-cockpit planes were never meant for combat, and were often referred to as “a coffin with wings.” Made out of plywood with canvas pulled over, the aircraft offered virtually no protection from the elements. Flying at night, pilots endured freezing temperatures, wind, and frostbite. In the harsh Soviet winters, the planes became so cold, touching them caused skin to stick and rip off. They were given uniforms handed down from the men, and boots that were too big, and had to have the toes stuffed, so they would not slip. In the air, they braved bullets and frostbite, while on the ground, they battled skepticism and sexual harassment. Nevertheless, in the air, they were so feared and hated by the Nazis that any German airman who downed one of these planes was automatically awarded the prestigious Iron Cross medal. All told, the unique all-female 588th Night Bomber Regiment dropped more than 23,000 tons of bombs on Nazi targets. And in doing so, they became a crucial Soviet asset in winning World War II. The Germans nicknamed them the Nachthexen, or “night witches,” because the whooshing noise their wooden planes made resembled that of a sweeping broom. “This sound was the only warning the Germans had. The planes were too small to show up on radar, or on infrared locators,” said Steve Prowse, author of the screenplay The Night Witches, a nonfiction account of the little-known female squadron. “They never used radios, so radio locators couldn’t pick them up either. They were basically ghosts.” Due to both the planes’ limited weight capacity and the military’s limited funds, the female pilots didn’t have some of the basic necessities. Parachutes were deemed a “luxury” item. The added weight was just too much. They also didn’t have radar, guns, and radios. They were forced to use more rudimentary tools such as rulers, stopwatches, flashlights, pencils, maps, and compasses. Because these planes flew slower than the stall speed of the Nazi planes, they were very good at maneuvering out of the way of the German planes, making them hard to target. They also could easily take off and land from most locations. Still, there was a downside too. Whenever they did come under enemy fire, the pilots had to duck by sending their planes into dives, because most of them carried no defense ammunition. If they were hit by tracer bullets, which carry a pyrotechnic charge, the wooden planes would burst into flames, killing the crew. One of the biggest drawbacks was that the Polikarpovs could only carry two bombs at a time…one under each wing. Two bombs per plane was not going to make much of a dent in the German targets, so the regiment sent out up to 40 two-person crews a night. Each would fly between 8 and 18 missions a night, returning to base to re-arm between runs. The weight of the bombs forced them to fly at lower altitudes, making them a much easier target, which is why they only flew missions at night. Each mission found the planes traveling in packs. The first planes were used as bait. Their job was to attract German spotlights, which provided the pack with much needed illumination. These bait-planes, rarely had ammunition to defend themselves. They would release a flare to light up the intended target. The last plane would idle its engines and glide in darkness to the bombing area. It was this “stealth mode” that created their signature witch’s broom sound. While these women were a formidable foe, they were also women. The Night Witches followed 12 commandments, the first of which was “be proud you are a woman.” They might be fierce killers of the Germans, but in their downtime they were still women. They did needlework, patchwork, decorated their planes and danced. They even put the pencils they used for navigation into double duty as eyeliner. The last flight of the Night Witches took place on May 4, 1945…when they flew within 37 miles of Berlin. Three days later, Germany officially surrendered. According to Prowse, “the Germans had two theories about why these women were so successful: They were all criminals who were masters at stealing and had been sent to the front line as punishment, or they had been given special injections that allowed them to see in the night,” both of these “theories” make me laugh, like the female pilots couldn’t be just that…excellent fighter pilots in their own right. Altogether these capable, albeit “crazy” heroines flew more than 30,000 missions, or about 800 per pilot and navigator. They lost a total of 30 pilots, and 24 of the flyers were awarded the title Hero of the Soviet Union. Marina Raskova, who had spearheaded the movement, died on January 4, 1943, when her plane was shot down on a mission very near the front line. Hers was the very first state funeral of World War II and her ashes were buried in the Kremlin. The all-female 588th Night Bomber Regiment, despite being the most highly decorated unit in the Soviet Air Force during the World War II, was disbanded six months after the end of the war. When the big victory-day parade in Moscow was held, they weren’t included, because it was decided that their planes were too slow. Amazing!!! My uncle, Wayne Byer is the younger of my grandparents, George and Hattie Byer’s two sons, and the younger of the three middle siblings, of which my mom, College Spencer was one. Those three middle kids, Larry Byer, Collene, and Wayne, seemed to always be into some mischief. Mom told me it had to be because she was in the middle of the two boys…but I think she probably instigated as much as they did. She could be mischievous too. Uncle Wayne has always loved kids, and especially making them laugh. Maybe that was why we all liked to gather around him. We knew he would do something to make us laugh, before long, and we were never disappointed. He had the ability to be a laugh a minute. I’m told that he loved telling jokes all his life, and from the part I saw, he did. Of course, Uncle Wayne had a serious job too. Being a mechanic at the school bus garage, and later the head of the school bus garage, he was tasked with making sure that every bus was in good repair, so that the busses would all transport the children safely to their destination. My sisters and I didn’t have to ride the bus to school, but since my husband, Bob and I lived in the country when our girls were little, they took the bus to school every day. It was then that I began to really appreciate the work my uncle did, and my girls always liked the fact that their great uncle took care of the school buses they rode. I think they also liked it when they could tell people that it was their great uncle who headed up the garage. They were very proud of what he did, and they wanted other people to know that their great uncle had such an important job. The girls were trying to gain favor by telling people, they were just very proud of him. We don’t get to see Uncle Wayne a much as we used to, now that he is retired, not that we saw him at work or anything. It just seemed like before he retired, we saw more of him. Nevertheless, Uncle Wayne hasn’t changed a bit. He is still the same funny guy who was always a laugh a minute, and I’m glad. Today is Uncle Wayne’s 82nd birthday. Happy birthday Uncle Wayne!! Have a great day!! We love you!! We all know about the Secret Service, but do we really know about them. They are always standing near the President and the other people they are sworn to protect, but most of the time they are virtually invisible. It’s not that we can’t see them, but rather that we don’t notice them, unless something goes haywire. Then their presence is very well known as the whisk the President to safety, while looking for the culprit who has dared to enter that guarded space that surrounds him. That is information we probably all know, but the Secret Service is much more. Founded in 1865, as an agency to stop counterfeiting, the past 150 years have seen many changes to that institution. Because it is their job to protect those they serve, the Secret Service agents must know a great deal about the people they guard, but they must also know a great deal about the essence of the political process. Depending on their own interests, the President’s hobbies can be a pain for the Secret Service agents. If the President wants to go jogging, the Secret Service must go along, whether they like to jog or not. Also, the route must be checked, and can be a security nightmare. This applies to any trip the President makes as well. The hotel, route, and especially the areas where he might be spending time, have to be checked and re-checked. There is no room for error, because if a gunman finds a place to hide, the President’s life could be in grave danger. Guarding the President also meant guarding his family, and if the children were young, it was much like being a glorified babysitter. The agent had to go to friends’ houses, ice cream parlors, toy stores, and a number of other places. Not all first children are well behaved, and the Secret Service witnessed it share of tantrums. If the kids didn’t like how things were going, they simply called their parents, who often told the agents to “take the child wherever he/she wanted to go.” This usually served to make the kids more bold and belligerent. Of course, not all of the children were unruly, but I would imagine that more were, than weren’t. The Secret Service had to remain bi-partisan, because no matter what their political views were, their job was to protect the President, regardless of his political affiliation. The Secret Service agents also had to deal with the reckless behavior of the Presidents they served. Some Presidents were promiscuous, and expected their agents to warn them if their wife was coming in. Others were reckless with their own safety, as was the case when John F Kennedy, who insisted on riding through Dallas in a convertible on that fateful November day in 1963. While guarding the President of the United States can be stressful and worrisome, it can also be very rewarding. Of course, the Secret Service agents travel the world with the President, and they have front row seats to some of the greatest events in history. Still, some Secret Service agents actually bond with the President. Such was the case with President Ronald Reagan and Agent John Barletta. Agent Barletta says of President Reagan, “We worked so well together. The whole relationship was a projection of him, how he was… He was a great guy to be around. I wouldn’t trade those years for anything.” For most of the Secret Service agents, it is an honor and a privilege to protect the President. It doesn’t matter if the work id time consuming, complicated, and stressful. These men and women feel born to protect the President. Wilhelm Canaris was born January 1, 1887, in Aplerbeck, Germany. The Germans celebrated him as a war hero during the First World War, for his many exploits as a submarine captain. Canaris later became a top military spy for Germany. He was appointed to head the Abwehr Military Intelligence in 1935. It seemed a fitting next step in a celebrated military officer’s career, but Canaris was not exactly what he seemed to be on the outside. I suppose that as a spy, that makes sense. Spies, by definition have to live life on the fringes, with few people really allowed to know the real man. Canaris had the added complication of being a double agent. Canaris…the man behind the Nazi Abwehr spy network, was a shrewd, brilliant spymaster who managed to keep control of the Abwehr. He also outwitted Himmler at almost every turn, while joined with other high-ranking German officers in a dangerous plot to eliminate Hitler and make a separate peace with the Allies. I believe there were many German people, and military personnel who did not agree with Hitler, and some were brave enough to do something about it. Admiral Wilhelm Canaris is the number one mystery man of the Nazi regime under Hitler to this day. Historians have argued his value for years. I’m sure many of them were convinced that he was actually working with the Nazis, instead of against them from the inside. Canaris stayed so tightly in his shell, probably a means of self-preservation, that he didn’t talk much, but was rather a great listener. Almost everybody who knew him didn’t really know exactly what his purpose and intentions were. The ability to be a good listener is a vital part of being a spy…as is the ability to keep your mouth shut about things. Rattling off too much information in a spy network, can get a spy killed. Canaris, on the one hand, was the great protector of the German opposition against Hitler. On the other hand, he was the one who prepared all the big expansion plans for the acts and crimes of Hitler in the Third Reich. He had to protect and motivate the opposition members, all of whom were eager to fight against Hitler, and it had to appear that he was hunting them as conspirators. It was one of the many difficult contradictions Canaris was forced to live with to stay in control of the Abwehr. There were, of course, ugly sides to his job too. Canaris was an eye-witness to the killing of civilians in Poland. At Bedzin, SS troops pushed 200 Jews into a synagogue and then set it on fire. They all burned to death. Canaris was in shock. On September 10, 1939, he had to travel to the front to watch the German Army in action. This also gave him the opportunity to meet with his intelligence officers, who told him of insane massacres. Two days later, Canaris went to Hitler’s headquarters train…the Amerika, in Upper Silesia, to protest. He first saw General Wilhelm Keitel, Chief of the Armed Forces High Command. “I have information,” Canaris told Keitel, “that mass executions are being planned in Poland and that members of the Polish nobility and the clergy have been singled out for extermination.” He apparently had no idea of Hitler’s real plan for the “final solution.” Canaris told Keitel, “The world will one day hold the Wehrmacht responsible for these methods since these things are taking place under its nose.” Keitel told Canaris to take the matter no further. I’m sure that Keitel made it clear that Canaris’ life depended on keeping his mouth shut about these things. Canaris did as he was told, or so the Nazis thought. Before long, however, the Vatican began to receive regular, detailed reports of Nazi atrocities in Poland. The information had been gathered by agents of the Abwehr by order of Canaris, who passed them on to Dr Josef Muller, who was a devout Catholic and a leading figure in the Catholic resistance to Hitler. Muller, in turn, got the reports safely to Rome. Canaris sent another of his colleagues, Pastor Dietrich Bonhoeffer, on a flight to Sweden to meet secretly with Bishop Bell of Chichester. Bonhoeffer told Bell of the crimes his nation was committing, and assured Bell of growing resistance in Germany to such acts. In March 1943, Canaris personally flew to Smolensk to plan Hitler’s assassination with conspirators on the staff of Army Group Center. The efforts of Canaris were later made clear during the Nuremburg Trials, but it was too late for Canaris. He had made strenuous efforts in trying to put a stop to the crimes of war and genocide committed by Hitler. Admiral Canaris, along with his second-in-command, Hans Oster, actually helped the Allies while supervising all German espionage, counterespionage, and sabotage. He revealed almost all of the important German strategy and battle plans to the Allies. From Hitler’s impending western offensive against the Low countries and France to Hitler’s plan to invade Britain. Canaris also misled Hitler into believing that the Allies would not land at Anzio in 1943. The work Canaris was doing against became evident to Hitler only after the conspirators attempted to kill him in July 1944. Canaris and many others were arrested. The principal prisoners were confined at Gestapo cellars at Prinz Albrechtstrasse. Canaris was kept in solitary confinement, in chains. Canaris’ cell door was permanently open, and the light burned continually, day and night. He was given only one third of the normal prison rations. As winter set in, his starved body suffered cruelly from the cold. He was also humiliated by being forced to do menial jobs, such as scrubbing the prison floor, the SS men mocking him. On February 7, 1945, Canaris was brought to the Flossenburg concentration camp. His treatment did not improve there. He was still treated badly, and often endured having his face slapped by the SS guards. Nevertheless, Canaris baffled the SS interrogators with one ruse after another, and he denied all personal complicity in the conspiracy. He never betrayed his fellow participants in the Resistance Movement. During the last weeks of the Nazi era, SS Obersturmbannführer Walter Huppenkothen and Sturmbannführer Otto Thorbeck were sent to Flossenburg to eliminate Canaris and the other resistance figures. A bogus “trial” was held, after which the men hung the victims. A few more days and the war would have been over, but in the gray morning hours of April 9, 1945, gallows were erected hastily in the courtyard for Wilhelm Canaris, Dietrich Bonhoeffer, Major General Hans Oster, Judge Advocate General Carl Sack, Captain Ludwig Gehre. The men were ordered to remove their clothing and were led down the steps under the trees to the secluded place of execution before hooting SS guards. Naked under the scaffold, they were allowed to pray one last time, then they were hanged, and their corpses left to rot. Two weeks later, on April 23, 1945, the camp was liberated by American troops. Admiral Wilhelm Canaris was a true hero, in the face of unbelievable odds. I’m sure he know that he would get caught at some point, and I’m equally sure that he knew he would be killed, when he was caught. Nevertheless, he said of his actions, “I die for my fatherland. I have a clear conscience. I only did my duty to my country when I tried to oppose the criminal folly of Hitler.” He knew that his death was worth fighting the evil that was the Third Reich. I only wish that he had survived so that he could have been properly honored. On January 3, 1923, the suspension bridge at Kelso, Washington was nearly finished…but it had not yet been opened, and the old bridge was still in use. The old bridge was just that…old, and they knew it, but until the new bridge was open, the old bridge was all they had. Both bridges spanned the Cowlitz River. Kelso was a small town, with a population of less that 2,000 people on the day in 1923. On that day, the bridge, which was a major roadway in the area was experiencing a traffic jam, due to a stalled car in the middle. To further complicate matters, there was a crowd of people in the area who had gathered to watch a log jam. The combined congestion on the bridge caused the cable that held the bridge up give way. Approximately 100 people were thrown into the flooded and rushing river. The collapse happened at night, making rescue and recovery very difficult. No bodies were located that first night, and 20 to 30 people were said the be missing. About the same number of people had been rescued from the river with various injuries. To further complicate matters, a transformer in the electric plant had blown out, so there were no electric lights. Two piers of heavy piling provided the foundations for the structure, which was of a bascule suspension type, this construction being necessary because of the fact that the Cowlitz is a navigable waterway. The two lift portions of the bridge meeting at the center were suspended by steel cables from two high wooden towers. With the exception of the steel cables the entire bridge was of wood. The collapsed span of the bridge had been supported by the cables, and when one of the supporting piers buckled under the weight of the traffic, the whole bridge went down. Normally the Cowlitz River is a narrow stream, but in times of high water, the river becomes very swift. In this sad instance, heavy rains had flooded the river. The town of Kelso was in chaos shortly after the crash. People were frantically searching for friends and family. Many rushed to the hospital in search of their people. I they didn’t find them there, they rushed back to the river. Adding to the chaos was the current blackout in the town. At one hospital an operation upon an accident victim was in progress as the lights there flickered. Those who were injured had a long road to recovery, and that was just from their injuries. Still, they were blessed. They lived. William Beadle became my uncle when he married my Aunt Virginia (Byer) Beadle 52 years ago. He always loved to tease the kids, a trait that endeared him to his family too. He was never happier than when he was teasing one of the little ones and making them smile and laugh. I think every one of his nieces and nephews remembers that the most about him. He had a sparkle in his eye, and you knew that the jokes and teasing would follow. At family functions, he could be found sitting at the edge of the crowd, with a grin on his face and twinkle in his eye. He loved it when the kids came to give him a hug and look for one of his many jokes to get them laughing. Family gatherings always seemed more for the adults. The kids needed something fun and funny to make the day fun for them too. Uncle Bill, along with the other uncles provided that funny part, because the aunts were busy getting the meal on the table. Uncle Bill was born in Worland, Wyoming to William and Bertha Beadle, and he never really left the Wyoming area, except to travel maybe. Wyoming suited him. He loved to fish and hunt, and there are few places that are better for that than Wyoming. I think he was a true “Wyoming Westerner” from way back. He loved watching westerns, and I’m sure that he could envision himself right there in the thick of the story. He brought his kids up to love Wyoming too, and they still live here to this day. Uncle Bill and Aunt Virginia taught them how to see the best in their great state. In the later years, we didn’t see Uncle Bill as much. His memory wasn’t good, and it was difficult for him with big family gatherings. I always missed seeing him there, and at first I wasn’t even sure why he wasn’t there. I didn’t know much about memory loss then. I know a lot more now. It is difficult for the person who can’t remember who these people are, where they are, or even why they are there. That thought makes me sad for Uncle Bill, who had always been the jokester at these gatherings. Today would have been Uncle Bill’s 91st birthday. Happy birthday in Heaven Uncle Bill. We love and miss you very much. After being honorably discharged from the Navy, my niece, Gaby Beach, who married my nephew Allen Beach on September 24, 2014, started working while Allen when to college to get his degree. Once he was finished, the plan was for Allen to work while Gaby went to school to get her degree. It was a good plan, because it allowed each of them to study hard, without having to work. They could devote themselves to their studies. While Allen now works as the department manager over referral, communications, ambulances, Gaby is getting ready to begin her second year of nursing school. Having worked as a corpsman in the Navy, nursing is a perfect next step for Gaby, who was a very good corpsman. These days, when she’s not studying, Gaby has become very interested in house plants. She has a green thumb, and loves plants. She has decided to complete the “Let’s Grow Together In 2020” initiative. I looked over the program, and it would be really a cool thing to do…if I didn’t have a decidedly brown thumb. Unlike me, Gaby has a real knack for plants, and for arranging them. I know that her plants will beautify their home, and make it a healthier place too. Plants a good to have in the home…as long as you can keep them alive, that is. Gaby can do just that, and her plants are thriving. Her day 8 plant…the fastest grower was the Epipremnum Pinnatum or “Cebu Blue,” names I wouldn’t have known, had Gaby not posted them. I may not know much about plants, but I have enjoyed seeing Gaby’s posts about her adventures with them, and I look forward to the future posts as well. Gaby ability to raise plants isn’t surprising, because she has a real knack for all living things. I am reminded of her work with therapy dogs during her Navy years. I’m ok with dogs, but I can’t say I’m “comfortable” with dogs. Cats yes, dogs…not so much. Gaby, on the other hand, is a natural. Dogs just instinctively love Gaby, as much as she loves them. And I think everyone in our family can understand that, because we have all come to love Gaby too. She brightens our world every time we see her. Today is Gaby’s birthday. Happy birthday Gaby!! Have a great day!! We love you!! My niece, Toni Chase is such a sweet natured person. She truly cares about the people around her…and especially their feelings. Toni and her husband, Dave Chase love to travel, going to many exotic places, as well as lots of football games. Dave is a football fanatic, so he and Toni have gone to many games, especially in Arizona…which would be a great place to go during the cold winter months in Wyoming. It’s also nice for Dave’s brother when they come to Arizona, because he gets to spend time with them. Lately, however, they have been sticking a little bit closer to home. Dave’s dad has Alzheimer’s Disease or some type of dementia, and so he and Toni have spent quite a bit of time in Laramie, helping his mom and making sure that his dad knows how much they love him. The sad thing about dementia of any kind is that the recent past is forgotten, so if a patient is going to know you, you must go often. Having dealt with it myself, I know what they are going through, but they are kind-hearted, loving people, and they will get through this, and make a difference in his parents’ lives. Of course, while they are in Laramie, they managed to take in a few football games too. When they are in town, Toni likes to be a homebody, when she isn’t working. They have two dogs that they absolutely love. Toni spoils the dogs, cooking for them just like they were her kids. When it snowed this last time, she and Dave went into the back yard and shoveled out a maze for the dogs. They just loved it. They ran back and forth excitedly, getting plenty of exercise for the day. My sister, Cheryl said it was really funny to watch. Most of us would get lost in a maze, but dogs can track their way out and back, so they had a blast. And of course, the snow wasn’t so deep that Toni and Dave couldn’t see over it…to rescue their babies, should they get lost. For some time, Toni has run an eBay story, where she refurbishes items that anyone else would have thought junk. Now, however, she’s been phasing out her eBay store, because she is too busy with the dogs. My sister fared pretty well from that, because she got to go to Toni’s house a few weeks ago to “shop” for anything she might like. Toni is such a giver. Cheryl came home with a purse full of costume jewelry and a dozen purses! She is very kind in sharing all the treasures she has accumulated over the past few years. And speaking of being a giver, her sister Liz Masterson is reminded of the first job Toni got as a teenager, her greatest joy was to take her siblings shopping. How many teenagers would do that? Most of them want the job to buy things for themselves, but not Toni. Oh sure she got things for herself too, but her first thought was of her siblings. She loves to make people smile. What a great way to be. Today is Toni’s birthday. Happy birthday Toni!! Have a great day!! We love you!! Most people would not think that the things Dr Gisella Perl did at Auschwitz during the Holocaust were angelic in any way, but the prisoners there, the women whose lives she saved would say otherwise. To them, she was an angel of mercy…even if some of the things she had to do were so horrific that she tried to commit suicide after the war. Dr Perl was a successful Jewish gynecologist from Romania, where she lived with her husband and two children. Right before the Nazi soldiers stormed her home, she was able to hid her daughter with some non-Jews, but she, her husband, son, her elderly parents who captured and taken to Auschwitz. Once they arrived, Gisella was separated from her family. They would be sent to be slave labor or to be killed. She would never see any of them again. Because she was a doctor, she was to be used in a different way…a horrifically gruesome way. She was to work for Dr Joseph Mengele, to be at his beck and call, and the things he made her do nearly killed her. She was a doctor. She was supposed to save lives, not be involved in ending them…or worse, but that was the position he put her in. First, he told her to round up any pregnant women. She thought she was going to be caring for these women, but after she turned over 50 women, and they were immediately sent to the gas chambers, a horrified Dr Perl made up her mind that somehow, she would do whatever she could to thwart the Nazis horrible plans. She had not understood what was goin to happen to the pregnant women she turned over, and the thought of her part in their loss of live, nearly killed her. The things she did after that first horrible mistake, might not seem to most people, including me, like the actions of an angel, but I can see that she had no real choices. The women Dr Perl cared for had been treated horrible by the Nazi soldiers. Their wounds consisted of lashes from a whip on bare skin, to bites from dogs, to infections from the horribly unsanitary conditions. When she entered the room, the prisoners in the infirmary knew that she was there to help. That was the good part of her life at Auschwitz, but Dr Mengele was a cruel and evil man, and he was determined to kill any pregnant woman. This left Dr Perl with an extremely difficult decision to make. She could watch as the mother and baby were put to death, or she could abort the babies and give the mothers the chance to live to have a family later. The choice was unthinkable to her, but it was also a non-choice. She could lose one life or both. The abortions were performed in secret, often in darkness, and the women whose lives she saved…well, they were grateful, even though they mourned their babies and never truly got over the decisions they and Dr Perl made. Later in life, after the war, Dr Perl went on to deliver many live babies, rejoicing over each. She was bold with God, telling him, when a baby seemed unlikely to make it, that God owed her this baby, because of those she could not save in the Holocaust. God honored her prayers, and gave her the healthy babies she requested of Him. I think He considered her the Angel of Auschwitz too. When my dad, Allen Spencer and his brother, Bill Spencer were young boys going to school, their dad, Allen Luther Spencer worked for the Great Northern Railway. Because they lived a good distance from school, the boys and their sister, Ruth Wolfe had a dependent pass to ride the train to school. That pass didn’t stop the boys from “hopping” the train…in true Hobo fashion. Of course, we know that “hopping” a train is illegal now, but back then it wasn’t. My dad, Uncle Bill, and Aunt Ruth had passes however, so while they weren’t supposed to hop the train, it wouldn’t have been illegal anyway, because they had a pass…just not to hop the train. During the Depression years, there were a lot of Hobos. The railroad was a quick way to get to jobs far away…and it wasn’t technically illegal…just frowned upon. President Roosevelt even created the 1933 Federal Transient Service, which built 600 shelters alongside the trains, to provide food, board, and medical care for working migrants…aka hobos, or at least part of them. As organized crime began using the railway for it’s own purposes, these services were shut down, and “hopping” a train became illegal. Nevertheless, illegal or not, there are actually tons of resources online to help hobos, and most hobos carry smart phones, and even laptops, so they can take advantage of the online forums and Facebook pages available to them. I looked at these online sites, and I found that they call themselves misfit travelers. Over the years, hobos have developed their own code and language. I found that to be very interesting. Life on the streets, and especially train hopping can be a very dangerous kind of lifestyle. Sometimes, people living on the streets and traveling by hopping trains, need help…even if they find themselves in a position whereby they have to bend the law a little. Th codes and the language they developed help them maneuver this world in a little bit more safe way. I’m not condoning breaking the law, but these people are already there. They just took a wrong turn, and now they need help to make it, and hopefully make it back.	<urn:uuid:a63e2f3c-0269-4dd0-b9a5-c36e09056b3f>	CC-MAIN-2020-05	http://carynschulenberg.com/category/family/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589861.0/warc/CC-MAIN-20200117152059-20200117180059-00494.warc.gz	en	0.98958	8,199	3.71875	4	[ -0.5043964385986328, 0.1261720359325409, -0.11343688517808914, 0.19196389615535736, -0.17335325479507446, 0.3914492726325989, -0.0417231060564518, 0.37744057178497314, 0.10292618721723557, -0.19498249888420105, 0.258340060710907, 0.013726533390581608, 0.14627429842948914, 0.289840310811996...	1	During and before World War II, and even after to a large degree, women were not allowed to hold combat positions, but the Soviets found that the enemy was fast encroaching on them, and there was no other choice. Using female bombardiers was even more undesirable, but Adolf Hitler had launched Operation Barbarossa, which was his massive invasion of the Soviet Union, in June 1941. By that autumn, the Germans were pressing on Moscow, Leningrad was under siege and the Red Army was struggling. The Soviets were desperate. Marina Raskova, who was also known as the “Soviet Amelia Earhart,” had brainstormed the idea of a female squadron. She was famous not only as the first female navigator in the Soviet Air Force but also for her many long-distance flight records. Marina had been receiving letters from women all across the Soviet Union wanting to join the World War II war effort. Oh sure, they could go in as nurses, secretaries, or in some other support roles, but these women already knew how to fly. They had been training in air clubs all over the Soviet Union. They wanted to be gunners and pilots, flying on their own. Many of these women had lost brothers or boyfriends, and many had seen their homes and villages destroyed. Raskova petitioned Soviet dictator Joseph Stalin to let her form an all-female fighting squadron. Stalin wasn’t too keen on the idea, but it soon became apparent that they had no other choice. On October 8, 1941, Stalin agreed to the plan and gave orders to deploy three all-female air force units. These women were going to be full-combat soldiers. They would not only fly missions and drop bombs, they would return fire too. With this action, the Soviet Union became the first nation to officially allow women to engage in combat. Previously, even women pilots could only help transfer planes and ammunition. Then, the men took over. Raskova quickly started to fill out her teams. She had more than 2,000 applications to choose from. She selected about 400 women for each of the three units. These were not long time pilots, but rather, most were students, ranging in age from 17 to 26. Those selected moved to Engels, a small town north of Stalingrad, to begin training at the Engels School of Aviation. The women underwent a highly compressed education, and were expected to learn in a few months what it took most soldiers several years to grasp. The only thing in their favor was that they already knew how to fly, just not in combat. Each recruit had to train and perform as pilots, navigators, maintenance and ground crew. Then the positions were assigned. The women faced skepticism from most of the male military personnel who believed they added no value to the combat effort, and called them “princesses.” Raskova did her best to prepare her women for these attitudes, but they still faced sexual harassment, long nights, and grueling conditions. “The men didn’t like the ‘little girls’ going to the front line. It was a man’s thing.” Assigned Polikarpov Po-2 biplanes, which was a bare-bones plywood biplane, the women flew under the cover of night. These light two-seater, open-cockpit planes were never meant for combat, and were often referred to as “a coffin with wings.” Made out of plywood with canvas pulled over, the aircraft offered virtually no protection from the elements. Flying at night, pilots endured freezing temperatures, wind, and frostbite. In the harsh Soviet winters, the planes became so cold, touching them caused skin to stick and rip off. They were given uniforms handed down from the men, and boots that were too big, and had to have the toes stuffed, so they would not slip. In the air, they braved bullets and frostbite, while on the ground, they battled skepticism and sexual harassment. Nevertheless, in the air, they were so feared and hated by the Nazis that any German airman who downed one of these planes was automatically awarded the prestigious Iron Cross medal. All told, the unique all-female 588th Night Bomber Regiment dropped more than 23,000 tons of bombs on Nazi targets. And in doing so, they became a crucial Soviet asset in winning World War II. The Germans nicknamed them the Nachthexen, or “night witches,” because the whooshing noise their wooden planes made resembled that of a sweeping broom. “This sound was the only warning the Germans had. The planes were too small to show up on radar, or on infrared locators,” said Steve Prowse, author of the screenplay The Night Witches, a nonfiction account of the little-known female squadron. “They never used radios, so radio locators couldn’t pick them up either. They were basically ghosts.” Due to both the planes’ limited weight capacity and the military’s limited funds, the female pilots didn’t have some of the basic necessities. Parachutes were deemed a “luxury” item. The added weight was just too much. They also didn’t have radar, guns, and radios. They were forced to use more rudimentary tools such as rulers, stopwatches, flashlights, pencils, maps, and compasses. Because these planes flew slower than the stall speed of the Nazi planes, they were very good at maneuvering out of the way of the German planes, making them hard to target. They also could easily take off and land from most locations. Still, there was a downside too. Whenever they did come under enemy fire, the pilots had to duck by sending their planes into dives, because most of them carried no defense ammunition. If they were hit by tracer bullets, which carry a pyrotechnic charge, the wooden planes would burst into flames, killing the crew. One of the biggest drawbacks was that the Polikarpovs could only carry two bombs at a time…one under each wing. Two bombs per plane was not going to make much of a dent in the German targets, so the regiment sent out up to 40 two-person crews a night. Each would fly between 8 and 18 missions a night, returning to base to re-arm between runs. The weight of the bombs forced them to fly at lower altitudes, making them a much easier target, which is why they only flew missions at night. Each mission found the planes traveling in packs. The first planes were used as bait. Their job was to attract German spotlights, which provided the pack with much needed illumination. These bait-planes, rarely had ammunition to defend themselves. They would release a flare to light up the intended target. The last plane would idle its engines and glide in darkness to the bombing area. It was this “stealth mode” that created their signature witch’s broom sound. While these women were a formidable foe, they were also women. The Night Witches followed 12 commandments, the first of which was “be proud you are a woman.” They might be fierce killers of the Germans, but in their downtime they were still women. They did needlework, patchwork, decorated their planes and danced. They even put the pencils they used for navigation into double duty as eyeliner. The last flight of the Night Witches took place on May 4, 1945…when they flew within 37 miles of Berlin. Three days later, Germany officially surrendered. According to Prowse, “the Germans had two theories about why these women were so successful: They were all criminals who were masters at stealing and had been sent to the front line as punishment, or they had been given special injections that allowed them to see in the night,” both of these “theories” make me laugh, like the female pilots couldn’t be just that…excellent fighter pilots in their own right. Altogether these capable, albeit “crazy” heroines flew more than 30,000 missions, or about 800 per pilot and navigator. They lost a total of 30 pilots, and 24 of the flyers were awarded the title Hero of the Soviet Union. Marina Raskova, who had spearheaded the movement, died on January 4, 1943, when her plane was shot down on a mission very near the front line. Hers was the very first state funeral of World War II and her ashes were buried in the Kremlin. The all-female 588th Night Bomber Regiment, despite being the most highly decorated unit in the Soviet Air Force during the World War II, was disbanded six months after the end of the war. When the big victory-day parade in Moscow was held, they weren’t included, because it was decided that their planes were too slow. Amazing!!! My uncle, Wayne Byer is the younger of my grandparents, George and Hattie Byer’s two sons, and the younger of the three middle siblings, of which my mom, College Spencer was one. Those three middle kids, Larry Byer, Collene, and Wayne, seemed to always be into some mischief. Mom told me it had to be because she was in the middle of the two boys…but I think she probably instigated as much as they did. She could be mischievous too. Uncle Wayne has always loved kids, and especially making them laugh. Maybe that was why we all liked to gather around him. We knew he would do something to make us laugh, before long, and we were never disappointed. He had the ability to be a laugh a minute. I’m told that he loved telling jokes all his life, and from the part I saw, he did. Of course, Uncle Wayne had a serious job too. Being a mechanic at the school bus garage, and later the head of the school bus garage, he was tasked with making sure that every bus was in good repair, so that the busses would all transport the children safely to their destination. My sisters and I didn’t have to ride the bus to school, but since my husband, Bob and I lived in the country when our girls were little, they took the bus to school every day. It was then that I began to really appreciate the work my uncle did, and my girls always liked the fact that their great uncle took care of the school buses they rode. I think they also liked it when they could tell people that it was their great uncle who headed up the garage. They were very proud of what he did, and they wanted other people to know that their great uncle had such an important job. The girls were trying to gain favor by telling people, they were just very proud of him. We don’t get to see Uncle Wayne a much as we used to, now that he is retired, not that we saw him at work or anything. It just seemed like before he retired, we saw more of him. Nevertheless, Uncle Wayne hasn’t changed a bit. He is still the same funny guy who was always a laugh a minute, and I’m glad. Today is Uncle Wayne’s 82nd birthday. Happy birthday Uncle Wayne!! Have a great day!! We love you!! We all know about the Secret Service, but do we really know about them. They are always standing near the President and the other people they are sworn to protect, but most of the time they are virtually invisible. It’s not that we can’t see them, but rather that we don’t notice them, unless something goes haywire. Then their presence is very well known as the whisk the President to safety, while looking for the culprit who has dared to enter that guarded space that surrounds him. That is information we probably all know, but the Secret Service is much more. Founded in 1865, as an agency to stop counterfeiting, the past 150 years have seen many changes to that institution. Because it is their job to protect those they serve, the Secret Service agents must know a great deal about the people they guard, but they must also know a great deal about the essence of the political process. Depending on their own interests, the President’s hobbies can be a pain for the Secret Service agents. If the President wants to go jogging, the Secret Service must go along, whether they like to jog or not. Also, the route must be checked, and can be a security nightmare. This applies to any trip the President makes as well. The hotel, route, and especially the areas where he might be spending time, have to be checked and re-checked. There is no room for error, because if a gunman finds a place to hide, the President’s life could be in grave danger. Guarding the President also meant guarding his family, and if the children were young, it was much like being a glorified babysitter. The agent had to go to friends’ houses, ice cream parlors, toy stores, and a number of other places. Not all first children are well behaved, and the Secret Service witnessed it share of tantrums. If the kids didn’t like how things were going, they simply called their parents, who often told the agents to “take the child wherever he/she wanted to go.” This usually served to make the kids more bold and belligerent. Of course, not all of the children were unruly, but I would imagine that more were, than weren’t. The Secret Service had to remain bi-partisan, because no matter what their political views were, their job was to protect the President, regardless of his political affiliation. The Secret Service agents also had to deal with the reckless behavior of the Presidents they served. Some Presidents were promiscuous, and expected their agents to warn them if their wife was coming in. Others were reckless with their own safety, as was the case when John F Kennedy, who insisted on riding through Dallas in a convertible on that fateful November day in 1963. While guarding the President of the United States can be stressful and worrisome, it can also be very rewarding. Of course, the Secret Service agents travel the world with the President, and they have front row seats to some of the greatest events in history. Still, some Secret Service agents actually bond with the President. Such was the case with President Ronald Reagan and Agent John Barletta. Agent Barletta says of President Reagan, “We worked so well together. The whole relationship was a projection of him, how he was… He was a great guy to be around. I wouldn’t trade those years for anything.” For most of the Secret Service agents, it is an honor and a privilege to protect the President. It doesn’t matter if the work id time consuming, complicated, and stressful. These men and women feel born to protect the President. Wilhelm Canaris was born January 1, 1887, in Aplerbeck, Germany. The Germans celebrated him as a war hero during the First World War, for his many exploits as a submarine captain. Canaris later became a top military spy for Germany. He was appointed to head the Abwehr Military Intelligence in 1935. It seemed a fitting next step in a celebrated military officer’s career, but Canaris was not exactly what he seemed to be on the outside. I suppose that as a spy, that makes sense. Spies, by definition have to live life on the fringes, with few people really allowed to know the real man. Canaris had the added complication of being a double agent. Canaris…the man behind the Nazi Abwehr spy network, was a shrewd, brilliant spymaster who managed to keep control of the Abwehr. He also outwitted Himmler at almost every turn, while joined with other high-ranking German officers in a dangerous plot to eliminate Hitler and make a separate peace with the Allies. I believe there were many German people, and military personnel who did not agree with Hitler, and some were brave enough to do something about it. Admiral Wilhelm Canaris is the number one mystery man of the Nazi regime under Hitler to this day. Historians have argued his value for years. I’m sure many of them were convinced that he was actually working with the Nazis, instead of against them from the inside. Canaris stayed so tightly in his shell, probably a means of self-preservation, that he didn’t talk much, but was rather a great listener. Almost everybody who knew him didn’t really know exactly what his purpose and intentions were. The ability to be a good listener is a vital part of being a spy…as is the ability to keep your mouth shut about things. Rattling off too much information in a spy network, can get a spy killed. Canaris, on the one hand, was the great protector of the German opposition against Hitler. On the other hand, he was the one who prepared all the big expansion plans for the acts and crimes of Hitler in the Third Reich. He had to protect and motivate the opposition members, all of whom were eager to fight against Hitler, and it had to appear that he was hunting them as conspirators. It was one of the many difficult contradictions Canaris was forced to live with to stay in control of the Abwehr. There were, of course, ugly sides to his job too. Canaris was an eye-witness to the killing of civilians in Poland. At Bedzin, SS troops pushed 200 Jews into a synagogue and then set it on fire. They all burned to death. Canaris was in shock. On September 10, 1939, he had to travel to the front to watch the German Army in action. This also gave him the opportunity to meet with his intelligence officers, who told him of insane massacres. Two days later, Canaris went to Hitler’s headquarters train…the Amerika, in Upper Silesia, to protest. He first saw General Wilhelm Keitel, Chief of the Armed Forces High Command. “I have information,” Canaris told Keitel, “that mass executions are being planned in Poland and that members of the Polish nobility and the clergy have been singled out for extermination.” He apparently had no idea of Hitler’s real plan for the “final solution.” Canaris told Keitel, “The world will one day hold the Wehrmacht responsible for these methods since these things are taking place under its nose.” Keitel told Canaris to take the matter no further. I’m sure that Keitel made it clear that Canaris’ life depended on keeping his mouth shut about these things. Canaris did as he was told, or so the Nazis thought. Before long, however, the Vatican began to receive regular, detailed reports of Nazi atrocities in Poland. The information had been gathered by agents of the Abwehr by order of Canaris, who passed them on to Dr Josef Muller, who was a devout Catholic and a leading figure in the Catholic resistance to Hitler. Muller, in turn, got the reports safely to Rome. Canaris sent another of his colleagues, Pastor Dietrich Bonhoeffer, on a flight to Sweden to meet secretly with Bishop Bell of Chichester. Bonhoeffer told Bell of the crimes his nation was committing, and assured Bell of growing resistance in Germany to such acts. In March 1943, Canaris personally flew to Smolensk to plan Hitler’s assassination with conspirators on the staff of Army Group Center. The efforts of Canaris were later made clear during the Nuremburg Trials, but it was too late for Canaris. He had made strenuous efforts in trying to put a stop to the crimes of war and genocide committed by Hitler. Admiral Canaris, along with his second-in-command, Hans Oster, actually helped the Allies while supervising all German espionage, counterespionage, and sabotage. He revealed almost all of the important German strategy and battle plans to the Allies. From Hitler’s impending western offensive against the Low countries and France to Hitler’s plan to invade Britain. Canaris also misled Hitler into believing that the Allies would not land at Anzio in 1943. The work Canaris was doing against became evident to Hitler only after the conspirators attempted to kill him in July 1944. Canaris and many others were arrested. The principal prisoners were confined at Gestapo cellars at Prinz Albrechtstrasse. Canaris was kept in solitary confinement, in chains. Canaris’ cell door was permanently open, and the light burned continually, day and night. He was given only one third of the normal prison rations. As winter set in, his starved body suffered cruelly from the cold. He was also humiliated by being forced to do menial jobs, such as scrubbing the prison floor, the SS men mocking him. On February 7, 1945, Canaris was brought to the Flossenburg concentration camp. His treatment did not improve there. He was still treated badly, and often endured having his face slapped by the SS guards. Nevertheless, Canaris baffled the SS interrogators with one ruse after another, and he denied all personal complicity in the conspiracy. He never betrayed his fellow participants in the Resistance Movement. During the last weeks of the Nazi era, SS Obersturmbannführer Walter Huppenkothen and Sturmbannführer Otto Thorbeck were sent to Flossenburg to eliminate Canaris and the other resistance figures. A bogus “trial” was held, after which the men hung the victims. A few more days and the war would have been over, but in the gray morning hours of April 9, 1945, gallows were erected hastily in the courtyard for Wilhelm Canaris, Dietrich Bonhoeffer, Major General Hans Oster, Judge Advocate General Carl Sack, Captain Ludwig Gehre. The men were ordered to remove their clothing and were led down the steps under the trees to the secluded place of execution before hooting SS guards. Naked under the scaffold, they were allowed to pray one last time, then they were hanged, and their corpses left to rot. Two weeks later, on April 23, 1945, the camp was liberated by American troops. Admiral Wilhelm Canaris was a true hero, in the face of unbelievable odds. I’m sure he know that he would get caught at some point, and I’m equally sure that he knew he would be killed, when he was caught. Nevertheless, he said of his actions, “I die for my fatherland. I have a clear conscience. I only did my duty to my country when I tried to oppose the criminal folly of Hitler.” He knew that his death was worth fighting the evil that was the Third Reich. I only wish that he had survived so that he could have been properly honored. On January 3, 1923, the suspension bridge at Kelso, Washington was nearly finished…but it had not yet been opened, and the old bridge was still in use. The old bridge was just that…old, and they knew it, but until the new bridge was open, the old bridge was all they had. Both bridges spanned the Cowlitz River. Kelso was a small town, with a population of less that 2,000 people on the day in 1923. On that day, the bridge, which was a major roadway in the area was experiencing a traffic jam, due to a stalled car in the middle. To further complicate matters, there was a crowd of people in the area who had gathered to watch a log jam. The combined congestion on the bridge caused the cable that held the bridge up give way. Approximately 100 people were thrown into the flooded and rushing river. The collapse happened at night, making rescue and recovery very difficult. No bodies were located that first night, and 20 to 30 people were said the be missing. About the same number of people had been rescued from the river with various injuries. To further complicate matters, a transformer in the electric plant had blown out, so there were no electric lights. Two piers of heavy piling provided the foundations for the structure, which was of a bascule suspension type, this construction being necessary because of the fact that the Cowlitz is a navigable waterway. The two lift portions of the bridge meeting at the center were suspended by steel cables from two high wooden towers. With the exception of the steel cables the entire bridge was of wood. The collapsed span of the bridge had been supported by the cables, and when one of the supporting piers buckled under the weight of the traffic, the whole bridge went down. Normally the Cowlitz River is a narrow stream, but in times of high water, the river becomes very swift. In this sad instance, heavy rains had flooded the river. The town of Kelso was in chaos shortly after the crash. People were frantically searching for friends and family. Many rushed to the hospital in search of their people. I they didn’t find them there, they rushed back to the river. Adding to the chaos was the current blackout in the town. At one hospital an operation upon an accident victim was in progress as the lights there flickered. Those who were injured had a long road to recovery, and that was just from their injuries. Still, they were blessed. They lived. William Beadle became my uncle when he married my Aunt Virginia (Byer) Beadle 52 years ago. He always loved to tease the kids, a trait that endeared him to his family too. He was never happier than when he was teasing one of the little ones and making them smile and laugh. I think every one of his nieces and nephews remembers that the most about him. He had a sparkle in his eye, and you knew that the jokes and teasing would follow. At family functions, he could be found sitting at the edge of the crowd, with a grin on his face and twinkle in his eye. He loved it when the kids came to give him a hug and look for one of his many jokes to get them laughing. Family gatherings always seemed more for the adults. The kids needed something fun and funny to make the day fun for them too. Uncle Bill, along with the other uncles provided that funny part, because the aunts were busy getting the meal on the table. Uncle Bill was born in Worland, Wyoming to William and Bertha Beadle, and he never really left the Wyoming area, except to travel maybe. Wyoming suited him. He loved to fish and hunt, and there are few places that are better for that than Wyoming. I think he was a true “Wyoming Westerner” from way back. He loved watching westerns, and I’m sure that he could envision himself right there in the thick of the story. He brought his kids up to love Wyoming too, and they still live here to this day. Uncle Bill and Aunt Virginia taught them how to see the best in their great state. In the later years, we didn’t see Uncle Bill as much. His memory wasn’t good, and it was difficult for him with big family gatherings. I always missed seeing him there, and at first I wasn’t even sure why he wasn’t there. I didn’t know much about memory loss then. I know a lot more now. It is difficult for the person who can’t remember who these people are, where they are, or even why they are there. That thought makes me sad for Uncle Bill, who had always been the jokester at these gatherings. Today would have been Uncle Bill’s 91st birthday. Happy birthday in Heaven Uncle Bill. We love and miss you very much. After being honorably discharged from the Navy, my niece, Gaby Beach, who married my nephew Allen Beach on September 24, 2014, started working while Allen when to college to get his degree. Once he was finished, the plan was for Allen to work while Gaby went to school to get her degree. It was a good plan, because it allowed each of them to study hard, without having to work. They could devote themselves to their studies. While Allen now works as the department manager over referral, communications, ambulances, Gaby is getting ready to begin her second year of nursing school. Having worked as a corpsman in the Navy, nursing is a perfect next step for Gaby, who was a very good corpsman. These days, when she’s not studying, Gaby has become very interested in house plants. She has a green thumb, and loves plants. She has decided to complete the “Let’s Grow Together In 2020” initiative. I looked over the program, and it would be really a cool thing to do…if I didn’t have a decidedly brown thumb. Unlike me, Gaby has a real knack for plants, and for arranging them. I know that her plants will beautify their home, and make it a healthier place too. Plants a good to have in the home…as long as you can keep them alive, that is. Gaby can do just that, and her plants are thriving. Her day 8 plant…the fastest grower was the Epipremnum Pinnatum or “Cebu Blue,” names I wouldn’t have known, had Gaby not posted them. I may not know much about plants, but I have enjoyed seeing Gaby’s posts about her adventures with them, and I look forward to the future posts as well. Gaby ability to raise plants isn’t surprising, because she has a real knack for all living things. I am reminded of her work with therapy dogs during her Navy years. I’m ok with dogs, but I can’t say I’m “comfortable” with dogs. Cats yes, dogs…not so much. Gaby, on the other hand, is a natural. Dogs just instinctively love Gaby, as much as she loves them. And I think everyone in our family can understand that, because we have all come to love Gaby too. She brightens our world every time we see her. Today is Gaby’s birthday. Happy birthday Gaby!! Have a great day!! We love you!! My niece, Toni Chase is such a sweet natured person. She truly cares about the people around her…and especially their feelings. Toni and her husband, Dave Chase love to travel, going to many exotic places, as well as lots of football games. Dave is a football fanatic, so he and Toni have gone to many games, especially in Arizona…which would be a great place to go during the cold winter months in Wyoming. It’s also nice for Dave’s brother when they come to Arizona, because he gets to spend time with them. Lately, however, they have been sticking a little bit closer to home. Dave’s dad has Alzheimer’s Disease or some type of dementia, and so he and Toni have spent quite a bit of time in Laramie, helping his mom and making sure that his dad knows how much they love him. The sad thing about dementia of any kind is that the recent past is forgotten, so if a patient is going to know you, you must go often. Having dealt with it myself, I know what they are going through, but they are kind-hearted, loving people, and they will get through this, and make a difference in his parents’ lives. Of course, while they are in Laramie, they managed to take in a few football games too. When they are in town, Toni likes to be a homebody, when she isn’t working. They have two dogs that they absolutely love. Toni spoils the dogs, cooking for them just like they were her kids. When it snowed this last time, she and Dave went into the back yard and shoveled out a maze for the dogs. They just loved it. They ran back and forth excitedly, getting plenty of exercise for the day. My sister, Cheryl said it was really funny to watch. Most of us would get lost in a maze, but dogs can track their way out and back, so they had a blast. And of course, the snow wasn’t so deep that Toni and Dave couldn’t see over it…to rescue their babies, should they get lost. For some time, Toni has run an eBay story, where she refurbishes items that anyone else would have thought junk. Now, however, she’s been phasing out her eBay store, because she is too busy with the dogs. My sister fared pretty well from that, because she got to go to Toni’s house a few weeks ago to “shop” for anything she might like. Toni is such a giver. Cheryl came home with a purse full of costume jewelry and a dozen purses! She is very kind in sharing all the treasures she has accumulated over the past few years. And speaking of being a giver, her sister Liz Masterson is reminded of the first job Toni got as a teenager, her greatest joy was to take her siblings shopping. How many teenagers would do that? Most of them want the job to buy things for themselves, but not Toni. Oh sure she got things for herself too, but her first thought was of her siblings. She loves to make people smile. What a great way to be. Today is Toni’s birthday. Happy birthday Toni!! Have a great day!! We love you!! Most people would not think that the things Dr Gisella Perl did at Auschwitz during the Holocaust were angelic in any way, but the prisoners there, the women whose lives she saved would say otherwise. To them, she was an angel of mercy…even if some of the things she had to do were so horrific that she tried to commit suicide after the war. Dr Perl was a successful Jewish gynecologist from Romania, where she lived with her husband and two children. Right before the Nazi soldiers stormed her home, she was able to hid her daughter with some non-Jews, but she, her husband, son, her elderly parents who captured and taken to Auschwitz. Once they arrived, Gisella was separated from her family. They would be sent to be slave labor or to be killed. She would never see any of them again. Because she was a doctor, she was to be used in a different way…a horrifically gruesome way. She was to work for Dr Joseph Mengele, to be at his beck and call, and the things he made her do nearly killed her. She was a doctor. She was supposed to save lives, not be involved in ending them…or worse, but that was the position he put her in. First, he told her to round up any pregnant women. She thought she was going to be caring for these women, but after she turned over 50 women, and they were immediately sent to the gas chambers, a horrified Dr Perl made up her mind that somehow, she would do whatever she could to thwart the Nazis horrible plans. She had not understood what was goin to happen to the pregnant women she turned over, and the thought of her part in their loss of live, nearly killed her. The things she did after that first horrible mistake, might not seem to most people, including me, like the actions of an angel, but I can see that she had no real choices. The women Dr Perl cared for had been treated horrible by the Nazi soldiers. Their wounds consisted of lashes from a whip on bare skin, to bites from dogs, to infections from the horribly unsanitary conditions. When she entered the room, the prisoners in the infirmary knew that she was there to help. That was the good part of her life at Auschwitz, but Dr Mengele was a cruel and evil man, and he was determined to kill any pregnant woman. This left Dr Perl with an extremely difficult decision to make. She could watch as the mother and baby were put to death, or she could abort the babies and give the mothers the chance to live to have a family later. The choice was unthinkable to her, but it was also a non-choice. She could lose one life or both. The abortions were performed in secret, often in darkness, and the women whose lives she saved…well, they were grateful, even though they mourned their babies and never truly got over the decisions they and Dr Perl made. Later in life, after the war, Dr Perl went on to deliver many live babies, rejoicing over each. She was bold with God, telling him, when a baby seemed unlikely to make it, that God owed her this baby, because of those she could not save in the Holocaust. God honored her prayers, and gave her the healthy babies she requested of Him. I think He considered her the Angel of Auschwitz too. When my dad, Allen Spencer and his brother, Bill Spencer were young boys going to school, their dad, Allen Luther Spencer worked for the Great Northern Railway. Because they lived a good distance from school, the boys and their sister, Ruth Wolfe had a dependent pass to ride the train to school. That pass didn’t stop the boys from “hopping” the train…in true Hobo fashion. Of course, we know that “hopping” a train is illegal now, but back then it wasn’t. My dad, Uncle Bill, and Aunt Ruth had passes however, so while they weren’t supposed to hop the train, it wouldn’t have been illegal anyway, because they had a pass…just not to hop the train. During the Depression years, there were a lot of Hobos. The railroad was a quick way to get to jobs far away…and it wasn’t technically illegal…just frowned upon. President Roosevelt even created the 1933 Federal Transient Service, which built 600 shelters alongside the trains, to provide food, board, and medical care for working migrants…aka hobos, or at least part of them. As organized crime began using the railway for it’s own purposes, these services were shut down, and “hopping” a train became illegal. Nevertheless, illegal or not, there are actually tons of resources online to help hobos, and most hobos carry smart phones, and even laptops, so they can take advantage of the online forums and Facebook pages available to them. I looked at these online sites, and I found that they call themselves misfit travelers. Over the years, hobos have developed their own code and language. I found that to be very interesting. Life on the streets, and especially train hopping can be a very dangerous kind of lifestyle. Sometimes, people living on the streets and traveling by hopping trains, need help…even if they find themselves in a position whereby they have to bend the law a little. Th codes and the language they developed help them maneuver this world in a little bit more safe way. I’m not condoning breaking the law, but these people are already there. They just took a wrong turn, and now they need help to make it, and hopefully make it back.	8,053	ENGLISH	1
Describe Stroop's Famous Experiment and the Stroop Effect Strop Ridley wrote the article, known as the “Studies of Interference in Serial Verbal Reactions” in the year 1935. The article was based on a research that he conducted using colors to analyze the effects of interference on serial verbal reactions. The main objective of the research was establishing relationships between common changes in the environment and the reaction to these changes with respect to time (Stroop, 1935). In his study, Stroop developed a model that was meant to analyze the reaction by some students with regards to color identification and reading out words painted in different colors. The article has details of three experiments that were carried out to realize the objectives of the study. According to the first experiment, the focus was to establish the effects of Interfering Color Stimuli upon Reading Names of Colors Serially. The experiment had 70 college students as the subjects, 14 males and 56 females. The study was meant to illustrate the stimulus effects by use of different colors. The students were expected to read out the colors of different words printed in different colors in which they represented. For example, the word blue would be printed in color red and the students asked to read out the color of the word. The second experiment that was illustrated in the article was also aimed at identifying the effect of interfering word stimuli upon naming colors serially. In this experiment, the color of the print was the dependent variable. This meant that the students were supposed to identify with the color of the print, but not on the name that was read out (Stroop, 1935). The experiment had 100 students taking part, 88 of them being undergraduate students and 12 being graduates. From these two groups, the undergraduates were 29 males and 59 females, while the second group had all female students. These students were expected to identify the colors from the printed words. In each of the experiment, there were equal tests that eliminated bias and ensured that the experiment was reliable. The third experiment was carried out with the aim of determining the effects of practice upon interference. The experiment was meant to realize the difficulty of differentiating different sets of lines. The numbers were printed in an upright and inverted position to make the test more difficult and to realize the experiment’s objectives. This research involved 32 apprentices, including 17 males and 15 females. These students participated in various tests, some of which included reading out some tests and recoding the average time taken to identify the color names (Stroop, 1935). The three experiments were analyzed in graphs and tables. In all these experiments, it was realized that the average time that was taken to identify with each of the colors and names in the printed document was more than the one taken under normal circumstances. Seven tables were used to...	<urn:uuid:b30523bf-b08e-4f2c-9ba3-262b3dab9bae>	CC-MAIN-2020-05	https://brightkite.com/essay-on/describe-stroop-s-famous-experiment-plus-the-stroop-effect	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251669967.70/warc/CC-MAIN-20200125041318-20200125070318-00161.warc.gz	en	0.983354	568	3.4375	3	[ 0.13046100735664368, 0.2651696801185608, 0.3924047350883484, 0.18123364448547363, -0.10375703126192093, -0.01167219690978527, 0.17611831426620483, 0.37272459268569946, -0.0063318489119410515, 0.015137040987610817, 0.09535996615886688, 0.20679214596748352, 0.10535848140716553, 0.45885738730...	1	Describe Stroop's Famous Experiment and the Stroop Effect Strop Ridley wrote the article, known as the “Studies of Interference in Serial Verbal Reactions” in the year 1935. The article was based on a research that he conducted using colors to analyze the effects of interference on serial verbal reactions. The main objective of the research was establishing relationships between common changes in the environment and the reaction to these changes with respect to time (Stroop, 1935). In his study, Stroop developed a model that was meant to analyze the reaction by some students with regards to color identification and reading out words painted in different colors. The article has details of three experiments that were carried out to realize the objectives of the study. According to the first experiment, the focus was to establish the effects of Interfering Color Stimuli upon Reading Names of Colors Serially. The experiment had 70 college students as the subjects, 14 males and 56 females. The study was meant to illustrate the stimulus effects by use of different colors. The students were expected to read out the colors of different words printed in different colors in which they represented. For example, the word blue would be printed in color red and the students asked to read out the color of the word. The second experiment that was illustrated in the article was also aimed at identifying the effect of interfering word stimuli upon naming colors serially. In this experiment, the color of the print was the dependent variable. This meant that the students were supposed to identify with the color of the print, but not on the name that was read out (Stroop, 1935). The experiment had 100 students taking part, 88 of them being undergraduate students and 12 being graduates. From these two groups, the undergraduates were 29 males and 59 females, while the second group had all female students. These students were expected to identify the colors from the printed words. In each of the experiment, there were equal tests that eliminated bias and ensured that the experiment was reliable. The third experiment was carried out with the aim of determining the effects of practice upon interference. The experiment was meant to realize the difficulty of differentiating different sets of lines. The numbers were printed in an upright and inverted position to make the test more difficult and to realize the experiment’s objectives. This research involved 32 apprentices, including 17 males and 15 females. These students participated in various tests, some of which included reading out some tests and recoding the average time taken to identify the color names (Stroop, 1935). The three experiments were analyzed in graphs and tables. In all these experiments, it was realized that the average time that was taken to identify with each of the colors and names in the printed document was more than the one taken under normal circumstances. Seven tables were used to...	601	ENGLISH	1
Charlotte Forten Biography, Life, Interesting Facts Died On : Also Known For : Birth Place : Charlotte Forten was a remarkable activist and woman of intellect born in wealth during her time. She is best remembered for her diary “Life on the Sea Lands” which was published numerous times and narrated the struggles she endured during the abolition movement. Charlotte Louise Bridges Forten was born on August 17, 1837, in Philadelphia, Pennsylvania. Her parents were Mary Virginia Wood and Robert Bridges Forten. They were a prominent and wealthy clan in Philadelphia. Their family was a member of the early abolitionists during the time. Forten, along with her mother and aunts, Margaretta Forten and Harriet Forten Purvis, and her grandmother, also named Charlotte, established the bi-racial movement called Philadelphia Female Anti-Slavery society. The Sheltered but Educated Child At a young age, Charlotte Forten suffered the death of her mother. In her mother’s stead, she was raised by her grandparents who were also members of the anti-slavery movement. Often, her grandparents welcomed abolitionist into their homes, giving Forten more exposure on the backgrounds of abolitionism. Being an only child, she lived a very sheltered life and had private tutors to educate her, instead of attending local segregated schools. She spent most of her childhood in Salem, Massachusetts with abolitionists couple Charles and Sarah Redmond. Forten was enrolled at Higginson Grammar School for Girls. The school was an exclusive all-white school made up of 200 students and Forten being the only colored student. Upon her graduation at Higginson Grammar School in 1855, Charlotte Forten wrote to her father asking for permission to attend Salem Normal School. His father initially rejected the offer. Fortunately enough, Principal Shepard encouraged Forten to write to him again, and this time he gave his approval. However, his father refused to pay for her tuition and Shepard lent her the money Forten needed to pay for her schooling. At Salem Normal School, Forten trained to be a teacher and engrossed herself in the subject of literature. The Pioneer Female Educator In 1856, Charlotte Forten received her first task as a teacher. She was the first African-American teacher ever to be employed to teach white students at Epes Grammar School. To support herself, Forten taught at Epes Grammar School for two years until she contracted tuberculosis. With her health gradually deteriorating, she finally moved back to Salem in 1859. On October 27, 1862, Charlotte Forten went south to teach illiterate black students at South Carolina in an abandoned plantation called the Oaklands. Forten wanted to establish a connection with her fellowmen, but her education and upbringing only set her apart from them. During her stay at the Oaklands, Forten wrote down her daily experience in a diary which was later published under the title of “Life in the Sea Lands.” It was considered as one of the most critical documents in later years for it told the story of Forten’s life as a free black woman in the Civil War. In only two years, Forten’s health once again took a turn for the worse, and she was forced to leave the Oaklands and once again sent back to Philadelphia in 1864. Her diary was published in the same year in the May and June issue of Atlantic Monthly. Life as a Civil Service Worker After her teachings at Oaklands, Charlotte Forten landed a job in Washington D.C. in the U.S. Treasury Department as a recruitment clerk for teachers. Forten also met her future husband, Francis J. Grimké, in Washington D.C. The two were married in December of 1878. Forten was 13 years older than Grimké, and they were married at the age of 41 and 28 respectively. She bore him a daughter in 1880, but she died in infancy. Grimké was of mixed heritage and worked as a pastor of the Fifteenth Street Presbyterian Church in Washington D.C. Forten went on to assist her husband in the ministry and extended a helping hand to the community. She organized missionary groups and provided education and charity to her fellowmen while taking permanent residence in Washington. In later years, the couple raised Grimke’s niece, Angelina Weld Grimké instead of her parents. Charlotte Forten died at the age of 77 in her home at Washington in 1914.	<urn:uuid:8f54bf64-105e-4acd-933f-7d3f8a8ea0d6>	CC-MAIN-2020-05	https://www.sunsigns.org/famousbirthdays/profile/charlotte-forten/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594662.6/warc/CC-MAIN-20200119151736-20200119175736-00088.warc.gz	en	0.984163	941	3.453125	3	[ -0.06982669234275818, 0.6077014803886414, 0.49204784631729126, 0.05908351019024849, -0.14962351322174072, 0.19795429706573486, 0.1211709976196289, 0.05134103447198868, -0.07601475715637207, -0.06340250372886658, -0.0689304769039154, 0.1391480565071106, 0.2243655025959015, 0.215091288089752...	9	Charlotte Forten Biography, Life, Interesting Facts Died On : Also Known For : Birth Place : Charlotte Forten was a remarkable activist and woman of intellect born in wealth during her time. She is best remembered for her diary “Life on the Sea Lands” which was published numerous times and narrated the struggles she endured during the abolition movement. Charlotte Louise Bridges Forten was born on August 17, 1837, in Philadelphia, Pennsylvania. Her parents were Mary Virginia Wood and Robert Bridges Forten. They were a prominent and wealthy clan in Philadelphia. Their family was a member of the early abolitionists during the time. Forten, along with her mother and aunts, Margaretta Forten and Harriet Forten Purvis, and her grandmother, also named Charlotte, established the bi-racial movement called Philadelphia Female Anti-Slavery society. The Sheltered but Educated Child At a young age, Charlotte Forten suffered the death of her mother. In her mother’s stead, she was raised by her grandparents who were also members of the anti-slavery movement. Often, her grandparents welcomed abolitionist into their homes, giving Forten more exposure on the backgrounds of abolitionism. Being an only child, she lived a very sheltered life and had private tutors to educate her, instead of attending local segregated schools. She spent most of her childhood in Salem, Massachusetts with abolitionists couple Charles and Sarah Redmond. Forten was enrolled at Higginson Grammar School for Girls. The school was an exclusive all-white school made up of 200 students and Forten being the only colored student. Upon her graduation at Higginson Grammar School in 1855, Charlotte Forten wrote to her father asking for permission to attend Salem Normal School. His father initially rejected the offer. Fortunately enough, Principal Shepard encouraged Forten to write to him again, and this time he gave his approval. However, his father refused to pay for her tuition and Shepard lent her the money Forten needed to pay for her schooling. At Salem Normal School, Forten trained to be a teacher and engrossed herself in the subject of literature. The Pioneer Female Educator In 1856, Charlotte Forten received her first task as a teacher. She was the first African-American teacher ever to be employed to teach white students at Epes Grammar School. To support herself, Forten taught at Epes Grammar School for two years until she contracted tuberculosis. With her health gradually deteriorating, she finally moved back to Salem in 1859. On October 27, 1862, Charlotte Forten went south to teach illiterate black students at South Carolina in an abandoned plantation called the Oaklands. Forten wanted to establish a connection with her fellowmen, but her education and upbringing only set her apart from them. During her stay at the Oaklands, Forten wrote down her daily experience in a diary which was later published under the title of “Life in the Sea Lands.” It was considered as one of the most critical documents in later years for it told the story of Forten’s life as a free black woman in the Civil War. In only two years, Forten’s health once again took a turn for the worse, and she was forced to leave the Oaklands and once again sent back to Philadelphia in 1864. Her diary was published in the same year in the May and June issue of Atlantic Monthly. Life as a Civil Service Worker After her teachings at Oaklands, Charlotte Forten landed a job in Washington D.C. in the U.S. Treasury Department as a recruitment clerk for teachers. Forten also met her future husband, Francis J. Grimké, in Washington D.C. The two were married in December of 1878. Forten was 13 years older than Grimké, and they were married at the age of 41 and 28 respectively. She bore him a daughter in 1880, but she died in infancy. Grimké was of mixed heritage and worked as a pastor of the Fifteenth Street Presbyterian Church in Washington D.C. Forten went on to assist her husband in the ministry and extended a helping hand to the community. She organized missionary groups and provided education and charity to her fellowmen while taking permanent residence in Washington. In later years, the couple raised Grimke’s niece, Angelina Weld Grimké instead of her parents. Charlotte Forten died at the age of 77 in her home at Washington in 1914.	941	ENGLISH	1
by Jeremy Davis For millennia, skiing has been used as a form of transportation. Created in Scandinavia over two thousand years ago, Nordic (cross-country) skiing was used extensively, as paths and roads became blocked with snow. Skiing today is used primarily for its recreation aspects as well as for its health benefits. (List of all Lost Vermont Ski Areas) Vermont has always been at the forefront of skiing. Due to Vermont’s cold, snowy climate, and mountainous terrain, the mood was set for skiing to develop from day one. The need for a major winter activity, skiing, was never more needed than the early part of this century. Skiing was seen as improving the mental and physical well being of Vermonters by offering a wholesome physical outdoor activity that made winter less dreary. Once developed, skiing would forever change the status of the state of Vermont. Vermont’s population, job base, and other factors would never be the same. The Early Years During the early part of this century, many Vermonters regarded winter as merely a wasted time between the relatively short growing seasons. Lack of proper maintained roadways forced people to remain at the homestead for long periods of time. A dearth of high-paying jobs also plagued many Vermonters. Young adults were leaving the state in droves. “Why should one stay in the state with a lack of excitement,” was one commonly heard phrase among the young people of Vermont. A need for better jobs and recreation was necessary. The stage was set for one of the largest influences in Vermont history-mass tourism-to develop.In the early 1900’s Norwegians living in the town of Stowe, near Mount Mansfield, began to revive the ancient sport of skiing by using it to navigate the otherwise impassable roads. Many people scoffed at such people – they did indeed look funny on those long strips of wood.Slowly but surely, skiing became more and more popular. As it caught on, improvements to ski equipment such as more secure boots and waxed skis became more prominent. Before long, large Nordic jumps were created throughout the state, including ones in Middlebury and St. Johnsbury. There, college teams could practice and win competitions. Trails were then being cut on many mountains throughout the state, such as the Bruce trail on Mount Mansfield, and were being used as racing trails. The country’s first ski race on Mansfield was held in 1934, and was a “down-the-mountain run frenzy,” (Hagerman 68). Participants would hike to the summit, and then all race down in a frenzy. It was an exhausting procedure: first hiking up the mountain and then racing down it. A better way ascending the mountains had to be found. However, it would not be until 1934 that the first ski lift would come to Vermont. Development of Modern Skiing Bunny Bertram, a Woodstock, Vermont native, had seen the frenzy caused by the sudden excitement over skiing. This entrepreneur developed the United States first rope tow ski lift-a long loop of continuously moving rope, powered by an antique Model-T Ford engine. Installed on Clinton Gilbert’s farm, the first lift provided skiers many runs in one day, something that had been impossible. The lift was known for both its speed and wild rides – the speed on the lift could be cranked up to quite high velocities. The only other problem with this lift is that skiers’ arms and hands were worn out, along with mittens.This simple invention allowed for a sudden discovery of the sport of skiing. Almost immediately after this major event, rope tow areas sprouted across the state like wildflowers. One such area was Big Bromley, in Manchester Center. Fred Pabst, a skiing enthusiast and entrepreneur, founded this ski area in 1936. Pabst had seen the prospects of skiing as an important commodity in Vermont, and wished to see skiing introduced to the general populace. In order to do this, Pabst set up small, rope tow ski areas wherever a train station was located. However, little money was generated from this “chain store” approach to skiing, so Pabst disposed of all except for Big Bromley. “Pabst’s motto was ‘pamper the people’” (Older 17). The approach to buying multiple areas has since been revived, as mass conglomerates have become commonplace today.Pabst also had one more significant contribution to the development of skiing: the invention of a J-bar lift. A J-bar lift is essentially a pole, with another bar that sticks out, from which skiers are dragged up a graded slope. This lift was much easier to use, as riders did not have to grab onto a rope, but could rather ride up the mountain in comfort. This lift was “Pabst’s greatest source of pride and joy,” (Older 17). A listing in “The Complete Ski Guide” of 1940 for Bromley read “Forty miles of trails, 250 acres of varying slopes; cable tramway; three tows; popular with the metropolis as it is close to New York, possesses interesting slalom glade, all trails designed to insure maximum safety for all classes of skiing,” (145). Bromley was categorized as a major area for that time.In 1937, another historically important ski area would open: Pico Peak, located in Sherburne Pass in central Vermont. A racing trail, the “Sunset Schuss,” had been used for years from the top. The Mead family saw the booming rope tow areas and decided that Pico Peak would be ideal for skiing. They installed the first United States T-bar ski lift, essentially a J-bar with another side, carrying two passengers instead of one. “It was they who made Pico the mecca of Vermont skiing in the 30’s, ” (Older 71)But it would not be until 1940 that the most common form of uphill transportation, the chairlift, would be installed in Vermont. Stowe, as mentioned previously, had already been a winter sports headquarters, and by 1936 had created the nation’s first ski patrol (Older 84). This first single chairlift was “6300 feet long, and was designed to carry 200 skiers per hour,” (Older 85). The famous “Front Four” ski trails were installed with the chairlift, and together they offered then the most challenging skiing in the country. Post World War II This chairlift was only one year old when World War II exploded. World War II would lead to a major slump in skiing, as many young men left their families to go to Europe and fight. Many of these young skiers had wanted to find a way of life in the Army that resembled their life back home, and so joined the Tenth Mountain Division, a branch of the Army that dealt with mountaineering tactics. During the War, many small rope tow ski areas closed, many permanently, but once the soldiers returned, a great boom in ski areas and skiing occurred.These army veterans were hired to teach classes and to run the ski patrol. With “Snow Trains,” trains that carried urban skiers to more rural skiing areas, many took up the sport. The post-war boom created a total of 55 ski areas by 1948 (Lorentz 243). During the 1940’s, chairlifts sprung up all over the state, along with poma lifts, T-bars, J-bars, and also more rope tows. Skiing was well on its way to becoming the sport it is today in Vermont.Mountain maintenance was still in its infancy during the late 40’s and 50’s. After a significant snowstorm, the snow needed to be packed down in order to become more skiable. At Mad River Glen, a ski area founded in 1949 by Roland Palmedo, employees would “foot pack the entire mountain, from top to bottom,” (Mad River Glen: The Early Years). Crews would side step the entire mountain, packing the snow as they went. No machines existed at that time that could groom a slope. Also, trails had to picked clean of rocks, roots, and other debris during the summer in order to be skiable. Big Bromley, through this extensive “summer grooming,” could “ski and ski well with just four inches of snow,” (Older 18). Age of Rapid Development In the mid 1950’s, another entrepreneur by the name of Walter Schoenknecht was searching for the perfect ski area. Specifically, he was “looking for fifteen years for a mountain located near a maximum snow belt line, near the large cities,” (Long 20). He found his perfect mountain: Mount Snow, near West Dover. Years before finding this area, Schoenknecht had operated and owned the successful Mohawk Mountain Ski Area, in Cornwall, Connecticut.Mount Snow would become one of the most accessible, fun, and enterprising ski areas of this century. Walt was known for his crazy ideas. He invented a chairlift that “ran from a series of conveyor belts, up many towers,” (Long 22). This lift provided extremely high capacity for its day: 1200 skiers per hour. Most single chairs were providing about 250 rides per hour, and most double chairs were providing 600 or less. This high capacity allowed for tremendous amounts of people to access the slopes and trails. The slopes and trails at Mount Snow were another industry first. While most ski trails at this time had to be narrow, in order to cup and hold snow, Mt. Snow’s trails were extra wide, and “were banked so that snow would hold in the middle,” (Tales From the Mountain: Mount Snow’s First 40 Years). The design of extra wide trails would find its way to other areas, which soon adapted this philosophy of trail design.Walt Schoenknecht has been likened to “the Walt Disney of Vermont,” (Tales From the Mountain: Mount Snow’s First 40 Years). One of his other “crazy” ideas was Fountain Mountain. At the Snow Flake Lodge near the base of the mountain was a small lake. Walt had decided to build a large, 150-foot high fountain for its aesthetic appeal. However, it could not be turned off during the winter, so it was allowed to run all winter long. This produced a several hundred feet high mound of ice, from which ski races were held during the late spring! Also, Walt went against the philosophy at that time of having ice skating outside and a swimming pool inside. He built a large indoor ice skating inside, and put the swimming pool outside, near the lifts! (Tales From the Mountain: Mount Snow’s First 40 Years). His ideas became even weirder as the years progressed. If Schoenknecht had had his way, he would have dropped an atomic bomb, in order to increase the vertical footage to hold the Olympics! (Tales From the Mountain: Mount Snow’s First 40 Years). Walt forever changed the impression that skiing was just for the superfit. Now families could enjoy his mountain, along with other mountains, as some of his ideas spread to other areas.It was around this time that Preston Leete Smith, a young ski enthusiast began looking for his perfect mountain. Perry Merrill, known as “the father of Vermont’s State Parks and Alpine Ski Areas,” (Lorentz 20), was approached by Smith in 1955. Merrill was the Vermont State officer who could lease State land, and told Smith about the Killington prospects. The mountain had good snow and a good location, and the state was willing to lease the land to Smith. Pleasantly surprised, Smith returned to the mountain to begin its development.Throughout the late 1950’s and early 60’s, Killington expanded like no other ski area had. This pace was “well above industry standards,” (Lorentz 58). Peak after peak was opened, with a high variety of runs and lifts. Smith had wished that his ski area would be accessible for all levels of skiers, from novice to expert. He did not wish to have novices relegated to lower slopes, when the views that the skiers wanted were located high up. To accomplish this goal, beginner trails were constructed from the top of all lifts, and the Graduated Length Method ski teaching method was created.This new method of ski teaching worked on the strengths, rather then the weaknesses of the beginner skier. Instead of Austrians barking out commands, new learners were cajoled into learning at their own pace, while enjoying the sport.Throughout the 1960’s, ski areas including Big Bromley and Killington began to install snowmaking systems. Snowmaking, invented during the 1950’s, was considered a “banana belt” luxury, supposedly used only in southern resorts (Lorentz 71). Bromley’s system was “the largest snow farm in the world,” (Carroll 12). However, several low snow seasons prompted the initial use of snowmaking. Basically, during this decade ski areas could only cover a few trails, but it was these trails that could remain open during both thaws and periods of dry cold weather. Although scoffed at, Killington and Bromley would see an increase of skier visits with the addition of snowmaking. Slow Decline in Areas 1966 was the year with the greatest number of ski areas in the state of Vermont. A total of 81 ski areas operated during this year. About one fourth of these areas were considered “major,” with large vertical drops and modern lifts. After this high, the number of ski areas dropped off slowly, then much more rapidly during the 1970’s, as small rope-tow and T-bar ski areas went out of business.One of the small community – type rope tow areas that closed was located at Lyndon State College. This area was run primarily for students as part of the physical education program, from 1963 to 1970. Located on Vail Hill, the area had a 300-foot rope tow, night skiing, racing, and an 80-foot drop. Pictures are included in Appendix III.Some of this diminishment of ski area numbers can be attested to Vermont Environmental Act 250, passed in 1970. This act allowed only limited development to progress in mountainous regions. Growth was not stopped, it was just severely limited. Killington would not install any more lifts until the late 1970’s.In the limited development era of that decade, the trails that were cut had dramatically changed in character from their counterparts of the 50’s and 60’s. Trails that could now be covered with snowmaking were cut wide and steep. They were cut “like giant parallel arcs of a snowcone,” (Mad River Glen: The Early Years). These larger trails allowed for greater numbers of skiers to access the slopes, considering the new lifts that were being installed were now triple chairlifts, capable of carrying 1800 skiers per hour. Formation of Corporate Conglomerates A trend that began in the decade of the 70’s has continued into today: that of resort conglomerations and mega-mergers. The first ski area to enter this trend was that of Sunday River, Maine, which was bought by Killington in 1972. Smith tried to bring this floundering ski area into riches, but had no success. He sold it to manager Les Otten, in 1980. This mistake of selling this area would come back to plague Smith’s company.The second mountain that was bought during the 70’s was the venerable Mt. Snow. This mountain had spent all of its money on the aforementioned uneconomical frills. Mt. Snow was plunged into bankruptcy. Preston Smith, owner of Killington saw the prospects that Mt. Snow offered: wide trails, close to major cities, etc., and agreed to purchase the mountain. Like what has happened to every mountain that has been bought by another, massive changes happened. Gondolas were ripped out and replaced with triple and double chairlifts. The swimming pool and ice skating rinks were filled. Fountain Mountain was no more. Snowmaking was greatly expanded, however, and the mountain took on a new, sleeker look, perfect for survival in the upcoming 1980’s.The early to mid 1980’s saw a continuation of mountain closings. The last of the rope tow only ski areas were closed. More municipally run ski areas that operated on T-bars solely closed. By 1987, only 39 ski areas were in operation (Lorentz 249). However, to offset these losses, larger mountains began to explode. Environmental laws were relaxed, and areas like Killington once again expanded into new territory, reaching six peaks by 1983. Snowmaking was expanded so much, that “the 80’s in New England will be remembered as the era of the flake-farming revolution,” (Oliver 76). Another ski area merger occurred when the small Carinthia ski area was bought and annexed to Mount Snow. This mountain added 18 trails and 3 lifts, giving Mt. Snow 84 trails in 1986.The other large contribution to skiing in Vermont was the invention of high-speed detachable quad chairlifts. These lifts carry an amazing three thousand skiers per hour, bringing a seemingly infinite amount of skiers to the slopes and trails of mountains. During the 1987-1988 season, high-speed quads were added to Pico Peak, Killington, and Mount Snow. These quads would have their drawbacks, though, as too many skiers would tend to wreak havoc on trail conditions. Ski lift ticket costs would also soar during this period. In 1989, a high-speed quad replaced the single chairlift at Mount Mansfield, in Stowe. Individual chairs would be sold at the price of $300 per chair!Once again, Mt. Snow would be increased in size during the early 1990’s with the purchase of Haystack, just three miles down the road. Haystack gave Mt. Snow an additional 43 trails, bringing their total up to 127 trails.Two more ski area closings would dampen the spirits of communities during 1991. Ascutney, in Brownsville, and Magic Mountain, in Londonderry, closed due to financial difficulties. These areas were classified as medium-sized, and thus dealt a significant blow to the Vermont economy. Luck would change for the better for Ascutney during 1993. The Plaustiniers, a skiing family from New York, purchased the mountain for only 1.1 million dollars, an incredible bargain. The economy of Brownsville was revived with money pouring in from the increased tourism.The early 1990’s saw several poor snow seasons, which brought the need for continuing snowmaking expansion and improvements. It would also lead to further closure of ski areas. As of the early 1990’s, only 21 commercial ski areas were in operation, a far cry from the former 81 ski areas in the mid 1960’s. One area that desperately needed snowmaking was Sugarbush. Sugarbush was founded in the late 1950’s, and like Mt. Snow catered to the richer metropolitan crowd. It was dubbed “mascara mountain” (Older 99), after the many models that skied there. The area grew significantly, and bought the nearby Glen Ellen ski area during the late 1970’s. Snowmaking was expanded throughout the next couple of decades, but could not match the snowmaking capabilities of other mountains. Also, the separation between the two areas did not allow ease of movement from one to the other. These two problems would be virtually wiped out in 1995.During 1994, Sunday River Ski Resort purchased Sugarbush. The floundering resort was in desperate need for new owners. Les Otten and his company, LBO Enterprises, purchased the area and completed the “single largest expansion of lift and snowmaking in United States History,” (Sugarbush ski brochure, 1995-1996). The area changed overnight. A two-mile long connector high-speed quad was installed in the basin that had formerly isolated the two areas. Snowmaking was increased 300%! Seven new lifts, including four high-speed quads, were installed, allowing the mountain to become more accessible. Over 28 million dollars were spent. Sensing the changes at the LBO resorts, Killington purchased Waterville Valley in New Hampshire, entered into a partnership with Bromley in southern Vermont, and bought Sugarloaf in Maine. The two conglomerates would battle it out during the 1995-1996 season. “Operation Excitement” was brought to the Killington Resorts, now renamed S-K-I. New glades, which is skiing through the woods, and new trails including “Wild Things,” which are trails with no snowmaking or grooming were brought to S-K-I resorts. The bread-and-butter ultra wide trails now had their total counterparts in the woods.S-K-I almost made it. In the summer of 1996, a startling event in the history of skiing happened. LBO Enterprises purchased S-K-I’s holdings. Killington, which had once owned Sunday River, was owned by it. What an irony! This new company, called the American Skiing Company, today owns Killington, Mt. Snow, Haystack, Sugarbush, Attitash/Bear Peak in New Hampshire, Sunday River, and Sugarloaf in Maine. Along with this purchase came more benefits for Vermont areas – in 1996 Sugarbush gained a new glade, Mt. Snow two more lifts, and Killington a revolution similar to that of Sugarbush. Five new lifts, new snowmaking, new base lodges, and new trails would be added for the 1996-1997 season. Also, Killington bought Pico Mountain in December, 1997, and plans are in place that will eventually connect the mountain to Killington via lifts and trails. One area in Vermont that has refused to have anything to do with modernization is Mad River Glen, in Waitsfield, Vermont. This ski area is an amazing throwback to the 40’s when it was created. It sports only 15% snowmaking, a single chair (along with 3 doubles), and limited grooming. Trails here are not wide super-trails, but rather narrow twisters that follow the mountain’s contours. Although the ski area is often closed during washouts, when snow is plentiful the skiing is incredible.Magic Mountain in Londonderry has also gone through a rebirth. Closed since 1991, it reopened for skiing in December, 1997. This has given a boom to the economy of Londonderry. Since the mountain had lain dormant for so long, much reconditioning of the lifts and buildings was needed to open during this season.Nearby Burke Mountain is also on the upswing. This mountain has never had any luck. Founded in 1957, the mountain grew steadily throughout the 1960’s. Ownerships changed hands rapidly throughout the 1970’s. In 1977 Lyndon drugstore owner Dennis Stevens commented “I’ve been burned too many times with this mountain,” (English 22). Ambitious plans have always been in the works, but lack of money had prompted owners to scale back any developments. Financial troubles almost closed the area many times in the past decade. However, the Northern Star Ski Corporation purchased Burke in 1995, and Burke has since been made profitable. Permits have been provided for expansion, including “Six new top to bottom trails, new quad chair in East Bowl (originally planned for 1980)!, high speed quad to summit, and 90% snowmaking coverage,” (Burke ski brochure, 1996-1997). In two years Burke will be quite a different place to ski, an area of some prestige. The hundred years of skiing in Vermont have brought considerable changes to the state and its industries. A state that once laughed at skiing now looks at it as one of its most important commodities. Excitement and fun have been brought into the forefront of winter’s activities.The future of skiing in Vermont is unsure. It is conceivable that the American Skiing Company could develop financial or other troubles due to its large size. If this happened, serious problems would develop. Areas would be up for grabs. However, it is more likely that the number of closing areas will level off and then stop. With the addition of Magic Mountain in 1997, the number actually could rise a little. Trail expansions will continue at most mountains for another decade, then level off as mountains reach their capacity. Since there will be no more room for expansions, attention will have to be focused on snowmaking, grooming, and lifts. Ways of enjoying the mountains that have not been dreamed of will be invented in the upcoming decades. Whatever the future path may be, one thing is for certain: Vermonters love winter sports, and it is almost certain skiing will be in the forefront. Latest posts by Vermonter (see all) - Enjoy A Haunting Vermonter Halloween Flashback from 1976 - October 23, 2019 - Discover Island Arts in the Beautiful Champlain Islands - May 9, 2019 - 13 Scary Locations in Vermont That Will Haunt You! - February 9, 2019	<urn:uuid:7edbca1e-f2b7-4dae-90a0-1d905d80425d>	CC-MAIN-2020-05	https://vermonter.com/history-of-vermont-skiing/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607407.48/warc/CC-MAIN-20200122191620-20200122220620-00003.warc.gz	en	0.981387	5,325	3.421875	3	[ -0.01902526430785656, 0.328940749168396, 0.27283579111099243, -0.10540717840194702, -0.22968925535678864, 0.5439836978912354, 0.12233298271894455, 0.1271277368068695, -0.25955289602279663, 0.058701857924461365, -0.26165375113487244, 0.020563296973705292, 0.5419773459434509, 0.4995572268962...	1	by Jeremy Davis For millennia, skiing has been used as a form of transportation. Created in Scandinavia over two thousand years ago, Nordic (cross-country) skiing was used extensively, as paths and roads became blocked with snow. Skiing today is used primarily for its recreation aspects as well as for its health benefits. (List of all Lost Vermont Ski Areas) Vermont has always been at the forefront of skiing. Due to Vermont’s cold, snowy climate, and mountainous terrain, the mood was set for skiing to develop from day one. The need for a major winter activity, skiing, was never more needed than the early part of this century. Skiing was seen as improving the mental and physical well being of Vermonters by offering a wholesome physical outdoor activity that made winter less dreary. Once developed, skiing would forever change the status of the state of Vermont. Vermont’s population, job base, and other factors would never be the same. The Early Years During the early part of this century, many Vermonters regarded winter as merely a wasted time between the relatively short growing seasons. Lack of proper maintained roadways forced people to remain at the homestead for long periods of time. A dearth of high-paying jobs also plagued many Vermonters. Young adults were leaving the state in droves. “Why should one stay in the state with a lack of excitement,” was one commonly heard phrase among the young people of Vermont. A need for better jobs and recreation was necessary. The stage was set for one of the largest influences in Vermont history-mass tourism-to develop.In the early 1900’s Norwegians living in the town of Stowe, near Mount Mansfield, began to revive the ancient sport of skiing by using it to navigate the otherwise impassable roads. Many people scoffed at such people – they did indeed look funny on those long strips of wood.Slowly but surely, skiing became more and more popular. As it caught on, improvements to ski equipment such as more secure boots and waxed skis became more prominent. Before long, large Nordic jumps were created throughout the state, including ones in Middlebury and St. Johnsbury. There, college teams could practice and win competitions. Trails were then being cut on many mountains throughout the state, such as the Bruce trail on Mount Mansfield, and were being used as racing trails. The country’s first ski race on Mansfield was held in 1934, and was a “down-the-mountain run frenzy,” (Hagerman 68). Participants would hike to the summit, and then all race down in a frenzy. It was an exhausting procedure: first hiking up the mountain and then racing down it. A better way ascending the mountains had to be found. However, it would not be until 1934 that the first ski lift would come to Vermont. Development of Modern Skiing Bunny Bertram, a Woodstock, Vermont native, had seen the frenzy caused by the sudden excitement over skiing. This entrepreneur developed the United States first rope tow ski lift-a long loop of continuously moving rope, powered by an antique Model-T Ford engine. Installed on Clinton Gilbert’s farm, the first lift provided skiers many runs in one day, something that had been impossible. The lift was known for both its speed and wild rides – the speed on the lift could be cranked up to quite high velocities. The only other problem with this lift is that skiers’ arms and hands were worn out, along with mittens.This simple invention allowed for a sudden discovery of the sport of skiing. Almost immediately after this major event, rope tow areas sprouted across the state like wildflowers. One such area was Big Bromley, in Manchester Center. Fred Pabst, a skiing enthusiast and entrepreneur, founded this ski area in 1936. Pabst had seen the prospects of skiing as an important commodity in Vermont, and wished to see skiing introduced to the general populace. In order to do this, Pabst set up small, rope tow ski areas wherever a train station was located. However, little money was generated from this “chain store” approach to skiing, so Pabst disposed of all except for Big Bromley. “Pabst’s motto was ‘pamper the people’” (Older 17). The approach to buying multiple areas has since been revived, as mass conglomerates have become commonplace today.Pabst also had one more significant contribution to the development of skiing: the invention of a J-bar lift. A J-bar lift is essentially a pole, with another bar that sticks out, from which skiers are dragged up a graded slope. This lift was much easier to use, as riders did not have to grab onto a rope, but could rather ride up the mountain in comfort. This lift was “Pabst’s greatest source of pride and joy,” (Older 17). A listing in “The Complete Ski Guide” of 1940 for Bromley read “Forty miles of trails, 250 acres of varying slopes; cable tramway; three tows; popular with the metropolis as it is close to New York, possesses interesting slalom glade, all trails designed to insure maximum safety for all classes of skiing,” (145). Bromley was categorized as a major area for that time.In 1937, another historically important ski area would open: Pico Peak, located in Sherburne Pass in central Vermont. A racing trail, the “Sunset Schuss,” had been used for years from the top. The Mead family saw the booming rope tow areas and decided that Pico Peak would be ideal for skiing. They installed the first United States T-bar ski lift, essentially a J-bar with another side, carrying two passengers instead of one. “It was they who made Pico the mecca of Vermont skiing in the 30’s, ” (Older 71)But it would not be until 1940 that the most common form of uphill transportation, the chairlift, would be installed in Vermont. Stowe, as mentioned previously, had already been a winter sports headquarters, and by 1936 had created the nation’s first ski patrol (Older 84). This first single chairlift was “6300 feet long, and was designed to carry 200 skiers per hour,” (Older 85). The famous “Front Four” ski trails were installed with the chairlift, and together they offered then the most challenging skiing in the country. Post World War II This chairlift was only one year old when World War II exploded. World War II would lead to a major slump in skiing, as many young men left their families to go to Europe and fight. Many of these young skiers had wanted to find a way of life in the Army that resembled their life back home, and so joined the Tenth Mountain Division, a branch of the Army that dealt with mountaineering tactics. During the War, many small rope tow ski areas closed, many permanently, but once the soldiers returned, a great boom in ski areas and skiing occurred.These army veterans were hired to teach classes and to run the ski patrol. With “Snow Trains,” trains that carried urban skiers to more rural skiing areas, many took up the sport. The post-war boom created a total of 55 ski areas by 1948 (Lorentz 243). During the 1940’s, chairlifts sprung up all over the state, along with poma lifts, T-bars, J-bars, and also more rope tows. Skiing was well on its way to becoming the sport it is today in Vermont.Mountain maintenance was still in its infancy during the late 40’s and 50’s. After a significant snowstorm, the snow needed to be packed down in order to become more skiable. At Mad River Glen, a ski area founded in 1949 by Roland Palmedo, employees would “foot pack the entire mountain, from top to bottom,” (Mad River Glen: The Early Years). Crews would side step the entire mountain, packing the snow as they went. No machines existed at that time that could groom a slope. Also, trails had to picked clean of rocks, roots, and other debris during the summer in order to be skiable. Big Bromley, through this extensive “summer grooming,” could “ski and ski well with just four inches of snow,” (Older 18). Age of Rapid Development In the mid 1950’s, another entrepreneur by the name of Walter Schoenknecht was searching for the perfect ski area. Specifically, he was “looking for fifteen years for a mountain located near a maximum snow belt line, near the large cities,” (Long 20). He found his perfect mountain: Mount Snow, near West Dover. Years before finding this area, Schoenknecht had operated and owned the successful Mohawk Mountain Ski Area, in Cornwall, Connecticut.Mount Snow would become one of the most accessible, fun, and enterprising ski areas of this century. Walt was known for his crazy ideas. He invented a chairlift that “ran from a series of conveyor belts, up many towers,” (Long 22). This lift provided extremely high capacity for its day: 1200 skiers per hour. Most single chairs were providing about 250 rides per hour, and most double chairs were providing 600 or less. This high capacity allowed for tremendous amounts of people to access the slopes and trails. The slopes and trails at Mount Snow were another industry first. While most ski trails at this time had to be narrow, in order to cup and hold snow, Mt. Snow’s trails were extra wide, and “were banked so that snow would hold in the middle,” (Tales From the Mountain: Mount Snow’s First 40 Years). The design of extra wide trails would find its way to other areas, which soon adapted this philosophy of trail design.Walt Schoenknecht has been likened to “the Walt Disney of Vermont,” (Tales From the Mountain: Mount Snow’s First 40 Years). One of his other “crazy” ideas was Fountain Mountain. At the Snow Flake Lodge near the base of the mountain was a small lake. Walt had decided to build a large, 150-foot high fountain for its aesthetic appeal. However, it could not be turned off during the winter, so it was allowed to run all winter long. This produced a several hundred feet high mound of ice, from which ski races were held during the late spring! Also, Walt went against the philosophy at that time of having ice skating outside and a swimming pool inside. He built a large indoor ice skating inside, and put the swimming pool outside, near the lifts! (Tales From the Mountain: Mount Snow’s First 40 Years). His ideas became even weirder as the years progressed. If Schoenknecht had had his way, he would have dropped an atomic bomb, in order to increase the vertical footage to hold the Olympics! (Tales From the Mountain: Mount Snow’s First 40 Years). Walt forever changed the impression that skiing was just for the superfit. Now families could enjoy his mountain, along with other mountains, as some of his ideas spread to other areas.It was around this time that Preston Leete Smith, a young ski enthusiast began looking for his perfect mountain. Perry Merrill, known as “the father of Vermont’s State Parks and Alpine Ski Areas,” (Lorentz 20), was approached by Smith in 1955. Merrill was the Vermont State officer who could lease State land, and told Smith about the Killington prospects. The mountain had good snow and a good location, and the state was willing to lease the land to Smith. Pleasantly surprised, Smith returned to the mountain to begin its development.Throughout the late 1950’s and early 60’s, Killington expanded like no other ski area had. This pace was “well above industry standards,” (Lorentz 58). Peak after peak was opened, with a high variety of runs and lifts. Smith had wished that his ski area would be accessible for all levels of skiers, from novice to expert. He did not wish to have novices relegated to lower slopes, when the views that the skiers wanted were located high up. To accomplish this goal, beginner trails were constructed from the top of all lifts, and the Graduated Length Method ski teaching method was created.This new method of ski teaching worked on the strengths, rather then the weaknesses of the beginner skier. Instead of Austrians barking out commands, new learners were cajoled into learning at their own pace, while enjoying the sport.Throughout the 1960’s, ski areas including Big Bromley and Killington began to install snowmaking systems. Snowmaking, invented during the 1950’s, was considered a “banana belt” luxury, supposedly used only in southern resorts (Lorentz 71). Bromley’s system was “the largest snow farm in the world,” (Carroll 12). However, several low snow seasons prompted the initial use of snowmaking. Basically, during this decade ski areas could only cover a few trails, but it was these trails that could remain open during both thaws and periods of dry cold weather. Although scoffed at, Killington and Bromley would see an increase of skier visits with the addition of snowmaking. Slow Decline in Areas 1966 was the year with the greatest number of ski areas in the state of Vermont. A total of 81 ski areas operated during this year. About one fourth of these areas were considered “major,” with large vertical drops and modern lifts. After this high, the number of ski areas dropped off slowly, then much more rapidly during the 1970’s, as small rope-tow and T-bar ski areas went out of business.One of the small community – type rope tow areas that closed was located at Lyndon State College. This area was run primarily for students as part of the physical education program, from 1963 to 1970. Located on Vail Hill, the area had a 300-foot rope tow, night skiing, racing, and an 80-foot drop. Pictures are included in Appendix III.Some of this diminishment of ski area numbers can be attested to Vermont Environmental Act 250, passed in 1970. This act allowed only limited development to progress in mountainous regions. Growth was not stopped, it was just severely limited. Killington would not install any more lifts until the late 1970’s.In the limited development era of that decade, the trails that were cut had dramatically changed in character from their counterparts of the 50’s and 60’s. Trails that could now be covered with snowmaking were cut wide and steep. They were cut “like giant parallel arcs of a snowcone,” (Mad River Glen: The Early Years). These larger trails allowed for greater numbers of skiers to access the slopes, considering the new lifts that were being installed were now triple chairlifts, capable of carrying 1800 skiers per hour. Formation of Corporate Conglomerates A trend that began in the decade of the 70’s has continued into today: that of resort conglomerations and mega-mergers. The first ski area to enter this trend was that of Sunday River, Maine, which was bought by Killington in 1972. Smith tried to bring this floundering ski area into riches, but had no success. He sold it to manager Les Otten, in 1980. This mistake of selling this area would come back to plague Smith’s company.The second mountain that was bought during the 70’s was the venerable Mt. Snow. This mountain had spent all of its money on the aforementioned uneconomical frills. Mt. Snow was plunged into bankruptcy. Preston Smith, owner of Killington saw the prospects that Mt. Snow offered: wide trails, close to major cities, etc., and agreed to purchase the mountain. Like what has happened to every mountain that has been bought by another, massive changes happened. Gondolas were ripped out and replaced with triple and double chairlifts. The swimming pool and ice skating rinks were filled. Fountain Mountain was no more. Snowmaking was greatly expanded, however, and the mountain took on a new, sleeker look, perfect for survival in the upcoming 1980’s.The early to mid 1980’s saw a continuation of mountain closings. The last of the rope tow only ski areas were closed. More municipally run ski areas that operated on T-bars solely closed. By 1987, only 39 ski areas were in operation (Lorentz 249). However, to offset these losses, larger mountains began to explode. Environmental laws were relaxed, and areas like Killington once again expanded into new territory, reaching six peaks by 1983. Snowmaking was expanded so much, that “the 80’s in New England will be remembered as the era of the flake-farming revolution,” (Oliver 76). Another ski area merger occurred when the small Carinthia ski area was bought and annexed to Mount Snow. This mountain added 18 trails and 3 lifts, giving Mt. Snow 84 trails in 1986.The other large contribution to skiing in Vermont was the invention of high-speed detachable quad chairlifts. These lifts carry an amazing three thousand skiers per hour, bringing a seemingly infinite amount of skiers to the slopes and trails of mountains. During the 1987-1988 season, high-speed quads were added to Pico Peak, Killington, and Mount Snow. These quads would have their drawbacks, though, as too many skiers would tend to wreak havoc on trail conditions. Ski lift ticket costs would also soar during this period. In 1989, a high-speed quad replaced the single chairlift at Mount Mansfield, in Stowe. Individual chairs would be sold at the price of $300 per chair!Once again, Mt. Snow would be increased in size during the early 1990’s with the purchase of Haystack, just three miles down the road. Haystack gave Mt. Snow an additional 43 trails, bringing their total up to 127 trails.Two more ski area closings would dampen the spirits of communities during 1991. Ascutney, in Brownsville, and Magic Mountain, in Londonderry, closed due to financial difficulties. These areas were classified as medium-sized, and thus dealt a significant blow to the Vermont economy. Luck would change for the better for Ascutney during 1993. The Plaustiniers, a skiing family from New York, purchased the mountain for only 1.1 million dollars, an incredible bargain. The economy of Brownsville was revived with money pouring in from the increased tourism.The early 1990’s saw several poor snow seasons, which brought the need for continuing snowmaking expansion and improvements. It would also lead to further closure of ski areas. As of the early 1990’s, only 21 commercial ski areas were in operation, a far cry from the former 81 ski areas in the mid 1960’s. One area that desperately needed snowmaking was Sugarbush. Sugarbush was founded in the late 1950’s, and like Mt. Snow catered to the richer metropolitan crowd. It was dubbed “mascara mountain” (Older 99), after the many models that skied there. The area grew significantly, and bought the nearby Glen Ellen ski area during the late 1970’s. Snowmaking was expanded throughout the next couple of decades, but could not match the snowmaking capabilities of other mountains. Also, the separation between the two areas did not allow ease of movement from one to the other. These two problems would be virtually wiped out in 1995.During 1994, Sunday River Ski Resort purchased Sugarbush. The floundering resort was in desperate need for new owners. Les Otten and his company, LBO Enterprises, purchased the area and completed the “single largest expansion of lift and snowmaking in United States History,” (Sugarbush ski brochure, 1995-1996). The area changed overnight. A two-mile long connector high-speed quad was installed in the basin that had formerly isolated the two areas. Snowmaking was increased 300%! Seven new lifts, including four high-speed quads, were installed, allowing the mountain to become more accessible. Over 28 million dollars were spent. Sensing the changes at the LBO resorts, Killington purchased Waterville Valley in New Hampshire, entered into a partnership with Bromley in southern Vermont, and bought Sugarloaf in Maine. The two conglomerates would battle it out during the 1995-1996 season. “Operation Excitement” was brought to the Killington Resorts, now renamed S-K-I. New glades, which is skiing through the woods, and new trails including “Wild Things,” which are trails with no snowmaking or grooming were brought to S-K-I resorts. The bread-and-butter ultra wide trails now had their total counterparts in the woods.S-K-I almost made it. In the summer of 1996, a startling event in the history of skiing happened. LBO Enterprises purchased S-K-I’s holdings. Killington, which had once owned Sunday River, was owned by it. What an irony! This new company, called the American Skiing Company, today owns Killington, Mt. Snow, Haystack, Sugarbush, Attitash/Bear Peak in New Hampshire, Sunday River, and Sugarloaf in Maine. Along with this purchase came more benefits for Vermont areas – in 1996 Sugarbush gained a new glade, Mt. Snow two more lifts, and Killington a revolution similar to that of Sugarbush. Five new lifts, new snowmaking, new base lodges, and new trails would be added for the 1996-1997 season. Also, Killington bought Pico Mountain in December, 1997, and plans are in place that will eventually connect the mountain to Killington via lifts and trails. One area in Vermont that has refused to have anything to do with modernization is Mad River Glen, in Waitsfield, Vermont. This ski area is an amazing throwback to the 40’s when it was created. It sports only 15% snowmaking, a single chair (along with 3 doubles), and limited grooming. Trails here are not wide super-trails, but rather narrow twisters that follow the mountain’s contours. Although the ski area is often closed during washouts, when snow is plentiful the skiing is incredible.Magic Mountain in Londonderry has also gone through a rebirth. Closed since 1991, it reopened for skiing in December, 1997. This has given a boom to the economy of Londonderry. Since the mountain had lain dormant for so long, much reconditioning of the lifts and buildings was needed to open during this season.Nearby Burke Mountain is also on the upswing. This mountain has never had any luck. Founded in 1957, the mountain grew steadily throughout the 1960’s. Ownerships changed hands rapidly throughout the 1970’s. In 1977 Lyndon drugstore owner Dennis Stevens commented “I’ve been burned too many times with this mountain,” (English 22). Ambitious plans have always been in the works, but lack of money had prompted owners to scale back any developments. Financial troubles almost closed the area many times in the past decade. However, the Northern Star Ski Corporation purchased Burke in 1995, and Burke has since been made profitable. Permits have been provided for expansion, including “Six new top to bottom trails, new quad chair in East Bowl (originally planned for 1980)!, high speed quad to summit, and 90% snowmaking coverage,” (Burke ski brochure, 1996-1997). In two years Burke will be quite a different place to ski, an area of some prestige. The hundred years of skiing in Vermont have brought considerable changes to the state and its industries. A state that once laughed at skiing now looks at it as one of its most important commodities. Excitement and fun have been brought into the forefront of winter’s activities.The future of skiing in Vermont is unsure. It is conceivable that the American Skiing Company could develop financial or other troubles due to its large size. If this happened, serious problems would develop. Areas would be up for grabs. However, it is more likely that the number of closing areas will level off and then stop. With the addition of Magic Mountain in 1997, the number actually could rise a little. Trail expansions will continue at most mountains for another decade, then level off as mountains reach their capacity. Since there will be no more room for expansions, attention will have to be focused on snowmaking, grooming, and lifts. Ways of enjoying the mountains that have not been dreamed of will be invented in the upcoming decades. Whatever the future path may be, one thing is for certain: Vermonters love winter sports, and it is almost certain skiing will be in the forefront. Latest posts by Vermonter (see all) - Enjoy A Haunting Vermonter Halloween Flashback from 1976 - October 23, 2019 - Discover Island Arts in the Beautiful Champlain Islands - May 9, 2019 - 13 Scary Locations in Vermont That Will Haunt You! - February 9, 2019	5,444	ENGLISH	1
Like much of the rest of the discourse around jails, prisons and mass incarceration, Black History Month is not usually a time when we talk about the thousands of black prisoners that were forced to build America after the Civil War. It’s time to recognize them because the postwar South was literally rebuilt on their backs. Between 1866 and 1928, every Southern state in America practiced convict leasing. Convict leasing was a system that allowed private companies to lease felony prisoners from the state for a fee. Black men, women, and youth were their primary targets. A minor charge such as “simple larceny” could cost an individual 20 years of his or her life, and only if the individual survived. Approximately 90 percent of all leased prisoners were black men; three percent were black women. Youth were represented in much smaller numbers. They built railroads, cut sugarcane, made bricks, mined coal, harvested turpentine, sawed lumber, and picked cotton. Many died in the process. Some were murdered by vicious “whipping bosses” (white men hired to inflict punishment on convict laborers). Others perished from disease or injuries sustained on the job. Pregnant women sometimes died from complications during childbirth, or from injuries that followed. Prisoners paid for their alleged crimes with their lives while southern businessmen amassed fortunes from their labor. Between 1906 and 1907, roughly 1,000 prisoners leased to the Georgia-based Chattahoochee Brick Company produced close to 33 million bricks, generating sales of $239,402—or nearly $5.2 million today. Without these forced laborers, the region’s economy never would have recovered and state treasuries would have remained empty. On a national level, states that did not utilize the convict lease system earned only 32 percent of their overall expenses, while those that did exploit convict labor earned 267 percent. In 1886 alone, the state of Alabama drew in close to $100,000 in revenue, which was equivalent to one-tenth of the state’s combined income. As an author and historian who has written a prize-winning book and several articles on convict leasing, I recognize the system’s harmful effects on black men. From its inception to its decline, more black men were leased than any other group. But black women were also deeply impacted by the system, in ways that men were not.	<urn:uuid:3122d584-2d1e-44fa-b234-7fb1b41cd7f3>	CC-MAIN-2020-05	https://www.bunkhistory.org/resources/3926	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597230.18/warc/CC-MAIN-20200120023523-20200120051523-00064.warc.gz	en	0.986586	487	4.09375	4	[ -0.36947202682495117, 0.38544222712516785, -0.14850442111492157, 0.349118709564209, 0.0425577238202095, -0.04473080858588219, 0.03409382700920105, -0.23951154947280884, 0.0009477501735091209, 0.020503146573901176, 0.16857028007507324, 0.4273589849472046, 0.1123758926987648, 0.3006955683231...	1	Like much of the rest of the discourse around jails, prisons and mass incarceration, Black History Month is not usually a time when we talk about the thousands of black prisoners that were forced to build America after the Civil War. It’s time to recognize them because the postwar South was literally rebuilt on their backs. Between 1866 and 1928, every Southern state in America practiced convict leasing. Convict leasing was a system that allowed private companies to lease felony prisoners from the state for a fee. Black men, women, and youth were their primary targets. A minor charge such as “simple larceny” could cost an individual 20 years of his or her life, and only if the individual survived. Approximately 90 percent of all leased prisoners were black men; three percent were black women. Youth were represented in much smaller numbers. They built railroads, cut sugarcane, made bricks, mined coal, harvested turpentine, sawed lumber, and picked cotton. Many died in the process. Some were murdered by vicious “whipping bosses” (white men hired to inflict punishment on convict laborers). Others perished from disease or injuries sustained on the job. Pregnant women sometimes died from complications during childbirth, or from injuries that followed. Prisoners paid for their alleged crimes with their lives while southern businessmen amassed fortunes from their labor. Between 1906 and 1907, roughly 1,000 prisoners leased to the Georgia-based Chattahoochee Brick Company produced close to 33 million bricks, generating sales of $239,402—or nearly $5.2 million today. Without these forced laborers, the region’s economy never would have recovered and state treasuries would have remained empty. On a national level, states that did not utilize the convict lease system earned only 32 percent of their overall expenses, while those that did exploit convict labor earned 267 percent. In 1886 alone, the state of Alabama drew in close to $100,000 in revenue, which was equivalent to one-tenth of the state’s combined income. As an author and historian who has written a prize-winning book and several articles on convict leasing, I recognize the system’s harmful effects on black men. From its inception to its decline, more black men were leased than any other group. But black women were also deeply impacted by the system, in ways that men were not.	510	ENGLISH	1
What is the culturally relevant history a therapist needs to understand when working with a client such as Donna? Each case response must be 1 page in length, with an APA Cover and Reference page. Case Study of Donna Little – Chapter 5 Donna Little is a 39-year-old Indian woman who has a history of substance misuse and has struggled with reunification with her adolescent children over the last 6 years. She was in residential school from the age of 6 to 16 years old. She has a history of domestic violence in her previous relationships. Donna was the youngest of four children in her family. Her parents, siblings, and herself were raised in the same small northern reservation. Both her parents had gone to residential school in the early 1950s, as did her grandfathers and grandmothers on both sides of her family system in the late 1910s. Donna was raised in an environment of violence and mayhem in her early childhood, which she has talked about quite extensively in counseling. Although her parents abused alcohol, she emphasizes repeatedly that her family was quite ceremonial and participated in the big drum feast and singing within the community. When Donna was 6, an Indian agent wearing a red, white, and black checkered jacket gave her candy and took her to the residential school. She never had the opportunity to say good-bye to her mom and dad, who died of tuberculosis while she was in the residential school. Donna reflects on her residential school experience with a despondent look. While in the residential school, she had only one friend she could count on. Her siblings, who were also at the school, were older and thus not allowed to play with her or sleep near her at the residence dorms. This created an incredible loneliness that Donna did not know how to fill, and often she would use alcohol to help numb that pain. She did not like to drink, but it helped her to stop her thinking badly about the past. Donna was a victim of sexual abuse in the residential school, primarily by the Roman Catholic priest who was in charge. The first time she was assaulted she was 7; the last assault occurred right before she ran away at age 16. When Donna had attempted to tell the head nun in charge of her dorm what was happening to her, she was beaten severely, to the point of unconsciousness. Donna recalls it was her friend, Sue, who nursed her back to health. Donna describes her life as difficult. She went home to her community, only to find a partner who turned out to be as violent toward her as her father was to her mother. She loves her children and cares for them deeply. She breast-fed her three children and still today can feel that connection to them. When her children were taken from her home after the last time her husband beat her, she spiraled out of control. Donna has had long periods of abstinence, has a home in her community that is well cared for, and now has a partner who loves her deeply. Donna is on welfare but hunts and fishes to help with sustenance. Donna and her partner have been together for 10 years, however, they both misuse alcohol on occasion. Donna’s present partner is nonviolent and a former residential school survivor as well. Counseling Across Cultures (Kindle Locations 3850-3871). SAGE Publications. Kindle Edition. PLACE THIS ORDER OR A SIMILAR ORDER WITH NURSING HOMEWORK HELP TODAY AND GET AN AMAZING DISCOUNT The post What is the culturally relevant history a therapist needs to understand when working with a client such as Donna? Publications appeared first on Nursing Homework Help.	<urn:uuid:f0c924e5-079e-4454-8ecb-e5ca0c131265>	CC-MAIN-2020-05	https://homeofessays.com/what-is-the-culturally-relevant-history-a-therapist-needs-to-understand-when-working-with-a-client-such-as-donna-publications-3/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250605075.24/warc/CC-MAIN-20200121192553-20200121221553-00373.warc.gz	en	0.992912	742	3.390625	3	[ -0.03175957128405571, 0.1282033622264862, 0.5612509250640869, 0.12656110525131226, -0.6505427360534668, 0.10572990775108337, 0.269528329372406, 0.13279251754283905, 0.08421972393989563, -0.34559088945388794, 0.24090929329395294, 0.28544294834136963, -0.1004624217748642, 0.4839664101600647,...	1	What is the culturally relevant history a therapist needs to understand when working with a client such as Donna? Each case response must be 1 page in length, with an APA Cover and Reference page. Case Study of Donna Little – Chapter 5 Donna Little is a 39-year-old Indian woman who has a history of substance misuse and has struggled with reunification with her adolescent children over the last 6 years. She was in residential school from the age of 6 to 16 years old. She has a history of domestic violence in her previous relationships. Donna was the youngest of four children in her family. Her parents, siblings, and herself were raised in the same small northern reservation. Both her parents had gone to residential school in the early 1950s, as did her grandfathers and grandmothers on both sides of her family system in the late 1910s. Donna was raised in an environment of violence and mayhem in her early childhood, which she has talked about quite extensively in counseling. Although her parents abused alcohol, she emphasizes repeatedly that her family was quite ceremonial and participated in the big drum feast and singing within the community. When Donna was 6, an Indian agent wearing a red, white, and black checkered jacket gave her candy and took her to the residential school. She never had the opportunity to say good-bye to her mom and dad, who died of tuberculosis while she was in the residential school. Donna reflects on her residential school experience with a despondent look. While in the residential school, she had only one friend she could count on. Her siblings, who were also at the school, were older and thus not allowed to play with her or sleep near her at the residence dorms. This created an incredible loneliness that Donna did not know how to fill, and often she would use alcohol to help numb that pain. She did not like to drink, but it helped her to stop her thinking badly about the past. Donna was a victim of sexual abuse in the residential school, primarily by the Roman Catholic priest who was in charge. The first time she was assaulted she was 7; the last assault occurred right before she ran away at age 16. When Donna had attempted to tell the head nun in charge of her dorm what was happening to her, she was beaten severely, to the point of unconsciousness. Donna recalls it was her friend, Sue, who nursed her back to health. Donna describes her life as difficult. She went home to her community, only to find a partner who turned out to be as violent toward her as her father was to her mother. She loves her children and cares for them deeply. She breast-fed her three children and still today can feel that connection to them. When her children were taken from her home after the last time her husband beat her, she spiraled out of control. Donna has had long periods of abstinence, has a home in her community that is well cared for, and now has a partner who loves her deeply. Donna is on welfare but hunts and fishes to help with sustenance. Donna and her partner have been together for 10 years, however, they both misuse alcohol on occasion. Donna’s present partner is nonviolent and a former residential school survivor as well. Counseling Across Cultures (Kindle Locations 3850-3871). SAGE Publications. Kindle Edition. PLACE THIS ORDER OR A SIMILAR ORDER WITH NURSING HOMEWORK HELP TODAY AND GET AN AMAZING DISCOUNT The post What is the culturally relevant history a therapist needs to understand when working with a client such as Donna? Publications appeared first on Nursing Homework Help.	757	ENGLISH	1
Saint Minas is one of the most revered warriors in Cyprus, alongside figures like St. George, Theodore the Tyro, Demetrius of Thessaloniki and St. Theodore Stratelates. In addition to that, Minas was thought to possess healing powers. Legend has it that during the rule of Emperor Diocletian, the saint was enrolled in the army. When he was ordered to head to Northern Africa together with other warriors to fight local Christians, Minas left the army and moved to the mountains to live alone. One day Minas came to the city to preach and to condemn paganism, for which he was arrested and sent to jail. There he was subjected to brutal torture for his refusal to return to the practice of paganism. He withstood the beating, but was executed. After his body was burned, Christians took his remains to Alexandria, where they were kept in a church dedicated to the Saint. Historians are unsure about the exact date when the monastery was founded, but they do know that the first mention of it was made in the Paris Codex of 1562. The only thing that these records do state is that the monastery was established in the 17th century. The monastery also has a gospel published in Venice in 1606. The gospel includes numerous notes written in the period of 1698-1610 by the monastery’s inhabitants about its everyday life. In 1727 the Archdiocese of Cyprus had detailed recordings of the monastery’s list of possessions, while the Russian monk and traveler Vasily Grigorovich-Barsky, who visited the retreat in 1734, had described the monastery and the miracle-working icon of St. Minas in his travel diaries. Thanks to these bits and pieces of information, we have substantial documentary evidence about the monastery’s existence during the 16th-18th centuries. At the end of the 19th century an alternative theory about the monastery’s founding had emerged. French archeologist Camille Enlart suggested that the monastery was built in the 15th century by the Dominican Order. Enlart also identified the monastery as that of St. Epiphanius. There is no documentary evidence to support this claim. To the contrary, the fact that the monastery church was erected only in the 18th century — contradicts the archeologist’s claim. Unfortunately, the icon of St. Minas, which was thought to possess miracle-working powers, has been lost irretrievably. By the middle of the 18th century things at the almost empty monastery were starting to improve: dilapidated buildings had been restored and a new church had been erected and decorated with fine frescoes and a carved iconostasis. These changes date back to 1754 — a year that is indicated at the southern entrance into the church. Another sign — located on the eastern wall of the church — dates back to 1760 and reveals the fact that during the said period the monastery had its own olive oil processing facility and crafts workshops. These signs indicate that this was a prosperous time for the monastery. The downfall came following the defeat of the liberation uprising of 1821. The event saw many of the clergy and secular people murdered, while the Archbishop of Cyprus was executed. By 1837 the monastery had become entirely abandoned and its buildings were rented out to farmers. In 1965 a group of eight nuns moved there from St. Georgios Alamanou Monastery. Gradually, things started to get back on track. The nuns oversaw the restoration of the church, repaired the damaged cells and built new ones, planted flowers and started a fruit garden. By the end of the 20th century two new chapels had been constructed and dedicated to St. Ignatios and St. George as well as St. Stilian (a patron of infants and infertile women). By the beginning of the 21st century the Monastery of St. Minas had become one of the largest in Cyprus. Thanks to the tall, imposing walls, which are reinforced with additional buttresses and include small windows that look like loopholes, the monastery resembles a medieval fortress. The two-story buildings line the perimeter of the monastery. The main church is located in the center of the courtyard. It is a single-aisle basilica with an arcade on the northern and southern side. The gable roof is covered in tile, while the bell tower perfectly complements the entire ensemble. Legend has it that the construction of the monastery was financed by a high-level bureaucrat from the Ottoman Empire, who had secretly converted to Christianity. Local residents call his alleged burial site the “Turk’s grave”. The wooden three-tiered iconostasis, which dates back to the 18th century, is one of the church’s main treasures. The Festival and the Deesis tier on the altar gate are heavily gold-plated, while the Veneration tier has been left untouched. This is because the artist, who worked on it, was killed by burglars in the middle of his work. The gate was left unfinished in his memory. Other church objects worth noting are the 18th century intricate pulpit, the wooden balcony decorated with floral patterns and the carved lectern. The walls of the church have been decorated with frescoes. Their painter, Father Filaret, was a student at the iconography school of the Monastery of Saint Herakleidios. One of the frescoes shows St. Minas, the other one depicts St. George, while the third one, which is called “The Brink of Humility” — portrays the crucified Savior, His Passions and His tomb, where instead of lying down, Christ appears to be hanging on the Holy Cross. Icon painter Ioannikiy, who just like Father Filaret lived in the middle of the 18th century, also worked on the images depicted on the altar gate. The image of St. Lazarus was created in 1778 by Father Leontiy, while the icon of the Virgin Hodegetria, which is located to the left of the Royal Doors, was painted in 1604 by a painter named Luka from the village of Tochni. The icon was first kept in a church located in Parsada. But in 1754 monks brought the image to the Monastery of St. Minas. However, this wasn’t the icon’s final stop. When the monastery ceased to function, the icon was moved to a local church in the village of Ora. Finally, one hundred years later the icon returned to the Monastery of St. Minas. However, the version shown in the iconostasis is merely a copy of the original.	<urn:uuid:cd8e91ac-cb55-4165-b59a-a1c049fb1c62>	CC-MAIN-2020-05	http://cyprusfortravellers.net/en/place/agios-minas-monastery	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606226.29/warc/CC-MAIN-20200121222429-20200122011429-00227.warc.gz	en	0.982594	1,390	3.515625	4	[ 0.43356072902679443, 0.5828097462654114, 0.4881381094455719, -0.22073936462402344, -0.05420295149087906, -0.5560671091079712, -0.1786453127861023, 0.42883190512657166, 0.32025253772735596, 0.34881842136383057, -0.3423241376876831, -0.35344845056533813, -0.2377793788909912, 0.43094447255134...	9	Saint Minas is one of the most revered warriors in Cyprus, alongside figures like St. George, Theodore the Tyro, Demetrius of Thessaloniki and St. Theodore Stratelates. In addition to that, Minas was thought to possess healing powers. Legend has it that during the rule of Emperor Diocletian, the saint was enrolled in the army. When he was ordered to head to Northern Africa together with other warriors to fight local Christians, Minas left the army and moved to the mountains to live alone. One day Minas came to the city to preach and to condemn paganism, for which he was arrested and sent to jail. There he was subjected to brutal torture for his refusal to return to the practice of paganism. He withstood the beating, but was executed. After his body was burned, Christians took his remains to Alexandria, where they were kept in a church dedicated to the Saint. Historians are unsure about the exact date when the monastery was founded, but they do know that the first mention of it was made in the Paris Codex of 1562. The only thing that these records do state is that the monastery was established in the 17th century. The monastery also has a gospel published in Venice in 1606. The gospel includes numerous notes written in the period of 1698-1610 by the monastery’s inhabitants about its everyday life. In 1727 the Archdiocese of Cyprus had detailed recordings of the monastery’s list of possessions, while the Russian monk and traveler Vasily Grigorovich-Barsky, who visited the retreat in 1734, had described the monastery and the miracle-working icon of St. Minas in his travel diaries. Thanks to these bits and pieces of information, we have substantial documentary evidence about the monastery’s existence during the 16th-18th centuries. At the end of the 19th century an alternative theory about the monastery’s founding had emerged. French archeologist Camille Enlart suggested that the monastery was built in the 15th century by the Dominican Order. Enlart also identified the monastery as that of St. Epiphanius. There is no documentary evidence to support this claim. To the contrary, the fact that the monastery church was erected only in the 18th century — contradicts the archeologist’s claim. Unfortunately, the icon of St. Minas, which was thought to possess miracle-working powers, has been lost irretrievably. By the middle of the 18th century things at the almost empty monastery were starting to improve: dilapidated buildings had been restored and a new church had been erected and decorated with fine frescoes and a carved iconostasis. These changes date back to 1754 — a year that is indicated at the southern entrance into the church. Another sign — located on the eastern wall of the church — dates back to 1760 and reveals the fact that during the said period the monastery had its own olive oil processing facility and crafts workshops. These signs indicate that this was a prosperous time for the monastery. The downfall came following the defeat of the liberation uprising of 1821. The event saw many of the clergy and secular people murdered, while the Archbishop of Cyprus was executed. By 1837 the monastery had become entirely abandoned and its buildings were rented out to farmers. In 1965 a group of eight nuns moved there from St. Georgios Alamanou Monastery. Gradually, things started to get back on track. The nuns oversaw the restoration of the church, repaired the damaged cells and built new ones, planted flowers and started a fruit garden. By the end of the 20th century two new chapels had been constructed and dedicated to St. Ignatios and St. George as well as St. Stilian (a patron of infants and infertile women). By the beginning of the 21st century the Monastery of St. Minas had become one of the largest in Cyprus. Thanks to the tall, imposing walls, which are reinforced with additional buttresses and include small windows that look like loopholes, the monastery resembles a medieval fortress. The two-story buildings line the perimeter of the monastery. The main church is located in the center of the courtyard. It is a single-aisle basilica with an arcade on the northern and southern side. The gable roof is covered in tile, while the bell tower perfectly complements the entire ensemble. Legend has it that the construction of the monastery was financed by a high-level bureaucrat from the Ottoman Empire, who had secretly converted to Christianity. Local residents call his alleged burial site the “Turk’s grave”. The wooden three-tiered iconostasis, which dates back to the 18th century, is one of the church’s main treasures. The Festival and the Deesis tier on the altar gate are heavily gold-plated, while the Veneration tier has been left untouched. This is because the artist, who worked on it, was killed by burglars in the middle of his work. The gate was left unfinished in his memory. Other church objects worth noting are the 18th century intricate pulpit, the wooden balcony decorated with floral patterns and the carved lectern. The walls of the church have been decorated with frescoes. Their painter, Father Filaret, was a student at the iconography school of the Monastery of Saint Herakleidios. One of the frescoes shows St. Minas, the other one depicts St. George, while the third one, which is called “The Brink of Humility” — portrays the crucified Savior, His Passions and His tomb, where instead of lying down, Christ appears to be hanging on the Holy Cross. Icon painter Ioannikiy, who just like Father Filaret lived in the middle of the 18th century, also worked on the images depicted on the altar gate. The image of St. Lazarus was created in 1778 by Father Leontiy, while the icon of the Virgin Hodegetria, which is located to the left of the Royal Doors, was painted in 1604 by a painter named Luka from the village of Tochni. The icon was first kept in a church located in Parsada. But in 1754 monks brought the image to the Monastery of St. Minas. However, this wasn’t the icon’s final stop. When the monastery ceased to function, the icon was moved to a local church in the village of Ora. Finally, one hundred years later the icon returned to the Monastery of St. Minas. However, the version shown in the iconostasis is merely a copy of the original.	1,413	ENGLISH	1
Alexander III the Great still remains one of the greatest commanders who have ever lived. He was born in 21st July, 356 BC and died in 11th June, 323 BC. He was the King of Macedon whom, at only thirty years of age, had already conquered the biggest empire that any leader can ever imagine. He had conquered Europe and most of Asia. This conquest was however short-lived as he unexpectedly died at age thirty two with fever. His death marked the beginning of fall to his vast kingdom as divisions come up from his various generals. Fight for the control of power led to divisions of this empire. This was something he would have never agreed to if given a chance to do so. This paper seeks to explore reasons why Alexander III the Great’s empire fell so fast after his death. First-Class Online Research Paper Writing Service - Your research paper is written by a PhD professor - Your requirements and targets are always met - You are able to control the progress of your writing assignment - You get a chance to become an excellent student! He succeeded his father, King Philip II of Macedon, who was assassinated by one of his bodyguards at a wedding ceremony. His mother was Philip’s fourth wife Olympias who was the King of Epirus’ daughter. She was Philip’s principle wife for most of his kingship. Alexander the Great therefore grew in the royal family. In his early life, he had been tutored by Aristotle. He was taught much of arts, war, music, and philosophy. This greatly contributed to his zeal for success. The lessons molded him for the great task ahead. At only sixteen, his father had entrusted him with the army when he was away. Alexander defeated the Thracian neighbors going ahead to establish his first city. He named it Alexandropolis after himself. Alexander had also managed to tame a hostile horse that was to belong to his father Philip. This horse was afraid of the shadow from the sun. Alexander offered himself to tame this horse and superbly succeeded. This made his father to buy him the horse. These were clear signs of the potential Alexander possessed as this only happened at ten years of age. He was therefore destined to be the heir to the throne. Not only was he groomed for this but he was also aware of it and adequately prepared himself for it. He was well taught the act of war, something he well perfected during the battles. King Philip II, his father had entrusted him with commanding the army. He took this opportunity under the guidance of hid father to expand and strengthen the army. This helped the father to easily defeat his enemies. They could go to wars with Alexander controlling one group of soldiers while the father controlling the other. After the death of his father, Alexander took over the throne as an already established soldier. He took time during his previous years to build a very strong army. His father Philip had also been able to establish a very peaceful empire. He took time to diplomatically bring peace among the other parts of his kingdom that had rebelled. This may have a very good beginning for Alexander’s as he had little internal battles to fight. He however ordered for the execution of those he thought were a threat to his kingship. He was later given the award of the Greece generalship. This gave him an opportunity to continue with his father’s plans. The late Philip had planned to systematically expand the kingdom. This assured him of his grip on power. Thebes also had refused to acknowledge his authority. He responded by invading it with his army killing all the 6,000 soldiers there. After successfully taking control of Greece, he decided to invade and capture Persia. He succeeded in the first attempt but king Darius of Persia and his army retreated controlled a section of their territory. Alexander and his army went ahead southwards against Egypt. He was welcomed here and was like a liberator for them as they had been under Persian rule for long. He went ahead to the lower Asian territories. After many conquests, he returned with his army to finish out Persia. This is a mission he successfully accomplished. King Darius died in this war. He therefore matched to Babylon and occupied king Nebuchadnezzar II’s palace. He had planned to establish Babylon as the capital of his entire kingdom. This was to be his base as he planned to attack Arabia and North Africa. This plan was however not successful as hedied after a short while. As noted by Depuydt in Die Welt des Orients, Alexander the Great died on 11th June 323 BC in Nebuchadnezzar’s palace. He had fever following a private drinking party that had been hosted by Medius of Larissa. His fever grew worse by each day bringing worry to the soldiers. By the time he was becoming speechless, his Macedonian soldiers were arranged to pass by him as an honor. The best he could do at this time was to speechlessly wave to them. He later succumbed to this ailment. This was the end to a king who had ambitiously conquered a considerably large empire for himself. As per his plans, he was to continue with this trend to maybe the entire world. The astonishment starts after the death of this great king. The news of his sudden death spread to the unbelief of Greece and other towns. This was to be the beginning of another twist to the Macedonian empire. He had set a different legacy in all the territories he had conquered. He believed in the maintenance of peace through intermarriages. This was seen as he encouraged his soldiers to marry with the natives. He also imported people from other towns to live with the rest. He believed that his empire would be a peaceful one through such coexistence. This was his legacy. By the time of his death, he had not picked an apparent heir to his throne. This was an important factor in his succession. The process of picking the heir was not an easy as their there was no automatic one. The one who could have been one was not yet born. This prompted his generals to fight for his position. Rivalry was evident as each one of them fought to control a section of the empire. Perdicas and Meleager were some of the commanders who were killed in Asia. Later, another general named Antigonas controlled the Macedonian empire. This however did not last long as rivalry still come into surface prompting other commanders to gang against him. He later died in battle. Consequently, the entire Macedonian kingdom was split into four main territories: Macedonia which included Greece was controlled by Cassander; Ptolemy became the king of Egypt; Celeusus become the king of Asia; and Thrace was controlled by Lysimachus. The chaos was experienced depicted that Alexander’s mission across the whole his entire empire was not embraced by the rest. He may have not had other allies who embraced his vision. He continued with conquest believing that he brought unity amongst these towns. This was not the case as evidenced by what happens after his death. Civil war broke up in Macedonia as power struggles ensured between different entities. Greece had been occupied by the Macedonians. Greece later planned to free themselves from their rule. They rebelled against them, a decision that started another war known as Lamian War. The Macedonians were defeated and expelled out of Greece. They however went back after getting reinforcement from Craterus. The great Macedonian empire continued with is woes for the next almost fifty years. It was falling never to rise again to the former glory. Later the Romans attacked Macedonia terribly conquering it in 197 BC. It was later to be relegated to become one of the Roman provinces. This was the beginning of Roman Empire. They controlled Macedonia until the 19th century. Rome also conquered Greece at the same period. Egypt was later added to be part of the Roman Empire. As it is pointed out by Knight (2010), those that worked with him never embraced his vision. Alexander’s death could have provided them an opportunity to continue with his works. It also comes out that Alexander the Great had written down an organized vision of how he wanted things to happen in the expanded Macedonian empire. All his commanders fail to implement these even after the written document is read to the soldiers. He was wanted the intermarriage between different cities in Europe and Asia. He believed this as the only way to enhance development in these regions. According to him, the family ties created would be an asset in peaceful coexistence. This is the reason he encourages his soldiers to marry annd to have children with the native women. After Alexander’s death all these marriages broke proving that they did this out of insistence by the leader. It should also be pointed out that Alexander had his weakness that featured after his death to influence the fall of the Macedonian empire. He was so much authoritative and ambitious that nothing could stand between him and his mission. He was a high tempered and an over reactive person. He could not stand any opposition as those who stood out like him were all done away with. This led him to the execution of all those who may have been the ideal heirs to the throne. This may have also distanced his potential allies from him due to fear. For all those years, he could not have missed to groom someone to be so close to him to take the throne in his absence. His ambition went had limitations. There is on the absolute authority of a leader during this system of ruler ship. It was upon him to ensure that another leader was ready at anytime. His father did that to him but he failed to do the same. An effective government or kingdom must have structures. These structures are based on different levels of management with appointed leaders. Such is the only way to have absolute authority over the subjects. This is missing in Alexander the Great’s empire. Unlike his father Philip who was well organized, he failed to organize his vast kingdom. There is no place we see an organized structure of management in all the areas he conquers. His kingdom remains vulnerable as himself and his army continues fighting ahead. This greatly contributed to the fast downfall of his kingdom as he was the only unifying factor. The mention of his name made towns, cities and monarchs surrender. After his death, the loopholes in his rule resurface as rebellion openly emerges. There were no structures put in place to manage the entire Macedonian empire. This led to the civil wars and the divisions of the empire. There had been some disquiet amongst some commanders in Alexander’s army just before his death. There was a problem when they had come from the Persian invasion. Many of the soldiers had died on their way back through the desert due to hunger and exhaustion. Alexander held a big victory party after he dismissed 10,000 veteran soldiers to go back to Macedonia. This led to the mutiny by the army, something that enraged him. He then ordered the execution of the ring leader to his bodyguards. This incident created tension in the army and most of his close generals. This may have contributed to the fall out of the generals after his death. Alexander the Great may not have picked a successor like his father did due egoism. He was so much filled with himself and his achievements. He may never imagine anybody to be the king but him. In Persia, he trains the Persian youths in the Macedonian ways. He introduces his own culture in this territory. He recruits these almost 30,000 Persian youths in the army. It also seen that remains with all the children that were born by the Macedonian army men with the native women. He decides to live with them instead of giving them away to their mothers. He works on a plan of coming with a hybrid army that will only be attached to him. He has no thought of bringing other leaders into the picture. This may have distanced some of the leaders from him and the new breed of this army. In conclusion, Alexander III the Great of Macedon was a King who achieved a lot in terms of the military power. He was able to establish the biggest empire for that matter. The success of this empire however vanished with the death Alexander. Immediately after his death, this kingdom encountered upheavals that led to its collapse. It was clear that his death came by surprise as he had not put things in order. He failed to provide a good structure for the unity of the entire empire. As much as he had great vision for this kingdom, it seemed that all those who worked with him had not embraced this. This remains to be part of history that is a lesson to all the present leaders who are so ambitious with their achievements at the expense of the long term stability of their jurisdictions. Most popular orders	<urn:uuid:6b301509-ddd1-4cde-a3b8-5311aabaae6b>	CC-MAIN-2020-05	https://essaysexperts.com/essays/history/alexander-the-great-s-empire.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601040.47/warc/CC-MAIN-20200120224950-20200121013950-00333.warc.gz	en	0.995263	2,607	3.453125	3	[ -0.26851385831832886, 0.5245083570480347, 0.38006076216697693, 0.16881313920021057, -0.32638710737228394, -0.619979977607727, 0.08123178035020828, 0.3448604941368103, -0.2915213406085968, -0.29086387157440186, 0.1328303962945938, -0.2672295570373535, 0.3059592843055725, -0.1030661463737487...	1	Alexander III the Great still remains one of the greatest commanders who have ever lived. He was born in 21st July, 356 BC and died in 11th June, 323 BC. He was the King of Macedon whom, at only thirty years of age, had already conquered the biggest empire that any leader can ever imagine. He had conquered Europe and most of Asia. This conquest was however short-lived as he unexpectedly died at age thirty two with fever. His death marked the beginning of fall to his vast kingdom as divisions come up from his various generals. Fight for the control of power led to divisions of this empire. This was something he would have never agreed to if given a chance to do so. This paper seeks to explore reasons why Alexander III the Great’s empire fell so fast after his death. First-Class Online Research Paper Writing Service - Your research paper is written by a PhD professor - Your requirements and targets are always met - You are able to control the progress of your writing assignment - You get a chance to become an excellent student! He succeeded his father, King Philip II of Macedon, who was assassinated by one of his bodyguards at a wedding ceremony. His mother was Philip’s fourth wife Olympias who was the King of Epirus’ daughter. She was Philip’s principle wife for most of his kingship. Alexander the Great therefore grew in the royal family. In his early life, he had been tutored by Aristotle. He was taught much of arts, war, music, and philosophy. This greatly contributed to his zeal for success. The lessons molded him for the great task ahead. At only sixteen, his father had entrusted him with the army when he was away. Alexander defeated the Thracian neighbors going ahead to establish his first city. He named it Alexandropolis after himself. Alexander had also managed to tame a hostile horse that was to belong to his father Philip. This horse was afraid of the shadow from the sun. Alexander offered himself to tame this horse and superbly succeeded. This made his father to buy him the horse. These were clear signs of the potential Alexander possessed as this only happened at ten years of age. He was therefore destined to be the heir to the throne. Not only was he groomed for this but he was also aware of it and adequately prepared himself for it. He was well taught the act of war, something he well perfected during the battles. King Philip II, his father had entrusted him with commanding the army. He took this opportunity under the guidance of hid father to expand and strengthen the army. This helped the father to easily defeat his enemies. They could go to wars with Alexander controlling one group of soldiers while the father controlling the other. After the death of his father, Alexander took over the throne as an already established soldier. He took time during his previous years to build a very strong army. His father Philip had also been able to establish a very peaceful empire. He took time to diplomatically bring peace among the other parts of his kingdom that had rebelled. This may have a very good beginning for Alexander’s as he had little internal battles to fight. He however ordered for the execution of those he thought were a threat to his kingship. He was later given the award of the Greece generalship. This gave him an opportunity to continue with his father’s plans. The late Philip had planned to systematically expand the kingdom. This assured him of his grip on power. Thebes also had refused to acknowledge his authority. He responded by invading it with his army killing all the 6,000 soldiers there. After successfully taking control of Greece, he decided to invade and capture Persia. He succeeded in the first attempt but king Darius of Persia and his army retreated controlled a section of their territory. Alexander and his army went ahead southwards against Egypt. He was welcomed here and was like a liberator for them as they had been under Persian rule for long. He went ahead to the lower Asian territories. After many conquests, he returned with his army to finish out Persia. This is a mission he successfully accomplished. King Darius died in this war. He therefore matched to Babylon and occupied king Nebuchadnezzar II’s palace. He had planned to establish Babylon as the capital of his entire kingdom. This was to be his base as he planned to attack Arabia and North Africa. This plan was however not successful as hedied after a short while. As noted by Depuydt in Die Welt des Orients, Alexander the Great died on 11th June 323 BC in Nebuchadnezzar’s palace. He had fever following a private drinking party that had been hosted by Medius of Larissa. His fever grew worse by each day bringing worry to the soldiers. By the time he was becoming speechless, his Macedonian soldiers were arranged to pass by him as an honor. The best he could do at this time was to speechlessly wave to them. He later succumbed to this ailment. This was the end to a king who had ambitiously conquered a considerably large empire for himself. As per his plans, he was to continue with this trend to maybe the entire world. The astonishment starts after the death of this great king. The news of his sudden death spread to the unbelief of Greece and other towns. This was to be the beginning of another twist to the Macedonian empire. He had set a different legacy in all the territories he had conquered. He believed in the maintenance of peace through intermarriages. This was seen as he encouraged his soldiers to marry with the natives. He also imported people from other towns to live with the rest. He believed that his empire would be a peaceful one through such coexistence. This was his legacy. By the time of his death, he had not picked an apparent heir to his throne. This was an important factor in his succession. The process of picking the heir was not an easy as their there was no automatic one. The one who could have been one was not yet born. This prompted his generals to fight for his position. Rivalry was evident as each one of them fought to control a section of the empire. Perdicas and Meleager were some of the commanders who were killed in Asia. Later, another general named Antigonas controlled the Macedonian empire. This however did not last long as rivalry still come into surface prompting other commanders to gang against him. He later died in battle. Consequently, the entire Macedonian kingdom was split into four main territories: Macedonia which included Greece was controlled by Cassander; Ptolemy became the king of Egypt; Celeusus become the king of Asia; and Thrace was controlled by Lysimachus. The chaos was experienced depicted that Alexander’s mission across the whole his entire empire was not embraced by the rest. He may have not had other allies who embraced his vision. He continued with conquest believing that he brought unity amongst these towns. This was not the case as evidenced by what happens after his death. Civil war broke up in Macedonia as power struggles ensured between different entities. Greece had been occupied by the Macedonians. Greece later planned to free themselves from their rule. They rebelled against them, a decision that started another war known as Lamian War. The Macedonians were defeated and expelled out of Greece. They however went back after getting reinforcement from Craterus. The great Macedonian empire continued with is woes for the next almost fifty years. It was falling never to rise again to the former glory. Later the Romans attacked Macedonia terribly conquering it in 197 BC. It was later to be relegated to become one of the Roman provinces. This was the beginning of Roman Empire. They controlled Macedonia until the 19th century. Rome also conquered Greece at the same period. Egypt was later added to be part of the Roman Empire. As it is pointed out by Knight (2010), those that worked with him never embraced his vision. Alexander’s death could have provided them an opportunity to continue with his works. It also comes out that Alexander the Great had written down an organized vision of how he wanted things to happen in the expanded Macedonian empire. All his commanders fail to implement these even after the written document is read to the soldiers. He was wanted the intermarriage between different cities in Europe and Asia. He believed this as the only way to enhance development in these regions. According to him, the family ties created would be an asset in peaceful coexistence. This is the reason he encourages his soldiers to marry annd to have children with the native women. After Alexander’s death all these marriages broke proving that they did this out of insistence by the leader. It should also be pointed out that Alexander had his weakness that featured after his death to influence the fall of the Macedonian empire. He was so much authoritative and ambitious that nothing could stand between him and his mission. He was a high tempered and an over reactive person. He could not stand any opposition as those who stood out like him were all done away with. This led him to the execution of all those who may have been the ideal heirs to the throne. This may have also distanced his potential allies from him due to fear. For all those years, he could not have missed to groom someone to be so close to him to take the throne in his absence. His ambition went had limitations. There is on the absolute authority of a leader during this system of ruler ship. It was upon him to ensure that another leader was ready at anytime. His father did that to him but he failed to do the same. An effective government or kingdom must have structures. These structures are based on different levels of management with appointed leaders. Such is the only way to have absolute authority over the subjects. This is missing in Alexander the Great’s empire. Unlike his father Philip who was well organized, he failed to organize his vast kingdom. There is no place we see an organized structure of management in all the areas he conquers. His kingdom remains vulnerable as himself and his army continues fighting ahead. This greatly contributed to the fast downfall of his kingdom as he was the only unifying factor. The mention of his name made towns, cities and monarchs surrender. After his death, the loopholes in his rule resurface as rebellion openly emerges. There were no structures put in place to manage the entire Macedonian empire. This led to the civil wars and the divisions of the empire. There had been some disquiet amongst some commanders in Alexander’s army just before his death. There was a problem when they had come from the Persian invasion. Many of the soldiers had died on their way back through the desert due to hunger and exhaustion. Alexander held a big victory party after he dismissed 10,000 veteran soldiers to go back to Macedonia. This led to the mutiny by the army, something that enraged him. He then ordered the execution of the ring leader to his bodyguards. This incident created tension in the army and most of his close generals. This may have contributed to the fall out of the generals after his death. Alexander the Great may not have picked a successor like his father did due egoism. He was so much filled with himself and his achievements. He may never imagine anybody to be the king but him. In Persia, he trains the Persian youths in the Macedonian ways. He introduces his own culture in this territory. He recruits these almost 30,000 Persian youths in the army. It also seen that remains with all the children that were born by the Macedonian army men with the native women. He decides to live with them instead of giving them away to their mothers. He works on a plan of coming with a hybrid army that will only be attached to him. He has no thought of bringing other leaders into the picture. This may have distanced some of the leaders from him and the new breed of this army. In conclusion, Alexander III the Great of Macedon was a King who achieved a lot in terms of the military power. He was able to establish the biggest empire for that matter. The success of this empire however vanished with the death Alexander. Immediately after his death, this kingdom encountered upheavals that led to its collapse. It was clear that his death came by surprise as he had not put things in order. He failed to provide a good structure for the unity of the entire empire. As much as he had great vision for this kingdom, it seemed that all those who worked with him had not embraced this. This remains to be part of history that is a lesson to all the present leaders who are so ambitious with their achievements at the expense of the long term stability of their jurisdictions. Most popular orders	2,609	ENGLISH	1
The modern history of English secondary education begins with the 1944 Education Act, usually known as the Butler Act. It was, for better and worse, the most important piece of education legislation of the 20th century, but was expected to reform an educational system already deeply divisive and inequitable. In some ways it promoted the hopes of wartime democracy; in others it betrayed them. It raised the school-leaving age to 15 and made secondary education universal and free. It equalised the payment of teachers in all state secondary schools and devised procedures by which nearly all the religious elementary schools were incorporated into the state system. It didn’t specify what kind of secondary education local authorities should establish, and as a result they fell back on what already existed and what conventional opinion thought appropriate: grammar schools for the academically inclined, junior technical schools for those with superior technical aptitudes and secondary moderns for those of a ‘practical’ turn of mind. In fact, the junior technical schools were soon allowed to die, largely because they were too expensive, and what emerged was a bipartite system of secondary grammar schools and secondary modern schools, between which there was no parity of esteem or resource. The secondary moderns were not as bad as their reputation, but they undoubtedly had a depressing effect on those who attended them. Failure began at the age of 11, when the great sorting-out took place. Those who passed the 11+ went to grammar schools; those who didn’t to secondary moderns. To parents ambitious for their children but who could not afford private education, failure in the 11+ was about as great a disaster as could befall a family. The 1950s were the high point of the grammar schools. About a quarter of pupils went to them and received, on the whole, an excellent academic education. Although primarily middle-class institutions, a significant number of working-class children also attended them. For some this meant cultural liberation and social advance; for others merely social alienation. Even by this point, however, there was diminishing support for grammar schools. From the late 1940s there was pressure from the labour movement to replace them with ‘multilateral’ schools (i.e. comprehensives), largely on the grounds that the working class gained no net benefit from them. There was also significant middle-class hostility, especially from those whose children had failed the 11+ or were thought likely to do so. While most conceded that they were indeed good schools, such good, it was argued, was outweighed by the damage they did to the majority who went instead to those symbols of failure, the secondary moderns. The 1944 Act thus left England with a state school structure that had decreasing social and political legitimacy. But the Act missed another opportunity: it left the public schools alone. They had feared the worst during the war and were themselves responsible for the appointment of a committee under Lord Fleming to consider their relationship to society and to wartime democracy. The committee’s report was feeble, though some children benefited from the scholarships set up by a few education authorities under its aegis. Doing away with the public schools, however desirable, would not have been easy. They would have been strongly defended and abolition would have meant an infringement of individual liberties – today the EU would not permit it for that reason. Yet the Labour Party’s indifference is puzzling, given these schools’ centrality to a class system Labour was supposedly committed to abolishing. Not one Labour MP supported an amendment to the 1944 Act which would have required parents to send their children to a local authority school. Few of the Labour MPs who had gone to public schools (Attlee included) showed any enthusiasm for the proposal, while for most of the remainder public schools were simply too distant to register on their ideological consciousness. When Labour returned to office in 1964 England possessed a primary school system divided between Local Education Authority schools (the successors to the old board schools), voluntary or ‘aided’ schools (mostly Anglican or Catholic) and a comparatively small number of preparatory schools which ‘prepared’ their students for public school entrance. There were four kinds of secondary school: public, direct-grant (which received state funding from Whitehall on condition that they took a proportion of their pupils on scholarships), grammar and secondary modern. By this time Labour was committed to comprehensive education, having accepted the argument that the bipartite structure worked against the majority of working-class children. After Anthony Crosland, the education secretary, asked LEAs to plan for a move towards a comprehensive system in 1965, the number of comprehensive schools rapidly increased (especially when Thatcher was education secretary in the early 1970s). Although LEAs were never compelled to turn their schools into comprehensives, only a few (like Kent) held out, and there was little sign of widespread opposition to the change. The comprehensives, however, simplified the system without solving the problem. The Labour Party had no clear idea how the schools should be organised: whether, for example, children should be streamed or not. (In most schools they were not.) The direct-grant schools, such as Manchester Grammar School, which had formidable academic reputations, were allowed to become independent if they wished – and most did. The public schools were again untouched and now combined social cachet with a highly publicised ability to get people into the right universities and the right jobs. The ‘postcode’ issue – the tendency of comprehensives and sixth-form colleges to become more or less desirable depending on their location – wasn’t overcome, and attempts to do anything about it (via lotteries, for instance, as recently employed in Brighton, or bussing) have excited much hostility. There was also a real element of unfairness in the whole business. The rights of the well-to-do to buy a superior education were protected, while the rights of the not well-to-do to get one gratis at a grammar school were abolished. Crosland seems to have been motivated more by a hatred of grammar schools than a love of comprehensives. (‘If it’s the last thing I do,’ he’s supposed to have said, ‘I’m going to destroy every fucking grammar school in England. And Wales and Northern Ireland.’) The fact is that the Labour Party had only the vaguest notion of what might constitute a democratic educational system. In retrospect, what is striking is the absence among the country’s political elites of any strong ideological support for the comprehensives when they came under attack, which they soon did. In the minds of critics the comprehensives were associated with ‘progressive’ education, general slackness and the abandonment of formal standards of literacy and numeracy. Their failings were the subject of constant press attack, and these criticisms were given some respectability by James Callaghan, now prime minister, who announced in a speech in Oxford in 1976 that in his view teacher training, the curriculum, classroom practice and (by extension) the comprehensives themselves were fair game. Even more unsympathetic to the comprehensives, the Thatcher government made some attempt to weaken them by providing alternatives. Schools were allowed to opt out of LEA control and an assisted places scheme was introduced to permit subsidised entry into public schools for children who did well in a school’s entrance exam. The government also encouraged the foundation of city technology colleges (CTCs), which were meant to be primarily technological institutions but were looking increasingly like grammar schools. Few schools, however, opted out; not many CTCs were established; and, on the whole, assisted places did not go to the clever working-class children for whom they were intended. More important was the government’s decision to seize control of the curriculum: to determine what was taught, how it was taught and when it was taught. Here the dominant ‘market’ metaphor was useful as a way to measure ‘outputs’, to establish criteria of success or failure and to judge schools ‘objectively’ by a quasi-numerical process. This is the culture of the league table, which in the last twenty years has operated in ever more extensive and refined ways. In the area of ‘choice’ and ‘competition’ the market metaphor was less useful. In practice, the Conservatives were much more interested in discipline and authority than in choice, and their educational policies were more prescriptive than libertarian: an awkward inheritance that encumbered Tony Blair’s government from the start. When Labour returned to office in 1997 education (as we were repeatedly told) was to be central to its programme. Though the rapid growth in the number of comprehensives had given England a closer approximation to a common education system than ever before, the system remained highly diverse and hierarchical, with independent schools at the top, followed by grammar schools, CTCs, voluntary schools, grant-maintained schools (those that had opted out of LEA control) and finally comprehensives. The assisted places scheme did not survive the change of government: the scars of the 11+ were still too raw even for New Labour. But Blair and his circle had little sympathy for the LEAs or the comprehensives, or for any of Old Labour’s modest egalitarianism. In any event, the criteria adopted as measures of educational success left little room for schools whose raison d’être was partly social democratic; and, as it turned out, the government wasn’t entirely hostile to selection. The way the league tables were organised, when they began to be published in 1992, allowed the government to identify ‘failing’ schools: secondary schools which failed not only their students but even more, it was argued, the economy. Such schools, all comprehensives, were seen as the secondary moderns of our time, a curious twist since it was precisely these schools which were designed to rescue children from the horrors of the secondary moderns. The aim of Blair’s government was to rejig the whole system. The all-in, ‘bog standard’ comprehensive was to go, replaced by specialist schools, community schools, trust schools, foundation schools – most of which, nonetheless, were recognisably the schools they had supposedly succeeded. For Blair, the two classes of school that really mattered were the voluntary-aided schools, now usually called ‘faith’ schools, and a new type of school, the city academy. Of the two, Gordon Brown’s government is clearly putting its money on the academies. The faith schools were a particular enthusiasm of Blair’s but are viewed with suspicion by the Labour Party as a whole. Their admirers believe they have an ‘ethos’ and an academic discipline close to those of the grammar schools. They are popular with many middle-class parents, who often get religion when they start thinking about their children’s education. But faith schools are inherently divisive: that is their function. And their admissions practices hardly square with Labour’s policies of social inclusion. In a surprisingly frank statement to the House of Commons Select Committee on Children, Schools and Families in January, the education minister, Ed Balls, made it clear that it was ‘not the policy of the government . . . to promote more faith schools’. Communities, if they wanted, might establish them but his department was not ‘leading a drive’. In this context, of course, faith schools might be decoded as Muslim schools, but even so Brown obviously does not share his predecessor’s particular enthusiasm. The city academies are a much more serious matter. The CTCs, with their private sponsorship and independence from the LEAs, were a precedent, but it seems to have been the influence of Andrew Adonis on Blair that drove the academies forward. Adonis, who is now a minister in the Department for Children, Schools and Families, and was previously in Blair’s Policy Unit, has no roots in the labour movement (which doubtless commended him to Blair) and is, if anything, a David Owenite social moderniser. His own schooling is an important part of his political personality. He went to Kingham Hill School, a boarding school for disadvantaged children, and often speaks of his debt to it: ‘I owe more than I can possibly say, or ever repay, to Kingham Hill and to those who supported me while I was there.’ The point of Kingham Hill School was to help children who might have floundered in the conventional state system. Adonis would clearly welcome more schools like it: state boarding schools providing disadvantaged children with ‘the combination of educational, residential and pastoral support where it is lacking in existing family or care settings’. In 1997, in their book A Class Act, Adonis and Stephen Pollard argued that a new ‘Super Class’ of City gents and private sector professionals was emerging and that the educational system was central to this. The middle classes were leaving the state sector while everyone else was confined to those ‘textbook’ failures, the comprehensives. Far from creating a classless society, the comprehensives were partly responsible for a new class system every bit as closed as the old one. It is from this analysis that the academies emerged: social exclusion plus failing comprehensives plus LEA inertia equals city academies. The academies are founded on two principal tenets. First is a desire to disprove the old argument that ‘what comes in comes out’, that schools for deprived children cannot achieve good academic results. Schools do not have to capitulate to local cultures, however dysfunctional. Relative poverty or deprivation, Ed Balls said in words he might come to regret, can no longer excuse educational failure. Schools are not merely consequences of their social settings; they can modify these settings by their own efforts, can create new aspirations to replace the old defeatism. Lucy Heller of ARK Schools, which runs a number of academies, says: ‘we have high aspirations academically – high absolute as well as relative aspirations . . . We profoundly believe that we can make that difference.’ The second tenet is that failing schools can be identified; that the criteria adopted by the government (usually GCSE results) are accurate measures of failure. The academies all have ‘sponsors’, who can be businessmen, universities, churches, or educational charities like ARK. At first, sponsors were required to stump up £2 million towards the cost of setting up the schools (£25-30m) but educational sponsors are now exempt. The sponsor(s) can nominate the majority of governors: there are usually around 13 governors, including one parent governor and one LEA governor (or more if the LEA is a co-sponsor), but the clear aim of the academies has been to keep the LEAs at arm’s length. Now that the government is finding it harder to get new sponsors it has allowed the LEAs to sponsor an increasing number of schools themselves – though the purists hold that these differ little from the LEA comprehensives whose governance and educational culture the academies were designed to replace. In them, it is the heads and the sponsors who are to give the schools their character and dynamism, not the LEAs. All sponsors have a corporate view of schools, even if Richard Tice, chair of governors in one of the first academies, Northampton Academy, is unusual in the frankness with which he espouses the corporate model: the school as a business and the head as a CEO. All put tremendous emphasis on leadership and the vocabulary of management; it is the head teacher, they say, who really matters, and there is no doubt that for many teachers who have survived the transition from failing comprehensive to academy these heads have been lifesavers. The problem, as one of my colleagues put it, is how to institutionalise charisma, how to proceed when the pioneering generation, some of whom, like Michael Wilshaw (the head of Mossbourne Community Academy in Hackney) have national standing, retires. Will their successors be equally effective? Academies have an autonomy that is the envy of other state schools. They have only distant relations with Whitehall and the LEAs and some would like them to be even more distant. They are suspicious of the teaching unions and would like greater freedom to opt out from national salary scales and nationally negotiated terms and conditions (LEA schools of course cannot do this). Although academies are allowed more flexibility in their teaching of the national curriculum than the comprehensives, most want even more. Tice would like the role of testing, league tables and the national curriculum ‘dramatically reduced’ and is critical of the distorting effects of testing. Few involved in education would disagree. For someone like me who went to school in the 1950s, to visit an academy is to enter familiar territory. Uniforms are not only mandatory, they concede nothing to fashion. Top buttons must be done up; definitely no trainers or baseball caps. They represent a reanglicisation of dress among students for whom American styles are (or were) de rigueur. The tone is respectful and discipline enforced. The schools would like it to be easier for them to exclude pupils and would also favour a much less protracted appeals procedure – though they are unlikely to get this since the government believes that no school should be a net beneficiary from exclusions. The academies attempt ‘small class’ teaching and are divided into sub-schools which ‘own’ their part of the institution. The government’s hope that education will be tailored to individual needs may be a vain one but that is certainly these schools’ ambition. A very close eye is kept on students’ progress, which is constantly measured against presumed norms. Those who do well are publicly recognised: photos of ‘improvers of the month’ are hung on the wall. A number of the new academies – Mossbourne, for example, whose architect was Richard Rogers – are housed in fine buildings with excellent facilities. (It is also true that in some cases they are replacing decrepit buildings which were themselves once praised for their architectural brio.) At the moment the evidence as to the success of the academies is mixed, and there is an inevitable tendency for people to like or dislike them according to preconceptions. Once established they are clearly popular with parents: all are oversubscribed (Mossbourne had 1237 applications for 180 places in 2007), and if they provide the only way for working-class children to gain access to the environment pupils at independent schools take for granted it would be a hard-heart who denied them. The schools value their relative autonomy and believe that they are capable of rapidly mobilising certain kinds of expertise, especially business exertise, which are not available to ordinary comprehensives, and of bypassing the sluggishness of many of the LEAs. Certainly, teachers feel they have support; something not always true of LEA schools. To the extent that they are ‘traditional’ – uniforms, discipline, politeness and the public rewarding of success – this isn’t a bad thing. Much was lost as well as gained when the formal education of the 1950s was abandoned. And the academies’ willingness to take on a frequently defeatist educational culture is also no bad thing. They may be over-optimistic in their aims, but it would be surprising if they didn’t have some successes. Within the present secondary school system there is clearly a case to be made for them. In a sense, the criticisms that are voiced are criticisms of the system itself. There has been a strong tendency in English secondary education for schools that administer their own admissions to become selective, however good the intentions and whatever the reason. The addition of yet another type of ‘own-admission’ school is very risky, and the academies from the beginning have had to live with the suggestion that they are or will inevitably become selective. The academies do not believe they are – indeed they believe they are comprehensives – and by the adoption of ‘banding’ are attempting to ensure that their intakes accurately reflect the social composition of local communities. (‘Banding’ is intended to ensure that places are given to the same number of children from each ability group as determined by an exam that all the children who apply to the school have to take.) Some, like the ARK schools, do not even select the 10 per cent of students which, as ‘specialist’ schools, they are entitled to. Moreover, the government now requires schools to be ‘socially inclusive’: they aren’t allowed to interview parents, for example, often a way of gauging social class – a recognition that, left to themselves, schools are tempted to tinker with their intake. The extent to which the academies are selective probably depends on the extent to which they are oversubscribed. The proportion of students entitled to free school meals – the conventional measure of poverty – will always be an issue. There have been reports that the proportion of FSM pupils has dropped in the new academies and it seems likely that neighbouring comprehensives have a disproportionate number of students from low-ability bands. But it’s unfair to draw too many conclusions from this at the moment. Selection and oversubscription are related to the vexed question of parental ‘choice’. The government has insisted that parents have a right to choose a school for their child and that choice should be dominant in the framing of policies. Yet choice in education is neither physically nor arithmetically possible. Parents can express a preference, but they cannot choose, and the government is misleading them if it pretends they can. In any case, should parents have an absolute right of choice? To ask this nowadays, of course, is to take your life in your hands; but it is a reasonable question. Education is central to the way modern society organises itself and to our conception of the good society. Most parents are in no position to make such judgments; nor should we expect them to. In arranging his own children’s education Blair always insisted on his rights as a parent and that his choice was parental rather than political (i.e. social). Should anyone have those rights? The government’s uneasiness about the answer presumably lies behind its legislation on social inclusion. But if schools are to be socially inclusive that will place a further limit on parental choice – and the government is reluctant to admit this. The academies are in the middle of a political confusion they are in no position to untangle. Then there is the question of the academies’ relationships to neighbouring comprehensives. One theory is that it’s competitive: the superior performance of the academies drives up the performance of everyone else. The other thesis is co-operative, and sees the academies raising standards all round via mutuality and shared resources. But these models can hardly operate together, and it is unclear which is preferred. And in neither case is the relationship one of equals. Both models are more likely to lead to resentment than harmony, especially as some LEA schools feel they have been denied resources in order to fund academies, and there is no doubt that more is spent per capita in the academies than in LEA schools. Once again, there is little the academies themselves can do about that. The criteria by which schools are judged to have ‘failed’ are also suspect. The academies, though many want to be freed from the tyranny of testing and league tables, have their origins in those tables. It is their presumed accuracy as benchmarks that underlies the notion of the ‘failing’ school. This was made clear last month when Ed Balls said he would close by 2011 the 638 schools in which fewer than 30 per cent of pupils pass five A to C GCSEs, including English and Maths, if they fail to get their pass rates above that figure. That many comprehensives have in some sense ‘failed’ is undeniable, but the accuracy of the benchmarks cannot be taken for granted. Some schools cope heroically with very difficult circumstances: the proponents of academies have always underestimated just how recalcitrant local cultures can be. (Which is why, according to the government’s own figures, one third of academies are themselves ‘failing’ schools.) Many of these ‘failing’ schools have very high ‘value added’ scores, which measure the progress made by children in between tests and were intended to show the difference added by schools even when their absolute results don’t seem impressive. ‘Failing’ schools are often good at things not measurable by formal criteria – at enabling students of many different nationalities to live together more or less in peace, for example. The result is that some schools, liked by parents and Ofsted, are in danger of being closed because they do not meet the narrow criteria set by the government. Perhaps the most worrying aspect of the academies is what the government most admires about them: sponsorship. Why that was thought so important is puzzling. Autonomy and effective leadership – the things most prized by the academies – can be provided within existing educational structures. The attraction must have something to do with the idea of an entrepreneurial, can-do culture, not a quality possessed, it’s thought, by the LEAs; and partly with a fondness for the idea of ‘diversity of provision’; but it must also in part derive from simple hostility to the public sector. And why are the sponsors expected to chip in £2 million, but not if they are educational charities? Although sponsors are vetted before their bids are accepted, sponsorship, especially business sponsorship, gives individuals or private institutions rights over state education that no other citizen is given. How these privileges will be used in the future no one knows (though they do not seem to be misused at the moment), but the fears expressed both within and outside the academies that sponsors might require the teaching of creationism, or another hobby-horse, suggest what might go wrong. Then there is the question of public school sponsorship. At the same time as the government began to encourage educational institutions to act as sponsors the charity laws were changed. To keep their charitable status independent schools must show that they benefit the wider community, particularly the deprived. The actions they must take to prove this will probably not be too onerous, but one way of meeting the requirements is for such schools to act as academy sponsors. Since educational institutions are no longer required to contribute to the costs of new academies and since many public schools claim they are as poor as church mice, this is also a cheap way of discharging their charitable obligations. ‘It is their educational DNA we are seeking,’ not their money, Adonis told the Guardian. For the government this has been a heaven-sent conjunction. Adonis greeted the news that Winchester (a ‘powerhouse of academic excellence’) was to sponsor an academy as a ‘decisive moment’. This kind of language can only do the academies harm. The relationship between Winchester and any academy is about as unequal as can be imagined. Furthermore, within the English social system the public schools are as much of a problem as any failing comprehensive. Indeed, anyone who reads A Class Act could be forgiven for thinking that independent schools by their mere existence do as much harm as bog-standard comprehensives. What will happen to the academies, what success they will have, and how that success should be defined is difficult to predict. The answer to some extent depends on how socially acceptable they become. While not as divisive as faith schools, they are nearly always contentious and the object of more or less hostile campaigns. Whether this will continue we don’t know. Many people will probably benefit from them; others, outside their walls, will probably slip further behind. They will not encourage commonality of social experience; but hardly any English school does. We can predict, however, that such is the political support they receive, they are now as permanent as anything can be in English education. Brown and Balls do not share Adonis’s utopianism, but they are no less committed to the schools than he is. The Conservatives are even more committed and there will be no nonsense from them about social inclusion. There is no longer any significant political support for a universal system of comprehensive education. In these circumstances the academies are a genuine attempt to save something from the wreckage. But they command no unanimity of opinion, and their governance is hardly defensible in a democratic society. At the same time, they are popular with many parents, and their academic culture is often superior to that of the schools they replaced. The least damage would be done if all secondary schools became quasi-academies: schools which possessed much of the academies’ autonomy and their academic culture. But such a compromise should carry with it certain conditions. The first is the abandonment of sponsorship – notions of which are becoming increasingly preposterous and socially regressive. Nothing would be lost and everything gained. The only obstacle is the government’s distrust of LEAs and local communities. The LEAs are perfectly able to live with quasi-academies and vice versa. This is in fact the way comprehensives are evolving: towards greater autonomy and more authoritative leadership. The second is the end of grammar schools. Where they survive they are having the same effect on comprehensives as they had on secondary moderns in the 1950s. Grammar schools and failing comprehensives go hand in hand. (Kent has more than thirty ‘failing’ schools because it also has a large number of grammar schools.) Adonis’s solution to this problem – that grammar schools should in some way sponsor ‘failing’ comprehensives – is extraordinary. The third is the removal of that incubus, the league tables, which everybody (except the government) now wants. Since too many passes have already been sold, such a compromise is as close to a democratic secondary school system as we are ever likely to get. Send Letters To: London Review of Books, 28 Little Russell Street London, WC1A 2HN Please include name, address, and a telephone number.	<urn:uuid:e82613b6-f27b-4cb7-a75d-fa392650fd20>	CC-MAIN-2020-05	https://www.lrb.co.uk/the-paper/v30/n13/ross-mckibbin/an-element-of-unfairness	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606975.49/warc/CC-MAIN-20200122101729-20200122130729-00185.warc.gz	en	0.981056	6,272	3.4375	3	[ -0.05972003936767578, -0.12963901460170746, 0.38358280062675476, -0.408028244972229, -0.24582000076770782, 0.18628017604351044, -0.46555185317993164, -0.09183274209499359, 0.010774523951113224, -0.15575307607650757, 0.1469976156949997, 0.018226083368062973, 0.1712835133075714, 0.3582865595...	4	The modern history of English secondary education begins with the 1944 Education Act, usually known as the Butler Act. It was, for better and worse, the most important piece of education legislation of the 20th century, but was expected to reform an educational system already deeply divisive and inequitable. In some ways it promoted the hopes of wartime democracy; in others it betrayed them. It raised the school-leaving age to 15 and made secondary education universal and free. It equalised the payment of teachers in all state secondary schools and devised procedures by which nearly all the religious elementary schools were incorporated into the state system. It didn’t specify what kind of secondary education local authorities should establish, and as a result they fell back on what already existed and what conventional opinion thought appropriate: grammar schools for the academically inclined, junior technical schools for those with superior technical aptitudes and secondary moderns for those of a ‘practical’ turn of mind. In fact, the junior technical schools were soon allowed to die, largely because they were too expensive, and what emerged was a bipartite system of secondary grammar schools and secondary modern schools, between which there was no parity of esteem or resource. The secondary moderns were not as bad as their reputation, but they undoubtedly had a depressing effect on those who attended them. Failure began at the age of 11, when the great sorting-out took place. Those who passed the 11+ went to grammar schools; those who didn’t to secondary moderns. To parents ambitious for their children but who could not afford private education, failure in the 11+ was about as great a disaster as could befall a family. The 1950s were the high point of the grammar schools. About a quarter of pupils went to them and received, on the whole, an excellent academic education. Although primarily middle-class institutions, a significant number of working-class children also attended them. For some this meant cultural liberation and social advance; for others merely social alienation. Even by this point, however, there was diminishing support for grammar schools. From the late 1940s there was pressure from the labour movement to replace them with ‘multilateral’ schools (i.e. comprehensives), largely on the grounds that the working class gained no net benefit from them. There was also significant middle-class hostility, especially from those whose children had failed the 11+ or were thought likely to do so. While most conceded that they were indeed good schools, such good, it was argued, was outweighed by the damage they did to the majority who went instead to those symbols of failure, the secondary moderns. The 1944 Act thus left England with a state school structure that had decreasing social and political legitimacy. But the Act missed another opportunity: it left the public schools alone. They had feared the worst during the war and were themselves responsible for the appointment of a committee under Lord Fleming to consider their relationship to society and to wartime democracy. The committee’s report was feeble, though some children benefited from the scholarships set up by a few education authorities under its aegis. Doing away with the public schools, however desirable, would not have been easy. They would have been strongly defended and abolition would have meant an infringement of individual liberties – today the EU would not permit it for that reason. Yet the Labour Party’s indifference is puzzling, given these schools’ centrality to a class system Labour was supposedly committed to abolishing. Not one Labour MP supported an amendment to the 1944 Act which would have required parents to send their children to a local authority school. Few of the Labour MPs who had gone to public schools (Attlee included) showed any enthusiasm for the proposal, while for most of the remainder public schools were simply too distant to register on their ideological consciousness. When Labour returned to office in 1964 England possessed a primary school system divided between Local Education Authority schools (the successors to the old board schools), voluntary or ‘aided’ schools (mostly Anglican or Catholic) and a comparatively small number of preparatory schools which ‘prepared’ their students for public school entrance. There were four kinds of secondary school: public, direct-grant (which received state funding from Whitehall on condition that they took a proportion of their pupils on scholarships), grammar and secondary modern. By this time Labour was committed to comprehensive education, having accepted the argument that the bipartite structure worked against the majority of working-class children. After Anthony Crosland, the education secretary, asked LEAs to plan for a move towards a comprehensive system in 1965, the number of comprehensive schools rapidly increased (especially when Thatcher was education secretary in the early 1970s). Although LEAs were never compelled to turn their schools into comprehensives, only a few (like Kent) held out, and there was little sign of widespread opposition to the change. The comprehensives, however, simplified the system without solving the problem. The Labour Party had no clear idea how the schools should be organised: whether, for example, children should be streamed or not. (In most schools they were not.) The direct-grant schools, such as Manchester Grammar School, which had formidable academic reputations, were allowed to become independent if they wished – and most did. The public schools were again untouched and now combined social cachet with a highly publicised ability to get people into the right universities and the right jobs. The ‘postcode’ issue – the tendency of comprehensives and sixth-form colleges to become more or less desirable depending on their location – wasn’t overcome, and attempts to do anything about it (via lotteries, for instance, as recently employed in Brighton, or bussing) have excited much hostility. There was also a real element of unfairness in the whole business. The rights of the well-to-do to buy a superior education were protected, while the rights of the not well-to-do to get one gratis at a grammar school were abolished. Crosland seems to have been motivated more by a hatred of grammar schools than a love of comprehensives. (‘If it’s the last thing I do,’ he’s supposed to have said, ‘I’m going to destroy every fucking grammar school in England. And Wales and Northern Ireland.’) The fact is that the Labour Party had only the vaguest notion of what might constitute a democratic educational system. In retrospect, what is striking is the absence among the country’s political elites of any strong ideological support for the comprehensives when they came under attack, which they soon did. In the minds of critics the comprehensives were associated with ‘progressive’ education, general slackness and the abandonment of formal standards of literacy and numeracy. Their failings were the subject of constant press attack, and these criticisms were given some respectability by James Callaghan, now prime minister, who announced in a speech in Oxford in 1976 that in his view teacher training, the curriculum, classroom practice and (by extension) the comprehensives themselves were fair game. Even more unsympathetic to the comprehensives, the Thatcher government made some attempt to weaken them by providing alternatives. Schools were allowed to opt out of LEA control and an assisted places scheme was introduced to permit subsidised entry into public schools for children who did well in a school’s entrance exam. The government also encouraged the foundation of city technology colleges (CTCs), which were meant to be primarily technological institutions but were looking increasingly like grammar schools. Few schools, however, opted out; not many CTCs were established; and, on the whole, assisted places did not go to the clever working-class children for whom they were intended. More important was the government’s decision to seize control of the curriculum: to determine what was taught, how it was taught and when it was taught. Here the dominant ‘market’ metaphor was useful as a way to measure ‘outputs’, to establish criteria of success or failure and to judge schools ‘objectively’ by a quasi-numerical process. This is the culture of the league table, which in the last twenty years has operated in ever more extensive and refined ways. In the area of ‘choice’ and ‘competition’ the market metaphor was less useful. In practice, the Conservatives were much more interested in discipline and authority than in choice, and their educational policies were more prescriptive than libertarian: an awkward inheritance that encumbered Tony Blair’s government from the start. When Labour returned to office in 1997 education (as we were repeatedly told) was to be central to its programme. Though the rapid growth in the number of comprehensives had given England a closer approximation to a common education system than ever before, the system remained highly diverse and hierarchical, with independent schools at the top, followed by grammar schools, CTCs, voluntary schools, grant-maintained schools (those that had opted out of LEA control) and finally comprehensives. The assisted places scheme did not survive the change of government: the scars of the 11+ were still too raw even for New Labour. But Blair and his circle had little sympathy for the LEAs or the comprehensives, or for any of Old Labour’s modest egalitarianism. In any event, the criteria adopted as measures of educational success left little room for schools whose raison d’être was partly social democratic; and, as it turned out, the government wasn’t entirely hostile to selection. The way the league tables were organised, when they began to be published in 1992, allowed the government to identify ‘failing’ schools: secondary schools which failed not only their students but even more, it was argued, the economy. Such schools, all comprehensives, were seen as the secondary moderns of our time, a curious twist since it was precisely these schools which were designed to rescue children from the horrors of the secondary moderns. The aim of Blair’s government was to rejig the whole system. The all-in, ‘bog standard’ comprehensive was to go, replaced by specialist schools, community schools, trust schools, foundation schools – most of which, nonetheless, were recognisably the schools they had supposedly succeeded. For Blair, the two classes of school that really mattered were the voluntary-aided schools, now usually called ‘faith’ schools, and a new type of school, the city academy. Of the two, Gordon Brown’s government is clearly putting its money on the academies. The faith schools were a particular enthusiasm of Blair’s but are viewed with suspicion by the Labour Party as a whole. Their admirers believe they have an ‘ethos’ and an academic discipline close to those of the grammar schools. They are popular with many middle-class parents, who often get religion when they start thinking about their children’s education. But faith schools are inherently divisive: that is their function. And their admissions practices hardly square with Labour’s policies of social inclusion. In a surprisingly frank statement to the House of Commons Select Committee on Children, Schools and Families in January, the education minister, Ed Balls, made it clear that it was ‘not the policy of the government . . . to promote more faith schools’. Communities, if they wanted, might establish them but his department was not ‘leading a drive’. In this context, of course, faith schools might be decoded as Muslim schools, but even so Brown obviously does not share his predecessor’s particular enthusiasm. The city academies are a much more serious matter. The CTCs, with their private sponsorship and independence from the LEAs, were a precedent, but it seems to have been the influence of Andrew Adonis on Blair that drove the academies forward. Adonis, who is now a minister in the Department for Children, Schools and Families, and was previously in Blair’s Policy Unit, has no roots in the labour movement (which doubtless commended him to Blair) and is, if anything, a David Owenite social moderniser. His own schooling is an important part of his political personality. He went to Kingham Hill School, a boarding school for disadvantaged children, and often speaks of his debt to it: ‘I owe more than I can possibly say, or ever repay, to Kingham Hill and to those who supported me while I was there.’ The point of Kingham Hill School was to help children who might have floundered in the conventional state system. Adonis would clearly welcome more schools like it: state boarding schools providing disadvantaged children with ‘the combination of educational, residential and pastoral support where it is lacking in existing family or care settings’. In 1997, in their book A Class Act, Adonis and Stephen Pollard argued that a new ‘Super Class’ of City gents and private sector professionals was emerging and that the educational system was central to this. The middle classes were leaving the state sector while everyone else was confined to those ‘textbook’ failures, the comprehensives. Far from creating a classless society, the comprehensives were partly responsible for a new class system every bit as closed as the old one. It is from this analysis that the academies emerged: social exclusion plus failing comprehensives plus LEA inertia equals city academies. The academies are founded on two principal tenets. First is a desire to disprove the old argument that ‘what comes in comes out’, that schools for deprived children cannot achieve good academic results. Schools do not have to capitulate to local cultures, however dysfunctional. Relative poverty or deprivation, Ed Balls said in words he might come to regret, can no longer excuse educational failure. Schools are not merely consequences of their social settings; they can modify these settings by their own efforts, can create new aspirations to replace the old defeatism. Lucy Heller of ARK Schools, which runs a number of academies, says: ‘we have high aspirations academically – high absolute as well as relative aspirations . . . We profoundly believe that we can make that difference.’ The second tenet is that failing schools can be identified; that the criteria adopted by the government (usually GCSE results) are accurate measures of failure. The academies all have ‘sponsors’, who can be businessmen, universities, churches, or educational charities like ARK. At first, sponsors were required to stump up £2 million towards the cost of setting up the schools (£25-30m) but educational sponsors are now exempt. The sponsor(s) can nominate the majority of governors: there are usually around 13 governors, including one parent governor and one LEA governor (or more if the LEA is a co-sponsor), but the clear aim of the academies has been to keep the LEAs at arm’s length. Now that the government is finding it harder to get new sponsors it has allowed the LEAs to sponsor an increasing number of schools themselves – though the purists hold that these differ little from the LEA comprehensives whose governance and educational culture the academies were designed to replace. In them, it is the heads and the sponsors who are to give the schools their character and dynamism, not the LEAs. All sponsors have a corporate view of schools, even if Richard Tice, chair of governors in one of the first academies, Northampton Academy, is unusual in the frankness with which he espouses the corporate model: the school as a business and the head as a CEO. All put tremendous emphasis on leadership and the vocabulary of management; it is the head teacher, they say, who really matters, and there is no doubt that for many teachers who have survived the transition from failing comprehensive to academy these heads have been lifesavers. The problem, as one of my colleagues put it, is how to institutionalise charisma, how to proceed when the pioneering generation, some of whom, like Michael Wilshaw (the head of Mossbourne Community Academy in Hackney) have national standing, retires. Will their successors be equally effective? Academies have an autonomy that is the envy of other state schools. They have only distant relations with Whitehall and the LEAs and some would like them to be even more distant. They are suspicious of the teaching unions and would like greater freedom to opt out from national salary scales and nationally negotiated terms and conditions (LEA schools of course cannot do this). Although academies are allowed more flexibility in their teaching of the national curriculum than the comprehensives, most want even more. Tice would like the role of testing, league tables and the national curriculum ‘dramatically reduced’ and is critical of the distorting effects of testing. Few involved in education would disagree. For someone like me who went to school in the 1950s, to visit an academy is to enter familiar territory. Uniforms are not only mandatory, they concede nothing to fashion. Top buttons must be done up; definitely no trainers or baseball caps. They represent a reanglicisation of dress among students for whom American styles are (or were) de rigueur. The tone is respectful and discipline enforced. The schools would like it to be easier for them to exclude pupils and would also favour a much less protracted appeals procedure – though they are unlikely to get this since the government believes that no school should be a net beneficiary from exclusions. The academies attempt ‘small class’ teaching and are divided into sub-schools which ‘own’ their part of the institution. The government’s hope that education will be tailored to individual needs may be a vain one but that is certainly these schools’ ambition. A very close eye is kept on students’ progress, which is constantly measured against presumed norms. Those who do well are publicly recognised: photos of ‘improvers of the month’ are hung on the wall. A number of the new academies – Mossbourne, for example, whose architect was Richard Rogers – are housed in fine buildings with excellent facilities. (It is also true that in some cases they are replacing decrepit buildings which were themselves once praised for their architectural brio.) At the moment the evidence as to the success of the academies is mixed, and there is an inevitable tendency for people to like or dislike them according to preconceptions. Once established they are clearly popular with parents: all are oversubscribed (Mossbourne had 1237 applications for 180 places in 2007), and if they provide the only way for working-class children to gain access to the environment pupils at independent schools take for granted it would be a hard-heart who denied them. The schools value their relative autonomy and believe that they are capable of rapidly mobilising certain kinds of expertise, especially business exertise, which are not available to ordinary comprehensives, and of bypassing the sluggishness of many of the LEAs. Certainly, teachers feel they have support; something not always true of LEA schools. To the extent that they are ‘traditional’ – uniforms, discipline, politeness and the public rewarding of success – this isn’t a bad thing. Much was lost as well as gained when the formal education of the 1950s was abandoned. And the academies’ willingness to take on a frequently defeatist educational culture is also no bad thing. They may be over-optimistic in their aims, but it would be surprising if they didn’t have some successes. Within the present secondary school system there is clearly a case to be made for them. In a sense, the criticisms that are voiced are criticisms of the system itself. There has been a strong tendency in English secondary education for schools that administer their own admissions to become selective, however good the intentions and whatever the reason. The addition of yet another type of ‘own-admission’ school is very risky, and the academies from the beginning have had to live with the suggestion that they are or will inevitably become selective. The academies do not believe they are – indeed they believe they are comprehensives – and by the adoption of ‘banding’ are attempting to ensure that their intakes accurately reflect the social composition of local communities. (‘Banding’ is intended to ensure that places are given to the same number of children from each ability group as determined by an exam that all the children who apply to the school have to take.) Some, like the ARK schools, do not even select the 10 per cent of students which, as ‘specialist’ schools, they are entitled to. Moreover, the government now requires schools to be ‘socially inclusive’: they aren’t allowed to interview parents, for example, often a way of gauging social class – a recognition that, left to themselves, schools are tempted to tinker with their intake. The extent to which the academies are selective probably depends on the extent to which they are oversubscribed. The proportion of students entitled to free school meals – the conventional measure of poverty – will always be an issue. There have been reports that the proportion of FSM pupils has dropped in the new academies and it seems likely that neighbouring comprehensives have a disproportionate number of students from low-ability bands. But it’s unfair to draw too many conclusions from this at the moment. Selection and oversubscription are related to the vexed question of parental ‘choice’. The government has insisted that parents have a right to choose a school for their child and that choice should be dominant in the framing of policies. Yet choice in education is neither physically nor arithmetically possible. Parents can express a preference, but they cannot choose, and the government is misleading them if it pretends they can. In any case, should parents have an absolute right of choice? To ask this nowadays, of course, is to take your life in your hands; but it is a reasonable question. Education is central to the way modern society organises itself and to our conception of the good society. Most parents are in no position to make such judgments; nor should we expect them to. In arranging his own children’s education Blair always insisted on his rights as a parent and that his choice was parental rather than political (i.e. social). Should anyone have those rights? The government’s uneasiness about the answer presumably lies behind its legislation on social inclusion. But if schools are to be socially inclusive that will place a further limit on parental choice – and the government is reluctant to admit this. The academies are in the middle of a political confusion they are in no position to untangle. Then there is the question of the academies’ relationships to neighbouring comprehensives. One theory is that it’s competitive: the superior performance of the academies drives up the performance of everyone else. The other thesis is co-operative, and sees the academies raising standards all round via mutuality and shared resources. But these models can hardly operate together, and it is unclear which is preferred. And in neither case is the relationship one of equals. Both models are more likely to lead to resentment than harmony, especially as some LEA schools feel they have been denied resources in order to fund academies, and there is no doubt that more is spent per capita in the academies than in LEA schools. Once again, there is little the academies themselves can do about that. The criteria by which schools are judged to have ‘failed’ are also suspect. The academies, though many want to be freed from the tyranny of testing and league tables, have their origins in those tables. It is their presumed accuracy as benchmarks that underlies the notion of the ‘failing’ school. This was made clear last month when Ed Balls said he would close by 2011 the 638 schools in which fewer than 30 per cent of pupils pass five A to C GCSEs, including English and Maths, if they fail to get their pass rates above that figure. That many comprehensives have in some sense ‘failed’ is undeniable, but the accuracy of the benchmarks cannot be taken for granted. Some schools cope heroically with very difficult circumstances: the proponents of academies have always underestimated just how recalcitrant local cultures can be. (Which is why, according to the government’s own figures, one third of academies are themselves ‘failing’ schools.) Many of these ‘failing’ schools have very high ‘value added’ scores, which measure the progress made by children in between tests and were intended to show the difference added by schools even when their absolute results don’t seem impressive. ‘Failing’ schools are often good at things not measurable by formal criteria – at enabling students of many different nationalities to live together more or less in peace, for example. The result is that some schools, liked by parents and Ofsted, are in danger of being closed because they do not meet the narrow criteria set by the government. Perhaps the most worrying aspect of the academies is what the government most admires about them: sponsorship. Why that was thought so important is puzzling. Autonomy and effective leadership – the things most prized by the academies – can be provided within existing educational structures. The attraction must have something to do with the idea of an entrepreneurial, can-do culture, not a quality possessed, it’s thought, by the LEAs; and partly with a fondness for the idea of ‘diversity of provision’; but it must also in part derive from simple hostility to the public sector. And why are the sponsors expected to chip in £2 million, but not if they are educational charities? Although sponsors are vetted before their bids are accepted, sponsorship, especially business sponsorship, gives individuals or private institutions rights over state education that no other citizen is given. How these privileges will be used in the future no one knows (though they do not seem to be misused at the moment), but the fears expressed both within and outside the academies that sponsors might require the teaching of creationism, or another hobby-horse, suggest what might go wrong. Then there is the question of public school sponsorship. At the same time as the government began to encourage educational institutions to act as sponsors the charity laws were changed. To keep their charitable status independent schools must show that they benefit the wider community, particularly the deprived. The actions they must take to prove this will probably not be too onerous, but one way of meeting the requirements is for such schools to act as academy sponsors. Since educational institutions are no longer required to contribute to the costs of new academies and since many public schools claim they are as poor as church mice, this is also a cheap way of discharging their charitable obligations. ‘It is their educational DNA we are seeking,’ not their money, Adonis told the Guardian. For the government this has been a heaven-sent conjunction. Adonis greeted the news that Winchester (a ‘powerhouse of academic excellence’) was to sponsor an academy as a ‘decisive moment’. This kind of language can only do the academies harm. The relationship between Winchester and any academy is about as unequal as can be imagined. Furthermore, within the English social system the public schools are as much of a problem as any failing comprehensive. Indeed, anyone who reads A Class Act could be forgiven for thinking that independent schools by their mere existence do as much harm as bog-standard comprehensives. What will happen to the academies, what success they will have, and how that success should be defined is difficult to predict. The answer to some extent depends on how socially acceptable they become. While not as divisive as faith schools, they are nearly always contentious and the object of more or less hostile campaigns. Whether this will continue we don’t know. Many people will probably benefit from them; others, outside their walls, will probably slip further behind. They will not encourage commonality of social experience; but hardly any English school does. We can predict, however, that such is the political support they receive, they are now as permanent as anything can be in English education. Brown and Balls do not share Adonis’s utopianism, but they are no less committed to the schools than he is. The Conservatives are even more committed and there will be no nonsense from them about social inclusion. There is no longer any significant political support for a universal system of comprehensive education. In these circumstances the academies are a genuine attempt to save something from the wreckage. But they command no unanimity of opinion, and their governance is hardly defensible in a democratic society. At the same time, they are popular with many parents, and their academic culture is often superior to that of the schools they replaced. The least damage would be done if all secondary schools became quasi-academies: schools which possessed much of the academies’ autonomy and their academic culture. But such a compromise should carry with it certain conditions. The first is the abandonment of sponsorship – notions of which are becoming increasingly preposterous and socially regressive. Nothing would be lost and everything gained. The only obstacle is the government’s distrust of LEAs and local communities. The LEAs are perfectly able to live with quasi-academies and vice versa. This is in fact the way comprehensives are evolving: towards greater autonomy and more authoritative leadership. The second is the end of grammar schools. Where they survive they are having the same effect on comprehensives as they had on secondary moderns in the 1950s. Grammar schools and failing comprehensives go hand in hand. (Kent has more than thirty ‘failing’ schools because it also has a large number of grammar schools.) Adonis’s solution to this problem – that grammar schools should in some way sponsor ‘failing’ comprehensives – is extraordinary. The third is the removal of that incubus, the league tables, which everybody (except the government) now wants. Since too many passes have already been sold, such a compromise is as close to a democratic secondary school system as we are ever likely to get. Send Letters To: London Review of Books, 28 Little Russell Street London, WC1A 2HN Please include name, address, and a telephone number.	6,148	ENGLISH	1
Many games that we play as children have a long history, everything from ring a ring a rosie to hopscotch have a long and distinguished heritage. Something that has been little taught in the school ground though are the traditional Indigenous games that were played within Aboriginal communities. Twenty-four students from Canobolas Rural Technology High School were recently trained how to play the games, thanks to an intensive three-week training session organised by the Office of Sport and Recreation. “The students were all years 9 and 10 physical activity sports studies students,” said the school’s community engagement officer Vince Lovecchio. “Now they are able to teach primary school students how to play the games, and that has really helped the students increase their own confidence while teaching and learning about Indigenous games.” During the recent Youth Arts Festival the students were responsible for managing each of the 20 traditional Indigenous games that were run on the day. “The kids really loved it,” said Orange City Council’s youth development officer Katrina Hausia. “We received really positive feedback from the staff and the students about how the whole day was organised.” The games included kee’an, which involves competitors throwing a large animal bone with twine attached to it (acting like a comet ball) over a net into a pit or hole. The aim is for the bone and twine not to touch the net, which requires great skill and prepares for hunting. North Queensland is home to this traditional game. Kolap is a game where a circle is drawn in the ground and from a determined distance items are thrown into the middle of the circle. The team with the most items in the circle is the winner.	<urn:uuid:fbbdfd94-2e74-4969-8dd4-5d2f433ea6b4>	CC-MAIN-2020-05	https://www.centralwesterndaily.com.au/story/3481380/fun-and-indigenous-games-students-learn-about-traditional-aboriginal-sports/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601615.66/warc/CC-MAIN-20200121044233-20200121073233-00296.warc.gz	en	0.980725	361	3.40625	3	[ -0.09943799674510956, 0.182437926530838, 0.38521113991737366, -0.25585952401161194, -0.12618805468082428, 0.2108030617237091, 0.021505361422896385, 0.2314048856496811, -0.2835814952850342, -0.006220439448952675, -0.06553290784358978, -0.5771702527999878, -0.18351531028747559, 0.11830398440...	3	Many games that we play as children have a long history, everything from ring a ring a rosie to hopscotch have a long and distinguished heritage. Something that has been little taught in the school ground though are the traditional Indigenous games that were played within Aboriginal communities. Twenty-four students from Canobolas Rural Technology High School were recently trained how to play the games, thanks to an intensive three-week training session organised by the Office of Sport and Recreation. “The students were all years 9 and 10 physical activity sports studies students,” said the school’s community engagement officer Vince Lovecchio. “Now they are able to teach primary school students how to play the games, and that has really helped the students increase their own confidence while teaching and learning about Indigenous games.” During the recent Youth Arts Festival the students were responsible for managing each of the 20 traditional Indigenous games that were run on the day. “The kids really loved it,” said Orange City Council’s youth development officer Katrina Hausia. “We received really positive feedback from the staff and the students about how the whole day was organised.” The games included kee’an, which involves competitors throwing a large animal bone with twine attached to it (acting like a comet ball) over a net into a pit or hole. The aim is for the bone and twine not to touch the net, which requires great skill and prepares for hunting. North Queensland is home to this traditional game. Kolap is a game where a circle is drawn in the ground and from a determined distance items are thrown into the middle of the circle. The team with the most items in the circle is the winner.	332	ENGLISH	1
I've never understood the origin of the phrase, "keep a stiff upper lip". Presumably it's something to do with avoiding crying (as it means to remain stoical), but if anything it's the bottom lip that may wobble before one cries; generally the upper lip always stays stiff anyway. So, why do we say this to indicate stoicism? As reported from the Online Etymology Dictionary, keep a stiff upper lip is attested from 1815. It is probably referring to the facial mimic, in the same way bite one's lip and curl one's lip do. The meaning of a stiff upper lip reported by the NOAD is "a quality of uncomplaining stoicism." Senior managers had to keep a stiff upper lip and remain. From the Phrase Finder: Remain resolute and unemotional in the face of adversity, or even tragedy. This is such a clichéd expression that it is difficult to imagine doing anything else with a stiff upper lip apart from keeping it. It is similar to 'keep a straight face' Hope that explained why we use it. I once read that the phrase comes from a time when dead sailors were sewn into canvas shrouds. Because it was also common for sailors to try escaping by pretending they were dead, the needle was put through their lip at the last stitch to see if they responded, showing they were really alive. There must be more to the story because how would Anyone survive if they were just buried at sea.? I have heard, on relatively good authority, that this hearkens back to when the British had military forces in Pakistan. The arms they used were single-shot rifles which had to be loaded similar to an old musket, but with the powder in a paper cartridge. Before putting the cartridge in the barrel the soldier had to tear off a seal on one end with his teeth. But if he was missing his two upper front teeth he could not do this and hence was not qualified to be on the front lines. Supposedly some folks figured out that if they knocked out those teeth they could avoid service in Pakistan. But of course the missing teeth resulted in a lack of stiffness of the upper lip. So "Keep a stiff upper lip" came to mean "Have courage".	<urn:uuid:5bab6c45-06d5-4acf-92b8-bab58612ab0b>	CC-MAIN-2020-05	https://english.stackexchange.com/questions/31627/why-do-we-say-keep-a-stiff-upper-lip	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250608062.57/warc/CC-MAIN-20200123011418-20200123040418-00550.warc.gz	en	0.981665	469	3.671875	4	[ -0.3600935637950897, -0.16283823549747467, -0.08456602692604065, -0.23977410793304443, 0.027218520641326904, -0.23357965052127838, 0.5684196352958679, -0.09726038575172424, -0.1324796825647354, -0.1017325147986412, 0.1887284517288208, -0.38319477438926697, 0.3926429748535156, -0.2253200560...	2	I've never understood the origin of the phrase, "keep a stiff upper lip". Presumably it's something to do with avoiding crying (as it means to remain stoical), but if anything it's the bottom lip that may wobble before one cries; generally the upper lip always stays stiff anyway. So, why do we say this to indicate stoicism? As reported from the Online Etymology Dictionary, keep a stiff upper lip is attested from 1815. It is probably referring to the facial mimic, in the same way bite one's lip and curl one's lip do. The meaning of a stiff upper lip reported by the NOAD is "a quality of uncomplaining stoicism." Senior managers had to keep a stiff upper lip and remain. From the Phrase Finder: Remain resolute and unemotional in the face of adversity, or even tragedy. This is such a clichéd expression that it is difficult to imagine doing anything else with a stiff upper lip apart from keeping it. It is similar to 'keep a straight face' Hope that explained why we use it. I once read that the phrase comes from a time when dead sailors were sewn into canvas shrouds. Because it was also common for sailors to try escaping by pretending they were dead, the needle was put through their lip at the last stitch to see if they responded, showing they were really alive. There must be more to the story because how would Anyone survive if they were just buried at sea.? I have heard, on relatively good authority, that this hearkens back to when the British had military forces in Pakistan. The arms they used were single-shot rifles which had to be loaded similar to an old musket, but with the powder in a paper cartridge. Before putting the cartridge in the barrel the soldier had to tear off a seal on one end with his teeth. But if he was missing his two upper front teeth he could not do this and hence was not qualified to be on the front lines. Supposedly some folks figured out that if they knocked out those teeth they could avoid service in Pakistan. But of course the missing teeth resulted in a lack of stiffness of the upper lip. So "Keep a stiff upper lip" came to mean "Have courage".	462	ENGLISH	1
Reviewed by Christian C. for TeensReadToo.com 1830, Modena, Italy. 12-year-old Victor returned to his home and had to watch with horror the cruel murder of his parents by three Tyrolean soldiers. The reason? They were Carboniaris, a group of revolutionaries that fought to keep Italy united. After the massacre, the soldiers sold Victor as a cabin boy to the Chief Mate of the Ceres, a ship that was about to set sail. The ship departed from Italy, and sailed along the Mediterranean coast through the Strait of Gibraltar. It sailed past the coasts of Portugal, northern Spain, and France. One day, in the middle of a big storm, Victor climbed up the mainmast, all the way to the topgallant, trying to escape from a crew member whom he had accused of stealing food. But as the seaman drew closer, Victor lost his footing, fell on the deck, and crushed his leg completely. The Chief Mate didn't think twice: "A cabin boy who cannot walk is of no value to this ship.... Throw him overboard." Which he did. Clinging to a gaff, Victor drifted in the middle of the sea for several days, until he arrived at the coast of England. He was rescued by an old man and his dog. The old man treated his leg, fed him, and taught him how to speak English and fight with his crutch. After a few months, the old man couldn't afford to keep Victor any more and, once again, Victor was sold. This time to Tipple and Biggs, two unscrupulous men who took Victor to London, by hiding him in a coffin with a decaying body. In London, Victor lived in a house full of children and animals. He was forced to beg in the streets during the day. Life in London at that time was difficult: jobs were scarce, health conditions were deplorable, the streets were full of excrement and mud; people were dying of cholera. Victor soon discovered that there was a black market for dead bodies and body parts. Doctors wanted to study the human body and were willing to pay high amounts of money for them. People like Tripple and Biggs met the demand, and were willing to do anything for a few guineas, including digging up corpses, kidnapping, selling, or even killing someone. Victor found out that Tripple and Biggs were after some of his friends, and he decided that he had to reveal the mastermind of this wicked market and put an end to it. RESURRECTION MEN is an intense, dark work of historical fiction that made me read every page intently to the end, while trying to cope with the knot of sadness and anguish that I had in my stomach. T. K. Welsh's rich vocabulary and detailed descriptions, where almost no noun goes without an adjective, transported me to the streets of London, and made me smell the putrid odors of the city, live the horrors of the children's lives, witness the horrid dissections of the dead bodies, and hear the unsettling noise of the broken bones. When I finished the novel, I was looking forward to reading the section at the end of the book that explained which historical facts of the book were real, but unfortunately, there was none. I highly recommend this book to anyone who likes historical fiction and is interested in learning more about an unfortunate time in the history of medicine and the city of London. But if you're looking for a fun, happy read, this may not be it!	<urn:uuid:6bbc970a-dc47-4d07-9572-9bce508266d9>	CC-MAIN-2020-05	https://www.paperbackswap.com/Resurrection-Men-T-K-Welsh/book/0525476997/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250595282.35/warc/CC-MAIN-20200119205448-20200119233448-00436.warc.gz	en	0.988803	735	3.390625	3	[ -0.2332954853773117, 0.229702427983284, 0.21121007204055786, -0.18940827250480652, -0.054664723575115204, -0.32909077405929565, 0.38126251101493835, 0.19231738150119781, -0.19166985154151917, -0.16689689457416534, 0.07136312872171402, -0.1857982724905014, 0.23811934888362885, 0.47712665796...	1	Reviewed by Christian C. for TeensReadToo.com 1830, Modena, Italy. 12-year-old Victor returned to his home and had to watch with horror the cruel murder of his parents by three Tyrolean soldiers. The reason? They were Carboniaris, a group of revolutionaries that fought to keep Italy united. After the massacre, the soldiers sold Victor as a cabin boy to the Chief Mate of the Ceres, a ship that was about to set sail. The ship departed from Italy, and sailed along the Mediterranean coast through the Strait of Gibraltar. It sailed past the coasts of Portugal, northern Spain, and France. One day, in the middle of a big storm, Victor climbed up the mainmast, all the way to the topgallant, trying to escape from a crew member whom he had accused of stealing food. But as the seaman drew closer, Victor lost his footing, fell on the deck, and crushed his leg completely. The Chief Mate didn't think twice: "A cabin boy who cannot walk is of no value to this ship.... Throw him overboard." Which he did. Clinging to a gaff, Victor drifted in the middle of the sea for several days, until he arrived at the coast of England. He was rescued by an old man and his dog. The old man treated his leg, fed him, and taught him how to speak English and fight with his crutch. After a few months, the old man couldn't afford to keep Victor any more and, once again, Victor was sold. This time to Tipple and Biggs, two unscrupulous men who took Victor to London, by hiding him in a coffin with a decaying body. In London, Victor lived in a house full of children and animals. He was forced to beg in the streets during the day. Life in London at that time was difficult: jobs were scarce, health conditions were deplorable, the streets were full of excrement and mud; people were dying of cholera. Victor soon discovered that there was a black market for dead bodies and body parts. Doctors wanted to study the human body and were willing to pay high amounts of money for them. People like Tripple and Biggs met the demand, and were willing to do anything for a few guineas, including digging up corpses, kidnapping, selling, or even killing someone. Victor found out that Tripple and Biggs were after some of his friends, and he decided that he had to reveal the mastermind of this wicked market and put an end to it. RESURRECTION MEN is an intense, dark work of historical fiction that made me read every page intently to the end, while trying to cope with the knot of sadness and anguish that I had in my stomach. T. K. Welsh's rich vocabulary and detailed descriptions, where almost no noun goes without an adjective, transported me to the streets of London, and made me smell the putrid odors of the city, live the horrors of the children's lives, witness the horrid dissections of the dead bodies, and hear the unsettling noise of the broken bones. When I finished the novel, I was looking forward to reading the section at the end of the book that explained which historical facts of the book were real, but unfortunately, there was none. I highly recommend this book to anyone who likes historical fiction and is interested in learning more about an unfortunate time in the history of medicine and the city of London. But if you're looking for a fun, happy read, this may not be it!	734	ENGLISH	1
How powerful are the opening chapters of big Expectations? Go over the methods Dickens uses in order that the readers' ongoing interest. Charles Dickens' ‘Great Expectations' was published in 1860 since monthly reports in magazines and newspapers. Dickens' wrote books and reports that were seen as social files which resulted in they described what his society was like at the time. The industrial revolution was obviously a time of mass poverty in Britain. There was clearly homelessness, unemployment and massive divisions between the abundant and the poor. This was the time when Dickens wrote ‘Great Expectations' which in turn therefore means it shown those low income ridden occasions. New developments in technology meant that genuine workers misplaced their careers to machines. No function meant that the bottom classes were reduced to live the life of crime exactly where they took food to eat and goods to make funds. The excessive crime price led to great injustice and corruption in the court program. Crimes as measly as stealing a loaf of bread could be punished simply by death if you did not have the funds to give incentives to the legal courts. The country's previous success and justified welfare had dropped in complete jumble, huddle. When we are introduced to the main characters in ‘Great Expectations' we are shown evidence of Dickens' society straight away. The characters stand for the difference between the wealthy and the poor. Characters coming from working category backgrounds like Pip are shown straight away and shortly after this our company is introduced to Ms Havisham and Estella who also are upper class. The characters are first described in settings that go with their particular class. Pip in a rundown graveyard and Ms Havisham in her large estate. When Pip meets Ms Havisham it really is his initially encounter with someone who is definitely upper class. Before this getting together with he had hardly ever known of the huge dissimilarities between the rich and the poor. Through these kinds of main heroes we are demonstrated the evidence showing how rich persons and poor people are different in each and every way. ‘Great Expectations' can be written inside the first person via Pip's point of view as he aspires to be the opposite of his working school background; a gentleman. After meeting Ms Havisham and Estella, Pip is left with envious thoughts as he desires to be upper class. The main reason for this is that after meeting Estella he immediately falls in take pleasure in with her. But Estella has been raised by Ms Havisham to despise the bottom class and treat all of them like vermin. Therefore Pip makes it his most important ambition to become a lady and be worth Estella. The moment Pip truly does become a gentleman he considers that the money for it originated in Ms Havisham as your woman took a liking to him if he was a young man, but in simple fact, it is Magwitch that Pip has to appreciate for it. Magwitch had delivered any money this individual earned to Pip once they first achieved in the graveyard. In the opening and establishing of the publication, and in the first chapter as a whole, Dickens captures the readers' interest which is important for any story. This is done by immediately introducing us to the main characters and offering us reasons to empathize with them. This is important as it permits the characters to then develop above the novel. Magwitch is ignored about for most of the book until he is revealed to be the one who also changed Pip's life. Right away there is actions in the novel as, in the first part, Pip with the graveyard the moment Magwitch problems him and demands meals. This makes the reader want to learn on very much. The readers' interest is usually captured additional because there are a large number of themes released in the 1st chapter. The first theme is family members as in the beginning Pip with the graveyard browsing his parents' and siblings' graves. This kind of theme is definitely consolidated once we see the relationship between Pip and Mister and Ms Joe Gargery. The second topic in this story is crime. This motif is introduced when we 1st meet Magwitch (the escaped convict). This is certainly more evidence of this book being a interpersonal document since it represents the crime ridden society that...	<urn:uuid:25baf275-6d77-4c89-85ce-d6d56f2f7328>	CC-MAIN-2020-05	https://educoanda.org/how-effective-are-the/57633-essay-about-how-effective-will.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597458.22/warc/CC-MAIN-20200120052454-20200120080454-00324.warc.gz	en	0.981907	854	3.421875	3	[ 0.10533259809017181, -0.05164570361375809, 0.3077341318130493, 0.09051452577114105, 0.3190450668334961, -0.3271576166152954, -0.013829171657562256, -0.06958591192960739, 0.18126732110977173, 0.07659830898046494, 0.0578828826546669, 0.2358507215976715, 0.08022528886795044, 0.051213916391134...	1	How powerful are the opening chapters of big Expectations? Go over the methods Dickens uses in order that the readers' ongoing interest. Charles Dickens' ‘Great Expectations' was published in 1860 since monthly reports in magazines and newspapers. Dickens' wrote books and reports that were seen as social files which resulted in they described what his society was like at the time. The industrial revolution was obviously a time of mass poverty in Britain. There was clearly homelessness, unemployment and massive divisions between the abundant and the poor. This was the time when Dickens wrote ‘Great Expectations' which in turn therefore means it shown those low income ridden occasions. New developments in technology meant that genuine workers misplaced their careers to machines. No function meant that the bottom classes were reduced to live the life of crime exactly where they took food to eat and goods to make funds. The excessive crime price led to great injustice and corruption in the court program. Crimes as measly as stealing a loaf of bread could be punished simply by death if you did not have the funds to give incentives to the legal courts. The country's previous success and justified welfare had dropped in complete jumble, huddle. When we are introduced to the main characters in ‘Great Expectations' we are shown evidence of Dickens' society straight away. The characters stand for the difference between the wealthy and the poor. Characters coming from working category backgrounds like Pip are shown straight away and shortly after this our company is introduced to Ms Havisham and Estella who also are upper class. The characters are first described in settings that go with their particular class. Pip in a rundown graveyard and Ms Havisham in her large estate. When Pip meets Ms Havisham it really is his initially encounter with someone who is definitely upper class. Before this getting together with he had hardly ever known of the huge dissimilarities between the rich and the poor. Through these kinds of main heroes we are demonstrated the evidence showing how rich persons and poor people are different in each and every way. ‘Great Expectations' can be written inside the first person via Pip's point of view as he aspires to be the opposite of his working school background; a gentleman. After meeting Ms Havisham and Estella, Pip is left with envious thoughts as he desires to be upper class. The main reason for this is that after meeting Estella he immediately falls in take pleasure in with her. But Estella has been raised by Ms Havisham to despise the bottom class and treat all of them like vermin. Therefore Pip makes it his most important ambition to become a lady and be worth Estella. The moment Pip truly does become a gentleman he considers that the money for it originated in Ms Havisham as your woman took a liking to him if he was a young man, but in simple fact, it is Magwitch that Pip has to appreciate for it. Magwitch had delivered any money this individual earned to Pip once they first achieved in the graveyard. In the opening and establishing of the publication, and in the first chapter as a whole, Dickens captures the readers' interest which is important for any story. This is done by immediately introducing us to the main characters and offering us reasons to empathize with them. This is important as it permits the characters to then develop above the novel. Magwitch is ignored about for most of the book until he is revealed to be the one who also changed Pip's life. Right away there is actions in the novel as, in the first part, Pip with the graveyard the moment Magwitch problems him and demands meals. This makes the reader want to learn on very much. The readers' interest is usually captured additional because there are a large number of themes released in the 1st chapter. The first theme is family members as in the beginning Pip with the graveyard browsing his parents' and siblings' graves. This kind of theme is definitely consolidated once we see the relationship between Pip and Mister and Ms Joe Gargery. The second topic in this story is crime. This motif is introduced when we 1st meet Magwitch (the escaped convict). This is certainly more evidence of this book being a interpersonal document since it represents the crime ridden society that...	853	ENGLISH	1
Although love is considered significant in the world we live in now, it was not the case in the 18th century- Austen’s time. As time progressed, so did education, fashion styles, medical practises and most importantly social constructs and values. Love and marriage in Austen’s century, though it had some similarities, it was considerably different. Pride and Prejudice, a romance novel by Jane Austen, first published in 1813 depicts the manner of marriage and love in the Regency era. It is a story of transformation, in which the protagonist, Elizabeth Bennet and her counterpart change to believe that love does transcend all things. The novel delves into the passion and excitement of love, but also the detachment that exists between loveless couples. Marriage in Austen’s time can be described as a business transaction. For the women, the man’s income was all they could depend on. And usually for men, the women’s dowry or ‘portion’ would be taken under consideration. In Pride and Prejudice, the marriage between Wickham and Lydia was purely based on money, and perhaps Lydia’s foolish adoration towards Wickham. Wickham married Lydia for the money, which he lacked. Before their matrimony Mr Gardiner stated in a letter “They are not married, nor can I find any intention of being so,” however after there was a discussion between Darcy, Wickham and Mr Gardiner regarding the ‘payment’ behind their marriage Wickham was more than ready to marry Lydia. Mr Darcy was willing to pay off all Wickham’s debts and give them another thousand pounds if Wickham was to marry Lydia, and Wickham would only marry Lydia if those conditions were provided to him- this is a marriage completely based on a monetary deal. Furthermore, the narrator says, “Wickham still cherished the hope of more effectually making his fortune through marriage.” This clearly shows that not only women, but men also gained financial means from marriage. Another example in the text where marriage is represented as a business deal is when Colonel Fitzwilliam states, “there are not many in my rank of life who can afford to marry without some attention to money.” Austen uses dialogue, to reinforce the fact that marriage is money and the bluntness of Austen’s choice of words results in the reader of the modern era to be strongly opposed to what marriage use to be. The novel represents marriage as a business trade, shown by the relationship between Wickham and Lydia. Each gains wealth from the other, and not care, trust or love- the morals of a marriage in today’s society. Men looked for women who had many ‘accomplishments,’ not necessarily if they loved them, or if they were intelligent or had good personalities. “A woman must have a thorough knowledge of music, singing, dancing, drawing, and the modern languages…,” stated Caroline Bingley. Not only accomplishments were to be perfected, men looked for beauty as well. In the case of Mr Bennet, he followed the social trend where he married based on appearances and accomplishments. Mrs Bennet was a beauty, however she turned out to be a frivolous, foolish and oblivious character, resulting in an inharmonious marriage. A woman in a marriage was about presentation, to be beautiful and accomplished- to not embarrass the husband. Therefore men did not search for their soul mate, but rather a woman who was presentable. Not only did Mr Bennet marry to a beauty, it is also the case for Mr Bingley who loved Jane for her beauty. Austen represents marriage to be decided on by a woman’s charm and accomplishments, in order to win a man’s heart a woman had to be talented in all the art forms. To be accomplished was a vital requirement for women. Marriage for women is represented as their ultimate goal in life, because it was impossible to live independently- especially the women who belonged to the genteel class. Genteel women were not allowed to pursue professional careers or university degrees. The only accepted occupation was to be a governess, however they were not highly respected. Consequently, women depended on marriage to have money of which men would be the one who provided it. Charlotte Lucas did not, “think highly either of men or of matrimony, marriage had always been her object…” and that was the reason for her to marry the pompous Mr Collins. Charlotte did not love Mr Collins, she was twenty-seven and still dependent on her family- the only goal she had was to be married, and she was desperate. For women to be dependent on family was something to be ashamed of and the only way to escape out of under the protection of family was to marry. Using characterisation, Austen represents marriage as the most important event, the only respectable option for women. Marriage was a must for those living in the regency era, unlike today, where living independently is accepted and even encouraged. Not only was marriage from the Regency era different from today, so was the concept of love. Love was not sought for in Austen’s time, rather it would just be convenient if you were really in love with your fiancé. Pride and Prejudice represents love as an unnecessary asset in a relationship. It is not required to love someone, in order to be with him or her and even be married with them. In the case of Charlotte and Mr Collins, love was not apparent. After Charlotte accepted Mr Collins’ proposal, the narrator states that, “his attachment to her must be imaginary.” Charlotte did not love Mr Collins, but accepted his hand in order to obtain a comfortable home. She was not looking for love to be happy, she wanted social security, which could be provided by the clergyman. Charlotte’s view on love represented society’s view, which is that love is not a vital component of marriage, but rather gaining financial security. The absence of love within a marriage was acceptable. Another type of love was radical, new, true. Mr Darcy and Elizabeth represented true love, though it was formed from misunderstanding and disagreeable first impressions. Love grew despite the differences; Austen’s protagonists are in true love, the type of love where they can conquer all things. Elizabeth, “…with tears in her eyes [replied], ‘I love him,’” though her pride influenced her to misjudge Mr Darcy she overcame her wall of prejudice and was deeply in love him. Similarly with Mr Darcy, he disregarded his embarrassment and preconceptions and confessed his love for Elizabeth. Austen composed the two central characters to fall in true love, implying the idea that true love is the better and more rewarding. Elizabeth did not totally conform to the social constructs, she was self-reliant and romantic- she wanted love, unlike Charlotte who wanted a comfortable life. And because she did not follow the ways of conduct books, she was rewarded with true love. Though the two characters were deeply in love, they were not hopelessly in love, another radical aspect of the relationship between Darcy and Elizabeth. Mr Darcy confessed to Elizabeth that he,” ardently admire and love you [Elizabeth].” He uses the word ‘admire,’ showing that there is respect and equality between the two, Mr Darcy did not love Elizabeth only on her appearances but of her ‘impertinence’ and ‘liveliness of your mind.’ Love, in Elizabeth and Mr Darcy’s case is represented as the first step towards eternal happiness, it is the ideal marriage with a balance of emotion and rationality. Both the social and radical perspectives of marriage and love were represented in Austen’s Pride and Prejudice. Through Jane and Bingley, Charlotte and Collins and Lydia and Wickham the social standard of marriage is presented. And through Elizabeth and Darcy, a new outlook of marriage and love was formed. Today’s society revolves around love, but in Austen’s time finding marriage was far more crucial. Jane Austen renews the ideas of love and marriage and re-presents them by moulding them with her values. Though she writes in the romance genre, she ventures away at times to create her idealistic true love. In conclusion, marriage is represented as a business transaction, love may be thoughtless but to find true love is to fall in love with ones personality and not only their appearances. Austen believes that marriage is based on the strong foundation of true love and intellectual unity within the marriage. Cite this page Representation of Love and Marriage in Pride and Prejudice. (2016, Apr 03). Retrieved from https://studymoose.com/representation-of-love-and-marriage-in-pride-and-prejudice-essay	<urn:uuid:d170b42e-812f-4185-929b-afdc15f84878>	CC-MAIN-2020-05	https://studymoose.com/representation-of-love-and-marriage-in-pride-and-prejudice-essay	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250626449.79/warc/CC-MAIN-20200124221147-20200125010147-00320.warc.gz	en	0.980685	1,870	3.65625	4	[ 0.3256659209728241, 0.22729629278182983, -0.15966318547725677, -0.06416383385658264, 0.08570043742656708, 0.06373695284128189, -0.007150614634156227, 0.14866909384727478, 0.378837525844574, -0.2803148329257965, 0.3187367618083954, 0.10958531498908997, 0.47068923711776733, -0.05961637198925...	2	Although love is considered significant in the world we live in now, it was not the case in the 18th century- Austen’s time. As time progressed, so did education, fashion styles, medical practises and most importantly social constructs and values. Love and marriage in Austen’s century, though it had some similarities, it was considerably different. Pride and Prejudice, a romance novel by Jane Austen, first published in 1813 depicts the manner of marriage and love in the Regency era. It is a story of transformation, in which the protagonist, Elizabeth Bennet and her counterpart change to believe that love does transcend all things. The novel delves into the passion and excitement of love, but also the detachment that exists between loveless couples. Marriage in Austen’s time can be described as a business transaction. For the women, the man’s income was all they could depend on. And usually for men, the women’s dowry or ‘portion’ would be taken under consideration. In Pride and Prejudice, the marriage between Wickham and Lydia was purely based on money, and perhaps Lydia’s foolish adoration towards Wickham. Wickham married Lydia for the money, which he lacked. Before their matrimony Mr Gardiner stated in a letter “They are not married, nor can I find any intention of being so,” however after there was a discussion between Darcy, Wickham and Mr Gardiner regarding the ‘payment’ behind their marriage Wickham was more than ready to marry Lydia. Mr Darcy was willing to pay off all Wickham’s debts and give them another thousand pounds if Wickham was to marry Lydia, and Wickham would only marry Lydia if those conditions were provided to him- this is a marriage completely based on a monetary deal. Furthermore, the narrator says, “Wickham still cherished the hope of more effectually making his fortune through marriage.” This clearly shows that not only women, but men also gained financial means from marriage. Another example in the text where marriage is represented as a business deal is when Colonel Fitzwilliam states, “there are not many in my rank of life who can afford to marry without some attention to money.” Austen uses dialogue, to reinforce the fact that marriage is money and the bluntness of Austen’s choice of words results in the reader of the modern era to be strongly opposed to what marriage use to be. The novel represents marriage as a business trade, shown by the relationship between Wickham and Lydia. Each gains wealth from the other, and not care, trust or love- the morals of a marriage in today’s society. Men looked for women who had many ‘accomplishments,’ not necessarily if they loved them, or if they were intelligent or had good personalities. “A woman must have a thorough knowledge of music, singing, dancing, drawing, and the modern languages…,” stated Caroline Bingley. Not only accomplishments were to be perfected, men looked for beauty as well. In the case of Mr Bennet, he followed the social trend where he married based on appearances and accomplishments. Mrs Bennet was a beauty, however she turned out to be a frivolous, foolish and oblivious character, resulting in an inharmonious marriage. A woman in a marriage was about presentation, to be beautiful and accomplished- to not embarrass the husband. Therefore men did not search for their soul mate, but rather a woman who was presentable. Not only did Mr Bennet marry to a beauty, it is also the case for Mr Bingley who loved Jane for her beauty. Austen represents marriage to be decided on by a woman’s charm and accomplishments, in order to win a man’s heart a woman had to be talented in all the art forms. To be accomplished was a vital requirement for women. Marriage for women is represented as their ultimate goal in life, because it was impossible to live independently- especially the women who belonged to the genteel class. Genteel women were not allowed to pursue professional careers or university degrees. The only accepted occupation was to be a governess, however they were not highly respected. Consequently, women depended on marriage to have money of which men would be the one who provided it. Charlotte Lucas did not, “think highly either of men or of matrimony, marriage had always been her object…” and that was the reason for her to marry the pompous Mr Collins. Charlotte did not love Mr Collins, she was twenty-seven and still dependent on her family- the only goal she had was to be married, and she was desperate. For women to be dependent on family was something to be ashamed of and the only way to escape out of under the protection of family was to marry. Using characterisation, Austen represents marriage as the most important event, the only respectable option for women. Marriage was a must for those living in the regency era, unlike today, where living independently is accepted and even encouraged. Not only was marriage from the Regency era different from today, so was the concept of love. Love was not sought for in Austen’s time, rather it would just be convenient if you were really in love with your fiancé. Pride and Prejudice represents love as an unnecessary asset in a relationship. It is not required to love someone, in order to be with him or her and even be married with them. In the case of Charlotte and Mr Collins, love was not apparent. After Charlotte accepted Mr Collins’ proposal, the narrator states that, “his attachment to her must be imaginary.” Charlotte did not love Mr Collins, but accepted his hand in order to obtain a comfortable home. She was not looking for love to be happy, she wanted social security, which could be provided by the clergyman. Charlotte’s view on love represented society’s view, which is that love is not a vital component of marriage, but rather gaining financial security. The absence of love within a marriage was acceptable. Another type of love was radical, new, true. Mr Darcy and Elizabeth represented true love, though it was formed from misunderstanding and disagreeable first impressions. Love grew despite the differences; Austen’s protagonists are in true love, the type of love where they can conquer all things. Elizabeth, “…with tears in her eyes [replied], ‘I love him,’” though her pride influenced her to misjudge Mr Darcy she overcame her wall of prejudice and was deeply in love him. Similarly with Mr Darcy, he disregarded his embarrassment and preconceptions and confessed his love for Elizabeth. Austen composed the two central characters to fall in true love, implying the idea that true love is the better and more rewarding. Elizabeth did not totally conform to the social constructs, she was self-reliant and romantic- she wanted love, unlike Charlotte who wanted a comfortable life. And because she did not follow the ways of conduct books, she was rewarded with true love. Though the two characters were deeply in love, they were not hopelessly in love, another radical aspect of the relationship between Darcy and Elizabeth. Mr Darcy confessed to Elizabeth that he,” ardently admire and love you [Elizabeth].” He uses the word ‘admire,’ showing that there is respect and equality between the two, Mr Darcy did not love Elizabeth only on her appearances but of her ‘impertinence’ and ‘liveliness of your mind.’ Love, in Elizabeth and Mr Darcy’s case is represented as the first step towards eternal happiness, it is the ideal marriage with a balance of emotion and rationality. Both the social and radical perspectives of marriage and love were represented in Austen’s Pride and Prejudice. Through Jane and Bingley, Charlotte and Collins and Lydia and Wickham the social standard of marriage is presented. And through Elizabeth and Darcy, a new outlook of marriage and love was formed. Today’s society revolves around love, but in Austen’s time finding marriage was far more crucial. Jane Austen renews the ideas of love and marriage and re-presents them by moulding them with her values. Though she writes in the romance genre, she ventures away at times to create her idealistic true love. In conclusion, marriage is represented as a business transaction, love may be thoughtless but to find true love is to fall in love with ones personality and not only their appearances. Austen believes that marriage is based on the strong foundation of true love and intellectual unity within the marriage. Cite this page Representation of Love and Marriage in Pride and Prejudice. (2016, Apr 03). Retrieved from https://studymoose.com/representation-of-love-and-marriage-in-pride-and-prejudice-essay	1,783	ENGLISH	1
Hygiene in the American Wild West was probably about what you'd expect - unhygienic. Men and women who made their way west across the North American landscape contended with harsh weather and difficult terrain - a less-than-ideal situation for finding a place to bathe. With the journey to new lands came a perpetual quest to find clean water, something that could be a matter of vital importance. In difficult conditions, the practicalities of survival often outweighed concern for cleanliness. Days or weeks without a bath, living in close quarters, and the lack of adequate facilities all contributed to a life in the Wild West characterized by foul smells, constant disease, and a generally squalid existence. Not all beds in the American West were made of straw and hay, but many were. Such bedding wasn't changed often, leading to infestation by lice and other critters. Lice, or "seam squirrels," were just one of the troublesome groups of insects that could make life in the Wild West less than hygienic. Flies found their way into foodstuffs and human waste; mosquitoes flocked into poorly insulated buildings. Rose Pender, a visitor to the American West from 1883 to 1888, recalled one night when she tried to sleep, "Bugs abounded, so I got very little rest." Very few people had screens on windows, so bugs would make their way from homes to outhouses and back again, leaving remnants of whatever they'd picked up along the way. Outhouses were part of frontier life, though some people simply relieved themselves in the woods. Outhouses were built near houses and homesteads, however, in the interest of convenience and safety. A hole would be dug and a wooden structure erected above it. Once the hole was full, it was simply covered up, and the wooden structure was put over another hole, typically dug nearby. The outhouse was not a pleasant-smelling site and people would often try to mask the odor with lye or lime. Bugs were common, especially flies and black widow spiders; the latter often inclined to bite as individuals sat down on a wooded seat. Toilet paper didn't exist in its modern form, so people used whatever they could find; leaves, corn cobs, and grass were common. Water was an essential part of survival in the Wild West, but finding clean water wasn't always easy. Sometimes the outhouses built by homesteads upstream contaminated water, something that wasn't always known by individuals who used the nearby water. More acutely, stagnant water attracted flies and other insects that would leave waste and excrement as they hovered over puddles. Still another problem was collecting rainwater into cisterns - water that was clean until dust and other contaminants got mixed in. To preserve water, people would refrain from washing dishes and clothing or use bathwater for that purpose. Often, entire families used the same tub of water, a weekly occurrence if they were lucky. When Rose Pender visited the West, she delighted in the "refreshing bath," a "luxury" she had not had for 10 days. Frank Clifford, a man also known as John Menham Wightman and John Francis Wallace, wrote a memoir about his time in the American West. An associate of Billy the Kid, Clifford provided details of the soap-weed Mexican women used to wash their hair. Soap-weed was from the yucca plant and, according to Clifford, he had his "hair washed with soap-weed root" many times. The shampoo left "the hair soft and clean and lustrous." While some people used soap-weed, settlers made soap out of animal fat, something they also turned into candles. Homemade soap was harsh and could cause skin irritation, but there wasn't a huge emphasis on making it either way. Body odor was considered a natural part of life. Similarly, the belief that too much cleanliness opened pores to germs and disease gave people little motivation to bathe.	<urn:uuid:7e873f80-43d2-4883-9885-43244386b4de>	CC-MAIN-2020-05	https://www.ranker.com/list/hygiene-wild-west/melissa-sartore?ref=collections&l=1063988&collectionId=1402	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251684146.65/warc/CC-MAIN-20200126013015-20200126043015-00480.warc.gz	en	0.985667	833	3.421875	3	[ 0.27338021993637085, -0.050541702657938004, 0.40950751304626465, 0.332133948802948, 0.5672088861465454, -0.147319495677948, 0.33616963028907776, -0.07887013256549835, 0.008144855499267578, -0.18279388546943665, -0.505416750907898, -0.2588745355606079, 0.22866055369377136, 0.054371763020753...	1	Hygiene in the American Wild West was probably about what you'd expect - unhygienic. Men and women who made their way west across the North American landscape contended with harsh weather and difficult terrain - a less-than-ideal situation for finding a place to bathe. With the journey to new lands came a perpetual quest to find clean water, something that could be a matter of vital importance. In difficult conditions, the practicalities of survival often outweighed concern for cleanliness. Days or weeks without a bath, living in close quarters, and the lack of adequate facilities all contributed to a life in the Wild West characterized by foul smells, constant disease, and a generally squalid existence. Not all beds in the American West were made of straw and hay, but many were. Such bedding wasn't changed often, leading to infestation by lice and other critters. Lice, or "seam squirrels," were just one of the troublesome groups of insects that could make life in the Wild West less than hygienic. Flies found their way into foodstuffs and human waste; mosquitoes flocked into poorly insulated buildings. Rose Pender, a visitor to the American West from 1883 to 1888, recalled one night when she tried to sleep, "Bugs abounded, so I got very little rest." Very few people had screens on windows, so bugs would make their way from homes to outhouses and back again, leaving remnants of whatever they'd picked up along the way. Outhouses were part of frontier life, though some people simply relieved themselves in the woods. Outhouses were built near houses and homesteads, however, in the interest of convenience and safety. A hole would be dug and a wooden structure erected above it. Once the hole was full, it was simply covered up, and the wooden structure was put over another hole, typically dug nearby. The outhouse was not a pleasant-smelling site and people would often try to mask the odor with lye or lime. Bugs were common, especially flies and black widow spiders; the latter often inclined to bite as individuals sat down on a wooded seat. Toilet paper didn't exist in its modern form, so people used whatever they could find; leaves, corn cobs, and grass were common. Water was an essential part of survival in the Wild West, but finding clean water wasn't always easy. Sometimes the outhouses built by homesteads upstream contaminated water, something that wasn't always known by individuals who used the nearby water. More acutely, stagnant water attracted flies and other insects that would leave waste and excrement as they hovered over puddles. Still another problem was collecting rainwater into cisterns - water that was clean until dust and other contaminants got mixed in. To preserve water, people would refrain from washing dishes and clothing or use bathwater for that purpose. Often, entire families used the same tub of water, a weekly occurrence if they were lucky. When Rose Pender visited the West, she delighted in the "refreshing bath," a "luxury" she had not had for 10 days. Frank Clifford, a man also known as John Menham Wightman and John Francis Wallace, wrote a memoir about his time in the American West. An associate of Billy the Kid, Clifford provided details of the soap-weed Mexican women used to wash their hair. Soap-weed was from the yucca plant and, according to Clifford, he had his "hair washed with soap-weed root" many times. The shampoo left "the hair soft and clean and lustrous." While some people used soap-weed, settlers made soap out of animal fat, something they also turned into candles. Homemade soap was harsh and could cause skin irritation, but there wasn't a huge emphasis on making it either way. Body odor was considered a natural part of life. Similarly, the belief that too much cleanliness opened pores to germs and disease gave people little motivation to bathe.	822	ENGLISH	1
(Last Updated on : 16/02/2019) The characters in Ramayana are instrumental in narrating the entire epic . They are meaningfully related to each other helping to bring a significant conclusion. Each of the characters significantly adds to the narration at different times and places in the Sanskrit epic . Most of the characters like Lord Rama, Sita, Lakshmana, Hanuman and others are considered as deities according to Hindu mythology Lord Rama is considered as an incarnation of Lord Vishnu ; whereas Lord Hanuman is considered as the incarnation of Lord Shiva . The antagonist in the Hindu epic, Ravana, is an iconic character in Hindu mythology and some religious sects regard Ravana as a deity as well. Characters in Ramayana Following are the different characters in Ramayana: : He was the son of King Dasaratha and Queen Kausalya. He was the prince of Ayodya . He is an avatara of Lord Vishnu and was married to Sita. Lord Rama had a strong relationship with his brother Lakshmana as well. He is known as Maryada Purusottama and is the symbol of virtue. : She was the daughter of Mother Earth adopted by King Janaka. Sita married Lord Rama, and loved him so much that she followed him into the exile. She is celebrated for her virtue and beauty, and is also regarded as an avatara of the Goddess Lakshmi , Lord Vishnu's consort. She was abducted by the demon king Ravana and was imprisoned on the island of Lanka, until Rama rescued her by defeating Ravana. : Ravana was a devil who performed penance for a long time until Lord Brahma appeared before him and granted him a boon. He received a great blessing from the God that he cannot be killed by any mortal, evil spirit, or other divine being. His pride was combined with great intelligence and power which led him to rule over the earth by spreading horrible immorality everywhere. Vishnu incarnates as the human Rama to defeat him, thus circumventing the boon given by Brahma. : He was the son of King Dasaratha and Queen Sumitra. He was the brother of Lord Rama and the twin brother of Shatrughna. Lakshmana was extremely dedicated to his brother and followed him throughout many adventures and hunt s. He was married to Sita's younger sister, Urmila. He is ascribed as the incarnation of Ananta Sesha , the 1000 headed Naga : Dasaratha was the emperor of Ayodhya, father of Lord Rama, Lakshmana, Bharata, and Shatrughna. He was a good king, kind and well-liked by his people. He was the scion of Raghuvamsa. He had 3 wives namely Kaushalya, Kaikeyi and Sumitra. : He was the king of Mithila and was the father of Sita, who found her in a furrow. Wife of King Janaka and mother of Sita. : Bharatas wife and daughter of King Janaka's brother Kushadhvaja. : Lakshmanas wife; daughter of King Janaka and sister of Sita. : He is famous for his love and devotion towards his elder brother Lord Rama. He was the son of King Dasaratha and Queen Kaikeyi. Bharata was married to Mandavi, daughter of King Janaka's brother Kushadhvaja. They had two sons, Taksha : He was the son of King Dasaratha and Queen Sumitra. His twin brother is Lakshmana, and his half-brothers are Lord Rama and Bharata. He followed his brother Bharata all over the place. Shatrughna was married to Sita's sister Shrutakirthi. : She was the third and youngest wife of King Dasaratha, and mother of Bharata. She is celebrated for her beauty. After she saved the life of Dasaratha in fight, he was offered to grant anything she would ask of him. Kaikeyi later called in this favour to crown Bharata as a king and Lord Rama sent into the forest, stirred by the words of her maid, Manthara. : She was the second wife of Dasaratha and was the mother of Lakshmana and Shatrughna. : She was the first queen of King Dasaratha and the mother of Lord Rama. She had a wonderful and liberal character. In her previous birth she was born as Manushataroopa and had pleased Lord Vishnu with her self-punishment. : Viswamitra was a great sage and wise man who was once a king. Through a long meditation, he achieved a number of magical powers. He took Lord Rama on a chase to beat a demon and to lift the bow of Lord Shiva. : He was the advisor of Sugriva. He was the son of Anjana and Kesari and he is believed to be an avatar of the supreme Lord Shiva. He is described as the monkey God. He was a guardian spirit, the offspring of a nymph and the Wind God : He was a demon, uncle of Lord Ravana. Lord Rama defeated him with a sanitizing magical weapon, and he left his immoral ways to become a Sage. : She was the sister of Ravana who was a powerful demon. She tried to seduce Lord Rama and kill Sita, but Lakshmana attacked her. Then she tried to collect the demon army in opposition to Lord Rama. : Jatayu was a powerful golden eagle who spoke in the voice of a human being. He was loyal to King Dasaratha, and requested his service to Lord Rama. He died protecting Sita from Ravana. : He was the fair king of the vanaras, a race of supernatural monkeys. He was seized by his elder brother Bali, and pledged his service to Lord Rama and Lakshmana if they could re-establish him to his throne. : He was the king of Kishkindha. He was killed by Lord Rama and was the grandson of Prahlad and a great devotee of Lord Vishnu . He was also known as Mahabali. He imprisoned all the beautiful women for his enjoyment. Bali was the husband of Tara : A vanara youth, son of Bali and nephew of Sugriva. He was brave and intelligent. He helped Rama to search his wife Sita along with Sugriva and other monkeys. Sugriva sanctified Angada as the prince of Kishkindha. : A vast golden eagle, brother of Jatayu . His wings were burned when he flew too close to the sun. : It was a mountain in the island of Lanka. Lord Hanuman perched the Subala Mountain, when he took a colossal spring, and by his extraordinary strength it leaped over the broad ocean. : He was as a dedicated son who carried his blind parents on his shoulders for a pilgrimage tour. King Dasaratha went for hunting and his arrow mistakenly hit Shravan Kumar instead of hitting a deer. He died. King Dasaratha brought the jug of water to the parents of Shravan Kumar but his parents were not ready to accept the water without hearing the voice of their son. He was the king of the Riksharaj (magical bears). He was a friend of Sugriva and Lord Rama. He is celebrated for his gentle wisdom and calm strength. : He was Ravana's brother. He had a huge physique with unlimited strength. He used to sleep for six months at a time before waking up and eating everything he could see. He was Ravanas son, who made Lakshmana lifeless in the battlefield with his magical arrow. He was the Lankan doctor, who advised Sanjivani herbs from Kailasa Mountain in order to make well Lakshmana. : He was the son of Ravana, and his most powerful soldier. He earned his name after he captured Lord Indra , the king of the Gods. : He was a powerful demon warrior who was a general in Ravana's army of Lanka. He reported to Ravana the arrival of Lord Rama. He is also referred as being the maternal uncle of Ravana and Kaikesi's brother. : Along with Kusha, Lava was one of the student to whom Valmiki taught the Ramayana which he received from Narada . He was one of the sons of Lord Rama. The twin brother of Lava is Kusha. Lava was the king of Sriwasti, in northern Kosala . He was the founder of the city of Lahore, which is named after him. : Kusha was one of the twin sons of Lord Rama and Sita. The other son is the Lava. He was born in a forest after Sita had been banished from Ayodhya. Both the twin brothers Lava and Kusha were well-read and trained in military skills.	<urn:uuid:213ac3b2-4bc5-4a13-9ccd-d2fc6400277c>	CC-MAIN-2020-05	https://www.indianetzone.com/38/characters_ramayana.htm	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250611127.53/warc/CC-MAIN-20200123160903-20200123185903-00511.warc.gz	en	0.989614	1,940	3.296875	3	[ -0.23965030908584595, 0.43286338448524475, -0.4518314301967621, -0.04653193801641464, -0.6336233019828796, 0.047799885272979736, 0.4914452135562897, 0.10092630237340927, 0.554354190826416, -0.162733256816864, 0.030588123947381973, -0.5345831513404846, 0.42018264532089233, 0.353670060634613...	3	(Last Updated on : 16/02/2019) The characters in Ramayana are instrumental in narrating the entire epic . They are meaningfully related to each other helping to bring a significant conclusion. Each of the characters significantly adds to the narration at different times and places in the Sanskrit epic . Most of the characters like Lord Rama, Sita, Lakshmana, Hanuman and others are considered as deities according to Hindu mythology Lord Rama is considered as an incarnation of Lord Vishnu ; whereas Lord Hanuman is considered as the incarnation of Lord Shiva . The antagonist in the Hindu epic, Ravana, is an iconic character in Hindu mythology and some religious sects regard Ravana as a deity as well. Characters in Ramayana Following are the different characters in Ramayana: : He was the son of King Dasaratha and Queen Kausalya. He was the prince of Ayodya . He is an avatara of Lord Vishnu and was married to Sita. Lord Rama had a strong relationship with his brother Lakshmana as well. He is known as Maryada Purusottama and is the symbol of virtue. : She was the daughter of Mother Earth adopted by King Janaka. Sita married Lord Rama, and loved him so much that she followed him into the exile. She is celebrated for her virtue and beauty, and is also regarded as an avatara of the Goddess Lakshmi , Lord Vishnu's consort. She was abducted by the demon king Ravana and was imprisoned on the island of Lanka, until Rama rescued her by defeating Ravana. : Ravana was a devil who performed penance for a long time until Lord Brahma appeared before him and granted him a boon. He received a great blessing from the God that he cannot be killed by any mortal, evil spirit, or other divine being. His pride was combined with great intelligence and power which led him to rule over the earth by spreading horrible immorality everywhere. Vishnu incarnates as the human Rama to defeat him, thus circumventing the boon given by Brahma. : He was the son of King Dasaratha and Queen Sumitra. He was the brother of Lord Rama and the twin brother of Shatrughna. Lakshmana was extremely dedicated to his brother and followed him throughout many adventures and hunt s. He was married to Sita's younger sister, Urmila. He is ascribed as the incarnation of Ananta Sesha , the 1000 headed Naga : Dasaratha was the emperor of Ayodhya, father of Lord Rama, Lakshmana, Bharata, and Shatrughna. He was a good king, kind and well-liked by his people. He was the scion of Raghuvamsa. He had 3 wives namely Kaushalya, Kaikeyi and Sumitra. : He was the king of Mithila and was the father of Sita, who found her in a furrow. Wife of King Janaka and mother of Sita. : Bharatas wife and daughter of King Janaka's brother Kushadhvaja. : Lakshmanas wife; daughter of King Janaka and sister of Sita. : He is famous for his love and devotion towards his elder brother Lord Rama. He was the son of King Dasaratha and Queen Kaikeyi. Bharata was married to Mandavi, daughter of King Janaka's brother Kushadhvaja. They had two sons, Taksha : He was the son of King Dasaratha and Queen Sumitra. His twin brother is Lakshmana, and his half-brothers are Lord Rama and Bharata. He followed his brother Bharata all over the place. Shatrughna was married to Sita's sister Shrutakirthi. : She was the third and youngest wife of King Dasaratha, and mother of Bharata. She is celebrated for her beauty. After she saved the life of Dasaratha in fight, he was offered to grant anything she would ask of him. Kaikeyi later called in this favour to crown Bharata as a king and Lord Rama sent into the forest, stirred by the words of her maid, Manthara. : She was the second wife of Dasaratha and was the mother of Lakshmana and Shatrughna. : She was the first queen of King Dasaratha and the mother of Lord Rama. She had a wonderful and liberal character. In her previous birth she was born as Manushataroopa and had pleased Lord Vishnu with her self-punishment. : Viswamitra was a great sage and wise man who was once a king. Through a long meditation, he achieved a number of magical powers. He took Lord Rama on a chase to beat a demon and to lift the bow of Lord Shiva. : He was the advisor of Sugriva. He was the son of Anjana and Kesari and he is believed to be an avatar of the supreme Lord Shiva. He is described as the monkey God. He was a guardian spirit, the offspring of a nymph and the Wind God : He was a demon, uncle of Lord Ravana. Lord Rama defeated him with a sanitizing magical weapon, and he left his immoral ways to become a Sage. : She was the sister of Ravana who was a powerful demon. She tried to seduce Lord Rama and kill Sita, but Lakshmana attacked her. Then she tried to collect the demon army in opposition to Lord Rama. : Jatayu was a powerful golden eagle who spoke in the voice of a human being. He was loyal to King Dasaratha, and requested his service to Lord Rama. He died protecting Sita from Ravana. : He was the fair king of the vanaras, a race of supernatural monkeys. He was seized by his elder brother Bali, and pledged his service to Lord Rama and Lakshmana if they could re-establish him to his throne. : He was the king of Kishkindha. He was killed by Lord Rama and was the grandson of Prahlad and a great devotee of Lord Vishnu . He was also known as Mahabali. He imprisoned all the beautiful women for his enjoyment. Bali was the husband of Tara : A vanara youth, son of Bali and nephew of Sugriva. He was brave and intelligent. He helped Rama to search his wife Sita along with Sugriva and other monkeys. Sugriva sanctified Angada as the prince of Kishkindha. : A vast golden eagle, brother of Jatayu . His wings were burned when he flew too close to the sun. : It was a mountain in the island of Lanka. Lord Hanuman perched the Subala Mountain, when he took a colossal spring, and by his extraordinary strength it leaped over the broad ocean. : He was as a dedicated son who carried his blind parents on his shoulders for a pilgrimage tour. King Dasaratha went for hunting and his arrow mistakenly hit Shravan Kumar instead of hitting a deer. He died. King Dasaratha brought the jug of water to the parents of Shravan Kumar but his parents were not ready to accept the water without hearing the voice of their son. He was the king of the Riksharaj (magical bears). He was a friend of Sugriva and Lord Rama. He is celebrated for his gentle wisdom and calm strength. : He was Ravana's brother. He had a huge physique with unlimited strength. He used to sleep for six months at a time before waking up and eating everything he could see. He was Ravanas son, who made Lakshmana lifeless in the battlefield with his magical arrow. He was the Lankan doctor, who advised Sanjivani herbs from Kailasa Mountain in order to make well Lakshmana. : He was the son of Ravana, and his most powerful soldier. He earned his name after he captured Lord Indra , the king of the Gods. : He was a powerful demon warrior who was a general in Ravana's army of Lanka. He reported to Ravana the arrival of Lord Rama. He is also referred as being the maternal uncle of Ravana and Kaikesi's brother. : Along with Kusha, Lava was one of the student to whom Valmiki taught the Ramayana which he received from Narada . He was one of the sons of Lord Rama. The twin brother of Lava is Kusha. Lava was the king of Sriwasti, in northern Kosala . He was the founder of the city of Lahore, which is named after him. : Kusha was one of the twin sons of Lord Rama and Sita. The other son is the Lava. He was born in a forest after Sita had been banished from Ayodhya. Both the twin brothers Lava and Kusha were well-read and trained in military skills.	1,907	ENGLISH	1
The photographs hosted on this website were taken by Steel Brothers and Company Ltd. Steel Brothers were a large British firm that worked in the teak industry during the colonial period. During the Japanese Occupation of Myanmar Steel Brothers’ officers were destroyed and most of their records were lost. These photographs were preserved in the company’s offices in London. Today they are held by the London Metropolitan Archives (CLC/B/208/MS29564 ‘Photographs of teak extraction operations’). The destruction of their records during the Second World War means that we do not know who took these photographs. We also do not know why they were taken. When they were taken is also unclear, although they were taken just before the Japanese Occupation. They were taken at various places in Myanmar. By the end of the nineteenth century, Myanmar was the largest teak exporter in the world. The industry grew rapidly during British colonial rule. In 1859, around 20,000 tons were produced. In 1900, this had risen to more than 200,000. And by the 1920s, the number was roughly half a million tons of teak. The trade was dominated by large British companies. Deforestation was an major environmental change brought about by imperialism. Elephants were vital to the teak industry. Elephants helped to cut down the trees and they transported the logs. The numbers of working elephants also increased under British colonial rule. It is estimated that between 5,000 and 10,000 elephants worked in the teak industry before the Japanese occuption. Most of these animals were taken from the wild. Imperialism had a huge affect on Myanmar’s elephants.	<urn:uuid:6698c549-28d1-4216-bcf3-23bfce9e3dab>	CC-MAIN-2020-05	https://elephantsandempire.leeds.ac.uk/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591763.20/warc/CC-MAIN-20200118023429-20200118051429-00021.warc.gz	en	0.993347	344	3.421875	3	[ 0.004559385124593973, 0.22403068840503693, 0.5789046883583069, -0.00447168480604887, 0.3108710050582886, -0.03149165213108063, 0.13126347959041595, -0.12416838109493256, -0.3355775475502014, 0.016558315604925156, 0.20165881514549255, -0.6178002953529358, 0.43729057908058167, 0.502837598323...	3	The photographs hosted on this website were taken by Steel Brothers and Company Ltd. Steel Brothers were a large British firm that worked in the teak industry during the colonial period. During the Japanese Occupation of Myanmar Steel Brothers’ officers were destroyed and most of their records were lost. These photographs were preserved in the company’s offices in London. Today they are held by the London Metropolitan Archives (CLC/B/208/MS29564 ‘Photographs of teak extraction operations’). The destruction of their records during the Second World War means that we do not know who took these photographs. We also do not know why they were taken. When they were taken is also unclear, although they were taken just before the Japanese Occupation. They were taken at various places in Myanmar. By the end of the nineteenth century, Myanmar was the largest teak exporter in the world. The industry grew rapidly during British colonial rule. In 1859, around 20,000 tons were produced. In 1900, this had risen to more than 200,000. And by the 1920s, the number was roughly half a million tons of teak. The trade was dominated by large British companies. Deforestation was an major environmental change brought about by imperialism. Elephants were vital to the teak industry. Elephants helped to cut down the trees and they transported the logs. The numbers of working elephants also increased under British colonial rule. It is estimated that between 5,000 and 10,000 elephants worked in the teak industry before the Japanese occuption. Most of these animals were taken from the wild. Imperialism had a huge affect on Myanmar’s elephants.	360	ENGLISH	1
"The Count of Monte Cristo" is Dumas's most famous work. It was written in 1844 and published in sequels during the next two years. The plot is taking place before and after Napoleon's reign from 1815 to 1844, during the time of the Bourbon Restoration in France. The main character is Edmond Dantes, a honest and honorable man who believed in the good in everyone, until he was wrongfully accused and imprisoned for alleged political actions. Edmond Dantes was betrayed by his friends, convicted for being a Bonapartist and imprisoned in the Château d'If, prison changed him and made him a different man. Edmond started being led by the desire for revenge against people who wronged him. His vengeance is the main motive of the plot and he doesn't give up until he gets what he wants. The development of the main character is important because he became a vengeful man out of a naïve, good and honest man. He escaped after fourteen years and assumed the identity of the Count of Monte Cristo. He hid behind aliases to complete his plan. In the end of the novel, after getting his revenge, he found a piece of himself. He also found happiness and love. The novel also has a political background based on two divisions in France; one supported Napoleon and one didn't. Dumas supported Napoleon. In the novel, there are many characters, such as Villefort's father who received a letter from Napoleon and his son, who were against Napoleon. He, because of his political beliefs, denied his father and it was the cause of Dantes's sentence. The narrator is in the third person, and he was objective. Also, all the events have detailed descriptions. The main theme in the novel is tasting the boundaries of justice, and the main character takes on himself the duty to establish justice.	<urn:uuid:790fd142-87da-4a67-9199-e6c66f65a534>	CC-MAIN-2020-05	https://books.mondadoristore.it/The-Count-of-Monte-Cristo-Alexandre-Dumas/eae978883530337/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594705.17/warc/CC-MAIN-20200119180644-20200119204644-00311.warc.gz	en	0.991523	382	3.265625	3	[ -0.23048393428325653, 0.09485579282045364, 0.16121654212474823, 0.024745941162109375, -0.40460947155952454, -0.036268774420022964, 0.23748956620693207, 0.18999233841896057, 0.15050168335437775, 0.09558437764644623, 0.05620424821972847, -0.26823440194129944, -0.09805962443351746, 0.45748728...	1	"The Count of Monte Cristo" is Dumas's most famous work. It was written in 1844 and published in sequels during the next two years. The plot is taking place before and after Napoleon's reign from 1815 to 1844, during the time of the Bourbon Restoration in France. The main character is Edmond Dantes, a honest and honorable man who believed in the good in everyone, until he was wrongfully accused and imprisoned for alleged political actions. Edmond Dantes was betrayed by his friends, convicted for being a Bonapartist and imprisoned in the Château d'If, prison changed him and made him a different man. Edmond started being led by the desire for revenge against people who wronged him. His vengeance is the main motive of the plot and he doesn't give up until he gets what he wants. The development of the main character is important because he became a vengeful man out of a naïve, good and honest man. He escaped after fourteen years and assumed the identity of the Count of Monte Cristo. He hid behind aliases to complete his plan. In the end of the novel, after getting his revenge, he found a piece of himself. He also found happiness and love. The novel also has a political background based on two divisions in France; one supported Napoleon and one didn't. Dumas supported Napoleon. In the novel, there are many characters, such as Villefort's father who received a letter from Napoleon and his son, who were against Napoleon. He, because of his political beliefs, denied his father and it was the cause of Dantes's sentence. The narrator is in the third person, and he was objective. Also, all the events have detailed descriptions. The main theme in the novel is tasting the boundaries of justice, and the main character takes on himself the duty to establish justice.	387	ENGLISH	1
No one can speak with exactness as to the time when sculpture was first practised by the Egyptians; we only know that it was a very long time ago. But we do know that in the time of the twelfth dynasty, which dates from 2466 B.C., sculpture had reached a stage of excellence such as could only have resulted from the experience of many years of training and practice in this art. In the Egyptian collection of the Louvre, at Paris, there is the memorial stone of an old Egyptian sculptor which has an inscription that reads as if he had written it himself; this was the way by which Egyptians made these inscriptions sound as if the dead themselves spoke to those who were still alive. This sculptor’s name was Martisen, and he lived about forty-four centuries ago. Brugsch-Bey, a very learned writer on Egypt, says: “He calls himself ‘a master among those who understand art, and a plastic artist,’ who ‘was a wise artist in his art.’ He relates in succession his knowledge in the making of statues, in every position, according to prescribed use and measure; and brings forward, as his particular invention, an etching with colors, if I have rightly understood the expression, ‘which can neither be injured by fire nor washed off by water; ‘and, as a further explanation of this, states that ‘no man has arisen who has been able to do this except himself alone and the eldest son of his race, whom God’s will has created. He has arisen able to do this, and the exercise of his hand has been admired in masterly works in all sorts of precious stones, from gold and silver to ivory and ebony.’”	<urn:uuid:b938e211-063a-4085-8a93-6f93bd3c7a2d>	CC-MAIN-2020-05	http://ip.funtoysproject.ga/book/559709321/a-history-of-art-for-beginners-and-students-painting-sculpture-architecture-sculpture	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700675.78/warc/CC-MAIN-20200127112805-20200127142805-00176.warc.gz	en	0.992073	366	3.34375	3	[ -0.13591526448726654, 0.6702735424041748, 0.41883373260498047, -0.20890313386917114, -0.9409540295600891, 0.05940009281039238, 0.56807941198349, -0.21967805922031403, -0.3396289050579071, -0.03718659654259682, -0.09679197520017624, -0.3571603000164032, 0.14913660287857056, 0.70073485374450...	1	No one can speak with exactness as to the time when sculpture was first practised by the Egyptians; we only know that it was a very long time ago. But we do know that in the time of the twelfth dynasty, which dates from 2466 B.C., sculpture had reached a stage of excellence such as could only have resulted from the experience of many years of training and practice in this art. In the Egyptian collection of the Louvre, at Paris, there is the memorial stone of an old Egyptian sculptor which has an inscription that reads as if he had written it himself; this was the way by which Egyptians made these inscriptions sound as if the dead themselves spoke to those who were still alive. This sculptor’s name was Martisen, and he lived about forty-four centuries ago. Brugsch-Bey, a very learned writer on Egypt, says: “He calls himself ‘a master among those who understand art, and a plastic artist,’ who ‘was a wise artist in his art.’ He relates in succession his knowledge in the making of statues, in every position, according to prescribed use and measure; and brings forward, as his particular invention, an etching with colors, if I have rightly understood the expression, ‘which can neither be injured by fire nor washed off by water; ‘and, as a further explanation of this, states that ‘no man has arisen who has been able to do this except himself alone and the eldest son of his race, whom God’s will has created. He has arisen able to do this, and the exercise of his hand has been admired in masterly works in all sorts of precious stones, from gold and silver to ivory and ebony.’”	348	ENGLISH	1
This week, when the students came in on Monday, they found that our classroom fairy had left us a poem about December celebrations. As we had studied Hanukkah last week the students began talking about other celebrations their families celebrated this month. We uncovered that Christmas was another holiday many of our students celebrated with their families. The students had the opportunity to explore symbols from this holiday in many hands on ways. We made our weekly batch of play dough as a Christmas tree themed batch. The students were able to create and decorate Christmas trees during sensory play. As we read books about Christmas and learned factual information around this holiday we also looked to see if we could find any similarities between Christmas and Hanukkah. The students made the connection that both of these holidays use lights. One students said that during Hanukkah Jewish families light candles on the menorah each night and families who celebrate Christmas put lights on their trees and sometimes outside their homes. Another child pointed out that the Star of David is an important symbol during Hanukkah and during Christmas many people put a star on the top of their Christmas tree. Another student said that during Christmas they liked to eat lots of yummy food with their families and during Hanukkah families ate lots of food together too. During a discussion about what kinds of treats the students like eating at Christmas time a few students spoke about how much they love to eat gingerbread and decorate gingerbread houses. The next day after this conversation the students found a gingerbread person waiting them in the class. Ginger the Gingerbread person had told the students that she loved our class. She was wondering if they could build a home for her using 3D shapes that we had been learning about. The students used examples from the song Geometric Shapes to decide which shapes they would incorporate into their houses for Ginger. They build pyramids, triangular and rectangular prisms and cubes for Ginger to live in. The students took pictures of their work and wrote about what they had created for Ginger. We also extended this writing piece by having the students write letters to Ginger. Magically, Ginger answered all of the students' questions in his daily letters.	<urn:uuid:2a96a60b-027e-402c-9113-1b7ef4eb8c98>	CC-MAIN-2020-05	https://www.mountviewcommunitykindergarten.com/classroom-blog/december-celebrations	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251776516.99/warc/CC-MAIN-20200128060946-20200128090946-00050.warc.gz	en	0.986922	443	3.59375	4	[ 0.05005514621734619, 0.13869675993919373, 0.1742401123046875, -0.35716429352760315, -0.27049529552459717, -0.14694459736347198, 0.22404396533966064, 0.38017523288726807, -0.30619654059410095, 0.06723238527774811, 0.23922766745090485, 0.24338138103485107, -0.24055610597133636, -0.0800407081...	6	This week, when the students came in on Monday, they found that our classroom fairy had left us a poem about December celebrations. As we had studied Hanukkah last week the students began talking about other celebrations their families celebrated this month. We uncovered that Christmas was another holiday many of our students celebrated with their families. The students had the opportunity to explore symbols from this holiday in many hands on ways. We made our weekly batch of play dough as a Christmas tree themed batch. The students were able to create and decorate Christmas trees during sensory play. As we read books about Christmas and learned factual information around this holiday we also looked to see if we could find any similarities between Christmas and Hanukkah. The students made the connection that both of these holidays use lights. One students said that during Hanukkah Jewish families light candles on the menorah each night and families who celebrate Christmas put lights on their trees and sometimes outside their homes. Another child pointed out that the Star of David is an important symbol during Hanukkah and during Christmas many people put a star on the top of their Christmas tree. Another student said that during Christmas they liked to eat lots of yummy food with their families and during Hanukkah families ate lots of food together too. During a discussion about what kinds of treats the students like eating at Christmas time a few students spoke about how much they love to eat gingerbread and decorate gingerbread houses. The next day after this conversation the students found a gingerbread person waiting them in the class. Ginger the Gingerbread person had told the students that she loved our class. She was wondering if they could build a home for her using 3D shapes that we had been learning about. The students used examples from the song Geometric Shapes to decide which shapes they would incorporate into their houses for Ginger. They build pyramids, triangular and rectangular prisms and cubes for Ginger to live in. The students took pictures of their work and wrote about what they had created for Ginger. We also extended this writing piece by having the students write letters to Ginger. Magically, Ginger answered all of the students' questions in his daily letters.	431	ENGLISH	1
Despite great obstacles, Jews throughout occupied Europe attempted armed resistance against the Germans and their Axis partners. They faced overwhelming odds and desperate scenarios, including lack of weapons and training, operating in hostile zones, parting from family members, and facing an ever-present Nazi terror. Yet thousands resisted by joining or forming partisan units. Among them was Shalom Yoran. Shalom Yoran was born in 1925 in Warsaw, Poland. When Shalom was 15 years old, his family fled eastwards, leaving the Nazi-occupied area of Poland for the Soviet side. A year later, though, the Germans invaded the Soviet Union, and the Yoran family found their new home, the village of Kurzeniec, occupied by the Nazis. Two years later, in 1942, the Nazis situated a Russian POW camp in Kurzeniec, where the prisoners were treated brutally. Shalom first learned about the partisans through rumors told to him by escaped Soviet POWs . The day before Yom Kippur, 1942, the order was given to liquidate the Kurzeniec ghetto. Shalom was given an early warning, but his family wasn't as lucky. Hiding in a barn, Shalom listened as the entire remaining population of the ghetto, totaling 1,052 people, were murdered. He spent the frigid winter of 1942 in the forest near the river Sang, where, along with his brother and three friends, he built a zemlyanka (underground bunker) for shelter and lived off mostly a large store of food they stole and begged from local farmers. In the spring of 1943 Shalom located a partisan unit. But because neither he nor his group had weapons they were not allowed to join—a common practice among the partisans. Another unit’s commander initially refused to let them in. When they persisted, they were offered a deal; if they returned to Kurzeniec and blew up the factory that made parts for rifles there, they could join. The Russian partisans considered it a suicide mission against this well guarded building, but Shalom and his friends succeeded regardless. Returning victorious, they learned the Russian partisans did not expect them to succeed and never intended to let them into their group because they were Jewish. Shalom then helped to form an all Jewish unit with over 200 Jews. In the wake of the German defeat at Stalingrad, Shalom’s unit harassed the retreating German troops, blowing up bridges and destroying railroads. When Belarus was liberated by the Soviets in 1944, Shalom, along with his comrades, were drafted into the Russian regular forces. Fighting in the Red Army, he was appalled by the brutality and political persecution he experienced. Eventually he deserted and made his way to Italy, where he worked for the British Army through the end of the war. In 1946, Shalom traveled to Palestine with the aid of a fake British military passport, joining the newly formed Israeli Army. Though he left Israel to attend an American university, he returned to become an officer in the renowned Israeli Air Force. In 2003, Shalom Yoran published his memoir, entitled The Defiant. Critical Thinking Questions - What obstacles and limitations did Jews face when considering resistance? - What pressures and motivations may have influenced Shalom Yoran's decisions and actions? Are these factors unique to this history or universal? - How can societies, communities, and individuals reinforce and strengthen the willingness to stand up for others?	<urn:uuid:7c711dd8-2a11-4f7e-ad23-64d1c8e04282>	CC-MAIN-2020-05	https://encyclopedia.ushmm.org/content/en/article/shalom-yoran	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607407.48/warc/CC-MAIN-20200122191620-20200122220620-00550.warc.gz	en	0.981302	701	4.09375	4	[ -0.43360796570777893, 0.4683476686477661, -0.22258159518241882, 0.07225258648395538, 0.12065337598323822, 0.11097186803817749, 0.03405049443244934, 0.3749227523803711, -0.3732648193836212, -0.12900003790855408, 0.18521098792552948, -0.2071092128753662, 0.40217822790145874, 0.16726425290107...	13	Despite great obstacles, Jews throughout occupied Europe attempted armed resistance against the Germans and their Axis partners. They faced overwhelming odds and desperate scenarios, including lack of weapons and training, operating in hostile zones, parting from family members, and facing an ever-present Nazi terror. Yet thousands resisted by joining or forming partisan units. Among them was Shalom Yoran. Shalom Yoran was born in 1925 in Warsaw, Poland. When Shalom was 15 years old, his family fled eastwards, leaving the Nazi-occupied area of Poland for the Soviet side. A year later, though, the Germans invaded the Soviet Union, and the Yoran family found their new home, the village of Kurzeniec, occupied by the Nazis. Two years later, in 1942, the Nazis situated a Russian POW camp in Kurzeniec, where the prisoners were treated brutally. Shalom first learned about the partisans through rumors told to him by escaped Soviet POWs . The day before Yom Kippur, 1942, the order was given to liquidate the Kurzeniec ghetto. Shalom was given an early warning, but his family wasn't as lucky. Hiding in a barn, Shalom listened as the entire remaining population of the ghetto, totaling 1,052 people, were murdered. He spent the frigid winter of 1942 in the forest near the river Sang, where, along with his brother and three friends, he built a zemlyanka (underground bunker) for shelter and lived off mostly a large store of food they stole and begged from local farmers. In the spring of 1943 Shalom located a partisan unit. But because neither he nor his group had weapons they were not allowed to join—a common practice among the partisans. Another unit’s commander initially refused to let them in. When they persisted, they were offered a deal; if they returned to Kurzeniec and blew up the factory that made parts for rifles there, they could join. The Russian partisans considered it a suicide mission against this well guarded building, but Shalom and his friends succeeded regardless. Returning victorious, they learned the Russian partisans did not expect them to succeed and never intended to let them into their group because they were Jewish. Shalom then helped to form an all Jewish unit with over 200 Jews. In the wake of the German defeat at Stalingrad, Shalom’s unit harassed the retreating German troops, blowing up bridges and destroying railroads. When Belarus was liberated by the Soviets in 1944, Shalom, along with his comrades, were drafted into the Russian regular forces. Fighting in the Red Army, he was appalled by the brutality and political persecution he experienced. Eventually he deserted and made his way to Italy, where he worked for the British Army through the end of the war. In 1946, Shalom traveled to Palestine with the aid of a fake British military passport, joining the newly formed Israeli Army. Though he left Israel to attend an American university, he returned to become an officer in the renowned Israeli Air Force. In 2003, Shalom Yoran published his memoir, entitled The Defiant. Critical Thinking Questions - What obstacles and limitations did Jews face when considering resistance? - What pressures and motivations may have influenced Shalom Yoran's decisions and actions? Are these factors unique to this history or universal? - How can societies, communities, and individuals reinforce and strengthen the willingness to stand up for others?	729	ENGLISH	1
Many south Indians made huge contributions during the freedom struggle and towards building a modern India. Yet, they are unknown to the people outside of their own states. If at all they get discussed at a national level, it would be in the context of conflicts between the other national icons of Indian history. The references to them are condescending or outright offensive. There is much hysteria and urgency towards revisionist history to credit few people like Sardar Patel, Bhagat Singh and Subhas Chandra Bose with all the great things that happened in India. The justifications employed in the process are further marginalizing and vilifying those that are not considered mainstream Indians. December 24 is the birth anniversary of Dr. Bhogaraju Pattabhi Sitaramayya, one of the founding fathers of India. Indians will probably never forgive Mahatma Gandhi for his audacity of nominating Dr. Pattabhi as the President of Congress in 1939. It is widely believed that Gandhi snatched away something that rightfully belonged to Subhas Chandra Bose and tried to hand it to his “crony” Pattabhi. The real enemies of Subhas Chandra Bose at the time were Sardar Patel and rest of the right-wing of the party such as GB Pant, Rajaji, Rajendra Prasad and JB Kriplani. However, Jawaharlal Nehru is thrown in the mix to divert attention away from Sardar Patel. From being born in a poor family to educating himself as a medical doctor to his contributions to Satyagraha, Pattabhi’s life is no less inspiring than anyone else of that era whose tall statues are now being built. From founding the still flourishing financial institutions to documenting the history of freedom struggle and of Congress, Pattabhi possessed the unique nation building skills that many of his colleagues did not. Leaving the factor of elect-ability aside, Pattabhi was just as qualified (if not more) to be the President of Congress as Subhas Chandra Bose was in 1939. Pattabhi, along with Subhas Bose, supported Nehru’s Purna Swaraj in 1927-28 against the resistance of Mahatma Gandhi as well as Motilal Nehru. While all three were Socialists, Pattabhi was like Nehru and different from Bose in one aspect. While Bose considered Gandhi a spent force who had no further use for the country, Pattabhi and Nehru understood that independence from colonial rule could not be achieved without the Mahatma. Presidency of the party was a one-year honorary rotation at which diverse people were supposed to get a chance each. Mahatma Gandhi himself served one and only one term in his life time. It was never meant to be a popularity contest nor were south Indians prohibited from aspiring for it. The nominations were generally made by Gandhi and were unanimous, including Subhas Bose’s first term in 1938. The magnanimity of Mahatma Gandhi in offering that honor to Subhas Bose in 1938 seem to have been lost these days. While in Europe in 1935, Subhas Chandra Bose wrote his book The Indian Struggle. In that book, he was critical of Gandhi as well as the entire Congress organization. Bose called Gandhi a “spent force” and saw no future for him in the freedom struggle. Yet by the time he returned to India in 1938, a telegram from Gandhi awaited Bose inviting him to become the President at Haripura Session. Those that condescendingly refer to Dr. Pattabhi as Gandhi’s candidate in 1939 conveniently never mention that Subhas Chandra Bose was “Gandhi’s candidate” in 1938! In his presidential address at Haripura session, Bose talked about Congress raising an army which turned off everyone especially Gandhi. But despite what Bose may have done during 1938, he was completely out of line for seeking a second term immediately in 1939. Such a thing never happened in history of Congress with sole exception of Nehru in 1937 for the only reason that Congress was in middle of the provincial elections. In 1939, there was no compulsive reason that would require Bose continue as the President for another term. To make matters worse, Bose turned this dispute into an “anti-Bengal conspiracy” and brought Rabindranath Tagore to lobby for him, annoying even his supporters like Nehru. Until Gandhi’s arrival in India, Congress belonged to wealthy people who met in their Drawing Rooms, humored the British and petitioned for more legislative powers. Gandhi turned that organization into one that represented peasants and millions of underprivileged people of India. Yet by late 1920s Gandhi understood that the socialists represented the aspirations of those masses better than the conservatives like himself. The willingness of Gandhi to trust this organization that he built into a mighty force that would eventually destroy the British Empire, with socialists like Nehru, Bose and Pattabhi was remarkable. This vision and generosity of Mahatma Gandhi cannot be understood by casual observers. The problems which Subhas Bose encountered with the right-wing even during 1938 were not unique to him. Jawaharlal Nehru had similar problems during his tenure 1936-37 and many times Nehru contemplated resigning himself. Nehru was willing to take Congress through the election process but was opposed to forming the provincial governments. That in his opinion would distract from the goal of Purna Swaraj. The right-wing humored Nehru until he won the elections but then set him aside and went ahead with forming governments in the provinces. With Gandhi siding the right-wing, Nehru had no option but be quiet. On the bright side, the Congress governments have demonstrated that Indians can rule themselves with likes of Rajaji providing fine governance in the provinces. Nehru stayed away from the provincial governments and kept himself busy. He toured the country preaching the socialist reforms that they should expect and prepare for when they eventually attained Purna Swaraj. Even that activity of Nehru was cut short when the right-wing complained to Gandhi and forced his interference. On many occasions, the Mahatma had chided Nehru that he should carry the right-wing with him. Gandhi’s approach to Subhas Bose was no different from that of Nehru. Gandhi expected Bose to reconcile with the right-wing and agree on a workable solution. Much is made of Dr. Pattabhi losing the election by about 200 votes. Gandhi’s claim of “Pattabhi’s defeat is my defeat” was his magnanimity as opposed to using Pattabhi as a pawn and dropping him like a hot potato upon defeat. That statement was interpreted as Bose’s triumph and superiority over Gandhi, which is laughable. Pattabhi’s electability being a south Indian should be considered before much is made of that victory. To complicate the matter further, those days Pattabhi picked a fight with Tamil speaking people of his Madras Province over formation of a new Telugu province. Why did all those who voted against Pattabhi quickly abandon Bose after election? If Bose really triumphed in party over Gandhi and everyone else in Congress, where was the need for him to resign? Much is made of Bose’s claim of not receiving expected support from Nehru. Bose’s actions and attitude were indefensible, even for friends like Nehru. Despite Nehru asking him to finish his term after having won the elections, Bose resigned. During 1938, Sardar Patel called Bose “incompetent” and “impossible to work with”. At Tripuri, Rajaji called Bose’s leadership compared to Gandhi’s as a “leaky boat”. Rajendra Prasad who became President in Bose’s place was attacked by Bose’s Bengali supporters. JB Kriplani in his book “My Times” describes Rajendra Prasad’s clothes being torn. Kriplani himself was attacked but rescued by his Bengali wife Sucheta. Bose is considered a martyr for being disliked in Congress and Congress becomes the persecutor in his case. But if Pattabhi was disliked for being a south Indian and a champion of Telugu peoples, Pattabhi is just declared a loser! Today, the tallest statue is built for Sardar Patel, funded by our taxes and increased petrol prices. Attempts are to declare Subhas Bose as the first Prime Minister of India despite coronation in a foreign land under protection of brutal Japanese Imperial Army. What has the nation done for Dr. Pattabhi Sitaramayya?	<urn:uuid:41a27dc6-e6ac-4d03-af71-275782391181>	CC-MAIN-2020-05	https://www.youthkiawaaz.com/2018/12/i-respect-your-leader-please-dont-insult-mine-remembering-pattabhi/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778272.69/warc/CC-MAIN-20200128122813-20200128152813-00180.warc.gz	en	0.983526	1,826	3.421875	3	[ 0.11631164699792862, 0.3961488902568817, -0.09579780697822571, -0.14270707964897156, -0.0998401939868927, 0.0663500726222992, 0.4834088087081909, -0.08789606392383575, 0.07383116334676743, -0.16513940691947937, 0.2654587924480438, -0.17487692832946777, 0.17736411094665527, 0.38182160258293...	3	Many south Indians made huge contributions during the freedom struggle and towards building a modern India. Yet, they are unknown to the people outside of their own states. If at all they get discussed at a national level, it would be in the context of conflicts between the other national icons of Indian history. The references to them are condescending or outright offensive. There is much hysteria and urgency towards revisionist history to credit few people like Sardar Patel, Bhagat Singh and Subhas Chandra Bose with all the great things that happened in India. The justifications employed in the process are further marginalizing and vilifying those that are not considered mainstream Indians. December 24 is the birth anniversary of Dr. Bhogaraju Pattabhi Sitaramayya, one of the founding fathers of India. Indians will probably never forgive Mahatma Gandhi for his audacity of nominating Dr. Pattabhi as the President of Congress in 1939. It is widely believed that Gandhi snatched away something that rightfully belonged to Subhas Chandra Bose and tried to hand it to his “crony” Pattabhi. The real enemies of Subhas Chandra Bose at the time were Sardar Patel and rest of the right-wing of the party such as GB Pant, Rajaji, Rajendra Prasad and JB Kriplani. However, Jawaharlal Nehru is thrown in the mix to divert attention away from Sardar Patel. From being born in a poor family to educating himself as a medical doctor to his contributions to Satyagraha, Pattabhi’s life is no less inspiring than anyone else of that era whose tall statues are now being built. From founding the still flourishing financial institutions to documenting the history of freedom struggle and of Congress, Pattabhi possessed the unique nation building skills that many of his colleagues did not. Leaving the factor of elect-ability aside, Pattabhi was just as qualified (if not more) to be the President of Congress as Subhas Chandra Bose was in 1939. Pattabhi, along with Subhas Bose, supported Nehru’s Purna Swaraj in 1927-28 against the resistance of Mahatma Gandhi as well as Motilal Nehru. While all three were Socialists, Pattabhi was like Nehru and different from Bose in one aspect. While Bose considered Gandhi a spent force who had no further use for the country, Pattabhi and Nehru understood that independence from colonial rule could not be achieved without the Mahatma. Presidency of the party was a one-year honorary rotation at which diverse people were supposed to get a chance each. Mahatma Gandhi himself served one and only one term in his life time. It was never meant to be a popularity contest nor were south Indians prohibited from aspiring for it. The nominations were generally made by Gandhi and were unanimous, including Subhas Bose’s first term in 1938. The magnanimity of Mahatma Gandhi in offering that honor to Subhas Bose in 1938 seem to have been lost these days. While in Europe in 1935, Subhas Chandra Bose wrote his book The Indian Struggle. In that book, he was critical of Gandhi as well as the entire Congress organization. Bose called Gandhi a “spent force” and saw no future for him in the freedom struggle. Yet by the time he returned to India in 1938, a telegram from Gandhi awaited Bose inviting him to become the President at Haripura Session. Those that condescendingly refer to Dr. Pattabhi as Gandhi’s candidate in 1939 conveniently never mention that Subhas Chandra Bose was “Gandhi’s candidate” in 1938! In his presidential address at Haripura session, Bose talked about Congress raising an army which turned off everyone especially Gandhi. But despite what Bose may have done during 1938, he was completely out of line for seeking a second term immediately in 1939. Such a thing never happened in history of Congress with sole exception of Nehru in 1937 for the only reason that Congress was in middle of the provincial elections. In 1939, there was no compulsive reason that would require Bose continue as the President for another term. To make matters worse, Bose turned this dispute into an “anti-Bengal conspiracy” and brought Rabindranath Tagore to lobby for him, annoying even his supporters like Nehru. Until Gandhi’s arrival in India, Congress belonged to wealthy people who met in their Drawing Rooms, humored the British and petitioned for more legislative powers. Gandhi turned that organization into one that represented peasants and millions of underprivileged people of India. Yet by late 1920s Gandhi understood that the socialists represented the aspirations of those masses better than the conservatives like himself. The willingness of Gandhi to trust this organization that he built into a mighty force that would eventually destroy the British Empire, with socialists like Nehru, Bose and Pattabhi was remarkable. This vision and generosity of Mahatma Gandhi cannot be understood by casual observers. The problems which Subhas Bose encountered with the right-wing even during 1938 were not unique to him. Jawaharlal Nehru had similar problems during his tenure 1936-37 and many times Nehru contemplated resigning himself. Nehru was willing to take Congress through the election process but was opposed to forming the provincial governments. That in his opinion would distract from the goal of Purna Swaraj. The right-wing humored Nehru until he won the elections but then set him aside and went ahead with forming governments in the provinces. With Gandhi siding the right-wing, Nehru had no option but be quiet. On the bright side, the Congress governments have demonstrated that Indians can rule themselves with likes of Rajaji providing fine governance in the provinces. Nehru stayed away from the provincial governments and kept himself busy. He toured the country preaching the socialist reforms that they should expect and prepare for when they eventually attained Purna Swaraj. Even that activity of Nehru was cut short when the right-wing complained to Gandhi and forced his interference. On many occasions, the Mahatma had chided Nehru that he should carry the right-wing with him. Gandhi’s approach to Subhas Bose was no different from that of Nehru. Gandhi expected Bose to reconcile with the right-wing and agree on a workable solution. Much is made of Dr. Pattabhi losing the election by about 200 votes. Gandhi’s claim of “Pattabhi’s defeat is my defeat” was his magnanimity as opposed to using Pattabhi as a pawn and dropping him like a hot potato upon defeat. That statement was interpreted as Bose’s triumph and superiority over Gandhi, which is laughable. Pattabhi’s electability being a south Indian should be considered before much is made of that victory. To complicate the matter further, those days Pattabhi picked a fight with Tamil speaking people of his Madras Province over formation of a new Telugu province. Why did all those who voted against Pattabhi quickly abandon Bose after election? If Bose really triumphed in party over Gandhi and everyone else in Congress, where was the need for him to resign? Much is made of Bose’s claim of not receiving expected support from Nehru. Bose’s actions and attitude were indefensible, even for friends like Nehru. Despite Nehru asking him to finish his term after having won the elections, Bose resigned. During 1938, Sardar Patel called Bose “incompetent” and “impossible to work with”. At Tripuri, Rajaji called Bose’s leadership compared to Gandhi’s as a “leaky boat”. Rajendra Prasad who became President in Bose’s place was attacked by Bose’s Bengali supporters. JB Kriplani in his book “My Times” describes Rajendra Prasad’s clothes being torn. Kriplani himself was attacked but rescued by his Bengali wife Sucheta. Bose is considered a martyr for being disliked in Congress and Congress becomes the persecutor in his case. But if Pattabhi was disliked for being a south Indian and a champion of Telugu peoples, Pattabhi is just declared a loser! Today, the tallest statue is built for Sardar Patel, funded by our taxes and increased petrol prices. Attempts are to declare Subhas Bose as the first Prime Minister of India despite coronation in a foreign land under protection of brutal Japanese Imperial Army. What has the nation done for Dr. Pattabhi Sitaramayya?	1,790	ENGLISH	1
Today world is so different from the Elizabethan Era even though that era has so much impact on the world today. The Elizabethan Era really show the difference between the rich and poor, and because of that many roles that was important in their life during this era is not so important today. This paper contains information about people everyday life in the Elizabethan Era. However during this era the variety of housing types that were available in this era depended upon whether you were rich or poor. Therefore the richer lived better and just were more relaxed than the poor. Huts and timber wood houses were the only option the lower class had so in that case they were cold and overcrowded. Since mainly during this time everything was depending on if you were rich or poor it took a big effect on how they lived and survived. So in addition to that the food that the poor really ate was vegetables and just a little fruits, but yet the upper class ate only a few fresh fruit the rich also drank ale and wine when the lower class only could get just a little ale and had to mainly ... Need Writing Help? Get feedback on grammar, clarity, concision and logic instantly.Check your paper » - let Essay: Targeting the Audience The Elizabethan era was a period of major change and uncertainty. This era was the time period of Queen Elizabeth I 's reign, also called the 'Golden Era '. She was the queen of England from 1558 to 1603. One of the changes during this era was the revolution of a new industry. Prior to her reign, most of the population lived in rural districts. The new development in the industry caused an increase in population and created jobs. "A distinct and prosperous middle class developed for the first time in English history" (Morgan, 2016).... [tags: Elizabeth I of England, Elizabethan era, Hamlet] 1545 words (4.4 pages) - Have you ever wondered what people in the Elizabethan Era wore. Fashion was just as important in those days as it is to some people today. What people were wearing mattered to others, and even the government. During the Elizabethan Era clothing, accessories, and cosmetics were all a part of daily life. During the Elizabethan Era, there were a set of rules controlling which classes could wear which clothing called the Sumptuary Laws. The Sumptuary Laws controlled the colors and types of clothing a person could wear.... [tags: sumptuary laws, queen elizabeth I, fashion] 1239 words (3.5 pages) - The Elizabethan age became known as a golden age throughout the English Renaissance which led to resurgence in all aspects of daily life, few of those being the English Theatre and English literature. Even throughout the Elizabethan era, some aspects have never changed since it was first developed, only either modified or added. One of these aspects includes superstitions during the Elizabethan era. Superstitions have been an integral part of society that existed before the Elizabethan era in England.... [tags: Witchcraft, Witch-hunt, English Renaissance] 1016 words (2.9 pages) - Crime and Punishment in the Elizabethan Era In February, 1587, Queen Elizabeth had ordered her cousin, Mary, Queen of Scotts, to her execution to eliminate all possibilities of any threats to her throne. This event would reflect the relentless violence and unforgiving punishments of the judicial system in Elizabethan Era. Criminals during Queen Elizabeth’s reign in England, known as the Elizabethan Era, were subject to harsh, violent punishments for their crimes. England was separated into two social classes, which were the nobility, and the commoners.... [tags: English History] 1767 words (5 pages) - ... Most plays that you often hear about such during the 1600’s were pretty much his. One of his most famous plays that still grab reader’s attention is Romeo & Juliet. Another thing about the Elizabethan Era was the way they said their words, what they would do is use a four count beat and pitching their voices high and low. All through London theatre was very popular. In the 1600’s during the Elizabethan Era instruments had also played a big part in their time. Like once before I told you that any instrument could play a variety of music and yet still sound the same and there were so many instruments to play.... [tags: theatre, play, women, dance, healthy] 783 words (2.2 pages) - The people who lived during the Elizabethan Era were not allowed to wear whatever they like or desired. Their Fashion choices had to be followed by a strict law. The English people chose to establish social classes by the colors they wore and this had an affect on costumes used in theatre. Queen Elizabeth I followed the sumptuary laws, which was only certain classes were consent to wear specific fabric and colors. Therefore in plays the actors could only wear certain colors for their costumes that displayed what role and class their character was in.... [tags: Elizabethan era, Clothes, Costumes, theatre,] 697 words (2 pages) - The Elizabethan Era was a turning point in England's history. It marked an advanced new age of poetry and literature. Often referred to as the golden age in English history, the Renaissance brought new light to the citizens (“Elizabethan Era”). Thanks to Queen Elizabeth I (1558-1603), England emerged as a leading naval and commercial power (Pressley J.M.). In addition to becoming a major world power, England became a leading nation in education. As people became more educated, England was pulled out of the Dark Ages.... [tags: Elizabethan Era, World History, Peotry, Literature] 991 words (2.8 pages) - Shakespeare in the Elizabethan Era Queen Elizabeth had such a great impact on the performing arts and what they are today. She had been fond of many different poets and play writers, although she seemed to take to William Shakespeare the most. He was born just 6 years after she had ascended the throne so by the time they were able to meet performing arts was at it’s peak. This helps us to assume why Shakespeare was so fond of the arts being that we do not have much documented about his life. Shakespeare is one of the most mysterious men in the history of literature the events in his life were not very well chronicled.... [tags: William Shakespeare, Romeo and Juliet, Love] 1807 words (5.2 pages) - The Elizabethan Era, named for Queen Elizabeth I, the reigning queen of England from 1558 to 1603 is also known as The Golden Age of English History. This was a time in which music flourished along with other art forms including literature, painting, sculpting, fashion and architecture. Music during this era played a significant role in the lives of citizens from all social classes and also led to many composers and songs becoming famous. Although music of today is very different in comparison, it was affected and molded by the music of the Elizabethan Era.... [tags: life, polyphony, composers] 613 words (1.8 pages) - Medicine During the Elizabethan Era The medicinal practices and problems of the Elizabethan Era were very important to the people, although they are very different from those of today. There were many different beliefs and diseases, like the Plague. Medicine was not an exact science and was related to Alchemy (Chemistry). Here, some of the many practices and beliefs of the Elizabethan Era will be discussed. One of the most widely known and important of the beliefs was the humours. It was believed that every living creature was composed of four elements, the humours.... [tags: Alchemy History Historical Medical Essays] 1103 words (3.2 pages) - What Really Happened to the Dinosaurs - The Chemistry Nobel Prize 2013 - Analysis of Into the Wild, by John Karkauer - An Inside Look at TWA Flight 800 - Othello and The Duchess of Malfi,’ Deconstruct and Challenge the Sexism of Jacobean Society? - The Individuals and Movements that Made the Civil Rights Change Possible	<urn:uuid:a1ff00e3-001a-40cd-94eb-bbec0a56ad25>	CC-MAIN-2020-05	https://www.123helpme.com/everyday-life-during-the-elizabethan-era-preview.asp?id=299433	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251802249.87/warc/CC-MAIN-20200129194333-20200129223333-00041.warc.gz	en	0.98398	1,688	3.78125	4	[ -0.20573550462722778, 0.17072144150733948, 0.7491559982299805, 0.005441945977509022, 0.1689833104610443, 0.158331960439682, 0.0528966560959816, -0.1291213035583496, -0.36648792028427124, -0.2069399207830429, 0.09720058739185333, 0.1749241203069687, 0.24288520216941833, 0.32963836193084717,...	1	Today world is so different from the Elizabethan Era even though that era has so much impact on the world today. The Elizabethan Era really show the difference between the rich and poor, and because of that many roles that was important in their life during this era is not so important today. This paper contains information about people everyday life in the Elizabethan Era. However during this era the variety of housing types that were available in this era depended upon whether you were rich or poor. Therefore the richer lived better and just were more relaxed than the poor. Huts and timber wood houses were the only option the lower class had so in that case they were cold and overcrowded. Since mainly during this time everything was depending on if you were rich or poor it took a big effect on how they lived and survived. So in addition to that the food that the poor really ate was vegetables and just a little fruits, but yet the upper class ate only a few fresh fruit the rich also drank ale and wine when the lower class only could get just a little ale and had to mainly ... Need Writing Help? Get feedback on grammar, clarity, concision and logic instantly.Check your paper » - let Essay: Targeting the Audience The Elizabethan era was a period of major change and uncertainty. This era was the time period of Queen Elizabeth I 's reign, also called the 'Golden Era '. She was the queen of England from 1558 to 1603. One of the changes during this era was the revolution of a new industry. Prior to her reign, most of the population lived in rural districts. The new development in the industry caused an increase in population and created jobs. "A distinct and prosperous middle class developed for the first time in English history" (Morgan, 2016).... [tags: Elizabeth I of England, Elizabethan era, Hamlet] 1545 words (4.4 pages) - Have you ever wondered what people in the Elizabethan Era wore. Fashion was just as important in those days as it is to some people today. What people were wearing mattered to others, and even the government. During the Elizabethan Era clothing, accessories, and cosmetics were all a part of daily life. During the Elizabethan Era, there were a set of rules controlling which classes could wear which clothing called the Sumptuary Laws. The Sumptuary Laws controlled the colors and types of clothing a person could wear.... [tags: sumptuary laws, queen elizabeth I, fashion] 1239 words (3.5 pages) - The Elizabethan age became known as a golden age throughout the English Renaissance which led to resurgence in all aspects of daily life, few of those being the English Theatre and English literature. Even throughout the Elizabethan era, some aspects have never changed since it was first developed, only either modified or added. One of these aspects includes superstitions during the Elizabethan era. Superstitions have been an integral part of society that existed before the Elizabethan era in England.... [tags: Witchcraft, Witch-hunt, English Renaissance] 1016 words (2.9 pages) - Crime and Punishment in the Elizabethan Era In February, 1587, Queen Elizabeth had ordered her cousin, Mary, Queen of Scotts, to her execution to eliminate all possibilities of any threats to her throne. This event would reflect the relentless violence and unforgiving punishments of the judicial system in Elizabethan Era. Criminals during Queen Elizabeth’s reign in England, known as the Elizabethan Era, were subject to harsh, violent punishments for their crimes. England was separated into two social classes, which were the nobility, and the commoners.... [tags: English History] 1767 words (5 pages) - ... Most plays that you often hear about such during the 1600’s were pretty much his. One of his most famous plays that still grab reader’s attention is Romeo & Juliet. Another thing about the Elizabethan Era was the way they said their words, what they would do is use a four count beat and pitching their voices high and low. All through London theatre was very popular. In the 1600’s during the Elizabethan Era instruments had also played a big part in their time. Like once before I told you that any instrument could play a variety of music and yet still sound the same and there were so many instruments to play.... [tags: theatre, play, women, dance, healthy] 783 words (2.2 pages) - The people who lived during the Elizabethan Era were not allowed to wear whatever they like or desired. Their Fashion choices had to be followed by a strict law. The English people chose to establish social classes by the colors they wore and this had an affect on costumes used in theatre. Queen Elizabeth I followed the sumptuary laws, which was only certain classes were consent to wear specific fabric and colors. Therefore in plays the actors could only wear certain colors for their costumes that displayed what role and class their character was in.... [tags: Elizabethan era, Clothes, Costumes, theatre,] 697 words (2 pages) - The Elizabethan Era was a turning point in England's history. It marked an advanced new age of poetry and literature. Often referred to as the golden age in English history, the Renaissance brought new light to the citizens (“Elizabethan Era”). Thanks to Queen Elizabeth I (1558-1603), England emerged as a leading naval and commercial power (Pressley J.M.). In addition to becoming a major world power, England became a leading nation in education. As people became more educated, England was pulled out of the Dark Ages.... [tags: Elizabethan Era, World History, Peotry, Literature] 991 words (2.8 pages) - Shakespeare in the Elizabethan Era Queen Elizabeth had such a great impact on the performing arts and what they are today. She had been fond of many different poets and play writers, although she seemed to take to William Shakespeare the most. He was born just 6 years after she had ascended the throne so by the time they were able to meet performing arts was at it’s peak. This helps us to assume why Shakespeare was so fond of the arts being that we do not have much documented about his life. Shakespeare is one of the most mysterious men in the history of literature the events in his life were not very well chronicled.... [tags: William Shakespeare, Romeo and Juliet, Love] 1807 words (5.2 pages) - The Elizabethan Era, named for Queen Elizabeth I, the reigning queen of England from 1558 to 1603 is also known as The Golden Age of English History. This was a time in which music flourished along with other art forms including literature, painting, sculpting, fashion and architecture. Music during this era played a significant role in the lives of citizens from all social classes and also led to many composers and songs becoming famous. Although music of today is very different in comparison, it was affected and molded by the music of the Elizabethan Era.... [tags: life, polyphony, composers] 613 words (1.8 pages) - Medicine During the Elizabethan Era The medicinal practices and problems of the Elizabethan Era were very important to the people, although they are very different from those of today. There were many different beliefs and diseases, like the Plague. Medicine was not an exact science and was related to Alchemy (Chemistry). Here, some of the many practices and beliefs of the Elizabethan Era will be discussed. One of the most widely known and important of the beliefs was the humours. It was believed that every living creature was composed of four elements, the humours.... [tags: Alchemy History Historical Medical Essays] 1103 words (3.2 pages) - What Really Happened to the Dinosaurs - The Chemistry Nobel Prize 2013 - Analysis of Into the Wild, by John Karkauer - An Inside Look at TWA Flight 800 - Othello and The Duchess of Malfi,’ Deconstruct and Challenge the Sexism of Jacobean Society? - The Individuals and Movements that Made the Civil Rights Change Possible	1,706	ENGLISH	1
The journey to Ellis Island, the New York immigration reception point from 1892, usually began with receipt of a pre-paid ticket from a family member already settled in America. Those that could afford to buy their fare themselves were small in number. Steerage fares between 1880 and the start of World War 1 held fairly steady at £4-£5 which was equal to half the annual income of a labourer. With the cost of passage secured, the next stage in the journey to Ellis Island was getting to the port of departure. Towards the end of the 19th century, some 90% of all Irish emigrants made the sea crossing in iron hulled steam ships. These were big, with a capital B, compared with the sailing ships that had transported earlier waves of emigrants, and they needed deep water ports, so most of the 'trade' in transatlantic crossings departed from Liverpool in England and then made stops in Queenstown (Co Cork) or Londonderry. Although there were other routes to Liverpool, the majority of emigrants travelled via Dublin's Kingstown port (now renamed Dun Laoghaire). This port had had its own rail line to Dublin since 1834 and had been connected to the main network since 1856. From here, mail, livestock and cargo ships offered deck passage across the Irish Sea, a notoriously fickle stretch of water. By 1896 the shortest sea crossing, to Holyhead on Anglesey, took under 3 hours, while the steamer to Liverpool took four. In foul weather, the journey could be twice as long. In 1911, some 80 ships crossed from Kingstown to Britain every week, most of them crammed with migrants. Some already had onward tickets; others planned to save their fare while working in England. No passenger lists were made. Very few who arrived in Liverpool could go direct to a waiting ship. They were usually told to arrive in the city two days before sailing. Typically, they had to find themselves a place to stay, visit the emigration agents or ship brokers agency, and make sure all was in order for their departure. The boarding houses had a reputation for being pretty awful, and the huge bustling city held many dangers for unwitting and unworldly emigrants. All sorts of scams abounded such as charging exhorbitant fees for storing luggage, or overcharging for accommodation. By the turn of the century, these problems were fewer because the steamship companies started to look after their passengers and limited their exposure to these potential dangers. They were met on arrival and taken to boarding houses and hostels that were either affiliated or owned by the steamship lines. Unfortunately there are no records of which properties the shipping companies owned, nor are there records of who stayed where (except those who were in port on census nights, of course.... see link box below). Passports or other state documentation was not required for emigrants from Britain and Ireland at this time. Passengers and their luggage were collected from their accommodation on the day of departure (or the evening before, depending on tides) and taken to the quay where they either boarded their ship or were carried by boat to their ship waiting in the estuary. By the end of the 19th century, the biggest transatlantic liners made their journey to Ellis Island with 1900 people onboard. About 500 would be employees and about 1100 would be steerage passengers. The rest were 'cabin class' passengers. Steerage had historically been a dark, noisy, smelly, stuffy deck of large bunk dormitories. There was little or no privacy, and access to open deck was limited. From 1895, 'closed' berths began to appear in steerage, and offered some privacy. By the outbreak of WW1, 30-50% of tickets were for this 'New Steerage' arrangement. Another big change to standards of passage had been the introduction of 2nd class tickets. Known as 2nd Cabin passengers, immigrants were offered improved food (and four meals a day instead of three as in Steerage), improved ventilation and more space. It was a much better option, and came to be recognised as good value, especially by families and single women. From 1880 to 1897, 2nd class made up just 5% of passengers. From 1898 to 1913 it made up 11% of those making the journey to Ellis Island. Fares averaged £8 (against £5 for Steerage), and was the preferred choice of many Irish-born Americans who had made their first crossing in Steerage; having enjoyed some success in the United States, they were prepared to pay the extra when returning permanently or temporarily to/from Ireland. For first-class passengers, the journey to Ellis Island was an opulent and luxurious experience. Grand Saloons, flamboyant ballrooms and top-quality dining were available to those who could afford the £25 fare. Most of the ship's 500 staff were assigned to cater to the cares and whims of this group. In the sailing ships of the middle 19th century, the crossing to America or Canada took up to 12 weeks. By the end of the century the journey to Ellis Island was just 7 to 10 days. By 1911 the shortest passage, made in summer, was down to 5 days; the longest was 9 days. With conditions having improved (although they were by no means extremely comfortable for those in steerage), the transatlantic crossing was no longer seen as a one-time ordeal. So as the ships entered New York harbour, and the Statue of Liberty came into view, passengers probably felt less trepidation and more simple excitement. The journey to Ellis Island still had a few hours to run for most, however. The steamship would dock at either the Hudson or East River piers to disembark its first and second class passengers. The better-off simply passed through Customs at the pier and were free to go. For Third-class or Steerage passengers, the final part of their passage was made by ferry or barge to Ellis Island where, in the Great Hall, they had to undergo three to five hours of medical and legal inspections. (Since both inspections were fairly cursory, this period was largely spent waiting to be called forward.) The legal inspection involved checking the immigrant's identity against the ship's manifest which had been prepared by the shipping company before departure in Ireland/England. They were then free to enter the United States and to begin their new life. The records of the 51million people who made the journey to Ellis Island from 1892 to 1957 have survived and are available online and free at www.libertyellisfoundation.org.	<urn:uuid:c6eac375-32c8-4c3e-90e9-f799caf201c1>	CC-MAIN-2020-05	https://www.irish-genealogy-toolkit.com/journey-to-Ellis-Island.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672537.90/warc/CC-MAIN-20200125131641-20200125160641-00202.warc.gz	en	0.987933	1,377	3.265625	3	[ 0.08113299310207367, -0.24696078896522522, 0.17622411251068115, -0.118450827896595, -0.08387523889541626, -0.3020741045475006, -0.03396138548851013, -0.17375704646110535, -0.19425000250339508, -0.36551347374916077, 0.34483230113983154, 0.035216473042964935, -0.26956719160079956, 0.18054547...	14	The journey to Ellis Island, the New York immigration reception point from 1892, usually began with receipt of a pre-paid ticket from a family member already settled in America. Those that could afford to buy their fare themselves were small in number. Steerage fares between 1880 and the start of World War 1 held fairly steady at £4-£5 which was equal to half the annual income of a labourer. With the cost of passage secured, the next stage in the journey to Ellis Island was getting to the port of departure. Towards the end of the 19th century, some 90% of all Irish emigrants made the sea crossing in iron hulled steam ships. These were big, with a capital B, compared with the sailing ships that had transported earlier waves of emigrants, and they needed deep water ports, so most of the 'trade' in transatlantic crossings departed from Liverpool in England and then made stops in Queenstown (Co Cork) or Londonderry. Although there were other routes to Liverpool, the majority of emigrants travelled via Dublin's Kingstown port (now renamed Dun Laoghaire). This port had had its own rail line to Dublin since 1834 and had been connected to the main network since 1856. From here, mail, livestock and cargo ships offered deck passage across the Irish Sea, a notoriously fickle stretch of water. By 1896 the shortest sea crossing, to Holyhead on Anglesey, took under 3 hours, while the steamer to Liverpool took four. In foul weather, the journey could be twice as long. In 1911, some 80 ships crossed from Kingstown to Britain every week, most of them crammed with migrants. Some already had onward tickets; others planned to save their fare while working in England. No passenger lists were made. Very few who arrived in Liverpool could go direct to a waiting ship. They were usually told to arrive in the city two days before sailing. Typically, they had to find themselves a place to stay, visit the emigration agents or ship brokers agency, and make sure all was in order for their departure. The boarding houses had a reputation for being pretty awful, and the huge bustling city held many dangers for unwitting and unworldly emigrants. All sorts of scams abounded such as charging exhorbitant fees for storing luggage, or overcharging for accommodation. By the turn of the century, these problems were fewer because the steamship companies started to look after their passengers and limited their exposure to these potential dangers. They were met on arrival and taken to boarding houses and hostels that were either affiliated or owned by the steamship lines. Unfortunately there are no records of which properties the shipping companies owned, nor are there records of who stayed where (except those who were in port on census nights, of course.... see link box below). Passports or other state documentation was not required for emigrants from Britain and Ireland at this time. Passengers and their luggage were collected from their accommodation on the day of departure (or the evening before, depending on tides) and taken to the quay where they either boarded their ship or were carried by boat to their ship waiting in the estuary. By the end of the 19th century, the biggest transatlantic liners made their journey to Ellis Island with 1900 people onboard. About 500 would be employees and about 1100 would be steerage passengers. The rest were 'cabin class' passengers. Steerage had historically been a dark, noisy, smelly, stuffy deck of large bunk dormitories. There was little or no privacy, and access to open deck was limited. From 1895, 'closed' berths began to appear in steerage, and offered some privacy. By the outbreak of WW1, 30-50% of tickets were for this 'New Steerage' arrangement. Another big change to standards of passage had been the introduction of 2nd class tickets. Known as 2nd Cabin passengers, immigrants were offered improved food (and four meals a day instead of three as in Steerage), improved ventilation and more space. It was a much better option, and came to be recognised as good value, especially by families and single women. From 1880 to 1897, 2nd class made up just 5% of passengers. From 1898 to 1913 it made up 11% of those making the journey to Ellis Island. Fares averaged £8 (against £5 for Steerage), and was the preferred choice of many Irish-born Americans who had made their first crossing in Steerage; having enjoyed some success in the United States, they were prepared to pay the extra when returning permanently or temporarily to/from Ireland. For first-class passengers, the journey to Ellis Island was an opulent and luxurious experience. Grand Saloons, flamboyant ballrooms and top-quality dining were available to those who could afford the £25 fare. Most of the ship's 500 staff were assigned to cater to the cares and whims of this group. In the sailing ships of the middle 19th century, the crossing to America or Canada took up to 12 weeks. By the end of the century the journey to Ellis Island was just 7 to 10 days. By 1911 the shortest passage, made in summer, was down to 5 days; the longest was 9 days. With conditions having improved (although they were by no means extremely comfortable for those in steerage), the transatlantic crossing was no longer seen as a one-time ordeal. So as the ships entered New York harbour, and the Statue of Liberty came into view, passengers probably felt less trepidation and more simple excitement. The journey to Ellis Island still had a few hours to run for most, however. The steamship would dock at either the Hudson or East River piers to disembark its first and second class passengers. The better-off simply passed through Customs at the pier and were free to go. For Third-class or Steerage passengers, the final part of their passage was made by ferry or barge to Ellis Island where, in the Great Hall, they had to undergo three to five hours of medical and legal inspections. (Since both inspections were fairly cursory, this period was largely spent waiting to be called forward.) The legal inspection involved checking the immigrant's identity against the ship's manifest which had been prepared by the shipping company before departure in Ireland/England. They were then free to enter the United States and to begin their new life. The records of the 51million people who made the journey to Ellis Island from 1892 to 1957 have survived and are available online and free at www.libertyellisfoundation.org.	1,440	ENGLISH	1
Alexander “Graham” was not added until he was 11, was born to Alexander Melville Bell and Eliza Grace Symonds. His mother was almost deaf, and his father taught the deaf, influencing Alexander’s later career as a teacher of the deaf. At age 11 he entered Royal High School at Edinburgh, but he didn’t enjoy the compulsory curriculum, and he left school at age 15 without graduating. Alexander passed the entrance examinations for University College London in 1868 and matriculated there in the Autumn. However, he did not complete his studies, because in 1870 the Bell family moved again, this time immigrating to Canada after the deaths of Bell’s younger brother Edward in 1867 and older brother Melville in 1870, both of tuberculosis. Alexander Graham Bell’s mother, Eliza Bell, is a hearing impaired. Her father, Melville Bell, is an actor and a programmer named the visual speech that uses symbols to teach people how to talk in tongues they have never heard before. Alexander Graham Bell was interested in hearing impairment, and he started teaching his father’s business through a variety of schools for the deaf. After American educators visited the German language school in the 1840s, they did not overcome networks and signed teachers. However, in the 1870s, Bell began to promote oral education for hearing impaired people. Even though Alexander Graham Bell worked in Boston he was born in Edinburgh, Scotland. When he was born he didn’t have a middle name, he was known as Alexander Bell. Alex, as he was called did not attend school as a child, he was homeschooled by his mother. As he got older she started to believe she had taught him everything he could teach him, so she sent him to start a regular life. Alexander wasn’t a really good student but he enjoyed doing experiments and discovering new things. He is well known for inventing the telephone. He came to the U.S as a teacher to the deaf and conceived the idea of “electronic speech” while visiting his hearing-impaired mother in Canada. This led him to invent the microphone and later the “electrical speech machine” -- his name for the first telephone he created. He inspired Berliner to create a telephone also, which included an improved microphone, which increased the volume of the transmitted voice. Berliner then sold his telephone to The Bell Telephone Company and he gained employment there, as a research assistant.	<urn:uuid:4bf3f2a1-4000-4d93-87d2-3fb55dc65fd6>	CC-MAIN-2020-05	http://lrnginnovation.com/alexander-graham.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251690095.81/warc/CC-MAIN-20200126165718-20200126195718-00461.warc.gz	en	0.99051	510	3.546875	4	[ -0.030862031504511833, 0.03766084834933281, 0.5038556456565857, -0.23044270277023315, -0.8010738492012024, -0.275561660528183, 0.22970665991306305, 0.4935145080089569, -0.33427733182907104, -0.013916857540607452, 0.06595095992088318, -0.3267519474029541, 0.07853641360998154, -0.25729873776...	2	Alexander “Graham” was not added until he was 11, was born to Alexander Melville Bell and Eliza Grace Symonds. His mother was almost deaf, and his father taught the deaf, influencing Alexander’s later career as a teacher of the deaf. At age 11 he entered Royal High School at Edinburgh, but he didn’t enjoy the compulsory curriculum, and he left school at age 15 without graduating. Alexander passed the entrance examinations for University College London in 1868 and matriculated there in the Autumn. However, he did not complete his studies, because in 1870 the Bell family moved again, this time immigrating to Canada after the deaths of Bell’s younger brother Edward in 1867 and older brother Melville in 1870, both of tuberculosis. Alexander Graham Bell’s mother, Eliza Bell, is a hearing impaired. Her father, Melville Bell, is an actor and a programmer named the visual speech that uses symbols to teach people how to talk in tongues they have never heard before. Alexander Graham Bell was interested in hearing impairment, and he started teaching his father’s business through a variety of schools for the deaf. After American educators visited the German language school in the 1840s, they did not overcome networks and signed teachers. However, in the 1870s, Bell began to promote oral education for hearing impaired people. Even though Alexander Graham Bell worked in Boston he was born in Edinburgh, Scotland. When he was born he didn’t have a middle name, he was known as Alexander Bell. Alex, as he was called did not attend school as a child, he was homeschooled by his mother. As he got older she started to believe she had taught him everything he could teach him, so she sent him to start a regular life. Alexander wasn’t a really good student but he enjoyed doing experiments and discovering new things. He is well known for inventing the telephone. He came to the U.S as a teacher to the deaf and conceived the idea of “electronic speech” while visiting his hearing-impaired mother in Canada. This led him to invent the microphone and later the “electrical speech machine” -- his name for the first telephone he created. He inspired Berliner to create a telephone also, which included an improved microphone, which increased the volume of the transmitted voice. Berliner then sold his telephone to The Bell Telephone Company and he gained employment there, as a research assistant.	512	ENGLISH	1
Buy Study Guide 1 In his poem "London, " Wordsworth writes that humanity had lost its virtues and morality. He asks the deceased abbey John Milton to come back and teach the essay how to live. What do you think Wordsworth would write if he saw the way people live today? How does Wordsworth use memory to make him happy? I need help writing a paperHe escapes the world which is individualism and goes to the forest to get away from all the burden. In this essay I have chosen to utilise the names given to Catherine's unworldliness by A. Tintern Abbey representes a safe haven for Wordsworth that perhaps symbolizes a everlasting connection that man will share with it's surroundings At first the poet emphasizes the way in which his present experience is similar to that of five years ago In the final lines of the poem, the poet is confident that his sister will come to truly appreciate the value of this pastoral landscape and will understand why he holds it so dear. Use specific details from Wordsworth's poems to support your arguments. Use examples from Wordsworth's poems to common app essays word limit your argument. You may also choose to include abbeys from Wordsworth's biography. You may want to discuss his parents' deaths, his relationship with his sister, his daughter in France, his life in the Lake District, or his relationship with Samuel Coleridge. Make specific connections between Wordsworth's works and biography. The poem that he Composed a Few Miles Above Tintern Abbey, on Revisiting the Banks of the Wye gave him a abbey firsthand biographical essay examples reflect upon his quick paced life by taking a moment to slow down and absorb the beauty of nature that allows one to see into the life of things. Wordsworth's Tintern Abbey takes you on a series of emotional states by trying to essay readers and himself, that the loss of innocence a Friendship In Wordsworth Tintern Abbey 1, words Of all the topics Wordsworth covered in his essay lifetime, friendship stands out as a key occupation. His own personal friendship with Coleridge led to the co-writing of Lyrical Ballads in Written on the banks of the Lye, thi William Wordsworth grew up in a rustic society and his topic and ageless poetry often reflect this. Wordsworth's mother died in and in he was sent to topic abbey in Hawks head. Wordsworth's father died inleaving his uncles as guardians. Chart how the change occurs using specific details from the poem. Why do you think this change takes place? Do you have a memory of a time, place or event that topics you happy when other things in your life aren't going well? Describe it, and then compare your experience of memory with Wordsworth's.Friendship In Wordsworth Tintern Abbey 1, words Of all the topics Wordsworth covered in his poetic lifetime, friendship stands out as a key occupation. His own personal friendship with Coleridge led to the co-writing of Lyrical Ballads in Written on the banks of the Lye, thi William Wordsworth grew up in a rustic society and his beautiful and ageless poetry often reflect this. Wordsworth's mother died in and in he was sent to grammar school in Hawks head. Wordsworth's father died in , leaving his uncles as guardians. They tried to guide him towards a career in law or in the church and he was accepted into Cambridge in Wordsworth was uninspired to work towards a career he h Tintern Abbey William Wordsworth 1, words William Wordsworth was born in Cockermouth in Cumberland, England, on April 7, ; William was the second of five children in a middle-class family. When William was eight years old his mother died and his family was split up, William went with his older brother Richard to Hawkshead Grammar School. Using his memories from his previous visit to Tintern Abbey to he expresses his appreciation and awe for nature. At the same time, his goal is to persuade others to feel for nature as he does. Tintern Abbey,? He begins the poem by describing what it is his eyes are seeing as he paints for the reader a picture of where he is situated in nature. Details of shape, color and movement are revealed, yet it is not with the eyes that the scene is made visible to readers, it is with the mind that the trees, rocks and hedge-rows emerge. In Britain, the work of Locke and Newton, who were proponents of empiricism and mechanism respectively, were central to Enlightenment philosophy. But even more than priest, Wordsworth often depicts the romantic poet as prophet. This depiction is demonstrated more clearly in "The Prospectus to the Recluse" than in "Tintern Abbey. Many people might wonder what is the connection between, the nature and the childhood, and why Wordsworth started his work in such a peculiar way. However, both writers come from very different perspectives. Wordsworth is interested not in the natural world for its own sake but in the relationship between the natural world and the human consciousness. Based on his real life experience of returning to the Wye after five years, William Wordsworth attempts to come to terms with how much he has changed and grown as a man in the poem "Lines Composed" Even though the two poets were contemporaries and friends, Wordsworth and Colderidge each have an original and different way in which they introduce images and ideas into their poetry. He recalls playing in Tintern Abbey, a forest nearby there and played in it when he was young. Now he comes back for different reasons. He escapes the world which is individualism and goes to the forest to get away from all the burden. He tells his young sister that she can always come here to get away from her problems as well. Wordsworth perceived nature as a sanctuary where his views of life, love, and his creator were eventually altered forever. Upon close consideration and reading of these poems, it becomes clearer that they are basically similar poems. Tintern Abbey is one example of how Romantics adored nature and perceived it as a divine entity. The first few lines establish a relation that is essential to all life. This was a joint effort between himself and author Samuel Taylor Coleridge. Now it seems the pure pleasures of his boyish days are all gone by. Despite his melancholy, he ambivalently remarks that he does not regret this change in himself. The poet is cheerful in the new realization that his current experience in visiting these banks will provide further memories for the future. Despite the idea that his appreciation of the scenery serves as a refuge against oppressive society, ultimately it is this same awareness that becomes his own humanistic connection to the rest of the world. The powerful appreciation of natural beauty is what connects the poet with all of humanity. Despite his claims of contentment in his current perspective, the poet still attempts to regain a child-like pleasure and sense of novelty through the eyes of his younger sister. He wishes his sister to love the scenery for the sake of loving nature—as he did when he was in his youth. In this sense, he is able to relive his own initial reactions and pleasures through her experience. There is more underlying his desire to share the scenery with his sister than a mere need to regain a lost youth. This exposes a sense of fraternal protectiveness. This is so she will be capable of gaining these memories as a shield to utilize against society when she is faced with the dimness of the world. What is he saying about maturity? Use specific details from the poem to support your arguments. William Wordsworth's Tintern Abbey - William Wordsworth's Tintern Abbey As students, we are taught that William Wordsworth's basic tenets of poetry are succinct: the use of common language as a medium, common man as a subject, and organic form as an inherent style. Yet beyond these rudimentary teachings, it should be considered that it was the essay with nature that was imperative to the best common app essay describe an issue of Wordsworth's goals set forth in the "Preface" to Lyrical Ballads The poem that he 'Composed a Few Miles Above Tintern Abbey, on Revisiting the Banks of the Wye', gave him a chance to reflect upon his quick paced life by taking a moment to slow down and absorb the topic of nature that allows one to 'see into the life of things'; line Wordsworth's 'Tintern Abbey'; takes you on a series of emotional states by trying to sway 'readers and himself, that the loss of innocence and intensity over time is compensated by an accumulation of knowledge and insight. The general meaning of the poem relates to his having lost the abbey nature provided him in childhood. Nature seems to have made Wordsworth human. Support your argument with specific details from the poem. Do you essay that this is good advice? Why or why not? Use details from several of Wordsworth's poems to support your claim. - Uniforms in schools education backgroung argumentative essay topics - Essay topics about hunting - History essay topics regarding india - Persuasive essay topics easy persuasive essay topics - University of mi essay topics Choose two or three poems that use different forms to discuss how structure can contribute to the meaning of a poem.	<urn:uuid:59eb6f84-f378-4b1b-8d1a-c40423e95976>	CC-MAIN-2020-05	https://theblog4.me/dispute/67794-tintern-abbey-wordsworth-essay-topics.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589560.16/warc/CC-MAIN-20200117123339-20200117151339-00397.warc.gz	en	0.982771	1,904	3.421875	3	[ 0.03312902897596359, -0.1291961818933487, 0.0030490439385175705, 0.24527201056480408, 0.010746700689196587, 0.013471066951751709, 0.28987282514572144, 0.08298540860414505, -0.08328460901975632, -0.3466205596923828, 0.08908255398273468, 0.00621880404651165, 0.24824564158916473, 0.1564594656...	1	Buy Study Guide 1 In his poem "London, " Wordsworth writes that humanity had lost its virtues and morality. He asks the deceased abbey John Milton to come back and teach the essay how to live. What do you think Wordsworth would write if he saw the way people live today? How does Wordsworth use memory to make him happy? I need help writing a paperHe escapes the world which is individualism and goes to the forest to get away from all the burden. In this essay I have chosen to utilise the names given to Catherine's unworldliness by A. Tintern Abbey representes a safe haven for Wordsworth that perhaps symbolizes a everlasting connection that man will share with it's surroundings At first the poet emphasizes the way in which his present experience is similar to that of five years ago In the final lines of the poem, the poet is confident that his sister will come to truly appreciate the value of this pastoral landscape and will understand why he holds it so dear. Use specific details from Wordsworth's poems to support your arguments. Use examples from Wordsworth's poems to common app essays word limit your argument. You may also choose to include abbeys from Wordsworth's biography. You may want to discuss his parents' deaths, his relationship with his sister, his daughter in France, his life in the Lake District, or his relationship with Samuel Coleridge. Make specific connections between Wordsworth's works and biography. The poem that he Composed a Few Miles Above Tintern Abbey, on Revisiting the Banks of the Wye gave him a abbey firsthand biographical essay examples reflect upon his quick paced life by taking a moment to slow down and absorb the beauty of nature that allows one to see into the life of things. Wordsworth's Tintern Abbey takes you on a series of emotional states by trying to essay readers and himself, that the loss of innocence a Friendship In Wordsworth Tintern Abbey 1, words Of all the topics Wordsworth covered in his essay lifetime, friendship stands out as a key occupation. His own personal friendship with Coleridge led to the co-writing of Lyrical Ballads in Written on the banks of the Lye, thi William Wordsworth grew up in a rustic society and his topic and ageless poetry often reflect this. Wordsworth's mother died in and in he was sent to topic abbey in Hawks head. Wordsworth's father died inleaving his uncles as guardians. Chart how the change occurs using specific details from the poem. Why do you think this change takes place? Do you have a memory of a time, place or event that topics you happy when other things in your life aren't going well? Describe it, and then compare your experience of memory with Wordsworth's.Friendship In Wordsworth Tintern Abbey 1, words Of all the topics Wordsworth covered in his poetic lifetime, friendship stands out as a key occupation. His own personal friendship with Coleridge led to the co-writing of Lyrical Ballads in Written on the banks of the Lye, thi William Wordsworth grew up in a rustic society and his beautiful and ageless poetry often reflect this. Wordsworth's mother died in and in he was sent to grammar school in Hawks head. Wordsworth's father died in , leaving his uncles as guardians. They tried to guide him towards a career in law or in the church and he was accepted into Cambridge in Wordsworth was uninspired to work towards a career he h Tintern Abbey William Wordsworth 1, words William Wordsworth was born in Cockermouth in Cumberland, England, on April 7, ; William was the second of five children in a middle-class family. When William was eight years old his mother died and his family was split up, William went with his older brother Richard to Hawkshead Grammar School. Using his memories from his previous visit to Tintern Abbey to he expresses his appreciation and awe for nature. At the same time, his goal is to persuade others to feel for nature as he does. Tintern Abbey,? He begins the poem by describing what it is his eyes are seeing as he paints for the reader a picture of where he is situated in nature. Details of shape, color and movement are revealed, yet it is not with the eyes that the scene is made visible to readers, it is with the mind that the trees, rocks and hedge-rows emerge. In Britain, the work of Locke and Newton, who were proponents of empiricism and mechanism respectively, were central to Enlightenment philosophy. But even more than priest, Wordsworth often depicts the romantic poet as prophet. This depiction is demonstrated more clearly in "The Prospectus to the Recluse" than in "Tintern Abbey. Many people might wonder what is the connection between, the nature and the childhood, and why Wordsworth started his work in such a peculiar way. However, both writers come from very different perspectives. Wordsworth is interested not in the natural world for its own sake but in the relationship between the natural world and the human consciousness. Based on his real life experience of returning to the Wye after five years, William Wordsworth attempts to come to terms with how much he has changed and grown as a man in the poem "Lines Composed" Even though the two poets were contemporaries and friends, Wordsworth and Colderidge each have an original and different way in which they introduce images and ideas into their poetry. He recalls playing in Tintern Abbey, a forest nearby there and played in it when he was young. Now he comes back for different reasons. He escapes the world which is individualism and goes to the forest to get away from all the burden. He tells his young sister that she can always come here to get away from her problems as well. Wordsworth perceived nature as a sanctuary where his views of life, love, and his creator were eventually altered forever. Upon close consideration and reading of these poems, it becomes clearer that they are basically similar poems. Tintern Abbey is one example of how Romantics adored nature and perceived it as a divine entity. The first few lines establish a relation that is essential to all life. This was a joint effort between himself and author Samuel Taylor Coleridge. Now it seems the pure pleasures of his boyish days are all gone by. Despite his melancholy, he ambivalently remarks that he does not regret this change in himself. The poet is cheerful in the new realization that his current experience in visiting these banks will provide further memories for the future. Despite the idea that his appreciation of the scenery serves as a refuge against oppressive society, ultimately it is this same awareness that becomes his own humanistic connection to the rest of the world. The powerful appreciation of natural beauty is what connects the poet with all of humanity. Despite his claims of contentment in his current perspective, the poet still attempts to regain a child-like pleasure and sense of novelty through the eyes of his younger sister. He wishes his sister to love the scenery for the sake of loving nature—as he did when he was in his youth. In this sense, he is able to relive his own initial reactions and pleasures through her experience. There is more underlying his desire to share the scenery with his sister than a mere need to regain a lost youth. This exposes a sense of fraternal protectiveness. This is so she will be capable of gaining these memories as a shield to utilize against society when she is faced with the dimness of the world. What is he saying about maturity? Use specific details from the poem to support your arguments. William Wordsworth's Tintern Abbey - William Wordsworth's Tintern Abbey As students, we are taught that William Wordsworth's basic tenets of poetry are succinct: the use of common language as a medium, common man as a subject, and organic form as an inherent style. Yet beyond these rudimentary teachings, it should be considered that it was the essay with nature that was imperative to the best common app essay describe an issue of Wordsworth's goals set forth in the "Preface" to Lyrical Ballads The poem that he 'Composed a Few Miles Above Tintern Abbey, on Revisiting the Banks of the Wye', gave him a chance to reflect upon his quick paced life by taking a moment to slow down and absorb the topic of nature that allows one to 'see into the life of things'; line Wordsworth's 'Tintern Abbey'; takes you on a series of emotional states by trying to sway 'readers and himself, that the loss of innocence and intensity over time is compensated by an accumulation of knowledge and insight. The general meaning of the poem relates to his having lost the abbey nature provided him in childhood. Nature seems to have made Wordsworth human. Support your argument with specific details from the poem. Do you essay that this is good advice? Why or why not? Use details from several of Wordsworth's poems to support your claim. - Uniforms in schools education backgroung argumentative essay topics - Essay topics about hunting - History essay topics regarding india - Persuasive essay topics easy persuasive essay topics - University of mi essay topics Choose two or three poems that use different forms to discuss how structure can contribute to the meaning of a poem.	1,887	ENGLISH	1
Featured Passage: Numbers 13-14 A man named Hosea, who Moses called Joshua, was from the tribe of Ephraim. Joshua was already used by God in the wilderness as an assistant to Moses at Mount Sinai and as a leader of troops in a victorious battle against the Amalekites! Now the Israelites were coming close to the entrance to the land God promised them and it was time for Joshua to help out again – this time as a spy! Joshua and eleven other spies were sent into the land to see what the land was like and what kind of people lived there. When they returned, the group brought with them delicious fruit, exciting news of the land, and a disagreement that would impact the lives of every person in Israel. - The Amalekites attacked Israel near the beginning of their journey to the Promised Land (Exodus 17:8-16). What job did Moses give Joshua in Israel’s first battle? - How did Joshua assist Moses at Mount Sinai? (Exodus 24; 32) - Why was Joshua chosen as one of the spies? - When the spies came back what did they say about the land and the people they saw? What did the spies recommend? What did Joshua and Caleb recommend? How difficult do you think it was for them to stand up against the crowd? - What was Israel’s punishment for refusing to go into the promised land? “If the Lord delights in us, then He will bring us into this land and give it to us, ‘a land which flows with milk and honey.’ Only do not rebel against the Lord, nor fear the people of the land, for they are our bread; their protection has departed from them, and the Lord is with us. Do not fear them.”	<urn:uuid:c3c6e38f-af86-4315-a76b-26587730c9f2>	CC-MAIN-2020-05	https://www.lcgeducation.org/childrens-bible-program-level-2-lesson-45-joshua-and-the-spies/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594391.21/warc/CC-MAIN-20200119093733-20200119121733-00334.warc.gz	en	0.981287	375	3.46875	3	[ -0.2922685444355011, 0.17662186920642853, 0.035926613956689835, 0.10752521455287933, -0.3892761170864105, -0.34070682525634766, 0.6851468682289124, 0.2101030945777893, -0.08594555407762527, 0.08676652610301971, 0.04347202926874161, -0.3716336190700531, 0.16872701048851013, 0.10979737341403...	13	Featured Passage: Numbers 13-14 A man named Hosea, who Moses called Joshua, was from the tribe of Ephraim. Joshua was already used by God in the wilderness as an assistant to Moses at Mount Sinai and as a leader of troops in a victorious battle against the Amalekites! Now the Israelites were coming close to the entrance to the land God promised them and it was time for Joshua to help out again – this time as a spy! Joshua and eleven other spies were sent into the land to see what the land was like and what kind of people lived there. When they returned, the group brought with them delicious fruit, exciting news of the land, and a disagreement that would impact the lives of every person in Israel. - The Amalekites attacked Israel near the beginning of their journey to the Promised Land (Exodus 17:8-16). What job did Moses give Joshua in Israel’s first battle? - How did Joshua assist Moses at Mount Sinai? (Exodus 24; 32) - Why was Joshua chosen as one of the spies? - When the spies came back what did they say about the land and the people they saw? What did the spies recommend? What did Joshua and Caleb recommend? How difficult do you think it was for them to stand up against the crowd? - What was Israel’s punishment for refusing to go into the promised land? “If the Lord delights in us, then He will bring us into this land and give it to us, ‘a land which flows with milk and honey.’ Only do not rebel against the Lord, nor fear the people of the land, for they are our bread; their protection has departed from them, and the Lord is with us. Do not fear them.”	365	ENGLISH	1
In the beginning it was Native American land. High on the bluff, across from the rapid, swirling waters of the little chute in what was to be named the Fox River, stood an immense and dense mass of hardwood trees. Trails criss-crossed through the tall, colorful timber that crowned the south shore of the river. Here the Native Americans tapped the sturdy maples and set up their sugar camps; here they took the saplings from the oak, basswood, beech, elm, ironwood, or hickory to bend into the elliptical framework for their wigwams. The bark of the trees was used to make the large patch matting to cover the wigwam frames. It was here the Native Americans cleared small areas of land on which to plant and grow their corn, often near the sugarbush or cluster of wigwams. In the bay at the foot of the high, wooded bank came the animals to drink--the deer, bear, fox, and smaller animals of the forest. Numerous sulfur springs in the area gave the Native Americans and woodland creatures a year-round supply of water. The creek tributaries of the Fox and the fast moving, rippling river itself provided the Native Americans with superb fishing. Here they caught the wily sturgeon, the fighting pickerel, pike and black bass in the swift running water. During the seasons of high water, the pike and pickerel were known to swim up the creeks for miles. This was the scene at present-day Combined Locks when the first white man came to the land called Ouisconsin in the 17th century. The river became the highway for the fur traders and their voyageurs; it was used by the French missionaries the Native Americans named "the Black Robes" and welcomed into their villages. Eventually, the landmark bay on the south shore of the Fox River beckoned to its first settler and got its first name--Garner's Landing. Roland Garner (or Gardner), according to pioneer records, cleared and worked his farm on the hill in the 1830's and 1840's at the time the French from Canada were establishing homesteads in the present Town of Buchanan. These early fur traders-turned-farmers were Joseph, Charles and William LaMure, the Beaulieus and Porliers. Then 10 German families plus a few bachelors came to the Landing to settle as a group in 1842. There were the families of John Dietzler, Peter Dietrich, Jacob Pauly, Michael Klein (or Kline), John P Heinz, PH Rausch, JP Schumacher, John Kloepfel, Anton Heuser, and the three young men, Mathias Klein, and John and Jacob Snyder. Later Germans to settle in the area as pioneers had the family names of Rademacher, Jonen, Heinz, Brill, Renn, Palm, Haupt, Hopfensperger, Strause, Weiler, Stroup, Zink, Kohler, Orth, Zeigbein, Wiedenhaupt, Surges, Uitenbrook, Wundrow, Mau, and Schubring, among others. The first Hollanders arrived in 1848, brought to the new country by the Reverend Theodore VandenBroek, missionary priest at La Petite Chute (Little Chute). He had worked among the Menominee people since 1836 and returned to his native land to recruit workers for the building of the canals on the river. He also saw in his journey a chance to offer freedom and the promise of a future to his fellow countrymen with the Fox River Development Company assuming all the expenses of the long journey. While in Holland, the priest wrote so eloquently of his wilderness home in Brabant parish circulars that instead of one boatload of families ready to emigrate he found he had recruited two. This is how it happened that many Dutch families settled in Buchanan and the Town of Holland (Brown County) as an overflow to the original Little Chute settlement. Letters sent back home by the pioneers themselves brought more settlers. Among the earliest Netherlanders in Buchanan were the families named Berghuis, Hammen, Welhuis, DeBruin, Speel, Hartjes, Sanders, Kemkes, Williams, Beelen, Jansen, Van Ooyen, Coonen, Van Domelin, Timmers, Menting, Van Wyst, Smits, and Tillman. The third large group of settlers, most of whom came as canal workers, were the Irish. Some married here and settled down; others sent for the families they had left back east while they worked to earn enough for a homestead and a new start. Records show the surnames of Ryan, Glasheen, Finnigan, Ringrose, Moffet, Collighan, Henchy, Hinchey, Luftus, Condon, Farry, Powers, Keating, Clune, Maroney and Maloney, Slattery, Leddy, Rohan, Davy, McGrath, Heardon, and Cooney. Together these people of different culture backgrounds worked to build a strong farming community. Today, descendants of these sturdy pioneers still live in the village. The actual Village of Combined Locks had its origin as a mill town, linked to the pioneer paper industry of the Fox River Valley. The farming community changed into a village when the present Combined Paper Mills, Inc was organized as the Combined Locks Paper Company in 1889. The first dam at this place in the Fox River, along with the original pulp mill buildings, was built that year. Both village and mill were named for the combined boat locks that skirted the river shoreline. Small, tidy homes were built by the company for workers; these were located along the winding road in the eastern end of today's village. The paper firm also built a frame boarding house type hotel for workers without family ties. It was in 1916, when the original Combined Locks Paper Company was organized, that the idea of village incorporation got started. The village then was mainly on the east end of town and it had become a self-sufficient village that had outgrown its "mill town" image. Its leading citizens were aware of the mill's flowering prosperity. They spoke out for incorporation as a means of keeping the industry's tax benefits within the growing village. There always was a threat of annexation by neighboring communities. Thus it came about that a petition for village status was sent to the Outagamie County Circuit Court April 21, 1920, all legally drawn up and signed. On the petition were the names of Herman Janssen, Nicholas Lom, Henry Maas, Theodore Van Cuyk, and John Van Cuyk. Village records show that considerable preliminary work had been done before the petition was filed. A survey was made of the 810 acres for the proposed village; this included 705 acres of land and 105 acres of water. Albert E McMahan made that survey. It was August L Beatz, paper mill foreman, who offered to count heads in the proposed village area during his off hours. This he did, walking from house to house to make the canvass. He came up with 467 persons in 74 families. This census included the August Mauthe family of six, the Mauthe's ran the hotel, and the 13-room and board mill workers. His report read, "Said census exhibits the name of every head of a family and the name of every person or resident in good faith in such territory." The survey map and the census were both posted in the usual place for villager inspection. This was in the post office room in the home of Mrs. Peter Vanden Brant, village postmistress. Three residents were against the incorporation move and said so, but their protests were turned down. Instead, the court authorized an election to be held on the next August 3. Inspectors were appointed by the court for the occasion. Named were Daniel J Ryan as clerk, Herbert J Sullivan and Theodore Williams. Notice of the election was posted for the three weeks demanded by the court prior to the election. Handbills went up on the village "bulletin boards" of the day, well remembered by old-timers in the community. The west wall of Mrs. Vanden Brant's front parlor post office got one as did the south wall on the outside of the yard office at the Combined Locks Paper Mill. Various telephone poles in the community, located in strategic spots, also were used for notices. One went up on the pole in the front of the Christian Hartjes home that overlooked the river; another was tacked on the telephone pole east of John Doyle's house on the road to Darboy; the pole near Malachi Ryan's house got one because it was on the well-traveled Kaukauna-Menasha plank road. Another was posted on the telephone pole east of Paul Smith's home on the road leading to the mill. When election day arrived, the event was held in the schoolhouse (District 7 school later turned into the first St. Paul Catholic Church). The outcome was favorable for incorporation with 54 votes for the move and only two against it. The papers for incorporation were filed officially August 5, 1920, with the Secretary of State in Madison. Less than two weeks later, August 16, at a 7:30pm meeting at the school house, the electors met again to pick a slate of village officers. This election was held again in the old school on August 31, 1920. D J Ryan, a farmer, was chosen as the first village president and county board supervisor. F C Schuler, a tavernkeeper by occupation, was elected as clerk. Mill pipefitter Herman Janssen was elected as treasurer. Real estate man William Van Zeeland was named assessor. Mill foreman and census taker A L Beatz was elected as constable. Finishing room mill worker Chris Kindler was named Justice of the Peace. The trustees were depot agent George Smith, farmer John Berghuis, who also worked at the school, expert papermaker Albert Piepenburg, mill worker Theodore Williams, farmer Chris Hartjes, and farmer-poundmaster Malachi Ryan. The first village board meeting was held September 8 at the school house, where the village fathers were to meet the last Tuesday of every month until the Village Hall was built in 1924. The first tax rate for the village was set at 12 mills or $12 per $1,000 in a day when hand labor brought a man 35 cents an hour and a man plus his team commanded a high 75 cents for every hour he worked. The village certainly has grown over the last eighty years and continues to grow. As of January 2002 there are approximately 2,552 people living in Combined Locks with approximately 1,000 homes. The founding fathers used great insight in establishing this village. History information taken from the "Golden Jubilee" book that was published in 1970 to celebrate Combined Locks' 50th birthday. ©2020Village of Combined Locks All rights reserved. 405 Wallace St Combined Locks, WI 54113 Phone: 920-788-7740 7:30am - 4:00pm	<urn:uuid:10bc984b-8de5-4135-a7a6-bda9e56743e0>	CC-MAIN-2020-05	http://www.combinedlocks.org/community/history/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598800.30/warc/CC-MAIN-20200120135447-20200120164447-00351.warc.gz	en	0.980483	2,345	3.59375	4	[ 0.0003826052416115999, 0.17422620952129364, 0.0015336546348407865, 0.0446167066693306, -0.08549852669239044, -0.20514461398124695, 0.17573300004005432, 0.07538917660713196, -0.34523695707321167, 0.03492651879787445, 0.35317474603652954, -0.42612624168395996, -0.12146824598312378, 0.2280209...	8	In the beginning it was Native American land. High on the bluff, across from the rapid, swirling waters of the little chute in what was to be named the Fox River, stood an immense and dense mass of hardwood trees. Trails criss-crossed through the tall, colorful timber that crowned the south shore of the river. Here the Native Americans tapped the sturdy maples and set up their sugar camps; here they took the saplings from the oak, basswood, beech, elm, ironwood, or hickory to bend into the elliptical framework for their wigwams. The bark of the trees was used to make the large patch matting to cover the wigwam frames. It was here the Native Americans cleared small areas of land on which to plant and grow their corn, often near the sugarbush or cluster of wigwams. In the bay at the foot of the high, wooded bank came the animals to drink--the deer, bear, fox, and smaller animals of the forest. Numerous sulfur springs in the area gave the Native Americans and woodland creatures a year-round supply of water. The creek tributaries of the Fox and the fast moving, rippling river itself provided the Native Americans with superb fishing. Here they caught the wily sturgeon, the fighting pickerel, pike and black bass in the swift running water. During the seasons of high water, the pike and pickerel were known to swim up the creeks for miles. This was the scene at present-day Combined Locks when the first white man came to the land called Ouisconsin in the 17th century. The river became the highway for the fur traders and their voyageurs; it was used by the French missionaries the Native Americans named "the Black Robes" and welcomed into their villages. Eventually, the landmark bay on the south shore of the Fox River beckoned to its first settler and got its first name--Garner's Landing. Roland Garner (or Gardner), according to pioneer records, cleared and worked his farm on the hill in the 1830's and 1840's at the time the French from Canada were establishing homesteads in the present Town of Buchanan. These early fur traders-turned-farmers were Joseph, Charles and William LaMure, the Beaulieus and Porliers. Then 10 German families plus a few bachelors came to the Landing to settle as a group in 1842. There were the families of John Dietzler, Peter Dietrich, Jacob Pauly, Michael Klein (or Kline), John P Heinz, PH Rausch, JP Schumacher, John Kloepfel, Anton Heuser, and the three young men, Mathias Klein, and John and Jacob Snyder. Later Germans to settle in the area as pioneers had the family names of Rademacher, Jonen, Heinz, Brill, Renn, Palm, Haupt, Hopfensperger, Strause, Weiler, Stroup, Zink, Kohler, Orth, Zeigbein, Wiedenhaupt, Surges, Uitenbrook, Wundrow, Mau, and Schubring, among others. The first Hollanders arrived in 1848, brought to the new country by the Reverend Theodore VandenBroek, missionary priest at La Petite Chute (Little Chute). He had worked among the Menominee people since 1836 and returned to his native land to recruit workers for the building of the canals on the river. He also saw in his journey a chance to offer freedom and the promise of a future to his fellow countrymen with the Fox River Development Company assuming all the expenses of the long journey. While in Holland, the priest wrote so eloquently of his wilderness home in Brabant parish circulars that instead of one boatload of families ready to emigrate he found he had recruited two. This is how it happened that many Dutch families settled in Buchanan and the Town of Holland (Brown County) as an overflow to the original Little Chute settlement. Letters sent back home by the pioneers themselves brought more settlers. Among the earliest Netherlanders in Buchanan were the families named Berghuis, Hammen, Welhuis, DeBruin, Speel, Hartjes, Sanders, Kemkes, Williams, Beelen, Jansen, Van Ooyen, Coonen, Van Domelin, Timmers, Menting, Van Wyst, Smits, and Tillman. The third large group of settlers, most of whom came as canal workers, were the Irish. Some married here and settled down; others sent for the families they had left back east while they worked to earn enough for a homestead and a new start. Records show the surnames of Ryan, Glasheen, Finnigan, Ringrose, Moffet, Collighan, Henchy, Hinchey, Luftus, Condon, Farry, Powers, Keating, Clune, Maroney and Maloney, Slattery, Leddy, Rohan, Davy, McGrath, Heardon, and Cooney. Together these people of different culture backgrounds worked to build a strong farming community. Today, descendants of these sturdy pioneers still live in the village. The actual Village of Combined Locks had its origin as a mill town, linked to the pioneer paper industry of the Fox River Valley. The farming community changed into a village when the present Combined Paper Mills, Inc was organized as the Combined Locks Paper Company in 1889. The first dam at this place in the Fox River, along with the original pulp mill buildings, was built that year. Both village and mill were named for the combined boat locks that skirted the river shoreline. Small, tidy homes were built by the company for workers; these were located along the winding road in the eastern end of today's village. The paper firm also built a frame boarding house type hotel for workers without family ties. It was in 1916, when the original Combined Locks Paper Company was organized, that the idea of village incorporation got started. The village then was mainly on the east end of town and it had become a self-sufficient village that had outgrown its "mill town" image. Its leading citizens were aware of the mill's flowering prosperity. They spoke out for incorporation as a means of keeping the industry's tax benefits within the growing village. There always was a threat of annexation by neighboring communities. Thus it came about that a petition for village status was sent to the Outagamie County Circuit Court April 21, 1920, all legally drawn up and signed. On the petition were the names of Herman Janssen, Nicholas Lom, Henry Maas, Theodore Van Cuyk, and John Van Cuyk. Village records show that considerable preliminary work had been done before the petition was filed. A survey was made of the 810 acres for the proposed village; this included 705 acres of land and 105 acres of water. Albert E McMahan made that survey. It was August L Beatz, paper mill foreman, who offered to count heads in the proposed village area during his off hours. This he did, walking from house to house to make the canvass. He came up with 467 persons in 74 families. This census included the August Mauthe family of six, the Mauthe's ran the hotel, and the 13-room and board mill workers. His report read, "Said census exhibits the name of every head of a family and the name of every person or resident in good faith in such territory." The survey map and the census were both posted in the usual place for villager inspection. This was in the post office room in the home of Mrs. Peter Vanden Brant, village postmistress. Three residents were against the incorporation move and said so, but their protests were turned down. Instead, the court authorized an election to be held on the next August 3. Inspectors were appointed by the court for the occasion. Named were Daniel J Ryan as clerk, Herbert J Sullivan and Theodore Williams. Notice of the election was posted for the three weeks demanded by the court prior to the election. Handbills went up on the village "bulletin boards" of the day, well remembered by old-timers in the community. The west wall of Mrs. Vanden Brant's front parlor post office got one as did the south wall on the outside of the yard office at the Combined Locks Paper Mill. Various telephone poles in the community, located in strategic spots, also were used for notices. One went up on the pole in the front of the Christian Hartjes home that overlooked the river; another was tacked on the telephone pole east of John Doyle's house on the road to Darboy; the pole near Malachi Ryan's house got one because it was on the well-traveled Kaukauna-Menasha plank road. Another was posted on the telephone pole east of Paul Smith's home on the road leading to the mill. When election day arrived, the event was held in the schoolhouse (District 7 school later turned into the first St. Paul Catholic Church). The outcome was favorable for incorporation with 54 votes for the move and only two against it. The papers for incorporation were filed officially August 5, 1920, with the Secretary of State in Madison. Less than two weeks later, August 16, at a 7:30pm meeting at the school house, the electors met again to pick a slate of village officers. This election was held again in the old school on August 31, 1920. D J Ryan, a farmer, was chosen as the first village president and county board supervisor. F C Schuler, a tavernkeeper by occupation, was elected as clerk. Mill pipefitter Herman Janssen was elected as treasurer. Real estate man William Van Zeeland was named assessor. Mill foreman and census taker A L Beatz was elected as constable. Finishing room mill worker Chris Kindler was named Justice of the Peace. The trustees were depot agent George Smith, farmer John Berghuis, who also worked at the school, expert papermaker Albert Piepenburg, mill worker Theodore Williams, farmer Chris Hartjes, and farmer-poundmaster Malachi Ryan. The first village board meeting was held September 8 at the school house, where the village fathers were to meet the last Tuesday of every month until the Village Hall was built in 1924. The first tax rate for the village was set at 12 mills or $12 per $1,000 in a day when hand labor brought a man 35 cents an hour and a man plus his team commanded a high 75 cents for every hour he worked. The village certainly has grown over the last eighty years and continues to grow. As of January 2002 there are approximately 2,552 people living in Combined Locks with approximately 1,000 homes. The founding fathers used great insight in establishing this village. History information taken from the "Golden Jubilee" book that was published in 1970 to celebrate Combined Locks' 50th birthday. ©2020Village of Combined Locks All rights reserved. 405 Wallace St Combined Locks, WI 54113 Phone: 920-788-7740 7:30am - 4:00pm	2,407	ENGLISH	1

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